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FAIRFAX HIGH SCHOOL

7850 Melrose Avenue, Los Angeles, CA 90046Los Angeles Unified School District

SeLF-Study RepORtWASC/Cde FOCuS On LeARnInG

FebRuARy 23-26, 2014

FAIRFAX HIGH SCHOOL

7850 Melrose Avenue, Los Angeles, CA 90046Los Angeles Unified School District

SeLF-Study RepORtWASC/Cde FOCuS On LeARnInG

FebRuARy 23-26, 2014

Fairfax High School Alma Mater

Hail to thee Lord FairfaxOur pledge to thee we bring,

Honored Lord FairfaxThy praises we shall sing.

We’ll work for thee trust-worthy be,With courtesy and loyalty.

Our colors crimson and the goldOur loyal hearts will ever hold,So, hail to thee Lord Fairfax,

All hail, All hail to thee.

Fairfax High School Fight Song

(Circa 1972… to the tune of “On Wisconsin”)

On ye lionsOn ye lions

Roll right down that field

With your colorsFlying over

We shall never yield

Fairfax High SchoolShow your colorsVictory flag unfold

As we goMarching for the

Crimson and goldHey!

Table of ContentsPreface

WASC Visiting Committee Members

Chapter I: Student/Community Profile and Supporting Data and Findings 1

Chapter II: Progress Report 17

Chapter III: Student/Community Profile Overall Summary from Analysis of Profile Data and Progress 23

Chapter IV: Self-Study Findings

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources . . . . 33

B: Standards-based Student Learning: Curriculum . . . . . . . . . . . . . . . . 81

C: Standards-based Student Learning: Instruction . . . . . . . . . . . . . . . . 109

D: Standards-based Student Learning: Assessment and Accountability . . . . . 125

E: School Culture and Support for Student Personal and Academic Growth . . . 147

Prioritized Areas of Growth Needs from Categories A through E . . . . . . . . . 175

Chapter V: Schoolwide Action Plan 177

Goal 1: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources . . . . 180

Goal 2: Standards-based Student Learning: Curriculum . . . . . . . . . . . . . . 190

Goal 3: Standards-based Student Learning: Instruction . . . . . . . . . . . . . . 194

Goal 4: Standards-based Student Learning: Assessment and Accountability . . .202

AppendicesGlossary of TermsSchool Report Card (LAUSD) 2012-2013 School Quality Snapshot (California Department of Education) 2012-2013 Performance Meter - Data Summary Sheet (LAUSD) 2011-2012 School Performance Framework (LAUSD) Staff, Student and Graduate Follow-up Survey Results (LAUSD Smaller Learning Communities Evaluation 2011-2012, pages 87-92) Spring 2014 Master Schedule UC/CSU Approved Course List Professional Development Plan & Calendar Bell Schedule School Map

PrefaceThe Fairfax High School staff started the self-study Focus on Learning (FOL) process at the beginning of the school year in 2011. Since the last self-study in 2008 there have been significant changes to the district and school boundaries. Fairfax is no longer part of district 4 but is now part of Educational Service Center (ESC) West. The staff at Fairfax has also changed significantly. Many of the coordinators, counselors and teachers re-tired since 2011, giving Fairfax High School a new crop of enthusiastic and talented staff members. None of the administrators currently at Fairfax were on campus for the 2008 WASC visit or 2011 WASC revisit. As such, the FOL process was slow to develop as the administrators settled into their new roles. Towards the middle of the year in 2012, when the new administrative team began to find their footing, the WASC FOL became a major focus. A small group of teachers and administrators became the steering committee for the WASC process; attending trainings and arranging timelines. The principal, seeing a need, developed her Instructional Leadership Team into Focus Group facilitators. In previous years the WASC process has always been seen as a task to perform for the WASC visiting committee. This time the process has become much more personal for the staff at Fairfax High School. The staff whole-heartedly believes this is our self-study and the visiting committee is simply coming to validate the great work we are doing here at Fairfax. There is a lot of enthusiasm for WASC which allowed teachers to buy in to the FOL process without all the usual coaxing. Facilitators met weekly during the summer of 2012 to collaboratively develop a rough outline of the sections and to prepare themselves to facilitate FOL meetings. During the first Focus Group meeting there was a surprising amount of enthusiasm for the WASC FOL as teachers began to learn about each other, the community and their school. Many teachers volunteered to do more than they were asked and facilitators brainstormed with each other to decide how they could better run Focus Group meetings. Each Focus Group took a unique approach to their assigned section: the Culture group used small groups to break up the larger tasks; the Curriculum group used alternating groups to have input from all members on all sections; the Instruction group re-wrote and scaffolded all the questions and then had teachers brainstorm on whiteboards to have all members give input in the different chapters; the Assessment group used chart paper to have members add notes and ask questions; and the Organization group used online tools to have teachers writing and collaborating. Facilitators chose to meet every Thursday; improving strategies and editing sections to produce a refined product. The Home Groups read and re-read the FOL drafts and offered suggestions for improvement. The Instructional Leadership Team met monthly to review data, edit drafts and look at final products. Members of Melrose Trading Post were at most meetings providing community input and snacks. There is some discrepancy in the data. This happens because the Magnet numbers are sometimes included in the data and other times it is not. In all cases the data from the California Department of Education has been taken as the true value. The WASC process was truly a team effort from an incredibly dedicated staff. It has been my esteemed pleasure to be the Fairfax High School WASC Coordinator.Aris Biegler, WASC Coordinator

WASC Visiting Committee Members

ChairDr. Monica Colunga Principal - Irvine High School

MembersMr. Tex Acosta Principal

Ms. Bonita Davenport Vocational Instructor, Office Services

Mrs. Gayle Dockham Assistant Principal - Redlands High School

Mr. Jeremy Lugbill Teacher - Mayfair High/Middle School

Ms. Jacqueline C. Sparrow Teacher - Inglewood High School

Mrs. Rosa M. Zavala-Ramirez TOSA/Compensatory Education Director

Los Angeles Unified School District

Board of EducationMarguerite LaMotte, Board District 1

Mónica García, Board District 2

Tamar Galatzan, Board District 3

Steve Zimmer, Board District 4

Bennett Kayser, Board District 5

Mónica Ratliff, Board District 6

Richard Vladovic, Board District 7

District AdministrationJohn Deasy, Ph.D, Superintendent of Schools

Cheryl Hildreth, Instructional Area Superintendent

Jaime Morales, ESC West School Director

Jan Davis, Administrator of Operations

Sara Lasnover, Local Administrator of Parent and Community Engagement

School AdministrationCarmina Nacorda, Principal

Rene Barbosa, Assistant Principal, SCS

Leonard Choi, Assistant Principal

Rene Maza, Assistant Principal

Mark Ross, Assistant Principal

Chapter I

Student/ Community Profile and Supporting Data and Findings

Notes

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Chapter IStudent/CommunIty profIle and SupportIng data and fIndIngS

Fairfax High School: A Brief Overview Fairfax High School, is idyllically located on a 24.2 acre campus in Los Angeles at the corner of Melrose and Fairfax, in trendy West Hollywood, north of the CBS stu-dios, right at the heart of the Thirty Mile Zone (TMZ). During almost all of the 20th century, the Hollywood entertainment industry preferred to film movies and televi-sion shows within the TMZ to hold costs down. With clever editing, it was easy to use a handful of aerial and location shots, along with carefully dressed sets, to give viewers the impression that a movie or show was set somewhere else. Outside the front steps of Fairfax High School it is common to see celebrities enjoying the local restaurants and shops. Many of the Hollywood tour companies make Fairfax High School one of their stops because of the number of celebrities that attended as stu-dents. Asking around campus will reveal that many of the staff members have and may still be in the show biz.

Notable celebrities that attended Fairfax High School are:

From the film industry: Mila Kunis, Demi Moore, Timothy Hutton, Ricardo Montal-ban, David Arquette, Byron Allen, Michele Greene, David Janssen, Carole Lombard, Quinn Martin, Manuel Franco, Larry Gelbart, Mickey Rooney, Ann Rutherford, Baby Peggy, Bong Revilla. Many of the Fairfax staff members have also been involved in theater, film and TV productions.

Music Industry: Steven Adler, Herb Alpert, Warren Zevon, Tracii Guns, Lee Min Young, Michael “Flea” Balzary, Jack Irons, Jermaine Jackson, Jerome “Jerry” Leiber, Slash, Hillel Slovak, Alain Johannes, Rami Jaffee, Phil Spector, Eric Melvin, Anthony Kiedis and Jerome Hines.

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Athletes: Mike Epstein, Larry Sherry, Barry Latman, Chris Mills, Roger Montgomery, Craig Smith, Solomon Hill, Joshua Shipp, Jo and Danny Everett.

Other Fairfax High alumni include: Gary Baseman, J. Curtis Counts, James Ellroy, Janet Fitch, Chanel Iman, Judith Reisman, Christian Robinson, Matt Rolston, Henry Samueli, Allan Sherman, Smear (Cristian Gheorghiu), Peggy Stevenson, Mel Was-serman, Jack Kemp and Zev Yaroslavsky.

Although Fairfax will celebrate its 90th anniversary in 2014, the original school grounds were much different than they look today. The school was first built in 1924 under the direction of Principal Rae G. Van Cleve, for whom the athletic field is named. When first built, with a backdrop of the iconic rotunda and Dewitt Swann Audito-rium, a reflecting pond was the first thing students saw when they arrived at school. The school has seen numerous renovations over the years. In order to comply with earthquake and modernization codes, the main building was demolished and rebuilt in 1966. That was good timing, because in 1971, a magnitude 6.7 earthquake struck Los Angeles, severely damaging other schools. The rotunda was not demolished during the rebuilding phase in 1966, leaving it as one of the only two rotundas on the west coast.

Through funding by the Melrose Trading Post and other local partners, at a cost in excess of one million dollars, the field and stadium were renovated in 2010, giving Fairfax athletes and fans a modern field in which they can be proud. The school grounds were also redone; plants, flowers, pathways, outdoor furniture and display cases have all be updated in the past few years giving the school a light and airy feel, compared to the old feel of dead grass everywhere.

Fairfax High School runs on a traditional two-semester calendar with six periods per day. This was the first year that LAUSD used an early start calendar ending school early on June 6, 2014. Fairfax has 100 certificated staff members. Included in the staff are 89 teachers, five administrators and four guidance counselors. The Visual Arts Magnet Center has a staff of 14; 12 teachers, one coordinator, and one counselor.

Out of a current student population of 2250, Fairfax has approximately 200 English Language Learners who speak over 30 different languages. After English, the most commonly heard languages on campus and in the community are Spanish and Ko-rean. Enrollment has decreased since 2008; however, it appears to be leveling out. The decrease in enrollment is due to a number of factors, including the opening of new district and non-district schools within the LAUSD boundaries. These schools include pilot schools, magnet schools, and an increase in charter schools. Whereas Fairfax used to accept as many as 200 students from the Jefferson High School area through the Capacity Adjustment Program (CAP), those students now attend schools in their own neighborhoods. Fairfax continues to accept 50 students each year through the Open Enrollment program, allowing students who do not reside in the Fairfax attendance area to enroll. Fairfax is a desired school; on average, 250 out of area students apply for the 50 open enrollment permits. Currently there is a waiting list of over 200 students who want to attend Fairfax through Open Enroll-

Notes

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ment. An additional 395 students attend the Fairfax Center for Visual Arts, which is a small school on the Fairfax campus and is the only visual arts magnet high school in the LAUSD.

Most students attending Fairfax are of middle-to-low socioeconomic status, with 75.8% of students qualifying for the Federal Lunch Program this year. Due to the high number of students qualifying for this program, Fairfax has been designated a Title I school since the fall of 2001. The Title I funds that the school receives provide substantial enrichment opportunities, additional staffing, and instructional materials for Fairfax students.

Fairfax has failed to reach its Adequate Yearly Progress (AYP) since 2001. To ad-dress this issue, the school and LAUSD chose to restructure Fairfax into smaller learning communities (SLC). This choice was one of the plans of “alternative gover-nance” as mandated by the No Child Left Behind regulation. In February 2006, by integrating the ideas of the six design teams, Fairfax proposed to comprise itself of five smaller schools (in addition to the Visual Arts Magnet):

Academy of Media and Performing Arts (AMPA) nnnnn

Global Outlook of Academic Learning (GOAL) nnnnn

Health Science Academy (HSA) nnnnn

Individual Determination, Empowerment, Academics and Success (IDEAS)nnnnn

School of Mathematics, Science and Technology (SMST)nnnnn

Visual Arts Magnet (VAM)nnnnn

In fall 2009, due to budget cuts, administrative and staff reductions, as well as re-duced enrollment, Fairfax High School administrators were forced to collapse two of the SLCs into one SLC.

The remaining SLCs are:

Academy of Media and Performing Arts (AMPA) nnnnn

Health Science Academy (HSA) nnnnn

School of Mathematics, Science and Technology (SMST)nnnnn

International Business and Communication (IBC)nnnnn

Visual Arts Magnet (VAM)nnnnn

The Fairfax High School staff continues to fine-tune the SLC model: creating purity, developing cross-curricular thematic lessons and planning professional develop-ment activities around the SLC structure. At the start of the 2013-14 school year the administrators, department chairs, and coordinators put significant effort into creat-ing SLC purity in 9th and 10th grade offerings.

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THE SMALL LEARNING COMMUNITIES OF FAIRFAX HIGH SCHOOL

Academy of Media & Performing Arts (AMPA)

The mission of the Academy of Media and Performing Arts is to educate, inspire, and prepare students for future careers in artistic and/or technical “behind-the-scenes” careers in the fields of entertainment technology, mass media and the performing arts. Through a well-rounded liberal arts education students will learn about and participate in work study/internship experiences in a variety of career fields. In addition to completing the A – G college-preparatory and high school graduation requirements, AMPA students will have the opportunity to choose from a variety of electives in music, dance, drama, stage technology, broadcast and print journalism, and video production. Students will work cooperatively to create, produce, publish and perform first-rate production projects in a variety of media formats. The AMPA SLC will provide students a comprehensive college-preparatory education as well as the technical and artistic skills training necessary for entrance to a variety of technical and creative media arts professions.

Academy of International Business and Communications (IBC)

The Academy of International Business and Communications is a humanity based school with a vision of providing students with a place where they can find their passions and accomplish their dreams. Teachers do this by making students aware of the issues they will face politically, socially and internationally within the busi-ness world. Teachers help students to develop an appreciation for diverse cultures and become responsible citizens. Students learn the necessary skills needed to succeed in this 21st century, global society. Technical training is integrated into classes, along with essential workplace skills, such as communication, critical think-ing, problem solving, team building, and decision making. Classes students may take include: Constitutional law, careers with children, business, economics, jour-nalism and a senior seminar where students create their own class. In addition, the program strives to instill personal qualities of self-reliance, service, and leadership. Teachers prepare students to be successful in any future they choose.

Instruction in the Academy of International Business and Communications focus-es on student inquiry with a project-based, hands-on curriculum that is guided by student interest. While maintaining A-G requirements and a strong academic pro-gram, students connect their academic studies to career interests and life after high

Notes

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school. Staff members are committed to creating an environment that is student-centered, academic, and personalized. The Academy of International Business and Communications is available to any student who is ready to succeed.

School of Mathematics, Science and Technology (SMST)

The guiding purpose of SMST is to create a community of learners where every child is known and is supported to achieve his or her potential. Staff members strive to develop in students the skills to solve problems through understanding, analyzing, and synthesizing ideas and knowledge.

Teachers understand that technology is everywhere. Children will require math and science skills for the majority of their daily tasks, and to understand such issues as stem cell-based medicine, computer privacy, and global warming. The School of Mathematics, Science and Technology (SMST) staff wants to ensure all students are equipped with a rigorous standards-based education that gives them an academic foundation that can be applied in the real world. Moreover, teachers are commit-ted to increase the number of underrepresented students (women, minorities, and economically disadvantaged) applying to science majors at universities. Teachers foresee that a significant percentage of students graduating from SMST will assume leadership positions in an increasingly scientific and technology-based society.

Health Science Academy (HSA)

The HSA, located in the new 400 building on the campus of Fairfax High School, focuses on a health and science curriculum to help prepare our students for a career in the health or medical sector. HSA will emphasize career opportunities that are in demand including medicine, mental health, nutrition, forensics, scientific research, sports medicine, pharmaceutical, technician, nursing, and related professions. HSA students have opportunities for internships, school-to-career pipeline experiences, and job shadowing through community partners such as Cedar-Sinai, Kaiser Perma-nente, and UCLA that will help students make a well-informed decision about their career options and aspirations.

The HSA staff is committed to the Fairfax community and has developed a program that is creating success for students. HSA staff works with corporations and busi-nesses to form partnerships with HSA so that students will have more resources and opportunities to select from, thereby making their experience in the HSA even more meaningful and practical. Through the Los Angeles County Regional Occupational Program, the HSA offers many job-training courses that are relevant to the health

Notes

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sciences. With teachers that are dedicated, community partners that are generous, a curriculum that offers knowledge and practice, and an environment that displays our success, the HSA provides all the tools a student needs to pursue a career within the health and/or medical field.

Visual Arts Magnet

The Fairfax Magnet Center for Visual Arts, located on the campus of Fairfax High School, is the only magnet high school for the Los Angeles Unified School District whose thematic core is devoted solely to the visual arts. Students are drawn from all 700 square miles of LAUSD and apply through the magnet selection process – they are not screened for artistic talent or academic ability.

Rather than a conservatory education, the Visual Arts Magnet offers an art-oriented high school experience that fuses art and academics. Every semester, students are required to take an activity art class such as photo, sculpture, drawing and digital imaging. Additionally, they study art history for 12 weeks in 9th grade. Art also plays a role in the Visual Arts Magnet’s academic classes, both for instruction and as-sessment. While some of the graduates will major in art and become professional artists, all will be offered the life-enriching experience of learning about and creating art. To this end, the Visual Arts Magnet arranges field trips to museums and per-formances. The magnet also has relationships with local museums and nonprofit organizations that allow the staff members to offer the students art-related extracur-ricular opportunities.

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Community Involvement In 1997, Whitney Weston and Pierson Blaetz created the Melrose Trading Post, an antiques and collectibles market held every Sunday in the parking lot at Fairfax High School, to generate income and help financially support Fairfax High School, its students, and student programs. Through a groundbreaking collaboration with parents, administrators, teachers, and community members, the Melrose Trading Post continually benefits students through the purchase of millions of dollars of equipment and supplies, providing funding for additional staffing, extracurricular programs, campus enhancements, and activities. Moreover, the Melrose Trading Post benefits Greenway Arts Alliance, a non-profit organization that provides in-school and after-school arts programming.

In 2008 Fairfax staff members re-engaged a Fairfax community that had apparently only been waiting to be asked to partner with the school. The principal, in collabora-tion with Greenway Arts Alliance, initiated the “Fairfax Comes Home Project.” This project had a number of goals. One was to bring resident students that were choos-ing to attend private, charter, or pilot schools, or magnet schools out of the Fairfax area, back to our campus. Another goal was to bring community resources, in the form of internships and mentoring, into the school to support our Small Learning Communities. We created partnership with CBS studios, Farmers Market at The Grove, the Gilmore Foundation, and Cedars Sinai Hospital. We also used those resources to improve school facilities: revising landscaping, SLC quad areas, and athletic facilities (weight room, athletic locker rooms and football stadium). Many of our students still find employment and internship opportunities with these local community partners. In 2012 Fairfax High School honored its alumni with a gala, inducting four of them into the Fairfax Hall of Fame.

Parental involvement is also very important for Fairfax High School. Fairfax has four governance areas where parents have provided continuous contributions. They are: the Leadership Council (TLC), the School Site Council (SSC), the English Language Advisory Council (ELAC), and the Compensatory Education Advisory Committee (CEAC).

For the past seven years the Literacy, Arts, Culture, Education, Recreation (LACER) afterschool program has offered students enrichment activities on campus. Through the free daily after-school program, students can chose between five to seven differ-ent classes in which to participate. These include: Academic Tutoring, CAHSEE and SAT Prep, College and Career Prep workshops, Driver’s Education, Cheerleading, Dance, Music, and Singing classes. Classes are provided in small to medium sized groups, typically on a 1:20 instructor/student basis, with 1:1 instructional time avail-able for students requiring more individualized support. In addition to receiving dai-ly instruction, students participate in culminating art workshops, music and dance performances, and district-wide leadership activities. Students can also participate in a wide range of weekend and evening field trips such as LA Dodgers’ games, mu-seum visits, and end of year beach excursions. These experiences extend learning off-site and connect students with rich educational and recreational events available throughout the region.

Notes

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Data Analysis and TrendsFairfax is fortunate to have a student body that is rich in diversity and talent. Our students continue to impress and inspire staff members.

Student Racial & Ethnic HistoryStudents Enrolled by Ethnicity

Fairfax High School has a multi-ethnic, highly diverse student body. Although many high schools in California have a distinct majority of one ethnicity making up the student body, Fairfax is the only high school that has three major subgroups rep-resented. Additionally, over 30 languages are spoken in the homes of Fairfax stu-dents. The majority of these EL students speak Spanish, Korean, and Russian. The school is located in a very popular, eclectic and “hip” section of the city, pulling students from the surrounding areas of Hollywood, West Hollywood, Hancock Park and Koreatown which helps to add the diversity of the school population.

School Year

American Indian/Alaska Native

Asian Black Filipino Hispanic Pacific Islander White Total

Enrollment

2009-2010 6 547 312 70 1268 3 162 2368

2010-2011 8 445 351 68 1241 4 159 2276

2011-2012 8 423 378 69 1259 3 152 2292

2012-2013 8 388 397 74 1146 4 171 2188

2013-2014 11 394 387 68 1205 3 182 2250

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Fairfax H.S. Students Enrolled by Ethnicity in 2014 given in percent

Native American Asian African

American Filipino Hispanics/Chicano White

0.5 % 17.5% 17.2 % 3.0% 53.5% 8.1%

Fairfax High School enjoys the title of being the most diverse school in California. The demographic data for ethnicity provided by the California Department of Educa-tion is a reflection of that diversity. Of the roughly 2250 students that attend Fairfax, the ethnic diversity has remained relatively stable throughout the last six years; ap-proximately 53% of the students are Hispanic, 18% Asian, 18% Black, 8% White, Filipino 3% and Pacific Islanders and Alaskan students make up less than 1%. The family and community trends have remained stable in the past six years, matching closely to the student demographic numbers.

English Learners (EL)Current English Learners (EL) Data: 2010-11

Grade Armenian Korean Farsi Pilipino Russian Spanish Other Total

9 0 15 0 4 5 69 10 103

10 0 13 0 6 1 52 7 79

11 0 11 0 0 1 22 6 40

12 0 16 0 2 1 31 3 53

UG 2 6 1 2 1 83 0 95

Total 2 61 1 14 9 257 26 370

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Approximately 15% of the students that attend Fairfax High School are English Learners. Of the EL students, 69.5% identify themselves as Hispanic, 16.5% are Korean, 2% Russian, 4% Filipino. Other groups make up the remaining 8%. It was last counted that students and staff speak over 80 languages. It is a common oc-currence to hear students trying to learn to speak the language of their friends.

Reclassified Students

Year Previous Year # EL # Reclassified % Reclassified

2010-11 378 25 6.61

2009-10 494 74 14.98

2008-09 579 75 12.95

2007-08 612 66 10.78

2006-07 759 114 15.02

The recession and resulting budget cuts have impacted services available to Eng-lish Learner students since 2007. As such, the rate at which EL students reclassify shows no linear trend as teachers and students learn to adapt to the resources and services available to them. Over the past several years, Fairfax staff members have worked diligently to increase the number of students reclassifying by implementing twice-a-year EL Data Days. The EL Data Days are a way to educate teachers, par-ents and students about how and why to reclassify. The EL Data Days have been seen as a model of success by the district.

CST Trends: English Language Arts

Although there have been some bumps in the road, the California State Test shows that since 2008, the proficiency rate in English Language Arts have increased for all subgroups. Between the years of 2008 and 2012 All Students have increased proficiency levels by 35% (13.3 percentage points), African Americans by 71% (17.8 percentage points), Asian students by 35% (18.7 percentage points), Latino students

SubgroupStudents Tested % Proficient and Advanced

2008-09 2009-10 2010-11 2011-12 2008-09 2009-10 2010-11 2011-12

All Students 1881 1791 1732 1631 37.80 47.3 47.4 51.1

African American 312 299 283 257 25 36.9 39.2 42.8

Asian 386 342 311 295 53.5 58 62.1 72.2

Latino 996 946 950 913 33.8 43.2 42.2 44.6

White 128 117 110 96 56.8 65.6 60 61.5

English Learner 359 305 246 209 5.3 10.3 6.1 9.1

SWD 149 156 151 148 4.9 5.4 9.3 6.8

Socio-Eco Disadvantaged 1299 1398 1266 1233 36.8 46.3 46.4 49.4

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by 32%, White by 8%, EL by 72%, SWD by 39%, and socio-economically disadvan-taged by 34%. The increase in scores has not happened by chance. The diligence of the English department and department chair, the English as a Second Language Coordinator and the Title III coordinator working in collaboration have led to the in-creases in scores.

CST Trends: Mathematics

Less dramatic than the English CST results, but still to be celebrated, the math scores for all subgroups have also increased from 2008 to 2012. Increases since 2008 by subgroup are: All Students 7.8%, African American 33.7%, Asian 6.5%, Latino 17.6%, White 0.7%, English Learner 2.8%, SWD 60%, socio-economically disadvantaged 11.4%. In the past six years there has been a turnover of staff in the math department that has resulted in the hire of additional teachers. As such, there has been a push by the math department to develop capacity through collaboration of shared ideas among all of our math teachers. Their collaborative groups meet weekly to incorporate new methods and strategies with those that have been tested by time. Veteran and new teachers have grown as practitioners and the success of the model can be seen in the API increase from 2011.

SubgroupStudents Tested % Proficient and Advanced

2008-09 2009-10 2010-11 2011-12 2008-09 2009-10 2010-11 2011-12

All Students 1782 1678 1647 1589 21.80 22 21.5 23.5

African American 287 275 265 242 8 10.5 6.4 10.7

Asian 372 325 295 290 49.2 48.6 49.5 52.4

Latino 950 885 906 897 14.2 14.7 14.3 16.7

White 115 108 105 90 28.7 25.9 31.4 28.9

English Learner 338 288 233 201 14.5 16.3 12 14.9

SWD 135 141 138 126 3 4.3 2.9 4.8

Socio-Eco Disadvantaged 1238 1317 1203 1206 20.9 20.6 21.3 23.3

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Student AttendanceAttendance Data

Year Stability Rate Transiency Rate Actual Attend Rate

2011-12 82.48 24.91 94.91%

2010-11 83.38 23.67 93.84%

2009-10 83.9 24.87 93.09%

2008-09 84.51 23.66 93.57%

2007-08 82.83 26.1 92.18%

The attendance rate for Fairfax High School is above the district average; however, the staff and administration at Fairfax believe that actual attendance is higher than that which was reported. Through research and data analysis it was noticed that some teachers might have reported student attendance incorrectly. Efforts have been made by the administration to ensure that teachers are entering attendance correctly and new data will be analyzed to see if those efforts have paid off by sending teachers reminders and having the attendance office submit discrepancy memos frequently. The Pupil Service Advisor position at Fairfax High School was eliminated three years ago due to budget cuts. Seeing the need, the SSC is now funding this position as a part-time arrangement in order to have the truancy rate reduced as much as possible. The transiency rate (students who transfer to another school or educational opportunity) is 24.9%. The dropout rate is 14.6%.

Student AdjustmentOpportunity Transfers

Opportunity transfers (OTs) are given to students demonstrating severe discipline issues. There is a disproportionate amount of OTs given to African American stu-dents. African American students make up 18% of the total student population but account for between a low 32% and a high of 60% of the OTs from 2008 to 2012. Other ethnic groups receive OTs at a much closer rate to their enrollment percents.

Year

American Indian/Alaska Native

Asian Filipino Pacific Islander Black Hispanic Other

White Total

2011-12 0 0 0 0 0 0 0 0

2010-11 0 2 0 0 8 3 0 13

2009-10 0 1 0 0 4 4 1 10

2008-09 0 2 0 0 8 10 0 20

2007-08 0 6 0 0 14 22 1 43

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Suspensions

Nearly half of all suspensions are given to African American students. As with OTs, there exists a disproportionate amount of suspensions given to African American students. Other student subgroups do not diverge from the expected counts.

Expulsion Referrals

There are very few expulsions given at Fairfax High School and no real statistical evidence exists to show that expulsions are affecting the student body in any sig-nificant way.

Year

Am. Indian/Alaska Native

Asian Filipino Pacific Islander Black His-

panicOther White Total Avg. #

Days

Suspen-sion

(Rate)

2011-12 2 10 2 0 46 67 6 133 1.98 5.4

2010-11 0 15 2 0 54 53 7 131 2.21 5.2

2009-10 0 31 0 0 94 77 14 216 1.75 8.1

2008-09 1 9 0 0 86 97 15 208 1.67 7.6

Year

Am. Indian/Alaska Native

Asian Filipino Pacific Islander Black His-

panicOther White Total Expulsion (Rate)

2011-12 0 0 0 0 0 0 0 0 0 0

2010-11 0 0 0 0 0 0 0 0 0 0

2009-10 0 0 0 0 0 0 0 0 0 0

2008-09 0 0 0 0 0 0 0 0 0 0

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Vision/Mission/OutcomesWhen the our staff had a chance to reflect on the old Vision and Mission State-ments, the Instructional Leadership Team chose to rewrite the statements. While developing the vision, the team first moved to understand and clarify the mission of the school. Reflecting on where the school had been in the past, where it is pres-ently, and where we want it to be in the future enabled us to accomplish this. In the final vision, relevant data regarding demographics, budgets, Adequate Yearly Prog-ress reports and trend lines for the school over the past several years were available for consideration. All communications were centered on the theme, “We are here to provide for the success, and raise the achievement of ALL students.” The Instruc-tional Leadership Team, School Site Council and Leadership Council were asked for revisions to the vision statement that allowed all school stakeholders to provide input. The new statements are as follows:

Vision Statement:Fairfax High School fosters a community of diversity and potential.

Mission Statement:Fairfax High School will lead Los Angeles Schools in graduation rate, career preparedness and college acceptance.

The Schoolwide Learning OutcomesSchoolwide Learning Outcomes often look like boilerplate that can apply to any school. As the Fairfax staff tries to incorporate the Common Core State Standards (CCSS) into the curriculum we still want to maintain the elements of Fairfax that make the school special. We decided to make the Schoolwide Learning Outcomes a list of our goals for the students as they leave Fairfax High School. The Schoolwide Learning Outcomes for Fairfax High School are:

1. Students will demonstrate academic competence in all subject areas with particular emphasis on language arts and mathematics literacy.

2. Students will demonstrate the ability to communicate effectively, think criti-cally, collaborate, do research and use technology to prepare for success in the 21st century.

3. Students will demonstrate personal responsibility, respect individual differ-ences and participate in school, civic, and community life.

4. Students will pursue a path of life-long learning and set meaningful aca-demic and career goals.

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Information about Involving Student InputFairfax staff members use both qualitative and quantitative data to gauge the feel-ings of the students toward their school. About half of all students took an extensive LAUSD survey in the spring of 2010. Grade-level student focus groups in the winter of 2011 added nuance to the results of the survey.

The district survey revealed that students feel overwhelmingly positive toward their school. 95% say they feel safe here, and large numbers are challenged by their aca-demic work; 79% of ELA students and 76% of Math students say that what they are learning “takes a lot of thinking.” Students report that they feel comfortable asking teachers and other students for help when they do not understand. In interviews, some students report being bored during classes, partially attributed this to large class sizes.

According to focus group interviews, Fairfax students know where to turn for help; most students are aware of tutoring opportunities (whether they use these services or not), voice strong positive feelings toward their counselors, and know how to re-ceive personal psychological counseling.

Of concern, students mentioned the cleanliness of their campus. Only 44% of the students perceive the campus as clean. Nonetheless, they see themselves as play-ing a key role in keeping the school clean. They also state in interviews that their peers need to take more responsibility in regards to campus cleanliness.

In a survey given to seniors graduating in 2013, 77% indicated that they planned to attend a post-secondary institution: 41% reported that they plan to attend a 4-year university, and 36% indicated plans to attend a two-year college. Fairfax staff and administration have adapted to cater to the desires of students by creating a col-lege office, offering different electives, creating clubs, and establishing tutoring pro-grams.

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State/Federal MandatesFairfax High School receives Title-I funds. Receiving Title-I funds helps the school pay for teaching positions, materials and training opportunities. However, the school must also comply with the federal mandates that accompany the funds. In 2013, 75% of the students qualified for the federal meal plans. Also in 2013, the Los Ange-les Unified School District was granted a waiver from taking the California State Test (CST) as the district prepares to start teaching the CCSS. The CST is a required assessment for schools that receive Title-I funds.

The state has adopted the CCSS and the school districts in California are moving toward adopting the standards over a period of several years. Here at Fairfax High School we have several CCSS Fellows. Fellows are teaching-staff members that have completed trainings at the local district in the CCSS and are meant to teach other teachers and staff members how to implement the new standards in the class-room. Fellows in math, science and English classes are leading the charge at Fair-fax High School to have teachers adopt the CCSS through developing and sharing lessons, and best practices, with other teachers.

The Educational Service Center (ESC) West also makes determinations about which CCSS that they want the teachers to focus on each year. For instance, this year in math, the district requests that teachers focus on math practices 1, 3, 4 and 6.

Chapter II

Progress Report

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Chapter IIPAGE 17

Chapter IIprogress reportSummarize 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.

Critical Academic Needs Based on the DataBefore the Visiting Committee mid-term review three years ago, Fairfax High School staff members worked diligently to make progress towards meeting the critical aca-demic needs identified by the WASC visit from six years ago. During the mid-term review, the Visiting Committee stated, “Evidence reviewed during the revisit revealed movement toward accomplishment of all recommendations. The school developed action plans to address these critical needs. The Midterm VC met with department and curriculum leaders. Each department shared goals, objectives, and strategies based on student assessment. Budgetary constraints have had an effect in the speed of some changes. The school has done a good job of addressing student needs.” Reviewing evidence and doing a critical self-analysis allowed Fairfax High School staff members to demonstrably meet the areas of critical academic need suggested by the WASC visiting committee of six years ago.

Critical Academic Needs as identified by the previous WASC team full visit in 2008In 2008 the WASC team and school staff identified four critical academic needs. The needs were based on student data and needs identified by the school staff. In the future, the critical academic needs will need to be rewritten as a result of the rollout of the CCSS. The metric that has been used at the school for the previous WASC self-study will no longer apply as the California State Test, API, and AYP all undergo restructuring and recalibrating. The 2013-14 school year is at the cusp be-tween the old metric and the new.

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Critical Academic Need 1All subgroups must make AYP in Mathematics and English Language Arts.

The Fairfax High School AYP report shows that Fairfax did not meet Adequately Yearly Progress for 2013. Participation rate criteria were met in English Language Arts (ELA), but not in mathematics, as Hispanic or Latino students missed the tar-get for math by 1% (two students). Students failed to meet the percent proficient targets in ELA and math. The Asian subgroup missed the target in ELA. The Aca-demic Performance Meter (API) was met, showing massive growth from a 741 API to 761 API. This growth happened as the district average dropped four API points. The Graduation Rate criterion was met, with 83.65% of students graduating on time. The AYP criteria are not very flexible and missing by only a few students is not rep-resented in the statistics. Fairfax High School met 20 of the 24 AYP criteria.

Critical Academic Need 2Close the Achievement Gap.

Since 2008 the African American subgroup has gained 96 points on the AYP. The African American subgroup of students has an API of 710, far from the goal of 800; however, moving in the right direction, with a growth of 22 points in the last year. The 22-point growth was the largest growth for any racial subgroup with a statisti-cally significant number of students. English Learners showed the largest gain of any subgroup, gaining 93 API points last year, up to 747. Students with Disabilities gained 18 points, moving the API score for that subgroup up to 514. All three sub-groups met the API target for 2012-13. The achievement gap still exists; neverthe-less, all subgroups are making progress.

2012-13 Academic Performance Index (API) Sub-Group Description

Sub-Group Description

Number Significant API Base API

GrowthGrowth Target

Actual Growth

Met Target?

Whole school N/A 741 761 5 20 Yes

African Americans Yes 688 710 6 22 Yes

American Indians No 0 0 0 Yes

Asians Yes 850 855 0 5 Yes

Filipinos No 809 849 0 40 Yes

Hispanics Yes 714 733 5 19 Yes

Pacific islanders No 0 0 0 Yes

Whites No 755 809 0 54 Yes

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GrowthGrowth Target

Actual Growth

Met Target?

Socio-economically disadvantaged

Yes 732 761 5 29 Yes

Students w/ disabilities

Yes 496 514 15 18 Yes

English learners Yes 654 747 7 93 Yes

Two or more races

No 0 0 0 Yes

The target goal from the state for all subgroups is 800. The achievement gap re-mains one of the academic needs for the school, and indeed the state. The staff at Fairfax is constantly striving to close the achievement gap by focusing on African American, English Language Learners, and Special Education students.

Critical Academic Need 3Address English language needs of English Learners in all subject areas.

English Learners (ELs) currently comprise of about 10 percent of the Fairfax High School student population. Over the past six years, both the percentage and num-ber of ELs have decreased. The character of the EL population has also changed, with Long-Term English Learners (students who have remained classified as ELs for more than five years) now accounting for two-thirds of English Learners. The Fairfax staff members have undertaken a variety of efforts to address the needs of both groups in all subject areas. Most importantly, administrators work with teach-ers and coordinators to construct the Master Schedule each year to accommodate these students by creating “sheltered” classes in which core content teachers can use appropriate instructional supports, such as grouping by language proficiency level, focusing on key vocabulary and providing primary language support where needed. This focus on the Master Schedule also allows staff members to cluster newcomers with little or no English proficiency so they can benefit from Teaching Assistants and bilingual teachers. To ensure that staff members meet the English language development (ELD) needs of all students identified as English Learners, and to comply with federal mandates, teachers now supplement the beginning-level ELD (formerly “ESL”) classes with ELD support classes aimed at Long-Term English Learners (LTELs) and students who have completed the ELD sequence. In terms of curriculum, teachers are addressing the language development needs of beginning and intermediate EL students (in ELD levels 1 through 4) through the High Point program which prepares ELs for core content classes by focusing on both English language skills and content-area vocabulary and concepts. In ELD support classes, teachers use specially designed, district-mandated curricula which emphasize de-velopment of resiliency and study skills in addition to ELD. Additionally, all Fairfax teachers provide encouragement to all Long Term English Learners on an individual-

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Chapter IIPAGE 20

ized basis via a Long-Term English Learner Mentoring Program, through which each faculty member counsels two students and their parents. During their meeting the teacher reviews each student’s academic progress and helps to identify success strategies and resources for the student and parent to work on. Also, the Language Appraisal Team at Fairfax meets to review the cases of individual EL students who have been referred by their teachers or the ELD program. They work together to find individual solutions for each student. The ELD Coordinator and Title III Access-to-Core Coach regularly review the academic progress of ELs to identify struggling stu-dents, counsel them, and advise their teachers. The presence of English Learners schoolwide led to an emphasis on English Learners during schoolwide staff devel-opment last year with multiple sessions on the District’s new Master Plan for English Learners, the needs of LTELs, and the appropriate instructional techniques for ELs. To assist content teachers in modifying instruction for the ELs in their classes the instructional coaches provide students with one-on-one and small-group support. The confidence of the staff in the effectiveness of the various efforts was validated at the beginning of the current school year when the school staff received news that the API score for Fairfax English Learners had risen by 93 points.

Critical Academic Need 4A majority of students will score at the proficient level or higher on each of the CST components.

California Standards Test (CST) 2012-13

# Tested ADV %Prof Total % Prof/Adv

ELA Gr. 9 718 19 37 56

ELA Gr. 10 566 21 30 51

ELA Gr. 11 353 20 36 56

Algebra 1 498 3.3 19.3 22.6

Geometry 534 2.3 16.3 18.6

Algebra 2 401 10.3 21.7 32

HS Math 169 18 40 58

World History 572 21.6 19.7 41.3

US History 347 24 36 60

Life Science 564 20 27 47

Biology 682 14 26.7 40.7

Chemistry 361 8.5 22 30.5

Earth Science 0 0 0 0

Physics 73 17 46 63

Int Science 330 8 7 15

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Chapter IIPAGE 21

The California State Test scores have remained relatively stagnant from year to year. Six of the CST components have a majority of students scoring at proficient or ad-vanced. Students in Algebra 1 and Geometry have continued to struggle. By them-selves, the results are unimpressive. However, compared to the typical scores in the Los Angeles Unified School District, the Fairfax High School students have scored very well, across the board. Our goal of having a majority of students at proficient level or higher is a one we would like to reach, but find it cannot be attained in the short term given the struggles these students are having in the lower level math classes. One of the unfortunate truths is that the CST type questions are rarely re-flected in the class. One of the reasons for this is because the CST is a closed test that teachers may not access. For many students, the CST is the first time that they would have seen that particular style of question.

There are no critical academic needs listed in the March 2, 2011 Midterm Report.

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Chapter III

Student/ Community Profile Overall Summary from Analysis of Profile Data and Progress

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Chapter IIIStudent/CommunIty profIle overall Summary from analySIS of profIle data and progreSS

An analysis of data presented in the Student/Community profile began in February, shortly after the WASC self-study of 2008. The school focused on the findings of the WASC team and developed plans to improve as a school, primarily by analyzing data and having data drive the program. The staff at Fairfax High School reviewed the WASC report and made significant improvements between 2008 and the mid-term review.

The Academic Performance Index (API) is used to measure the year-over-year growth in academic performance for California schools. The API summarizes a school’s standardized test scores into a single number, which ranges from 200 to 1000. The statewide API goal is 800 for all schools; higher numbers generally indicate better performance on the tests. Since the WASC self-study in 2008 Fairfax had a 67-point API growth.

API Growth from 2008-2013

Year API Growth

2007-08 694 n/a

2008-09 734 40

2009-10 731 -3

2010-11 730 -1

2011-12 741 11

2012-13 761 20

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In the past two years, Fairfax High School has seen significant gains in API scores. Last year, under the stewardship of the new principal, Fairfax High School gained 20 API points while similar schools had a median gain of only four points. Excited by the success of last year, the staff at Fairfax High School is anticipating improving. The Fairfax High School staff is probably one of the few schools in the district that is disappointed with not having California State Test testing this year in that we were anxious to see how much more our scores improved, but we are eager to meet any new assessments in order to showcase what this school, students, and staff can achieve.

Annual Yearly Progress (AYP) Criteria: For all 12 subgroups there are four require-ments to meet for AYP: Requirement 1: Participation Rate; Requirement 2: Percent Proficient; Requirement 3: API as an Additional Indicator; and Requirement 4: Grad-uation Rate. Fairfax High School students met 20 out of the 24 AYP criteria for 2013. The only subgroups not meeting the target goals for AYP were for participation rate of Latinos in Mathematics, percent proficient of Asians in English Language Arts, percent proficiency rate of Latinos in Mathematics, and the graduation rate of Black or African American students, and students with disabilities.

In 2008, the Western Association of Schools and Colleges (WASC) granted Fairfax High School a six-year credential with a mid-term review. The year following the WASC visit the API at Fairfax High School jumped 40 points. The spike in API most likely a result of the school reflecting and acting on best practices from the WASC Focus on Learning process. During the midterm review, the WASC chair Norman Diggs commented that, “Fairfax High School staff can improve methods and imple-ment new steps to continue in the school’s efforts to increase academic achieve-ment and close the Achievement Gap and is making an effort to do just that, every day in every class.” Mr. Diggs recognized that education is not a one-size fits all endeavor and that constant small changes get us down the field further than abrupt stutter steps from one method to the next.

Our most recent full WASC visit was in April 2008. The Visiting Committee made the following recommendations (below each recommendation is the description of how the staff at Fairfax High School has implemented the recommendation):

1. Allow time for collaboration at department levels, subject levels, as well as SLCs.

The administration has created cohorts in English and Math. The cohorts meet weekly to plan lessons, develop assessments, and reflect on successes and failures. The administration has also created an Instructional Leadership Team (ILT). The ILT is made up by administrators, teachers, department chairs, community members, the union chapter chair, and coordinators. The ILT reviews data, plans professional development, and makes decisions based on data. Professional Development days are split evenly between department meetings and SLC meetings.

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2. Continue to work towards closing the achievement gap.

The achievement gap has been shrinking over the years, albeit it still remains. Afri-can Americans continue struggling to keep up compared with all other ethnic sub-groups. The African American subgroup had an increase of 96 points on the API rating. This score places them almost on par with the Hispanic subgroup from one year ago. The trend line for both groups shows all subgroups improving at approxi-mately the same rate as they move towards the target score of 800.

Whole school African Americans Asians Hispanics Whites

2008 694 614 803 669 762

2009 734 670 828 706 800

2010 731 701 829 695 775

2011 730 670 830 699 776

2012 741 688 850 714 755

2013 761 710 855 733 809

African American students met the AYP target for participation rate, in both Eng-lish Language Arts (98%), and Mathematics (95%). The overall average of students scoring at or above proficient is 58.0%. The average score for African American students is 59.5%, slightly above the overall average. The 2012 cohort of African American students graduated at a rate of 82.57%. The graduation rate for African American students was 72.81% in 2013, not meeting the reasonable growth target rate of 83.63%. As such, the graduation target rate for 2014 has been lowered to 75.67%. There were a low number of African American students in the 2014 cohort and with such low number; the average is easily changed by just a few students.

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2012-13 Academic Performance Index (API) Sub-Group Description



GrowthGrowth Target

Actual Growth

Met Target?

Whole school N/A 741 761 5 20 Yes

African Americans Yes 688 710 6 22 Yes

American Indians No 0 0 0 Yes

Asians Yes 850 855 0 5 Yes

Filipinos No 809 849 0 40 Yes

Hispanics Yes 714 733 5 19 Yes

Pacific islanders No 0 0 0 Yes

Whites No 755 809 0 54 Yes

Socio-economically disadvantaged

Yes 732 761 5 29 Yes

Students w/ disabilities

Yes 496 514 15 18 Yes

English learners Yes 654 747 7 93 Yes

Two or more races

No 0 0 0 Yes

The chart displays that all groups have made significant growth and our target pop-ulations more so than other groups. In just the past year, African American students have grown 22 points, ELs 93 points and Special Education students 18 points. While the Fairfax staff is pleased with the massive gains and the narrowing of the achievement gap, the staff still feels there is more to be accomplished.

3. Continue to integrate common assessments across the curriculum.

Departments have continued to work on common assessments, lesson plans and pacing. There are several cohorts that meet during the week that work to plan, and subsequently share such items. The Instructional Leadership Team (ILT) reviews and analyzes the data from common assessments, periodic assessments, California State Tests, and other formative and summative assessments and provides recom-mendations to various departments.

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4. Continue to improve communication among all stakeholders: students, parents, teachers and staff, and the community.

The Fairfax staff continues to improve communication with the parents. In addition to the traditional “Back-to-School” and “Open House” nights, Fairfax also holds a parent conference night each semester, which provides an opportunity for parents to visit with each of their child’s teachers and inquire about their progress. There are also other avenues for parents to participate in the life of the school, both for-mally and informally. Parents are encouraged to be involved in the governance of the school through participation in several committees:

nnnnn School Site Council (SSC): This 16-member council has 4 parents, elected by parents that each serve for a 2-year term. The SSC reviews the Title-I and ELAC budgets, as well as reviews and updates the school’s Single Plan for Student Achievement (SPSA).

The Leadership Council (TLC):nnnnn This 12-member council has two parents. The TLC makes policy decisions for the school, determines bell schedules, and professional development content.

nnnnn English Learners’ Advisory Council (ELAC): This 9-member council has 8 parents, 5 of whom are parents of English Learners attending Fairfax. The ELAC analyzes issues impacting English Learners and makes recommendations to the SSC regarding the categorical budgets involving English Learners. Fairfax High School’s English Learner Advisory Council (ELAC) gives the parents of English Learners a voice in the creation and revision of budgets, policies, and programs as they relate to English Learners (ELs). As a recipient of federal funds designated to support Limited English Proficient students, Fairfax High School is required to maintain an ELAC. This year’s ELAC consists of nine members elected by the parents/guardians of English Learners. Five members are parents of current ELs, three are parents of former English Learners, and one member represents school staff. Fairfax High School ELAC meets at least six times yearly to address the mandated topics of regular school attendance, school needs, English Learner Development program demographics, the Fairfax High School’s Single Plan for School Achievement, as well as other issues identified by the council. The ELD program assists the ELAC by providing resources and support for its meetings. During ELAC meetings members hear presentations, participate in activities to interact with EL data, and discuss matters of concern regarding English Learners. After deliberation among the members, the ELAC makes recommendations. These have included individual budget items, general budget priorities, items for the Fairfax High School Single Plan, and the initiation of new programs to address needs identified by the ELAC. Several recent recommendations have been particularly noteworthy in terms of their impact on the Fairfax High School instructional program for English Learners. For instance, after hearing a presentation on attendance policy and school attendance data, the ELAC recommended that the school

Notes

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pilot the district’s Parent Module to allow parents to check their child/children’s attendance via the internet. After reviewing data indicating low achievement among ELs, the council voted to recommend an increase the number of bilingual teaching assistants. Following reviewing data on Long Term English Learners (LTELs,) the council recommended that the School Site Council provide funds to support the creation of new ELD support classes and for teachers to participate in the LTEL Mentoring Program. Of particular note was an ELAC recommendation four years ago that a summer class be created for beginning English Learners to ensure that the gains they made during the school year would not be lost. Though the recommendation came too late in the school year for inclusion in any budget, the EL Coordinator worked with the Fairfax Community Adult School (then located on our campus,) to offer the class, for credit, to students in ESL 1, 2 and 3 during July and August. Despite the near-elimination of Summer School district-wide, staff members have been able to offer the class each of the three subsequent summers on special basis.

Melrose Trading Post (MTP):nnnnn There are two parents on this board that have equal voting rights to the other members. The two parents are actively involved in determining how the funds from the MTP are spent on students, teachers, and facilities. Other members of the council include one administrator and two teachers. The teachers applied to and are voted on by the Friends of Fairfax Board. One of the teacher members is the union chair for the school. The FOF is responsible for spending the funds brought in by the Melrose Trading Post (MTP). There is a yearly independent audit of the FOF board and MTP.

The Fairfax Parent Centernnnnn was moved from the Rotunda into the main building. It is open from 8 am to 3 pm every day. The Parent Center is staffed by both a Spanish-speaking and a Korean-speaking Parent Representative, and has over 40 registered parent volunteers to assist at the Parent Center and the school. The Parent Representatives also lead monthly parent meetings at 6:45 pm on the 3rd Wednesday of every month, with an average attendance of 35 parents. The Parent Representatives also collaborate with the Administration to sponsor monthly “Coffee with the Principal” events at 8:30 am on the last Friday of every month. Both of these events provide parents with the opportunity to meet with the administration of the school, ask questions, and voice their concerns.

In the past three years the school has also contracted with the Parent Institute for Quality Education (PIQE) to offer multi-week classes for parents to better understand the requirements for high school graduation and post-secondary options.

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5. Find effective ways to disaggregate, report, and analyze student performance data in order to drive instruction and professional development.

In recent years, as data mining software has improved, student data has been disag-gregated using the data management tool MyData. The MyData program displays numerous reports regarding student-performance-data based on standardized test scores and grades. In addition, formative performance assessments were scored and reported through CoreK12. These data base systems allow the Fairfax staff to gain, in detail, summative and formative information about specific students, groups of students, classes, subgroups, grade levels, and the school. Reports may be ma-nipulated to provide CST data that is based on content strands. The data allows the staff to view information from numerous perspectives and gain the best picture of exactly how our students are performing individually, as groups, and schoolwide.

Data from multiple sources is generally first presented to the Instructional Leader-ship Team (ILT). This team is comprised of administrators, coordinators, academic coaches, department chairs and Small Learning Community lead teachers. The ILT is tasked with searching for patterns that indicate strengths and weakness, and then to generate ideas why such things are occurring. Members are asked to rationalize data reports in an effort to discern school progress. The ILT members then lead detailed discussions with department members. The training that the ILT members receive during monthly meetings assists them in leading their particular department and subgroup meetings. In departments, teachers look more in-depth at the details of the trends and patterns mined from the data. Departments, as a whole, create goals based on student data.

In addition, specific Professional Learning Communities (PLC) meet weekly to de-velop instructional strategies to meet the needs of students based on the data and ensure that students are progressing. Currently, all math teachers participate in Algebra I, Geometry, and Algebra II cohorts. There is also a cohort for teachers of Long Term English Learners. The purpose of these cohorts is to take department goals and student performance data and to create common goals within the specific content area. These common goals are assessed every week to see if the instruc-tional practices are meeting the needs of students. The PLC is the nexus where the data meets the teacher’s instructional strategies and student learning. The PLC meetings allow for collaboration to take place and provide the forum to review suc-cessful strategies and areas for instructional improvement. One of the administra-tive goals is to have wall-to-wall PLCs at Fairfax HS, allowing for professionals to collaborate with other professionals in order to develop as a group and as a team to improve student achievement.

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In summary, data systems such as MyData and CoreK12 allows leadership staff members disaggregate and report data to the larger school population. The analysis of data begins with the principal reporting overall school achievement and general trends to ILT members. The discussions become more specific and targeted when the principal reports to ILT members. These ILT members then lead even more de-tailed discussions with their departments. Within the departments, teachers break into their subject/grade level specific areas to analyze the data in greater detail. In addition, PLCs meet weekly to monitor progress. The purpose of this flow of data analysis is to find patterns within performance data so that instruction is revised de-pending on student data. With each level, staff members drill even deeper to know students, through the data, as they relate to specific teaching strategies. Teachers and administrators understand that instruction is fluid and can take many different forms and those forms change and develop depending on how students perform in formative and summative assessments. The WASC Focus and Learning self-study has been used with the Single Plan for Student Achievement (SPSA) to come up with crucial learner needs based on school data, teacher and student impressions and district mandates.

CRITICAL LEARNER NEEDSCritical Learner Need #1 Counselors, PSA Counselor, Dean, staff members and parents will work to reduce the tardy and absenteeism rate for African American students.

African American students have a poor attendance rate; being truant for several nnnnnclasses throughout the day, missing full or partial days of school. Truancy is considered being late by more than half an hour for a class or missing a day of school without an excused absence.

Improvement area: The year to date truancy rate for African American students is 61.9%. Broken down further the African American rates for truancy are: total, 13.5% initial (three to four), 15.3% second notice (five to eight), 33.1% habitual (nine or more).

Rationale: African American students need to be in class on time, every time in order to keep up with the content and assignments. In particular the freshman and sophomore African American males tend to have a higher truancy and absenteeism rate than any other demographic. When those students get a poor start in high school, that poor performance tends to linger and create further educational and behavioral issues.

Impact on Learning: There is a positive correlation between time spent in class and the grade received in that class. If the attendance rate for the African American stu-dents is increased, then the grades received by those students will be increased.

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Critical Learner Need #2 Improve the number of LTELs that reclassify to higher levels of English proficiency.

Long-term English learners are failing to reclassify. nnnnn

Improvement area: Identify and work with students and parents to reclassify.

Rationale: RFEPS that reclassify can take courses and graduate on time.

Impact on Learning: The failure to reclassify restricts the classes that students are able to take and forces those students and school to comply with mandates courses and interventions.

Critical Learner Need #3 Increase the number of students taking AP courses, with particular emphasis on underrepresented subgroups.

Students in underrepresented groups are not taking AP courses at the same rate nnnnnas other ethnic demographics.

Improvement area: Work with counselors and teachers to promote the benefits of taking AP courses and purposefully driving qualified, yet underrepresented sub-groups into the AP courses.

Rationale: Many students are not taking the AP courses as a result of parental pres-sure, or parental misunderstanding about the benefits of AP Courses.

Impact on Learning: Taking AP courses and higher-level courses allows students more opportunities.

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Chapter IV

CAtegORy A Organization: Vision and Purpose, governance, Leadership and Staff, and Resources

Notes

Chapter IVPAGE 33

Chapter IVSelf-Study fIndIngS

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

A1. ORGAnizAtiOn CRiteRiOnThe school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administra-tion, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile

Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and perform; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.

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.

a

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Chapter IVPAGE 34

FIndIngs suPPortIng EvIdEncE

Fairfax High School staff and students are very proud of the school’s diverse population and the ac-ceptance shown to those that are otherwise stigma-tized as different. At Fairfax, teachers were asked, “What skills and learnings do you want a Fairfax student to have when they leave high school?”

Teachers responded that the development of a future vision must incorporate everyone’s opinion with respect to their individual views, evolution, and direction of student achievement. Having looked at school wide student achievement data, the staff on many occasions discussed expectations and sug-gested the revisions of the school mission and vi-sion statement and Schoolwide Learning Outcomes to reflect the aforementioned skills and learning.

High expectationsThe staff at Fairfax High School has high expecta-tions for the students and staff. High expectations are expected with regards to behavior, academics and performance regardless of the student.

communicationThe school stakeholders, district and state mutu-ally agree that effective communication is a key skill that all students should possess. The staff strives to create opportunities to increase literacy across the content areas.

Life-long learningEveryone agrees that education does not end when a student leaves high school. Happiness and suc-cess are strongly correlated with education level. The Fairfax staff desires the best in life for the stu-dents and an acceptance from all that learning is a life-long goal. Numerous staff members model the goal by continuing their own educations.

The meeting minutes from the ILT, SSC and LC demon-strate that the conversations about the school ESLR were revisited, challenged, and changed.

The agendas from summer WASC meetings show that the Schoolwide Learning Out-comes were the topic of dis-cussion, and the lens through which we started the Focus on Learning writing.

New mission and vision statement and Schoolwide Learning Outcomes; the ma-jority of the staff participated in revising the mission/vi-sion statement and updat-ing the Schoolwide Learning Outcomes. We wondered about the parent and student involvement with the revi-sion of the schoolwide mea-sures and goals. There were enough professional opinions from the school staff to create the vision and mission state-ment. We used information from the student/community profile data to fine tune the vision, mission statement, and Schoolwide Learning Outcomes.

Many of the Fairfax staff members have PHDs, Mas-ter’s Degrees and are CCSS Fellows in the district. Fairfax High School has two CCSS mathematics Fellows, more than any other school in the district.

Notes

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Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission and school-wide learner outcomes are effective.

Prompt: Evaluate the effectiveness of the processes.


Various school leadership groups were tasked with revising and providing input to the vision and mis-sion statement. Such school groups are comprised of staff, students, parents, and community mem-bers. It was universally agreed that the old ESLRs still applied to Fairfax High School better than a new set of boiler plate type ESLRs that were created as an alternative option. There tends to be a lack of a diverse parent involvement in meetings; however that is not a result of a lack of effort from the staff to engage parents. The 40 or so parents that are in the Parent Center tend to be the same parents will-ing to attend meetings and give feedback.

The final agreement on the Schoolwide Learn-ing Outcomes was completed on a smaller scale. Smaller group discussions allowed for more com-munication and deeper reflection. The larger group time produced some worthwhile engaging discus-sions on school (staff and student) expectations. This exposure allowed the staff to refocus on the explicit mission and vision for the school.

The meeting minutes and agendas from the faculty meeting, Instructional Lead-ership Team, Coffee with the Principal, Friends of Fairfax board meetings, Leadership Council, WASC and School Site Council meetings can be used to establish that there was a significant amount of community members and a large amount of teachers involved in the discussion of what specific topics and ideas Schoolwide Learning Outcomes were important, and to be included. From the initial meeting with the school staff at a faculty meeting, the staff generated giant Post-It notes where ideas were charted. With those ideas in hand, the school council meetings further refined the ideas presented at the faculty meeting.

Notes

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Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school community demon-strate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.

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.


The Schoolwide Learning Outcomes, vision and mission are posted throughout the school, and each teacher was given a color-glossy poster to use in the classroom. ESLR’s were used for ap-proximately 10 years previous to the development of the new Schoolwide Learner Outcomes. Every-one agrees that the new Schoolwide Learning Out-comes, vision and mission are more clearly written and furthermore better reflect the true values of the school.

School Site Council, Leadership Council, Instruc-tional Leadership Team, Friends of Fairfax board, Coffee with the Principal-ensures representation of all stakeholders. The various governing bod-ies were requested to use the vision, mission and schoolwide learner outcomes to drive the school program. At the meetings there have been many discussions about how we are meeting the vision of the school in the decision making that is done.

The ILT, Instructional Learning Team, (Specifically for the Department Chairs, AP, Principal Coordina-tors, SLC leads, Math and Literacy Coaches, Coun-cilors and any other stakeholders that would like to participated) evaluates data, works on instruction and this year working has been working on WASC. The ILT was tasked with rolling out the new vision, mission, and schoolwide learner outcomes to their colleagues during department and small learning community professional development days.

The most recent version of the Schoolwide Learner Outcomes will be presented to the students through their teachers over the course of the year.

The meeting agendas and minutes from the School Site Council, Leadership Council, WASC meetings, Friends of Fairfax meetings, Profession-al Development meetings, Small Learning community meetings, and faculty meet-ings can be used to show that the schoolwide learner outcomes were discussed in-depth. Anecdotal evidence from members of those groups can also be used to establish how the vision, mis-sion, and schoolwide learner outcomes affect the deci-sions made by such govern-ing bodies. Further evidence can be seen in the develop-ment of the master schedule, development of the college office, and recruitment of the Pupil Service and Attendance (PSA), and college counselor. Such policies were made due to the reflection in commit-tees about student needs.

Notes

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Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revi-sion of the school vision, mission, and the schoolwide learner outcomes based on student needs, global, national, and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.


In Small Learning Communities (SLC) and the rela-tively newly formed Instructional Leadership Team (ILT), we have met over the last few years and re-viewed/revised our school vision, mission state-ment and schoolwide learner outcomes. In the ILT meetings school data is presented to staff mem-bers to review, discuss, and formulate plans to improve numbers. Department chairs, SLC lead teachers, coordinators, students, administrators and community members all have the opportunities to voice opinions about what is the most impor-tant challenge to meet for all students to achieve academic success. Often through outside entities and state, national mandates encourage review of student expectation. Our stable school community makes the staff more inclined to maintain and make minor revisions versus large changes. There is also an opportunity for the faculty as a whole to discuss findings during faculty meetings, where the data is once again presented in a refined form. Staff often discuss formally and informally student’s post high school expectations in the realm of academia, the work force, and community. At times, these discus-sions will filter into the process of formulation for the mission and vision statement. The staff at Fair-fax feels that the vision and mission are reflective of the goals of the school and that they reflect all stakeholders in the school.

The agenda and minutes from ILT and SLC meetings demonstrate that decisions are made based on data and student needs. The adminis-trators often bring in the dis-trict and board decisions as well, as a way to frame the conversations. The evidence of the vision and mission be-ing changed or altered can be seen in the changes from the past and present vision, mis-sion and schoolwide learner outcomes. The changes can also be seen in the original copy of the WASC Focus on Learning document that was introduced in the summer of 2013. The first set of school-wide learner outcomes was rejected because it was too general and could apply to any school. Staff members wanted schoolwide learner outcomes that applied specif-ically to Fairfax High School.

Notes

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Findings from the English Learner Advisory Council are also considered at meetings where the English as a Second Language coordinator offers sage ad-vice on how the school can better serve the needs of the English Language Learners. The ESL coor-dinator often has teachers reflect on what they are doing in their classrooms to engage and educate students. Strategies that have been presented by the ESL coordinator and approved by the school leadership have been seen as a model for district.

The School Site Council meets six times a year. During the SSC meetings the staff, students, par-ents, and community members make budget rec-ommendations in order to meet the needs of all students.

School Site Council meetings make decisions about Title I funds. Title I funds pay for many of the instructional ma-terials, support staff and an-cillary materials that schools require to work effectively. The SSC decisions are made collaboratively by teachers, administrators, community members, and students. The meeting minutes, agendas, and sign in sheets can be used as evidence to demon-strate that there is input from various stakeholders

Notes

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Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


There are many opportunities for all stakeholders to have input in the development of the school vision, mission and schoolwide learner outcomes. The decisions about the vision, mission and statement were submitted, and rejected, quite a few times. The staff, taking input from the many leadership groups created a vision, mission, and statements that accurately reflect the school and the communi-ty. Teachers expressed concern that there was not enough parental input into the development of the vision, mission and schoolwide learner outcomes. Upon investigation as to why this might be so, it was discovered that the opportunity for parents to be involved were numerous. It was discovered that lack of attempts to involve parents was not a valid reason for insubstantial parental input. Many of the parents live far from school and come from eco-nomically challenged households that force them to work long hours. The parents do not feel they need to be actively involved in the development of the vision, mission, or schoolwide learner outcomes for the reason that the school is performing well. There is a solid core of 40 parents that do provide feedback to the school, and the staff appreciates their input. The 40 parents are quite active on cam-pus; however this is a large campus. Student data was the largest contributing factor to the develop-ment of the vision, mission, and schoolwide learner outcomes. The data drives most decisions made at the school, the Single Plan for Single Achievement, and the majority of professional development.

Each Instructional Leadership Team member has a binder filled with data that has been provided during the meetings. The ILT data is further passed on to the faculty at large dur-ing SLC, department, SSC, ELAC meetings. The data at the meetings is used to give focus on raising the achieve-ment for all students. Each governing body includes members of all stakeholder groups: parents, students, teachers, administrators, and community members. At the meetings, the vision and mis-sion are developed and re-fined from year to year, and officially rewritten, when re-quired. The vision, mission, and schoolwide learner out-comes were officially rewrit-ten in 2013, but are similar to the previous versions.

Notes

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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.


The developments of the mission, vision, and schoolwide learner outcomes have allowed school stakeholders to once again focus on what is impor-tant: raising student achievement for all students. The critical learner needs are to 1) reduce tardy and absenteeism rate for African American students, 2) improve the rate that LTELs reclassify and 3) in-crease the diversity of students taking AP cours-es. The first learner need is addressed by the third schoolwide learning outcome; Students will dem-onstrate personal responsibility. There is a limit to the pressure and consequences that a school can give to a student for being habitually absent. Even-tually, for a student to be successful, they must make attendance a personal responsibility. The second critical learner need, increasing the number of LTELs reclassifying, is addressed by the first and second schoolwide learning outcomes. Literacy is a focus in language arts and math classes. In those courses, teachers develop lessons that re-quire reading and writing. The ability to communi-cate effectively, from schoolwide learner outcome two, has driven the professional development and evaluation of teacher lessons. The third critical academic need is reflected in the fourth school-wide learning outcome; students will pursue a path of life-long learnings and set meaningful academic and career goals.

There are many conversa-tions on campus about Af-rican American students and their attendance. Often times the attendance is one of the leading factors to Afri-can American students failing courses and having to repeat such courses. The repetition of courses is holding those students back from taking higher level courses. There is a new PSA counselor on staff trying to curb the ab-senteeism rate. There have been two LTEL student-par-ent-teacher meetings. At the meetings teachers meet with students and parents to edu-cate both on the need and benefits to reclassification. Written projects can be seen in the math classes where teachers demand higher level written work and explana-tions than in previous years. The level of diversity in the advanced placement offer-ings is still not as diverse as the staff would like. Coun-selors and teachers are edu-cating students and parents about the benefits of taking AP courses.

Notes

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A2. GOVeRnAnCe CRiteRiOnThe governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and aca-demic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan.


Governing Board

Indicator: The policies and procedures are clear regarding the selection, composi-tion and specific duties of the governing board, including the frequency and regular-ity of board meetings.

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.


Los Angeles Unified School District (LAUSD) is governed by a seven-member Board of Education. The board appoints a district superintendent, who runs the daily operations of the district. The dis-trict’s current superintendent is John Deasy. Each area of the district also has an Instructional Area Superintendent. Fairfax High School is in Educa-tional Service Center West where Cheryl Hildreth is the area superintendent.

Meeting times and agenda are posted on the LAUSD board website. Anyone may speak at the board meetings by obtaining a speaker form at the board meeting. It is also possible to write a letter to specific board members or the entire board.

Notes

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The members of the board are elected directly by voters from the separate districts served by LAUSD. There are currently seven members serving on the Board of Education: Marguerite Poindexter LaMotte (recently deceased) (District 1), Board President Monica Garcia (District 2),Tamar Galatzan (District 3), Steve Zimmer (District 4), Bennett Kayser (Dis-trict 5), Mónica Ratliff (District 6), and Richard Vla-dovic (District 7). There is a great deal of confusion about which board member covers which school because school districts are North, East, South, West and Central while districts are numbered one through seven. Elections and terms alternate de-pending on the year and district. The term of of-fice for Board Districts 1, 3, 5 and 7 is 7/12/2011 to 6/30/2015. The term of office for Board Districts 2, 4 and 6 is 7/1/2013 to 6/30/2017. Steve Zimmer was reelected in 2013 and is the board member for District 4 in which Fairfax High School resides.

Decisions arrived at by the board are widely publicized through different media for-mats: email, radio, television and in the local newspapers.

Steve Zimmer is a friend of Fairfax High School and has been known to be on campus from time to time and present at faculty meetings. Steve Zimmer was on campus early in the school year to cam-paign for his re-election.

Most official business of the Board is conducted during regularly scheduled meetings on the second and fourth Tuesdays of the month. Upcoming public meetings are announced at the end of Board Meet-ings and are posted outside the lobby at the District Headquarters, 333 South Beaudry in downtown Los Angeles. Regular Meetings begin at 1 p.m. Special meetings are occasionally held for specific purpos-es and are always announced in advance. Regular Meetings take place at the District Headquarters in the Board Room, unless otherwise indicated.

Notes

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Relationship of Governance to Vision, Mission, and School-wide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vi-sion, mission, and schoolwide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mis-sion, and schoolwide learner outcomes through its programs and operations.


The goals of the board are clearly reflected in the schoolwide vision, mission and schoolwide learner outcomes. The goal of the board is to have ALL students achieve at the highest level.

The vision and mission focus on having students reach their academic and personal potential. The schoolwide learner outcomes also reflect the belief that all students can learn and will add something to society now, as well as in the future.

The goals of the district are not unique to LAUSD. That every child can and should succeed is the goal of every academic institution around the world. The Fairfax High School vision, mission and schoolwide learner outcomes are what the Fairfax stake-holders wish for our students to achieve as useful members of society while still being in line with the ideal of educat-ing all students.

Notes

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Understanding the Role of the Governing Board

Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance.


Parents can participate in the board’s gover-nance by writing to the entire board, or to in-dividual board members. Phone numbers to leave messages for individual board members are readily available on each member’s website. Any person may also present at a board meet-ing during the 15 minute miscellaneous period at the end of each meeting. The miscellaneous portion of the meeting tends to be used by the same people at each board meeting.

Parents can find information about board meetings at the LAUSD board of education web-site. The district is so large and the board decisions so broad that most teachers pay little head to the meetings and decisions made by the board. Many of the decisions of the board are not educational in scope, but rather monetary.

Governing Board’s involvement in Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision, mission and schoolwide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and schoolwide learner out-comes.


The board is not directly involved in the regular review or refinement of the vision, mission, or schoolwide learner outcomes. There seems to be no reason for the board to single out Fair-fax High School as a school in need of direct involvement. The goals of the district are the goals of the school; the board seems content to allow the school staff to decide the direction of the school in terms of vision, mission and schoolwide learner outcomes.

The mission, vision, and school-wide learner outcomes are spe-cific to Fairfax High School and the needs of the students at the school in particular. Board initia-tives and decisions did not come into play in the development of the vision, mission, or school-wide learner outcomes. How-ever, the critical academic needs are very reflective of the board’s decisions and mandates.

Notes

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Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the govern-ing board and the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship be-tween the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.


The decisions made by the board are poorly communicated to staff members, including ad-ministrative staff. It has been common practice by the board that decisions that are important to the school staff are often pushed to other meet-ings. For instance, this year the board was to rule on a pay raise for teachers. The decision was to be made in late October and was post-poned to December; at the time of this writing the ruling has still not been made. The minutes from meetings are not posted on the website, making any information from the meetings near-ly impossible for the general public to determine or understand. There is no clear understanding about what decisions the board makes or the relationship between the board and the school staff. The lack of understanding leads teach-ers to believe that the decisions made by the board members were unanticipated and came without warning. Indeed, there is no way for a teacher to sift through data to investigate where and how such decisions were arrived.

Board meeting minutes are not posted on the website. In the place of the posted minutes is the phrase Minutes Available Following Approval. It is very difficult for any person that did not attend the board meetings to determine any decisions made by the board. Board decisions are more a matter of rumor than hard facts or bulletins sent to teachers.

Notes

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Board’s evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of student performance, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and moni-toring procedures carried out by the governing board.


There are many different people and agencies that monitor and evaluate the school environ-ment. There is no direct link from the board to the school site about evaluation and monitor-ing procedures. The local district service cen-ters make frequent progress checks regarding the student performance, operations and fiscal health of the school. There are directors in each service center that monitor the fiscal health of the school and student performance. The prin-cipal is keenly aware of the fiscal health of the school but individual teachers are relatively un-aware. Student performance data is also passed along through the service centers. The data for the school is disaggregated at the district level, but not at the board level.

The School Site Council de-termines how the Title I federal funds will be spent at school with no input from the board. The decisions at the school site are often influenced by the local district service center and not di-rectly from the school board.

Notes

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Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolu-tion procedures as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.


The collective bargaining agreement between the United Teachers of Los Angeles (UTLA) and school board is the document by which teacher-administration resolutions must comply. Ad-ditionally, bulletins are distributed as the need arises for items not covered in the agreement. Items that cannot be dealt with through the con-tract grievance and arbitration process often go to the courts to decide. Other school stake-holders may present issues to the board directly at weekly meetings. Alternatively, stakeholders may write to the board as a whole or to indi-vidual members of the board to find resolution to matters.

Stakeholders that have taken is-sue with board decisions may address the board directly or indirectly by contacting board members.

Conclusions



While the board makes important decisions that affect the school, there seems to be very little influence from the board in the day-to-day op-eration of the school. Decisions made by the board are often a case of unverified rumor than fact. The board has clearly made important de-cisions that affect the school, but because the decisions have been in line with how Fairfax High School already operates, there is little in the way of change at the school site.

Talking to teachers reveals that there is little in the way of under-standing about how the board operates or how decisions made by the board affect the school.

Administrators have suggested that because the district is so large that very little of what the board decides ends up affecting the big picture of how a school operates.

Notes

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The board affects the school in multiple ways. The staff understands that the school board can affect the school and therefore the staff mem-bers make a consolidated effort to support the elections of board members that look upon the school favorably. The Fairfax staff works very hard and is not averse to change. However, the school staff is unwilling to accept a charter school on campus or lose the student diversity in the creation of a pilot school. The staff sup-ported Steve Zimmer in the last election because of his promises to the staff that he would fight against charter schools, support teacher rights, and support the students.

The board members that tend to support the schools are the members that the school sup-ports in return. The school staff does not fear the board, and most staff members appear to respect the board members because of the ef-fort they put forth and the decisions they have made.

Charter schools in general have a lack of diversity in ethnicity and student ability. Fairfax teachers did not want to lose the diversity in the school or only teach stu-dents that could be successful in spite of the school.

Steve Zimmer was permitted to speak at a faculty meeting last year in his run up to reelection. The school supported Steve Zimmer and he won the election. Fairfax has a close relationship with board member Zimmer.

Notes

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A3. LeADeRShiP AnD StAff CRiteRiOnBased on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards. The school leadership and staff annually moni-tor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.


Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, and parents.

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, and parents.


The school’s planning process utilizes a broad-based approach to planning that is both data driven and collaborative between community stakehold-ers, administration, faculty, and staff to focus on the needs of all student learners.

Fairfax High School’s planning process for each governing body is collaborative and has members that represent each group of stakeholders. The decision-making reflects a shared democratic pro-cess and fully fosters the commitment of each of the stakeholders, including the staff, students, and the parents. This planning process demonstrates an effective participation and collaboration of Fair-fax High’s varied group of stakeholders.

Fairfax High School’s current organization of gov-ernance consists of LAUSD district and school site administration. Additionally, multiple decision-making and advisory bodies operate to create poli-cies and procedures to achieve the school’s goal of supporting student achievement based on ESLR’s, data, and academic standards stated in the school mission and vision.

Department chairs, counsel-ors and administrators work to develop a Master schedule that reflects the needs of the students.

Meeting agenda and min-utes from ILT meetings and TLC meetings can be used to demonstrate that the school leadership is focused on stu-dent achievement. School councils have membership from all school stakeholders.

Intervention programs are implemented based on stu-dent data.

Grant writing documentation can be used to demonstrate that the staff is thinking out-side the box to bring mate-rials and service to the stu-dents.

Notes

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Advisory committees have been formed with the goal of making instruction more effective in ad-dressing the needs of student learners.

Additional efforts have been made to understand and implement new LAUSD district LTEL policies, standards, and requirements.

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner needs, school-wide learner outcomes, and academic standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic standards are incorpo-rated into the plan and impact the development, implementation, and monitoring of the plan?


It begins in SSC; the academic data, which are col-lected from a variety of test scores over the years becomes the starting point for the development of the Single Plan for Student Achievement (SPSA) re-port. The SPSA report is then modified in SSC to address the academic needs that have been identi-fied from the analysis of the data. This is reviewed and discussed during PD and staff meetings and then, through department and SLC meetings, the classroom implementation is discussed and devel-oped.

SPSA reports show what we have focused and strived to achieve each year.

Meeting minutes for SSC, PD, and SLC meetings show the relations with SPSA.

Notes

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Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.


Through TLC, ILT, SSC and ELAC meetings, schoolwide instruction, governance, and budgetary matters are discussed and decided among many stakeholders and implemented according to the critical needs of the school. Much of the funding has been used to fill holes left by the budget cuts and to develop Professional Learning Communities (PLCs) that meet weekly. The resources were allo-cated in such a way because the staff is well estab-lished, and collaboration between staff members has been seen as the quickest way to raise student achievement.

Evidence exists such as meeting agendas, minutes, sign-in sheets, justification of request forms and purchase orders that are all aligned to the SPSA.

Notes

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Conclusions



The school targets fiscal, material, and personnel resources based on data. Data drives the program and is the impetus for changes and adaptations of the programs offered, professional development fo-cus, and collaborative efforts. Teachers are asked to reflect on their own data objectively and plan how they can improve as teachers to raise student achievement for all students. Teachers have formed PLCs to plan and share lessons. The administra-tors have offered compensation for teachers that participate in the PLCs.

The use of funds for any particular expense goes through a process of approvals. The ultimate goal for the school stakeholders is to increase student achievement and when all parties can agree that the expenses focus on that goal, then the funds are approved.

PLCs were formed last year and continue this year. The fiscal expenditures are based on the needs of the students. Raising student achievement often means improving the teaching and to that end the resources have been well spent. School Site Coun-cil funds and expenses have been approved first by the council, then the principal and finally the union repre-sentative.

Notes

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There are many stakeholders that come together to form the school action plans. Various councils and committees at the school and, although there is some overlap, most councils have different mem-bership, but have generally the same makeup of teachers, administrators, parents and students. There is a Leadership Council, School Site Council, Instructional Leadership Team, Discipline Commit-tee, ELAC, and the Friends of Fairfax board. One of the schoolwide learning outcomes is for students to demonstrate personal responsibility, respect in-dividual differences and participate in school, civic, and community life. By working in these councils the stakeholders try to provide parents and stu-dents the opportunity to become better citizens and to perceive their communities and education as important.

The Leadership Council de-cides policy for the school in-cluding: bell schedules, stu-dent discipline policy, profes-sional development agendas, and parent meeting times. Last year the council decided to always have parent teach-er conferences start at 6pm, in the hopes that more par-ents would attend. The dis-cipline committee reports to the Leadership Council.

The School Site Council de-termines how the Title I funds will be spent. There are strict guidelines how the funds can be spent. Parents, students, teachers, administrators, and the union representative all provide input as to how the funds are spent.

The Instructional Leadership Team reviews data and plans department meetings.

Notes

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A4. LeADeRShiP AnD StAff CRiteRiOnA qualified staff facilitates achievement of the academic standards and the school-wide learner outcomes through a system of preparation, induction, and ongoing professional development.


employment Policies and Practices

Indicator: The school has clear employment policies and practices related to quali-fication requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to qualifi-cation/statutory requirements of current and potential staff for all programs, includ-ing all types of online instruction and specialized programs such as college/career preparation.


Fairfax High School employment policies for all staff are aligned to those that are required by the Los Angeles Unified School District. Every poten-tial employee (teachers, administrators, instruction-al aides and other staff members) will go through a thorough employment process before school sites begin the interview process. Once the candidate has been cleared, they are placed on a priority list based on their credential and qualifications. The decision is made at the school site and reported to Human Resources for full employment.

With the implementation of the Common Core State Standards (CCSS), Fairfax has budgeted over $50,000 for professional development related to in-struction in the CCSS. This will involve teachers meeting in course-alike groups several times over a semester to align instruction to the goals of CCSS. Training will be facilitated by our English, Math and Title III Instructional Coaches.

LAUSD Employment Guide-lines give the general outlines of fair hiring practices. While diversity of staff is taken into consideration, it has always been the most qualified and best fit candidate that has been hired. Hiring commit-tee members are SLC lead teachers, department chairs, administrators and the UTLA representative. Larger com-mittees are formed when hir-ing for administrative posi-tions and such committees include the above, plus dis-trict personnel.

Notes

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When there is an open position, a hiring committee is formed. Depending on the vacant position within a department or office, we ensure every stakehold-er group is represented in the hiring committee. The committee makes the decision and advises the Principal on the potential candidate for hire. The Principal will meet with the candidate and make the official offer of employment and initiate the paper-work.

Positions that are to be filled by internal personnel also go through a process. The prin-cipal announces the position to the staff, and has mem-bers apply for the opening. The principal then selects a candidate, and the staff con-firms the position.

Every teacher that works at Fairfax High School is required to be a highly qualified teachers and one who has command of their subject area. There will be times when we have to accept a “must place teacher” but we find all avenues to ensure that teacher will meet our expectations and qualifica-tions. We will communicate such concerns imme-diately to our Local District administrators.

In addition to introduction and support, a dedi-cated administrator is responsible for securing the new teacher with a veteran teacher. The purpose is to provide additional support and transition into teaching. Often this teacher is an expert in their subject areas or has a refined pedagogy. Often times, new teachers will need a Beginning Teacher Support and Assessment (BTSA) Support Provider. The administrator will sign off the potential match and will follow-up with their progress.

Internal training is provided by veteran teachers or through networking within the departments. In ad-dition, optional after-school in-service is provided to all teachers on the use of MyData, Blackboard Connect-Ed for Teachers, and use of instructional technology in the classroom.

Notes

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Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, in-cluding online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.


All teachers instruct within the limits of their cre-dentials; through the use of data reports that are produced by the division of Human Resources for LAUSD, and the requirement of No Child Left Be-hind. It is required that all teachers be “highly qual-ified” and have a valid California teaching credential in the subject area in which they are teaching.

According to the mandates of NCLB, schools must inform parents in writing if their child is being taught by a teacher without a credential in the subject they are teaching. In the fall semester of 2014, of over 350 courses taught, only 4 were taught by teach-ers not deemed ‘highly qualified” according to the standards set by NCLB. The courses are in Special Education (2 in science, and 2 in history), taught by trained and credentialed Special Education teach-ers. The school is currently investigating if these teachers can participate in the VPSS program (Ver-ification Process for Special Settings) in order to earn credentials in these subject areas. This pro-gram allows teachers in Special Education, Mag-net Programs and small schools a process to get the necessary information in order to be deemed Highly Qualified.

By the 10th week of the first semester, schools are required to inform parents of students who are be-ing taught by a teacher that is not highly qualified. The letter that is sent about not highly qualified teachers comes directly from the California Depart-ment of Education. This semester, only one of the Fairfax teachers is not considered highly qualified, according to the guidelines of NCLB.

The faculty roster with the credentials verifies that all teachers are qualified, and the seniority list shows how much teaching experiences each teacher has.

Notes

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Additionally, there are seven teachers who have earned National Board Certification:

Mr. Warhaftig (English)nnnnn

Mr. Grant (ESL)nnnnn

Ms. Cohen (Art)nnnnn

Mr. Gartman (English)nnnnn

Ms. Kim (Art)nnnnn

Mr. Enszer (English)nnnnn

Mr. Ishii (Math)nnnnn

Staff members participate in a diverse range of Professional Development opportunities at school, through LAUSD, and through other organizations.

Maximum Use of Staff expertise

Indicator: The school has a process to assign staff members and provide appropri-ate orientation for all assignments, including online instruction and specialized pro-grams so that the expertise of the staff members is maximized in relation to impact on quality student learning.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsi-bilities including any type of online instruction.


New teachers are welcomed to the school by the administrative staff, SLC lead teacher, union representative and department chair. New teachers are offered early support and are given mental support throughout the first two years of teaching. New teachers have constant access to outside mentors through BTSA. Through in-structional coaches, coordinators, other depart-ment members and department chairs, teach-ers receive instructional support, mentoring and training to help them maximize student learning. New teachers often work with senior teachers to develop plans and reflect on lessons.

Departments are beginning to work in cohorts (PLCs) that are organized by subject. This tech-nique not only provides a forum for teachers to collaborate, but also a support for teachers who are new to the subject.

Notes

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Teachers are given teaching assignments based on their qualifications and the needs of the stu-dents. Often the most qualified teachers will teach to the lowest level classes in order to raise student achievement. Teachers also offer in-service trainings, share resources, and de-velop common assessments during department meetings.

Department chairs and instruc-tional coaches continue to be available to all members of their departments/subject fields to observe classrooms, offer sug-gestions and help with planning to support all of our staff mem-bers.

Teachers’ placement in Algebra 1, Geometry, as Algebra 2 co-horts is based on expertise in subject fields. With the imple-mentation of new CCSS, this practice is becoming more com-mon in all departments.

Notes

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Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

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.


Administrators divide the responsibilities and distribute the list to all faculties in the beginning of the year.

Although most of staff is clear in terms their re-sponsibilities, the written policies and forms are now on-line. Teachers are open to ask the UTLA representative and Administration regarding policy issues and have full access on-line. The collective bargaining agreement outlines most of the duties and responsibilities of the teaching staff. Policies and bulletins from the district are shared when they are seen as relevant to the high school experience.

List of administrative responsi-bilities

Email communication with staff members from Administration

Forms in main office

Faculty handbook

District policy emails

UTLA/District Collective bargain-ing agreement and teacher con-tract. The internet Acceptable Use Policy is a form that teach-ers also sign each year. Child safety training and the duty as a mandated reporter of suspected child abuse is also completed each year.

Notes

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internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, plan-ning, and resolving differences?


Internal communication is effective via e-mail and after school faculty meetings and hard copy agendas are distributed to the staff.

PD days allow for departments and SLCs to plan.

UTLA Chapter Chair is available to assist in res-olution of differences.

Staff meetings are held every Monday morning. Out of classroom coordinators join the admin-istrative team to go over the school calendar, important changes, and pending school issues. Coordinators then bring this information to our staff.

Our staff is active in using this means of communication. They respond to emails sent, and continually contact Mr. Choi to submit emails they would like to send.

During our department and SLC PD time, our staff is observed collaborating, discussing, plan-ning and debating issues that are of importance to the group.

When asked, staff members be-come aware of important school information and issues.

Notes

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Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.


All math teachers meet in Professional Learning Communities (PLCs) in subject areas to discuss best practices and create common lessons and assessments. In addition, teachers discuss and evaluate student performance.

PD time is allotted for staff to discuss and plan for student achievement – i.e. analyzing student data, discussing and sharing effective lesson plans and strategies, etc.

Improvement on math CST scores and periodic assess-ments was observed.

PLCs submitted their agendas on a weekly basis.

PLCs submitted documentation of common tests/quizzes, ru-brics, lessons, and CCSS activi-ties.

Algebra 1 PLC submitted Math Lab Intervention plans to be used by all Algebra 1 teachers.

Teachers were given their indi-vidual classroom data to iden-tify the topics and mathematical problems were being pointed out to address students’ weak-nesses.

Department common assess-ments (Final exams and Bench-mark tests) were continually up-dated.

Constructive response problems were added to all of our as-sessments in order to follow the guidelines of the CCSS.

Notes

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evaluation of existing Processes

Indicator: The school leadership regularly reviews the existing processes to deter-mine the degree to which actions of the leadership and staff focuses on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing pro-cesses to determine the degree to which actions of the leadership and staff focuses on successful student learning?


There are several councils at Fairfax involving governance:

The Leadership Council (TLC): this council is made up of teachers, administrators and par-ents, and reviews and approves any changes in school policies, such as bell schedules, final exam schedules, dress code, tardy policy, etc.

Instructional Leadership Team (ILT): comprised of administrators, coordinators and department chairs, this team plans and conducts profes-sional development activities for the school.

School Site Council (SSC): this is a 16-member council, comprised of teachers, out-of-class-room staff, the principal, four parents and four students. The SSC reviews and amends the Single Plan for Student Achievement annually to ensure that our Title One and English Learner budgets are aligned to the needs of students.

English Learners’ Advisory Council (ELAC): this council is comprised of parents of students in the English Learners’ program, and makes pol-icy and budgetary recommendations concern-ing the English Learners’ Program to the School Site Council and the Principal. The ELAC is mostly made up of parents who are involved in decision-making processes as well.

The leadership of Fairfax High School consists of our Superintendent of Instruction (Cheryl Hil-dreth), Instructional Director (Jaime Morales), Principal (Carmina Nacorda), administrators, co-ordinators, department chairs and SLC Leads.

The SPSA is reflective of the practices at the school site and the student body.

The success of all students from the actions taken by the school staff can be seen in the academ-ics gain in various standardized tests.

Professional development is based on the results from the data. The PD agendas can be used as evidence to this point.

Notes

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Every month, the principal attends an ESC-West Network Meeting led by the Superintendent and the Instructional Director. At this meeting, various data that include, but are not limited to, standardized test scores (CAHSEE, CST, PSAT, Periodic Assessments), graduation rates, atten-dance rates, suspension rates, are analyzed. Based on the data, targets are set and strate-gies to meet targets are formed.

The principal meets weekly with administrative staff as well as coordinators to discuss instruc-tional and operational needs. We review data and targets for our school and strategize more specifically how we can meet those targets.

The principal also meets with the Instruction-al Leadership Team consisting of department chairs, SLC leads, administrators and coordi-nators to review and analyze data, reflect on instructional practice and discuss strategies to meet students centered targets.

Through weekly and monthly meetings, the leadership of Fairfax High School has a realistic pulse of student achievement by analyzing data, reviewing instructional practices, target setting and strategic planning. This cycle of review-ing, implementing, reflecting on and monitoring data, action plans, and goals ensure consistent student learning.

Notes

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Conclusions



One of the schoolwide learning outcomes for Fairfax High School is to have students demon-strate academic competence in all subject ar-eas with particular focus on language arts and mathematics. To that end, the leadership staff has offered professional development with the Teaching and Learning Framework so that litera-cy is taught across the curriculum. Courses are planned late in the year and then revised during the summer to meet students’ needs and inter-ests. Planning happens with students’ academ-ic success in mind and teachers, department chairs, counselors and administrators work col-laboratively to place the best teachers with the most at risk students. In that same vein, new teachers are protected from the more difficult assignments in the first few years of instruction so that they can focus on lesson design and as-sessment, and then begin to worry about the classroom management strategies.

The fiscal plan also works around success for all students. The classroom is where material is taught but student success does not solely rely on what happens in the classroom. The PSA, Intervention Counselor, school psychiatrist, school nurse and clerical staff also play a big role in student success. The SSC and Friends of Fairfax are the two main sources of non-dis-trict funding that the school enjoys. The funding is decided on by all stakeholders in that com-mittee and on that board. The decisions are not always to buy more teaching positions but to pay for other staff members, supplies, train-ing, clubs, and other items that go into running a school.

Evidence of written work across the curriculum can be seen in the classrooms. As the school starts to transition to the CCSS the amount of written work in a classroom will increase.

Agenda minutes from the differ-ent councils will show how the funds are being spent and what the focus of the different coun-cils has been over the years.

Friends of Fairfax meeting min-utes and agendas can be used to show how the funding is spent to benefit students, inside and outside of the classroom.

Notes

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The school leadership is made up of all those people that have taken on any leadership role in the school: administrators, department chairs, coordinators, SLC lead teachers, union repre-sentative. Those staff members, students and parents serve on the School Site Council, Lead-ership Council, Instructional Leadership Team, Discipline Committee and the ELAC.

The focus of all the committees is to raise stu-dent achievement; either directly in the class-room or by providing resources to students, teachers or community members. All decisions are made based on student achievement.

The Instructional Leadership Team (ILT) was formed by the administration last year after a need for collaboration and focus was observed. The administrative team worked closely with SLC lead teachers, community members, de-partment chairs, the union representative and coordinators to establish the council, set agen-das, and develop plans for the entire school community. Since the inception of the ILT, mem-bers have poured over data to reveal trends in student achievement that can be used to raise the level for all students. ILT is a place where everyone can feel empowered to do better and really explore the possibilities of working togeth-er. The ILT has been used by the administration to look at data deeply with the teachers so that the teachers can then share the data with their departments.

The Leadership Council (TLC) members have made decisions based on what is best for the students in all cases. Last year it was decided unanimously that all future parent teacher con-ferences would take place from 6-8 pm, instead of from 4-6pm, in hopes that more parents would attend.

Meeting agendas, minutes, and sign in sheets can be used as evidence of meetings taking place and the focus of the meet-ings.

Professional Development meet-ing times and agendas can also be used as evidence of the deci-sions made by the ILT, SSC and TLC.

Notes

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Nurse, psychiatrist, teaching positions, cleri-cal staff, PSA counselor, Intervention Counsel-or, College Counselor, and ancillary programs are funded through the decisions made by the School Site Council (SSC). A needs based as-sessment was conducted by the SSC to make the funding decisions.

Notes

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A5. LeADeRShiP AnD StAff CRiteRiOnLeadership and staff are involved in ongoing research or data-based correlated pro-fessional development that focuses on identified student learning needs.


Support of Professional Development

Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the schoolwide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence and examples.


A specific number of days are allocated during the academic year for professional development.

Furthermore, administration provides professional development leaders/instructors ample time and resources to prepare effective presentations and seminars.

Teachers follow Danielson’s Teaching and Learn-ing Framework to collaborate lesson-planning and implement the CCSS.

A group of teachers have been preparing to train the faculty of the new CCSS standards. In the past couple of years, Fairfax has been involved in nu-merous PD’s regarding CCSS to implement and modify classroom instruction.

Teachers receive professional development training on the Teaching and Learning Framework as they relate to CCSS and achievement of department goals.

Meeting minutes and PD agendas show what the fac-ulty has worked on over the years.

Notes

Chapter IVPAGE 68

Supervision and evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?


All teachers have gone through STULL evalua-tions over the years according to the guidelines of LAUSD. Starting this year, teachers are evaluated on the Teacher Growth and Development Cycle, which uses the Teaching and Learning Framework.

The Teaching and Learning Framework has clear rubrics regarding teacher performance. There are 11 focus elements that are being used to evaluate teachers that encompass 5 standards. The rubrics range from ineffective, developing, effective, and highly effective.

Administrators have been trained on this new evalu-ation tool. There are three Lead Teachers that have been also trained. The Lead Teachers are to assist teachers who need assistance in using the evalua-tion platform.

The rubric allows teachers to have a clear and ob-jective idea of what effective teaching goals are.

Classroom observations are completed by various support personnel such as the EL Coordinator, Title III Coach, and Math Coach that supports their con-tent expertise

The ELA department would traditionally come to-gether to score the Periodic Assessments. After-ward, the data was utilized to adjust their class-room instruction.

LTEL teachers were allocated funds to participate in District-wide training to the curriculum to be in-troduced and share strategies regarding the new Long Term English Learner Courses.

The sample copies of STULL evaluations from previous years and also ones that were done this year.

Notes

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Fairfax High School has implemented a Long-Term English Learner Mentoring program that involves all of the faculty and staff meeting one-on-one with students to map out goals/expectations, and review reclassification criteria with parents and students.

The Math Department and the LTEL teachers have created cohorts/PLCs that meet once a week before school and in which teachers share best practices, discuss strategies, and set goals for their students. Teachers are given time to lesson plan and develop curricular activities.

Measurable effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student perfor-mance.

Prompt: Comment on the effectiveness of the processes in determining the measur-able effect of professional development, coaching, and mentoring on student per-formance. Provide evidence about whether the professional development/learning has had a positive impact on student learning.


Teachers benefit from professional development that focuses on analyzing and reviewing setting in-structional goals using student work as a diagno-sis.

Development of Professional Learning Community cohorts in both the Mathematics department and the LTEL/EL teachers that meet once a week.

Well-developed, consistent professional develop-ment opportunities for the English Learner Mas-ter Plan, CCSS implementation and Teaching and Learning Framework.

Counselors PD.

Literacy, Title III, and Math Coach support.

Raising level of awareness of teachers regarding the students that are sitting in the classrooms.

Agendas and Meeting Notes/ Summaries for PD.

Notes

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The evidence for the effectiveness of professional development is the implementation of new strate-gies inside the individual classrooms. Additional evidence arises from changes in practice of faculty and staff.

Conclusions



During staff meetings, we often discuss school wide data that is analyzed in comparison to district and national results. We have access and are en-couraged to mine data from student testing profiles found on-line.

The agenda and meeting min-utes of PD and other meet-ings confirms the implemen-tation of students’ data that were collected.



We look at demographic data on our school and discuss the progress or regress of our EL and un-derachieving student population.

With the advent of the CCSS and Smarter Balance requirements, we have focused time, energy, and resources to prepare our students for these chal-lenging expectations. Being proactive, we have already started using district materials to prepare our students that will be mandated a few of years from today. We discussed in department and other meetings how the first run through of the test went. We have set aside time for small groups of teachers within the same grade and subject to meet off cam-pus and work on how best to prepare our students for the new challenges.

The agenda and minutes of meetings. The administrating of the district tests. Calendar of events.

Notes

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A6. ReSOURCeS CRiteRiOnThe human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the schoolwide learner outcomes.


Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, and student achievement of the schoolwide learner out-comes and the academic standards. The school leadership and staff are involved in the resource allocation decisions.

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 out-comes and the academic 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?


SSC meets monthly and reviews and modifies SPSA annually.

SSC meetings are run in collaboration of the dif-ferent members of the groups that provide gover-nance for the school including community mem-bers, parents, administration, and staff. The mix-ture of these groups provides a voice for each of the stakeholders at Fairfax.

When the budget is created from SSC, it is then approved by the district, principal and union repre-sentative. In addition, this determines the number and type of classes that are offered as well as non-class programs.

The school is staffed based on the numbers of stu-dents in attendance. Additionally, the school re-ceives Title One funds—based on the numbers of students qualifying for the federal meals program, and English Learner funds—based on the numbers of English Learner students. These funds amount to roughly one million additional dollars each school year.

SSC meeting memos and sign-in sheets to verify the participants. The SPSA is also reflective of the SSC decisions and the approval from the district, principal and union representative can be seen on all forms.

Notes

Chapter IVPAGE 72


As a Title One school, Fairfax is required to have a School Site Council (SSC). This council is com-posed of 16 members, and includes the principal, out-of-classroom personnel, parents, students, and teachers. The function of the SSC is to cre-ate and revise the categorical budgets, and ensure that the expenditures support the Single Plan for Student Achievement (SPSA). The SPSA is also re-viewed and revised annually to reflect any changes in demographics or test scores. Financial data is released to the schools each March, and the SSC works to establish the budget for the following school year.

Practices

Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conduct-ing quality business and accounting practices, including protections against mis-handling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Prompt: Evaluate the effectiveness of the school’s processes in relationship to dis-trict practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protec-tions against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)


The general budget provided from the state to the district to the school pays for all the day-to-day oper-ating expenses of the school (staff and instructional materials) based on the average daily attendance of students. A rough estimate is that the school can afford one teacher for every 33 students that attend the school. The expense of having a staff uses up most of the funds provided to the school.

The school budget funds that come from the district are managed by the district.

Title I funds and expenses can be requested from the Ti-tle I coordinator. Title I funds are spent at the request of the SSC and approved by the district, principal and union representative.

Notes

Chapter IVPAGE 73


Each year the school receives an allocation of Title I funds based on the number of students who qualify for free or reduced-price meals. The school receives an allocation in March of each year, and the School Site Council (SSC) meets to review the Single Plan for Student Achievement to determine the budget priorities for the next school year. Once a budget is developed, it is submitted to the local Educational Services Center for evaluation and approval.

Once the Title I budget is created, it can only be changed with the approval of the 16-member SSC. Funds allocated for general supplies or instruc-tional materials are purchased only after approval of the department chair and review by the principal and title one coordinator. Purchases of materials or supplies are done with district purchase orders directly to vendors, or by use of the district credit card (p-card), and transactions reconciled monthly. Any items purchased for reimbursement must be approved by the department chairperson, principal and school’s financial manager.

Other outside sources of funding come from the Melrose Trading Post. The MTP has a profit shar-ing agreement with the school which amounts to over $250,000 a year. Those funds are used to pay for clerical staff, instructional materials, staff requests, student clubs, and school maintenance. The Friends of Fairfax is the board that determines how the monies that are generated from this agree-ment will be spent.

Friends of Fairfax members do not regularly share min-utes with the public. How-ever, the minutes may be re-quested in a closed meeting. On the board are two parents, one school administrator, one teacher, the union represen-tative, and two members of the MTP.

Notes

Chapter IVPAGE 74

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?


The campus ample spaces and rooms to hold the current number of students. Each teacher has their own classroom and there are no roam-ing teachers. We also have sufficient spaces for a variety of offices, which support students; we are able to facilitate non-classroom offices like the College Office, Centralized Attendance, Counseling Offices, Title One Office, etc. in-cluding the Library. Each department has its own storage area, EL, Math, English, and Mag-net have their own offices, as well.

Some areas on campus are set-up for contigu-ous space of the Small Learning Communities.

The new football stadium and track are used by students and various community organizations such as AYSO, and Pop Warner Football.

The library provides a place for the tutoring pro-gram.

Literacy Arts Culture Education and Recreation (LACER) is an after-school program, which pro-vide a variety of opportunities and classes that is not available during regular school hours.

Greenway Alliance is located on the Southwest corner of the campus and provides and after-school program for Arts elective classes.

Faculty directory shows the room assignments of all the teachers and offices. The school map also provides the layout of the campus.

Notes

Chapter IVPAGE 75

instructional Materials and equipment

Indicator: The policies and procedures for acquiring and maintaining adequate in-structional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effec-tive.

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.


Teachers and students have access and equity to laptop carts in order to support online learn-ing through platforms, blogs, and interactive websites. Students are able to word process papers, research for expository writing, and col-laborate with their peers using technology in pace with the digital literacy of their generation.

Our district also provides research subscriptions through the digital library such as Gale.

Teachers utilize LCD projectors and document readers to model computer literacy in the class-room.

All staff is compliant with Williams Law in terms of student equity and access to textbooks.

Laptop carts sign-up sheets show how often they were used over the years.

Paper works that verify that Fair-fax High School is compliant to the Williams Act.

Notes

Chapter IVPAGE 76

Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing pro-fessional development of a well-qualified staff for all programs such as online in-struction and college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongo-ing professional development for a well-qualified staff. Include specifics if online, IB, and/or college career preparation programs are in place.


The school has 25 professional development days per year (increasing to 29 days next year). The school utilizes these days for teacher pro-fessional development by department (led by department chairs) and by Small Learning Com-munity (SLC), led by the Lead Teacher of each SLC.

Title I funds for PD include time for teachers to meet in course-alike groups, as well as time for departments to meet and score common assessments. The school also has academic coaches in mathematics and English Language Arts as well as a Title III coach to assist teachers in improving instruction of EL students.

Due to the requirements of No Child Left Be-hind, the district only hires teachers and para-professionals that are highly-qualified and have full teaching credentials in their subject matter.

The District also utilizes the Learning Zone, an online instruction tool for teachers to understand the requirements of Child Abuse reporting. The Learning Zone is also used for providing knowl-edge about budget procedures and procure-ment card training.

The district has also distributed funds to each school for the preparation and planning of im-plementation of the CCSS.

SLC funds conference attendance is spotty at times and depends how the SSC decided to spend the funds from year to year. The SSC is also bound by the Title I fund allocation permis-sions, which change regularly.

The PD schedule for previous years.

This year’s PD meetings were mainly focused on new stan-dards – CCSS and district-man-dated English Learner Master Plan.

The school budget and how it is categorized.

Notes

Chapter IVPAGE 77

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examin-ing a long-range plan ensures the continual availability and coordination of appro-priate resources supports students’ achievement of the critical learner needs, the academic standards, and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of these processes.


Single Plan for Student Achievement (SPSA) evaluated annually by the School Site Council (SSC). The SSC looks at student test scores, grades, graduation rate and attendance rate, and evaluates the effectiveness of the services and items purchased with Title I and ELL funds. This information is used to create the Title I and ELL budgets for each year, it is also used to up-date our SPSA every year.

For the reason that the SSC is composed of several stakeholder groups, it is a representa-tive body of the entire school community. The principal is a mandatory member, and 5 teach-er members are elected by the teaching staff; 2 out-of-classroom members elected by other out-of-classroom personnel, 4 student mem-bers elected by the student body, and the 4 par-ent members are elected by the parents of the school.

The copies of SPSA in previous years and meeting minutes for SSC.

Notes

Chapter IVPAGE 78

Conclusions



Budgets are determined by our governance groups and aligned with goals identified in our SPSA. Stakeholders are welcome to join and have an active role in the decision-making pro-cess.

The copies of SPSA in previous years and meeting minutes for SSC.



In general, students feel that classes are clean and support learning. Some areas of improve-ment are restroom cleanliness, cafeteria after lunch, and the reliability of the HVAC. Facilities do not hinder, in any way, student achievement. Furthermore, it supports the work that teachers perform.

The roster and the schedule for the custodians will show that we are doing what we can to keep the school clean.

Check the list of complaint for cleanliness or facilities.

Notes

Chapter IVPAGE 79

StRenGthS AnD GROWth neeDS

Areas of Strength Fairfax High School is organized and divided into Small Learning Communities nnnnnto help build a sense of cohesion and acceptance.

The school has a clear governance structure and student performance plan nnnnnwith resources and time being directed effectively.

Fairfax High School has identified certain pockets implemented a variety of nnnnnprograms to address the needs of students.

We have seen student improvement and achievement through the programs we nnnnnhave maintained and created.

Areas of Growth We need to be more consistent in communication and interaction between nnnnngoverning bodies and stakeholders.

We need to be efficient and careful with the time and resource we currently nnnnnhave to sustain and support important programs.

The Fairfax staff needs to maximize its use of technology and continue to use nnnnndata to inform our decision-making process and teaching.

The school needs to effectively and consistently communicate the expectations nnnnnof learning and behavior to our Fairfax students and parents.

Notes

Chapter IVPAGE 80

Chapter IV

CAtegORy B Standards-based Student Learning: Curriculum

Chapter IVPAGE 81

Category B: Standards-based Student Learning: Curriculum

B1. CURRiCULUM CRiteRiOn All students participate in a rigorous, relevant, and coherent standards-based cur-riculum that supports the achievement of the academic standards and the school-wide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


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 stu-dents. Examine the effectiveness of how the school staff stays current and relevant and revise the curriculum appropriately within the curricular review cycle.


All subject areas are aligning to the Common Core State Standards (CCSS). Some teachers have tak-en special trainings in the past two years to become CCSS Fellows. The Fellows have led workshops in the district and at the school site. The CCSS are meant to be more rigorous and demanding for students. The staff has reluctantly embraced the CCSS and has used the materials from the Smarter Balanced Assessment Consortium (SBAC) to as-sess student and teacher progress this year.

Special Day classes are aligned to state standards and are aligning to CCSS. Special Day classes have received professional development with the regular school teachers in order to stay on the same page with the regular curriculum.

Various professional devel-opment agendas and sign-in sheets are available from PD Tuesdays.

Student work and teacher syl-labi reflect a research-based educational program.

Math cohort meetings dis-cuss CCSS on a weekly basis with weekly sign in sheets.

Letters were sent home. Meetings occurred with the teachers, parents and stu-dents. Sign in sheets are available.

B Notes

Notes

Chapter IVPAGE 82


The English Development Advanced Level class is an additional English class to help students get re-designated as English proficient. Teachers working with English learners have weekly meetings to work on strategies and lessons to raise the academic level of the EL population.

During a common planning day, intervention will oc-cur for families that have a child that has not been re-designated. Teachers and staff members will conference with the student and family to further support the student.

ALEKS tutorial for math which is an online tutorial program for students that score far below basic or below basic on standardized test.

Greenway Arts Alliance offers a 7th period theatre class for elective credit after school.

English and Math teachers have attended CCSS training and professional development to deepen faculty understanding of the new standards and to provide instruction on best practices for English and Math curriculum to align with new CCSS.

The English and Social Studies conducted profes-sional development to provide faculty with instruc-tion on how to provide high quality text-based questioning and close reading practices.

ELd currIcuLuM

New and continuing ELD teachers went to summer High Point training this summer.

Teachers worked through four LTEL professional development modules.

Sign-in sheets and student work are available.

Students have produced dra-matic writing, theatre produc-tions, and film productions.

Agendas and sign-in sheets are available.

Information was shared with their respective departments.


Information was shared with their respective departments.

Meeting agendas are avail-able.


Notes

Chapter IVPAGE 83


MAtH currIcuLuM

All students are expected to work towards mastery of state and CCSS in Mathematics. Standards are posted within the classroom and given to students in their syllabi. State standards are also listed as objectives in the math textbooks. Students strug-gling with the math curriculum are provided numer-ous sources of free support, including tutoring, LACER after school program.

Teachers meet each week before and/or after school at least once a week as cohorts to discuss methods for aligning their curriculum with the new rigorous demands of the CCSS for Mathematics. Teachers work together on the new challenges of the CCSS curriculum to devise methods for scaf-folding lessons to help meet the diverse needs of all students. These cohorts focus on real-life ap-plications to create common lessons for all Math classes.

To engage students and parents, the department initiated a “Math Night” in which parents and stu-dents were invited to the school after hours to discuss new grading system requiring students to earn a “C” or better. Parents, students and teacher engaged in group problem solving to introduce the expectations of CCSS. Parents share in the owner-ship of their student’s work.

Mathematics textbooks are available in the textbook room.

Syllabi are distributed to stu-dents. Sign-in logs are col-lected when students attend the various types of tutoring and support. Teacher work samples are also posted.

Lesson plans are created and kept on file by the teachers.

Flyers to remind teachers to attend and sign-in logs are collected.

Flyers of the event are avail-able.

Lesson plans and sign-in sheets are available.

Syllabi for each social sci-ence course are available.

Teachers’ certificates of com-pletion for the College Board training are available.

Notes

Chapter IVPAGE 84


socIAL studIEs currIcuLuM

The social studies department supports the high expectations of the state by requiring all students to pass 3 years of Social Studies Courses, including World History, U.S. History, Principals of American Democracy and Economics. The department offers AP classes in grades 10-12. AP teachers complete College Board training, which includes one week of initial training and on-going training two days each year.

The Social Studies Department has placed great emphasis on a standards-based curriculum through thematic-based professional development in de-partment meetings and collaboration with social studies colleagues in district-level cadre meetings. The Social Studies Department offers access to the curriculum through differentiated instruction with a particular classroom setting and through offering a range of standards based classes including AP classes, honors/college preparatory classes and sheltered classes for English language learners. Particular department focus is to give to standards-based literacy, particularly in accessing textbooks with rigorous language. The department is working toward emphasizing close reading techniques em-bedded in the new CCSS.

Teachers use state approved standards-based text-books. Core material is supplemented with guest speakers, newspapers, internet content & research, DVDs, debates and role-playing to help bring sub-jects to life.

The department offers sheltered classes in World History, US History and Government. General Edu-cation teachers collaborate with special education teachers to provide instruction with required ac-commodations and modifications for students with disabilities.

Social studies teachers cre-ated lesson plans using text-books and primary-source documents.

Student essays are assigned with rubrics and criteria charts aligned to state stan-dards.

Teachers display student-made exhibits in their rooms.

Viewings of student-made documentary videos occur on History Day. These documen-tary videos are then stored on teachers’ computers.

Students complete journals, and have discussions and debates.

Socratic seminars are con-ducted.

Annotated bibliographies and process papers accompany the student made exhibits, video documentaries, inter-views, research papers, Pow-erPoints, and websites.

Notes

Chapter IVPAGE 85


The department conducts National History Day in which students are expected to research and de-velop a project on a given theme. Students are expected to cite primary and secondary sources with an annotated bibliography. The projects are presented publicly during school hours. Faculty, Staff and community judge the projects. The win-ning projects are then eligible to compete in county, state and nationwide competitions.

scIEncE currIcuLuM

The science curriculum is strictly aligned to Cali-fornia State Content Standards via benchmark as-sessments, pacing plans and district adopted text-books. All students take science for at least two years to graduate, meeting University of California A-G requirements. The department offers Biology and Chemistry for graduation. The Department en-courages all students to take two additional years of science, including Marine Biology, Physics, AP Physics, AP Chemistry, and AP Environmental, to enable the students to meet requirements for 4 year universities.

The Science Department encourages rigor though inquiry bases investigation and meta-cognitive learning. Department strategies include integration of technology, experimentation. Teachers engage in collaboration.

Notes

Chapter IVPAGE 86


sPEcIAL EducAtIon currIcuLuM

The special education department is working with the general education curriculum and accommodat-ing and modifying curriculum for the specific needs of each student with an IEP. The Special Education Curriculum supports the high expectations of the State Framework and Content

Standards. Curriculum for daily/weekly assess-ments demonstrate knowledge of core curriculum and remediated skills. Special education classes are specialized to meet the needs of the diverse learning styles of each individual student per the IEP. Each child has state adopted text books with grade appropriate supplemental material.

Special Education students in the RSP program are provided a mainstream English class with ad-ditional support provided by a Resource Specialist who collaborates with the content teacher. Stu-dents transitioning out of ELD program are placed in “sheltered” English classes taught by teachers who utilize SDAIE strategies including extra scaf-folding to allow students to access the curriculum and reach state standards.

Students in Special Day Program (SDP) classes are expected to succeed at grade-level standards. Teachers will provide appropriate accommodations and modifications for SDP students.

The Special Education department focuses on pro-viding a smooth school-to-work transition. At each IEP, post-secondary goals are discussed. Students are then placed into classes based upon the rec-ommendations of the IEP team. Special Education students receive transitional and career education and service work as well as paid work experience, both on and off campus. The Career and Transi-tion teachers (CATS and DOTS) also assist students with attending community college.

Special Education teachers are aligning their cur-riculum to meet the rigors of CCSS.

Notes

Chapter IVPAGE 87

Academic Standards for each Area

Indicator: The school has defined academic standards for each subject area, course, and/or program and, where applicable, expectations within the courses that meet the UC “a-g” requirements.

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 nation-al/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements?


The state and district standards, while in flux, are adhered to, whilst the implementation of the CCSS are being phased in.

The faculty has undergone extensive professional de-velopment with regards to the content and ideals of the CCSS.

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which there is congruence between the actual con-cepts and skills taught, the academic standards, and the schoolwide learner out-comes.


The implementation of the CCSS is nascent while the District and State Standards are engrained.

The faculty is making more use of close reading and text dependent questions across all disciplines.

Notes

Chapter IVPAGE 88

Student Work — engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of a standards-based curriculum and the schoolwide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of stu-dent work and snapshots of student engagement in learning demonstrate the imple-mentation of a standards-based curriculum and the addressing of the schoolwide learner outcomes.


In the English department the periodic assess-ment provides a good snapshot of how well our students are apprehending the standards-based ELA curriculum. Up until this year Fairfax Eng-lish teachers administered three periodic assess-ments per year in the ninth and tenth grades. Each of the three periodic assessments tested specific standards-based skills in persuasive writing, read-ing and synthesizing information, and analyzing lit-erature. Work samples produced from these as-sessments were short constructed responses and essays. Ninth and tenth grade English teachers would grade the essays together using a four-point rubric. Teachers would “calibrate” with one another prior to scoring essays, and each essay was read by two teachers. This provided a good snapshot of not only our own students’ progress toward meet-ing the standards, but it also allowed us to see how our students compared to other students at Fair-fax. This year, ninth and tenth grade English teach-ers administered a new periodic assessment that focused on persuasion as well. Prerequisite skills necessary for this assessment included the abil-ity to write a thesis, finding and synthesizing evi-dence from different sources to support a thesis, and analyzing evidence from print sources. We as a department did not score the essays together this year (though we likely will next year), but we did get together to discuss our findings. Overall, the stu-dents’ work samples were very informative.

We have some scored stu-dent essays as evidence.

We have student work sam-ples of short constructed re-sponses where the students were instructed to collabo-rate with one another.

Notes

Chapter IVPAGE 89


As part of this newest version of the ELA periodic assessment, students had to collaborate as they read and took notes on the some of the source ar-ticles needed for the assessment. This addresses SLO 3, especially with respect to students commu-nicating, thinking critically, and collaborating. With the implementation of new periodic assessments in other subject areas this year, there has been a school-wide emphasis on improving students’ criti-cal reading and writing skills. This address SLO 2.

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is acces-sible 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 does the school staff define rigor, relevance, and coher-ence? To what extent do the instructional practices of teachers and other activities facilitate access and success for special needs students?


AP and honors courses are available to any student who is willing to attempt them. Not all demographic groups take advantage of these opportunities, we have implemented a program called “Close the Achievement Gap” geared at encouraging under represented students to participate in these cours-es. Accommodations are used pursuant to the in-dividual to the individual’s challenges. Counsel-ors and teachers encourage students, which have shown the ability to succeed, to take higher level courses.

Agenda items from the ILT, SSC and TLC can be used to establish the fact that the staff is aware of the lack of diversity in the advanced classes and has put resourc-es towards encouraging un-derrepresented subgroups to enroll.

Notes

Chapter IVPAGE 90

integration Among Disciplines

Indicator: There is integration among disciplines at the school and where appli-cable, integration of outsourced curriculum into the program so that curricular integ-rity, reliability, and security are maintained.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.


As the staff transitions to the CCSS, the require-ment for literacy across all content areas is a ma-jor focus. Math, traditionally, does not require stu-dents to do much writing. The CCSS demand a lot of writing teachers are up to the challenge and have been working in PLCs in order to develop les-son and assessments that meet the CCSS level of rigor and literacy requirement. Math and science teachers also discuss the requisite skills needed as students enter the different courses. For instance in chemistry students that solve stoichiometric ex-pressions need to know how to multiply fractions that have units of measurement included with the terms. The periodic assessments used in science and math classes require written answers.

English teachers have discussions with other teach-ers about the importance of narrative and exposi-tory writing for students. Students are introduced to expository writing in ninth and tenth grade Eng-lish classes as one of three writing modules they do. However, history, science and math classes demand expository writing as early as grade 9.

The new planning templates include a place for English standards in every course. The Math Instructional Guide includes resources for each unit in order for math teach-ers to teach English every day.

The syllabi from different content-area courses dem-onstrate the focus on English across the content areas.

Notes

Chapter IVPAGE 91

Curricular Development, evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, grading policies, and homework policy, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evalua-tion, and review processes to ensure student needs are being met through the cur-riculum; include the extent to which there is involvement of key stakeholders.


In English/ language arts, LAUSD has designed and implemented curricula for various grade levels over the past few years. The ninth and tenth grades use three modules have related to persuasion, exposi-tion, and literary analysis. The eleventh and twelfth grades use the Expository Reading and Writing Program that was designed through a joint venture between LAUSD and UCLA. The English depart-ment meets regularly to discuss student progress (especially by looking at periodic assessments), and we often share ideas for improving lessons in the various curricula as a result of our analysis of student work and periodic assessment scores.

Mr. Ross keeps notes from department meetings. We have notes that address low performance on particular strands of the state stan-dards.

Notes

Chapter IVPAGE 92

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coher-ency after examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the se-lection 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.


The Instructional Leadership Team (ILT) is where most data is first seen by the faculty. At the ILT meetings, data from the state and district are poured over in order to determine trends. Using that data, SLC lead teachers and Department Chairs share findings with their SLC and Departments. Teach-ers and staff members use state and district as-sessments to backwards plan. All students that are enrolled in the same class take the same assess-ments. Reviewing the data from the assessments helps start conversations between teachers about what is being done differently to make all students successful.

The Master Schedule has been modified over the years so that challenging courses are offered in the morning, before lunch and less difficult classes in the afternoon. That is not always a perfect system but it is the plan. Counselors, administrators, de-partment chairs and SLC lead teachers work col-laboratively to plan the Master Schedule focuses on student success and need. This year the Algebra 1 and geometry class sizes were kept relatively low compared to the upper level math classes. The reason for the inconsistent class size was to allow the teachers and students to have more one-on-one contact, less classroom management issues, and more time/effort for remediation.

Class size numbers can be used as evidence to dem-onstrate that the lower level courses have fewer students. The Master Schedule can be used to demonstrate that the higher level courses are of-fered earlier in the day.

Notes

Chapter IVPAGE 93

Articulation and follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

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?


Counselors and administrators work directly with feeder and colleges so that the pipeline of students remains constant from year to year. Students that enter high school appear to have the necessary skills to be successful. Teachers at different lev-els in the district also collaborate on instructional guides, best practices and coherence among the levels of schools. Collaborative time is generally limited to after school, weekends or during the summer break. The funding to have teachers meet-ing during the year has dried up. With the adoption of the CCSS a renewed level of collaboration has taken affect.

There are several CCSS Fel-lows in the school, even though there are few CCSS Fellows in the district. To be a Fellow requires 24 hours of training per year, a willing-ness to teach others for two days during the summer, and a willingness to collaborate online in writing the course instructional guides.

Notes

Chapter IVPAGE 94

Conclusions



Teachers are working collaboratively to deliver les-sons that are rigorous, standards-based and in which all students can find success. ILT members, Department chairs, SLC lead teachers, and Coor-dinators all work collaboratively to look at data and have teachers reflect on their personal data to de-termine ways how to raise student achievement for all students.

The leadership at the school developed plans to have teachers not just think about how they are go-ing to increase student achievement but to actually write down the reasons why they will raise student achievement, how and when. The action plan and planning cycle has been used by all teachers in ev-ery department.

Teachers within departments have created plans for rais-ing student achievement. The plans are developed in re-sponse to data. For instance, the geometry teachers have decided that because the scores in the trigonometry section are low, teachers will focus on trigonometry this year. Teachers have agreed when they will teach the unit and what assessments and lessons will look like. Com-mon assessments at the end of the semester help maintain pace and focus.

Notes

Chapter IVPAGE 95



The school and district staff members are work-ing hard to transition to the CCSS. Administra-tive staff and coordinators have taken the lead in rolling out the CCSS to all staff members. Additionally, several staff members have taken it upon themselves to become CCSS Fellows; working weekends, after school and during the summer so that they are trained and are able to train others. Teachers are working in PLCs to develop plans, learn the skills required of the CCSS, and determine the proper sequence of standards to be mastered. The district has mandated tasks for teachers to accomplish that are reflective of the CCSS. The tasks this year were meant to be used by teachers to reflect on their own teaching and reaffirm that the CCSS are coming and that teachers need to prepare. Teachers graded the assessments together which helped each teacher understand what was happening in other classes.

The leadership staff has made a concerted effort to have teach-ers trained in the CCSS. Teach-ers on campus are Fellows: two in math, one in English and one in science. Staff and adminis-trators have taken summer semi-nars in CCSS.

Notes

Chapter IVPAGE 96

B2. CURRiCULUM CRiteRiOnAll students have equal 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.


Variety of Programs — full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

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 explo-ration, preparation for postsecondary education, and pre-technical training for all students.


cedars sinai Youth Employment development (Y.E.d.): Eligible juniors and seniors take 5th and 6th period classes through this program and partic-ipate in a paid internship at Cedars Sinai hospital. The program offers great opportunities for students pursuing careers in health-related professions.

As paid interns, students are issued cedars sinai Id badges. We have information brochures on the Cedars Si-nai Y.E.D. program.

teen court: This program exposes students to the workings of the court system. Teen Court is spon-sored by the Los Angeles County Superior Court. First-time juvenile offenders (charged with misde-meanor crimes) are given a trial by their peers. Stu-dents act as the jury and trier of fact. Students then recommend a disposition to a judge, who will then accept it, expand it, or contract it.

We have an Excel spread-sheet of student names who have participated in Teen Court. We also have a list of past cases that Fairfax stu-dents have participated in.

Leadership: The leadership program exposes stu-dents to student government. Leadership students take an active role in school activities by planning, advertising, and managing them. Nearly all stu-dent-oriented school events are executed through student leadership, including graduation.

Student leadership meeting agendas and activity sheets are available.

Notes

Chapter IVPAGE 97


regional occupational Programs (roP): ROP classes prepare students to enter the work force by giving them knowledge and experience in spe-cific career fields. The Cedars Sinai Y.E.D. program mentioned above is an ROP course as well as our Careers with Children class.

We have rosters for ROP classes.

technical Programs: We have courses designed to teach students technical and computer skills. Courses we offer include Computer-Aided Design (CAD) and Photoshop.

We have rosters for these classes.

Advanced Placement (AP) courses: These class-es offer students rigorous content in preparation for college. There is the potential for students to earn college credits by taking an AP class and passing an AP exam in a particular field of study.

We have rosters for all of our AP classes.

college and career counseling: In recent years our guidance counselors have fulfilled this duty by providing students with advice about colleges and financial aid options. This fall we hired a new full-time college counselor who works in room 117. Be-cause this is a dedicated position, our new coun-selor is able to focus all of his attention on provid-ing our students with up-to-date and relevant col-lege and financial aid information.

Our new college counselor can provide some statistics on the number of students he has counseled so far this year.

LAcEr: This is an after-school program that pro-vides tutoring, fun classes, and other educational opportunities for students.

We have flyers outlining the various programs LACER of-fers.

greenway Arts Alliance: Greenway Court Theatre has been part of the Fairfax High School commu-nity for decades. The theatre (through its actors) provides classroom support to many of our Eng-lish/Language Arts classes. Greenway also pro-vides after-school drama and acting programs for students.

We have flyers outlining some of the after-school programs Greenway offers.

Notes

Chapter IVPAGE 98

Student-Parent-Staff Collaboration

Indicator: 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. (This includes the evaluation of whether on-line instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students, and staff collaborates in devel-oping and monitoring a student’s personal learning plan, based upon a student’s learning style and college/career and/or other educational goals.


student success team (sst): This committee forms to discuss students who are not performing to their potentials.

Parent center: The parent center provides oppor-tunities for parents to discuss their students’ needs. It also provides translation services and volunteers to serve as chaperones on field trips.

Back-to-school/Parent-teacher conference nights: These are held four times throughout the year. Parents are able to discuss student needs and goals with teachers.

Long-term English Learners (LtEL): We have had several full-staff training sessions on serving our LTEL students. We have also established an LTEL mentoring program. Each teacher has been as-signed two students to meet with to discuss their educational needs.

We have a list of protocols used for SST meetings.

We have parent sign-in sheets from parent confer-ence nights and teacher Pow-erPoint presentations from back-to-school nights.

We have District PowerPoint presentations used in the LTEL training. We also have LTEL mentor sheets and notes kept by our EL coordi-nator.

Notes

Chapter IVPAGE 99

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropri-ate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

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).


Mydata allows teachers and counselors to properly program students and evaluate their educational needs. It also helps teachers find gaps in students’ learning and identify students with special needs. This helps teachers and counselors make appropriate adjustments to curriculum based on student need.

resource center reviews student IEPs and holds regular meetings with students, parents, teachers, and administrators to discuss how best to meet students’ needs and adjust ac-commodations.

The Instructional Leadership Team (ILT) meets to discuss data. This gets disseminated to teach-ers through department and SLC meetings.

Teachers need professional development to ad-dress cross-curricular analysis of student data.

All teachers have access to on-line printouts from MyData.

All general education teach-ers who have special education students have copies of student IEPs and Passports.

We have agendas from SLC and department meetings that reflect the discussion of student data.

Notes

Chapter IVPAGE 100

Post high School transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate tran-sitions to post high school options.


We have a new college office and full–time col-lege counselor. Guidance counselors also meet with students at least once per year for program-ing. Counselors check in with students during these times to see how they are progressing ac-ademically to meet their goals. These meetings are not as effective as they could be because counselor-to-student ratio has increased over the last several years.

There needs to be a stronger emphasis on stu-dents’ post-graduation goals, so they can make appropriate choices about courses, internship possibilities, etc.

Vocational training is non-existent at Fairfax. Fairfax graduates who wish to go into technical careers after high school must usually attend a two-year technical school first.

There are some career-oriented programs here at Fairfax such as Careers with Children and the Cedars Sinai Youth Employment Development program. These are ROP courses.

As paid interns, students are is-sued Cedars Sinai ID badges. We have information brochures on the Cedars Sinai Y.E.D. pro-gram.

Notes

Chapter IVPAGE 101

Conclusions



While Fairfax does offer a variety of programs to students, there is still a high need for career and post-high-school preparedness programs.

Although there are protocols in place for moni-toring student needs, there is a lack of cross-curricular discussion to address these needs.

Students that are on track to graduate on time and meet the A-G requirements have flexibility in their schedules to take elective courses, seek internships and participate in curricular activi-ties. Students that are not meeting the same re-quirements are funneled into a more restrictive set of courses to make them college ready.

Course offering are generally based off student need and then teacher expertise. Counselors work to ensure that students are meeting the A-G requirements.

Notes

Chapter IVPAGE 102



Fairfax has a variety of programs designed to help students achieve in high school and to set goals for after high school. Some of the pro-grams are listed in the evidence section.

At the inception of SLCs at Fairfax, there was a plan to have “Individualized Learning Plans” for students that would have outlined their educa-tional goals and the steps required to get there. Each student would revisit hi/her plan at least once a year to update. This never got off the ground.

Currently the SLC lead teachers are exploring the possibility of developing a “College and Ca-reer” seminar (advisory period) that all students would attend once per week. Each grade level would have its own curriculum. Advisory pe-riods would have about twenty students each. Students would have the same advisory teacher all four years. The idea has been introduced to the principal and some faculty within SLCs.

Programs designed to help stu-dents succeed in high school and set goals include: the CAH-SEE pull-out program for math, CAHSEE prep week for 10th grade English classes, SLC intervention meetings with academically “at-risk” students, math department intervention for Algebra 1 stu-dents who are failing, LTEL men-toring, LACER tutoring sessions and after-school programs, and seventh period ROP classes for credit recovery.

Notes

Chapter IVPAGE 103

B3. CURRiCULUM CRiteRiOnUpon completion of the high school program, students have met all the require-ments of graduation.


Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

Prompt: Evaluate ways the school ensures that all students have access to real world applications of their educational interests in relationship to a rigorous, stan-dards-based curriculum.


cedars sinai Youth Employment development (Y.E.d.): Eligible juniors and seniors take 5th and 6th period classes through this program and partic-ipate in a paid internship at Cedars Sinai hospital. The program offers great opportunities for students pursuing careers in health-related professions.

Advanced Placement (AP) courses: These class-es offer students rigorous content in preparation for college. There is the potential for students to earn college credits by taking an AP class and pass-ing an AP exam in a particular field of study. New guidelines been implemented to ensure equal ac-cess for all students to AP classes.

As paid interns, students are issued cedars sinai Id badges. We have information brochures on the Cedars Si-nai Y.E.D. program.

We have rosters for all of our AP classes.

Notes

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Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic support programs to en-sure students are meeting all requirements, including the CAHSEE.


The graduation rates have been increasing for the past 3 years.

CASHEE passing rates for first time CAHSEE takers increased 2.7% from 2011 to 2012.

CELDT proficient rate went up 8% from 2011 to 2012.

Percentage of students who score FBB on the CST after taking Algebra 1 has decreased.

CELT Annual Growth Rate went up 13% from 2011 to 2012.

ELA CST 9th and 10th grade scores went up 3.1% and 7.4%, respectively

Algebra 1, Geometry, and Algebra 2 CST scores went up 2.8%, 3%, 5.5%, respectively.

We have seen lots of improvement in CAHSEE scores as a result of our CAHSEE Math Pull-Out program and our two-week English CAHSEE in-class preparation for all tenth graders.

API scores on the CDE web site.

This is indicated by the Per-formance Meter.


This decrease is document through MyData.




80% of tenth graders passed CAHSEE in 2011-2012 school year.

Notes

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Conclusions



Students must meet the A-G requirements and pass the CAHSEE in order to graduate high school and be college ready. Counselors work with students to have them complete the A-G requirements in eight semesters. Students may also take a ninth semes-ter, if it is needed. Struggling students can find support with after school programs, adult school, PSA and Intervention Counselors. In order to pass the CAHSEE the school has offered a pullout CAH-SEE program, CAHSEE Preparation class for 11th and 12th graders, and LACER also offers a CAHSEE support class.

Evidence of the support giv-en to students can be found in the notes about the prepa-rations made to coordinate pulling students out of class for the CAHSEE pullout. Students are reminded of the A-G requirements by coun-selors during yearly meetings and class visits.



Students have access to community college class-es through LACC.

Fairfax has implemented new policies that ensure equal access for all students to all AP classes.

Fairfax a working relationship with Cedars Sinai Medical Center through which students can com-plete a two-year ROP program.

Fairfax also has an entrepreneur program through ROP where students must complete a viable small business plan. Students receive technical arts credits for this class.

Fairfax offers a wide range of hands-on, project-based ROP classes such as Computer Architecture and Design and Child Care and Development/ Edu-cation.

CAHSEE Math Pull-Out for all 10th grade math stu-dents.

Student applications in the Fairfax counseling office; Student transcripts.

AP link on school website; AP classes are bigger than in previous years; there has been an increase in AP par-ticipation among traditionally underrepresented popula-tions.

Student transcripts.

Student transcripts; student business plans (student work samples).

Student transcripts.

Lesson plans.

Student sign-in sheets

Notes

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10TH GRADE ENGLISH CAHSEE two week in-class preparations.

LACER after-school programs

Greenway Court Theatre programs for ELA classes

Tutoring done by individual teachers (Daniyelian – after school M, W, Th; Antoine – Wed.)

Upward Bound Program-This provides academic support for low-income students with aspirations to attend four-year colleges/universities after high school. Support includes tutoring, summer class-es, field trip, college visitations, and Saturday work-shops.

The English department examines CST and peri-odic assessment data regularly. Each grade level within the English department chose a focus area for improvement based on student data.

English teachers use the DRP test to determine stu-dents’ reading levels. Students reading far below grade level are place in DRWC.

“MY DATA” page allows professionals to access pertinent information on our student’s strengths and weaknesses.

Student Success Teams (SST) work to identify and address the causes of students’ weaknesses in at-tempts to raise student performance.

Student work samples and performances.

Student sign-in sheets.

Focus strand worksheets from English department meetings

Teachers keep records of DRP scores.

Notes

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Areas of Strength Fairfax has ROP courses that open up opportunities for students and give them nnnnnhands-on experience which helps them prepare for career or college.

We have made observable strides in preparing students for the CAHSEE as nnnnnseen in an increase in the initial pass rate and as well as an increase in the number of students who test proficient.

More students are taking AP classes.nnnnn

We offer on-site Psychology, Astronomy, and Cinema classes through LACC.nnnnn

We have Greenway Arts “Shakespeare in the Classroom” where students nnnnnhave the opportunity to meet real actors and practice acting. Students have internships at Cedars-Sinai. We partner up with Melrose Trading Post and students volunteer and raise funds for the school. Teachers teach the standards and work together to implement the CCSS. There will 2 more elective next year in Social and Human Services Classes (ROP/CTE). We have AP classes with a fair passing rate comparable to the national passing rate. We don’t exclude anybody based on any bias. We work with LACC to provide elective classes.

There has been a fair amount of collaboration among teachers within nnnnndepartments.

Fairfax teachers are teaching to the California State Standards.nnnnn

All departments are attempting to incorporate reading, writing and math across nnnnnall curricula, especially with the introduction of the CCSS.

Teachers have initiated listening and speaking requirements as part of including nnnnnCCSS in the curriculum.

Areas of Growth The English department has never set up an in-house common assessment, nnnnnthough there has been discussion about doing this for some time.

There needs to be more vertical alignment and planning among different grade nnnnnlevel teachers to avoid redundancy and make sure that students are exposed to all CCSS.

We need more professional development for implementing CCSS across all nnnnndepartments.

Counselors and teachers need to do a better job of informing students about nnnnnpost-high school options and helping them to plan accordingly.

The current bell schedule at Fairfax leaves little room for students to take extra nnnnnelective courses or to do credit recovery. Currently most Fairfax students do credit recovery through Adult School or some other outside institution.

Notes

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Chapter IV

CAtegORy C Standards-based Student Learning: Instruction

Chapter IVPAGE 109

Category C: Standards-based Student Learning: instruction

C1. inStRUCtiOn CRiteRiOn To achieve the academic standards and the schoolwide learner outcomes, all stu-dents are involved in challenging learning experiences.


Results of Student Observations and examining Work

Indicator: The school’s observations of student working and the examining of stu-dent work provide information on the degree to which all students are involved in challenging learning to assist them in achieving the academic standards and the schoolwide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to achieve the academic standards and the schoolwide learner outcomes. Include how observing students working and examining student work has informed this understanding.


Many Fairfax students are engaged in challenging learning experiences. 62% indicated on the Dis-trict’s School Experience Survey that, “What we are learning takes a lot of thinking.” Recent gains in test scores suggest that instruction is becom-ing more effective, though persistent low rates of proficiency suggest the need for further improve-ment. Teachers of English 9 and 10 have long met by grade level at least once a year to review stu-dent essays for the entire grade level, with the goal of identifying student needs. Teachers of support classes for Long-Term English Learners meet week-ly in a Professional Learning Community (PLC) to review work, arrange classroom observations and refine implementation of the district’s new curricu-lum. An established PLC of Math teachers meets weekly to review student work and plan instruction.

Sign-in sheets, meeting agendas and other materials evidence the frequency and focus of meetings dedicated to reviewing student work. They also indicate the grow-ing number of PLCs at our school.

C Notes

Notes

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Other departments review students work on an oc-casional or ad hoc basis. Resource Specialist co-teachers who collaborate with mainstream teaches (to offer “inclusion” courses) provides a second pair of eyes in some content area classrooms, ensur-ing appropriate instruction for Special Education students. Despite our progress, it is still rare for teachers to observe their colleagues, or students in rooms other than their own. Student presenta-tions and performances, for the most part, are not shared beyond the confines of the class in which they were assigned.

Student Understanding of Performance Levels

Indicator: The students know beforehand the standards/expected performance lev-els 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.


Our school has made progress in making sure that students understand performance expectations. Nearly all teachers post agendas and language objectives. Many teachers post work models and anchor papers. Greater use of criteria charts and rubrics indicates that teachers have made strides in clarifying their expectations.

Agendas and Language Ob-jectives are posted in nearly all rooms, indicating a school-wide commitment to building students’ advance under-standing of expectations.

Meeting agendas and sign-in sheets from schoolwide and small group PD sessions evi-dence our successful efforts to emphasize language ob-jectives (which are especially important in view of our large English Learner population.)

Notes

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Differentiation of instruction

Indicator: The school’s instructional staff members differentiate instruction, includ-ing integrating multimedia and technology, and evaluate its impact on student learn-ing.

Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on stu-dent learning.


The implementation of “inclusion classes” in which a mainstream education teacher teams with a Special Education Resource Specialist to deliver instruction has been instrumental in helping us differentiate instruction. Not only do teamed teachers share in planning, but mainstream teachers in this arrange-ment also learn about tailoring their instruction for students with IEPs. Clustering of English Learners in certain classes (to guarantee them access to core content) presents our school with another dif-ferentiation challenge. All teachers have the proper credentialing to instruct English learners and have participated in numerous staff development ses-sions at our school and through the district. Bilin-gual teaching assistants support Spanish-speaking students in their home language and offer addition-al one-on-one help to non-Spanish-speaking ELs. (We had one assistant working full time, and were trying to fill one new full-time and one newly vacant half-time position at the beginning of December 2013.) Teachers of ELs also use strategies such as grouping and a focus on vocabulary development. The API for our ELs increased dramatically for last year. There is a wide diversity of abilities, proficien-cies, needs and learning styles among all our stu-dents, and teachers are been increasing their ef-forts to provide student-to-student interaction in their classes. For the administration of new District Common Core State Standards (CCSS) based as-sessments in the four core content areas, teach-ers met by departments before the exam to discuss ways to differentiate its administration for their re-spective classes, and after the test to evaluate both how their students had performed and how their supports had worked.

Our Master Schedule or class shows the number and types of inclusion classes and “sheltered” classes for Eng-lish Learners.

Classroom visits will evidence the use of SDAIE strategies for ELs and other specific strategies for students with IEPs.

Meeting agendas show when departments met to plan and then assess the District’s new test.

Notes

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Student Perceptions

Indicator: The students understand the expected level of performance based on the standards and the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the stu-dents’ perceptions of their learning experiences, including all specialized programs such as college/career readiness and online instruction regarding the opportunity for teacher-student interaction to reduce isolation and encourage skill transference.

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. Evaluate the effectiveness of the student-teacher interaction based on student feedback.


Since the end of extensive student focus group meetings held under a previous administration sev-eral years ago, our school has not formally inter-viewed students. The district’s School Experience Survey measures students’ satisfaction with their school on a variety of measures. 55% percent of our students- six percent less than the District av-erage- indicated that their teachers regularly inform them of how they are doing in class.

The District’s School Experi-ence Survey details (among other things) student percep-tions about learning, support and opportunities for learning at our school.

Notes

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Conclusions



Fairfax High School benefits from stability in its fac-ulty in that most teachers have a long tenure at our school. Some were even students at Fairfax before returning to teach here. The budget cuts of recent years have meant the loss of some of our youngest instructors, increasing the average age of our teach-ing staff. Though the age of our faculty long meant a reliance on more traditional teaching techniques, in recent years teachers have begun to move to-ward more engaging strategies and methodologies. This change has been accelerating since our last Self-Study. Professional Development efforts have helped spur these changes. For example, the 2012-2013 academic year included multiple schoolwide staff development sessions on three key initiatives focusing on instruction:

A new District English Learner Master Plan nnnnnreorganizes the entire instructional program for English Learners and makes English Language Development the responsibility of all teachers.

The CCSS make all teachers responsible for the nnnnndevelopment of academic literacy and call for greater rigor in subject areas with an emphasis on English and math.

The LAUSD’s Teaching and Learning Framework nnnnnprovides teachers with measures in areas such as asking questions, engaging students, fostering communication and using assessment.

Classroom visits reveal the extent to which teachers in-volve their students in chal-lenging lessons.

Meeting agendas and Pow-erPoint presentations docu-ment the extent of profes-sional development on the District’s key initiatives. Eval-uation forms from the faculty show their participation and engagement.

Notes

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This year, the focus on these initiatives shifted to departments. Cohorts of math teachers that began meeting last year as professional learning commu-nities (PLCs) to evaluate, plan and modify instruc-tion have been complemented by a PLC comprised of teachers of classes aimed at Long-Term English Learners. In the coming semester, 20 day-long PD sessions on implementing the CCSS will involve teachers in small, course-specific groups. Partici-pation in the administration of District Periodic As-sessments meant to simulate a CCSS-like (Smarter Balanced) test, and subsequent follow-up sessions indicated a growing willingness to explore instruc-tional shifts.



Since our last Self-Study, we have made key progress in providing Fairfax students a chal-lenging learning experience. Improvements in instruction schoolwide, as well as a renewed focus on professional development and teacher collaboration, are helping us make headway in addressing our critical learner needs.

Critical Learner Need #1 (Attendance/Truancy rates of African-American students)- Teachers support the efforts of our academic and PSA counselors by making their lessons more en-gaging and meaningful through an increased fo-cus on topics of interest to students or that are more reflective of their experiences.

Classroom visits and reviews of student work will provide evi-dence of engaging lessons.

Agendas, meeting materials and sign-in sheets show the extent of professional development aimed at building schoolwide responsi-bility for the language develop-ment needs of ELs.

Agendas, meeting materials and sign-in sheets evidence our fo-cus on implementation of the CCSS.

Notes

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Critical Learner Need #2 (English Learner Re-classification Rates)- Our school’s ELs have long struggled academically as evidenced by their lagging test scores. The results of our ef-forts are beginning to show. The scores of Eng-lish Learners jumped by 93 points on the most recent API, supported by our efforts to improve instruction by identifying language objectives and using appropriate classroom strategies. With this year’s implementation of English Lan-guage Development support classes for all Eng-lish Learners led by teachers who collaborate in a professional learning community, we hope to see increases in reclassification rates, which have recently shown only modest increases.

Our API, test score and reclassi-fication data reveal that our ELs’ big gains in test scores have yet to be matched by our reclassifi-cation rate.

AP class rosters demonstrate some improvement in the diver-sity of those classes.

Critical Learner Need #3 (Diversity in AP class-es)- The focus of this year’s professional devel-opment is on implementation of the CCSS. The use of nonfictional text to build the disciplinary literacy called for by the CCSS mirrors the use of document-based questions used in AP classes (and on AP tests,) which will prepare a broader cohort of students for entry into (and success in) AP courses.

Notes

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C2. inStRUCtiOn CRiteRiOnAll teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.


Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in the delivery of the curriculum.


Teachers and staff at our school use multimedia and technology at a basic level. While funding cuts over the past five years have slowed our implemen-tation of instructional technologies, we have made steady progress. Most teachers use LCD projec-tors, PowerPoint presentations and document pro-jectors to make their lessons more engaging and to showcase or analyze student work. Several teach-ers use Smart Boards. Mobile computer carts allow teachers to lead activities that involve research and the writing process during class while also develop-ing technology skills among a student population that includes many students without home internet access.

Equipment such as projec-tors and Smart Boards in classrooms and in-use by teachers shows the extent to which FHS teachers use ba-sic technology.

School budget records docu-ment the number and type of computers, projectors and other technologies used at Fairfax.

Additional online Instruction Prompt: Evaluate how teacher technology compe-tencies are assessed during online instruction.


Our school does not provide online instruction. Such courses are offered by our district.

The District’s website dis-plays courses available to FHS students.

Notes

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teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.


One of the biggest steps Fairfax has taken in recent years is this school year’s focus on Professional De-velopment in small, subject-area alike groups allow-ing for teachers to collaborate and coach each other in facilitating learning. Weekly meetings teachers of math and English Language Development support courses will be supplemented by day-long, small-group PD sessions for all teaching staff.

Our PD plan shows the focus and extent of our efforts to implement the CCSS through professional collaboration in small groups.

Meeting records demonstrate the growth of regularly meet-ing PLCs for Math and Eng-lish teachers.

Notes

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examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured learning so that students organize, access, and apply knowledge they al-ready have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.


Though our use of instructional technology is rather basic, it has helped teachers structure learning by allowing for more discreet steps in the process of research and writing, with checks along the way. Mobile laptop carts al-low for in-class research, during which students can work with peers and seek guidance from their teachers. In-class access to the internet allows our students to find and include more original sources, and to cite them. Word pro-cessing applications allow for easy editing and revising as well as the storage of drafts. Most English teachers, many Social Studies teach-ers and some Science teachers assign work that involves online research. Several teachers require students to use citation applications. While some student work shows a synthesis of information from a variety of sources, other work demonstrates a reliance on simple cutting and pasting. Technology allows most students to present “professional-looking” work that in-cludes images as well as text.

Student essays, projects and presentations on display in class-rooms demonstrate the range and types of assignments given to students at FHS.

Notes

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Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.

Prompt: Evaluate and comment on how well the representative samples of stu-dent work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates and inquiries related to investigation.


Much of the questioning in our classes (both verbally and in writing) remains at level of simple recall. Many teachers use small group activities and group or individual projects to engage and develop students’ problem-solving skills. Most teachers use whole-class or small-group ac-tivities to engage their students in debates and discussions aimed at developing reasoning or problem-solving skills.

Daily assignments, as well as projects and presentations on display in classrooms and during lessons, demonstrate the oppor-tunities given to students to use reasoning and problem-solving skills.

Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work dem-onstrate that students use technology to assist them in achieving the academic stan-dards and the schoolwide learner outcomes.


Like most adolescents, our students are com-fortable with and eager to use technology. Most students have computers at home, but may lack the word processing software, presentation ap-plications or internet access to do research or complete assignments. Most teachers require students to use technology to complete and submit at least some work, usually in the form of research papers, reports, projects or essays. Our school has mobile laptop computer carts that teachers use to provide students with in-class support for doing research or writing. Of-ten, students must share their work with their class as part of a presentation. A few teachers have students make short videos to demonstrate their grasp of concepts. Annual History Day in-volves groups of students presenting research on historical themes, persons or events.

Student work is evident in near-ly all classrooms, either posted on walls and bulletin boards, or during lessons (either for the purposes of analysis or presen-tation.)

Notes

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Indicator: Representative samples of student work demonstrate student use of ma-terials and resources beyond the textbook, such as utilization and availability of li-brary/multimedia resources and services; 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.

Prompt: Evaluate the extent to which representative samples of student work dem-onstrate 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.


Student projects, essays and reports demon-strate wide-spread, though basic, use of re-sources beyond the textbook. About half of our students are not proficient in English Language Arts (according to CST scores) and thus struggle with both textbooks and some original sources. Most teachers use some original sources, ac-cessible through classroom technology, help engage students, (e.g., videos, recordings and documents) and link lesson content to the real world. As we implement the CCSS, teachers are trying to increase their use of text-based ques-tions. A few non-core teachers are experiment-ing with the use of non-fictional text as the basis for student work in their classes.

Classroom visits evidence the use of non-textbook based ma-terials in classes.

Notes

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Real World experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students.

Prompt: How effective for students are their opportunities for shadowing, appren-ticeship, community projects, and other real world experiences and applications available to all students? Evaluate the degree to which these are readily available to all students.


Our partnership with Cedars-Sinai Medical Cen-ter offers students opportunities to gain real-world experiences through ongoing interaction with professionals. Our ROP program prepares students for entry into the workforce by focus-ing on interview skills and résumé-building. Nonetheless, budget and staff cuts in recent years have left our school struggling to provide connections between the classroom and the workplace.

A list of students participating in the Cedar-Sinai program shows the number of students develop-ing real-world experience.

Our master schedule shows the placement of our ROP classes.

Conclusions



Since our last Self-Study, our use of technology and effective strategies to engage students have grown despite crippling budget cuts, dramatic increases in class size and the relative average age of our faculty members. While this growth has been modest, it is significant and reflected in slow improvements in our test scores over time. Our new administration has spearheaded a renewed focus on professional development based on all staff achieving small, measureable steps toward implementation of the CCSS. This PD effort is being carried out in small groups to facilitate teacher collaboration, the examination of student work and experimentation.

Our PD plan, meeting agendas and materials show the focus and intensity of our efforts to support teachers in making in-structional shifts.

Testing data show that our scores have improved over time, especially compared to similar schools in our district.

Notes

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Critical Learner Need #1 (Attendance/Truancy rates of African-American students)- Teachers are steadily increasing their use of technology to engage students and bring the real world into the classroom. Teachers are slowly overcom-ing their former reliance on lecture-based les-sons and most are using technology to involve students and to make connections to the real world.

Critical Learner Need #2 (English Learner Re-classification Rates)- Many teachers- especially those in English Language Development (for-merly ESL), ELD support classes and “sheltered” classes- use technology to make their lessons more accessible to ELs.

Critical Learner Need #3 (Diversity in AP class-es)- Schoolwide PD efforts seek to bring CCSS-like rigor, disciplinary literacy and text-based questioning to all content areas, instead of limit-ing them to Honors classes.

School data shows improve-ments in attendance rates.

Visits to classes of ELs will show the use of technology to support their access to core curriculum.

Our PD plan evidences our em-phasis on CCSS schoolwide.

Notes

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Areas of Strength The dedication of our teachers and their commitment to their students has long nnnnnbeen an area of strength for our school. Despite demoralizing budget and staff cuts, growth in class sizes and changes in administration, we have maintained steady progress. The collective age of our teaching staff brings stability and experience to our instructional program. There is a growing willingness to try new approaches, both spurred and supported by an intensive focus on professional development. Collaboration and cohesion are growing as we base our move to the CCSS on focused, narrow, achievable steps across disciplines. Our professional learning communities in Math and English can serve as a model for other small groups of teachers to collaborate with and support each other.

Areas of Growth We need to speed up the pace of instructional improvement at Fairfax through nnnnngrowth in some key areas. Our biggest struggle is with student engagement. We need to become less reliant on simple recall when asking questions by promoting the development of reasoning skills. Not only do we need to find new ways to add technology to our lessons, but we also need to find ways to keep our students motivated. This will involve finding new ways to collaborate across disciplines and to connect the outside world to our classes. We need to find ways to act on our growing understanding that we are all, no matter the title of our respective classes, teachers of both literacy and English Language Development. As we implement new strategies and programs, or continue existing ones, we need to include assessment of those efforts to assist us in deciding to continue, modify or end each one. In support of our instructional efforts, we need to find ways to communicate more with families, both about the content of our classes and about how to support their children for success in those classes. We have already begun the most concerted effort at schoolwide professional development in our school’s history and will need to maintain it and build on it to reach our own potential as teachers and to support our students in reaching theirs.

Notes

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Chapter IV

CAtegORy D Standards-based Student Learning: Assessment and Accountability

Chapter IVPAGE 125

Category D: Standards-based Student Learning: Assessment and Accountability

D1 & D2. ASSeSSMent AnD ACCOUntABiLity CRiteRiA The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, stu-dents, parents, and other stakeholders of the school community.

Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.


Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggre-gate, analyze, and report student performance data to the parents and other stake-holders.

Prompt: Evaluate the effectiveness of the assessment processes.


My Data is familiar the Fairfax faculty and is a fre-quently utilized reference tool to disaggregate, ana-lyze and print out reports of student performance. Teachers are progressing to more elaborate uses of the data and working together during PD meetings to learn about the possibilities and the best uses of My Data. The Fairfax faculty utilizes My Data in various applications. For example, the scores and numbers found in My Data are useful to understand-ing student capabilities and help individual teachers create appropriate curricula for their classes.

In department professional development meetings, goals are set based on prior CST sub-strand result data. This collaboration enables teach-ers to share information and ideas on how to better serve the both their student popu-lation

d Notes

Notes

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Teachers are encouraged to provide alternate meth-ods of assessment along with My Data in order to provide a complete picture of their students’ abili-ties. Students are given a varied range of assess-ments in order to accommodate for different learn-ing styles.

During professional development sessions, depart-ments have also used My Data to research CST sub-strand result data. The student scores then became the basis for department-wide goals. My-Data can also be used by teachers to target instruc-tion to students by using the filter features.

In order to achieve goals specific to their student population, the Special Education department practices specific assessments, both formal and informal. Formally, the school psychologist con-ducts regular assessments. The San Diego Quick Assessment determines reading levels and the DRP measures comprehension abilities. Special Ed teachers also rely on scores from the Woodcock Johnson, Brigance and KTEA tests. Student feed-back guides are also used for formal assessments.

MyData use is encouraged by both administration and fellow teachers to determine best practices. With depart-ment support in PD, teachers use MyData to disaggregate, analyze and print out reports of individual students’ perfor-mance data in order to better target each student in their classes. This practice pro-vides teachers with a clear focus in order to better align their goals/lessons with indi-vidual student needs.

MyData is used by the ad-ministration and teachers in general. With department support in PD, teachers use MyData to disaggregate, an-alyze and print out reports of student performance data.

The Special Education department’s informal as-sessments are more interactive and progress is observed and measured while teachers work with individual students.

The Science department uses a number of differ-ent assessment tools in their classrooms. Students participate in traditional means of assessment, in-cluding objective tests and lab reports. Hands-on, authentic assessment projects are also common and Science students frequently create posters, models and displays to demonstrate their mastery of the subject matter. Informal measures, such as class participation, are also considered as a mea-sure of progress. The members of the Science De-partment have also developed a common final for Marine Biology and Physics and are working to do so in Biology and Chemistry.

There are many forms of as-sessment used in the school: objective tests, formal Lab reports, creation of posters, models, displays, specific art projects that align with academic subjects, assign-ments, and/or requirements, group collaboration, oral pre-sentations, portfolios, Peri-odic Assessments, IEP, Wel-ligent forms, CAHSEE CST, CELDT and common final for Marine Bio, Physics, Math, Bio Special Ed. This prac-tice addresses the individual learning style and abilities of our students.

Notes

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Standardized tests data is also used by staff mem-bers. Considered are scores from the CAHSEE, CST and CELDT as well as Special Ed IEP’s and Welligent forms. Teachers work together to use Pe-riodic Assessments to track student progress and enhance future learning.

A range of standardized tests is administered and the results used by the different departments in our school. These include the CAHSEE, CST’S, Periodic Assessments, DRP, San Diego Quick As-sessments, Woodcock Johnson, Brigance, KTEA, CELDT and Fitness Grams.

There are other assessments used by particular to mea-sure students ability, includ-ing San Diego Quick Assess-ment for Reading level, DRP for comprehension, Wood-cock Johnson, Brigance and KTEA (formal assessment) as well as working with stu-dents (informal), working col-laboratively with psycholo-gist, and student feedback guides. These varied assess-ments are effective in provid-ing a full range of information to better serve this student population.

Science teachers use tradi-tional tests, formal lab re-ports, oral presentations projects, posters or models, and informal assessments such as classroom participa-tion. Teachers are working on creating common finals in Biology and Chemistry, while common finals already exist in Marine Biology and Phys-ics.

Counselors use all testing data as one determinate to determine proper placement for students—hon-ors/regular/AP classes of math levels. This allows for a more detailed analysis of each student’s ca-pabilities and helps assure proper student place-ment.

Counselors use all testing data as one determinate to determine proper placement for students—honors/regular/AP classes of math levels. This allows for a more de-tailed analysis of each stu-dent’s capabilities and helps assure proper student place-ment.

Notes

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Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and use that information to strengthen high achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.


Teachers disaggregate and analyze data by de-partment using Periodic Assessment and CST substrands to find strengths and weakness areas. Once these areas are found, teachers work col-laboratively to develop strategies to strengthen in-struction in areas of weakness. We also compare student performance over time and modify instruc-tion based on changes.

Individual teachers devise standards-based as-sessments that are appropriate for their classes. These informal tests and quizzes are based on the curriculum of each course and can provide an inti-mate view of student progress.

To help in these same efforts, the Special Educa-tion faculty administer tests particular to their de-partment such as the Woodcock Johnson III and KTEA.

Special Education teachers utilize formal assess-ments to determine growth and performance lev-els and then use those results to prepare Individual Education Plans (IEP) for students.

Teachers use results from Standardized tests to de-termine growth and performance and also to inform instruction. Teachers also use Curriculum- Based Informal Assessment as formative assessments through the course. The assessments help inform the teacher about the needs for remediation, either at the class level or individual level.

In department PD, teachers set goals based on prior CST substrand result data. Teach-ers are given their results and the department results. After reviewing the data, the teach-ers are asked to plan, as a cohort, how to improve the weakest area identified in the data. This method makes sure that each teacher is aware of the particular strengths and weaknesses of each class and each student.

Woodcock Johnson lll, KTEA data are reviewed by teach-ers and used to inform in-dividualized instruction for each student.

CST, CAHSEE, CELDT results are given to teachers as soon as they become available. Teachers use those results to plan and alter lessons. Many teachers also use the results to alter the delivery of the lesson.

Teacher-made tests and quiz-zes based on curriculum are evidence that assessments are standard based.

Notes

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Informal assessments such as observation and alternate forms of assessment such as oral presentations, projects, etc. are used to insure that students’ understanding and curricular mastery are at-tained and measured.

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure student progress toward acquiring a specific body of knowledge or skills. Evaluate the effectiveness and appropriateness of the assessment strategies select-ed based on the programmatic goals and standards to determine student achieve-ment. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.


Parents receive information regarding student prog-ress through report cards, letters and the school website.

Teachers use many different types of formative and summative assessments. Teachers use: daily warm ups, homework, homework checks, showing work on the board, tickets out of the room, and daily quizzes to check for understanding.

For summative assessments teachers use: proj-ects, tests, essays, portfolios, individual and group constructed presentations. Student presentations often take the form of a PowerPoint presentation or an exhibit of art work.

School sends Report cards/ Progress Reports and letters mailed home, Blackboard Connect phone messaging system, many teachers also send home detailed stu-dent progress reports or use website(s) to keep parents in-formed.

Teachers share success-ful projects and many of the same projects can be seen in similar course classrooms. Many departments develop common assessments and grade assessments together. In that way, the best practic-es can be discussed.

Notes

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Not every teacher uses every type of assessment. However, may teachers are willing to experiment with different strategies so as not to have the class get bored with the same delivery each day. With the upcoming Common Core State Standards (CCSS) teachers are attempting to find ways to in-clude reading and writing strategies into their class-rooms.

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demon-strate student achievement of the academic standards and the schoolwide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes.


Grades and performance are determined by class-work, homework and test scores. Cooperation and Work Habits are given separate scores for class participation, attendance and behavior. Each teacher must have a minimum of two (2) grades per week. Teachers use a spreadsheet-based computer grading programs to record and calculate student performance and to make these results available to students and families.

Each five (5) weeks a prog-ress report or report card is provided to students and families to inform them of ongoing performance and final grades. Many teachers provide print outs of a class progress report.

Notes

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Tests are often the simplest way to assess a large group of students quickly. However, some students cannot perform well on paper and pencil tests. When teachers use a wide range of assessment strategies it allows students to demonstrate under-standing in more authentic ways. Projects often al-low students to work together in order to develop a presentation that required peer support. In that way, students learn and teach material as they de-velop the presentation. Thus, learning the material more deeply. Portfolios of work allow students to demonstrate long term growth and depth of under-standing. Academic standards can be measured through quizzes, warm ups and other formative tools; these assessments allow students timely feedback about their own understanding.

Assessments allow all stu-dents to show their under-standing. Teachers make ac-commodations for students with special needs and scaf-fold lessons when a lack of understanding is observed. Seating arrangements are adjusted to allow struggling students to sit closer to the teacher and/or with peers that are doing well.

Curriculum embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and across other curricular areas as students apply their knowledge?


Particular focus is placed in assessing the progress in ELA, math and EL classes. District-provided Pe-riodic Assessments are administered on a regular basis and provide important data. Algebra students take an end-of-course exam to demonstrate their understanding of the subject. The math depart-ment created other periodic assessments that could be used by all math teachers. The assessments helped teachers to develop lesson plans together, share materials and reteach lessons. Currently, the Algebra 1 Professional Learning Community (PLC) meets weekly to plan lessons and assessments that are based of the old standards and the new CCSS.

Emails, agendas, assess-ments, lessons plans, and sign in sheets of the Alge-bra 1 PLC can be used to establish that the meetings are happening and the PLC is functioning regularly. The PLC also works with other department members that cannot attend meetings. The Geometry PLC also meets but not as regularly.

Notes

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Many of the previously used standards based as-sessments are being replaced by the Smarter Bal-anced Assessment Consortium (SBAC) materials. Teachers have been using the SBAC material be-cause the district was granted a waiver from peri-odic assessments, CST and the end of the year test. The math department plans to use MARS tasks to assess student learning this year. The tasks require a lot of reading and writing to perform well.

English teachers also meet as a weekly cohort to discuss the new CCSS practices that are being implemented. The broad range of English courses offered at Fairfax High School limits the amount of common assessments that can be planned together. However, the English department members discuss pedagogy and coherence across the courses.

With the CCSS, the Geometry PLC found it hard to develop materials and assessments that could be shared.

English teacher sign in sheets can be used to establish that the meetings are taking place.

Student feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the schoolwide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards and the schoolwide learner outcomes?


Report cards are generated every five weeks, pro-viding a regular update on students’ progress. Commonly, teachers take this opportunity to review grades with individual students to create plans for improvement. Students are given the chance to self-reflect and share with parents and guardians, confirmed with a signature on report cards.

Student grades, teacher input and district goals are used to plan the class schedules for future ses-sions. When needs are identified through any of the aforementioned sources, the class schedules are altered and support systems are created to as-sist students.

Many teachers have alterna-tive plans in order to scaffold material for students. Some teachers have divided the class into groups of struggling students and high achiev-ers. In that way the teacher can reteach the material to the struggling students and still get the high achievers to work on new material. In the end the goal would be to have all students end at the same place.

Notes

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Student feedback is often used by teachers to alter the pace of a lesson or reteach a lesson. Feedback may not always take the form of a student speak-ing to the teacher because many students will not advocate for themselves. Often the teacher needs to use formative assessments as feedback in order to judge a student’s progress and understanding of material. Some teachers also use informal confer-ences with students in order to understand change in grades.

Modification of the teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instruc-tional approaches.


Effective assessment is characterized by both the efficient collection and analysis of data and its eventual use as the basis for curricular improve-ment.

To achieve these ends, data has been compiled and distributed to teachers through the SAIT PD Plan and the Single Plan. DPR scores are shared with teachers, as well as with students and their parents during Parent Conference night. DPR scores are used to help place students into the appropriate English classes, including DRW.

Teachers in each subject area collect and use data to meet specific department needs. Academic classes such as English, Math, Science and Social Science use Periodic Assessments to obtain data and the Math department meets regularly to dis-cuss the results of the tests.

MyData is a primary source of data for all stakeholders. MyData pulls data from many sources and allows the data to be sifted for patterns and trends.

Professional development opportunities have been giv-en to the staff about how to use MyData to analyze stu-dent data.

Data is shared at ILT meet-ings from the administrative MyData portal. The adminis-trative portal provides overall school results from many of the schools in the district. In that way the Fairfax admin-istrators can determine how the school compares to simi-larly situated schools.

Notes

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Special Education teachers work with their Gen-eral Ed colleagues to understand student IEP’s and the best methods to work with mainstreamed for students. Accommodations that have been imple-mented include preferential seating, graphic orga-nizers, extended time for assignments and tests, extra clarification of instructions and student ex-amples.

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress to-ward meeting the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards and schoolwide learner outcomes.


The school’s ability to keep track of student achieve-ment over time will help to ensure that pupils are directed toward success. Various school programs employ different systems to monitor student prog-ress.

Long term English learners have been placed into appropriate classes and data from their assess-ments is used to help their advancement toward redesignation.

English and Math classes engage in CCSS assess-ments. These tests are conducted every ten weeks and their data are used to determine student growth in 11th grade.

The school uses the DPR reading test to help deter-mine which English classes are appropriate for stu-dents, including DRW. The English Department also meets in day-long, off-campus sessions by grade level to score and analyze extended constructed responses (essays) and discuss implications for in-struction. Further, in department meetings, English teachers review and discuss department-wide peri-odic assessments and reflect on scores from their own particular classes.

Assessment data is used as the basis for student ad-vancement in several of our school programs and indi-vidual departments carefully maintain the scores. Many monitor progress of Stan-dards-Based goals every ten weeks.

The SAIT PD Plan and Single Plan are available to all teach-ers and more information can be found on the Student In-formation System and class-room rosters.

Department and program data analysis sessions are documented with sign-in sheets and agendas.

Notes

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The Math Department on the other hand, has found that it needs to grade and discuss the constructed responses and review the results. But the depart-ment has developed and is using a department-wide final exam.

Other core academic departments such as Science and Social Science also work conduct periodic as-sessments and analyze the resultant data to aid in their practice.

Conclusions



By providing the progress reports every grading period, students and parents are able to track their goal progress and modify the placement and ac-commodations as necessary.

Student scores from standardized tests are ac-cessible on My Data and are easily referenced by teachers. The information is separated by subject area or by individual student. Scores from past years are also available.

The progress reports are based on the students’ as-sessments and grades and are distributed every five weeks.

Each small learning commu-nity and/or department has engaged in professional de-velopment regarding the use of MyData.

Notes

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How assessment results are used in the basis for reevaluation of the curricular objects and in-structional approaches.

A range of assessments are used at our school, both standardized and teacher-made. This vari-ety ensures that we are able to gauge progress in all aspects of student learning.

Standardized tests include the Woodcock John-son III, CST, CMA, and CAPA along with the periodic assessments designed by our district. Teachers can access the scores on My Data.

Teacher-made assessments are formulated ac-cording to the needs of each individual class. They can be objective tests or utilize a more hands-on approach. Examples of authentic as-sessment include posters, presentations, draw-ings, illustrations, music compositions, science lab exercises, poems, etc. When given the opportunity, many of our staff can formulate creative and effective activities-based assess-ments.

The effectiveness of our school’s assessment program and our successful use of the resultant data are evidenced in various ways. Our students take district or state mandated tests includ-ing Periodic Assessments, the Woodcock Johnson III, CST, CMA and CAPA and their scores are used to improve teacher practice. Much of the informa-tion can be found on My Data and is easily accessed and uti-lized by teachers.

Individual classroom teachers also conduct their own assess-ments, often in traditional writ-ten test form. Besides multiple choice and essay tests, this could also include written out-lines, dialogues and note-cards.

Oftentimes, authentic assessments allow stu-dents to better apply their knowledge and skills to complete real life performance-based tasks. For example, a final exam in Drafting class that requires the correct design of a room is a much more complete assessment than a multiple choice test on architectural terms. A student who is capable of running a mile proficiently dur-ing a PE assessment is demonstrating mastery to a much greater degree than those who write an essay on cardiovascular disease. To this, our faculty uses data from standardized tests, but is in no way dependent on these scores to illustrate student progress in a comprehensive manner.

Teachers frequently choose as-sessments with a more activi-ties-based formula. These can be evidenced in a piece of art-work, in a video or a memorable PowerPoint presentation. These authentic assessments are often displayed in classrooms along with explanatory rubrics.

Notes

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Effective teachers understand that their practice cannot remain static. It must change and evolve in order to better promote student learning. As-sessments, standardized and teacher-made, are an important means to determine the lessons used in the classroom. They allow teachers to gauge progress and give warning if adjustments are needed in how material is presented to the students.

Teachers use the results of these assessments as a part of their continual efforts to adjust and improve their practice.

There are numerous means by which the data taken from as-sessments are analyzed and in-corporated by the faculty. With experience, every teacher learns from assessment data and ad-justs his/her practice to better serve student learning. Each teacher could relate a story of such a change and produce the before and after versions of the test or assignment/project.

nature and type of student Assessments

Teachers use different types of assessments. In English and Foreign language classes teachers design multiple choice quizzes for grammar and vocabulary. Social studies teachers give pop quizzes to assess reading comprehension of chapters that have been covered. These quiz-zes are designed with a varying degree of dif-ficulty.

Writing assessments are given in language arts, foreign language and social studies. Essays are assigned in English classes. Writing skills such as spelling and grammar are also assessed through essays and written short answer as-sessments in foreign language classes. In so-cial studies classes students are given essay assignments that test their ability to explain in written format such things as significance and cause and effect of specific historical events.

Oral presentations are also used to give students the opportunity to demonstrate their knowledge of subject material.

Group projects are another method of assessing students’ knowledge of specific skills.

The reliance on MyData as a source of assessment data has increased and given our faculty concrete evidence as to pos-sibilities for improvement. The web application is referenced and used frequently during pro-fessional development. Indi-vidual teachers have never had easier access to scores and it has been a help to many of our educators.

Notes

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How growth Is determined and How Infor-mation is used

Report Cards provide information to parents and students about student academic performance and student behavior.

AGT (Academic Growth Over Time) analyzes a school’s academic growth over time by subject areas and student sub-groups. This help teach-ers and faculty identify the school’s academic strengths and weaknesses and gives teachers current guidelines for devising teaching and learning strategies for specific areas that need improvement.

As evidenced by changes in the public’s attitude toward educa-tion during the last few years, assessment and data have not only become an increased part of teacher practice but also be-come more of a focal point for the community at large. Of course, we continue to distribute report cards every five weeks, but changes in our society’s atti-tude toward school assessment demand more information. Our students’ test scores and API are publicized through the me-dia and on the Internet. Due to this growth in communication, parents, and education offi-cials are also more aware of the scores than in the past and give them more emphasis. Perhaps not through the direct effort of our school itself, but more than ever, communication about as-sessment data between schools and the community has greatly improved.

Notes

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D3 & D4. ASSeSSMent AnD ACCOUntABiLity CRiteRiAThe school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the aca-demic 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.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitor-ing process of student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitor-ing student progress. Include district, board, staff, students, and parents.


Parents monitor assessment and monitoring pro-cess of student progress through eight (8) reports annually, as well as four (4) parent-teacher confer-ence opportunities, and through communication with teachers and counselors, detailing what in-dividual students need to do to graduate. Parent awareness often relates to student performance and behavior.

Students monitor assessment and monitoring pro-cess of student progress on a daily basis with feed-back from teachers regarding their current level of performance, in addition to the eight annual reports and four parent-teacher interactions.

Staff monitors assessment on a daily basis, pro-viding students with daily feedback of their current level of performance, using Easy Grade Pro to cal-culate point totals and averages.

Board monitors assessment and monitoring pro-cess of student progress to keep teachers and schools accountable for student learning.

District monitors assessment and monitoring pro-cess of student progress through Periodic assess-ments, CSTs and MyData.

Off-campus stakeholders are kept apprised of student progress by several means. Regular Progress Reports and report cards are mailed home.

Participation in Parent-Teach-er nights and Parent confer-ences are evidenced by sign-in sheets and letters adver-tising the events.

Grades are posted in many classrooms, keeping students up to date on their progress. Scored/corrected student work along with teacher-designed assessments also adds to this process.

Printouts of grade books or individual progress reports are further evidence of com-munication with parents and students.

Notes

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The District designs the Periodic Assessment that is given to grades 9 and 10. It tests analytical writing skills in English and History as well as mathemati-cal skills in 9th and 10th grade math classes. The district also designs assessments for selected for-eign language such as Korean. Departments within our school are then given the data by the district after the assessments have been given. This data is used to guide instruction, focusing on areas that need improvement. For example, if the data shows that writing strategies are a weakness in the Eng-lish Department, as evidenced by the English Pe-riodic Assessment scores, the English department will work on teaching practices that will strengthen writing strategies.

Teachers design a variety of assessments to mea-sure and monitor the progress of their students. Assessments may take the form of rubric-based oral presentations, essays, graphic organizers, multiple choice and short answer quizzes, listen-ing and speaking exercises and other types of as-sessments. Teachers issue progress reports and report cards to the parents of their students every 5 weeks. Teachers also give students a detailed list of their scores for each of the assignments and as-sessments that have been given during each grad-ing period.

There are 4 times throughout the academic school year when parents can come to Fairfax in the eve-ning to meet with teachers and discuss the prog-ress of their children.

Parents can use the progress reports, report cards, lists of scores for each class and parent conferenc-es to be involved in the assessment and monitoring process of students’ progress.

Data from standardized tests including periodic assess-ments are communicated to the District and the commu-nity at large.

Notes

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Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents in-formed about student progress toward achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stake-holders (governing board members, teachers, students, and parents) about student achievement of the academic standards and the schoolwide learner outcomes.


Parent are informed about student progress in a highly effective manner through the eight (8) re-ports annually, as well as four (4) designated par-ent-teacher conference opportunities, and through communication with teachers and counselors via email and telephone, use of Blackboard Connect robo-calls. Teachers are available on a daily basis during conference periods.

Students are informed about their progress in a highly effective manner through returned student work (classwork, homework, reports, projects, etc.) and scored assessments.

Teachers are informed about student progress in a highly effective manner through receiving stu-dent work (classwork, homework, reports, projects, Socratic seminars, etc.) and administering assess-ments.

Districts are informed about student progress in a highly effective manner through Periodic assess-ments, CSTs and MyData.

The processes that Fairfax has to keep people in-formed such as parent night can be effective if there is sufficient participation on the part of the district, board and parents.

Communication is evidenced through copies of report cards, saved emails and phone logs. Student prog-ress is explained to parents through these means as well as through graded class-work.

Scores from standardized tests are shared with the Dis-trict and the community at large.

Notes

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Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school pro-gram, professional development activities and resource allocations, demonstrating a results-driven continuous process.

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 op-portunities, professional development of the staff, and the resource allocations to support student achievement and their needs.


The results of the CELDT test have indicated that a number of our students have not redesig-nated to regular English classes. As a result, a program at our school has been implemented to help these Longtime English Learners.

LEL students are partnered with a teacher men-tor and together they determine the steps nec-essary to not only redesignate but also gradu-ate high school and have educational success in college.

Teachers have participated in a series of profes-sional development sessions that encourage the use of educational techniques helpful to LEL’s.

Students who need to improve their scores on the California High School Exit Exam are re-quired to attend “boot camp” classes designed to improve their basic skills in Math and English Language Arts.

Driven by the hope of success on Advanced Placement Exams, students attend an “AP Read-iness” class during the summer. This educa-tional opportunity provides pupils the chance to improve their study habits, including note taking skills, essay writing and time management. As the number of students increase in our school’s AP program, this preparatory course could be-come more popular.

The Bilingual Coordinator at our school developed the program this year. He has supplied the faculty with outlines and expla-nations of the project.

During professional develop-ment sessions, teachers read informational handouts based on agendas. Each teacher attended these sessions and was a part of the LTEL program, confirmed by sign-in sheets.

The College Office at our school has information about our AP Program and the AP Readiness sessions over the summer. AP teachers are included in the ef-fort to strengthen our AP program and attend meetings to discuss the possibilities, attendance to which can be confirmed by at-tendance sheets.

Notes

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Conclusions



The environment at our school has become more focused on successful assessment and effective use of test data. More professional development time has been dedicated to this theme than in the last twenty years at our site. This could be due in part to societal changes toward public education, but our school culture has certainly become more focused on assess-ment.

There has been a concerted effort to improve assessment and test scores at our school. Data analysis has been on the agenda for many de-partment meetings, including for non-academic departments such as Art and PE. Since our last WASC visit, periodic assessments have become a center of attention in our academic classes. This is a shift in school culture, but the faculty understands the necessity for such an adjust-ment. Teachers have been willing to dedicate more of their class time to the tools of assess-ment and become much more interested in data. Our school’s API has risen in recent years and this could be attributed to the new attitude.

There is a willingness among the faculty to con-tinue efforts in this direction and the acceptance that many hours in the future will be dedicated to improving assessment and understanding data. But we need to more firmly organize the means by which we continue to this challenging project.

Due to assessment and appro-priate use of data students are placed in the correct ELA and Math classes for their abilities. LTEL students have been given extra attention and placed in a program that will improve their chances at redesignation.

Teachers have made changes in their curricula and have made the effort to place more empha-sis on periodic assessments and the means by which they can be helpful to student learning. Non-academic teachers are willing to make adjustments to their proj-ects to include more writing or math for example, art teachers assign essays about famous art-ists or PE classes write about the positives of regular exercise.

Although the scores of standard-ized tests are well publicized by the media, the reasons for our improved API and about our as-sessment program in general are largely unknown. It would be helpful for our school to develop a more organized means to pub-licize our efforts to the public.

Notes

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Teachers and administrators have increased focus on assessment methods in recent years. More professional development hours have been dedicated to the subject. The resultant data is now much more accessible and utilized more frequently in decision making about curriculum.

The current societal emphasis on testing as a measure of educational success has increased awareness of the topic among our students and their families. Parents are provided with scores earned by their children on standardized tests and their greater familiarity allows them to better understand their significance.

The results of teacher-made assessments are shared with parents on a regular basis through report cards, parent conferences, and phone calls.

Authentic assessment projects are frequently put on display and shared with all school stake-holders. Art shows, music and theater perfor-mances and athletic competitions are public events that are frequently used by electives teachers in place of traditional tests. Student video projects are another means of non-tra-ditional assessment and are often uploaded to teacher websites.

The continued improvement of assessment suc-cess is of interest to members of the local com-munity. With the understanding that test scores have been shown to be stronger among students with exposure to the arts, various agencies have reached out to our school to offer art- based ex-periences. The Greenway Alliance conducts a theater craft course, open to our students for credit. LACER, our after-school program, also offers art classes to interested students.

Professional development ses-sions are outlined in handouts and the agenda. Faculty at-tendance can be documented through sign-in sheets.

Numerous articles in newspa-pers and magazines have out-lined the growth in importance of testing in public schools.

The results of teacher-made as-sessments are shared with par-ents on a regular basis through report cards, parent conferenc-es, and phone calls.

Authentic assessment products can be seen on classroom walls. Examples of drawings, posters, displays etc. are a common sight throughout the school.

Magnet students have benefitted from internships with local ad-vertising agencies and LACMA. Many students have participated in Greenways theater produc-tions as well as classes with LACER.

Notes

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Areas of Strength Members of our faculty make an effort to include authentic assessment in their nnnnnclassrooms.

The faculty has used Professional Development time to learn how to better use nnnnnthe information on My Data.

The scores from standardized tests are much more accessible and more nnnnnimbedded in daily school life than in previous years.

Effective assessment has become a greater area of focus and concentration nnnnnthan in previous years.

Assessment has become much more regulated and organized than in previous nnnnnyears.

Accountability for effective assessment is much more emphasized than in nnnnnprevious years.

Tools to provide effective assessment and use their results have become nnnnnmuch more abundant and are emphasized to a greater degree than in previous years.

School report card is sent to interested parties. This includes API and AYP nnnnnscores.

Areas of Growth Engage with the community at large and with off-campus stakeholders. There nnnnnis not an organized or systemic means to communicate with interested parties off campus.

Notes

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Chapter IV

CAtegORy e School Culture and Support for Student Personal and Academic growth

Chapter IVPAGE 147

Category e: School Culture and Support for Student Personal and Academic Growth

e1. SChOOL CULtURe CRiteRiOn The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.


Regular Parent involvement

Indicator: The school implements strategies and processes for the regular involve-ment of parents and the community, including being active partners in the learning/teaching process for all programs. The school involves non-English speaking par-ents.

Prompt: Evaluate the strategies and processes for the regular involvement of par-ents 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.


Outreach to families occurs before students start taking classes at Fairfax. Staff members visit “feed-er” middle schools to provide information about Fairfax to students, their families and the middle school staff.

The Freshman Orientation meeting materials and sign in sheets can be used to illus-trate the number of parents and students that attended orientation. The material giv-en to parents in their packet also lists the classroom and schoolwide expectations for every student.

e Notes

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Beginning with a student’s entrance into the school, staff members invite parents to begin gaining in-sight into what they might do to contribute to their student’s and the school’s success. Shortly before the start of a student’s high school career, he or she is invited along with his or her parents and/or guardians to attend Freshman Orientation where staff members provide information to predispose all stakeholders to success and answer any questions or concerns. The event includes information about the school’s policies and programs, as well as an interactive information session with staff and stu-dent representatives from curricular and extra-cur-ricular programs. Information presented includes dress code, attendance and discipline policies, graduation requirements, school activities, clubs, and intervention services.

Students with special needs and their parents at-tend annual Individual education Plan (IEP) meet-ings in the Fairfax High School plaza (the plaza is a repurposed room on the third floor of the main building). The IEP meetings are an opportunity to revisit student’s growth and develop new accom-modations. Parents are notified by mail of the meeting date/time, and are given opportunities to reschedule. Individual Transition Plans (transition goals designed to prepare students for employ-ment and post-secondary education options after high school) and Individualized Graduation Plans are discussed with the students and their families.

IEP plans, meeting times, sign in sheets and notes made by the special educa-tion resource teacher can be used to establish that the meetings have taken place and are compliant with state law.

Teachers use the Blackboard Connect online program to select individual students or entire classes to be contact-ed with an automated phone call to inform parents of areas of concern, improvement, or preparation for upcoming as-signments/activities. Black-board connect retains a digi-tal copy of the history of calls made to parents.

The FHS website has a com-prehensive calendar that shows the upcoming school site meetings, agendas and minutes.

Parent notification letters can be found in the counseling offices and syllabi samples can be provided by teach-ers. The website can also be used to demonstrate how the school communicates to the school stakeholders about meetings.

Long Term English Learners (LTEL) and their par-ents are invited to attend a student-teacher mentor meeting to review and discuss individual strengths and deficiencies towards meeting requirements for reclassification within the LTEL program, including CELDT, CST and/or CAHSEE scores, and grade(s) in English courses.

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The Fairfax High School staff is committed to ex-ploiting the potential of parent involvement for the desired academic outcome. The overall participa-tion by families at individual events remains disap-pointing. Efforts to increase parental participation have limited success; in addition to sending hard copy notices home with students, robo-calls are made to each household through the Phonemas-ter and Blackboard technology, upcoming events are broadcast on the electronic bulletin board in front of the school, notices are mailed home and announcements in the form of newsletters are also sent to homes through the mail. Fairfax has a fully operational website that allows students, parents, and the community members to access information about academics, instruction, and school events. The site is regularly updated and expanded through the appointment of a staff webmaster who solicits information from staff.

School site meetings have agendas and sign in sheets of the people that were pres-ent at the meeting. There are many opportunities for par-ents to learn about and have input into the school. Every council has a place for par-ent, community and student members.

Student Data Records show what staff members empha-sized for students. Mentor Guides document how we trained teachers and what they discussed with students. Parent letters and phone scripts show the staff’s out-reach to parents. PowerPoint slides provide an under-standing of how and what staff member presenters ex-plained to both students and their parents.

The Teaching Assistant Schedule shows placement of TAs in core classes. The school budgets show an in-crease in the number of TAs. Meeting minutes document actions by the School Site Council and English Learner Advisory Council to allocate funds for TAs.

The Integrated Student Information Systems (ISIS) notifies parents through robo-calls when students are absent or tardy to class. Teachers not only make personal calls to students’ households, but now have Blackboard, an online electronic system that phones homes in home languages with any number of notices including, but not limited to up-coming tests or projects, areas of concern, student improvement, student conduct and performance in class. Also, parents and guardians are informed about student progress through the Family Confer-ence events (PLBAO, Back to School nights and Open House), progress reports and report cards, phone calls and written notes. Teachers, coun-selors, and administrators have email through the school website and the District website and can be contacted through phone messages left with the main office staff. The syllabi teachers distribute contain specific contact information. Families may request to meet with teachers to discuss their con-cerns regarding student performance. Classroom visits are easily arranged through the counseling staff, as quickly as the same day, though advance notice is preferred.

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Of the approximately 250 English Learners (ELs) at Fairfax High school, about 150 (60%) have been classified as such for more than seven years, mak-ing them Long-Term English Learners (LTEL.) Due to the large number of LTEL in our district, they have become the focus of English Language De-velopment (ELD) programs in schools at all levels. In addition to ELD support classes, which all LTEL must take to support them in their grade-level Eng-lish language arts classes, our school implemented a Long Term English Learner Mentoring Program to provide all LTEL with individualized counseling from faculty members about progress toward reclassi-fication (as a proficient in English.) Every semes-ter, each faculty member meets with two LTEL to review grades, test scores, reclassification criteria, support resources and strategies for improvement. Mentoring sessions are held during school hours on early dismissal days. Parents are expected to at-tend the mentoring sessions and receive orientation at a parent assembly before joining their children to meet with teachers. In addition to the support this program provides for individual LTEL, it serves to inform parents about the reclassification progress and to deepen teachers’ awareness of LTEL and of their struggles and needs in achieving proficiency as indicated by reclassification.

A Memorandum of Under-standing between the school and Beyond the Bell, fliers and student sign-ups dem-onstrate participation of new-comer English Learners in the program.

Meeting minutes document actions by the School Site Council and English Learner Advisory Council to allocate funds for a teacher for the ELD support class. Class ma-terials document the empha-sis of the class. Student re-cords document attendance and participation.

Bilingual teaching assistant paraprofessionals work with English Learners in core-core content classes to support their understanding of the content and development in English. Working under the supervi-sion of the teachers in these classes, TAs work with students in small groups, in pairs or one-on-one. This year we have made changes in our budgets to increase the number of TA positions from 1.5 to 2.5 positions.

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Newcomer English Learners with little or no back-ground in English and no experience in United States schools take two-hour “block” English Lan-guage Development classes. To supplement these classes during the school year, our ELD Depart-ment collaborates with the District’s Beyond the Bell Branch and the Impact People organization to offer a series of after-school classes designed to build English skills, increase motivation and build community through specially designed activities led by college-aged facilitators.

Concern among parent representatives on the Eng-lish Learner Advisory Council that beginning and low-intermediate ELD students lose proficiency over the long summer break led to the creation of a special summer ELD class. During each of the past three summers, this class has met over sev-eral summer weeks to reinforce listening, speak-ing, reading and writing using materials specifically chosen for this class.

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Use of Community Resources

Indicator: The school uses community resources to support students, such as pro-fessional services, business partnerships, and speakers.

Prompt: How effective is the school use of community resources to support stu-dents, such as professional services, business partnerships, and speakers?


The school staff has found many ways to work with the community to provide opportuni-ties for students to broaden their horizons. In turn, the community often finds ways to create mutually beneficial alliances with the school. For instance, the Melrose Trading Post runs a very profitable, and only one of its kind in the Western side of Los Angeles, flee market ev-ery Sunday. The market earns profits of more than one million dollars a year. The profits are shared between the school and the Greenway Arts Alliance. Many students are employed by the market and benefit from the Greenway The-atre. Profits by the school are spent on materi-als, personnel, clubs and needs of the school as determined by a needs assessment.

LACER, for the last nine years, has operated a non-profit after school program on campus. LACER pays for programs by grant writing, fund raising and providing service to Fairfax stu-dents. The Fairfax high school students are also lucky to have the LACER After School program where tutoring is offered in multiple subjects as well as enrichment for the arts. LACER also offers Drivers Ed, CAHSEE/SAT Prep and any-thing else that students find interesting. Fairfax staff members have also partnered with Upward Bound through LACC.

The school makes use of a pleth-ora of community resources and partners to support students. The local hospital, Cedars-Sinai, offers Health Careers Internships to students on campus which many students take advantage of over the years. Many teachers in Health-courses engage local-business-related guest speakers (e.g. “Johnny Cupcakes cloth-ing”) to speak to students in re-gards to real life learning. One of the biggest supporters of the school is the Melrose Trading Post which supports the student clubs, provides capital improve-ments and works with the staff and students to provide work op-portunities. Greenway Arts Alli-ance, which operates from the Greenway Theatre on the Fairfax campus, gives students a chance to learn to become actors, stage hands, producers and directors from some of the very best tal-ent in the industry. Teachers and coordinators work with the Students Run Los Angeles group to provide students with an op-portunity to increase their fitness and set personal goals. Arranged with the Korean Cultural Center, Korean Drumming teams have been on campus to increase the student knowledge of the world and other cultures.

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Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/ schoolwide learner outcomes through the curricular/co curricular program.

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-curric-ular program.


This commitment to accessibility and the staffs’ efforts to keep parents informed and involved is perpetuated throughout the student’s four years in our school with Back To School Nights in the Fall semesters and Open Houses in the Spring semesters. Additionally, monthly Coffees with the Principal are afforded parents with ques-tions or concerns; it is also a time when perti-nent information is disseminated.

To ensure inclusion of non-English speaking parents and guardians, translators in Spanish, American Sign Language, and Korean are pro-vided by the District and our school at these major events. Staff members and families are fortunate to have an active and functioning Par-ent Center that provides daily, and throughout the day, parent volunteers ready and prepared to provide translation services for teacher-par-ent conferences and phone calls home. District provided translators accompany all IEPs when requested. A healthy number of our faculty and students who are able and willing, as they can, provide similar services in Russian.

The sign in sheets and agendas of the parent meetings, par-ent nights, open house nights, parent nights and coffee with the principal demonstrate that parents are attending meetings and have been notified of the meetings taking place. The at-tendance rate at the meetings also demonstrates that parents are being adequately contacted and notified about events at the school site.

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To further engage, inform, and educate parents and guardians, the Parent Center offers frequent workshops and classes to parents. These are monthly meetings to familiarize families with the school structure and policies, including, but not limited to interactive sessions about the school-wide issues such as the transition to the Com-mon Core State Standards (CCSS) and the ac-creditation process. Fairfax teachers, adminis-trators, and parent-volunteers participate in the discussion with families. Workshops and class-es include, but are not limited to College Infor-mational workshops, Individualized Graduation Plans, review of the Parent-Student Handbook, and how the different school councils function.

Area employers provide students with a diverse range of school-to-work career connections with such establishments as Cedars-Sinai Med-ical Center, the Boys and Girls Club, elementary schools (until funding ran out), and other em-ployers.

Previously, the Friends of Fairfax funded a De-velopment Director-Community Liaison who as-sists the school in getting grants and internships for students, and continue to fund a grant writer, WASC efforts and teacher events.

Collaboration with community members and organizations has been increasingly formalized through the school administra-tion’s outreach efforts. A vari-ety of community resources are utilized to enrich student learn-ing, including the Melrose Trad-ing Post, which is the longest-running fund raiser for a public school in Los Angeles and oc-curs weekly on the Fairfax High School campus. This is a popular flea market. Students interested in raising funds for their clubs or projects are invited to come and work for the market and, in effect, make them eligible to pitch their cause to the Friends of Fairfax board for a significant donation. Additionally, Friends of Fairfax have funded campus projects such as campus beautification, baseball diamond improvement, landscaping and murals.

Collaboration with the Mid-City West Neighborhood Council has included the provision of off-campus meeting spaces for staff meetings such as facility-sharing arrangements with The Grove, the Silent Movie Theater, Green-way Court Theater, the National Conference of Jewish Women, and the Peterson Automotive Museum.

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Conclusions



The strategies to incorporate parents into the school are many and diverse. The seeming lack of parent involvement is not from a lack of effort from the school. Each year it seems that the staff tries new and inventive ways to engage the parents, with mixed results. Fairfax High School is not unique in the trend of parent apathy. Many high schools have reported the same lack of a broad and numerous parent involvements. The parents that are involved in the school are very loyal and dedicated to the school; serving on councils, assisting teachers, be-ing available for tasks and serving on committees. In 2013 Fairfax High School staff made a second attempt at reaching out to LTEL students and par-ents. The results were mixed but the outreach pro-gram was still seen as a model of success by the district. There is a plan to fine tune the model and try again in the spring semester.

Other members of the community are much more involved with the school. The Friends of Fairfax meet without fail, once a month. The LACER staff members are very diligent in making sure that stu-dents are being served.

It can be seen from teacher meetings, agenda items and sign in sheets that parent in-volvement is important to the staff at Fairfax high school. It is also evidence that teach-ers were eager to serve the LTEL parents and students by offering input and being available to meet with par-ents and students. There is a great deal of evidence of the efforts made by staff members and the English as a Second Language depart-ment to make the LTEL meet-ing successful.

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Efforts to include and engage parents of non-English speaking households include our LTEL Mentoring meetings. This is a faculty-staff, school-wide effort initiated in the Spring semes-ter of 2013. Mailers, automated “robo”-calls, and letters are sent home to inform households of the upcoming event. School is dismissed early as per our schedule for Professional Development days. Long-term English Learners (LTELs) who are matched with faculty members (two-three students per teacher) are invited and strongly encouraged to meet, along with parents and guardians, with their designated teacher-mentor to review and discuss individual strengths and growth areas for meeting requirements for re-classification within the LTEL program, includ-ing CELDT scores, CST and/or CAHSEE scores, and grade(s) in English courses.

Involving non-English speak-ing parents and working on the success of non-English speak-ing students is a priority for the district and the school. Many ef-forts have been made to educate the parents about the benefits of having a child reclassify out of the English Language Learner program. Students that cannot reclassify are given a lot of sup-port in the class and on cam-pus. There are a lot of support opportunities given by teachers and through LACER for students that are struggling. The Fairfax staff is committed to engaging and supporting the English Lan-guage students and the parents.Similar work is accomplished in Individual Edu-

cation Plan (IEP) meetings that often include stu-dents from non-English speaking households. District provides translators to these IEP meet-ings, or we provide official, on-campus trans-lators. Students with special needs and their parents attend annual IEP meetings in the FHS Plaza. Parents are notified by mail of the meet-ing date/time, and are given opportunities to reschedule. There are three notifications in all. Individual Transition Plans (transition goals de-signed to prepare students for employment and post-secondary education options after high school) and Individualized Graduation Plans are discussed with the students and their families. Fairfax has a Department of Transition Services (DOTS) teacher who works individually with stu-dents.

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e2. SChOOL CULtURe CRiteRiOnThe 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 stu-dents, and a focus on continuous school improvement.


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 re-sources 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.


The staff has a comprehensive set of plans for many possible emergency situations that arise on campus. The plans for the most immediate and common occurrences are shared with teachers at faculty meetings and teachers are aware of where to find the Safe Campus plans. The internal docu-ments are Safe School Plan I, II, and III which can be found in the main office. The staff practices monthly fire drills or earthquake drills.

There are policies in place for teachers and staff to protect the students and maintain discipline. All out-of-classroom personnel and security have walk-ie-talkies. There are phones in every classroom. Staff members can quickly report issues and have support arrive quickly. To protect students, the ad-ministration has insisted that all classroom doors have the windows uncovered.

Evidence of a safe and clean school can be seen by walk-ing the hallways and into classrooms. Observers can notice that windows on the doors and not covered and that there is limited graffiti and trash in the hallways.

From interviews with stu-dents, it can be gleaned that students feel safe on cam-pus. Many students that at-tend Fairfax, away from their home schools, claim that the reason they chose Fairfax is because it feels safe.

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There are five security officer positions and two of-ficers of the Los Angeles Police Department housed on campus. In times of perceived trouble, the dis-trict and LAPD coordinate to bring an overwhelm-ing presence to the campus which might include patrol cars (marked and unmarked), foot patrols and helicopters. There is also a probation officer on campus. There is also one dean on campus that deals with student issues that come about in the classroom.

The staff supervision sched-ule can be accessed through the administration. It can be easily observed that out of classroom personnel carry walkie-talkies and that there is a process for guests to sign-in and out when visiting campus.

Meetings minutes for the Leadership Council and Dis-cipline Council can be used as evidence of the staff being conscious of the issues on campus identified by class-room teachers, out of class personnel and administra-tors.

Areas of special concern are addressed following the Nutrition and Lunch breaks. Restroom facilities, for both staff and students are also maintained routinely through-out the day. Out of classroom personnel continue supervi-sion post nutrition and lunch in order to maintain safety and cleanliness.

Budget cuts have deeply affected the number of custodial staff that works at Fairfax high school and all other schools in the district. As such, teachers often sweep and pick up trash in their classrooms and the custodial staff will sweep each room once a week and the common areas daily. Even with the degraded custodial staff, the campus remains rela-tively clean and free of litter or graffiti.

The internet on campus is protected by internal and external firewalls. Very few websites can be ac-cessed from the school and many are impossible to access. Some websites like YouTube may be ac-cessed but only with a teacher login account. The password to get onto the Wi-Fi is guarded and no teacher has the code, protecting both teacher and student from unwanted consequences.

The District has implemented a Positive Behavior Support Program that meets monthly. The ad-ministration also convenes a discipline committee once a month that reports to the Leadership Coun-cil. The school Discipline Committee articulated the student behavioral expectations and boundar-ies on campus. The Code of Conduct, Acceptable Use Policy for computer use and internet access and Dress Code have been disseminated to all stu-dents; students are required to review with parents and return a signed copy of acknowledgement.

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Students participate in campus clean-up efforts as part of the in-school suspension program. Hall-ways are much cleaner because students are asked to exit the building during Nutrition and Lunch breaks. Concerns about trash are most evident in the school cafeteria following Nutrition and Lunch. Staff empty classroom/office trash and perform mi-nor cleaning tasks.

The campus level of cleanliness varies according to time of day and location. For instance, the cafete-ria area immediately after nutrition and lunch tends to be messy. Strengths have been noted with re-gard to campus-wide improvements, such as paint-ing and more immediate removal of graffiti. Needs exist regarding full staffing for the custodial staff due to unfilled positions, people out on workman’s compensation, and greater student accountability regarding citizenship, cleanliness, and better man-ners.

high expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for stu-dents in an environment that honors individual differences and is conducive to learn-ing.

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.


Fairfax High school values diversity in the student and staff population. Fairfax is proud to be the most diverse school in California (and perhaps the nation). Fairfax is a school where students and staff are not judged by the color of their skin or their sexual orientation. The Fairfax staff does not tolerate bullying in any form and has put in place policies to curb any such behavior. Fairfax High School is in the inner city and still manages to cre-ate an environment where students feel safe. The feeling of safety is paramount to creating an effec-tive learning environment.

Statistics from the Califor-nia Department of Education show that Fairfax has a very diverse student population. Student surveys reveal that students feel safe and valued on campus.

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Atmosphere of trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?


The administrative staff works hand-in-hand with the union representative to ensure that the collective bargaining agreement is upheld in all situations. Professionalism is maintained by all parties agreeing to be bound by the contract. Trust is maintained by adhering to the contract by all parties. Any deviation from the contract is not tolerated. At times when the contract language does not fit a particular situation, the administrative staff works with teachers and the union representative to come to a mutually agreeable resolution. The administrative staff and union representative have worked diligently to ensure that all the councils at school are in place and representative of the staff.

Teachers meet weekly professional learning communities to share best practices and to cre-ate lesson plans and assessments. There is a lot of respect for fellow staff members at Fair-fax because of the staff being so experienced in their practice. Most teachers have known each other for a long time and have built up friend-ships over the years.

Teachers collaborate in nascent groups across many of the con-tent areas. Formal Professional Learning Communities (PLC) are established at Fairfax. The PLC withstood the test of time and remains a fixture at FHS. PLC members meet weekly and sign-in sheets and products from those meetings can be used as evidence to demonstrate that the meetings are happening and are productive.

Staff members often celebrate together for the holidays and to honor retirees and those moving on from Fairfax.

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Conclusions



Overall, the campus is clean and conducive to learning. The plant manager and the custodial staff work diligently to clean and maintain the facility. There is a tacit agreement among the staff that the teachers will clean their own rooms daily and the custodians will clean once a week. There is general agreement that students could manage to be less messy. Notwithstanding that unlikely ideal, students tend to create most of the mess, while teachers and custodians con-tinue to clean up.

There is a heightened awareness from the staff and administration concerning the safety of students in all facets of the school. The recent lawsuits against the district have shined a nega-tive light on schools in the Los Angeles Unified School District. As such, policies tend to get written and followed more closely than in previ-ous years. The state and district make checks to ensure that students are safe on campus and that the classrooms and facilities are up to code.

The evidence to show that teach-ers are chipping in to clean can be seen by the number of rooms that have brooms and dustbins. Most teachers take pride in the appearance of their rooms and do their best to maintain a clean and tidy atmosphere.

Code enforcement can be seen by the lack of clutter, wires and overhead storage that is in the classrooms.

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With respect to the safety regulations and the analysis of such, the school is well covered. The school, like all schools, has a school site safety plan. Unlike most schools, the Fairfax staff and students practice the drills often and with scenarios (injured and lost students). The scenarios have helped the teachers and staff to ferret out issues with communication and logis-tics. The search and rescue team of teachers and administrators is well versed on their roles when it comes to an emergency. Teachers on the safety committee are also aware of where the emergency water supplies are located and what not to do during earthquakes. The safety committee had several meetings to discuss ca-veats and plans to deal with many situations in-cluding: fire, active shooter, stranger on campus and alternate evacuation locations. The execu-tions of the plans have not been perfected but through conversation and practice the staff and administration hope to avoid the most serious of potential consequences during a real emer-gency.

Sign in forms and log sheets are used to record the success and failures of each drill. Online surveys are used to confirm that students were accounted for and that the drills were performed.

Administrative oversight and re-view of the policies have allowed staff and administrators to talk openly about deficiencies in the systems and to work on fixes.

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e3 & e4. StUDent SUPPORt CRiteRiAAll students receive appropriate support along with an individualized learning plan to help ensure academic success.

Students have access to a system of personal support services, activities, and op-portunities at the school and within the community.


Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counsel-ing and academic assistance, including an individualized learning plan.


All Fairfax students are assigned to a Guidance Counselor. There is a single counselor for all 380 Visual Arts Magnet students. The remaining coun-selors are assigned the other students, with roughly 570 students on their rosters. Students meet with their counselors on a regular basis to discuss four-year and graduation plans. On campus is also a full time Pupil Services and Attendance (PSA) counselor that helps support the most vulnerable students.

To the extent that our limited budget permits, Fairfax High School maintains a School Psychologist, Bar-bara Greenberg. We have a contract for Licensed Clinical Social Workers (LCSW) who are on campus two days a week. Teachers can refer students to LCSW via a form. Students can request services through their counselors. Brenda Rappaport, a Li-censed Marriage and Family Therapist, is on cam-pus two and a half days per week. She manages psychologist interns who also meet with and serve the students.

The record of the counselors meeting with students, mas-ter schedule and placement of students is evidence of a supportive and individualized learning plan.

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Fairfax high school only has one dean. The choice of having one dean came from the lowered enroll-ment count. The dean deals with the most serious offenders by providing consequences at par with the infraction.

Teachers may write referrals to the students as-sumed to have a learning disability. The referral starts are process for a Student Success Team (SST) to evaluate a student and offer special ser-vices through an Individual Education Plan (IEP).

Direct Connections

Indicator: The school demonstrates direct connections between academic stan-dards 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.

Prompt: Evaluate the ways that there are direct connections between academic standards and schoolwide learner outcomes and the allocation of resources to stu-dent support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.


Nicole Pratt is our Coordinated Early Intervening Services (CEIS) Intervention Counselor. Her pri-mary focus is closing the Achievement gap for our African-American students. She helps students and parents effectively navigate education opportuni-ties as well as school and community resources. She develops and implements a Peer and teacher mentoring program and coordinates and facilitates a monthly Problem Solving Team (PST). Addition-ally, she collaborates with the discipline commit-tee to support our positive behavior support plan.

The CEIS and PSA coun-selor are funded through the School Site Council Title I funds and heavily supported by the staff. Both positions were seen as very necessary after budget cuts stripped Fairfax of the two positions in previous years. Supporting the students and especially the most vulnerable students is a priority for all Fairfax stakeholders.

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Ms. Pratt provides individual and group counsel-ing, and she reviews and monitors Individualized Graduation Plans with at-risk students to meet graduation and A-G requirements. Ms. Pratt is only recently working exclusively in this capacity, and, therefore, we are unable to quantify her results. Tasha Busch-Arriata is the new PSA counselor and helps to monitor and support students with chronic issues with attendance.

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop per-sonalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirec-tion.

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.


African American and Latino male students are underrepresented in AP courses. To help those students take the AP courses Fairfax high school staff members offer Summer AP readiness course. The summer course, which is voluntary, is a way to help those who are taking first time AP classes. Counselors identify candidates from My Data and talk to those students and encour-age them to enroll in the classes. It is one of the schoolwide learner outcomes to have underrep-resented students take more AP courses. The AP Readiness course descriptions and applications can be used as evidence to demonstrate that the school is trying to reach out to struggling stu-dents before they arrive at the FHS doorsteps.

The Fairfax counselors work with the Los Angeles City College to offer students classes for ad-ditional credits. These classes are for A-G credit and provide students with 10 credits after 1 semester’s worth of work. Ad-ditionally, these courses satisfy general education courses once students enroll in college. Stu-dents have been offered, Psy-chology 1, Astronomy 1, Busi-ness 1 and Engineering 1.

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Course rosters and lesson plans from the Sum-mer classes also demonstrate that those class-es were well attended and were representative of the school community.

Students may take A-G community college course provided by Los Angeles Community College. Students may take one class each se-mester. Also, an arts program is offered after school which is A-G for elective credit. Sum-mer school has been cut throughout the dis-trict and has not been offered at Fairfax high school for the last three years. Students that require summer classes for remediation must take summer school at an alternate site. Fair-fax staff members have been awarded grants to open a Summer Bridge program on campus. The Summer Bridge program allows incoming freshman to earn 10 elective credits, meet other students, learn about the school and get a head start. Students selected for Summer Bridge are from low income families where the student has struggled in a previous course. Summer Bridge students have shown to be successful once they enter school during the regular school year.

Struggling students that cannot meet the A-G requirements often transfer out for credit re-covery to continuation school. Walt Whitman (on the Fairfax campus), Alonzo and Hollywood High School all offer credit recovery. The ease of access to nearby locations often allows stu-dents an alternative to meet the A-G require-ments without undue burden.

Advertisements for the LACC classes are announced to stu-dents for the courses. At the course orientation meeting a PowerPoint presentation is giv-en and course descriptions are handed out. Evidence of stu-dents attending the courses can be found through the course ros-ters and SIS data (from students that bring their LACC transcript to Fairfax to be inputted into SIS).

The progressive discipline chart can be used to demonstrate how teachers refer students to counselors, deans and adminis-trators. Most student issues do not immediately rise to the level of dean or administrator. Issues tend to be dealt with in the class-room or through parent-teacher communications.

LACER sign-in sheets, adver-tisements, handouts to teach-ers serve as evidence about the involvement of the non-profit. LACER representatives visit classrooms to advertise services and work closely with the staff and administration to serve stu-dents. LACER is subject to strict oversight from organizers that monitor programs for success and improvements.

Greenway representatives have spoken to the faculty regarding programs and often give flyers and posters to the faculty to post in the classrooms. Greenway of-ten uses students as actors and stage hands.

Notes

Chapter IVPAGE 167

Support Services and Learning

Indicator: 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, for all students, including the EL, GATE, special education, and other programs.

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 involve-ment 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.


Fairfax offers advanced students a place in the School for Advanced Studies (SAS) program. SAS has its own separate track and generally requires some know-how from parents to participate. SAS is not racially diverse, and the staff at Fairfax is ex-ploring and trying to overcome the reasons for the lack of diversity. Students are tested and evaluated before being permitted into the SAS program. The SAS program runs a Summer Orientation meeting where handouts are given. SAS recruits students through communication with parents, and various committees and teams. SAS consists of approxi-mately 375 students and offers honors’ courses in English, World History, US History, Government/Economics and Biology.

ELD Program is also an alternative schedule for students learning English, and LTEL classes will now be providing a double curriculum of English Language Arts. In recent years there has been a sustained push to have LTEL students reclassify.

Fairfax hosts an adult school on campus for stu-dents who need to make up credits in math and English classes (for credit recovery). Adult mem-bers of the community also complete course work in the adult school. The adult school has also been affected by the budget cuts and the class offerings have been cut down to just the two currently of-fered.

The goal of the school is to serve the students. General education courses are meant to serve the average stu-dent. For the students that are not average, the school offers support and advance-ment opportunities. The Title III coordinator and English as a second language coor-dinator work to provide stu-dents and teachers materials and strategies to overcome weaknesses. SAS courses are coordinated through the administration. Offering SAS courses allows advanced students to take higher level courses and receive a more rigorous education.

Adult school is run through an office on campus complete with counselors, administra-tors and office staff.

Notes

Chapter IVPAGE 168


Fairfax offers RSP classes, as well as a special day program for special education students. Addition-ally, Fairfax offers numerous Honors classes. The master schedule and the class offerings adapt to the students’ needs.

equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curricu-lum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class en-rollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

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?


Positive or not, access to some AP classes proves difficult in Fairfax high school. Students have to seek out information about pending classes, what the prerequisites are and the availability of those classes. Some teachers post signs; however, some students have to listen to or have informed friends. Parents are equally uninformed. The result is that certain Korean students tend to dominate the en-rollment.

African-American students and Latino males are underrepresented in Advanced Placement cours-es. Counselors, teachers and administrators have discussed possible strategies to getting those stu-dents to enroll more frequently and when enrolled, to then persist in the class.

Anecdotal evidence from the counselors suggests that many students that are qualified for AP courses fail to register once they realize the amount of work neces-sary to complete the course. The unfortunate reality is that there is a culture of medioc-rity when it comes to course selection. Most students just want to graduate and then take harder courses in col-lege.

Notes

Chapter IVPAGE 169


To help assuage the situation, Fairfax staff mem-bers offer a Summer AP Readiness course for two weeks, which is voluntary, to help those who are taking AP classes for the first time. Counsel-ors are trying to identify candidates from My Data that qualify for AP courses that might benefit from the course. Students report that the AP readiness course helped them be successful in pursuant AP courses.

Opportunities to take A-G community college courses are provided by LACC. Students are lim-ited to one class each semester. This year we have an arts program offered after school that is A-G for elective credit.

The school also has adult school offerings in Eng-lish and math during 7th period credit recovery. The bell schedule at Fairfax does not create many op-portunities for credit recovery. Three years ago bell schedules were suggested and assessed by the staff. The staff members chose to keep the tradi-tional bell schedule after much discussion and ulti-mately a schoolwide vote.

SAS program is its own separate track. Successful participation requires some know-how from parents. The program is, unfortunately, not racially diverse. We hope to create the opportunity to ex-plore that.

Fairfax students have inter-vention classes, a math tu-tor lab, algebra tutoring labs, geometry tutorials. DRW is a class in support of students in need of English interven-tion in the form of a literature class.

Notes

Chapter IVPAGE 170

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and schoolwide learner outcomess.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards and schoolwide learner out-comes. How effective are these efforts?


There are many clubs on campus that support the goal of diversity and acceptance of others. There is a French club, College Club, Gay-Straight Alliance, Associated Student Body, Journalism, Teen Court, Debate Club, Muslim club, Christian Club, Anime Club, Kiwanis and Math Club. Greenway activities also support drama classes. Clubs do not always directly link to the academic outcomes. They create greater accessibility to the arts, than the school.

Teen Court ties in to constitutional law and govern-ment as well as other social studies courses. Par-ticipation in Teen Court can fulfill service credit re-quirements. Teen Court is a successful after school program. The program with guest judges has been in session for some time at Fairfax. Teen Court al-lows students to learn about law by observing le-gitimate court cases and to serve as peer jurors. Teen Court is very well attended and students have reported having had theirs eyes opened to the legal system.

The leadership staff and ad-ministration finds ways to fund clubs even when only a handful of students are in-volved. Last year the debate team only had eight mem-bers but the administration thought it was important and the students were very per-suasive so that the team was funded.

Teen court is held once a month on campus. The judg-es and teen court organizer fill the house with students. Students may also earn elec-tive credits by attending teen court and opportunities to visit courthouses have been made available to the stu-dents.

Most clubs operate during the lunch period and have teach-er sponsors. If the students work at the Melrose Trading post, then Friends of Fairfax will fund most student clubs.

Associated Student Body (ASB) and student gov-ernment/leadership classes occur during the day and the ASB students organize events for their class and raise funds to support projects. Journal-ism class and Yearbook class happen during period 6. The journalism class writes the Colonial Gazette monthly newspaper.

Debate Team is a club involves public speaking and builds confidence in students. Other clubs are also used to empower students and help them find other students with shared interests.

Notes

Chapter IVPAGE 171

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.


The school uses raw numbers for evaluating stu-dent involvement in the curricular/co-curricular ac-tivities. When clubs or classes have few students there is an attempt made by the administration and teachers to encourage students to sign up and get involved. Many of the co-curricular activities are formed by students who then ask a teacher to be the club sponsor.

Curricular activities that require school funding are run in much the same fashion but with the school starting the clubs and asking for students to join. For instance there was a push a few years ago to have Academic Decathlon. However, with waning student interest the activity ceased. On the other hand, the debate team and debate club were formed and have steady membership. There are many such activities on campus: LACER after-school free tu-toring, Greenway Institute for Arts, credit recovery at Greenway, Lighthouse, many teachers tutor free at lunch, nutrition, and after school, Title I funds for math and English tutoring after school three days per week, CAHSEE Boot Camp, Summer Bridge, AP Readiness, LTEL Mentoring program, SSR, reading intervention, math intervention.

LACER sign-in sheets, LAC-ER advertisements, LACER handouts to teachers, LACER representatives visit class-rooms to advertise services.

Greenway Institute offers an after-school arts-based pro-gram that provides classes for students. The classes of-fered are film directing, sound production, set design, dra-ma and dance. Courses are offered for elective credit.

Notes

Chapter IVPAGE 172

Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representa-tives of the school population.

Prompt: Comment on the student view of student support services after interview-ing and dialoguing with student representatives of the school population.


After interviewing students it is clear that most stu-dents feel that there are adequate services to serve all students. There is a college counselor, SAS co-ordinator, Intervention Coordinator, PSA counselor, regular counselors, dean, student store, cafeteria manager, LACER after school program, tutoring programs, adult school, Student Success Teams, and lots of teacher supported clubs and programs on campus.

There are support services for all students on cam-pus, from high to low performing. High perform-ing students feel that the courses are rigorous, de-manding and are adequate preparation for college. Lower performing students made the comment that they are well supported and there are sufficient op-portunities for students to make up credits.

The support services at the school are funded by the SSC, general fund and Friends of Fairfax. LACER in indepen-dently funded and operates five days a week and offers off campus activities on the weekend.

Notes

Chapter IVPAGE 173

Conclusions



Most, if not all, of the fiscal and personnel re-sources are used to address the needs of stu-dents. For teachers, the main focus is academ-ics but for students, academics may sometimes play a minor role. For that reason the school employs PSA, college, and Intervention Coun-selors, school psychologist, and a nurse. On top of that the school offers tutoring, LACER, Greenway Arts Alliance, athletic and academic team, and clubs. It has been said in conversa-tion that a lot of the students that struggle in school, stay in school because of the other op-portunities that the school has to offer. When the staff talks about teaching all students, it is important to remember that not all students are here for the academics and that it is still impor-tant to offer the non-academic co-curricular op-portunities. The Fairfax staff has been consis-tent in teaching to the whole child and making those opportunities available.

SSC minutes show that the school stakeholders thought it was important enough to have a PSA, IC and college counsel-or on the staff that they funded those positions over teaching positions.



The Fairfax High School students must com-plete the A-G requirements in order to gradu-ate. The A-G requires that all students complete the standards-based curriculum. The systems that are in place give struggling students ample support to be successful, regardless of their circumstance. There is support for the mental, physical and academic needs of students by way of counselors and programs.

The number and range of coun-selors at the school speak to the level of support given to the stu-dents. 5 regular counselors, 1 PSA counselor, 1 College Coun-selor, 1 Intervention Counselor. The school psychologist and nurse also provide mental and physical support for students.

Notes

Chapter IVPAGE 174


Areas of Strength The Master Schedule and teacher placement is planned around student need.nnnnn

The number of counselors and support programs available to struggling nnnnnstudents.

The level of involvement with the community and parents.nnnnn

The cleanliness of the campus even with the sustained budget crisis.nnnnn

Areas of Growth The diversity of the parents that are involved with the school.nnnnn

The personalization of choices for students are severely limited by the bell nnnnnschedule and A-G requirements.

Notes

Chapter IVPAGE 175

PRiORitizeD AReAS Of GROWth neeDS fROM CAteGORieS A thROUGh e

Prioritize the growth areas from the five categories

The Fairfax High School staff needs to be more consistent in communication nnnnnand interaction between governing bodies and stakeholders.

The school needs to effectively and consistently communicate the expectations nnnnnof learning and behavior to the Fairfax students and parents.

There needs to be more vertical alignment and planning among different grade nnnnnlevel teachers to avoid redundancy and make sure that students are exposed to all CCSS.

The Fairfax teaching staff needs to become less reliant on simple recall nnnnnwhen asking questions by promoting the development of reasoning skills and analysis.

The diversity of the parents that are involved with the school needs to be nnnnnaddressed across the board.

Notes

Chapter IVPAGE 176

Chapter V

Schoolwide Action Plan

Notes

Chapter VPAGE 177

Chapter VOn-GOinG SChOOl imprOVement

School-wide Action Plan�nnnnn Goal One:�Implementation�of�the�Common�Core�State�Standards�and�alignment�to�the�Teaching�and�Learning�Framework�and�English�Learner�Master�Plan

Goal Two: nnnnn Proficiency�for�All:�Focus�on�English�Learners

Goal Three:nnnnn �Proficiency�for�All:�Focus�on�African-American�Students

Goal Four:nnnnn �Proficiency�for�All:�Focus�on�Special�Education�Students

Fairfax� High� School’s� Action� Plan� was� developed� at� the� conclusion� of� the� self-study�process�and� is� the�result�of�a�consensus�that�reflects�the�reports�of� the�Fo-cus�Groups� (Chapter� IV�of� the�Self-Study).� � It�was�presented� to� representatives�of�the�Fairfax�staff� to� identify� the�most�critical�needs�of� the�school.� �The�Action�Plan�represents� continuation� of� an� ever-more-focused� and� articulated� approach� to� the�school’s�work�in�achieving�its�mission�to�educate�all�students�to�the�highest�degree�of� their�abilities.� �Many�of� the�specific�action�steps�described�below�have�been� in�place�for�several�years�and�others�have�been�added�as�a�result�of�previous�annual�reviews�of�the�plan.��All�steps�are�under�continuing�assessment�by�the�school’s�lead-ership�team�with�respect�to�effectiveness.��

The basic questions are:

�Is�the�particular�strategy�or�tactic�geared�toward�improving�student�achievement�nnnnnfor�all?

Do�data�reveal�that�the�particular�strategy�is�working?nnnnn

What�could�be�done�more�effectively�to�further�student�learning?nnnnn

Notes

Chapter VPAGE 178

These� are� questions,� of� course,� that� individual� faculty� members� frequently� ask�themselves�in�the�context�of�their�own�classrooms,�departments�and�small�learning�communities.�The�accreditation’s�Focus�on�Learning�process�and�the�annual�review�of�the�Single�Plan�for�Student�Achievement�provides�all�stakeholders�the�obligation�and�opportunity�to�answer�these�same�questions�systemically:��How�is�the�school�as�a�whole�using�its�resources�to�engage�and�educate�all�its�students?��How�does�the�school�track�and�monitor�student�progress?��And�what�does�the�school�do�when,�for�one�reason�or�another,�a�student�is�not�engaged�or�is�not�learning?

As�part�of� the�self-study�process,� the�school� found� that�more�data�were�available�than�ever�before.�� It� is�also�recognized�that�the�faculty�has�become�more�sophisti-cated�in�disaggregating�and�analyzing� information�since�the� last�full�visit.� � In�many�ways,�the�school�appears�to�be�doing�a�good�job�in�improving�student�achievement�based� on� API� and� standardized� test� scores� (CST,� CAHSEE,� CELDT,� and� Periodic�Assessments).��The�news�is�good—increasing�numbers�of�students�are�closing�the�achievement�gap.� �At� the�same�time,� too�many�students� fail� to�complete� their� first�year�of�high�school�with�sufficient�credits�to�become�10th�graders.��Far�too�many�9th�graders�fail�to�graduate�with�their�peers�at�the�end�of�four�years.

This�Action�Plan� focuses�more� sharply� than� ever� before� on� addressing� deficits� in�reading,�writing,� and�math� skills� in�ways� that� are� timely� enough� to� ensure� that� all�students� succeed.� � The� school� has� increased� its� intervention� efforts,� to� provide�students�with�many�opportunities� for�success,�such�as�after�school�classes,�adult�school,�community�day�schools�and�other�opportunities.��But�a�growing�recognition�is� that� such� interventions�must�also�occur�during� the� instructional�day� in�order� to�reinforce�the�message,�“failure�is�not�an�option!”

Given� the� resources� of� the� school� and� the� necessary� commitment� of� staff� to� the�process,�completion�of�the�Action�Plan�is�detailed�and�ambitious.��The�Action�Plan�represents�the�determination�of�the�school’s�leadership�as�well�as�that�of�staff.��The�Action�Plan,�in�conjunction�with�the�Single�Plan�for�Student�Achievement,�validates�a�direction�that�will�lead�to�continuous�and�positive�change�in�the�school�and�its�criti-cal�task�of�educating�Fairfax�High�School�students.��These�plans�include:

Implementing�the�Common�Core�State�Standardsnnnnn

Building�strong�performance�and�higher�achievement�among�all�studentsnnnnn

�Collaborating� within� departments� and� small� learning� communities� to� create�nnnnncommon�assessments�and�strategies�for�success

Existing�Factors�that�Support�School�Improvement

On-going�cooperation�between�the�school�and�the�district�officennnnn

Frequent�staff�development�meetingsnnnnn

Motivated�teaching�staffnnnnn

Strong�and�caring�support�staffnnnnn

Engaged�studentsnnnnn

Notes

Chapter VPAGE 179

Impediments�to�School�Improvement

Insufficient�time�for�professional�development�and�teacher�collaborationnnnnn

Lack�of�funding�to�local�school�sitesnnnnn

Insufficient�time�for�the�staff�to�study,�understand�and�utilize�datannnnn

�Delay� of� the� new� performance/accountability� measures� (School� Quality�nnnnnImprovement�System)�within�the�CORE�District.

Overall Follow-up ProcessThe�Instructional�Leadership�Team�(ILT)�is�composed�of�the�principal,�assistant�prin-cipals,�union�chapter�chair,�coordinators,�coaches,�department�chairs,�small� learn-ing�community� lead�teachers,�and�other� interested� individuals.� �The�team’s� task� is�to�analyze�student�achievement�data�and�practices,�and�monitor�progress�towards�implementing� the�strategies� listed� in� the�Single�Plan� for�Student�Achievement�and�WASC�Action�Plan.� � Additionally,� staff�members� review�goals,� progress,� and� next�steps�within�departments�and�small� learning�communities�during�professional�de-velopment�meetings.��The�ILT�prepares�reports�to�share�with�staff,�so�all�parties�at�Fairfax�High�School�are� informed�about�student�achievement� levels�and�programs�to�improve�student�achievement.

When� the� staff� returns� each� year,� the� first� professional� development� effort� is� de-voted�to�a�detailed� look�at�data�from�the�previous�year.� �The�previous�year’s�goals�are�also�reviewed�relative�to�the�targets�in�Adequate�Yearly�Progress�(AYP)�and�Aca-demic�Performance�Index�(API)�targets.� �With�the�No�Child�Left�Behind�waiver,�our�new�accountability�system�will�depend�upon�the�demands�of�AYP�and�API�within�the�School�Quality�Improvement�System.��Goals�for�the�current�year�are�based�on�prior-year�results.��The�School�Site�Council�meets�during�the�fall�and�winter�to�update�the�Single�Plan�for�Student�Achievement�with�the�support�of�the�Leadership�Council.

New�employees�are�provided�training�on�MyData,�Blackboard�Connect�for�Teachers,�ISIS,� as�well� as� exposure� to� upcoming�Smarter�Balanced� assessments� and�other�applications.� � The� goal� is� to� help� them� build� standards-based� assessments� and�analyze�student�achievement�data.��Within�departments�and�small�learning�commu-nities,�teachers�are�trained�to�read�and�interpret�data�to�inform�instruction�from�the�Teaching�and�Learning�Framework.

While�many�goals�and�action�items�have�been�listed�above,�the�Fairfax�staff�agrees�all� are�achievable�and�necessary.� � The�staff� is� committed� to�addressing� the�most�important�needs�of�students.��Through�a�continuous�focus�on�data,�the�teachers�of�Fairfax�High�School�will�be�able�to�plan�for�improved�student�achievement�and�better�address�the�needs�of�ALL�students.

Chapter VPAGE 180

Goal 1: Common Core State Standards and Smarter Balanced assessmentsTransition and implementation to the Common Core State Standards and alignment to the District’s Teaching and Learning Frame-work and English Learner Master Plan.

Rationale: Critical NeedAs the California State Standards Tests (CSTs) begin to sunset in the Spring of 2014 and as a participant in the CORE (California Office of Re-form Education) waiver district, staff members must take proactive steps to change the culture of pedagogy that demands greater emphasis on rigor and literacy skills across the curriculum, and for all students. It is necessary to understand and prepare for this change in assess-ment and classroom expectations. To that end, Fairfax teachers and staff will be trained in regards to the expectations of the Common Core State Standards (CCSS) and will create a workable timeline in which to begin implementation of the CCSS. Fairfax faculty has already begun to prepare for the crossover to the new standards. However, while exploring the CCSS there appears to be several shifts, both in expecta-tions and assessments, needing to be addressed. Failing to adequately prepare for these new assessments could derail the steady progress students have made over the past six years on state assessments.

Transition and Implementation Plan Goals:To provide time for teachers in their PLCs to analyze the CCSS and its implications to their planning and delivery of instruction nnnnn

To provide time for teachers in their PLCs to: strategically design rigorous lessons, instructional materials and performance tasks using the nnnnnSmarter Balanced Assessment Consortium (SBAC) Scoring Rubric, prepare students for the formative and summative SBAC Performance Tasks and Assessments

To provide time for teachers in their PLCs to backwards map the courses in order to address the content, current instructional materials nnnnnand students skills needed to incorporate the Teaching and Learning rubric and its Focus Elements

To provide time for parents to gain knowledge and understanding of the Common Core State Standards and its implications to student nnnnnlearning

Supporting Data:Adequate Yearly Progressnnnnn

Academic Performance Indexnnnnn

California State Standardsnnnnn

LAUSD Performance Meternnnnn

LAUSD Academic Growth over Timennnnn

Secondary Periodic Assessmentnnnnn

Common Assessmentsnnnnn

Chapter VPAGE 181

Growth Targets: Using the Secondary Periodic Assessment from December 2013 to create data goals in departments and small learning communitiesnnnnn

Schoolwide Learner Outcomes Addressed:1. Students will demonstrate academic competence in all subject areas with particular emphasis on language arts and mathematics literacy.

2. Students will demonstrate the ability to communicate effectively, think critically, collaborate, do research and use technology to prepare for success in the 21st century.

4. Students will pursue a path of life-long learning and set meaningful academic and career goals.

TASKSRESPONSIBLE

PERSON(S) INVOLVEDPROFESSIONAL

DEVELOPMENT/RESOURCESMEANS TO ASSESS

IMPROVEMENTTIMELINE REPORTING

Share and analyze current data on performance

Principalnnnnn Instructional nnnnnLeadership Team (ILT)

Goals based on student nnnnnperformance are reflected in data and analysis present in the Single Plan for Student Achievement

Smarter Balanced nnnnnAssessment Secondary nnnnnPeriodic Assess

Ongoingnnnnn Instructional nnnnnLeadership Team

Continue to understand, share, and demonstrate information regarding CCSS

ILTnnnnnSLC Lead TeachersnnnnnDepartment ChairsnnnnnCounselorsnnnnn

Professional development nnnnnopportunities from District and organizations/vendors In-service opportunities nnnnnprovided by teacher-leaders and CCSS Fellows

Smarter Balanced nnnnnAssessment Secondary nnnnnPeriodic Assess

Ongoingnnnnn Instructional nnnnnLeadership TeamPrincipal’s Networknnnnn

Increase student access to and use of technology, preparing students for the technology within SBAC assessments

Administratornnnnn Technology nnnnnCoordinatorTitle 1 CoordinatornnnnnTesting Coordinatornnnnn

Secure funding nnnnnfor instructional technology devices Secure funding for nnnnntechnology support Provide in-service nnnnnfor teachers on using technology in the classroom particularly regarding the SBAC assessmentsTechnology inventorynnnnn

Administrative TeamnnnnnTesting CoordinatornnnnnInstructional Teamnnnnn

First and nnnnnsecond semester

AdministratornnnnnTesting CoordinatornnnnnTitle 1 Coordinatornnnnn

Chapter VPAGE 182

TASKSRESPONSIBLE




Increase collaboration within and among all departments regarding curriculum and common assessments

Principalnnnnn Professional nnnnnDevelopment CommitteeDepartment Chairsnnnnn

Provide teachers to nnnnncollaborate during the school day in course-like departments Align Common Core State nnnnnStandard lessons to Teaching & Learning Framework and support from LAUSD English Learner Master Plan Development common nnnnnlessons and assessments

Secondary Periodic nnnnnAssessments Department nnnnncommon assessmentsSBAC assessmentsnnnnn

QuarterlynnnnnSemestersnnnnn

Instructional nnnnnLeadership TeamDepartment Chairsnnnnn

Provide in-school professional development opportunities to work in PLCs

Principalnnnnn Professional nnnnnDevelopment CommitteeDepartment Chairsnnnnn

To create common lessons, nnnnnpacing plans, assessments and share best practices Provide teachers to nnnnncollaborate during the school day in course-like departments Align Common Core State nnnnnStandard lessons to Teaching & Learning Framework and support from LAUSD English Learner Master Plan Development common nnnnnlessons and assessments

Secondary Periodic nnnnnAssessments Department nnnnncommon assessmentsSBAC assessmentsnnnnn

QuarterlynnnnnSemestersnnnnn

Instructional nnnnnLeadership TeamDepartment Chairsnnnnn

Increase number of banked-time Tuesdays for teacher collaboration

Principalnnnnn The Leadership nnnnnCouncil

Provide teachers consistent nnnnnand frequent professional development Tuesdays for Common Core lesson and assessment collaboration

Increase scores nnnnnon formative and summative assessments

Ongoingnnnnn Principalnnnnn The Leadership nnnnnCouncil

Chapter VPAGE 183

TASKSRESPONSIBLE




Core Instructional Leadership Team to create and design professional development

Principalnnnnn Professional nnnnnDevelopment Committee

Research and develop nnnnna series of profession on the Common Core State Standards Facilitate the professional nnnnndevelopments

Increase nnnnncollaboration Common lesson nnnnnplans, pacing plans, and assessments

Ongoingnnnnn Principalnnnnn Professional nnnnnDevelopment Committee Instructional nnnnnLeadership Team

Parent workshops on the implementation of the Common Core and Smarter Balanced assessments

Administratornnnnn Parent & Community nnnnnRepresentativesTitle 1 Coordinatornnnnn

Monthly parent meetingsnnnnn Provide parents information nnnnnon the transition and implementation of the Common Core State Standards and the Smarter Balanced assessments

Meeting AgendasnnnnnMeeting FlyersnnnnnParent surveysnnnnn

Ongoingnnnnn Administratornnnnn Parent & Community nnnnnRepresentativesTitle 1 Coordinatornnnnn

Increase level of communication with home and community on the transition and implementation of Common Core and SBAC assessments

Administratornnnnn Parent & Community nnnnnRepresentativesTitle 1 Coordinatornnnnn

Parent newsletters from nnnnnDistrict and school Blackboard Connect-nnnnnEd messagesSchool websitennnnn

Parent newlettersnnnnn Blackboard nnnnnConnect-Ed messagesSchool websitesnnnnn

Ongoingnnnnn Administratornnnnn Parent & Community nnnnnRepresentativesTitle 1 Coordinatornnnnn

Attached Documentations:Common Core State Standards Cyclennnnn

Professional Development Planning Notes & Agenda for Spring PDnnnnn

Chapter VPAGE 184

Topics English MathematicsSocial

StudiesScience SDP Art ROP PE F.L

Objectives Strategies-lessons

Shifts CA-CCSSTLF (instruction) in CCSS

Literacy in Content Literacy (light)

Session 1

8:00 - 10:00

Session 2

10:30 - 12:30

Session 3

1:10 – 3:00

Intro: 6 word EssayNormsAgenda/PurposeSmarter Bal-ancedReflectionArticles on shifts (national)Close ReadingPoster of shifts (strategies)

Intro: PurposeAgendaFolders CCSS: Comparison CA vs CCSSCurriculum MapsReflectionArticles (na-tional) Close ReadingPosters of shifts (Math Practices)

Intro: 6 word EssayNormsAgenda/PurposeSmarter BalancedReflectionWhat do the students need to know? What do they need to be able to do?How is this different from what we now?What instructional shifts does this require?

Intro: 6 word essayNormsAgenda/PurposeSmarter BalancedReflectionArticles on shifts (national)Close ReadingPoster of shifts (strategies)

Principal Professional Development Committee Instructional Leadership Team

VideoSample of CCSS lessonWriting Reflection/Discussion Next Step – What do you need? – EvaluationGive an example of how literacy can be implemented in the classroom?What have you learned?How will this help you to move forwards CCSS?How will today’s session help you to be successful in CCSS (literacy)?Meter – before - after6 words ReflectionPreview of Day 2

Chapter VPAGE 185

Strategies Teaching and Learning Framework

Teaching and Learning Framework

ENGLISh MAThEMATICS

Levels of close Reading (article)nnnnn Instruction: Standard #3 TLF (article – nnnnnshift in instruction) and Math Practices

Objective/Agenda/Lesson Objectivennnnn Objective/Agenda/Lesson Objectivennnnn

Clear Expectationsnnnnn Level of Questioning (DOK)nnnnn

Level of Questioning (DOK)nnnnn

Chapter VPAGE 186

CCSS IMPLEMENTATION CYCLE PD PLANNING II SATURDAY, DECEMBER 07, 2013 (8-12)

OBJECTIVES/LEARNING TARGETS

Participants will:Use SBA to inform their understanding of the skills required by CCSSnnnnn

ID Instructional shifts to support the development of CCSS skillsnnnnn

Connect Instructional Shifts to effective teaching strategiesnnnnn

SESSION II. Personal Shifts (15 minutes) • Think about a time in your life when you had to make a change due to a life circumstance. IA. Norms (Grant) IB. Objectives & Agenda (Bernal)II. Video (3 minutes) • paperIII. 6 Word review of video & CCSS ( 10 minutes) • projector/laptopIV. SBA – English 11 (45 min) • post-its • laptopV. Reflection (individual 10 min and group discussion 20 minutes) • poster paper/post its

SESSION III. Article Reading – 3 general articles (15 min) • articlesII. Discussion (5 minutes) What are the implications for us and our kids? • highlighters What is the most important phrase in each article and why did you choose that?III. Skills – CSS – Instructional Shifts -- TLF Tabbing Activity (10 minutes) • post-its Connect • graphic organizer – Freedman • CCSS manuals

Chapter VPAGE 187

SBA LITERACY SKILLS (10 MINUTES) CCSS (30 MINUTES)

R

W

L

S

CCSS Standard

Students have to…

Teachers have to…

SESSION III.I. Video – (5 minutes) • laptop, video, instructionals shifts h/oII. Instructional Shifts (CA) • Compare your shifts to the CA instructional shifts (10 minutes) Highlight keywords Rate the shifts you identified against the CA shifts 1-5Shifts to Strategies (45 minutes) TLF Graphic (Danielyan)

Chapter VPAGE 188

Common Core

Summative Assessment

Reflection (skills,

knowledge)

Instructional ShiftStrategies

Teaching & Learning

Framework

Lesson

CCSS Implementation Cycle (CIC)

Chapter VPAGE 189

Chapter VPAGE 190

Goal 2: Proficiency for all – English learnersFairfax high School must decrease the gaps in proficiency between the subgroups so that students are receiving an equitable edu-cation.

Rationale: Critical NeedStudents who do not meet reclassification criteria, particularly LTELs (Long Term English Learners) are at great risk of not obtaining enough credits for a high school diploma and thus have high dropout potential. Although Fairfax High School’s reclassification and graduation rates have been steadily improving, a clearer focus is needed to ensure all our English learner population have a highly qualified instructor, proper placement and support.

Ensure EL students’ steady progress toward and attainment of academic English Language Development per expected timeframesnnnnn

Increase the rate of student reclassification, especially that of Long-Term English Learners and still ensure that all English Learners will nnnnnadvance one CELDT level per year, until reaching English proficiency as measured by the CELDT CST and CAHSEE achievement gaps indicate a need to provide intervention and support for individual students to increase student nnnnnlearning.

Supporting Data:CELDT Datannnnn

CST Data – English and Mathematicsnnnnn

English Learner Accountabilities – AMAO 1, AMAO 2, and AMAO 3nnnnn

CAHSEE Datannnnn

Mark Grade Analysisnnnnn

Secondary Periodic Assessmentsnnnnn

Teacher Generated Formative Assessments - and Observationnnnnn

Growth Targets: The number of English Learners reclassified will increase by 10 percent annually (based on CST)nnnnn

The number of English Learners scoring Advanced or early Advanced on the California English Language Development Test (CEDLT) will nnnnnincrease by 10 percent annually

The number of long-term English Learners will decrease by 10 percent annuallynnnnn

Chapter VPAGE 191


2. Students will demonstrate the ability to communicate effectively, think critically, collaborate, do research and use technology to prepare for success in the 21st century.

TASKSRESPONSIBLE




Increase the rate of student reclassification, especially that of Long-Term English Learners

AdministratorsnnnnnTitle III CoachnnnnnEL CoordinatornnnnnTeachersnnnnn

CELDT Awareness PDnnnnn CELDT Awareness nnnnnfor studentsLTEL Mentoring programnnnnnStudent Interventionsnnnnn Instructional Coaching nnnnnfor teachersData Analysisnnnnn Long-Term English Learner nnnnnsupport classes

CELDT Scoresnnnnn Reclassification nnnnnRateCAHSEE Pass RatennnnnAcademic Marksnnnnn

Ongoingnnnnn Reclassification nnnnnreportSIS extractnnnnn Title III and EL nnnnnCoordinator reports Language nnnnnAppraisal Team

Support EL teachers to ensure students’ steady progress toward and attainment of academic ELD per expected timeframe

Title III Coachnnnnn EL Coordinator/nnnnnLiteracy CoachAdministratorsnnnnn

Coaching cyclennnnnAnalysis of student worknnnnnData Analysisnnnnn LTEL Professional Learning nnnnnCommunity (PLC) Support of the Title III nnnnnInitiatives Long-Term English Learner nnnnnsupport classes Professional Development nnnnnopportunities

CELDT Scoresnnnnn Reclassification nnnnnRateAcademic MarksnnnnnCAHSEE Pass Ratennnnn Periodic nnnnnAssessment Data

Ongoingnnnnn Reclassification nnnnnreportSIS extractnnnnn Title III and EL nnnnnCoordinator reports Instructional nnnnnLeadership Team

Chapter VPAGE 192

TASKSRESPONSIBLE




Proper class schedules and placement on the Master Schedule

EL Coordinator/nnnnnLiteracy Coach Assistant nnnnnPrincipal, SCS

Placement of English learners nnnnnon the master schedule during Spring semester for the fall semesterSheltered core classesnnnnnLTEL classesnnnnn

Review of each nnnnnEnglish learner class schedulesReview in SISnnnnn

Ongoingnnnnn Master Schedulennnnn District’s English nnnnnlearner Online Accountabilities

Implement the Los Angeles Unified School District’s English Learner Master Plan

Title III Coachnnnnn EL Coordinator/nnnnnLiteracy CoachAdministratorsnnnnnSLC LeadsnnnnnDepartment ChairsnnnnnTeachernnnnn

Classroom observations nnnnnconducted by administrators, coach, coordinators, leads and teachers Banked time Tuesday for nnnnnprofessional developmentParent Meeting nnnnn Use of standards-based nnnnntexts in all classes Highly qualified teachers nnnnnin all subject areasBilingual paraprofessionalsnnnnnSupplemental materials nnnnnSheltered core classesnnnnn Department-wide common nnnnnassessments and assessment scoring sessionsCollaboration and planningnnnnn Daily Sustained Silent nnnnnReading (SSR)

CELDT Scoresnnnnn Reclassification nnnnnRateCAHSEE Pass RatennnnnAcademic Marksnnnnn

Ongoingnnnnn Title III and EL nnnnnCoordinator Instructional nnnnnLeadership Team

Chapter VPAGE 193

TASKSRESPONSIBLE




Plan, implement, analyze and refine SDAIE strategies so that English Learners have access to the core curriculum

Title III Coachnnnnn EL Coordinator/nnnnnLiteracy CoachAdministratorsnnnnn

Professional development nnnnnopportunities for all teachers on the use of SDAIE instructional strategies Use of standards-based nnnnntexts in all classes Highly qualified teachers nnnnnin all subject areasBilingual paraprofessionalsnnnnnSupplemental materials nnnnnSheltered core classesnnnnn Department-wide common nnnnnassessments and assessment scoring sessionsCollaboration and planningnnnnn Daily Sustained Silent nnnnnReading (SSR) Classroom observations nnnnnconducted by administrators, coach, coordinators, leads and teachers Secondary Periodic nnnnnAssessmentsAssessment and CAHSEEnnnnn


Ongoingnnnnn Title III CoachnnnnnEL Coordinatornnnnn Instructional nnnnnLeadership Team Language nnnnnAppraisal Team

Long-Term English Learners Mentoring Project

Title III Coachnnnnn EL Coordinator/nnnnnLiteracy CoachAdministratorsnnnnnSLC LeadsnnnnnDepartment ChairsnnnnnTeachernnnnnLTEL Designeennnnn

Teachers meets with 2-3 nnnnnLong-Term English learner with their parents once a semester to monitor their progress to reclassification Review LTEL reflection with nnnnnteachers and parentsDiscussion at ELAC Meetingsnnnnn


Once a nnnnnsemester (Fall & Spring)

Title III CoachnnnnnEL Coordinatornnnnn Instructional nnnnnLeadership Team

Chapter VPAGE 194

Goal 3: Proficiency for all – african-american StudentsFairfax high School must decrease the gaps in proficiency between the subgroups so that students are receiving an equitable edu-cation.

Rationale: Critical NeedClose The Achievement Gap Grant: Our goal for the 2013-14 CTAG grant will be to address increasing academic achievement, decreasing suspension rates, and improving attendance rates among ninth and tenth grade African American students. We will work to ensure that they are engaged by knowledgeable professionals who effectively meet the academic, cultural and social needs of the students. All ninth and tenth grade English Language Arts and Algebra 1 and 2 teachers will be trained in culturally and linguistically responsive teaching methodologies. Additionally, we will work to improve our college-going culture by engaging our African American families and communities through culturally relevant workshops and other activities.

Close The Achievement Gap Grant (2012-13) The goal for the 2012-13 CTAG grant was to that the graduation rate for African-American males was to be equal to or exceed the median graduation rate for Fairfax High School students. Additionally addressing issues of equity of African-American students including, but not limited to improving attendance rates, decreasing suspension rates, increasing representa-tion in GATE programs, increasing representation in AP classes, working toward strong future graduation rates and increasing parental and community involvement. The African-American male graduation rate is traditionally lower than the median graduation of Fairfax students of 73.5%. The projected graduation rate for African-American male students in 2012-13 was approximately 50%. This projection was based on an analysis of the target population’s earned credits to date as well as CAHSEE passage figures.

Chapter VPAGE 195

Supporting Data:

School Year 2013-14 (School Population: 2581)

Student Data Number Percentage

African American students 352 16

Identified Gifted 18 4

AP Enrollment 34 8

Special Education 52 22

Participating in Remedial or Intervention Classes 28 22

Proficient & Advanced in ELA 127 47.6

Proficient & Advanced in Math 36 13.8

Below Basic & Far Below Basic in ELA 60 22.5

Below Basic & Far Below Basic in Math 166 63.8

Attendance 2012-13 363 95.1

Suspension Rate 26 45

Growth Targets: To increase retention rates of ninth and tenth grade students – Intervention Counselor will monitor student data to identify and support nnnnnacademic achievement, social / emotional development of this target population. The focus will be on the following: helping students and parents navigate school and community resources, reviewing individualized graduation plans, strategies to ease the freshman transition into high school, matching students with mentors, SSTs, Problem Solving Team PST, individual and group counseling and credit recovery options and alternatives.

To reduce the number of suspensions – The Intervention counselor, Dean, AP of Discipline and Discipline Committee will work together to nnnnnimplement alternatives to suspensions and discipline referrals and a positive behavior support plan. Fairfax campus programs: Character Counts, Peer Mentoring, Teacher Mentoring, various enrichment opportunities on campus and in the community.

To increase attendance rate – Pupil Service Attendance PSA counselor and Intervention Counselor will work together with students / nnnnnfamilies to decrease student absences and tardies.

To increase parent/community involvement – 2 planned parent programs: Parent Institute of Quality Education PIQE – Phase I & II / African nnnnnAmerican Family Day / Conference

Chapter VPAGE 196

To increase representation in AP classes – Intervention Counselor will meet and recruit qualified students based on an AP Potential Report, nnnnnteacher referrals, CST scores and grades. In addition, registering students in our summer AP readiness courses will ensure students are prepared and ready for the rigor of advanced placement and honors courses.

To increase feeder school early outreach of at-risk students – Intervention Counselor will outreach to 5 local feeder school counselors, nnnnnstudents and families during Spring articulation.

Supporting Data:

School Year 2013-14 (School Population: 2283)

Student Data Number Percentage

African American students 363 16

Identified Gifted 44 12

AP Enrollment 20 5.5

Special Education 45 12

Participating in Remedial or Intervention Classes 33 9

Proficient & Advanced in ELA 159 43

Proficient & Advanced in Math 41 11

Below Basic & Far Below Basic in ELA 92 25

Below Basic & Far Below Basic in Math 32 63

Attendance 2012-13 355 96.3

Suspension Rate 4 1.2

Chapter VPAGE 197

Growth Targets 2012-13: nnnnn Increased graduation rate of senior African American males (Class of 2013) – 74% earned their high school diploma (73.5% FHS median graduation rate).

Increased overall African American graduation ratesnnnnn – 88% earned their high school diploma.

nnnnn Reduced number suspensions – This goal was not met however alternatives to suspensions and discipline referrals is a 2013-14 priority and continued goal for 2013-14.

nnnnn Increased attendance rate – This goal was not met however, with the support of a Pupil Service Attendance PSA counselor this is a 2013-14 priority and continued goal for 2013-14.

nnnnn Increased parent involvement – 2 new parent programs were implemented (Parent Institute of Quality Education / African American Parent Education)

Increased representation in AP classesnnnnn – 48 students were enrolled in AP classes (154% increase from 2011-12)

Increased feeder school early outreach of at-risk studentsnnnnn – 20 incoming freshman were identified and programmed for intervention.


3. Students will demonstrate personal responsibility, respect individual differences and participate in school, civic and community life.

4. Students will pursue a path of life-long learning and set meaningful academic and career goals.

Chapter VPAGE 198

TASKSRESPONSIBLE

PERSON(S) INVOLVED

PROFESSIONAL DEVELOPMENT/

RESOURCES

MEANS TO ASSESS IMPROVEMENT

TIMELINE REPORTING

CTAG – Intervention Counselor Academic, Social, Behavioral, College and Career counseling9th grade / 10th grade at-risk student focusStudent Success Team SST CoordinatorProblem Solving Team PST Coordinator

Ms. Prattnnnnn ESC West nnnnnMonthly P.D. CEIS Office– nnnnnMonthly P.D.

A-A Student Data:nnnnnGradesnnnnnCST scoresnnnnnGraduation RatesnnnnnAttendance RatesnnnnnSuspension Ratesnnnnn

Oct 2013 – nnnnnMay 2014

CTAG Committeennnnn Instructional nnnnnLeadership Committee

Advanced English Mastery Program AEMP – Select English teacher professional development. This training provided by AEMP will provide materials, books and culturally relevant pedagogy addressing the needs of African American students.

Mr. Choinnnnn Select English nnnnnTeachers

AEMP Officennnnn ELA student data nnnnn Fall / nnnnnSpring 2013-14


UCLA Mathematics Project – Algebra 1 / Algebra 2 teacher professional development. Teachers will receive custom data, participate in activities and observations to support the development their own culturally responsive teaching strategies. This will support the academic, social and behavioral needs of African American students.

Mr. ChoinnnnnMs. Prattnnnnn Algebra 1 nnnnnteachers Algebra 2 nnnnnteachers

UCLAnnnnn Math student datannnnn Spring nnnnn2014 (March)


Chapter VPAGE 199

TASKSRESPONSIBLE

PERSON(S) INVOLVED


RESOURCES


TIMELINE REPORTING

UCLA California Reading and Literature Project – English 9 and 10 teacher professional development. Teachers will receive custom data, participate in activities and observations to support the development their own culturally responsive teaching strategies. This will support the academic, social and behavioral needs of African American students.

Mr. ChoinnnnnMs. Prattnnnnn English 9 nnnnnteachers English 10 nnnnnteachers

UCLAnnnnn ELA student datannnnn Spring nnnnn2014 (February-March)


Parent Institute of Quality Education PIQE (Phase 1 & 2)PIQE will enhance the connections between our families, our school and community as partners to advance the education of every child through parent engagement. Parents have discovered how to better create conducive home learning environments, support their children’s emotional and social development, navigate the K-12 school system, engage and collaborate with teachers, counselors and administrators, ensure students complete A-G requirements, and encourage high school and college graduation. There were two 10-week PIQE sessions (8:30am / 6:00pm) to accommodate parent schedules.

Mr. ChoinnnnnMs. Prattnnnnn Grant nnnnnCommittee

PIQEnnnnn SurveysnnnnnGraduation Ratesnnnnn Post Secondary nnnnnOptions Enrollment

Spring nnnnn2014 (January – March)


Chapter VPAGE 200

TASKSRESPONSIBLE

PERSON(S) INVOLVED


RESOURCES


TIMELINE REPORTING

African American Family Day / ConferenceWorkshops, college representatives and guest speakers will engage families and provide resources to support African American students’ success in school.

Ms. Prattnnnnn AAFD nnnnnCommitteeBSU officersnnnnnVolunteer staffnnnnn

AAFD Committeennnnn Parent and nnnnnstudent surveys

Spring nnnnn2014 (January)


Culturally relevant instructional field tripsHomeboy IndustriesPan African Film FestivalCalifornia African American Museum

Teachersnnnnn Fieldtripsnnnnn Student reflectionsnnnnn Tentative nnnnnDates


African American history Celebration “Spirit Week”A week of lunch time performances & speakers on the quad stage showcasing student talents and celebrating African American history.

BSU SponsornnnnnBSU OfficersnnnnnGreenway Artsnnnnn

Greenway ArtsnnnnnBSU membersnnnnn

Student reflectionsnnnnn Spring nnnnn2014 (February)


COBA ConferenceTeachers, parents and administrators learning how to support African American students’ success in school.

Grant nnnnnCommittee

Professional nnnnnDevelopment Conference

Share Best nnnnnPractices with staff

Spring nnnnn2014 (April)


Chapter VPAGE 201

Chapter VPAGE 202

Goal 4: Proficiency for all – Special Education StudentsFairfax high School must decrease the gaps in proficiency between the subgroups so that students are receiving an equitable edu-cation.

Rationale: Critical NeedThe Federal (NCLB), state, and district mandates that all students show proficiency with a consistent rate of progress and be grade level pro-ficient. This is an equity issue for our most at-risk students and Fairfax must provide an education that prepares all students for academic achievement and grade level proficiency.

The gaps between subgroups needs to be consistently analyzed and evaluated to align proficiency targets with academic targets, this in-cludes classroom grades and standardized assessments. All sub-groups should be moving forward in academic progress as well as profi-ciency progress on a consistent basis.

Supporting Data:California Standards Test Data – English and Mathematicsnnnnn

Adequate Yearly Progress Datannnnn

CAHSEE Datannnnn

Mark Grade Analysisnnnnn

Secondary Periodic Assessmentsnnnnn

Teacher Generated Formative Assessments - and Observationnnnnn

District Validation Report (District’s Special Education Audit)nnnnn

Growth Targets: The number of special education students scoring proficient (English and mathematics) or above will increase by 10 percent annually nnnnn(based on CST)

The number of special education students passing the California High School Exit Exam will increase by 5 percent annuallynnnnn


Chapter VPAGE 203

TASKSRESPONSIBLE




Continue implementation and training of inclusive education by developing strategic co-teaching models in core content classes

Special Education nnnnnCoordinator Department Chairs nnnnn(RSP & SDC)Resource Teachersnnnnn General Education nnnnnTeachersInstructional AidesnnnnnAdministratorsnnnnn

Banked time for co-planning nnnnnfor special education and general education teachers Weekly special education nnnnnstaff meeting District training opportunities nnnnnand support from itinerants and local centers

Formative and nnnnnsummative assessment data Teacher generated nnnnnassessmentsStudent gradesnnnnn

Ongoingnnnnn Special Education nnnnnCoordinator District’s validation nnnnnprogress reports

Proper class schedules and placement on the Master Schedule

Special Education nnnnnCoordinator Special Education nnnnnDepartment Chair Assistant nnnnnPrincipal, SCS

Placement of special nnnnneducation classes (Resource and Special Day Classes) on the master schedule during Spring semester for the fall semester

Review of each nnnnnspecial education class schedules and course selectionsReview in SISnnnnn

Ongoingnnnnn Master Schedulennnnn District’s validation nnnnnprogress reports

Train all teachers on how to differentiate their curriculum and provide appropriate and timely accommodations to students. Schoolwide tools will be developed and regularly provided to all staff

Special Education nnnnnCoordinator Special Education nnnnnDepartment ChairAdministratorsnnnnn

Banked time for co-planning nnnnnfor special education and general education teachers District provided professional nnnnndevelopment opportunities Individualized Education nnnnnpassports Provide teachers a list nnnnnof students with IEPs Provide all teacher training nnnnnon accommodations and modifications

Formative and nnnnnsummative assessment data Teacher generated nnnnnassessmentsStudent gradesnnnnn Classroom nnnnnobservation

Ongoingnnnnn Special Education nnnnnCoordinator District’s validation nnnnnprogress reportsAdministrators nnnnn

Chapter VPAGE 204

TASKSRESPONSIBLE




Develop a monitoring and early interventions system for struggling students especially students earning D’s and F’s

Special Education nnnnnCoordinator Special Education nnnnnDepartment ChairSLC Lead TeachersnnnnnCounselorsnnnnnAdministratorsnnnnn

After each grading nnnnnperiod, extract special education students who have D’s and F’s Individual meetings with nnnnnstudents and parents Small Learning Community nnnnnpull-out to provide education and interventionsIEP MeetingsnnnnnParent conferencesnnnnn

Student gradesnnnnn Improved nnnnnassessment scores

After each nnnnngrading period


Increase CAHSEE pass rates and proficiency


Targeted special education nnnnnafter-school tutoring and interventions Counselor meetings nnnnnduring small learning community pull-outsIEP MeetingsnnnnnParent conferencesnnnnn

Improve CAHSEE nnnnnpass rates for both English and mathematics Improve CAHSEE nnnnnProficiency and above rates

Two weeks nnnnnprior to each CAHSEE exam

Special Education nnnnnCoordinator Special Education nnnnnDepartment ChairCounselorsnnnnnAdministratorsnnnnnTesting Coordinatornnnnn

Address A-G eligibility and graduation requirements for students

Special Education nnnnnCoordinator Special Education nnnnnDepartment ChairCounselorsnnnnnAdministratorsnnnnn

Counselor meetingnnnnnIEP meetingsnnnnn Parent-teacher-student nnnnnconferences

Improved nnnnngraduation rates

Ongoingnnnnn Special Education nnnnnCoordinatorCounselorsnnnnnAdministratorsnnnnn

Chapter VPAGE 205

TASKSRESPONSIBLE




Develop a comprehensive schedule and preparation materials for Common Core assessments as an integral part of the curriculum


Banked time for co-planning nnnnnfor special education and general education teachers In-school professional nnnnndevelopment in preparation for Common Core State Standards and Smarter Balanced Assessments

Improved gradesnnnnn Improved nnnnnassessment data

Ongoingnnnnn Instructional nnnnnLeadership Team

Create a data analysis framework that includes a way to identify and track proficiency gaps


Time to create nnnnnframework during special education meetings Course level and department nnnnntime to conduct data conversations to identify proficiency gaps and share common practices

Created data nnnnnanalysis framework and implementation on tracking special education students

Semesternnnnn Instructional nnnnnLeadership Team Special Education nnnnnCoordinator District’s validation nnnnnreport progress

Promote a learning environment that facilitates differentiated instruction and positive behavior support

Special Education nnnnnCoordinator Special Education nnnnnteachers General education nnnnnteachers

Time for collaboration with nnnnngeneral education teachers

Increased nnnnncollaboration Common nnnnnassessments and preparation for Common Core and Smarter Balanced Assessments

Ongoingnnnnn Special Education nnnnnCoordinator Special Education nnnnnteachers General education nnnnnteachers

Standards/CCSS aligned to instructional lessons will enhance student work, decrease the equity gaps and provide a rigorous learning environment


Professional development nnnnnopportunities Course level and department nnnnnmeetings time to conduct data discussions and development lessons/assessmentsCCSS Implementation Cyclennnnn

Increase in nnnnnassessment results Increased nnnnncollaboration with general and special education teachers

Ongoingnnnnn Special Education nnnnnCoordinator Special Education nnnnnDepartment ChairCounselorsnnnnnAdministratorsnnnnn

Appendices

Table of ContentsGlossary of Terms

School Report Card (LAUSD)

2012-2013 School Quality Snapshot (California Department of Education)

2012-2013 Performance Meter - Data Summary Sheet (LAUSD)

2011-2012 School Performance Framework (LAUSD)

Staff, Student and Graduate Follow-up Survey Results (LAUSD Smaller Learning Communities Evaluation 2011-2012, pages 87-92)

Spring 2014 Master Schedule

UC/CSU Approved Course List

Professional Development Plan & Calendar

Bell Schedule

School Map

Glossary of TermsTLC . . . . . The Leadership Council

SSC . . . . . School Site Council

ILT . . . . . . Instructional Leadership Team

ESC . . . . . Educational Service Center

CDE . . . . . California Department of Education

CCSS . . . . Common Core State Standards

LTEL . . . . . Long Term English Learner

EL . . . . . . English Learner

ELA . . . . . English Language Arts

AMPA . . . . Academy of Music and Performing Arts

VAM . . . . . Fairfax High School Visual Arts Magnet

IBC . . . . . . International School of Business and Communication

SMST . . . . School of Math, Science and Technology

HSA . . . . . Health and Science Academy

SPSA . . . . Single Plan for Student Achievement

RSP . . . . . Resource Specialist Program

JROTC . . . . Junior Reserve Officers Training Core

ROP . . . . . Regional Occupational Program

LACER . . . . Literacy, Arts, Culture, Education, Recreation

MTP . . . . . Melrose Trading Post

SLO . . . . . Schoolwide Learning Outcomes

ESLR . . . . . Expected Schoolwide Learning Results

SLC . . . . . Small Learning Communities

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den

tsta

king

atleas

tone

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urse

Num

ber

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ique

APsu

bject

cour

ses

offe

red

(33

appro

ved

cour

sesstat

ewid

e)

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Add

ition

alcareer

metric

swillbe

mad

eavailableinfuture

years.

Ach

ievea“C

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Advan

cedPlacemen

t(A

P)courses

Colle

geeligibilityim

proveswith

additiona

lAPco

urse

spasse

dwith

a“C

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How

man

ystud

ents

are

mov

ing

from

…

…9t

hto

10th

grad

e(5

5cr

edits

)?

…10

thto

11th

grad

e(110

cred

its)?

2010-11

2011-12

How

man

ystud

ents

are…

…gr

adua

ting

info

urye

ars

LAUSD

Average

How

arestudents

movingtowardhighschoolgraduation?

READINESS

For

collegeor

career

Tograd

uate,stude

ntsmuste

arn23

0co

urse

cred

its,com

pleterequ

iredco

urses,an

dpa

ssthe

Califo

rniaHighSchoo

lExitE

xam

(CAHSEE

).

How

arestudents

preparingforcollegeandcareer?

Below

arethreego

alsto

helpyour

stud

entp

repa

refore

ntranceinto

Califo

rnia’spu

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college

sor

fora

chosen

career.A

taminim

um,tobe

eligiblefora

University

ofCalifo

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orCalifo

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(CSU),stud

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assaspecificseto

f15co

llege

prep

aratoryco

urses(kno

wnas

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courses)an

dtake

college

entran

ceexam

s.Fo

raco

mpletelisto

fcertifiedA-G

coursesinyour

child’sscho

ol,goto

www.uco

p.ed

u/do

orways.

Ascho

olmustm

eettarge

tsun

derN

oChildLe

ftBeh

ind(NCLB

)onstan

dardized

tests

andgrad

uatio

nratesfora

llstud

entsan

dforc

ertaingrou

ps(eco

nomicallydisadvan

tage

dstud

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disabilities,En

glishlearne

rs,and

stud

entsindiffe

rent

ethn

icgrou

ps).Fo

rinformationon

thespecificrequ

iremen

tsforyou

rschoo

l,visit

http://w

ww.cde

.ca.go

v/ta/ac/ar/ a

ndclickon

thelinkcalledSc

hoolLe

velAYP

Rep

orts.

Did

this

scho

olm

eetAY

Pre

quir

emen

ts?

How

man

yre

quir

emen

tsdi

dth

esc

hool

mee

t?...

outof

apo

ssib

le

ATitle

Ischoo

lisinProgramImprovement(PI)status

whe

nitdo

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tmee

tAYP

requ

iremen

tstwoyearsinarow.W

henthisha

ppen

s,an

interven

tionplan

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sign

edto

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thescho

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iremen

ts.Paren

tsareno

tifiedwhe

nascho

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PIstatus.You

may

view

aco

pyof

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atyour

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Wha

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atus

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Sep

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What

isAdequateYearlyProgress(AYP)and

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Abouttheschool

Dat

ano

tsho

wn

whe

nth

enu

mber

ofstud

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orot

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espon

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10or

less

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priva

cyan

den

sure

stat

istic

alac

cura

cy,o

rwhe

ndat

aar

eno

tava

ilable.

DOESHOWYOURSCHOOLMEASURE

UP? Findoutmoreathttp://reportcard.lausd.net

Los

Ange

les

Unif

ied

Sch

ool

Dis

tric

t

SCHOOL

repor

tca

rd11 12

SCHOOLreport card

1112

Developedinpartnershipwith

Stu

den

tsA

chie

vin

ga

“C”

orbet

ter

inal

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-Gco

urs

es

Stu

den

tsG

raduat

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rY

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outof

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ents

DearParentorGuardian,

Ourresponsibilityforeducatingour

childrenistoworktogetheras

ateam

—theschoolanddistrictstaff,parents,

guardians

andfamilies,and

stud

ents

them

selves.W

eallneedtomakeourb

est

efforts,individually

andas

agroup,to

supportourstud

ents,believe

intheir

abilitiesandpotential,andcreate

cond

itionsfortheirsuccess.

The2011-12SchoolR

eportC

ard,

revisedwith

inputfrom

variousparent

andcommunity

groups,isavaluabletool

foryou

tolearnaboutyourstudent’s

school.B

ring

thisdocum

entw

ithyou

whenyouvisitw

ithyourstud

ent’s

teacher(s).Learn

howyourschoolis

working

tohelpyourstud

entread,w

rite,

think,andspeakatorabovegradelevel.

Ask

questions.Findouthow

youcan

help.W

eareateam

,and

weneed

you!

Dr.John

E.D

easy

Sup

erintend

ent

Principal

--

488

664

147

488

FAIRFAX SENIOR HIGH7850 MELROSE AVELOS ANGELES, CA 90046

Car

min

a N

Nac

orda

Prin

cipa

l

FAIR

FAX

SE

NIO

R H

IGH

30%

73%

EN

G -

H.S

.

GROWTH

Sch

oolPerform

ance

Framew

orkmea

suresof

acad

emic

grow

thov

ertime

ThisSchoolEarnstheClassificationof:

NumberofSchoolsbyClassification

StatusPoints

GrowthPoints

FordetailedinformationontheSchoolPerformanceFramework,pleasevisit

http://schoolinfosheet.lausd.net/budgetreports/schperfreports.jsp

How

much

Aca

dem

icGrowth

over

Tim

e(A

GT)did

the

schoo

lmak

eon

stan

dardized

tests?

Ametho

dknow

nas

value-adde

danalysishelpsus

know

howmuchstud

entshave

prog

ressed

onstandardized

testsfrom

oneyearto

thenext.The

tablebe

lowprovides

grade-levelAGT

results

forE

nglishlang

uage

arts(ELA

)and

Mathforthe

pastacadem

icyear2011-12.

Excelling

Achieving

Service&Support

Watch

Focus

1

Are

studen

tssh

owinghighattendan

cean

dgrad

uationrates

andlow

susp

ension

?(StatusMea

sure

2)?

STATUS

TheLA

USDSchoo

lPerform

ance

Fram

ework(SPF)isasystem

thatclassifiesscho

olsbased

upon

relativepe

rformance

onStatusMeasuressuch

asachievem

ent,attend

ance

andbe

hav-

iorandGrowthMeasuresfrom

Acade

micGrowthoverTime.Thefollowingsections

provide

detailedinform

ationabou

tascho

ol’spe

rformance

onthesemeasures.

TheAcademicPerformance

Index(API)isascoreCaliforniagiveseach

schoolbasedon

student

testscores.200

isthelowestpossiblescore.80

0isthetargetAPIscore;1000

isthemaximum

.

APISco

reChangefrom

2010-2011

2011-2012

Sch

oolPerform

ance

Framew

orkmea

suresof

achievem

ent,

attendan

cean

dbeh

avior

2010-11

2011-12

Englishlanguagearts

Studentsscoringattheproficientoradvanced

performancelevelin…

Math

Algebra

Englishlanguagearts

Studentsscoringatthebelowbasicorfarbelowbasicperformancelevelin…

…passingtheCAHSEEinthe10thgrade?

Howmanystudentsare...

*96%

attendanceisequalto7daysabsent

Math

Algebra

Studentswith96%orhigherattendance*

Studentssuspendedoneormoretimes

Studentsgraduatinginfouryears

LAUSD

Average

Are

studen

tsmee

tingCalifornia

stan

dardsin

English

langu

agearts

andmath?

(StatusMea

sure

1)Stude

ntsingrades

2-11

aretested

annuallytoassess

theirachievementofstatecontent

standards.CaliforniaStand

ards

Test(CST)scoresfallinto1of

5pe

rformance

levels.The

state’sgo

alisforallstud

entstoscoreproficientor

advanced

,the

top2pe

rformance

levels.

Sch

oolPerform

ance

Framew

orkStatusis

bas

edon

the

schoo

l’sperform

ance

ontheab

ovemea

sures.

How

man

ystatus

points

didth

issc

hool

earn

unde

rth

eSPF?

...ou

tof

apo

ssible

2

Datanotshownwhenthenumberofstudentsorotherrespondentsis10orlesstoprotectstudentprivacy

andensurestatisticalaccuracy,orwhendataarenotavailable.

Finddetailedinformationaboutyourschool’sAGTresultsonlineathttp://agt.lausd.net.

How

doe

sthis

schoo

l’sfinal

perform

ance

clas

sifica

tion

---under

theSch

oolPerform

ance

Framew

ork---

compareto

other

schoo

ls?

Pointsareearned

basedon

actualscho

ollevelperform

ance

across

anu

mbe

rofm

etrics.Each

high

scho

olearnsastatus

pointtotal.Thisscho

ol’sspecificSPF

classificationislistedinthetable

below,along

with

thedistrib

utionof

allLAUSDhigh

scho

olsaccordingto

theirfinalclassification.

Sch

oolPerform

ance

Framew

orkGrowth

isbas

edon

the

schoo

l’sab

ilityto

improveperform

ance

asmea

suredbyAGT.

How

man

ygr

owth

points

didth

issc

hool

earn

unde

rth

eSPF?

...ou

tof

apo

ssible

FarBelow

Predicted

Below

Predicted

AtPredicted

Above

Predicted

FarAbove

Predicted

CAHSEEELA

CAHSEEMath

CSTELAGrade9

CSTAlgebraI

34

In2011-12,students,staff,andparentsweresurveyedabouttheirexperiencesat

thisschool.Hereiswhattheytoldus...

LEARNING

environmentSTUDENT groups

What

percentage

ofstudents

isscoringproficientor

advancedacross

studentgroups?**

Form

oreinformationon

thesurveyresults,gotohttp://schoolsurvey.lausd.net.

2010-112011-12

What

isim

portantto

know

about

staffat

thisschool?

LAUSD

Average

Stu

dents:

Num

ber(percent)responding:

Whatwearelearning

takesalotofthinking.

Adultsatthisschoolknow

myname.

Myschoolisclean.

Ifeelsafeon

schoolgrounds.

Par

ents:

Num


Ifeelwelcometoparticipateatthisschool.

Theschooloffersmeopportunitiestoparticipateincouncils,parentorganizations.

Italkwith

theteacheraboutm

ychild’sschoolwork.

Mychild

issafeon

schoolgrounds.

Staff:

Num


IgetthehelpIneedtocommunicatewith

parents.

Iamproud

ofthisschool.

Myschoolisclean.

Ifeelsafeon

schoolgrounds.

Teachersatthisschoolforatleast3years

Staffwith

96%orhigherattendance*

What

isthehighestlevelof

education

students

PLANto

complete?

Stu

dents

resp

onding:

Highschool

Vocationalschool

2-yearcollege

Unsureofpla

ns

Graduateschool

4-yearcollege

Academiccoursestaughtby

ahighlyqualified

teacher(fullyaccredited,demonstratessubjectarea

competence)

Allstudents

African

American

American

Indian

Asian

Filipino

Latino

PacificIslander

White

Math

ELA

Englishlearners

Econom

ically

disadvantaged

Perform

ance

ofdifferentgroups

What

it’slike

tobeat

thisschool

Percentage

ofstudents

enrolled

whoare…

Whoarethestudents

atthisschool?

African

American

American

Indian

Asian

Filipino

Latino

PacificIslander

White

Gifted

andtalented

Studentswith

disabilities

Englishlearners

Reclassified

fluent

Englishproficient

Econom

icallydisadvantaged

Studentsenteringandleaving

Totalnumber

ofstudents

enrolled:

How

arestudents

perform

ingin

magnet

centers?

ELA

MagnetCenter

Math

Studentsscoringproficientoradvanced

in…

**Studentperformance

isdetermined

byAYPcriteria(CAHSEE,CAPA)

*96%

attendance

isequalto7daysabsent

--

746

15

47%

51%

42%

22%

24%

19%

14%

16%

14%

22%

17%

26%

52%

50%

58%

60%

60%

65%

68%

75%

69%

412

41-5

00

42

0

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01

43

1

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92

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-12

72%

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%73

%64

% 2450

FAIR

FAX

SE

NIO

R H

IGH

EN

G -

H.S

.

GROWTH

Sch

oolPerform

ance

Framew

orkmea

suresof

acad

emic

grow

thov

ertime

ThisSchoolEarnstheClassificationof:

NumberofSchoolsbyClassification

StatusPoints

GrowthPoints

FordetailedinformationontheSchoolPerformanceFramework,pleasevisit

http://schoolinfosheet.lausd.net/budgetreports/schperfreports.jsp

How

much

Aca

dem

icGrowth

over

Tim

e(A

GT)did

the

schoo

lmak

eon

stan

dardized

tests?

Ametho

dknow

nas

value-adde

danalysishelpsus

know

howmuchstud

entshave

prog

ressed

onstandardized

testsfrom

oneyearto

thenext.The

tablebe

lowprovides

grade-levelAGT

results

forE

nglishlang

uage

arts(ELA

)and

Mathforthe

pastacadem

icyear2011-12.

Excelling

Achieving

Service&Support

Watch

Focus

1

Are

studen

tssh

owinghighattendan

cean

dgrad

uationrates

andlow

susp

ension

?(StatusMea

sure

2)?

STATUS

TheLA

USDSchoo

lPerform

ance

Fram

ework(SPF)isasystem

thatclassifiesscho

olsbased

upon

relativepe

rformance

onStatusMeasuressuch

asachievem

ent,attend

ance

andbe

hav-

iorandGrowthMeasuresfrom

Acade

micGrowthoverTime.Thefollowingsections

provide

detailedinform

ationabou

tascho

ol’spe

rformance

onthesemeasures.

TheAcademicPerformance

Index(API)isascoreCaliforniagiveseach

schoolbasedon

student

testscores.200

isthelowestpossiblescore.80

0isthetargetAPIscore;1000

isthemaximum

.

APISco

reChangefrom

2010-2011

2011-2012

Sch

oolPerform

ance

Framew

orkmea

suresof

achievem

ent,

attendan

cean

dbeh

avior

2010-11

2011-12

Englishlanguagearts

Studentsscoringattheproficientoradvanced

performancelevelin…

Math

Algebra

Englishlanguagearts

Studentsscoringatthebelowbasicorfarbelowbasicperformancelevelin…

…passingtheCAHSEEinthe10thgrade?

Howmanystudentsare...

*96%

attendanceisequalto7daysabsent

Math

Algebra

Studentswith96%orhigherattendance*

Studentssuspendedoneormoretimes

Studentsgraduatinginfouryears

LAUSD

Average

Are

studen

tsmee

tingCalifornia

stan

dardsin

English

langu

agearts

andmath?

(StatusMea

sure

1)Stude

ntsingrades

2-11

aretested

annuallytoassess

theirachievementofstatecontent

standards.CaliforniaStand

ards

Test(CST)scoresfallinto1of

5pe

rformance

levels.The

state’sgo

alisforallstud

entstoscoreproficientor

advanced

,the

top2pe

rformance

levels.

Sch

oolPerform

ance

Framew

orkStatusis

bas

edon

the

schoo

l’sperform

ance

ontheab

ovemea

sures.

How

man

ystatus

points

didth

issc

hool

earn

unde

rth

eSPF?

...ou

tof

apo

ssible

2

Datanotshownwhenthenumberofstudentsorotherrespondentsis10orlesstoprotectstudentprivacy

andensurestatisticalaccuracy,orwhendataarenotavailable.

Finddetailedinformationaboutyourschool’sAGTresultsonlineathttp://agt.lausd.net.

How

doe

sthis

schoo

l’sfinal

perform

ance

clas

sifica

tion

---under

theSch

oolPerform

ance

Framew

ork---

compareto

other

schoo

ls?

Pointsareearned

basedon

actualscho

ollevelperform

ance

across

anu

mbe

rofm

etrics.Each

high

scho

olearnsastatus

pointtotal.Thisscho

ol’sspecificSPF

classificationislistedinthetable

below,along

with

thedistrib

utionof

allLAUSDhigh

scho

olsaccordingto

theirfinalclassification.

Sch

oolPerform

ance

Framew

orkGrowth

isbas

edon

the

schoo

l’sab

ilityto

improveperform

ance

asmea

suredbyAGT.

How

man

ygr

owth

points

didth

issc

hool

earn

unde

rth

eSPF?

...ou

tof

apo

ssible

FarBelow

Predicted

Below

Predicted

AtPredicted

Above

Predicted

FarAbove

Predicted

CAHSEEELA

CAHSEEMath

CSTELAGrade9

CSTAlgebraI

34

In2011-12,students,staff,andparentsweresurveyedabouttheirexperiencesat

thisschool.Hereiswhattheytoldus...

LEARNING

environmentSTUDENT groups

What

percentage

ofstudents

isscoringproficientor

advancedacross

studentgroups?**

Form

oreinformationon

thesurveyresults,gotohttp://schoolsurvey.lausd.net.

2010-112011-12

What

isim

portantto

know

about

staffat

thisschool?

LAUSD

Average

Stu

dents:

Num


Whatwearelearning

takesalotofthinking.

Adultsatthisschoolknow

myname.

Myschoolisclean.

Ifeelsafeon

schoolgrounds.

Par

ents:

Num


Ifeelwelcometoparticipateatthisschool.

Theschooloffersmeopportunitiestoparticipateincouncils,parentorganizations.

Italkwith

theteacheraboutm

ychild’sschoolwork.

Mychild

issafeon

schoolgrounds.

Staff:

Num


IgetthehelpIneedtocommunicatewith

parents.

Iamproud

ofthisschool.

Myschoolisclean.

Ifeelsafeon

schoolgrounds.

Teachersatthisschoolforatleast3years

Staffwith

96%orhigherattendance*

What

isthehighestlevelof

education

students

PLANto

complete?

Stu

dents

resp

onding:

Highschool

Vocationalschool

2-yearcollege

Unsureofpla

ns

Graduateschool

4-yearcollege

Academiccoursestaughtby

ahighlyqualified

teacher(fullyaccredited,demonstratessubjectarea

competence)

Allstudents

African

American

American

Indian

Asian

Filipino

Latino

PacificIslander

White

Math

ELA

Englishlearners

Econom

ically

disadvantaged

Perform

ance

ofdifferentgroups

What

it’slike

tobeat

thisschool

Percentage

ofstudents

enrolled

whoare…

Whoarethestudents

atthisschool?

African

American

American

Indian

Asian

Filipino

Latino

PacificIslander

White

Gifted

andtalented

Studentswith

disabilities

Englishlearners

Reclassified

fluent

Englishproficient

Econom

icallydisadvantaged

Studentsenteringandleaving

Totalnumber

ofstudents

enrolled:

How

arestudents

perform

ingin

magnet

centers?

ELA

MagnetCenter

Math

Studentsscoringproficientoradvanced

in…

**Studentperformance

isdetermined

byAYPcriteria(CAHSEE,CAPA)

*96%

attendance

isequalto7daysabsent

--

1,87

2

234 51

1,79

35%

92%

89%

74%

66%

70%

62%

96%

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ESC WEST310-914-2100

BOARD DISTRICT 4STEVE ZIMMER213-241-6387

PARENT SERVICES866-669-7272

EN

G -

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.

56

How

areAfrican

Americans,Englishlearnersand

students

inspecialeducation

perform

ing?**

Englishlearne

rsmustachieve

3go

alsto

bereclassifie

das

fluen

tEng

lishproficient

(RFE

P):1.

Sco

reproficient

ontheCalifo

rniaEn

glishLa

ngua

geDevelop

men

tTest(CEL

DT)2.

Sho

wba

sicskillson

the

Califo

rniaStand

ards

Test(CST

)-EL

A3.

Bereco

mmen

dedby

thescho

olby

passingEn

glishco

urses

with

a“C

”or

bette

r.

Englishlearners…

1 2 3Thissectionshow

sinform

ationab

outthree

major

stud

entg

roup

swho

have

been

historicallyun

der-

served

andha

vestrugg

ledto

mee

tperform

ance

targetsinEn

glishlang

uage

arts(ELA

)and

math.

Eng

lish

lang

uage

arts

Studentsinspecialeducation

scor

ing

pro

ficient

orad

vanc

edin…

2010-112011-12LAUSD

Average

AfricanAmericans

scor

ing

pro

ficient

orad

vanc

edin…

Mat

h

Eng

lish

lang

uage

arts

Mat

h ...sc

oring

pro

ficient

onth

eCELD

T

...sc

oring

bas

icor

abov

eon

CST-

ELA

...pas

sing

Eng

lish

cour

seswith

“C”or

bet

ter

**Stu

den

tper

form

ance

isdet

erm

ined

byAY

Pcr

iteria

(CAHSEE,C

APA

)

LEARNmore

2010-11

2011-12

Gra

dua

tespas

sing

allA

-Gco

urse

swith

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How

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LAUSD

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How

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movingtowardhighschoolgraduation?

READINESS

For

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pleterequ

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dpa

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How

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Below

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alsto

helpyour

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repa

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ntranceinto

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raco

mpletelisto

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child’sscho

ol,goto

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p.ed

u/do

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Ascho

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)onstan

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dstud

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disabilities,En

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stud

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ethn

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ps).Fo

rinformationon

thespecificrequ

iremen

tsforyou

rschoo

l,visit

http://w

ww.cde

.ca.go

v/ta/ac/ar/ a

ndclickon

thelinkcalledSc

hoolLe

velAYP

Rep

orts.

Did

this

scho

olm

eetAY

Pre

quir

emen

ts?

How

man

yre

quir

emen

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esc

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mee

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outof

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ssib

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ATitle

Ischoo

lisinProgramImprovement(PI)status

whe

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requ

iremen

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henthisha

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thescho

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tifiedwhe

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PIstatus.You

may

view

aco

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Wha

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Abouttheschool

Dat

ano

tsho

wn

whe

nth

enu

mber

ofstud

ents

orot

herr

espon

den

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10or

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den

sure

stat

istic

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rwhe

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eno

tava

ilable.

DOESHOWYOURSCHOOLMEASURE

UP? Findoutmoreathttp://reportcard.lausd.net

Los

Ange

les

Unif

ied

Sch

ool

Dis

tric

t

SCHOOL

repor

tca

rd11 12

SCHOOLreport card

1112

Developedinpartnershipwith

Stu

den

tsA

chie

vin

ga

“C”

orbet

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es

Stu

den

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raduat

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inFou

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ears

outof

stud

ents

outof

stud

ents

DearParentorGuardian,

Ourresponsibilityforeducatingour

childrenistoworktogetheras

ateam

—theschoolanddistrictstaff,parents,

guardians

andfamilies,and

stud

ents

them

selves.W

eallneedtomakeourb

est

efforts,individually

andas

agroup,to

supportourstud

ents,believe

intheir

abilitiesandpotential,andcreate

cond

itionsfortheirsuccess.

The2011-12SchoolR

eportC

ard,

revisedwith

inputfrom

variousparent

andcommunity

groups,isavaluabletool

foryou

tolearnaboutyourstudent’s

school.B

ring

thisdocum

entw

ithyou

whenyouvisitw

ithyourstud

ent’s

teacher(s).Learn

howyourschoolis

working

tohelpyourstud

entread,w

rite,

think,andspeakatorabovegradelevel.

Ask

questions.Findouthow

youcan

help.W

eareateam

,and

weneed

you!

Dr.John

E.D

easy

Sup

erintend

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Principal

--

56%

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No 14 22

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LAUSD Smaller Learning Communities Evaluation, Cohort 8 Schools, 2011-12 (Year 4) Appendix C

Public Works Page C-1

2009 2010 2011 2012Net

Change(N=1,202) (N=303) (N=335) (N=254) (N=-948)

Rigorous, Relevant Curriculum & Instruction

Students understand classroom academic expectations (i.e., they understand what standard

they are being held accountable for).81% 92% 89% 87% 6%

Instruction is culturally responsive and accommodates diverse student interests, learning styles

and educational needs. 84% 93% 87% 89% 5%

School-wide instructional decisions usually take into account the needs of English Language

Learner (ELL) students.78% 87% 89% 79% 1%

Curriculum and instruction is organized so that all students are expected to learn and perform

at high levels. 78% 91% 87% 84% 6%

There is a clear, connected and comprehensive model for monitoring student progress. 67% 83% 79% 79% 12%

Examination of disaggregated student data is a regular part of school planning and

assessment. 60% 85% 76% 69% 9%

Average 75% 89% 85% 81%

Professional Learning Community

Small learning community team members meet regularly for planning, curriculum, and

activities. 78% 87% 87% 77% -1%

There is sufficient time for teachers to discuss and analyze student work in small learning

community team meetings.41% 51% 50% 42% 1%

There is sufficient time for teachers to support students’ academic and personal needs and to

help them plan for the future. 44% 55% 56% 47% 3%

Teachers are part of a professional community of practice that is collaborative and public. 74% 86% 80% 77% 3%

Professional development for the SLC initiative is designed by teachers and is specific for our

school. 66% 72% 68% 67% 1%

Professional development promotes greater alignment of instruction with academic standards

and accountability requirements.64% 81% 77% 73% 9%

Small learning community topics are a regular feature of school-wide professional

development. 65% 72% 70% 68% 3%

Average 62% 72% 70% 64%

Personalization

Students experience personalized instruction that is based on diverse learning styles and

multiple intelligences. 70% 79% 79% 76% 6%

Students experience personalized instruction that blends academic rigor with projects that

reflect students’ interests, life experiences, and culture. 72% 76% 78% 76% 4%

Students complete a written educational plan that encompasses goals for high school and

postsecondary education with teachers and/or counselors. 55% 77% 64% 57% 2%

Students receive verbal counseling regarding their secondary and postsecondary course plan

from teachers and/or counselors. 79% 95% 87% 80% 1%

Students receive career planning and guidance in the form of career inventories and

assessments, job shadowing opportunities, field trips, and career fairs. 71% 79% 69% 65% -6%

All students at this school have an adult advocating for their academic and personal needs. 53% 71% 64% 61% 8%

Students have opportunities to work with one or more teachers over multiple years (e.g.,

“looping” and “student advisories”). 65% 77% 68% 64% -1%

Student discipline is not a major problem area at this school. 39% 65% 63% 63% 24%

Students experience a safe learning environment. 73% 91% 92% 92% 19%

Students have opportunities for learning that extend beyond the Instructional day including

after-school programs, college courses, Internships, etc.86% 93% 90% 89% 3%

There is a clear process for referring a student for academic intervention. 60% 70% 69% 62% 2%

Average 66% 79% 75% 71%

LAUSD - Staff Survey COHORT 8



2009 2010 2011 2012Net

Change(N=1,202) (N=303) (N=335) (N=254) (N=-948)

Identity of Small Learning Communities

Small learning communities at this school have an educational philosophy that is shared by

students, staff, families, and community partners. 62% 73% 68% 69% 7%

Small learning communities have unique academic identities. 72% 77% 71% 79% 7%

Small learning communities have distinct physical boundaries. 45% 71% 59% 66% 21%

Small learning communities make decisions regarding curriculum, instruction, and assessment. 53% 59% 56% 54% 1%

Small learning communities make decisions regarding budget, personnel, and facilities. 42% 52% 37% 47% 5%

Small learning communities make decisions related to the master schedule and student

programming. 57% 57% 51% 52% -5%

Small learning communities make decisions related to student conduct and issues of

community safety. 52% 66% 65% 54% 2%

Small learning communities have administrators or teacher-directors who lead a cohesive

faculty. 69% 90% 83% 83% 14%

The school’s master schedule supports small learning communities. 57% 70% 56% 63% 6%

Average 57% 68% 61% 63%

Inclusive Programs and Instructional Practices

Admission to small learning communities is open and inclusive. 68% 80% 74% 77% 9%

Small learning communities include heterogeneous groupings of students and are not tracked

by student ability. 74% 87% 83% 81% 7%

Small learning communities provide information and outreach about their programs to high

school students and parents. 73% 86% 73% 76% 3%

Small learning communities provide information and outreach about their programs to middle

school students and parents. 65% 83% 71% 70% 5%

Most staff at this school are committed to the principle that “all children can learn.” 76% 91% 86% 88% 12%

Average 71% 85% 77% 78%

Vision, Leadership & Management

The vision and goals for implementing small learning communities are well understood by staff. 60% 81% 73% 74% 14%

All staff members have a say in school decisions. 42% 55% 50% 53% 11%

The results of major school decisions are communicated to all staff. 59% 78% 76% 73% 14%

Most staff members at this school trust one another. 47% 81% 71% 68% 21%

This school has a strong leadership team that guides instruction and the implementation of the

small learning communities initiative. 56% 82% 75% 75% 19%

The architectural design and/or use of space at this school support the implementation of small

learning communities. 43% 74% 60% 63% 20%

Average 51% 75% 68% 68%

Parent and Community Engagement

This school encourages partnerships with employers, postsecondary institutions, and others

necessary to implement small learning communities. 60% 75% 63% 68% 8%

Community partners, employers, and businesses are involved in the development of small

learning communities. 40% 52% 40% 44% 4%

Parents are considered key collaborators and contributing members to the school community. 55% 73% 67% 72% 17%

Average 52% 67% 57% 61%

LAUSD - Staff Survey COHORT 8 (Continued)



2009 2010 2011 2012 Net Change

(N=1,363) (N=1,478) (N=1,307) (N=1,325) (N =-38)

Rigor

Teachers teach academic subject matter at a high level 72% 82% 83% 84% 12%

My teachers are willing to alter or modify how they teach in order to make sure that

all or nearly all students understand what is being taught.64% 73% 75% 74% 10%

My teachers provide me with information on how I can become a higher achieving

student.68% 78% 83% 83% 15%

I can get tutoring and other help if I'm having trouble in school. 84% 89% 91% 89% 5%

My teachers are clear about what they expect from me. 71% 81% 84% 82% 11%

My teachers are fair about how they grade me 66% 73% 75% 75% 9%

I have been encouraged to take Advanced Placement (AP) and Honors courses. 51% 56% 63% 61% 10%

I will be prepared to enter college when I am finished with high school. 78% 86% 88% 84% 6%

Average 69% 77% 80% 79%

Relevance

I have the opportunity to do assignments and projects about interesting topics in

class.70% 68% 74% 70% 0%

The assignments and activities in my classes show me that teachers want to connect

learning to students' life experiences and culture.66% 62% 69% 66% 0%

My teachers know something about my goals and aspirations for the future. 42% 42% 51% 45% 3%

My classes show how what I am learning will be useful and beneficial in future

education or in a future career.68% 74% 76% 72% 4%

My classes have encouraged me to consider further education after high school. 76% 81% 84% 82% 6%

I will be prepared for employment when I am finished with high school. 78% 80% 82% 80% 2%

Average 67% 68% 73% 69%

Relationships

My teachers know my academic strengths and where I could improve academically. 68% 70% 75% 72% 4%

My teachers demonstrate that they are interested in my academic success. 67% 65% 70% 66% -1%

I talk to my teachers or a counselor regularly about my high school educational plan. 41% 37% 48% 44% 3%

I have worked with a counselor to develop a written educational plan that reflects my

needs and interests.35% 41% 47% 38% 3%

I have worked with a teacher to develop a written educational plan that reflects my

needs and interests.35% 33% 37% 30% -5%

I feel that I belong to a school-wide community. 62% 68% 73% 74% 12%

I feel safe when I am at school. 65% 79% 79% 83% 18%

I have an adult at this school that I can go to for help with school and for personal

support.57% 41% 65% 64% 7%

My parents feel comfortable with my teachers if they have questions or need

information.72% 77% 81% 81% 9%

Average 56% 57% 64% 61%

LAUSD - Student Survey COHORT 8

10th Grade



2009 2010 2011 2012 Net Change

(N=1,020) (N=1,196) (N=1,270) (N=1,278) (N = 258)

Rigor

Teachers teach academic subject matter at a high level 77% 86% 86% 82% 5%

My teachers are willing to alter or modify how they teach in order to make sure

that all or nearly all students understand what is being taught.74% 82% 80% 76% 2%

My teachers provide me with information on how I can become a higher

achieving student.73% 86% 85% 81% 8%

I can get tutoring and other help if I'm having trouble in school. 83% 91% 90% 87% 4%

My teachers are clear about what they expect from me. 80% 87% 86% 84% 4%

My teachers are fair about how they grade me 76% 82% 84% 79% 3%

I have been encouraged to take Advanced Placement (AP) and Honors courses. 52% 62% 61% 55% 3%

I will be prepared to enter college when I am finished with high school. 82% 85% 87% 82% 0%

Average 75% 83% 82% 78%

Relevance

I have the opportunity to do assignments and projects about interesting topics in

class.74% 76% 79% 74% 0%

The assignments and activities in my classes show me that teachers want to

connect learning to students' life experiences and culture.72% 76% 76% 72% 0%

My teachers know something about my goals and aspirations for the future. 57% 62% 64% 58% 1%

My classes show how what I am learning will be useful and beneficial in future

education or in a future career.69% 77% 79% 74% 5%

My classes have encouraged me to consider further education after high school. 79% 89% 88% 84% 5%

I will be prepared for employment when I am finished with high school. 78% 82% 79% 77% -1%

Average 72% 77% 78% 73%

Relationships

My teachers know my academic strengths and where I could improve

academically.70% 77% 77% 73% 3%

My teachers demonstrate that they are interested in my academic success. 73% 75% 77% 72% -1%

I talk to my teachers or a counselor regularly about my high school educational

plan.59% 60% 67% 61% 2%

I have worked with a counselor to develop a written educational plan that

reflects my needs and interests.56% 60% 65% 57% 1%

I have worked with a teacher to develop a written educational plan that reflects

my needs and interests.46% 48% 49% 43% -3%

I feel that I belong to a school-wide community. 67% 74% 76% 72% 5%

I feel safe when I am at school. 75% 83% 83% 80% 5%

I have an adult at this school that I can go to for help with school and for

personal support.67% 76% 78% 73% 6%

My parents feel comfortable with my teachers if they have questions or need

information.70% 80% 81% 79% 9%

Average 65% 70% 73% 68%

LAUSD Student Survey COHORT 8

12th Grade



LAUSD C8 Senior Follow-up Survey2008-09Year 1

(N=485)

2009-10Year 2

(N=474)

2010-11Year 3

(N=641)

2011-12Year 4

(N=657)Net Change

Yes 87% 91% 95% 94% 7%No 13% 9% 5% 6% -7%

Credit Deficient 62% 33% 45% 76% 14%Did Not Pass CAHSEE 23% 57% 23% 13% -10%

Both 11% 19% 3% 10% -1%Other 5% 14% 29% 7% 2%

3. Are you currently enrolled in any school?

Yes 80% 72% 82% 74% -6%No 20% 28% 18% 26% 6%

Four-year college or university 24% 22% 41% 40% 16%Public community college 69% 76% 55% 55% -14%

Less than 2-year private or public vocational or technical school 7% 2% 4% 5% -2%

Full-time 72% 73% 79% 69% -3%Part-time 28% 27% 21% 31% 3%

Yes 97% 99% 98% 97% 0%No 3% 1% 2% 3% 0%

Occupational certificate or license 12% 1% 3% 4% -8%Associate's degree (AA/AS) 38% 28% 31% 41% 3%Bachelor's degree (BA/BS) 31% 55% 52% 44% 13%Master's degree (MA/MS) 13% 16% 10% 6% -7%

No degree plans, just taking courses to upgrade job skills 18% 2% 5% 3% -15%

Yes 88% 82% 94% 86% -2%No 12% 18% 7% 14% 2%

Occupational certificate or license 10% 0% 2% 2% -8%Associate's degree (AA/AS) 33% 2% 3% 7% -26%Bachelor's degree (BA/BS) 17% 26% 38% 25% 8%Master's degree (MA/MS) 13% 41% 41% 42% 29%

Professional degree (Ph.D., MD, DDS, JD, etc.) 0% 25% 13% 15% 15%No degree plans, just take courses to upgrade job skills 17% 2% 1% 5% -12%

I don't plan to enroll in school or college 10% 4% 1% 4% -6%

Yes 32% 24% 31% 33% 1%No 68% 76% 69% 67% -1%

Working full-time (35 hours per week or more) 19% 19% 18% 20% 1%Working part-time (less than 35 hours per week) 81% 81% 82% 80% -1%

Yes 1% 2% 1% 2% 1%No 99% 98% 99% 98% -1%

5. Are you attending school full-time or part-time?

4. In what type of school are you enrolled?

1. Did you graduate from high school?

2. What was the reason you did not graduate from high school?

6. Do you plan to continue attending school next year?

7. What degree(s) or credential(s) do you plan to earn at your current school or college?

8. If you are not currently enrolled in school or college, do you plan to enroll in the next year or two?

9. Thinking ahead, what is the highest degree you hope to obtain?

10. Are you currently employed?

11. Are you:

12. Are you in the military?



LAUSD C8 Senior Follow-up Survey (continued)2008-09Year 1

(N=485)

2009-10Year 2

(N=474)

2010-11Year 3

(N=641)

2011-12Year 4

(N=657)

Net Change

Yes 1% 1% 4% 3% 2%No 99% 99% 96% 97% -2%

Very Well 27% 24% 23% 28% 1%Well 64% 72% 65% 41% -23%

Not Too Well 4% 2% 7% 7% 3%Not At All 1% 0% 0% 1% 0%

Don't Know 4% 2% 6% 22% 18%

Very Well 33% 22% 24% 26% -7%Well 55% 70% 63% 34% -21%


Don't Know 4% 2% 6% 23% 19%

Very Well 30% 22% 27% 19% -11%Well 51% 68% 60% 40% -11%


Don't Know 9% 3% 6% 23% 14%

Very Well 26% 25% 26% 34% 8%Well 56% 66% 61% 34% -22%

Not Too Well 7% 3% 7% 8% 1%Not At All 2% 4% 0% 1% -1%

Don't Know 8% 3% 6% 23% 15%

Very Well NA 33% 34% 38% 6%Well NA 60% 55% 32% -28%

Not Too Well NA 4% 6% 6% 2%Not At All NA 1% 0% 2% 1%

Don't Know NA 3% 5% 22% 19%

Very Well NA 38% 35% 39% 2%Well NA 55% 53% 25% -30%


Don't Know NA 3% 5% 22% 19%

Very Well NA 21% 29% 15% -6%Well NA 55% 49% 27% -28%


Don't Know NA 6% 7% 26% 20%

Very Well NA 23% 27% 18% -5%Well NA 52% 49% 25% -27%


Don't Know NA 5% 7% 26% 21%

More academically rigorous (college preparatory) courses 22% 33% 24% 33% 11%

More counseling and guidance related to college preparation 57% 42% 29% 46% -11%More career-related/technical/vocational (including ROP) courses 35% 26% 30% 40% 5%

More exposure to career-related or work-based activities 24% 31% 31% 48% 24%

22. Looking back at your high school experiences, which of the following would have been useful in helping you prepare for life beyond high school?

21. Overall, how well did your high school counselors prepare you for finding a job or career path?

13. Are you in an apprenticeship program?

18. Overall, how well did your high school teachers prepare you for college/university/or other training?

19. Overall, how well did your high school counselors prepare you for college/university/or other training?

20. Overall, how well did your high school teachers prepare you for finding a job or career path?

14. How well did your English classes in high school prepare you for your current educational path and/or job?

15. How well did your Mathematics classes in high school prepare you for your current educational path and/or job?

16. How well did your Science classes in high school prepare you for your current educational path and/or job?

17. How well did your History/Social Studies classes in high school prepare you for your current educational path and/or job?

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12/3/13 University of California a-g Course Lists

https://doorways.ucop.edu/list/app/home;jsessionid=05411D1CD52BD165860834D2133755A1?execution=e1s4 1/10

Fairfax High SchoolLos Angeles Unified School District - Secondary Counseling

Carmina Nacorda, Principal

Street Address: 7850 Melrose Avenue, Los Angeles, CA 90046-7210

Mailing Address: 7850 Melrose Avenue, Los Angeles, CA 90046-7210

Phone: (323) 370-1200

Web Site:

Course Contact: Rene Barbosa

Course Contact Phone: (323) 370-1200 Ext:

School Accreditation (WASC) Status: Yes, Full Accreditation (through 2014)

School Demographic Information Last Updated: 11/14/13 1:12 AM

Course List Last Updated: 11/14/13 1:12 AM

ATP/CEEB code:

051590CDS code: 19 64733

1932920

School Governance: Public

Primary School Type:

Comprehensive HS (classroom

based)

Secondary School Type:

Comprehensive HS

Special Program(s):

Term Type:

Course List for 2013-14

The following courses meet requirements for admission to the University of California.

denotes courses that have been approved for extra honors credit: a=5, b=4, c=3.

denotes courses that cannot be used to fulfill the "g" elective requirement.

The 'category' column represents the specific subject requirement fulfilled by the course.

Click the year link to go to the course list for that year

All available course lists for this school: 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-

12 2012-13 2013-14

a - History / Social Science - 2 years required Two years of history/social science, including one year of World History, Cultures or Geography; and one year of USHistory or one-half year of US History and one-half year of American Government/Civics.

Course TitleTranscript

Abbreviation(s)Category

Honors

TypeCourse Notes

AP Government and

Politics United States AP GOVT & POL American Government

/ Civics AP

Semester

A version of this course

may be offered online

AP United States

History AP US HIST AB U.S. History AP



AP World History AP WLD HIST AB World History /

Geography / Cultures AP





Geography AB GEOG AB World History /

Geography / Cultures



H Principles of Amer.

Democracy H PRIN AM DEMO

American Government

/ Civics H

Semester

H US History 20th

Century AB H US HIST 20 AB U.S. History H



H World History, Cult,

Geog: Modern World

AB

H WHG: MOD WLD AB World History /




Principles of American

Democracy PRIN AM DEMOCR

American Government

/ Civics

Semester



U.S. History since the

Civil War (Apex

Learning)

US HIST AB APX, US

HIST AB APXL U.S. History

Online Course

US History (Edgenuity)

US HIST AB EDG U.S. History

Online Course

US History 20th

Century AB US HIST 20TH AB U.S. History



World History since

the Renaissance (Apex

Learning

WHG M AB APX, WHG M

AB APXL

World History /


Online Course

World History, Culture

Geography: Mod World

AB

WHG: MOD WLD AB World History /




b - English - 4 years required Four years of college preparatory English. Students may only use 1 year of ESL/ELD English.



Honors

TypeCourse Notes

Advanced English

Language

Development

ADV ELD SH AB English-ESL/ELD

African-American

Literature AFRO-AM LIT English

Semester



American Literature

Composition AM LIT COMP English

Semester



AP English LanguageAP ENG LANG AB English AP





and Composition

AP English Literature

and Composition AP ENG LIT AB English AP



Contemporary

Composition CONTEMP COMP English

Semester



English 10 AB ENGLISH 10 AB, H

ENGLISH 10 AB English



English 9 AB ENGLISH 9 AB English



English I (Apex

Learning)

ENG 9AB APX, ENG 9AB

APXL English

Online Course

English II (Apex

Learning)

ENG 10AB APX, ENG

10AB APXL English

Online Course

English Language Arts

10 (Edgenuity) ENG 10AB EDG English

Online Course

English Language Arts

9 (Edgenuity) ENG 9AB EDG English

Online Course

Expository

Composition EXPOS COMP English

Semester



Great Books GREAT BOOKS English

Semester



H Advanced

Composition H ADV COMP English

Semester



H American Literature

Composition H AM LIT COMP English H

Semester



H Contemporary

Composition H CONTEMP COMP English H

Semester



H English 9AB H ENGLISH 9 AB English





H LITERARY ANALYSIS H LIT ANALYSIS AB English A version of this course


Literacy and Language

L & L EL SH AB English-ESL/ELD

Literature of Minorities

in America H LIT MINOR AMER English

Semester

World Literature WORLD LIT English

Semester



c - Mathematics - 3 years required , 4 years recommended Three years of college preparatory mathematics that includes the topics covered in Elementary Algebra/Algebra 1,Geometry and Advanced Algebra/Algebra 2. Approved Integrated Math courses may be used to fulfill part or all ofthis requirement.



Honors

TypeCourse Notes

Algebra 1 ALGEBRA 1, ALGEBRA

1AB Algebra 1



Algebra 2AB ALGEBRA 2AB, H

ALGEBRA 2AB Algebra 2



Algebra I (Apex

Learning)

ALG 1AB APX, ALG 1AB

APXL Algebra 1

Online Course

Algebra I (Edgenuity) ALG 1AB EDG Algebra 1 Online Course

Algebra II (Apex

Learning)

ALG 2AB APX, ALG 2AB

APXL Algebra 2

Online Course

Algebra II (Edgenuity)

ALG 2AB EDG Algebra 2

Online Course

AP Calculus AB AP CALCULUS AB Advanced

Mathematics AP



AP Calculus BC AP CALCULUS BC Advanced

Mathematics AP



AP Statistics AP STATSTICS AB Statistics AP



Geometry (Apex

Learning)

GEOMET AB APX,

GEOMET AB APXL Geometry

Online Course

Geometry (Edgenuity) GEOMET AB EDG Geometry

Online Course

Geometry AB GEOMETRY AB Geometry





H Mathematical

Analysis AB H MATH ANALY AB

Advanced

Mathematics H

Mathematical Analysis

AB MATH ANALY AB

Advanced

Mathematics



Trigonometry/Math

Analysis AB TRG/MATH AN AB

Advanced

Mathematics



d - Laboratory Science - 2 years required , 3 years recommended Two years of laboratory science, including two of the three fundamental disciplines of Biology, Chemistry andPhysics. This requirement can also be met by completing the latter two years of a 3-year Integrated Scienceprogram.



Honors

TypeCourse Notes

AP Biology AP BIO AB Biological Science AP

A version of this

course may be

offered online

AP Chemistry AP CHEMISTRY AB Chemistry AP

A version of this

course may be

offered online

AP Environmental Science AP ENV SCI AB Interdisciplinary

Science AP

A version of this

course may be

offered online

AP Physics C: Mechanics AP PHYSICS AB, OLAA

AP PHYC AB Physics AP

A version of this

course may be

offered online

Biology AB BIOLOGY AB Biological Science

A version of this

course may be

offered online

Chemistry AB CHEMISTRY AB Chemistry

A version of this

course may be

offered online

H Biology AB H BIOLOGY AB Biological Science

A version of this

course may be

offered online

H Chemistry AB H CHEMISTRY AB Chemistry H

A version of this

course may be

offered online

H Physiology A B H PHYSIOLOGY AB Biological Science H



Integrated/Coordinated

Science 2AB INTCOOR SCI 2AB Integrated Science

A version of this

course may be

offered online

Marine Biology AB MARINE BIO AB Biological Science

A version of this

course may be

offered online

Physics AB PHYSICS AB Physics

A version of this

course may be

offered online

Physiology AB PHYSIOLOGY AB Biological Science

A version of this

course may be

offered online

e - Language Other than English - 2 years required , 3 years recommended Two years of the same language other than English.



Honors

TypeCourse Notes

AP Spanish Language

and Culture AP SPAN LNG AB LOTE Year 4+ AP



French 1AB FRENCH 1AB LOTE Year 1



French 2AB FRENCH 2AB, H

FRENCH 2AB LOTE Year 2



French 3AB French 3AB LOTE Year 3



French 4AB FRENCH 4AB LOTE Year 4+



Korean 1AB KOREAN 1AB LOTE Year 1









Spanish 1AB H SPAN 1AB, SPANISH

1AB LOTE Year 1





Spanish 2AB H SPANISH 2AB,

SPANISH 2AB LOTE Year 2



Spanish 3AB SPANISH 3AB LOTE Year 3



Spanish for Spanish

Speakers 1AB SPAN SP 1AB LOTE Year 2



Spanish for Spanish

Speakers 2AB SPAN SP 2AB LOTE Year 3



Spanish for Spanish

Speakers 3AB SPAN SP 3AB LOTE Year 4+



f - Visual & Performing Arts - 1 year required



Honors

TypeCourse Notes

Advanced Band AB ADV BAND AB Music (Advanced)



Advanced Orchestra

AB AD ORCH AB Music (Advanced)



AP Studio Art: 2-D

Design AP ST ART 2D AB Visual Arts (Advanced) AP



Art History and

Analysis AB ART HIST AN AB Visual Arts (Intro)



Beginning Ballet SH AB

BEG BALLE SH AB Dance (Intro)



Beginning Dance

Choreography and

Production

BEG DN CH/PR AB Dance (Intro)



Cartoon Animation AB CART/ANIMAT AB Visual Arts (Intro)



Choir AB CHOIR SH AB Music (Intro)



Design AB DESIGN AB Visual Arts (Intro)





Design Crafts AB DES CRAFT AB Visual Arts (Intro)

Digital Imaging 1AB DIG IMAG SH 1AB Visual Arts (Intro)



Digital Imaging 2AB DIG IMAG SH 2AB Visual Arts (Advanced)



Drawing AB DRAWING AB Visual Arts (Intro)



Guitar AB GUITAR SH AB Music (Intro)



Instruments AB INSTRUMENTS AB Music (Intro)



Introduction to Art AB INTRO ART AB Visual Arts (Intro)



Modern Dance SH IAB MOD DANC SH 1AB Dance (Intro)



Music Technology A B MUSIC TECH AB Music (Intro)



Painting 1AB PAINTING 1AB Visual Arts (Intro)



Photography 1A B PHOTO 1AB Visual Arts (Intro)



Photography 2 AB PHOTO 2AB Visual Arts (Advanced)



Sculpture 1AB SCULPTURE 1AB Visual Arts (Intro)



Theatre History and

Production SH THEATRE HIST AB Theater Arts (Intro)



Theatre Introduction

SH AB THEA INTRO AB Theater Arts (Intro)



Theatre Production SH

THEA PROD AB

Theater Arts

(Advanced)






Vocal Ensemble AB VOC ENSEMBLE AB Music (Advanced) may be offered online

g - Elective - 1 year required One year (two semesters), in addition to those required in "a-f" above. All courses must be listed under "a-f" abovewith the exception of courses marked with a blue diamond ( ) in Mathematics, Language Other than English, andVPA; plus the following:



Honors

TypeCourse Notes

Advanced Physical Science

AB ADV PH SCI AB Science-Physical

A version of this

course may be

offered online

AP Macroeconomics AP MACRO ECONO History / Social

Science AP

Semester

A version of this

course may be

offered online

AP Psychology AP PSYCHOLOG AB History / Social

Science AP

A version of this

course may be

offered online

AVID Senior Seminar AB AVID SR SEM AB English

A version of this

course may be

offered online

Constitutional Law AB CONST LAW AB History / Social

Science

A version of this

course may be

offered online

Creative Writing CREAT WRITING English

Semester

A version of this

course may be

offered online

Economics ECONOMICS History / Social

Science

Semester

A version of this

course may be

offered online

H Economics H ECONOMICS History / Social

Science

Semester

A version of this

course may be

offered online

Integrated/Coordinated

Science 1AB INTCOOR SCI 1AB Science-Integrated

A version of this

course may be

offered online



Introduction to Psychology

INTRO PSYCH

History / Social

Science

Semester

A version of this

course may be

offered online

Journalism 1AB JOURN 1AB English

A version of this

course may be

offered online

Science Technology &

Research 1AB SCI TCH & R 1AB Science-Physical

A version of this

course may be

offered online

Speech AB SPEECH AB English

Semester

A version of this

course may be

offered online

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© 2001-2013 UC Regents

Fairfax High School PROFESSIONAL DEVELOPMENT 2012-2013

LAUSD & Fairfax High Schoolí s Instructional Priorities: 1. Transition to and implementation of the Common Core State Standards (CCSS) 2. Improving instruction for English Learners by implementing the new English Learner (EL) Master Plan 3. Use of the Teaching and Learning Framework to improve teaching and learning across the District

Norms for Professional Development We will:

• Arrive to meetings on time • Work together as a learning community that values consensus rather than majority rule • Examine all points of view before a consensus is accepted • Be guided by the School Mission Statement and PD Goals which empowers all students to become

independent, critical thinkers while working toward academic and person success • Listen attentively and respectfully to the opinions of others

Professional Development Goals • The goal of our Professional Development is to intellectually engage and address the complexity

of teaching by deepening and broadening knowledge through pedagogical practices • To provide high levels of learning through focused professional development activities that will

transfer into daily instructional practices leading to consistent, continuous and sustained improvements in student achievement

• To create a community of collaborative learners that consistently supports each other by working together to learn about one anotherí s strengths and weaknesses; to share professional knowledge and skills; exchange ideas; and one that will allow for peer review, coaching and mentoring

• To build a school culture that respects diversity among students and staff • To increase the content knowledge of standards-based teaching strategies appropriate to the

area of instruction where all students can be successful learners

Professional Development FOCUS ITEMS • Review data from multiple assessments to inform instruction (WASC) • Implement SDAIE Strategies (WASC) • Adopt literacy strategies to be used school wide in all content areas (WASC) • Provide professional development that enhances cultural awareness and encourages the

use of culturally sensitive pedagogy (WASC) • Increase rigor in the 9th and 10th grade to increase participation rates in advanced

placement classes (WASC) • Teachers should meet regularly to examine student work and student achievement data

to modify classroom instruction (WASC) • Strengthen the use of embedded assessments and teacher collaborations using data to

inform instruction. Provide training and modeling of data team meetings and professional learning community practices to improve classroom instruction (SAIT)

• Use data from multiple assessments to identify the students who need to be placed in ELA, ELL, and mathematics intervention courses. Design the master schedule matrix around those studentsí needs (PI5)

• Create a two year professional development plan aligned to the instructional goals that address the identified needs of teachers and support staff (PI5)

• Department meetings and other professional development time will be focused on reviewing student achievement data in order to adapt pacing and instructional strategies to meet the identified needs of students (PI5)

All department and SLC meetings/agendas should address one or more of the focus items listed above. The list is a compilation of WASC, PI5 and Single School Plan focus areas.

Definitions of Key Instructional Terms Objectives

• Are what students should know and be able to do at the end of the class period • Are discrete and specific • Contain three elements: the condition (i.e. By the end of the class period), the criteria

(i.e. What students will know), and the behavior (i.e. What students will be able to do) Standards-Aligned Agenda

• An Agenda that aligns daily lesson activities to the Objective and Standard(s) Rigor

• The quality of being complex and cognitively challenging • Tasks and activities that demand high-level thinking (analyzing, evaluating,

synthesizing, inferring, judging, and applying) What is Rigor? Notes from Educational Leadership ñ October 2008: Volume 66, Number 2 Questions to Consider • How do we recognize and implement rigor in our professional practice? • What skill will students need to become good citizens and life-long learners? • What skills will students need to build successful careers? Rigor Redefined • Rigor is using critical thinking and problem solving skills in everyday life • Rigor accessing and analyzing information • Collaboration and Leadership: teamwork, cooperative learning and sharing • Curiosity and Imagination

Student Interaction • Student interacting with one another and the teacher, in a meaningful way, around

instructional content and the acquisition and creation of knowledge

Outcomes of Professional Development • Increased teacher competence will enable teachers to provide a challenging

environment that engages every student in higher levels of thinking • An increase in the development and implementation of strategies will maximize the

learning potential of every student • To provide ongoing, targeted intervention for student achievement through a 3-tiered

approach: Response to Instruction/Intervention • To enable teachers and administrators to provide guidance and advice to students that

supports lifelong learning • To increase staff collaboration through Professional Learning Communities • To sustain a school climate that supports high expectations for every student • To use research-based teaching strategies appropriate to the area of instruction where all

students can be successful learners • To build a school culture that respects diversity among students and staff • To increase the context knowledge of standards-based education and how to

implement best practices in classroom performance

Monitoring and Evaluation • Staff facilitated professional development • Coordinators and support staff will make frequent visits to classrooms to identify potential

underperforming students in order to provide targeted intervention • Regular meetings of a Professional Development Committee which consist of

administrators, coordinators, and teacher leaders to self evaluate • Classroom observations by administrators, parents, and colleagues • Guidance and assistance provided to staff with effective feedback • Peer evaluations by coaches, mentors, and NBC teachers • Administrator/LD4/District personnel visit to classrooms to monitor implementation of state

mandated curriculum and various strategies that address student needs

The TRUE MISSION OF A SCHOOL is revealed by what people do, not by what they say. Therefore, educators committed to bringing their mission statements to life in their school are relentless in examining every practice, procedure, and decision and in asking, ì Ö is this consistent with our mission of high levels of learning for all students?î

Creating the Foundation of a Professional Learning Community (Eaker, Du Four, Du Four)

***DRAFT***

SLC Professional Development Checklist

Necessary Elements: • A clear objective and/or goal is stated, participants know what they are working toward

and why they are working toward it • All material is based on your SLC Professional Development Plan or directly related to

your SLC • Hand-On strategies that engage teachers and are transferable to students as well

o Strategy explanation/handout is available to participants • All material is relevant to participants; the information given must be useful in the

classroom as well • Multiple types of participation are involved; lead teacher to group, teacher to teacher,

lead teacher to individual teachers

Other Suggested Elements: • There is an effective introduction to the professional development, the ì hookî• Facilitator creates a professional environment with a low affective level• Professional development is inquiry based• Facilitator is engaging participants to access prior knowledge and to construct new

understanding• Facilitator checks for understanding and clarifies material accordingly • Professional development has closure and/or extension activities• Professional development has follow-up from previous sessions

***DRAFT***

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Professional Development 2013-2014 The goal of our Professional Development is to intellectually engage and address the complexity of teaching by deepening and broadening

knowledge through pedagogical practices.

Instructional Priorities: 1. Transition to and implementation of the Common Core State Standards (CCSS) within the Teaching & Learning

Framework 2. Improving instruction for English Learners 3. Ensure that students graduate from high school college prepared and career ready; student complete the A-G

Requirements sequence required for a high school diploma

Norms for Professional Development We will:

• Sign-In • Arrive to meetings on time Professional Development (1:45 ñ 3:07 PM) & After-School Meetings/Faculty Meetings

(3:15 ñ 4:15 PM) • Work together as a community that values student achievement rather than our own agendas • Examine all points of view before a consensus is accepted • Be guided by the School Mission Statement which empowers all students to become independent, critical thinkers

while working toward academic and personal success • Listen attentively and respectfully to the opinions of others

PROFESSIONAL DEVELOPMENT TUESDAYS (MANDATORY) Number Date PD or

WASC Grouping Topic

1 8/20/2013 PD Whole Group / Focus Groups WASC Update/Group Objective

2 8/27/2013 WASC Focus Groups School Wide Data Analysis/Goal Setting

3 9/3/2013 PD Departments Department Data Analysis/Goal Setting

4 9/17/2013 PD Individual LTEL Mentoring

5 9/24/2013 WASC Focus Groups Visit Preparation and Chapter 4 Focus Groups

6 10/1/2013 PD Departments Growth Plan for Student Achievement aligned to CCSS and Teaching & Learning

7 10/15/2013 PD Small Learning Communities Aligning CCSS skills to SLC Themes within Curriculum

8 10/29/2013 WASC Focus Groups Visit Preparation and Chapter 4 Focus Groups

9 11/5/2013 PD Departments Secondary Periodic Assessment Planning & Preparation

10 11/12/2013 WASC Focus Groups Mock WASC Visit #1 Reflection & Preparation and Chapter 4 Focus Groups

11 11/19/2013 PD Focus Groups Visit Preparation and Chapter 4 Focus Groups

12 12/3/2013 PD Departments Reflection on New Secondary Periodic Assessment & plan for CCSS Implementation

13 1/14/2014 PD Small Learning Communities

Aligning CCSS skills to Assessments, SLC Themes and the Teaching and Learning Framework

14 1/21/2014 WASC Focus Groups Read & Review WASC Report

15 2/4/2014 PD Departments Aligning CCSS skills with Assessments, MP, CR, TDQs and the Teaching & Learning Framework

16 2/11/2014 WASC Focus Groups Mock WASC Visit #2 Reflection and preparation for WASC Visiting Team


Aligning CCSS skills with Assessments, MP, CR, TDQs and the Teaching & Learning Framework

18 3/4/2014 PD Individual LTEL Mentoring

19 3/18/2014 PD Departments or Workshop Format




21 4/29/2014 TLC Whole Group Child Abuse Awareness

REVISED: November 19, 2013 Approved by the Leadership Council August 12, 2013 Page 1 of 2

FACULTY MEETING (MANDATORY) Number Date Time

After School Faculty Meeting Topic 1 8/20/2013 1 hour Whole Group Administrative Certification

2 9/17/2013 1 hour Whole Group Administrative Certification

3 10/15/2013 1 hour Whole Group Safe School Plan

4 11/19/2013 1 hour Whole Group Chemical Safety/Blood-Borne Pathogens

5 12/17/2013 1 hour Whole Group Holiday Happening



8 3/18/2014 1 hour Whole Group CST

9 4/22/2014 1 hour Whole Group CST

10 5/20/2014 1 hour Whole Group Closing Procedures

AFTER-SCHOOL PROFESSIONAL DEVELOPMENT OPPORTUNITIES (VOLUNTARY - $25/HR RATE)Number Date Time

After School Grouping Topic 1 9/3/2013, 2/4/2014 1 hour Small Group/Voluntary Connect Ed

2 10/1/2013, 3/4/2014 1 hour Small Group/Voluntary Smarter Balance Assessments

3 11/5/2013, 4/8/2014 1 hour Small Group/Voluntary Language Objectives

4 12/3/2013, 5/13/2014 1 hour Small Group/Voluntary Data Analysis

MINIMUM DAYS (MANDATORY) Number Date Time/Min

Days Grouping Topic

1 12/20/2013 TLC (2 hours) Individual Prepare for Spring Semester

2 6/4/2014 TLC (2 hours) Small Learning Communities Reflection/Planning

3 6/5/2014 TLC (2 hours) Departments Reflection/Planning

SHORTENED DAYS (MANDATORY)

Number Date Time/ShortDays Grouping Topic

1 9/20/2013 TLC (1 hour) Individual Room Preparation/Cleaning/Planning




PUPIL FREE DAYS (MANDATORY)Number Date Time/Pupil

Free Grouping Topic

1 8/12/2013 3 hours Whole Group/Individual Opening Day / Room Prep

2 6/6/2014 1 hour Whole Group/Individual Closing Procedures / Room Cleaning

INSTRUCTIONAL LEADERSHIP TEAM (ILT)Number Date Time

After School Grouping Topic 1 8/22/2013 1 hour Instruction Leadership Team Data Analysis Prep for Department Meeting

2 9/26/2013 1 hour Instruction Leadership Team CCSS Skills and Themes Prep for SLC Meeting

3 10/24/2013 1 hour Instruction Leadership Team Data Analysis Prep for Department Meeting

4 12/5/2013 1 hour Instruction Leadership Team CCSS, Smarter Balance Assessments, TLF

5 1/23/2014 1 hour Instruction Leadership Team WASC Prep

6 2/20/2014 1 hour Instruction Leadership Team WASC Prep

7 3/27/2014 1 hour Instruction Leadership Team Data Analysis and Goal Reflection



REVISED: November 19, 2013 Approved by the Leadership Council Page 2 of 2

Fairfax High School…Valuing Diversity, Igniting Potential

Fairfax High School

BELL SCHEDULE Regular Day Bell Schedule

Period 1 8:00 AM ñ 8:54 AM 54 MinutesPeriod 2 9:01 AM ñ 9:58 AM 57 MinutesNutrition 9:58 AM ñ 10:13 AM 15 Minutes

SSR 10:20 AM ñ 10:35 AM 15 MinutesPeriod 3 10:35 AM ñ 11:29 AM 54 MinutesPeriod 4 11:36 AM ñ 12:30 PM 54 MinutesLunch 12:30 PM ñ 1:05 PM 35 Minutes

Period 5 1:12 PM ñ 2:06 PM 54 MinutesPeriod 6 2:13 PM ñ 3:07 PM 54 Minutes

Professional Development (Banked Time) Tuesday Bell Schedule Period 1 8:00 AM ñ 8:39 AM 39 MinutesPeriod 2 8:46 AM ñ 9:28 AM 42 MinutesNutrition 9:28 AM ñ 9:43 AM 15 Minutes

SSR 9:50 AM ñ 10:05 AM 15 MinutesPeriod 3 10:05 AM ñ 10:44 AM 39 MinutesPeriod 4 10:51 AM ñ 11:30 AM 39 MinutesPeriod 5 11:37 AM ñ 12:16 PM 39 MinutesLunch 12:16 PM ñ 12:51 PM 35 Minutes

Period 6 12:58 PM ñ 1:37 PM 39 Minutes

Shortened Day Bell SchedulePeriod 1 8:00 AM 8:44 AM 44 MinutesPeriod 2 8:51 AM 9:38 AM 47 MinutesNutrition 9:38 AM 9:53 AM 15 MinutesPeriod 3 10:00 AM 10:59 AM 59 MinutesPeriod 4 11:06 AM 11:50 AM 44 MinutesLunch 11:50 AM 12:25 PM 35 Minutes

Period 5 12:32 PM 1:16 PM 44 MinutesPeriod 6 1:23 PM 2:07 PM 44 Minutes

Minimum Day SchedulePeriod 1 8:00 AM ñ 8:35 AM 35 MinutesPeriod 2 8:42 AM ñ 9:20 AM 38 MinutesPeriod 3 9:27 AM ñ 10:02 AM 35 MinutesNutrition 10:02 AM ñ 10:22 AM 20 MinutesPeriod 4 10:29 AM ñ 11:04 AM 35 MinutesPeriod 5 11:11 AM ñ 11:46 AM 35 MinutesPeriod 6 11:53 AM ñ 12:28 PM 35 Minutes

Book Layout and Design: Q Press, Pasadena

Vision StatementFairfax High School fosters a community of diversity and potential.

Mission StatementFairfax High School will lead Los Angeles Schools in graduation rate,

career preparedness and college acceptance.

School Wide Learning Outcomes1 Students will demonstrate academic competence in all subject areas

with particular emphasis on language arts and mathematics literacy.2 Students will demonstrate the ability to communicate effectively, think

critically, collaborate, do research and use technology to prepare for success in the 21st century.

3 Students will demonstrate personal responsibility, respect individual dif-ferences and participate in school, civic, and community life.

4 Students will pursue a path of life-long learning and set meaningful aca-demic and career goals.

Documents

-(09-(? · 2017. 8. 31. · 2012-2013 Performance Meter - Data Summary Sheet (LAUSD) 2011-2012 School Performance Framework (LAUSD) ... Music Industry: Steven Adler, Herb Alpert,