Accrediting Commission for Schools Western … · integrating the 7 Habits of Highly Effective Teens - an ... their unique program and ensure each student is ... Site Council revisited

Foshay Learning Center Progress Report

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Accrediting Commission for Schools

Western Association of Schools and Colleges


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TABLE OF CONTENTS

Section I: Introduction and Basic Student/Community Profile Data ..................... 01

Section II: Significant Developments ..................................................................... 12

Section III: Ongoing School Improvement .............................................................. 15

Section IV: Schoolwide Action Plan Progress ........................................................ 22

Section V: Schoolwide Action Plan Refinements ................................................... 28

Appendix: Action Plans

MISSION The Mission of the James A. Foshay Learning Center is to develop socially responsible citizens prepared to face the challenges of the 21st Century.

VISION To create an internationally focused school that promotes:

Communication within our community and throughout the world

Inquiry and problem solving in a rigorous academic setting

Technology as a means to learn, communicate, and demonstrate knowledge

A community of caring students, parents, and staff

Service with the goal of making the world a better place

SCHOOLWIDE LEARNING GOALS

Effective Communicator

Problem Solver

Personally and Socially Responsible

Technologically Literate


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OVERVIEW

Foshay Learning Center (FLC) is part of the Los Angeles Unified School District (LAUSD) which is the second largest school district in the nation. LAUSD is divided into four mini districts to better support the local communities. Foshay Learning Center is located in Educational Service Center West.

Foshay High School is part of a "community-based" K-12 Learning Center. We are extremely fortunate as we draw all of our students from the surrounding neighborhood. The high school is often mistaken for a magnet school because we are a small high school of wall-to wall academies and outstanding programs and students. The high school is a college and career preparatory school. Eighty-seven percent of our students come from families living at or below the poverty level; the school receives school-wide compensatory funding (Title I services). The ethnic makeup of the student body is 82% Latino and 17% African American students. A number of students are first generation Americans. Nearly all of the Latino high school students come from homes where Spanish is spoken. Foshay Learning Center is located in Los Angeles, California just west of the University of Southern California (USC). FLC is just two miles south of downtown Los Angeles. The surrounding community consists mostly of modest single-family homes and apartments. USC, the Museum of Natural History, the Coliseum, parks and sports facilities are within walking distance. A Metro Rail was just created that runs from USC to Culver City, with a stop at the corner of Foshay’s campus. Foshay could no longer afford the eight period schedule it was using from 2004-2012. In 2012-2013 Foshay used a traditional six period schedule and moved to an alternative seven period schedule for the 2013-2014 school year. The student population in the high school is at 770 with the entire K-12 population just under 2000 students. In 2009-10, a new Principal was appointed to Foshay, who had served as the Assistant Principal at Foshay for the five previous years. The former Principal opened the new middle school nearby, allowing Foshay to transfer a thousand Middle School students and become a Single Track School. Foshay High School fosters a strong academically-focused learning culture that provides students a variety of college preparatory experiences and career development opportunities. Students are enrolled in the full complement of CSU/UC A-G courses, and are encouraged to take Advanced Placement courses. The high school curricular paths are developed around three academies that demand students take a "school to career" elective class in cohorts along with the CSU/IC A-G courses. Students choose a career-focused academy toward the end of their ninth grade year and remain in the academy throughout their high school years. The academies are: Finance (AOF), Health Careers (HCA) and Technology (TECH) and starting in 2015 we will add the Engineering Academy. Each academy receives a state grant as a California Partnership Academy. Students receive growth opportunities through their academies in the form of internships, field trips, guest speakers, mentoring, job shadowing, certifications, and university courses for credit. Academies work closely with business and community partners


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and advisory boards to offer students these opportunities. Students are required to complete a senior portfolio, a Service Learning Project (where students participate in a high quality service which serves the community, fosters responsibility and combines rigor and academic standards), and at least 60 hours of community service. Before entering one of the academies, all students start in the 9th Grade House Academy which began in 2008. The 9th Grade House provides support by focusing attention to transitional needs of these students through a mandatory Summer Bridge program which aims to build successful students who are fully integrated in high school life and community. The 9th graders used to take a year long course that promotes academic achievement by teaching study and technology skills, creating a community for social support, a home base for activities, and integrating the 7 Habits of Highly Effective Teens - an adolescent focused version of Steven Covey’s 7 Habits of Highly Successful People, which stresses time management, goal setting, effective communication skills and establishing core values and principles. However, this course had to end when we switched to a six-period schedule. A one semester Humanities class for the 9th was re-introduced for the 2013-2014 school year. As Foshay has become an IB school our Humanities class has incorporated a strong service component. The 9th grade students have weekly reading sessions with an elementary school reading buddy. In addition, students design and implement their own service projects for the 9th grade day of service which happens twice a year. The high school has two full-time counselors who meet with each student individually to plan their unique program and ensure each student is on track to graduate with their class. The counselors also concentrate on college and focus on scholarships, applications, senior portfolios, and meeting graduation requirements. Foshay High School offers Individual Education Plans services to students through the Resource Specialist Program. Additional high school counseling responsibilities include social/emotional counseling, academic and behavior intervention, student crisis intervention, conflict resolution, consultation with parents, coordination of community mental health services, development and implementation of school wide master schedule, summer school coordination, etc.

Foshay underwent major budget cuts from 2009 - 2013 which reduced the out of classroom personnel to the bare minimum. During budget development time of spring 2014, the School Site Council revisited the use of categorical funds for out of the classroom personnel. Based on the school comprehensive needs assessment, the members identified a need to purchase a two-day Pupil Services Attendance (PSA) counselor and a three-day Psychiatric Social Worker (PSW). The committee redefined job descriptions and closed positions to allocate the necessary funds. Due to the decreasing number of English Learners in the school, the English Learner Program Coordinator position was eliminated and a half-time Targeted Student Population Advisor position was combined with a half-time Title 1 Coordinator position. The Testing Coordinator teaches one class and the district continues to fund a full-time Librarian and Title 3 Coordinator. Full time teachers continue to serve as GATE, WASC, AP and Athletic Coordinators.


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Foshay is involved in the Neighborhood Academic Initiative (NAI) in which two cohorts of students from each grade level takes Math and English classes on USC’s campus. Foshay has earned many accolades including a national award -winning Robotics team, a band that is run by the recipient of the 2010 Mr. Holland’s Opus Award, a 2012-2013 LAUSD Teacher of the Year, and a robust athletic program; all supported by our dedicated staff of teachers. Teachers receive training in the International Baccalaureate program and work collaboratively by department, academies, and grade levels. High school teachers have established a weekly lunch meeting where they share ideas and refine systems on campus.

SCHOOL PURPOSE –

Foshay High School fosters a strong academically focused learning culture that provides students with a variety of college preparatory experiences and career development opportunities. All students are enrolled in the full complement of CSU/UC A-G courses, and are encouraged to take Advanced Placement courses.

Graduation from Foshay High School requires students to earn 230 credits (210 starting with the class of 2016), complete a senior portfolio and perform at least 60 hours of community service. Beginning with the class of 2006, all students are required to pass the California High School Exit Exam (CAHSEE) to earn a high school diploma. Emphasis is placed on the development of communication and higher-level thinking skills throughout the curriculum, which is driven by the following Schoolwide Learning Goals which also compliments the school’s vision:

1. Effective Communicator

2. Problem Solver

3. Personally and Socially Responsible

4. Technologically Literate

Foshay uses the International Baccalaureate model, Common Core standards, differentiation, SDAIE strategies, and scaffolding to ensure instruction meets the needs of all students including Gifted and Talented students, students with disabilities, and second or nonstandard English learners. Instructional strategies include the use of thinking maps, explicit instruction in academic vocabulary, and use of communal learning strategies such as Think/Pair/Share, cooperative learning, and project-based learning, and the use of instructional conversations to actively engage students in learning. Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, checking for understanding through formative assessments, preparing for transitions, and developing instruction that engages students in learning.

Graduation Requirements http://home.lausd.net/apps/pages/index.jsp?uREC_ID=170894&type=d&pREC_ID=351574

http://contentsnotes.doc/#schoolpurpose


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Thirty years ago, students who entered the workforce right out of high school could still get a well-paying job that allowed entry to the middle class. That time has passed. Finding and keeping a job that pays well requires higher-order thinking skills—those that we want every LAUSD student to learn. LAUSD implemented new graduation requirements in two phases, beginning with the Class of 2016 by:

Raising the standards for LAUSD graduates by moving forward with implementation of A-G college-prep requirements for LAUSD graduation as adopted in 2005.

Reestablishing the minimum number of credits to graduate from 230 to 210 (including Health) so students have more chances to prepare for and pass A-G courses.

Raising the current passing grade for A-G courses to a “C” or better for the graduating Class of 2017 and beyond so students who apply to any public California university can automatically be considered for admission.

STUDENT ACHIEVEMENT DATA SINCE LAST SELF STUDY

ENROLLMENT

YEAR Grade 9 Grade 10 Grade 11 Grade 12 Grand Total

2014-2015 218 217 154 181 770

2013-2014 234 169 191 185 779

2012-2013 171 204 197 177 749

2011-2012 175 169 154 152 650

2010-2011 185 166 151 139 641

2009-2010 150 152 149 161 612

The 2012-2013 year saw an increase in 10th, 11th, and 12th grade due to a cohort of students in each grade level transferring to Foshay. The Manual Arts Neighborhood Academic Initiative students moved to Foshay so the entire NAI college preparatory program is now housed on Foshay’s campus and the high school population moved to 750. For 2013-2014, Foshay took a record number of 9th grade students which moved the high school population up to 779. Foshay high school expects to take in an average of 230 9

th graders every year going forward.

The vision of this is to provide the highest quality education to the greatest number of students possible. Increasing the numbers of incoming 9th graders helped to fill the constant parent requests to have their students remain at Foshay once they culminated from the 8th grade.

A second important reason to increase the numbers in high school is to maintain the number of teachers. Because the high school is challenged with providing A-G, increasing the number of Advanced Placement classes, Academy electives, and so forth, it is essential to retain the

http://contentsnotes.doc/#enrollment


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faculty. Budget and class size norms are factors that influence the number of teachers that the District funds, but here at Foshay, student need trumps District funding and some classes result in small numbers, such as Physics.

We have about 10-15 students leave Foshay every year in almost every grade level. This is due to students moving out of town, transferring schools for sports, or losing their permit to Foshay when they don’t remove themselves from academic probation.

Foshay’s attendance rate is high overall. The student attendance of 96% or higher increased 7% and is 17% higher than the LAUSD average. The staff average went up 14% and is only 4% lower than the LAUSD average. The counselors, attendance office and school site council worked together to increase

attendance which included hiring a two-day Pupil Services Attendance (PSA) counselor. Foshay has had a few long term substitute teachers, teachers out on sick leave and maternity leave which accounts for the staff attendance rate. We also have many staff members who attend conferences, Robotics competitions and other out of classroom events.

API scores for 2013-2014 were not released due to the changes in testing. However Foshay’s score increased an additional 9 points to 719 in 2012-2013 and was on a constant rise for the past five years.


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From 2011-2012 to 2012-2013 we were able to raise our AYP score for the English Language Learners by more than 50 points. However, Foshay dropped in scores for the students with disabilities so that became an area of focus for 2013-2014.

Foshay’s high school graduation rate has remained between 93% and 97% since the class of 2012. We attribute this high graduate rate to the counselors’ work with the students on their individual graduation plans and regular meetings with the counselors. The students are part of their academy community which keeps them accountable on campus. There was also weekly tutoring in academic courses and mentoring intervention; weekly counseling for students on probation; opportunities for credit recovery through adult school; and effective communication with parents through meetings, consultations, phone calls and letters.

The counselors work very closely with each student on their Individual Graduation Plan and hold grade level meetings every semester where they pass out progress reports so the students know what classes they need to take. Our first time passing rate for the CAHSEE remains strong


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in the mid80 percentile. The number of students on track to meet A-G requirements far surpasses LAUSD by 26%. However, the percentage rate for Foshay has decreased. We account for this dip as a result of the new rule starting with the class of 2017, that only C’s or better count for course completion when D’s were satisfactory for meeting the requirements in the past. We have also increased the size of the high school by taking in a greater number of students who did not initially meet the former expectation that they graduate middle school with a C or better in English and Math.

We broke down the data to see how the students were doing by grade level passing their A-G courses with a C or better. Since our graduation rate is so high we are focused on improving the course passing results. If you compare Fall 2014 to Fall 2013 you can see a 5% increase in the passing rate. For Fall 2014, it was our 9th and 10th graders who struggled the most with passing their courses - although our numbers are still much higher than LAUSD. The counselor and teachers have worked together to explore how to offer more support for the 9th and 10th graders which has resulted in more tutoring opportunities, meetings with parents and a sharper look into formative assessments.

FOSHAY DATA – According to My DATA

TOTAL

STUDENTS

PASSING ALL

A-G w/ C or

Better

D or Fail in 1 A-

G Course

D or Fail in 2 A-

G Courses

D or Fail in 3 A-

G courses

FALL 2014 58.8% 18.2% 11.7% 11.5%

Spring 2014 61.7% 17.6% 9.6% 11.1%

FALL 2013 53.6% 25.2% 11% 10.2%

FOSHAY DATA BY GRADE LEVEL COMPARED TO LAUSD(released by district)

TOTAL STUDENTS PASSING ALL A-

G w/ C or Better

D or Fail in 1 A-G

Course

D or Fail in 2 A-G

Courses

D or Fail in 3 A-G

courses

9th

grade 55.5% 18.5% 14.4% 11.6%

LAUSD 9th

43% 17% 14% 26%

10th

grade 50.8% 18.1% 11.6% 19.5%

LAUSD 10th

46% 17% 13% 22%

11th

grade 60.1% 17% 13.1% 9.8%

LAUSD 11th

45% 19% 13% 22%

12th

grade 70.2% 19.1% 7.3% 3.4%

LAUSD 12th

63% 18% 9% 10%


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AP RESULTS

Foshay has a robust AP program. In fact, Los

Angeles Magazine ranked Foshay high school as

number 11 in the county when it applied the

Challenge Index – second in all of LAUSD. Part of

the success is our focus on AP classes. Just about

50% of the high school is enrolled in at least one AP course every year. Even better, in the past two year

over 90% of students enrolled in an AP course passed with a C or better.

School

Year

AP

Enrollment

% With a 'C' or

Better

% With a 'D' or

'F'

2013-2014 1,483 91.90% 8.10% 2012-2013 1,280 90.60% 9.40% 2011-2012 849 86.30% 13.70%

In 2013-2014 Foshay added a number of brand new AP courses such as Physics and Music Theory. The total qualifying scores for the school year increased by 2%. The passing scores from the AP exam are robust in Spanish Language and staying strong in Calculus. Last year the qualifying scores improved in English Language, English Literature and World History. The strength in scores could be attributed to the Power AP workshops provided to teachers and students.

School Year # Students Enrolled

% Students

Enrolled in AP

2014-2015 755 51.10%

2013-2014 765 51.00%

2012-2013 737 50.60%

2011-2012 650 39.20%

http://laschoolreport.com/lausd-places-9-schools-among-top-75-in-county-challenge-index/




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CAHSEE RESULTS

ELA MATH

School Year

#

Tested

%

Passed

%

Proficient

#

Tested

%

Passed

%

Proficient

2013-2014 164 88.40% 59.80% 164 92.70% 71.30%

2012-2013 201 92.00% 61.70% 201 91.00% 62.20%

2011-2012 167 90.40% 57.50% 167 95.20% 70.10%

2010-2011 167 92.80% 68.90% 166 98.20% 72.90%

Foshay boasts a high first time past rate from our 10th grade students. We had 88% of all 10th graders pass the English portion and 93% pass the math portion – but we had a record 100% of all students passing the CAHSEE by 12th grade. It is also interesting to note that our Math proficiency scores improved by 9% last year to 71% and our English proficiency remained solid around 60%.

Exam Name

#

Students

Enrolled

# Students Not

Enrolled

# Exams

Given

# of

1s # of 2s # of 3s # of 4s

# of

5s

#

Qualifying

Scores

2014 %

Qualifying

Scores

2013

% Qualifying

Scores

BIOLOGY 7 7 3 4 6.9%

CALCULUS AB 70 70 41 6 12 6 5 23 33% 42%

ENGLISH LANG &

COMP

113 5 118 33 64 16 4 1 21 17.80% 16.7%

ENGLISH LIT &

COMP

100 100 42 41 14 3 17 17.00% 11.6%

GOVERN &

POLITICS US

77 77 64 9 4 4 5.20% 7.5%

HUMAN

GEOGRAPHY

22 22 20 2

MUSIC THEORY 2 2 1 1

MUSIC THEORY -

AURAL

SUBSCORE

2 2 1 1 1 50.00%

MUSIC THEORY -

NONAURAL

SUBSCORE

2 2 2

PHYSICS B 3 3 1 1 1 1 33.30%

SPANISH

LANGUAGE

30 79 109 1 15 54 33 6 93 85.30% 72.2%

SPANISH

LITERATURE

29 29 4 12 12 1 25 86.20%

US HISTORY 95 95 72 18 4 1 5 5.30% 10.2%

WORLD HISTORY 98 2 100 64 23 11 2 13 13.00% 6%

Total 569 167 736 345 188 129 59 15 203 27.60% 25.7%


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TESTING AT GLANCE

Foshay is moving to the Smarter Balance test which has not released any student data. Here is a look at our most recent CST test scores available from 2012-2013.

Foshay kept the ELA proficiency rate at 43%, a bit lower than the LAUSD average, but reduced the students in Far Below and Below Basic by 3%. Foshay also dropped its proficiency rate for math by 5%, which is still 3% higher than the LAUSD average. The big news is the increase in the Algebra proficiency rate which went up 9% and is 18% higher than the LAUSD average. The number of students scoring Far Below and Below Basic also decreased by 14%. The improved Algebra scores will hopefully set a new bar for the students as they go through high school and we will see a steady increase in improved mathematical ability moving forward.


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ENGLISH LANGUAGE LEARNERS

As a result of the 2011-2012 drop in scores for English Language Learners, we made a big push to focus on these students and not let them slip through. The efforts proved to work as we saw them scoring higher in CST tests, more passed English with a C or better, and more students scored proficient on the CELDT. 9th and 10th graders who have not reclassified are now in an additional sheltered English class and professional development in the past year focused on English Language Development Standards Aligned to Common Core State Standards and Writing Measurable and Observable Content and Language Objectives.


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Section II: Significant Developments

Provide the following:

Include a description of any significant changes or developments, i.e., program additions since the

last full visit, changes in student enrollment, staffing changes.

Describe the impact these developments have had on the school and/or specific curricular

programs.

CHANGE: LAUSD migrated to MISIS – the District's new approach for entering, managing, analyzing, and reporting all data connected to any student. IMPACT:

MISIS causes the counselors to spend more time troubleshooting and finding alternate ways to get data for students, correcting inaccurate data, or the inability to service students because the system is down. This leads to less time on student intervention, academic, and college planning.

It can possibly mean that students who need to make-up courses are missed because the data is missing or inaccurate which can affect CAHSEE pass rates, students being on track for graduation, A-G pass rates, graduation rates, and college-going rates. This can also mean students miss opportunities for scholarships, college admission, and internships because we cannot provide GPA's or other needed documentation.

CHANGE: CST’s are no longer a stand alone testing platform. LAUSD Standardized Testing will now be under the umbrella of the California Assessment of Student Performance and Progress, (CAASPP). The CAASPP will encompass: Smarter Balance, CST, CMA, CAPA, and STS. There will be a group of new assessments which will include the Summative, Interim, and Formative assessments, as well as Grade two diagnostics in ELA and Math. More information on these assessments will be provided at a later date. The District will administer ELA and Math assessments, using an online platform, for grade 11 using the SMARTER BALANCE test. CST, CMA, and CAPA assessments, in Science only, will continue to be administered using the paper and pencil format for grades 10.

IMPACT:

We will have to track our data differently. In the past we measured ourselves through the CST scores and API. Now that we are in transition years there is more focus on passing A-G classes with a C or better and tracking graduation.

LAUSD puts out an annual school report card which measures how students and schools are assessed. The type of data from this report card has changed every year due to the change in available data and testing.

Early Placement Tests (EPT) administered to 11th grade for Math and English (Freshman standing at CSUs and community colleges without remediation classes) will now be a part of the Smarter Balanced test.

CHANGE: The 9th grade house added an additional 60 students due to increased enrollment in the 9th grade for 2013-2014 and 2014-2015

IMPACT:

Since 2013, 9th grade class is now a full six sections instead of 5 sections as in years past.

This grade level can only exist on a 7 period schedule so that every teacher can teach six sections with one conference period.

These numbers will impact academy and course offerings for the 2015-2016 school year.


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The enrollment in the high school has increased from 650 students in the original WASC visit to 770, where it is now.

CHANGE: Single Plan for Student Achievement (SPSA) was written with a new template and new set of goals as required by LAUSD for 2014-2016.

IMPACT:

This plan will affect the Action Plan and goals set by WASC.

The school is now under a single umbrella of the SPSA with action steps set through LAUSD.

CHANGE: Two administrators left their positions in the middle of the 2013-2014 school year.

IMPACT:

Due to the loss of two administrators, other people on campus were promoted and/or took on more responsibility.

The vision for the professional development was changed. This was due to a new person taking over and the need for the teachers to learn about Common Core, International Baccalaureate and the plans for Periodic Assessments and Smarter Balance tests that started in 2014.

CHANGE: Foshay has changed schedules every year since the WASC visit. It moved from an 8-period block schedule to a traditional six period schedule for the 2012-2013 school year based on a vote by the teachers. When a school is on a non-traditional schedule, they must vote every year in order to keep the schedule. (2012-2013). Foshay then moved to a 7 period schedule for 2013-2014 and a blocked 7 period schedule for 2014-2015. Conference periods reduced from 2 to 1, due to budget cuts and losing the 8 period schedule.

IMPACT:

Teachers had more preps when we moved from 6 periods to 7 periods but class size did not decrease.

9th grade house was able to add Humanities course back into the program when we went from six periods to seven periods.

Elective offerings have decreased due to small high school staff, increased student enrollment and smaller matrix.

Many teachers discussed feeling overwhelmed with the new schedule, teaching new preps, and adding middle school classes to their schedule.

CHANGE: Math, Science, and Foreign Language teachers moved from teaching only high school students to carrying a few middle school classes or courses organized by ability, not grade level – particularly in Foreign Language.

IMPACT:

Teachers taught new courses that they had not taught before.

The high school teachers are now more aware of the struggles and concerns for teaching and engaging middle school students.


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The High School teacher community is not as pure so it is a struggle to hold high school meetings and maintain the sense of community that was established through the initial WASC process.

The teacher meetings are now more often across all grade levels which moved the entire school to follow the Single Plan for Student Achievement (SPSA) and address the SMART goals set there. As a result the WASC action goals set for us are now better integrated into the SPSA SMART goals.

CHANGE: Common Core Standards introduced and IB Middle Years Programme approved.

IMPACT:

Students and teachers had to adjust to a new format for interim (periodic assessments) which required a longer preparation time.

Professional Development now centers on getting teachers to understand and adapt to the Common Core Standards while making units that are in line with the IB Middle Years Programme. While Common Core and IB work nicely together, it is a paradigm shift.

CHANGE: The Neighborhood Academic Initiative (NAI) program moved to Foshay from the local neighborhood high school. The Neighborhood Academic Initiative is a rigorous pre college program housed on USC’s campus where students take English and Math. Foshay was awarded the entire NAI program because of the dedication and fidelity to the program.

IMPACT:

The high school population increased by 140 students. The population increased again by 30 students with an increase in the number of students we are accepting in incoming 9th grade classes.

Class sizes increased in History, Academy Career Courses, Foreign Language and Science because the increase in students brought over two new math teachers and one new English teacher but did not bring over more teachers, or sections offered, in the other subjects.

The new students came to Foshay so they could stay with the NAI program; not because they wanted to change schools. It took time for the students to feel connected to the Foshay culture and campus.

The new students had already taken Chemistry and Biology a year earlier than we offer it at Foshay and as a result new opportunities for all students opened up in Science with the addition of Physics and AP Biology .


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Section III: Ongoing School Improvement

DESCRIPTION OF THE SCHOOL’S PROCEDURES FOR THE IMPLEMENTATION AND MONITORING OF THE SINGLE

SCHOOLWIDE ACTION PLAN. In October, 2013 we learned that there would not be CST’s for the coming year and that the school would not receive scores for the trial run of the Smarter Balance test. This meant the school needed to reconsider how it gets data and how to make it meaningful. For the start of the 2014-2015 school year, Foshay received a new template and goals from the District in order to create a new Schoolwide Plan for Student Achievement. This plan requires the school to set 6 goals in the following domains: 100% Graduation, Math, English Language Arts, English Language Development (ELD), Parent and Community Engagement, and 100% Attendance, Suspension/Expulsion and Non-Cognitive Skills.

2014-2015 continues to be a year of learning about the new tests, Common Core, implementing IB and following the new goals for the 2014-2016 year as mandated by Los Angeles Unified School District.

The professional developments for the 2014-2015 included four sessions presented by the Title III Coach on the new English Language Development Standards (ELD) and their alignment to the Common Core State Standards (CCSS). The professional developments emphasized that the standards do not replace the CCSS, but are aligned with and to be used in tandem CCSS. The Title III Coach also presented professional developments on writing measurable Content and Language Objectives with language frames to promote the three new modes of Communication: Collaborative, Interpretive, and Productive and continued the staff’s training on thinking maps which is a useful tool for formative assessments.


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PLAN FOR FUTURE PROCEDURE:

WHAT ARE ASKED OF US? Single Plan - raise student achievement (see

SMART GOALS)

WASC – raise student achievement through SMAR GOALS, Systemic Data Analysis, Share Best Practices

IB – Create units/ vertical teaching - plan, develop, review, revise

Common Core – create units, understand common core – plan, develop, review, revise

WHEN DO WE MEET? There are 14 set professional development meetings The High School and Middle School Meetings once a month Department Meetings once a month Faculty Meetings

WHAT ARE THE OBJECTIVES? OBJECTIVE #1: Create a monthly data/ instructional focus OBJECTIVE #2: Every teacher has a Fall AND Spring IB unit that they plan, develop, review, revise OBJECTIVE #3: BEST PRACTICES – Create opportunities for teachers to share best practices/ what they learned over the summer with IB training, Common Core, AP readers, curriculum writers, conferences, etc – who are these people? How will we know in advance OBJECTIVE #4 – Students and staff know and live the VISION and Schoolwide Learning Goals: To create an internationally focused school that promotes:



Technology as a means to learn, communicate and demonstrate knowledge



SCHOOL SMART ACTION GOALS

ACTION GOALS: 100% Graduation: By June 2016, the percentage of students at each grade level on track for meeting the A-G requirements (receiving a C or better) will increase by 5% (90%-95% 9th, 71%-76% 10th, 45%-50% 11th, 61%-66% 12th). English Language Arts: Decrease the percentage of secondary students receiving D’s/F’s and elementary students receiving 1’s/2’s on the ELA progress report cards by 6% (12%-6% 6-12th, 23%-17% K-5) by June 2016. Mathematics: Decrease the percentage of secondary students receiving D’s/F’s and elementary students receiving 1’s/2’s on the Math progress report cards by 6% (29%-23% in grades 6-12th, 28%-22% in grades K-5) by June 2016. English Language Development (ELD) and Access to Core ELD - Decrease the percentage of Long-Term English Learners by 5% by June 2016. Access to Core – Increase the percentage of Long-Term English Learners attaining grade level academic proficiency by 7% by June 2016. PARENT AND COMMUNITY ENGAGEMENT Increase by 5% that parents will feel welcome to participate at Foshay from 79% to 84% reported on School Experience Survey/School Report Card by 2016. 100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS The percentage of students at 96% or better attendance will increase by 5.4% from 74.6% to 80% by June 2016.


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2. COMMENT AS NEEDED ON THE INTEGRATION OF PLANS INTO ONE SINGLE SCHOOLWIDE ACTION PLAN.

The Single Plan for Student Achievement includes SMART GOALS set by the district based on the scores and improvements/ changes from the previous year. Since these measurements are set by the District for the whole school; the WASC team, administration and SSC decided that these are the same measurements that the WASC action goals should use as well. In this regard it truly becomes a single schoolwide action plan and not separate for just the high school. These goals were all reset for the 2014-2015/2016 school year per district demands. Foshay is a complicated school since it is a K-12. We have found that it is best if the school follows the same action plans through the Single Plan instead of the high school carrying out their own action plans since many teachers are in both the high school and middle school and there is not additional planning time for the high school to track goals outsides of the Single Plan for Student Achievement. As you can see from the section above, the SMART GOALS set by the District were now all reset for the 2014-2016 school years.

The conversation this year focused on student achievement. Our graduation rate and CAHSEE rate continue to be impressive and outperform the district averages. However, the discussion of time management and getting our students to pass their A-G classes with a C or better continues to be an ongoing issue. This year the conversation focused on two main themes: First, how to motivate the students to be inspired and engaged and second, how to hold the students accountable to meet deadlines. Many of the students fail because they don’t turn in work until they see they are getting a D or Fail on the end of the semester report card. Teachers are sharing ideas how to get students to keep up on their work as well as best practices to conduct regular formative assessments to encourage and build up confidence in students to perform better.

3. INCLUDE HOW ANNUAL PROGRESS REPORTS, AS WELL AS THIS MIDTERM PROGRESS REPORT, HAVE BEEN

PREPARED AND WHETHER THEY WERE PRESENTED TO THE GOVERNING BOARD.

This is the third progress report since our last visit.

The WASC Coordinator meets with the teachers on a monthly basis to review, plan, and update the WASC action plan. Each meeting begins with a detailed look at new data and discussing the changes based on what we thought worked or did not work. The WASC Coordinator also introduced the Single Plan for Student Achievement to the high school teachers and highlighted the comprehensive needs assessment set out from the District which tracks changes in data based on areas of graduation, proficiency for all, attendance and sets short term and long term goals for the high school.

The WASC Coordinator joined school site council for two years and regular attends the meetings to become more familiar with the Single Plan for Student Achievement and work to integrate WASC into the Single Plan.


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The WASC Coordinator also became part of the instructional leadership team and meets with all the Coordinators and Administration once a week to stay up to date with Professional Development and school scheduling.

In this respect the goals for the Single Plan for Student Achievement and WASC are better communicated and represented across the campus. At the February SSC meeting in 2013 the notes read that the WASC action plans are now the same as the Action Plan SMART goals set in the Single Plan for Student Achievement.

The drafts of this progress report has been shared with the teachers throughout the year and shared with the Foshay administrators and instructional leadership team.

4. PROVIDE A COPY OF THE CURRENT SCHOOLWIDE ACTION PLAN AS WELL AS COPIES OF THE SCHOOLWIDE

ACTION PLAN FOR ALL YEARS SINCE THE LAST FULL SELF-STUDY. (ORIGINAL ACTION PLAN IN

APPENDIX)

2014-2016 Action Goals –set in our Single Plan for Student Achievement: 100% Graduation: By June 2016, the percentage of students at each grade level on track for meeting the A-G requirements (receiving a C or better) will increase by 5% (90%-95% 9th, 71%-76% 10th, 45%-50% 11th, 61%-66% 12th). English Language Arts: Decrease the percentage of secondary students receiving D’s/F’s on the ELA progress report cards by 6% (12%-6% 6-12th) by June 2016. Mathematics: Decrease the percentage of secondary students receiving D’s/F’s on the Math progress report cards by 6% (29%-23% in grades 6-12th) by June 2016. English Language Development (ELD) and Access to Core ELD - Decrease the percentage of Long-Term English Learners by 5% by June 2016. Access to Core – Increase the percentage of Long-Term English Learners attaining grade level academic proficiency by 7% by June 2016. PARENT AND COMMUNITY ENGAGEMENT Increase by 5% that parents will feel welcome to participate at Foshay from 79% to 84% reported on School Experience Survey/School Report Card by 2016. 100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS The percentage of students at 96% or better attendance will increase by 5.4% from 74.6% to 80% by June 2016. HOW: Foshay teachers will address the Graduation, English Language Arts and Math action goals through Formative assesements that offer encouragement and motivation as well as implementing measures of accountability to meet deadlines or deal with consequences.

2013-2014 WASC ACTION GOALS:

Foshay Learning Center staff will identify students and increase student achievement by:

o ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.


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o Math - Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7th-9th grades – Exponents, Powers and Roots. Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.

o English Learners: The percentage of Long-Term English Learners will decrease from 70% to 60%.

o Increase the A-G completion rate with a C or better from 67% to 76%

2012-2013 WASC ACTION PLANS:

1. The Staff at Foshay Learning Center must continue to develop a systemic and consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.

STATUS: The school now follows the Performance Meter created by the District which tracks the data and sets short term and long term goals (SEE APPENDIX). The school has set a calendar and system to look at and analyze data.

ORIGINAL ACTION PLAN WITH OUTCOMES

Action Why Needed OUTCOME

Define data to be monitored

This specific information will help most to achieve student achievement and meet goals

Goal 1: 100% Graduation: DATA: 4 year Cohort graduation rate; students on track to meet A-G requirements; CAHSEE Pass Rate; AP; Graduation and Drop Out Rates Goal 2: Proficiency for All DATA English Learner Progress; ELA CST Trends; Math CST Trends; Proficiency in Algebra, CST Overviews for all subjects Goal 3: 100% Attendance DATA Percentage of Students with 96% or higher; Percentage of Staff with 96% or better

Establish current data level or scores

It is hard to measure progress if the starting point is not defined

LAUSD provides a Performance Meter that tracks progress from 2007 to the present as well as sets short term and longer term goals for the next few years. It also compares this to LAUSD. These are the data levels we follow.

Establish realistic short term and long term goals for scores or levels

The goals need to be SMART (Specific, Measurable, Attainable, Results –based, and

LAUSD provides a Performance Meter that tracks progress from 2007 to the present as well as sets short term and longer term goals for the next few years. It also compares this to LAUSD. These are the data levels we follow.


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Time-bound). It is important that success is the end result.

With data defined, begin to formalize plan for implementation, monitoring and revising

What will make the plan successful? How is everyone included? What do we do if desired results do not take place?

Create a monthly data/ instructional focus. Meet in teams, look at Data and create classroom SMART goals (SEE APPENDIX) AUGUST/SEPTEMBER:

Print out reports tracking own classroom data –Class Roster Report (period-by-period); EL Monitoring Report (period-by-period); Alert/Early Warning Summary Report (period-by-period)

Create Classroom SMART goals

CAHSEE, Honor Roll, AP results, D/Fail rate OCTOBER:

CST content strands and critical academic needs.

Teachers create individual growth plan November/ December:

CST scores for the school, then by department, then by grade level

Look at Data and discuss reasons for change per the Single Plan

Review Classroom and Individual Growth Plans – reflect on progress.

January/February:

Honor Roll and D/Fail list for First Semester

Reflect on first semester progress of Classroom SMART goals and Individual Growth Plans

Reset Classroom SMART goals and Individual Growth plans for second semester

MARCH Review CST scores and best practices. Students create individual growth plan for the CST APRIL – CAHSEE scores/ content strands MAY – Fails and D’s/ Honor Roll

2. Foshay Learning Center staff will identify students and increase student achievement one proficiency band by 70% of students in ELA and Math through measurable, shared best practices

STATUS: Monitoring the movements of proficiency bands by percentages proved unwieldy. Instead, the school has discussed and voted at School Site Council to measure our success through the SMART goals set by the District.

ORIGINAL ACTION PLAN IN APPENDIX


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Section IV: Schoolwide Action Plan Progress


Comment on the accomplishment of each schoolwide action plan section; cite evidence

including how each area has impacted student achievement, i.e., accomplishment of one or

more of the schoolwide learning results and academic standards.

In each schoolwide action plan section, reference which critical areas of follow-up have

been addressed.

100% Graduation: By June 2016, the percentage of students at each grade level on track for meeting the A-G requirements (receiving a C or better) will increase by 5% STATUS: According to the data collected by the high school counselors every student from the class of 2014 graduated high school even if that meant going to summer school and adult school. However, by the cut off of the LAUSD school report card it is listed at 94% graduating in four years. We have many tools in place to help our students reach success. However, it is not enough that the students eke by at the end they are better off beginning successful and staying successful all the way through. We are tracking graduation rate based on receiving a C or better in A-G courses.

The school report card distributed by the district showed Foshay getting a 5% increase in students graduating and passing all A-G courses. This is on track with our action goal.

HOW DID WE ADDRESS GOAL:

Through the support of our amazing counselors and teachers the students received intervention through the Individual Graduation Plan they set up, regular meetings with counselors plus volunteer and school supported tutoring from the teachers. The students who had more than two D’s and Fails had to do some problem solving and were placed on academic probation and had to do weekly progress reports for their counselors. The Athletic Director made sure all school athletes were passing their classes in order to play which added motivation for students improvement. Foshay was able to offer credit recovery through adult school. The school also stepped up its effective communication with parents. Counselors and teachers analyzed data to determine student needs, at-risk factors for graduation, and program students in appropriate A-G courses and intervention opportunities. Moving forward for 2014-2015 teachers are concentrating on formative assessments that help motivate and allow students to feel successful such as reflections, shared quizzes, and K-W-L charts. In addition, there are tutoring programs available for students to receive intervention to get back on track before the grade is cemented.


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English Language Arts: Decrease the percentage of secondary students receiving D’s/F’s on the ELA progress report cards by 6% (12%-6% 6-12th) by June 2016. STATUS: Foshay High School currently has 77% of students on track to complete their English class requirements with a C or better and 15% have completed the requirement. This brings us to 92% passing with a C or better which means our D/F rate is at 8%. That is a 4% improvement and only 2% away from the 6% goal. HOW DID WE ADDRESS GOAL:

The staff spent time this year on instructional technology resources such as critical and ethical online research and in intensive professional development series on Close Reading and Developing Contextual based Text Questions. Edmodo, an online classroom tool that many teachers used also developed a SnapShot tool that allows teachers to assess students’ level in specific common core standards.

Teachers met during the regular day as a grade level/department to: Analyze student data and student work to identify areas of need; Design International Baccalaureate units that are aligned with Common Core State Standards; Incorporate the strategies learned from professional development opportunities.; and used articles that support close reading and informational text when creating text-dependent questions.

The University of Southern California Joint Educational Partnership (JEP) provides individual or small group tutoring during and beyond the school day.

Students were placed in a targeted-skills tutoring program to work with designated teachers based on the periodic assessment results, student grades, and/or counselor, teacher and parent referrals.

The school funded supplementary instructional materials to support interventions and involvement of parents. Instructional materials include the Renaissance Learning and Ticket to Read web-based software and academic workbooks.

9th grade students attended a Summer Bridge program for the purpose of easing the transition between grade levels and familiarizing incoming students with the school and the instructional strategies and programs used in English classes.


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Mathematics: Decrease the percentage of secondary students receiving D’s/F’s on the Math progress report cards by 6% (29%-23% in grades 6-12th) by June 2016. STATUS: Foshay High School currently has 39% of students on track to complete their Math class requirements with a C or better and 32.8% have successfully completed the requirement. At the end of the Fall Semester for 2014 27.8% of students are 1 or more courses behind in math. We are improving but still have a ways to go to meet the 2016 goal. HOW DID WE ADDRESS GOAL:

Teachers and staff attended professional development provided by the Power Teaching Coach that focuses on the district-sponsored Power Teaching model to support the implementation of Common Core (CCSS)/International Baccalaureate (IB) units of study to increase the number of our socially disadvantaged students, English Learners and students with disabilities scoring C or better in course work as reported by progress reports. Professional development was provided every month during which time teachers discussed and reflected upon their instructional practices, progress, and goals. Foshay purchased Accelerated Math for the school. Teachers attended Common Core conferences and two IB conferences for added support and strategies to make math meaningful and engaging and to brainstorm ideas for formative assessments rather than waiting to enact intervention.

Teacher Assistants for the NAI program (1/3 of the high school) and Educational Aides worked with small groups of students in the classroom, computer lab and library to decrease the student-teacher ratio, assisted with organizing instructional and other materials.


For the NAI program –the students take two additional Saturdays of Math. The parents attend a meeting twice per year in addition to the Parents’ night at Foshay. The parents also come in for students led conferences a few times a year to listen and learn from their students about what they are doing in class and why they have the grade they have.


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English Language Development (ELD) and Access to Core ELD - Decrease the percentage of Long-Term English Learners by 5% by June 2016. Access to Core – Increase the percentage of Long-Term English Learners attaining grade level academic proficiency by 7% by June 2016. STATUS: Foshay was able to improve CELDT scores to 54% - a full 10% better than 2012-2013. This included 9% more scoring proficient on the CELDT and 80% passing English with a C or better – up 10% from the prior year. We also dropped our percentage of students who have not reclassified in 5 years by 6%.

HOW DID WE ADDRESS GOAL: The factors that explain the changes in proficiency levels over time include increased use of Thinking Maps and Cooperative Learning strategies in the classrooms. Long-term English Learners (students identified as English Learners for five or more years) were assigned an additional English Language Development course during the school day to assist them in attaining the skills necessary for reclassification. LTEL students and their parents were notified once each semester of their progress towards meeting the goals for reclassification. Students developed a goal sheet describing the actions they need to take to reclassify and identifying their support system. After school Interventions were effective because 70% those students who attended after school tutoring increased one band on the CST. The factors that explain the increase in LTELs by 2.1% is that the number of LTEL students that were accepted into the 9

th grade class was larger than the number of 12

th grade LTELs from the prior

graduating class. All Foshay High School students identified as English Learners are LTELs, having been identified more than 5 years ago. Foshay also hosted an EL summer bridge program to target the students who were far below. The high school sheltered English teachers are using No More Red Ink and Snapshot (through Edmodo) which provides immediate feedback on where students are placing on specific Common Core Standards an excellent formative assessment.


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100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS The percentage of students at 96% or better attendance will increase by 5.4% from 74.6% to 80% by June 2016. STATUS:

Foshay already surpassed this goal in one year. The attendance rate already improved 7% in the one year as the Single Plan was in the process of being written. We will continue to work on improvement to get a higher attendance rate. HOW DID WE ADDRESS GOAL:

This goal was addressed through better communication from the staff and administration with the parents. We also hired a PSA counselor to track students and follow up with phone calls. She originally was hired for three days a week but is now fulltime. She has been able to track down students with chronic truancy patterns. The counselors and staff used Blackboard.com to send automated messages home and called home to tell parents about the issues of truancy and absences. There was also a parent seminar held in February to address the ongoing attendance issue. This meeting was a proactive session of effective communication, problem solving and social and personal responsibility.

The staff attendance has gone up 14% in the past year but it is still at 66%. Some reasons to account for this number are teachers taking sick days to take students on field trips or to attend conferences. We also have two long term subs in place of two positions. Teachers have also admitted to take sick days to work on grading and planning since they carry so many preps there is not enough time to get all the work done. This is an ongoing topic of conversation.

2013-2014 WASC ACTION GOALS:


ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary


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Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.

STATUS: The school’s proficiency rate for ELA stayed the same at 43%. We did almost reach our

goals to decrease FBB/BB which dropped to 22%. It is possible the scores did not move as high as we had predicted because of the onslaught of new students to Foshay coming from Manual Arts and at least 50 students in 9th grade who did not originally go to the Middle School. Skill-specific curriculum will be implemented to address the lowest achieving subgroups.

HOW DID WE ADDRESS GOAL: The staff spent time this year on instructional technology

resources such as critical and ethical online research and in intensive professional development series on Close Reading and Developing Contextual based Text Questions. Edmodo, an online classroom tool that many teachers used also developed a SnapShot tool that allows teachers to assess students’ level in specific common core standards. The administration held CST prep meetings in small classes prior to 2013 exam where they had students set goals for themselves. We had Bulletin boards in the main hallway highlighting the students who scored advanced or proficient in 2012.

Teachers met during the regular day as a grade level/department to: Analyze student data and student work to identify areas of need; Design International Baccalaureate units that are aligned with Common Core State Standards; Incorporate the strategies learned from professional development opportunities.; and used articles that support close reading and informational text when creating text-dependent questions.

The University of Southern California Joint Educational Partnership (JEP) provides individual or small group tutoring during and beyond the school day.


The school funded supplementary instructional materials to support interventions and involvement of parents. Instructional materials include the Renaissance Learning and Ticket to Read web-based software and academic workbooks.

9th grade students attended a Summer Bridge program for the purpose of easing the transition between grade levels and familiarizing incoming students with the school and the instructional strategies and programs used in English classes.

NEW GOAL: English Language Arts: Decrease the percentage of secondary students receiving

D’s/F’s and elementary students receiving 1’s/2’s on the ELA progress report cards by 6% (12%-6% 6-12th, 23%-17% K-5) by June 2016.

MATH- Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7th-9th grades – Exponents, Powers and Roots. Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.

STATUS:


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The high school surpassed its Algebra goal and increased the proficiency rate to 34% and decreased the FBB/BB all the way to 45%. At the end of 2012, the students took an end of year Algebra test and if they did not pass then they repeated Algebra again in 9th grade. The data shows that this effort helped students and made a difference in their Algebra proficiency. The higher level math did not have the same results.

The scores in secondary math dropped from 25% proficient to 22% proficient and the FBB/BB scores increased to 50%. This shows that the students who were underperforming before continue to struggle. The school got funded by PowerMath this year.

Intervention did not always group students by areas of need. When students were grouped by targeted weaknesses improvement was made. This coming year students will be grouped by areas of weakness and administered pre and post tests. Goals will be set for students. Intervention goals will be monitored throughout year and strategies will be adjusted if goals are not being met.

HOW DID WE ADDRESS GOAL

Teachers and staff attended professional development provided by the Power Teaching Coach that focuses on the district-sponsored Power Teaching model to support the implementation of Common Core (CCSS)/International Baccalaureate (IB) units of study to increase the number of our socially disadvantaged students, English Learners and students with disabilities scoring C or better in course work as reported by progress reports. Professional development was provided every month during which time teachers discussdeand reflected upon their instructional practices, progress, and goals.

Teacher Assistants and Educational Aides worked with small groups of students in the classroom, computer lab and library to decrease the student-teacher ratio, assisted with organizing instructional and other materials.


NEW GOAL: Mathematics: Decrease the percentage of secondary students receiving D’s/F’s and

elementary students receiving 1’s/2’s on the Math progress report cards by 6% (29%-23% in grades 6-12th, 28%-22% in grades K-5) by June 2016.

English Learners: The percentage of Long-Term English Learners will decrease from 70% to 60%.

STATUS: Foshay did not reach its goal – primarily because with the increase in population, Foshay also inherited more Long-Term English learners in the 9th grade. However we did increase the percentage of students scoring proficient on the CELDT, scoring Basic and Above on the CST. We also increased the reclassification rate by 3.4%.

HOW DID WE ADDRESS GOAL: The factors that explain the changes in proficiency levels over time include increased use of Thinking Maps and Cooperative Learning strategies in the classrooms. Long-term English Learners (students identified as English Learners for five or more years) were assigned an additional English Language Development course during the school day to assist them in attaining the skills necessary for reclassification. LTEL students and their parents were notified once each semester of their progress towards meeting the goals for reclassification. Students developed a goal sheet


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describing the actions they need to take to reclassify and identifying their support system. After school Interventions were effective because 70% those students who attended after school tutoring increased one band on the CST. The factors that explain the increase in LTELs by 2.1% is that the number of LTEL students that were accepted into the 9th grade class was larger than the number of 12th grade LTELs from the prior graduating class. All Foshay High School students identified as English Learners are LTELs, having been identified more than 5 years ago.

NEW GOAL: English Language Development (ELD) and Access to Core ELD - Decrease the

percentage of Long-Term English Learners by 5% by June 2016. Access to Core – Increase the percentage of Long-Term English Learners attaining grade level academic proficiency by 7% by June 2016.

Increase the A-G completion rate with a C or better from 67% to 76%

STATUS:

The school report card distributed by the district has corrected the data for the high school as having it at 63% with A-G completion rate with a C or better – this is because of the new students who transferred schools for 2012-2013. Foshay did increase this completion rate to 71% - an 8% increase. We did not match the original goal of 10% but we did come close. Foshay ‘s graduation rate was

97% we still recognize that a need to increase the students with a “C” or better in A-G classes is critical.

HOW DID WE ADDRESS GOAL:

Through the support of our amazing counselors and teachers the students received intervention through the Individual Graduation Plan they set up, regular meetings with counselors plus volunteer and school supported tutoring from the teachers. The students who had more than two D’s and Fails were placed on academic probation and had to do weekly progress reports for their counselors. The Athletic Director made sure all school athletes were passing their classes in order to play which added motivation for students improvement. Foshay was able to offer credit recovery through adult school. The school also stepped up its effective communication with parents. Counselors and

teachers analyzed data to determine student needs, at-risk factors for graduation, and program students in appropriate A-G courses and intervention opportunities.

NEW GOAL: 100% Graduation: By June 2016, the percentage of students at each grade level on track for meeting the A-G requirements (receiving a C or better) will increase by 5% (90%-95% 9th, 71%-76% 10th, 45%-50% 11th, 61%-66% 12th).

NOTE: The school now follows the Performance Meter and School Report Card created by the District which tracks the data and sets short term and long term goals. We are unable to track the ELA and Math goals with the same data from now since there were no CST’s starting in the 2013-2014 school year and the Smarter Balance test is not going to be scored.

2012-2013 WASC ACTION PLANS: The Staff at Foshay Learning Center must continue to develop a systemic and consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.


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STATUS: The school now follows the Performance Meter created by the District which tracks the data and sets short term and long term goals (see attached). The school has set a calendar and system to look and analyze data.

Foshay Learning Center staff will identify students and increase student achievement one proficiency band by 70% of students in ELA and Math through measurable, shared best practices

STATUS: Monitoring the movements of proficiency bands by percentages proved unwieldy. Instead, the school has discussed and voted at SSC to measure our success through the SMART goals set by the District.

ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.

Math - Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7th-9th grades – Exponents, Powers and Roots. Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.


The following interventions were effective in moving students to proficient or advanced on the CST:

High school focus on question analysis and vocabulary

The use of released CST questions in advisory period

Students set goals before the test

Warm up questions

School wide implementation of content and language objectives

Regular access to resource room for RSP students for academic support

Math journals in all grades

CST prep meetings in small classes prior to 2013 exam

Bulletin board highlighting the students who scored advanced or proficient in 2012

The following factors explain the changes in proficiency levels over time:

The schoolwide focus on standards-based instructional unit development and implementation

Focus on cross-curricular units/ projects

Focus on cross-curricular vocabulary

Creation of teacher SMART goals based on


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the data regarding the ELA

Classroom visits looking at EL student engagement


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Based on a significant increase in the graduation rate, the following policies and procedures were effective:

The intervention of CAHSEE bootcamp for all students not passing on the first attempt was effective in moving students to proficient or advanced on the CAHSEE

Individual Graduation Plan

Regular meetings with counselors

Weekly tutoring and mentoring intervention

Weekly counseling for students on probation during advisory time

Opportunities for credit recovery through adult school

Effective communication with parents (one on one meetings, family consultations, written communication, etc)


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Section V: Schoolwide Action Plan Refinements


Comment on the refinements that have been made to the schoolwide action plan since the

last full self-study visit to reflect schoolwide progress and/or newly identified issues.

Foshay is working closely as a whole school rather than 3 separate schools of Elementary, Middle School, and High School. This change is due the move to the Common Core, the approval of the IB Middle Years Programme, and an increase in teachers teaching students across middle and high school. The Single Plan for Student Achievement has also become more concise and direct which makes it easier to align the WASC action plan so that the school can now truly follow ONE schoolwide action plan.

The requirements and set up for the Schoolwide Action Plan were changed this year by LAUSD with 5 action goals in 5 distinct areas. This plan went into implementation for the 2014 school year. The SPSA is attached in the appendix.


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Appendix

2013-2014 Action Plan

Foshay Learning ACTION PLAN (DRAFT UPDATED on MAY 30, 2013) WHAT DO WE NEED TO ACCOMPLISH FOR 2013-2014?

WHAT ARE ASKED OF US? Single Plan - raise student achievement (see SMART

GOALS)

WASC – raise student achievement through SMAR GOALS, Systemic Data Analysis, Share Best Practices

IB – Create units/ vertical teaching - plan, develop, review, revise

Common Core – create units, understand common core – plan, develop, review, revise

WHEN DO WE MEET? There are 14 set professional development meetings The High School and Middle School Meetings once a month Department Meetings once a month Faculty Meetings

WHAT ARE THE OBJECTIVES? OBJECTIVE #1: Create a monthly data/ instructional focus OBJECTIVE #2: Every teacher has a Fall AND Spring unit that they plan, develop, review, revise OBJECTIVE #3: BEST PRACTICES – Create opportunities for teachers to share best practices/ what they learned over the summer with IB training, Common Core, AP readers, curriculum writers, conferences, etc – who are these people? How will we know in advance OBJECTIVE #4 – Students and staff know and live the VISION and Schoolwide Learning Goals: To create an internationally focused school that promotes:



Technology as a means to learn, communicate and demonstrate knowledge



SCHOOL SMART ACTION GOALS


ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.

Math - Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7

th-9

th grades – Exponents, Powers and Roots.

Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.




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2013-2014

MONTH INSTRUCTIONAL FOCUS

DATA FINDING UNIT DEVELOPMENT

BEST PRACTICE

AUGUST/ SEPTEMBER

Planning –

INDIVIDUAL GROWTH PLAN

Strategies articulated in Single Plan

Print out reports tracking own classroom data –Class Roster Report (period-by-period); EL Monitoring Report (period-by-period); Alert/Early Warning Summary Report (period-by-period)

Check out CAHSEE, Honor Roll, AP results, D/Fail rate

CLASSROOM SMART GOALS

Technology/ Technologically Literate

Foshaylc.org website

Google Research/Docs/Calendar

Edmodo

Software purchased by school – ask Lisa

MyData – to find and print data WHAT DID YOU LEARN THIS SUMMER – IB/Common Core trainings and conferences

OCTOBER

Development -Critical Academic Needs

Meet in Departments/Teams to write up Single Plan data analysis – what improvements/changes did we have and why – this happens every year. Reivew/Revise Performance Meter

Develop Common Core/ IB Unit through Manageback

Problem Solver

Review ManageBack - submit Unit plan/development

- Accountable Language/ Academic Language

NOVEMBER/ DECEMBER

REVIEW – classroom visits/ collaborative groups to review Classroom SMART GOALS

Review and analyze CST scores for the school, then by department, then by grade level

REVIEW – Unit is delivered with an immediate review/reflection

Effective Communicator Teachers share Units with each other in groups to discuss focus, implementation, brainstorm revisions


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2014

JANUARY/FEBRUARY

REVISE/ PLAN Reflect on first semester progress of Classroom SMART goals and Individual Growth Plans

- Honor Roll and D/Fail list for First Semester

- Print out MyDATA reports again

Reset Classroom SMART goals and Individual Growth plans for second semester

Personally and Socially Responsible Share Tutoring plan/ Scaffolding/ Student Intervention and growth

MARCH DEVELOP Review student CST scores to have students set goals for the April tests

Develop Common Core/ IB Unit through Manageback

Problem Solver Review ManageBack - submit Unit plan/development Grades/Reflection

APRIL REVIEW – classroom visits/ collaborative groups to review Classroom SMART GOALS

CAHSEE scores – content strands

REVIEW – Unit is delivered with an immediate review/reflection

Technologically Literate Cool Tips and tricks for grading, research, inquiry, reflection – connecting to real world concepts

MAY REVISE Reflect on semester progress of Classroom SMART goals and Individual Growth Plans – Make Goals for next year

Fails and D’s – Honor Roll Revise Unit for next year, brainstorm new units to add to the curriculum

Effective Communicator Teachers share Units with each other in groups to discuss focus, implementation, brainstorm revisions

REVISED ACTION PLAN after WASC REPORT – set for 2012-2013

From the WASC VISITING REPORT: The schoolwide action plan contains two items. Goal number one is to define and implement a formal accountability plan for data collection and analysis. Goal number two is to continue the process of defining and providing a wide variety of teaching strategies to fully engage all students in the educational process. The visiting committee concurs completely with these two action plan items, these are in fact the two action items we will leave with the school.

The action plan as defined, directly addresses the critical needs as defined by the school and validated by the visiting committee. In conversations and meetings with Foshay students, parents, and school personnel and there is an overwhelming acceptance and support of these action plan items.

The steps defined within the action plan are clear and concise. Accountability is a major part of the job. Both action plan items must illustrate the enhancement of student academic achievement. The plan as defined is feasible with existing system resources


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and the visiting committee sees no reason that the plan cannot or will not be implemented.

GOAL 1: The staff at Foshay Learning Center must continue to develop a systemic and

consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.

RATIONALE: Self-study findings indicate the need for Foshay High School to continue to create and follow a unified systemic plan for accountability in order to make informed decisions regarding delivery, strategies and assessment. Data-driven decision making is essential to successful school reform, which leads to improved student achievement.

LINK TO SCHOOLWIDE LEARNING GOALS: A specific timeline and calendar will help us keep our Schoolwide Learning Goals in sight and help us model and strengthen ourselves to be Problem Solvers, Technologically Literate, Personally and Socially Responsible and more Effective Communicators.


37

STEP 1:

Action Why Needed WhenDone Who Does It Who is Accountable

Outcome

Expected

Define data to be monitored

Which specific information will help most to achieve this goal

Start Beginning second semester. 2/6/2012 End Date 3/3/2012

Teachers, Departments, Academies Admin

Principal Admin Staff

Identify data items which directly relate to schoolwide accountability. Document why these items are important

Establish current data level or scores

It is hard to measure progress if the starting point is not defined

Start 3/1/2012 End 4/1/2012

Principal, Coordinators, Departments

Principal Current data levels defined per the Single Plan for Student Achievement

Establish realistic short term and long term goals for scores or levels

The goals need to be SMART (Specific, Measurable, Attainable, Results –based, and Time-bound). It is important that success is the end result.

Start 4/1/2012 End 5/15/2012

Teachers, Departments, Academies Admin Students Community


Solid, achievable goals in place for all defined items.

RESULT: Follow the Comprehensive Student Assessment report developed by LAUSD with

short term and long term goals defined.


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STEP 2:


Outcome

Expected

With data defined, begin to formalize plan for implementation, monitoring and revising


Start 4/1/2012 End 6/1/2012

Admin Coordinator, Department Chairs, Academy leaders, community


The plan must be detailed and complete. It must be approved and accepted by the learning community.

Review by academic community

This touches everyone involved in student learning.

Start 6/1/2012 End 6/15/2012

Assistant Principal, Coordinator, Department Chairs, Academy leaders, community

Principal Assistant Principal in charge of Instruction

A formal, detailed plan to address, monitor, revise, and meet our accountability goals

Implement Plan Now let's put the plan in motion for the start of the school year.

Start of 2012/2013 school year



The plan is placed into action.


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SAMPLE IMPLEMENTATION PLAN (something to start with as a model as we develop the actual plan):

Action Why Needed When Done

Who Does It Who is accountable

Outcome

Expected

Teachers, students and parents review rosters/ class schedules

Program corrections are made before school begins

Start: June, 2012

End: August, 2012

Teachers, Parents, Students,

Principal

Admin Staff

Students begin year enrolled in the correct courses. Students begin year ready to learn.

Teachers and Counselors Review 4-Year graduation Rate and Students on-track to meeting A-G Requirements as well as Atten00dance

Help identify progress to reaching Goal 1: 100% Graduation and Goal 3: 100% Attendance

Start August, 2012. End September, 2012

Staff WASC Coordinator

Section updated in WASC report. Plan discussed and put into place to help improve for end of 2012-2013 school year

Teachers review CST scores by grade level and subject matter

Help complete goal #2 – Proficiency for All

Start, September, 2102 -End, November 2012

Staff WASC Coordinator

Update Chapter 1 for WASC report and answer questions necessary for Single Plan. Create action plan to help focus on improvement for 2012-2013 (see best practices already created for 2012-2013

Teachers and Students look over progress of Periodic Assessment and Scores. Students fill out graduation forms and set out goals for themselves

Help to complete Goal #1 – 100% Graduation and Goal #2 – Proficiency for all

Start October, 2012 – December, 2012

Staff and Students

Academy Leads

Students have knowledge and proof to explain at Student Lead Parent Conferences.

Teachers plan lessons to address areas needing

Increase CST scores, improve grades, and

Start: September,

Teachers, Departments,

Principal

Admin Staff

Students improve scores on tests, scores and grades


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growth address areas of need. 2012

End

June, 2013

Academies increase overall.

Teachers assess students’ progress in their classroom using Periodic Assessments, Core K-12

Teachers will use data from those assessments to make instructional decisions and recommendations and adapt teaching strategies to meet identified needs of students.

Start

December, 2012

End

June, 2013

Teachers, Department Chairs

Principal

Admin Staff

Improved and informed working strategies and improved student outcomes as evidenced by better CST scores and grades.


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SAMPLE IMPLEMENTATION PLAN (Continued)

Action Why Needed When Done

Who Does It

Who is Accountable

Outcome

Expected

Survey teachers, students and parents about what is done for action steps and what should be done for future.

Goal #4 – Parent and Community Engagement

March – April, 2013

Admin Principal

Admin Staff

Responses will drive changes in program to improve student achievement.

SCHOOL ACHIEVEMENT GOALS (FROM SINGLE PLAN FOR STUDENT ACHIEVEMENT)

INDICATE DATA USED TO IDENTIFY GOAL

SUBGROUPS School SMART Goals

(Specific, Measurable, Attainable, Results –based, and Time-bound)

Progress Monitoring Data to be used to measure student achievement

AYP Math Scores

All By 2012 the percentage of students scoring at advanced or proficient in math will increase by 10% through training for teachers in data analysis and data-driven instruction as measured by California Standards Test results.

Professional Development Evaluations: AYP CST Results; LAUSD Periodic Assessment Results

AYP ELA CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in English Language Arts will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results


Goal 2: Foshay Learning Center staff will identify students and increase student achievement

one proficiency band by 70% of students in English Language Arts and Mathematics through

measurable, shared best practices.

RATIONALE: Self-study findings indicate the need for Foshay High School to continue to define and provide a wide variety of differentiated teaching strategies to engage all students in the educational process. Staff has begun to share best practices at high school meetings and our move to more project/problem based teaching also allows for teachers to begin moving away from “sage on the stage” to playing a role as coach/facilitator. This philosophy is encouraged through the IB units of study model and through the California Partnership Academy model

LINK TO SCHOOLWIDE LEARNING GOALS: Peer observations and sharing best practices as part of in order to define and provide a wide variety of differentiated teaching strategies to fully engage students in the educational process will exercise our Schoolwide Learning Goals of


43

becoming Problem Solvers, Technologically Literate, Personally and Socially Responsible and more Effective Communicators.


Outcome Expected

Define time in meetings for teachers to share best practices

An agenda structure that allows for time in department and high school meetings for teachers to share best practices will make this ongoing and consistent.

Start Beginning second semester. 2/6/2012 End Date 4/1/2012



Monthly Department and High School agendas will include time set aside for a specific teacher or group to share best practices, get advice and answer questions.

Define expectations for best practices

Sharing out should have a direct purpose. What do people want to see and why

Start Beginning second semester. End Date 4/1/2012

Teachers, Departments, Academies


A list of ideas and topics are generated with specific goals and tools teachers want to learn more about.

Define how teachers should best share what they learned when returning from conferences

Pass on knowledged gained from

Start 5/1/2012 End 6/1/2012



A plan is defined and/or template created for teachers to share new ideas with each other that they learn from conferences. Perhaps a database, EDMODO group of ideas are created.

Establish a protocol for peer observations

A procedure needs to be defined for teachers to see differentiated teaching strategies in action before or while testing them

Start 5/1/2012 End 6/15/2012

Teachers, Departments, Academies


Teachers are on board and excited to observe and learn from each other. A plan is in place for


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out for themselves. how, when and why teachers conduct peer observations.

Review by Academic Community


Start 6/1/2012 End 6/15/2012

Admin, Department Chairs, Academy leaders, community


The plan must be detailed and complete. It must be approved and accepted by the learning community.

Putting it all together: A calendar for sharing at meetings.

Starting the school year with a clear game plan and calendar allows for everyone to participate, prepare and learn


Admin, Department Chairs, SBM, Academy leaders,


The sharing will take place at meetings in a positive and consistent manner and peer observations will become standard amongst the staff.

Administrators use Observation 360 to observe differentiation in practice and suggest videos for other teaching strategy ideas.

Encouragement and focus of strategies offered from administration will hold the plan together and offer checks and balances that differentiation is taking place across classes.


Admin Principal Admin Staff

A system will be put in place. Continued awareness of differentiated strategies that engage students is always driving us towards increased student achievement.

SCHOOL ACHIEVEMENT GOALS (FROM SINGLE PLAN FOR STUDENT ACHIEVEMENT)

INDICATE DATA USED TO IDENTIFY GOAL

SUBGROUPS School SMART Goals

(Specific, Measurable, Attainable, Results –based, and Time-bound)

Progress Monitoring Data to be used to measure student achievement

AYP Math Scores

All By 2012 the percentage of students scoring at advanced or proficient in math will increase by 10% through training for teachers in data analysis and data-driven instruction as measured by California Standards Test results.



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AYP ELA CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in English Language Arts will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results


Student Responses to School Experience Survey

All Increase % of students and parents taking the survey.

LAUSD School Experience Survey Results


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Documents

Accrediting Commission for Schools Western … · integrating the 7 Habits of Highly Effective Teens - an ... their unique program and ensure each student is ... Site Council revisited