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Foshay Learning Center 3751 South Harvard Boulevard Los Angeles, California 90018

Tel: (323) 373-2700 Fax: (323) 733-2120

http://www.foshaylc.org/

Veronique D. Wills, Principal

Regina Boutte, Assistant Principal Yvonne Edwards, Assistant Principal

Emilio Garza, Assistant Principal Bessye McAdoo, Assistant Principal Dimone Watson, Assistant Principal

Los Angeles Unified School District Office of the Superintendent

333 South Beaudry Avenue, 24th Floor Los Angeles, California 90017

Ramon C. Cortines, Superintendent of Schools

Local District 7

10616 South Western Avenue Los Angeles, California 90047

Tel: (323) 242-1300 Fax: (323) 242-1390

Carol Truscott, Local Superintendent

Michael Smith, School Services Director

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Contents Focus Group Members …………………………………………………………… 4 Forward ……………………………………………………………………............ 5 Student/Community Profile …………………………………………………………… 7 Progress Report …………………………………………………………………... 47 Action Plan …………………………………………………………………………... 61

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Focus Groups Due to its small size, the entire high school staff works together throughout the self-study process to analyze our progress in each of the following five categories of the WASC/CDE Focus on Learning Schoolwide Criteria:

Organization: Vision and Purpose, Governance, Leadership and Staff and Resources Standards-based Student Learning: Curriculum Standards-based Student Learning: Instruction Standards-based Student Learning: Assessment and Accountability School Culture and Support for Student Personal and Academic Growth

The bulk of the work takes place in Action Plan work groups, together which address all five categories. Lisa Beebe, currently the Technology Coordinator, serves as WASC Coordinator. Action Plan Group Members Action Plan 1 Students will demonstrate improved achievement in the areas of reading, math and other identified areas. (social studies and science) Facilitator: Grace Conde; Staff: Dan Beebe, Pedro DeLeon, Claudia Fuentes and Darryl Newhouse Action Plan 2 Foshay staff and administration will support students to achieve success in Advanced Placement courses. Success will be determined by a 30% improvement in scores of 3 or higher. Facilitator: Ana Ibacache; Staff: Brian Brown, John Carroll, Yvonne Edwards, Ann Travis Action Plan 3 Improve communication to allow input from all stakeholders and to promote effective leadership. Facilitator: Myra LeBendig; Staff: Cheryl Gonder, Michael Hooks, Rodney Taylor and Veronique Wills Action Plan 4 Improve facilities and student access to a positive, effective learning environment. Facilitators: Michela Carlton & Julie Christman; Staff: Jacqueline Barrios-Ramirez, Jonas Calderon, Steve Jabami, Michael Laska, Ara Moore, Rob Terrell and Dimone Watson Action Plan 5 Develop and implement a way to gather, disseminate, and analyze data to use in making decisions about program development and resource allocation. Facilitator: Leslie Aaronson; Staff: Araceli Espinosa, Craig Gross, Martha Ramirez and Gus Salinas Action Plan 6 Improve the implementation of program that mainstreams special education students into regular education classes. Facilitator: Karel Lilly; Staff: Maryann Avila, Elbert Gaither, Stephanie Hoffman and Karel Lilly

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Forward Foshay’s high school received a three-year accreditation term by the Western Association of Schools and Colleges (WASC) in October 2006, with a one-year follow-up visit in May 2008 and a two-day, Three-Year Term Revisit in March 2009. This progress report uses key evidence and data to demonstrate the school’s progress on the six action plans, the recommendations made by the 2005-06 WASC Visiting Committee as well as towards achieving the school’s Expected School-wide Learning Results (ESLRs). The process has involved regular meetings by the entire school staff and includes thoughtful input from students, parents and community members.

In July 2006 all stakeholders reviewed the ESLRs to determine if they addressed the academic needs of opopulation. The consensus was to continue with the existing ESLRs, but to add language regarding plagiarism to the area regarding civic responsibility and ethical behavior. This has since proved to be insufficient in addressing the problem and will be addressed in the revised Action Plan.

ur student

Action plan work groups met on a regular basis to review the WASC goals, objectives and timelines, with group leaders taking on the additional responsibility of preparation for meetings they facilitated. There has been a diligent effort to ensure that all stakeholders are involved and participate in the Focus on Learning process. The meetings have been informative and enlightening around the work that we do as a professional community. In preparation for this year’s WASC revisit, the Student/Community Profile was updated with input by all stakeholders. The action plan work groups have identified areas of growth to be included in the schoolwide Single Plan for Student Achievement (SPSA). As a result of gathering key evidence, summarizing progress and identifying growth areas, Foshay High School has refined and modified the Action Plan. Surveys of students, parents and teachers, conducted in 2008-09, add to the body of data that has been gathered to inform these modifications. In preparation for the next full Focus on Learning Self Study, Foshay Learning Center will request accreditation for grades K-12 for the first time. Through a series of professional development sessions held throughout the 2008-09 school year, Foshay administration is ensuring that all stakeholders, K-12, are knowledgeable of data regarding student achievement and school culture and are familiarized with the WASC/CDE Focus on Learning Schoolwide Criteria and the Focus on Learning Self Study process. The entire K-12 staff is participating in rewriting our Single Plan for Student Achievement by developing schoolwide Action Plans to address the core academic areas of English, mathematics, social studies and science, as well as

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English Language Development, Parent/Community, and Graduation Rate. These, along with three plans specific to the high school, will comprise the revised Action Plan for WASC. This process will continue to involve all stakeholders, not only through action plan work groups but also through outreach to the community and business partners, who will assist staff in examining the schoolwide program using information from past years about student achievement and program changes. The 2008-09 Three-Year Term Revisit Report contains a revised Student/Community Profile, a report on progress on the 2005-06 WASC Action Plan ( approved by the Foshay School Site Council), which includes the WASC Visiting Committee’s recommendations, and an updated schoolwide Action Plan. The work done to date establishes the foundation for the next full Self Study, which will include the entire Learning Center community. As a result of this effort, the Action Plans included in this report are in draft form. All Action Plans will be reviewed by SSC and approved as a single document by April 2009. This final document will be forwarded to WASC at that time.

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Student/Community Profile

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School Vision/Mission Statement

mes A. Foshay Learning Center will foster a positive, humanistic, multi-cultural approach

promoting this humanistic approach and developing the Foshay Way, every person will feel

xpectations of the Foshay Way include: nd staff);

d other stakeholder groups;

h through individual study;

unity participation.

raduation from Foshay High School requires students to earn 230 credits, complete a senior

1. Work and communicate effectively1 2

ility and ethical behavior

verview

Jatowards students, parents, and staff, characterized by academic excellence. Inrespected as a valued and contributing member of the campus. E• Regular attendance patterns (students a• Open communications between staff members an• Increased self-esteem for student and staff; • High academic standards by students and staff; • Meaningful professional development and growt• Collaboration among and between staff; • Positive and meaningful parent and comm Gportfolio and perform 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 Expected School wide Learning Results (ESLRs):

2. Apply higher order thinking skills of analysis, synthesis and evaluation3. Become life-long learners3

44. Demonstrate civic responsib5. Utilize technology as a tool to accomplish goals5

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1 read, write and speak in standard English; comprehend, analyze and respond to information; use and appreciate many creative forms of expression; demonstrate competency in a foreign language; take initiative to express opinions clearly and appropriately 2 make inferences, predictions and recommendations based on data; utilize verbal and mathematical knowledge to develop solutions to problems using critical thinking skills 3 plan and work toward accomplishing personal and academic goals; seek and successfully complete challenging academic experiences; access mentoring and internship opportunities; develop a personal portfolio of academic milestones; exercise regularly for physical well-being and lifetime fitness; demonstrate a respect for and continued interest in learning about diverse cultures 4 develop positive, productive interpersonal relationships within culturally diverse settings; avoid plagiarism by honoring intellectual property; account for the consequences actions have on others; complete at least sixty hours of service to the community 5 apply updated technological mediums to everyday work; navigate, analyze and integrate internet-based information; maximize technological and multimedia resources available

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Foshay Learning Center is a K-12 “span school”, one of only 11 in the Los Angeles Unified

n

aking; ration;

ulum;

;

ment system;

oshay emphasizes the involvement of all stakeholder groups—staff, students, parents, and ol

s to

oshay’s high school is a "community-based" school, meaning it is not a magnet school or a

y few

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e middle school and

r standards to participate in the middle school culmination

ecific math, English and other requirements for the high school:

ttendance and behavior (per

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School District. Foshay is one of the two original schools to implement the Urban Learning Center6 design, initially funded by New American Schools7 in 1994. The basic concepts of aUrban Learning Center are: • Collaborative decision-m• Multi-age classroom and collabo• Educators as continual learners; • Thematic, interdisciplinary curric• Cutting-edge instructional methods; • Integrated health and social services;• Community as classroom and resource• Multiple advocates for each student; • State-of –the-art technology; • Comprehensive student assess• Emphasis on school-to-work transition; Fcommunity members. All groups are represented on the school’s governing bodies, the SchoBased Management Leadership Council and the School Site Council, which means that the stakeholders have the opportunity to play an active role in collaborative decision-making. Foshay Learning Center has an operating Parent Center, which provides a variety of serviceparents and students. F"receiver" school for busing of students from other areas of the district. Our incoming 9th graders are selected via lottery from our current 8th graders in the Middle School. With verexceptions, our high school students enroll exclusively from our middle school. Our applicant pool has grown with each school year and we now average more than 300 applicants for 150-17ninth grade openings. The requirements for 9th grade admission are:

1. Meet the LAUSD academic standards to culminate from thpromote to high school.

2. Meet the Foshay behavioceremony.

3. Meet the spa. Receive a C or better in both semesters of 8th grade math.

r. b. Be ready for regular English 9A for fall of ninth grade yeac. Meet the LAUSD Continuing Enrollment Permit criteria for a

Attendance and Dean’s Office documentation). d. Complete the application process as directed by the set deadline. Application includes:

application form, contract, teacher recommendation form & essay. This indicates a strondesire to be enrolled in a college preparatory/school-to-career program for high school; onethat requires students to fulfill the UC/CSU A-G subject requirements.

6 Formerly Los Angeles Learning Center 7 Merged with the American Institutes for Research in May 2004

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Foshay operates on an 8-period block schedule and is currently year-round. The school is expected to transition to a traditional calendar for fall 2010. The student population will decrease from the current 3,300 to 1,893. All ninth grade students are assigned to the 9th Grade House, a small learning community. All students in grades 10-12 are placed in one of three career/college pathway academies, largely supported by California Partnership Academy grants. Foshay high school fosters a strong academically focused learning culture that provides students a variety of college preparatory experiences and career development opportunities. All students are enrolled in the full compliment of CSU/UC A-G courses, and are encouraged to take up to 4 Advanced Placement courses. Foshay has struggled to meet the specific needs of the special education population due to the constraints of the master schedule, the need for professional development on inclusion for regular education teachers and the lack of appropriate career transition services. However, LAUSD is currently phasing out the Special Day Program at Foshay and in 2009-10, the high school will only offer IEP services to students through the Resource Specialist Program. Just as it is our goal is to hold students to a high academic standard, they are also expected to demonstrate a high sense of ethical responsibility and appropriate behavior. Teachers from the high school very rarely need to refer students to the dean's office. The smaller size of the high school means that students receive a great deal of attention and support. Students who begin to dabble in gang activity or show any signs of drug/alcohol use are generally identified quickly and referred to the school-site Health Center that provides emergency support, evaluation and referral services. However, there is not a schoolwide, consistently utilized method for tracking individual student attendance and achievement patterns in order to provide timely academic intervention. Community Foshay Learning Center (FLC) is located in south Los Angeles, California. The surrounding community consists of aging, single-family homes, overcrowded, deteriorating apartment buildings, rundown storefront businesses, newer strip malls, a major university, a county museum complex and several major sports venues. From one block to the next, renovated homes, duplexes, apartments and small businesses compete with gang-grafittied walls. Until the mid-1980s, African-Americans were the predominant ethnicity in the community. (LA Almanac) However, there has been a major shift in migration patterns since that time and our school community now consists primarily of Latino families. Interestingly, the ethnicity of our high school students does not reflect that of community; there are significantly fewer African-Americans attending Foshay High School. In addition, 77% of Foshay students qualify for the Federal Lunch Program, thus, entitling Foshay to be schoolwide Title I. With the proximity of downtown Los Angeles and the University of Southern California Foshay has seen the rapid “gentrification” of the neighborhoods several blocks to the east. A metro train line is currently under construction that will run from USC to Culver City, with a stop planned at the corner of Foshay’s campus.

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Los Angeles’ per capita income was $20,671 in 1999 and projected to be the same as far as 2005 according to the US Census data; 14% of families and 22% of individuals were below the federal poverty line. The LA Almanac puts the median household income in 1999 at $36,687. Educational attainment for residents over 25 years of age was 33% without a high school diploma or equivalent; 17% with a high school diploma; and 18% with some college experience. It is to be noted that statistics for the community of South Los Angeles are not disaggregated from those of Los Angeles city. Student/School Profile James A. Foshay Junior High School first opened its doors in 1925 with grades 7-9 under the auspices of Los Angeles Unified School District. In 1994 the Los Angeles Learning Center school reform design was adopted as part of the restructuring process and the school became K-10, growing to K-12 by 1997. Foshay is now one of 11 span schools in LAUSD. In 2000, LAUSD divided the district into eleven smaller districts in the hope of returning to community-based neighborhood schools. In 2003, the number of local districts was reduced to eight. Foshay is part of Local District 7, led by Superintendent Carol Truscott. The high school student enrollment at Foshay is currently 664. Facilities Although the state’s 2007-08 School Accountability Report Card rated Foshay’s facilities as “exemplary,” based Williams Consent Decree criteria, a more realistic rating is our own school district’s Health and Safety Compliance Scorecard, which rated our facilities as a 2.0, or “fair,” in 2007-08. (2.5 - 4.0 = “Good,” the highest rating.) There are 14 criteria, which include, but are not limited to: Injury & Illness Prevention, Campus Security, Pest Management, Restroom Facilities, etc. Also, although Foshay’s K-12 enrollment has decreased from 3,475 in 2006 to the more current 3,380, we are still challenged with a small number of “traveling” teachers, one of the characteristics of overcrowded schools, where every teacher does not have his/her own classroom. There is no single classroom to assign to the “traveling” teacher; each instructional period, s/he must “travel” into another teacher’s classroom during that teacher’s conference period. Science classrooms were upgraded recently and more and more departments have received laptop carts to extend access to technology. Foshay has benefited from modernization to improve the campus environment with:

o new sinks in the Cooking Room, as well as new science room furniture and lab upgrades in 2006;

o white boards replaced in all classrooms, exterior building lighting upgrade, and a new roof on the cafeteria and bungalows in 2007;

o upgraded fire alarm safety in 2008, which includes telephones in every classroom; o staff began using ISIS, our Integrated Student Information System in 2007, which

included that every teacher have a desktop computer;

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o a renovated student cafeteria just this year (2009), which has significantly increased nutrition and lunch participation, due to shorter lines, better presentation of food, and a greater variety of menu options;

o re-wiring for wireless internet capability and expanded internet access; estimated completion, June 2009; and,

o the auditorium is currently being renovated with the estimated project completion in 2010. It will have state-of-the art lighting, sound system, seats, handicapped accessibility, better acoustics, video, new painting, etc. and will return to its original art deco design.

Learning Supports is part of the Urban Learning Center design, and this is evident in other facilities on Foshay’s campus, such as the school-based health clinic, run as a satellite location for North East Community Clinic, open to our students, their parents, and the community; and the Parent Center, staffed by three community representatives paid by the school and many parent volunteers. School Safety Foshay ensures a safe and positive learning environment for students. In addition to a sign-in and sign-out checkpoint at the main entrance for all campus visitors, all staff receive a school ID which they are required to display at all times while on campus. To further ensure safety, students are not allowed to walk the closed campus without a hall pass. In collaboration with the Educational Consortium of Central Los Angeles, the Kid Watch program provides for safe passage to and from school through neighborhood watch and safe homes identified with signage. A full-time school police officer is assigned to the campus, along with 7 campus security aides. To expand supervision coverage during meal times, administrators, Special Education aides, teacher assistants, coordinators, and deans supervise students during lunch and nutrition, and an abbreviated number continue after school and during the passing periods. In addition, Foshay is now making better use of its automated calling system to communicate with parents about school programs, meetings, events, student absences and any emergencies.

School Crime

0

10

20

30

40

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

num

ber o

f inc

iden

ts

Battery

Chemical SubstanceAbusesProperty Crimes

Loiter Trespass

Possessions ofWeaponsRobbery

Figure 1

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According to the LAUSD School Police, the number of incidents of all types of crime on campus is on average 50% lower than in surrounding comprehensive high schools. Most notably, at Foshay the incidences of property crime (usually graffiti) are on the rise.

A metro line is currently under construction along Exposition Boulevard, bordering the Foshay campus, with a station proposed at the intersection of Exposition and Western Avenue. There has been a great deal of controversy regarding the plan to have the train at ground level for obvious safety concerns. School and district officials are currently in negotiations with the city and the Public Utilities Commission regarding these issues. Instructional Resources LAUSD created instructional guides for English/Language Arts and mathematics in an effort to ensure that students have access to the same curriculum district-wide. Professional development is offered at both the central and local district levels to support the teachers in the effective use of the guides. Human resources are among the instructional resources at Foshay. There is a Beyond the Bell administrator who oversees the intervention programs offered during the regular school day and on Saturdays. There are currently three academic coach positions funded by LAUSD (2.5 literacy coaches and 1.5 mathematics coaches). These coaches support teachers in the classroom by providing assistance with lesson planning, pacing, classroom environment, lesson demonstrations and effective use of the block schedule. They also observe lessons and provide teachers with constructive and timely feedback, as well as help teachers analyze data and facilitate professional development. There are a number of teachers who have completed the BTSA program and work with assigned teachers to assist with the credentialing process. A full-time educational aide handles all reproductions for teachers with 24 hours of submitting them. Foshay is proud to say that three high school teachers are National Board certified. Foshay high school students in the special day class and resource specialist program are provided support through the Learning Lab, established in 2006-07 to work with special education and general education students who need re-teaching in the content areas. An RSP teacher works with special education students every period. Foshay’s College Center serves all students. The center is staffed by the High School Liaison, who assists students with college and career information, coordinates the high school application process and assists the academy and 9th grade House lead teachers with data collection and the academy selection process. The Liaison schedules college recruiting visits, makes sure students are signed up to take SATs and helps coordinate the school’s College Month in October. Two academic counselors work out of the High School Office to provide high school graduation, college entrance and career advice to their assigned students. These counselors have a very low student to counselor ratio and keep their students for all four years of high school. This allows them to get to know their students and supports a more “personalized” advisement experience for each student.

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All three academy programs are fully funded by the state’s California Partnership Academy program and each maintains a full compliment of computer equipment and other technologies to support their program. Each classroom has internet access with a teacher station and printer, allowing teachers access to professional resources. The foreign language department and the 9th Grade House were recently provided with laptop and desktop computers through the Microsoft Settlement funds. As part of the integrated technology plan, there is also a computer lab (Product Development Center) serving all students with thirty-eight student desktop computers, three teacher desktop computers, three scanners, a color and a black and white laser printer. Teachers are encouraged to use a variety of strategies for instructional delivery, including lecture, simulations, discussion, modeling and demonstration, collaborative learning, hands-on activities, laboratory instruction, culminating task, portfolio, independent study, guided discovery, field trips, guest lecturers, individual presentations, cooperative vocational education, multimedia presentations, internet research and technology. Student Enrollment

Student enrollment in the high school is relatively static – held by district agreement to no more than 680 so as not to displace an inordinate number of middle school students living in Foshay’s area of residence. The high school is not a school of residence for the community, so the students do not need to live in the area. For the most part, only 8th grade Foshay students can apply for the high school and if selected via lottery, are enrolled under a Continuing Enrollment Permit. However, over 98% of the students do come from our middle school. Though enrollment patterns over the past five years show a slight decline as students progress from 9th to 12th grade, the average graduation rate keeps pace with the state and is consistently above that of the district. (Figure 2) The percentage of seniors completing the UC/CSU course requirements is well above that of both the state and district. The 4-year dropout rate has declined from over 30% to below 5% over the last 5 years due to an improvement in the tracking of students who leave Foshay. This is the most recent data available from CDE (2006-07).

In 2007-08 the district began funding a diploma advisor to assist at-risk students and those who did not pass the CaHSEE in time for graduation. One of the functions of the diploma advisor is to help these students enroll in adult school or continuation school so they can pass the CaHSEE and earn their high school diploma. Until they do so, the students are not classified as graduates. To date, no regular education high school student has failed to graduate solely due to CaHSEE results, so the diploma advisor primarily works with 8th grade students. The district also funds a Bridge Coordinator who assists the special education students in the same way.

Figure 2

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Traditionally, students in special day classes who graduate from the 8th grade participated in a separate lottery conducted by the district to determine whether they remain at Foshay for grades 9-12 with appropriate day class services. LAUSD has determined that the special day class program will be eliminated at the senior high level by 2009-10. Resource Specialist Program students continue to enroll. (Figure 3)

Student Demographics

Figure 3

Seventy-seven percent of our students come from families living at or below the poverty level (a decrease from 82% over the last three years); the school receives school-wide compensatory funding (Title I services).

Average parent education level decreased slightly between 2005 and 2007, with the largest percentage change showing 5% fewer graduating from high school. It is important to note, however, that though the number of students responding to this item on the demographic survey has increased, it was still at only 58% for 2007.

Parent Education Level: 2006- 07

41%

35%

13%

7% 4% Not a high schoolgraduate High school graduate

Some college

College graduate

Graduate school

Figure 4

CDE

Foshay high school’s student body make-up was 54% female and 46% male in 2004-05 and the gap has increased slightly each year to 59% female and 41% male for 2007-08. Generally, the proportions parallel the applicant pool. Foshay offers an extremely limited high school sports program and the students compete in the CIF small schools division due to the size of the student population. Many male students choose to attend comprehensive high schools in order to participate in sports such as football as well as participate in their more competitive division. Fifteen percent of the boys who currently attend Foshay say that the one thing they would change about the school is to improve the sports program.

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The ethnic/racial makeup of the student body only partially reflects the community’s demographic shifts. Long-term, the percentage of African-American students has decreased as the percentage of Latino students has increased. (Figure 5) This is true for both the community and the high school. However, the percentage of African-American students in the high school is proportionally much less than it is in the community. If this trend continues, the entrance requirements and application process will have to be reviewed in order to maintain a healthy, diverse student population that mirrors the community. The percentage of students of Caucasian and Asian has remained at less that one percent for the past five years.

Student Enrollment by Ethnicity

2 4 4 4

573 549 545

633

92 107 127

227

1 1 3 20

100

200

300

400

500

600

700

2007-08 2006--07 2005-06 2004-05

AsianHispanic/ LatinoAfrican-AmericanWhite not Hispanic

Figure 5

(CDE) A growing number of students are first generation Americans. Nearly all of the Hispanic high school students come from homes where Spanish is spoken and approximately 80 (12%) of the high school students are still designated as Limited English Proficient students. All of these students are placed in Preparing for Reclassification Program (PRP) because the high school does not offer ESL courses. Eighth grade applicants to the high school still designated as EL students in middle school must have passed ESL levels 1-4 in order to be eligible for acceptance. When possible, they are clustered in ELD groups in core content courses. This is not often possible due to the constraints of the master schedule, primarily because of the academy program. The LAUSD currently mandates that all teachers achieve CLAD certification in order to serve the EL population. All teachers either have the certification or must demonstrate that they are in the certification process. Informational parent meetings are held monthly in compliance with the requirements of Title I and Title III. Monthly English Language Advisory Council (ELAC) meetings are held to assess the English Learner program and advise how Title III funds are spent in accordance with the Master Plan for English Learners and the school’s Single Plan for Student Achievement. Parents discuss topics including attendance, discipline and CaHSEE awareness. They also take part in workshops on financial aid and the California English Language Development Test (CELDT). Each year, teachers, parents and support staff attend the California Association for Bilingual Education (CABE) conference and other professional development opportunities to support

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classroom instruction. Eight ELAC board members attend district-sponsored parent leadership conferences annually, as well. Parent meetings usually include 1) an informational section to notify parents about classes and conferences available to them, 2) a fiscal oversight section in which parents review how funds are spent for improvement of student achievement, and 3) an issues/concerns section in which parents can discuss issues that impact the school and their children. Title I parents are an advisory component of the School Site Council; their recommendations, where appropriate, must be sought out and considered in issues brought before the Council. In this process, parents consider presentations on projects and purchases intended to enhance student achievement as they are brought before School Site Council. Parents often interact closely and discuss matters with the principal or other administrators. These opportunities for interaction have been very well received. Many times concerns caused by misunderstanding or miscommunication are resolved without difficulty and with positive results. Parent participation in the development of the new K-12 Single Plan for Student Achievement is in place and evidenced by SSC minutes and sign-in sheets.

Enrollment by Program

648 642 656

45 74 7668 70 80

517 562619662 680

867

0100200300400500600700800900

1,000

2006-07 2005-06 2004-05

Title ISpecial EdGiftedAPTotal Enrollment

Figure 6

LAUSD Decision Support System (DSS) There are 41 (6%) special education students in the high school student body. Twelve are in special day classes and 28 are in the Resource Specialist Program (RSP) for language arts and/or math. The district is phasing out the special day classes at the senior high level, though we will continue to accept students in the RSP program. The 2008-09 school year will be the final year of the SDC program in Foshay’s high school. All special education students, regardless of disability, fully participate in the electives and academy program. They access grade level standards in all core classes, with special education and general education teachers collaborating on standards-based lessons when possible. (There is one resource specialist to serve all high school students and the constraints of the master schedule make it virtually impossible to cluster the students in electives and academy courses.) Additional support is provided to these students through the Learning Lab.

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In accordance with the district’s Modified Consent Decree, the RSP teacher co-teaches with general education teachers when possible, and consults with academic counselors and the Bridge Coordinator to meet the various demands of Foshay’s block schedule. An insufficient number of instructional aides to assist RSP students in general education classes remains a challenge not only at Foshay but throughout the district. There is now an increased accountability for the accurate and timely processing of student IEPs, a process which has been greatly facilitated by Foshay’s move to the district-mandated Welligent system for managing special education student information. Approximately 10% of the student body is identified as Gifted and Talented (GATE). GATE students are currently not clustered due to the constraints of the master schedule. Nine different Advanced Placement (AP) subjects are offered. AP classes in English and social studies are within the academy structure and Foshay has an open access policy. Generally, each academy will offer one AP course and one regular course and students select the course they prefer. Student Attendance

Foshay Senior High has a 94.6% in-seat daily attendance rate. Because the high school is not a school of residence for any student, they all remain at Foshay on a Continuing Enrollment Permit which can be cancelled if they do not maintain good behavior, attendance and academic records. The 4-year dropout rate has dropped from 32.4% to 3.8% due to the improved tracking of students who check out of Foshay. This is well below both district and state averages. The turnover rate has increased by 6% over the last five years.

Attendance & Transiency Rates

15.40%19.90%18.97%23.61%21.37%

92.04%91.95%91.94%93.14%94.59%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

2006-07 2005-06 2004-05 2003-04 2002-03

Transiency RateAverage Daily Rate of Attendance

Figure 7

LAUSD School Profile The Foshay Senior High, while a comprehensive academic high school, is not a comprehensive athletic high school (we only offer 9 team sports: male and female teams for volleyball, soccer, basketball, swimming and wrestling for males) so some students do transfer to neighboring high schools for a fuller range of activities. The 9th Grade House and the three academies receive period-by-period attendance reports for all their students on a monthly basis and each group has established a means to address problems within their system of support. The school has a Tolerate No Tardies (TNT) policy in place for

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students in grades 6-12 which has had some success in limiting tardiness. There are periodic tardy sweeps, as well. Foshay high school students are infrequently sent to the Dean’s Office as compared to middle school students. Fights are rare and the most common infraction is defiance. Incidents of all types resulting in suspension are decreasing.

Number of Suspensions Shown by Reason for Suspension

0

5

10

15

20

25

30

2004-05 2005-06 2006-07 2007-08

DAMAGED PROPERTY

DISRUPTION/WILLFUL DEFIANCE

HAD CONTROLLED SUBSTANCE/INTOXICANT

OBSCENITY/PROFANITY/VULGARITY

ROBBERY/EXTORTION

SEXUAL HARRASSMENT

STOLE/ATTEMPTED TO STEAL PROPERTY

SUBSTITUTE SUBSTANCE/INTOXICANT

THREATENED/ATTEMPTED/CAUSEDPHYSICAL INJURY TO PERSONWILLFUL USE OF FORCE/VIOLENCE

Figure 8

Student expectations are conveyed first through the contract as part of the application process and then through parent meetings, grade level orientations, classroom visits, teacher/parent conferences, the district parent/student handbook (published since 2004-05), and the school agenda book, which includes the ESLRs, the school’s discipline and attendance policies and the dress code for the high school. Foshay recognizes that as students strive to achieve these expectations, it is critical that teachers, parents and administrators consistently hold students accountable when they make poor decisions. One key to this process is the early and significant involvement of parents when students first begin to make poor choices. Improvement in early detection and intervention is addressed in the new action plan as a component of improved communication. Social, emotional, and substance abuse counseling is offered to students through the school-based health clinic and the Tobacco Use Prevention Education (TUPE) program. Staff Demographics

Neither LAUSD nor the California Department of Education disaggregates data on staff demographics by grade level. The 2007-08 data below reflects grades 6-12. There are 35 Foshay faculty members who teach high school classes, 4 of whom also teach middle school classes to complement the current eight period teaching schedule. Three English teachers on the high school faculty have received National Board Certification. There are two counselors and one full-time college/career advisor. Based on a 2009 teacher survey, the teachers self-report the following:

• 62% female; 38% male • 43% white; 38% Latino; 10% African-American; 9% other • 90% have been teaching more than 5 years

19

• 48% have been at Foshay more than 10 years • 100% are fully credentialed in their area of instruction • 62% have a master’s degree or beyond

Figure 9

Teacher turnover in the high school is consistently low, with very few teachers transferring annually. When there is a vacancy, it is generally filled by an applicant from the middle school who is familiar with the structure of the high school. Each academy fills vacancies through an interview process, without regard to teacher tenure, which is supported by the administration. Nearly 80% of the high school staff enjoys their work at Foshay and 78% still plan to be working in public education five years from now. Sixty-seven percent report having many opportunities to develop leadership skills. The majority agrees or strongly agrees that they feel supported as a professional by colleagues, students, parents, and the community. However, they only somewhat agree that they have that support from the administration and the district. All teachers and school stakeholders participate in onsite professional development (PD) around data analysis, common assessments, performance tasks and test preparation. The professional development program focuses on the use of assessments, providing intervention and instructional delivery. In 2008, teachers took part in a PD series on student engagement and peer coaching to improve student motivation and instructional strategies to reach at-risk students. Periodic assessments are used to measure student progress and are reviewed regularly at department meetings. Eighty-nine percent of the staff state that they are offered from some to many opportunities for professional development, with over 83% of them being workshops. Student Performance Data WASC History Foshay received a six-year WASC accreditation in 2000 (its first). Foshay was awarded a three-year WASC accreditation in 2006. In 2007 there was a successful one-year revisit.

20

Program Improvement Program (PI) At the outset it is important to note that the state has designated Foshay as a middle school to calculate API and AYP status, because the majority of our students are in that grade range. The California Department of Education (CDE) determines that a Title I school will be identified for PI when, for each of two consecutive years, the school does not make AYP in the same content area (English-language arts or mathematics) schoolwide or for any numerically significant subgroup, or on the same indicator (Academic Performance Index [API] or high school graduation rate) schoolwide. In order to exit PI status, a school must meet its AYP for two consecutive years. The first year of PI implementation was 2003-04 and the school is currently in Program Improvement Year 5. The K-12 student population is not balanced, having over two-thirds of the students in grades 6-8. The data gathered to determine AYP/API is based primarily on the middle school. Academic Performance Index (API) Foshay’s 2008 API for grades K-12 is 645, a 24 point growth from the previous year, with a statewide comparison ranking of 2 and a similar school rank of 7. However, using a spreadsheet from the CDE website to disaggregate the data, the 2008 API for the high school population was 777, up from 739 in 2006. In the performance of our sub-groups, it is to be noted that English learners are, by definition, scoring at basic or below. For 2008, all subgroups met their API. Disaggregating API data to include only that of students in grades 9-12 paints a very different picture. Though there are a number of areas where California Standards Test scores need improvement at the high school level, there is gradual, annual improvement to reach 800. (See Appendix)

Foshay High School API

674

739

764777

620

640

660

680

700

720

740

760

780

800

2005 2006 2007 2008

Figure 10

(CDE)

(CDE)

21

Adequate Yearly Progress CDE regards Foshay as a middle school and mandates that the school meet the Annual Measurable Objectives (AMOs) at the percentage level of growth set for that span. Meeting the targets for participation is not generally a problem for Foshay. In grades 6-12, Foshay has never met its AMOs in mathematics or English Language Arts (ELA).

Figure 11

However, the percentage of students in grades 9-11 who score at proficient or above does indicate that the high school alone (schoolwide) would have met its ELA AMOs every year since 2005. High school scores in mathematics parallel those of the middle school, not having risen above 9.9% proficient or above since 2005, though there has been slow but steady growth over the last three years. High school scores for 2008 are represented in Figure 12 and Figure 13. The English Learners represent 11.7% and the students with disabilities represent 5.6% of the student population that was tested (grades 9-11). In ELA, they were the only two subgroups who did not meet the AMOs. In mathematics, no subgroup met the AMOs.

English-Language Arts: Percent At or Above Proficient

1.8

0.0

39.1

43.4

49.3

41.7

0.0 10.0 20.0 30.0 40.0 50.0 60.0

Students with Disabilities

English Learners

Socioeconomically Disadvantaged

Hispanic or Latino

African-Americans or Black (not of Hispanicorigin)

Schoolwide (Gr. 9-11)

Figure 12

2008 Percent Proficient Target 35.2 (DSS)

22

Mathematics: Percent At or Above Proficient

0.0

3.5

10.2

9.5

11.5

9.9

0.0 10.0 20.0 30.0 40.0 50.0 60.0

Students with Disabilities

English Learners

Socioeconomically Disadvantaged

Hispanic or Latino

African-Americans or Black (not of Hispanicorigin)

Schoolwide (Gr. 9-11)

Figure 13

2008 Percent Proficient Target 37.0

(DSS) To meet the graduation rate criteria for AYP, a school or LEA must have a graduation rate of at least 82.9 percent, OR improvement in the graduation rate of at least 0.1 from the previous year, OR improvement in the graduation rate of at least 0.2 in the average two year rate. The graduation rate has fluctuated as much as twenty-five and as little as two percentage points each year since the high school was formed. Other than regular academic counseling and maintaining a low student-to-counselor ratio, there has been no concerted effort towards improving the graduation rate. This issue needs to be addressed in the new action plan.

Graduation Rate

70.1

86.975.6

85.0

79.383.8

87.096.2

94.6

92.8

95.9

0.0

20.0

40.0

60.0

80.0

100.0

120.0

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

Figure 14

(CDE)

23

California Standards Tests (CST): Grade 9 English-Language Arts & Mathematics

In 2008, 9th grade student ELA scores decreased, though there is an overall growth of nine percentage points from four years ago. An increasing percentage of students are showing movement to upper proficiency bands in both ELA and mathematics in a pattern of long-term growth over the past four years.

CST English-Language ArtsPercent Scoring At or Above Proficient

43

38

62

52

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 15

(DSS)

CST English-Language ArtsGrade 9

8% 12%

16%19%

12% 12%

33%32%

26%35%

26%24%

42%33%

17% 13% 20% 19%

1%1%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 16

(DSS)

CST MathematicsPercent Scoring At or Above Proficient

2

3

9

18

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 17

(DSS)

24

CST MathematicsGrade 9

26% 21%12% 5%

53%54%

52%

43%

19% 22%26%

34%

9%16%

2% 3%

0% 0% 2%1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 18

(DSS)

Algebra 1 and Geometry scores further illustrate this trend. Forty-one percent of Algebra 1 students scored at the basic level or above in 2008, increasing from 0% in 2005.

CST Algebra 1Grade 9

59%32%

19% 10%

41%

55%51%

49%

9%19% 31%

11% 10%0%

0%

4%0%0%0%0%

0%

20%

40%

60%

80%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 19

(DSS Fifty-seven percent of Geometry students scored at the basic level or above in 2008, increasing from 24% in 2005.

25

CST GeometryGrade 9

22% 16% 10%

54%54%

52%41%

22% 28%29%

35%

8%19%

2%

3%2%3%1%0%0%

0%

20%

40%

60%

80%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 20

(DSS)

Multi-year gains in both ELA and mathematics clearly show that Foshay’s data-based strategies to improve 9th grade achievement are working. The primary strategy is the development and implementation of the 9th Grade House. Ninth grade consisted of a core curriculum of English, math, science, Life Skills/Health, physical education and electives. Components of the 9th Grade House were first piloted in 2006, including a Freshman Advisory/Seminar (Teen Living) and a foreign language. The 9th Grade House Design Team meets regularly to plan curriculum and evaluate the program. Grades and attendance are analyzed monthly to inform plans for regular parent/student intervention meetings. The Design Team communicates regularly using Moodle, an online learning environment. Issues regarding student attendance and academic performance are posted by concerned teachers to which interested stakeholders can respond. Moodle members include the design team, 9th grade teachers, the 9th grade counselor, the High School Liaison, the principal and the assistant principals responsible for attendance, counseling and behavior. Curriculum planning also occurs in this online learning environment. California Standards Tests (CST): Grade 10 English-Language Arts & Mathematics

Though steady growth cannot be seen, tenth grade ELA scores have increased by 8% since 2005. Fewer students are scoring at the lower Bands, as well. As with ninth grade mathematics scores, tenth grade student scores of proficient or above evidence a long-term pattern of growth. They have quadrupled in four years.

26

CST English-Language ArtsPercent Scoring At or Above Proficient

34

42

32

42

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 21

(DSS)

CST English Language ArtsGrade 10

8% 16%16%

15%18% 13%

41% 28% 44%41%

29%29%

24%30%

13% 8% 12%

6% 4%

5%

0%10%20%30%40%50%60%70%80%90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 22

(DSS)

CST MathematicsPercent Scoring At or Above Proficient

2

4

5

8

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 23

(DSS)

27

The percentage of tenth grade students scoring at below basic and far below basic has decreased significantly over the last four years in both Geometry and Algebra 2. Those students appear to be moving into basic and there is a corresponding movement of students from basic to proficient, though not in equal amounts.

CST GeometryGrade 10

41%53%

30%

9%

56%45%

63%

62%

15%26%

3%4% 4%0%

0%0% 0%1%0%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 24

(DSS) CST Algebra 2

Grade 10

48%39%

26%

9%

39%

31%44%

32%

10%

24% 22%

48%

8% 11%2% 5%0% 0% 0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 25

(DSS)

California Standards Tests (CST): Grade 11 English-Language Arts & Mathematics

Eleventh grade ELA scores have been disappointingly irregular over the last four years, with an overall decrease of eight percentage points since 2005. Math scores have shown the same slow growth, though not with the same degree of success as found with ninth and tenth grade.

28

CST English-Language ArtsPercent Scoring At or Above Proficient

39

36

42

31

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 26

(DSS)

CST English-Language ArtsGrade 11

10% 17% 17% 11%9%

18% 15%19%

42%

30%25%

39%

31% 28%28%

24%

8% 8% 14% 7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 27

(DSS )

In mathematics, the percentage of below basic and far below basic students is decreasing over time, though not significantly. Gains have yet to be made in moving proficient students to advanced.

CST MathematicsPercent Scoring At or Above Proficient

2

2

2

4

0 10 20 30 40 50 60 70

2005

2006

2007

2008

Figure 28

(DSS)

29

CST MathematicsGrade 11

40% 34% 30% 28%

44% 55%54%

50%

15% 9% 14% 18%1% 2% 2% 4%

0% 0% 0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Prof icient

% Basic

% Below Basic

% Far Below Basic

Figure 29

(DSS

Eleventh grade Algebra 2 scores improved more than those of Summative High School Mathematics. The percentage of students falling in far below basic decreased by 27% over four years in Algebra 2. Slight gains can be seen in Summative HS Math with fewer students falling in the lower bands and more students in the top two bands. The increase has not been consistent over time.

CST Algebra 2Grade 11

62% 58% 54%

35%

37% 39%38%

48%

8%15%

2% 4%

0% 0%

0% 2%

0% 0%0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 30

(DSS

30

CST Summative HS MathGrade 11

18% 19% 16% 16%

52%64%

61%52%

27%14% 20%

25%

8%3% 4% 3%

0% 0% 0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 31

(DSS) A great deal of work remains to be done in mathematics for all students in grades 9-11. Slight progress is evident, but additional data needs to be collected and analyzed to determine the next steps in order to make more significant gains. Efforts to develop and refine processes for analyzing student work are ongoing. Teachers need to collaborate and reflect on professional practices in the content areas. Articulation with Algebra 1 and Geometry is also part of the school’s structure to improve student performance in Algebra 2 and Summative HS Math. Plans for grades K-12 accreditation have begun (2008-09 school year) with the training of K-8 teachers in gaining a basic understanding of the Focus on Learning self-study process while the high school staff completed final preparations for the March 2009 WASC visit. Articulation in all content areas across all grade levels has the potential to foster a greater understanding of the abilities of Foshay students and the possibility of creating a true Urban Learning Center. Supplementing these reforms are the implementation of a school-wide focus on teaching literacy across the content areas, a continuation of peer coaching as a component of professional development and content-area teams that work on standards-based curriculum development and backwards mapping. California Standards Tests (CST): Grades 9-11 Science In 2005-06, to comply with district regulations, all 9th graders were enrolled in Integrated/Coordinated Science 1, instead of Biology. Tenth graders now take Biology and eleventh grade students take Chemistry. Seniors have the option to take AP Chemistry, Physics or a science elective. The district mandated that all students be enrolled in a CST “testable” science course in grades 9-11. This has been a difficult transition, especially with regards to preparing students for Chemistry. The increase of the percentages falling in the lower bands each year for the last three years indicates the students are not prepared for the rigors of Chemistry. A school-wide effort to

31

provide students with experiences in translating concepts from the abstract to the concrete will be initiated to strengthen the science program. Some progress has been made in the new 9th grade course of Integrated/Coordinated Science 1, with a slight increase in the percentage of students performing at the Advanced level, though the percentage of students in below basic and far below basic also increased.

CST Integrated/Coordinated Science 1Grade 9

11% 9% 18%

39%29%

23%

48%59% 54%

3% 3% 5%

0% 0% 0%

0%

20%

40%

60%

80%

100%

2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 32

(DSS) Tenth grade student performance has improved in life sciences. Fewer students are falling in the lower two bans over time. However, these skills are not leading to the same improvement on the end-of-course exam for Biology.

CST Life ScienceGrade 10

9% 6%

21% 23%18%

32%47%

44%

31%

20%30%

8%

4%

4% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2006 2007 2008

% Advanced

% Prof icient

% Basic

% Below Basic

% Far Below Basic

Figure 33

(DSS) More students are falling in the lowest two bands, though there has also been a slight increase in the percentage of students falling in the highest two bands. It appears that students previously scoring at Basic are fairly equally raising or lowering their exam scores, but only in Biology.

32

CST BiologyGrade 10

8% 15%17% 20%

21% 13%

56% 43%

57%

51%

20%28%

13%30%

6%

4%3%

3% 1% 1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 34

(DSS)

CST ChemistryGrade 11

13% 19% 22%31%

23%

38% 25%23%

53%

42%47% 41%

11% 6% 6%2%

0% 0% 0% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Prof icient

% Basic

% Below Basic

% Far Below Basic

Figure 35

(DSS) The teachers’ participation in the district’s periodic assessments does not seem to be supporting growth in science. The pacing plan for each course needs to be more closely aligned with the schedule of the periodic assessments and the standards that are tested on each assessment. California Standards Tests (CST): Grades 9-11 Social Studies

The social studies department has been struggling with the difference in the curriculum between AP World History and regular World History and AP US History and regular US History.

33

Students in the advanced placement courses are exposed to a much greater span of history and therefore spend less time on standards that are tested on the CST.

CST World History

Grade 10

19% 16% 17% 15%

16% 18%32%

16%

46%39%

41%

45%

16%24%

7%20%

3% 3% 2% 3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 36

(DSS) There is a decrease in the percentage of students scoring in the lowest two bands for World History, but the same is not true for US History. Pacing plans for both regular courses need to be adjusted to cover all tested standards. The curriculums for the advanced placement courses need to emphasize CST standards within the course curriculum.

CST US History

Grade 11

10% 9%19%

10%

13%25%

18%27%

44%38% 34% 39%

23%25% 25%

21%10% 2% 4% 2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005 2006 2007 2008

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

Figure 37

(DSS) Beyond the classroom experiences such as visits to the Museum of Tolerance and volunteering at polling places are expected to help shape and reinforce skills being taught in the classroom. Fortunately, the social studies courses occur within the career academies and all three are supported by grants from the California Partnership Academy.

34

Student Subgroups All subgroups in grades K-12 made gains on the 2007-08 Academic Performance Index (API), with the greatest overall growth observed for students with disabilities and Latinos.

2007-08 API Subgroup Growth

118 9 10

1917

23

1713

32

0

5

10

15

20

25

30

35Af

rican

Am

eric

an

His

pani

c or

Lat

ino

Soci

oeco

nom

ical

lyD

isad

vant

aged

Engl

ish

Lear

ners

Stud

ents

with

Dis

abilit

ies

Grow th Target

Grow th

Figure 38

(CDE)

The AYP charts for grades 9-11, which focus on the percentage of students scoring proficient or above, look somewhat different. (Figures 39 and 40) In English-Language Arts, the schoolwide, socioeconomically disadvantaged and Latino scores appear to remain relatively constant, while African-American students seem to be making the greatest gains. The percentage of students with disabilities and English Learners who score at or above proficient has decreased. Students classified as English Learners do not, by nature of their classification, score at proficient or above. If they did, they would be reclassified.

English-Language Arts (Gr. 9-11)Annual Yearly Progress: Percent Scoring At or Above Proficient

0.0

10.0

20.0

30.0

40.0

50.0

60.0

2005 2006 2007 2008

Schoolw ide

African American or Black (not ofHispanic origin)

Hispanic or Latino

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilities

Figure 39

(CDE) The charts show Latinos and African-Americans making the most significant gains in math overall. Schoolwide scores evidence a slow pattern of growth. Though the population of

35

students with disabilities is decreasing annually, it is still a concern that none of those who remain are scoring at proficient or above.

Mathematics (Gr. 9-11)

Annual Yearly Progress: Percent Scoring At or Above Proficient

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

2005 2006 2007 2008

Schoolw ide

African American or Black (not ofHispanic origin)

Hispanic or Latino

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilities

Figure 40

(CDE) Efforts to reduce the achievement gaps are working for some subgroups. For example, the majority of professional development sessions this year focused on one or more subgroups and feedback from staff surveys regularly reported strong agreement that the PD topics could be applied to one or more subgroups. An action plan for the Single Plan for Student Achievement (SPSA) was developed to directly target African-Americans; one strategy being the formation of two all-male African-American cohorts of 6th grade students. Students with Disabilities This subgroup’s enrollment has decreased from 11% of the high school population in 2006 to only 4% in 2008. The chart indicates that the cohort currently in the 12th grade did make progress in ELA over the three years displayed. The percentage of students scoring at basic or above increased over time.

CST English-Language ArtsSubgroups: Students with Disabilities

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 41

(DSS)

36

In mathematics, the most consistent improvement occurs in the tenth grade, with the number of students scoring at the FBB level dropping dramatically. The cohort that made gains in ELA did not make those gains in math. The percentage of students falling in the lowest band increased from their ninth grade year to their eleventh grade year.

CST MathematicsSubgroups: Students with Disabilities

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 42

(DSS) LAUSD is eliminating the Special Day Program at Foshay primarily because the student population is too small to warrant the services and staff generally provided to students with disabilities. The students receive little or no school-to-career training and there is a single resource specialist teacher assigned to support all special needs students who take classes in four different smaller learning communities. Beginning in 2006, as each incoming cohort was eliminated, an additional special day class teacher position was eliminated. Consequently, those remaining had to teach more subject areas. In 2008-09 there is one special day class teacher who instructs the final cohort of students in all core content areas. Students are to be taught at standard and high school courses can require a degree of specialized knowledge that can not easily be obtained in one person.

English Learners The English Learners (EL) comprise 11% of the high school population. All of Foshay High School’s ELs exited the English as a Second Language (ESL) program before leaving middle school, as required in the application process. All students are in the Preparing for Reclassification Program (PRP). They are clustered in regular English courses when possible. It often only occurs in the ninth grade because of the constraints put on the master schedule by the core courses of the three career academies. In the El subgroup, three years of California English Language Development Test (CELDT) scores show a consistent pattern of students moving from lower to higher English language proficiency levels as they progress from one grade level to the next over the last three years.

37

LAUSD has mandated that all teachers seek CLAD certification, emphasizing instructional strategies targeted for the EL population. Two EL Coordinators share professional development and compliance duties, though twork primarily with the middlschool.

hey e

f

A schoolwide plan to implement research-based strategies will be part of the new action plan. As expected, students demonstrate a higher level of performance on the CST as they gain fluency (Figure 44). By 11th grade, 30% of the cohort ostudents beginning 9th grade in 2005 moved out of the lowest two bands in ELA. The cohort beginning in 2006 has increased the percentage of students in the lower bands, unfortunately. The loss of students performing at the advanced level in that cohort in 9th grade is due to reclassification. The math data shows that entering 9th grade students are less likely to score in the lowest band. By 11th grade, a small percentage of the cohort of students entering in 2005 reached proficient in math. It appears that cohorts of students perform consistently as they progress through the grades. The design of the 9th Grade House is meant to increase student confidence and motivation and as a by-product ease the transition from

California English Language Development Test 2008-09

34% 29%31%

12%

58%67%

38%

65%

8%

25% 23%

0%0%0% 0%0%6%0% 4%

0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

(DSS)

California English Language Development Test 2007-08

50%

20%

57%

40%

25%

60%

43%

53%

25% 20%7%

0% 0% 0% 0%0% 0%

0%0%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

California English Language Development Test 2006-07

8% 8%

36%

8%

28%36%

46%

15%

56% 44%

18%

31%

8% 12%

46%

0%0%0%0%

0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

Figure 43

38

middle school to high school. A more concerted effort needs to be made to meet the needs of the high school EL population, small though it may be.

CST English-Language ArtsSubgroups: English Learners

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 44

African-Americans This population has declined from 14% to 10% over the last three years. Taking a closer look at the African-American subgroup, the cohorts who begin in 9th grade exhibit the same pattern of performance each year with slight variations. Over tthough, there are fewer studenscoring at Basic in mathematbut not ELA. The percentage of students scoring at proficient or

ime, ts

ics,

CST English-Language ArtsSubgroups: African-Americans

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 45

(DSS)

CST MathematicsSubgroups: English Learners

2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-080%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

(DSS)

39

above decreases with each grade level.

CST MathematicsSubgroups: African-Americans

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08

9th Grade 10th Grade 11th Grade

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 46

(DSS)

African-American 9th graders are showing steady long-term gains on the CST ELA and mathematics. More students are scoring at the higher bands and fewer at the lowest bands. Across the board, African-Americans score higher on CST ELA than math. This is true for all subgroups. Small Learning Communities One fundamental element of an Urban Learning Center at the high school level is the career academy structure. Every student in grades 10-12 has participated in one of three career academies since 1995. The high school curricular paths are developed around three academies that require the University of California/California State University A-G subject requirements as well as "school to career" elective classes. The academies are: Finance, Health Careers and Technology. 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 students complete content area classes including lab sciences and foreign language and take elective courses within the academy theme. School-to-career education and opportunities come to students through their academies in the form of internships, e-mentoring and job shadowing. For example, a student in the Technology Academy will take English, Social Science, Math, Science, Foreign Language, a class in computer technology and other electives designed to allow them to meet or exceed the CSU/UC “A-G” requirements. Students are also required to complete a senior portfolio, a Service Learning project and from 60-150 community service hours. Through the Focus on Learning self-study process, the high school staff determined that an academy-like experience would benefit the ninth grade students, as well. Students that received 2 or more Ds or Fs in the ninth grade continued that pattern of low achievement throughout grades 10-12. The 9th Grade House was established Fall 2006 by a design team comprised of interested teachers, counselors and administrators. A core “house” class (Teen Living A/Teen Living B) was designed around the philosophies found in The Seven Habits of Highly Effective

40

Teens.8 Teen Living teachers meet regularly and use the online learning environment of Moodle to communicate about students, events and curriculum. Textbook Adoptions This year’s Williams visit, rated Foshay “sufficient” with regard to textbooks. Every Foshay High School student has a textbook for his or her classes. Recent adoptions for grades 9-12 include English (2005-06), Algebra (2005-06), Geometry (2005-06) and Social Sciences (2005-06). Publishers were invited to present materials to teachers, with a review process and ongoing professional dialogue assisting teachers in their selection of the State Board of Education-approved textbooks. New science textbooks adopted by the district are in use as of 2007-08. To support the adoptions, English and mathematics teachers attended 40 hours of AB 466 training between the spring and summer of 2006. Interventions Foshay has implemented some intervention programs in an effort to help students pass the California High School Exit Exam (CaHSEE) and achieve proficiency on the state standards. CaHSEE preparation classes are offered on Saturdays through the Beyond the Bell program, which also offers an intensive Bootcamp the week before each administration of the exam to any student beyond tenth grade who has not passed both parts of the exam. Students are mandated to attend and it is held during the school day. CaHSEE intervention classes such as Essential Math and Essential English are built into the master schedule during the school day. Students with disabilities who have not passed the CaHSEE comprise most of the enrollees, but classes are open to regular education students depending on their schedule. Approximately 50-100 high school students are enrolled in Beyond the Bell programs at any one time. Ninth grade students who are placed in Algebra 1 are required to attend one Saturday School course per semester to improve their skills. Data needs to be gathered and analyzed to determine if this effort has been effective. Intersession classes are regularly offered in mathematics and English when the high school students are off-track. Lack of enrollment prevents other subjects being offered. The eight-period block schedule allows some flexibility in allowing students to retake failed courses during the regular school day instead of attending intersession or Adult School. Math teachers are using LAUSD’s Algebra support program and periodic assessments aligned to the standards to better inform instruction in the areas of Algebra 1 and Geometry. Informal tutoring sessions are offered by the robotics team after school several days a week. Individual teachers offer tutoring sessions as needed. California High School Exit Exam An increasing percentage of students are passing the CaHSEE at the 10th grade level (Figure 47). Students showed considerable growth in 2007-08, especially in mathematics. For the first time

8 Sean Covey (Fireside; 1 edition (October 9, 1998)

41

the percentage of students passing math exceeded that of ELA, which illustrates the success of the current math action plan. Foshay scores are consistently above both the district and the state.

Percentage of 10th Graders Passing the CaHSEE(As of February 2008 administration)

87%

80%

80%

72%

82%

77%

89%

94%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ELA

Math

2007-08

2006-07

2005-06

2004-05

Figure 47

(CDE)

2006-07 CaHSEE English-Language Arts SubscoresPercent Correct

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

WORD ANALYSIS

READINGCOMPREHENSION

LITERARY RESPONSE &ANALYSIS

WRITING STRATEGIES

WRITING CONVENTIONS

WRITING APPLICATIONS

10th Grade

11th Grade

12th Grade

Figure 48

(CDE)

2006-07 CaHSEE Mathematics SubscoresPercent Correct

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0%

PROBABILITY &STATISTICS

NUMBER SENSE

ALGEBRA & FUNCTIONS

MEASUREMENT &GEOMETRY

ALGEBRA I

10th Grade

11th Grade

12th Grade

Figure 49

(CDE)

42

College Preparation

Though it is a basic tenet of the Urban Learning Center reform model to provide students with the opportunity to prepare themselves for the college and/or career of their choice, a number of obstacles challenge both the staff and students in their efforts to achieve this goal. The limitations of the master schedule due to the size of the high school often creates problems when dealing with individual student needs in terms of remediation and/or enrichment courses, as well as imbalances in class sizes that are difficult to resolve. Acquiring necessary textbooks and class materials in a timely manner was more difficult in prior years due to the reorganization of the local districts and changes in management and philosophy, but has improved a great deal since the enforcement of the Williams Initiative.

Foshay SAT scores are consistently below both the district and state average. The number of students taking the exam is decreasing and scores fluctuate yearly. Writing scores have improved.

SAT Scores

134

439 450

36

119

432 421 433

106

434 429 440

0

50

100

150

200

250

300

350

400

450

500

Number Tested Verbal Average Math Average Writing Average

2004-05

2005-06

2006-07

Figure 50

(CDE)

Two major efforts to improve SAT scores have been implemented over the last 4 years. The school has purchased the College Board’s Online SAT Preparation Course for each student for two years consecutively. The intent was to have students use the course independently along with math and English teachers assigning components of the course for class work and homework. The classroom component has not been fully implemented due to the lack of professional development time for teacher training. The second effort involves mandating that all students in grades 9-11 take the PSAT exam. The contract that is part of the high school application was amended to require students to take all pre-college exams offered by the school in order to take full advantage of enrollment in a college preparatory high school.

Advanced Placement Courses (AP) The number of AP exams taken has decreased annually for the past five years, from 400 to 228. The percentage of students scoring 3 or better has fluctuated, but is well below both district and

43

state averages. This data initiated an amendment to the 2006 WASC action plan to include efforts designed In 2008 all AP teachers submitted their course outlines for College Board approval and were accepted as submitted. In 2009 an effort to inform parents and students about the rigors and benefits of AP courses, an AP Faire will be held where student contracts will be initiated. The intent is not to winnow out prospective students, but to ensure that they and their parents are well informed about the commitment required to succeed in an advanced placement course.

Advanced Placement Scores

0

50

100

150

200

250

Number of TestTakers

Exams Scr=1 Exams Scr=2 Exams Scr=3 Exams Scr=4 Exams Scr=5

2004-05

2005-06

2006-07

Figure 51

(CDE)

Newsweek Magazine has named Foshay Learning Center one of “America’s Best High Schools” in 2003 (ranked #70), 2005 (ranked #408), 2006 (ranked #421), 2007 (ranked # 309) and 2008 (ranked #598) as indicated by the Challenge Index, which ranks schools based on the number of Advanced Placement exams taken divided by the number of graduating seniors. In 2006-07, over 75% of Foshay High School students taking UC/CSU required courses passed with a C or better in all areas, all grade levels.

CSU Early Assessment Program (EAP)Percent Who Did Not Demonstrate College Readiness on this Assessment

0%

20%

40%

60%

80%

100%

120%

English Algebra II HS Math

2005-06

2006-07

2007-08

Figure 52

(EAP)

44

Three years ago when the CSU system initiated the Early Assessment Program (EAP) via the California Standards Tests for 11th graders, Foshay staff were trained to inform the students that it would not be optional for them. Ninety percent of the students have taken the EAP for the last two years. The majority of the students are classified as “Not Ready for College English” and “Not Ready for College Math.” LAUSD has since contracted with CSU to provide curriculum and professional development for English teachers to improve instruction and subsequently, performance on the EAP and in college. Foshay has a full-time High School Liaison who serves as a college and career advisor, working with students to prepare for them college admission. The Liaison works closely with the academic counselors to organize and coordinate college tours, financial aid workshops and college application workshops for students. In addition, special workshops are held for undocumented students to educate parents and students about educational opportunities beyond high school. Professional development for counselors includes participation in workshops and conferences sponsored through the UC/CSU system. College and University Admission As stated earlier in this profile, a large majority of Foshay graduates (80% or higher) matriculate to post-secondary institutions. Students have enrolled at ten of the California community colleges, nineteen of the California State University campuses, eight of the University of California campuses and numerous private and out of state colleges/universities. It should be noted that Foshay has consistently been the largest feeder of high school minority students for the freshman class at the University of Southern California. Student Perception Data Three hundred seventy-eight students were surveyed about their experiences at Foshay. Most responses were positive in nature, though the student population has definite ideas about how the school could be improved. Eighty-six percent of the students responding state that they are glad they stayed at Foshay to attend high school and over 70% would convince their friends and siblings to attend Foshay, as well. Most students rate the school and their teachers at 3 or 4 out of four. The majority of the students feel they are being to prepared to compete with other California high school students and to be competitive in college or the workforce. They find support services easy to access. They understand how they are being graded and feel they have an opportunity to revise and improve work in most content areas. The things they don’t want to ever change are the teachers and the academies. Their best learning experiences have been with caring teachers who don’t give up on them and when they are involved in real-world experiences. Their worst learning experiences are at times when they do not have permanent teachers for an extended period of time. Most students do not

45

feel there are sufficient extra-curricular activities offered. The thing they would most like to see different about Foshay would be to feel as though they are part of a “high school experience.” They resent sharing the campus and resources with middle school students, instead of enjoying the benefits of being in a Learning Center. Though the constraints of the master schedule due to the size of the student population generally prohibits it, they would like to see more choice in class offerings and more academies. Parent Perception Data Foshay parents were surveyed in the areas of parenting, communicating, volunteering, learning at home, decision-making and collaborating with the community. The surveys were given in the Parent Center to volunteers and participants in the Adult Education ESL classes and the Parenting class. They were also given at the meetings of our English Learner Advisory Council, the Compensatory Education Advisory Council and the Title I Overview. Parents attending the robotics, Extended Learning Academy and Special Education Advisory Committee meetings were also surveyed. The results of the surveys will be used by a parent group to develop the Action Plan for School, Family and Community Partnerships. Over seventy percent of parents responding state that the school offers parent education workshops often and that they receive information on child development. Only 65% receive positive messages about their children regularly, though. Almost 80% feel that events and activities occur often and at a variety of times during the day, evening and on weekends so that all parents can attend some activities. Between 60-72% of Foshay parents feel the school only sometimes attempts to involve all parents in decision-making on school policies. A similar percentage states that Foshay only sometimes collaborates with the community on programs to enhance student skills. Eighty percent state that they are provided information on helping with homework and that the homework is often interactive, requiring the student to discuss what they are learning with a family member. Conclusion While it is clear that Foshay High School faces significant challenges in raising student achievement to acceptable proficiency levels in several core content areas, an analysis of the data indicates measurable progress in English and mathematics. Over half the high school teachers state that their use of data to drive instruction has increased in frequency over the last two years, which has been a schoolwide focus. The staff, students and stakeholders of Foshay look forward to building on these successes in the coming years and anticipate reporting further significant gains in the next self-study.

46

Significant Developments

47

In 2008-09, Foshay instituted a series of Focus on Learning workshops. The K-8 staff explored

s and 09.

rocedures for Implementation & Monitoring

Following the initial accreditation team report, th et to discuss informal

outine

ummary of Progress on Critical Areas for Follow-up:

• Critical Areas for Follow-up #1 (“The high school needs to continue to develop its vision

the five categories of the self-study process with the goal toward K-12 accreditation for the next cycle. The 9-12 staff prepared for the March 2009 Three-Year Progress Report visit. Schoolwide (K-12) action plans were developed for English, mathematics, social studiescience as a result. The special day program was eliminated at the high school level for 2008-A number of staff members associated with the high school have been removed for an extended period from the school site for personal reasons and their positions have been filled by long-termsubstitute teachers. P

e high school staff m

annual progress reports on staff development days at the conclusion of that year and each subsequent year. Meetings occurred on Foshay’s Focus on Learning Tuesday’s and after rbusiness during monthly high school track meetings. The high school staff addressed the Critical Areas for Follow-up left by the visiting committee. Select issues were discussed and assigned to action plan groups for further study if necessary. WASC goals were set for the following year and action plan group assignments were made. S

and identity.”) o The original Action Plan 2 (focusing on improvement of AP program) was

ensus

itment

hool Inter-Academy Student Steering Committee to

or each career academy. Partnership (UEP)

of Finance applies for & is awarded the California Partnership

ction Plan 2 (focusing on improvement of AP scores) completed

n 2 (p.52).

needs to look at ways to develop and

rewritten after visiting committee’s report to work towards establishing conson the high school course of study & to come to consensus on who we are (resolve conflicting views on college prep vs. career prep). A deeper commto student achievement can be seen as evidenced by academies working together to provide best AP experience while still focusing on interdisciplinary teaming within career academies.

o Establishment of High Scpromote identity as high school.

o Paid off-track planning sessions fo ConnectEd Career Academy self-study w/Urban Education

support. o Academy

Academy grant. o Amendment to A

& approved by School Site Council (SSC). o This critical area is addressed in Action Pla

• Critical Areas for Follow-up #2 (“The high schoolimplement its high school Advisory Committee.”)

48

o Established January 2007 as the High School Inter-Academy Student Steering Committee (HS-IASSC). Meets every Monday @ lunch w/3 representatives from

estival,

6).

9th grade house and the three career academies plus two staff advisors. o HS-IASSC takes over planning & implementation of annual awards program,

high school inter-academy activities (Magic Mountain trip, Halloween fend-of-semester activities, etc.), annual high school volunteer activity (AIDS Walk), and the Road Show (academy selection program)

o This critical area is addressed in Action Plan 2 (p. 54) & Action Plan 3 (p. 5

• Critical Areas for Follow-up #3 (“The findings of the LAUSD NCLB self-study findings and the WASC self-study must be incorporated into one action plan under the Single Plan for Student Achievement.”)

o Adopted by SSC in April 5, 2007 (after rewrite to incorporate WASC Visiting Committee recommendations).

0/30/08). ent goals

lso appear in individual department.

• hool administration and staff need to

o Regularly scheduled progress reports made to SSC & accepted as given (10/18/07, 1/17/08, 3/20/08 & 1

o This critical area is addressed in Action Plan 3 (p. 56); student achievemand action plan steps from Action Plan 1 aaction plans that are SSC approved.

Critical Areas for Follow-up #4 (“The high scdevelop a process to increase representation in school governance.”)

ditional action has SSC

t weekly on Wednesdays @ lunch for a en

, BM & SSC.

n and staff need to

o High school representation remains as originally developed in School Site Council & School Based Management (SBM) by-laws. (No adbeen taken.) The high school is currently represented by three members onand two members on SBM. High school teachers are encouraged to run for at-large positions to increase representation.

o High School Leadership Team (academy leads, 9th Grade House lead, High School Liaison) initiated January 2007; mefew months with varying degrees of success due to irregular attendance. Whnecessary, Academy/House Lead Teacher communication primarily takes place through e-mail.

o High school student representation – regular attendance is seen on the HS-IASSCthough poor on S

o This critical area is addressed in Action Plan 2 (p. 52).

• Critical Areas for Follow-up #5 (“The high school administratiodevelop a systemic plan with accountability for data collection, analysis, and staff development to continuously increase student achievement.”)

o Process for requesting data developed & website area allocated for posting data.

of

ed for all 11 & 12 graders who had not yet passed (focus on IEP

A s goals for improvement and data collection & analysis for

o CaHSEE data analyzed in-depth by academies & CaHSEE Bootcamp support provid th th

population). o Each department has its own SSC-approved Action Plan as part of the SPS

which include

49

accountability. Data include: CST, periodic assessment, CaHSEE, Advanced Placement exams, etc.

o Academies/House analyze monthly attendance reports to identify students requiring intervention.

o This critical area is addressed in Action Plan 5 (p. 60) & Action Plan 6 (p. 61).

• Critical Areas for Follow-up #6 (“Content standards and ESLRs need to be fully incorporated as the driving force of the instructional program.”)

CST

website, in classrooms & in school agenda book. Action Plan 1 (p. 52), Action Plan 3 (p. 56) &

hool administration and staff need to

o Individual action plans by dept. to improve student achievement, based ondata (standards).

o Standards posted in classrooms. o ESLRs on school o This critical area is addressed in

Action Plan 5 (p. 60).

• Critical Areas for Follow-up #7 (“The high scprovide a variety of differentiated instructional strategies to fully engage all students in the instructional process.”)

o In 2007-08, district-mandated professional development sessions occurred in departments based on the needs stated in their action plans.

hole-school sessions n,

artment occur the fall of each school year. onal

trategies to meet the needs

ent, incl. differentiated instructional strategies)

ogram continuing; students fully incorporated into regular education

o In 2008-09, half of the district-mandated professional development sessions occurred whole-school and half occurred by department. Wwere based on a year-long focus on the use of data analysis to drive instructiocreating a model classroom and differentiated instructional strategies. Instructional Leadership Team with high school representation) developed the SSC-approved plan.

o Differentiated instruction professional development session produced by the special education dep

o Student engagement, peer coaching & oppositionally defiant students professidevelopment sessions by Dr. Mendes for each track.

o Advanced Placement teachers attend College Board professional development sessions annually (regarding open access policy and sof students of all ability levels).

o Academies participating in ConnectEd self-study w/UEP support (focus on interdisciplinary project developmMay 2008.

o Special Day Class program eliminated as of 2009-10 school year, but Resource Specialist Prprogram. Current strategy has RSP/SDC students clustered by academy when possible w/a special education TA assigned to support regular education teacher.

o This critical area is addressed in Action Plan 1 (p. 52) & Action Plan 6 (p. 61).

• Critical Areas for Follow-up #8 (Foshay needs to improve the quality and frequency of communications with the high school parents on school wide and individual student issues.”)

50

o New Foshay website updated weekly (incl. calendar of events, high school page,high school counseling page, College & Career Center page, teacher pages, clpa

ass

ges, homework).

ports (mandated). s meetings increased.

tc.

mmunication purposes.

ers: English Learner Program, Title I, USC Family of Schools

ystem for each teacher (March 2008).

my & Finance Academy to follow 2008-09). f meetings (March 2008).

ction Plan 1 Goal: Students will demonstrate improved achievement in the areas of eading, math and other identified areas.

o High school Google calendar. o Counselor/parent meetings regarding Individual Graduation Plan (mandated). o Monthly progress reo High school application proceso Purchase of Moodle as tool for online lessons, parent/student communication, e

(March 2008). o PD on using LAUSD e-mail & calendar feature for co

(January 2008). o School newslett

monthly newsletter. o New voicemail so Health Careers Academy has special Back-to-School Night academy parent

meeting (Tech Acadeo LAUSD-provided phone call system to notify parents oo USC NAI parent workshops. o Family Center ESL & computing classes. o This critical area is addressed in the amended Action Plan 2 (p. 54) & Action

Plan 3 (p. 56).

Ar

51

Progress Report: The English teachers were trained at Local District 7 on the implementation of standards-based

were designed by the California State University (CSU). After analyzing the sults of the CSU’s Early Assessment Program (EAP) for 2006 & 2007, the district contracted

est tructional Leadership Team designed a year-long

rofessional development calendar for 2008-09 that incorporated PD goals from each department

nd

t ince 2006, AP

achers have attended the annual College Board conference for their discipline. Social studies l

h ments for the certificate or take and

ass three exams on the subject. Teachers must demonstrate progress towards the completion of

ning to the , student engagement and working with oppositionally

efiant students.

eam projects using backwards planning. Teachers are filmed during the course f the project, lessons are analyzed and the team works with the facilitators to improve the

to s. Biology and Chemistry teachers offered after school mandatory

toring. Students were required to retake the failed exams until they achieved 75% proficiency. i

uncil

lesson plans which rewith CSU to provide curriculum and training for all high school English teachers in order to improve student achievement in this area. Each track is assigned 14 district-mandated Professional Development Tuesdays. At the requof the School Site Council, the school’s Inspaction plan. The common areas were: differentiated instruction and data-driven decision-making in the classroom. Approximately one-third of the PD sessions were schoolwide and were arouthese two topics. One-third of the PD sessions were given directly to the departments for content-specific workshops such as presentations from the textbook publishers about resources, etc. The remaining one-third of the PD sessions are also schoolwide and they are around the development of the action plans for the Single Plan for Student Achievement. Teachers also attended professional conferences for their content area. A representative cohorof math teachers attended the CMC Math Conference in November of 2008. Steteachers attended local, state or national level conferences and have become members of nationaorganizations such as CCSS, NCSS, WHA, CSET and NCEE. Conferences attended were NTSA, CSTA, CUE, and the National Biology Conference. All LAUSD teachers are required to attain the CLAD certificate for the instruction of EnglisLearners. They must either take classes that meet the requirepthis certification process by June 2009 (evidence of passing two of the three exams or completing a credential with a CLAD). From 2006-07 to 2007-08, the school contracted with Dr. Ernie Mendes to provide traientire high school staff on peer coachingd Some teachers attended Lesson Design Study, a process involving the development of interdisciplinary toproject where needed. Math students participated in after-school or Saturday intervention or during off-track time help improve their skilltuA process has begun to post course syllabi for each content area on the school website. Syllabwill include state standard for each subject area. Each department reports to School Site Cotwice a semester on the progress they have made on their Action Plan. They are required to cite

52

the data that was analyzed note any key findings and explain the actions taken or planned based on those findings. Each teacher has ESLRs posted in the classroom. Action Plan 2 Goal: Foshay staff and administration will develop, disseminate and commit o a clearly defined model of the Foshay Senior High course of study. t

53

Progress Report: After a series of lengthy discussions involving the Urban Learning Center design and the existing

e high school level, it was agreed that a fundamental goal of the Foshay igh School is to provide students with a solid college and career preparatory experience.

chers

to teach the Health Academy’s 10 grade ocial Studies courses (i.e. – World History and Advanced Placement World History) while the

el

e ment

and collaboration between the two.

a m.

the Foshay’s schoolwide (K-12) NCLB self-study for rogram Improvement Year 3 schools, in 2006-06 all stakeholders agreed to remain an Urban

rs annually.

amiliarize both student and arent with syllabi, texts, and policies. The first AP Fair is scheduled for February 19, 2009. A

ip.

course of study at thHStudents will continue to be required to attempt the UC/CSU A-G course requirements while simultaneously completing three years of electives in a career-themed academy program. Advanced placement courses continue to be offered within the academy structure. Core teaare piloting a new approach to student placement. The Health and Technology academies are collaborating for the 2008-2009 academic year: The Technology Academy History Instructor has agreed th

SHealth Academy History Instructor has agreed to teach the Technology Academy’s 11th grade Social Studies courses (i.e. – American History and Advanced Placement American History). The premise for this decision was the need to decrease the number of preps each instructor had, allowing for the development of expertise and specialization in one AP course. It is expected that this change will lead to an increase in AP scores of 3 or higher. This also increases the levof inter-academy communication evidenced in the participation of the instructors in both academies, allowing for a smooth integration of the academy interdisciplinary projects.

The Technology Academy has arranged their academy matrix so that the regular 12th gradEnglish class meets during the same period as the AP Literature class, allowing for move

Action Plan 2 was updated to include particular emphasis on the increase of students achieving score of three or better on the AP exa Research was conducted regarding the process to becoming an official LAUSD Small Learning Community (SLC). However, as part of PLearning Center with one School Site Council. In the updated action plan, an open access policy has been maintained. It has also become a cultural norm to facilitate AP training for teache The updated Action Plan proposes to initiate a pre-enrollment informational meeting for prospective AP students and their parents. This meeting is meant to fpcontract has been developed for all AP students to sign and adhere to. This contract is an amalgamation of AP contracts from different schools. This contract will be disseminated during the informational meeting. Action Plan 3 Goal: Improve communication to allow input from all stakeholders and to promote effective leadersh

54

Progress Report: Some aspects of communication at Foshay have improved since funding was allocated to

tional Networks for the design and hosting of a new school website. The ebsite can be Google-translated into Spanish, which is the primary second language in the area.

ased

ent

trates that only 40% feel fairly well informed about events and activities affecting eir students. The primary issue is receiving contradictory information regarding the event

e House and the academies. Issues dealing ith school/community communication have not been dealt with.

into the Single Plan for

tudent Achievement on April 5, 2007. All SSC-approved Action Plans are posted on the school

/Academy Lead Teachers communicate by

-mail when necessary. Representation on the governing committees is established in their by-

ely implemented in 2006-07 when there was a class on the

contract with EducawThe calendar and daily bulletin sections provide up-to-date information to all stakeholdersregarding school events and activities. Teachers post course syllabi and policies as well as homework assignments and messages to parents and students. This facility is not used to the extent hoped, but with additional professional development, continued growth is expected. Agendas and minutes for both school governance bodies (School-Site Council and School-BManagement) are posted to the website, providing information and encouraging stakeholder participation in the decision-making process. The Single Plan for Student Achievement is available for review, along with all current action plans. Parents, students, the staff and the community are able to gain an understanding of the school’s progress toward improving studachievement. Analyzing responses gathered from a staff survey regarding the effectiveness of communication at Foshay illusthregarding location, time or persons involved. Seventy-five percent would prefer regular e-mail updates from administration regarding calendared events or changes in policy. A suggestion box to solicit feedback from all stakeholders has been built but, as of yet, it is not in use. A feedback form was developed, as well. The High School – Inter-Academy Student Steering Committee was formed, and has addressed the issue of communication only as it applies to thw The WASC Action Plan, revised after incorporating the visiting committee’s Critical Areas forFollow-up, was approved by School Site Council and incorporatedSwebsite for all stakeholders’ review. Comments are welcome at all SSC meetings, which are advertised on the school website and open to all stakeholders. The WASC Coordinator is required to present progress reports regarding the Action Plans twice a semester to School Site Council. SSC provides feedback when appropriate. The High School Leadership team formed temporarily to increase high school representation onschool governing bodies, but no longer exists. Houseelaws and there are no plans to amend them to provide for additional representation. School Site Council membership is set by the state. Equal representation for each grade span already exists on School-Based Management. A monthly newsletter for the high school population was attempted several times over the last three years, but was only effectiv

55

master schedule for students to produce it for presentation on the school website. Since, the class

ent

ction Plan 4 Goal: Improve facilities and student access to a positive, effective learning nvironment.

was combined with the Yearbook class and there is not time to complete both tasks. A student-initiated paper was proposed in 2008-09, but the lack of regular meetings and consistent studinterest derailed the plans before any issues were produced. Ae

56

Progress Report: Some progress has been made to improve facilities and student access to a positive, effective

nt. A variety of data and statistics have been collected to inform decision-aking in this area. Stats and data collected:

.

learning environmem

1. A survey of the teachers: WASC goal 4 (see tasks 3 and 5a and 5b) 2. A survey of the Buildings and Grounds keepers (see task 7a and 7b) –not completed

0) n (see task 2)

ee task 9)

3. Interview with PDC teacher (see task 14. Interview with LAUSD Project Manager for the auditorium renovatio5. Interview with the Plant Manager (see task 3) 6. Survey regarding instructional supplies. (s7. Purchase orders for furniture (see task 3)- not completed. 8. Chart produced by Title I regarding the available instructional supplies

hedule ted. Currently our capacity of the school

2200-2400, but we have 3400 students at Foshay. If we go traditional we will have only 1800

009. The funds have been allocated y the district and partial work has been completed. In 2006-07, an air-conditioning system was

aced.

he alue.

o identify purchasing needs, the plant manager and the building and grounds personnel

e as not reoccurred. Many storage areas contain unidentified materials

nd items whose ownership is unknown. Teachers and the administrator in charge of building

ers. stations have working internet access. Eighty of the teacher

ations have Microsoft Office. Twenty-nine of the classrooms have student work stations, twenty-six of which have Microsoft Office. Twenty-three of the student stations have working

9. PDC schedule produced by PDC monitor. Many teachers are currently still traveling. When the school goes to a traditional sc(hopefully 2010-2011) this situation should be eliminaisstudents which will eliminate teachers and free up rooms. According to Foshay’s district-appointed project manager for this job, the auditorium is scheduled for continued remodeling to begin sometime in 2binstalled, the curtains were replaced, the large screen was removed and the floor was replThe principal and director of the music program meet regularly with the project manager regarding the status of the remodeling. Phase I (design) of the project has been approved. According to the plant manager and the administrator in charge of building and grounds, tplant manager replaces approximately 10% of all furniture each year, up to $20,000.00 in vTcirculate the campus and pick out what is broken or needs to be replaced as well as using datafrom the school’s Service Request forms submitted by teachers. Related purchase orders are kept on file for reference. A marginally successful “Foshay Clean Out Day” was held in 2006-07. All storage areas wernot affected and the event haand grounds have determined that this goal will be tabled until the school is placed on a traditional schedule and every teacher has his/her own room and storage closets. This is scheduled to occur in 2010. All eighty-three classrooms have a teacher stations and seventy-seven have working printSeventy-seven of the teacherst

57

internet access and twelve have printers. There is an adequate number of teacher stations but ainadequate number of student stations. A request was made to SBM regarding the issue of opening a student bathroom for each genderon each floor of the main building. SBM determined that funding this would not be possible within the school budget. Subsequently

n

, teachers were requested to volunteer to monitor the athrooms but this did not prove to be a lasting solution. District policy currently states that an

as es

tered. Communication with the Plant Manager and the ministrator in charge of building and grounds regarding this effort to gather data has been

e last ten et.

parking lines were painted on the main lot on campus to maximize the space. After athering data on the number of employees at the school, the Facilities Improvement Team has

al o the

t chairs to determine what pplies are being used currently and what other supplies the teachers might need. Three

.

battendant has to service open bathrooms regularly and existing staff is insufficient to service additional bathrooms. If this issue is to be pursued, funding will have to be acquired for the additional service positions. Specific documentation regarding the roles and tasks for the building and grounds personnel hnot been acquired. The Facilities Improvement Team has created a survey for these employethat has not yet been adminisadineffective. The issue of ample, safe parking for all staff has been addressed several times over thyears. In 1999-2000, property was purchased to build an additional parking lot across the streIn 2002-03, gdetermined that this issue cannot be addressed with satisfaction until the school is put on a traditional schedule in 2010, when enrollment will drop and the number of employees will consequently decrease, enabling the problem to be reassessed. Systems are in place and well communicated to teachers about the distribution of instructionsupplies. However, the inventory of school supplies is slightly antiquated and not updated tmodern teacher’s needs. The conducted a survey of departmensudepartments returned the surveys and said that they needed access to more white board markers(class sets) and to technology supplies such as DVRs and CDRs and USB flash drives. This information has not been forwarded to SSC, the committee in charge of the budget. The current hours that the Product Development Center is available to students and staff is one-half hour before school, nutrition, and one hour after school (Tuesdays and Fridays excluded)According to the PDC coordinator, this is not enough time for our student body to obtain

uitable access to technology.

ction Plan 5 Goal: Develop and implement a way to gather, disseminate, and analyze ata to use in making decisions about program development and resource allocation.

eq Ad Progress Report:

58

A survey of instructional teams to see what they do with data and what other data they want to

ok at in the future was conducted by departmental teams and turned in by 4 of 5 teams. With Team, the Instructional Leadership Team planned and implemented three

rofessional development sessions in 2008-09 about the use of data to drive instruction. The

eachers now receive a monthly report by e-mail of all students who were absent five or more

been held by the 9 Grade House and re viewed as models for the career academies to follow.

he School Site Council is also now data driven and requires data as evidence to support actions

orm instruction.

ction Plan 6 Goal: Improve the implementation of program that mainstreams special ducation students into regular education classes.

loinput from the Datapthree sessions were: Data Driven Dialog, Trend Analysis & a workshop session where teachers could choose between a variety of topics (data walls, student tracking system, using the web to access data, etc.). The Data Team created a form to submit to the SIS Coordinator so teachers can request specific data about their students for its use to drive instruction. Ttimes, including period-by-period absences. House/Academy teams meet to discuss this data andidentify students for intervention. Parent meetings have th

a A central location to find data available about the school has been set up on the school website. High school teachers have been given access to post data to this area. Tin every decision they make. For the past two years, this council has been the driving force behind the emphasis on teacher training (K-12) in the use of data to inf Ae Progress Report:

59

60

has been in the process of eliminating the ecial day class program at Foshay for the last three years. There is only one cohort of students

in the 12th grade. Each year, a special day class instructor has been displaced nd the remaining teachers were forced to pick up the content areas that the departing teacher

students rough email, memos, and personal conferences.

professional development on differentiated struction. The four sessions held on the topic of differentiated instruction were - Academic

g

ught for schoolwide assistive technology, though two artboards were purchased for the special education department, one from the High Priority

ssistive technology needs identified in an Individual Education Plan (IEP) triggers a further d to

h ion, all but one SDC student passed the exam.

The most significant change to note is that the districtspremaining; they areawas teaching. At this point, the last special day class teacher is responsible for teaching math, science, social studies and English at the senior level to the students in the program. Monthly coffee chats were held during brunch to encourage communication and collaboration between Special Education and General Education Teachers and Teaching Assistants. The single resource specialist teacher communicates regularly on the progress of high riskth The special needs committee wrote and administered a survey on professional development about differentiated instruction to high school teachers. The committee worked with the Instructional Leadership Team to plan and executeinRigor, Accountable Talk, Incorporating Academic Rigor into Unit Planning and IncorporatinAssessments into Unit Planning. Two Teaching Assistants were assigned to support groups of students in their core classes. Funding sources are still being sosmSchools Grant and the other from the Microsoft Settlement funds allotted to the school. Aneeds assessment by the district. If the item is deemed necessary, the district is mandateprovide it for the student. CAHSEE boot camp was held for all Special Education students and all general education students who had not passed the exam. Subsequently, all RSP students except one passed botparts of the exam. In addit

61

CPM: Teaching, Learning and Professional Development and Funding

The following Action Plans are in draft form. School Site

Text in blue indicates read & approved

Council is in the process of evaluating them for eventual approval and incorporation into the Single Plan for Student Achievement. The color coding signifies:

Text crossed out will be deleted

ACTION PLAN

English/Language Arts

Text highlighted indicates the item has been tabled Text in green has been added Text in red has not been evaluated yet

62

This page must address student achievement needs: nd services.

professional development strategies/activities, personnel, programs, goods a

List which Expected Schoolwide Learning Results (ESLRs) support the goals:

ESLRs

(ESLR #2) All graduates of Foshay Learning Center will apply higher ordered thinking skills of analysis, synthesis, and evaluation.

DIRECT subgroups. pond with the Key Findings written in

the left hand column. (This section may not apply to new or continuation schools.) IONSWrite the Key Findings based upon the school’s data analysis for the List the WASC Recommendations that corres

1. Among students who are African Americans and students who are English Learners, there is an overa student performance on strands involving ll decrease in writing strategies. This decrease is evident in the second through eleventh grades on the 2006 to 2008 CST.

• African Americans went from answering 53.7% of these questions correctly in 200to 49.9% in 2008.

6

• English learners went from answering 40.2% correctly in 2006 to 39.2% in 2008. While students with• IEPs did not demonstrate an overall decrease in these strands, these students correctly answered only 35% of the CST questions involving these strands.

In 2008, students in all subgroups scored relatively low on CST questions relating to reading 2.) comprehension.

• Students who are African-American correctly answered 52% of questions regarding reading comprehension in 2008.

• Students with IEPs correctly answered 37% of questions regarding reading comprehension in 2008.

• Students who are English Learners correctly answered 44% of questions regreading comprehension in

arding 2008.

There are fewer than 45% proficient or advanced in writing conventions3.) among all subgroups.

• Students who are African-American correctly answered 53% of questions regarding writing conventions in 2008.

• Students with IEPs correctly answered 36% of questions regarding writing conventioin 2008.

ns

• Students who are English Learners correctly answered 50% of questions regarding writing conventions in 2008.

(WASC #6) Content standards and Expected School wide Learning Results (ESLR) need to be fully incorporated as the driving force of the instructional program.

cess. (WASC#7) [Foshay Learning Center] needs to provide a variety of differentiated instructional strategies to fully engage all students in the instructional pro

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

63

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

African Americans

English Learners

Students with IEPs

1.) Teachers will use differentiated instruction (including SDAIE) to address varied student needs, 2. and teachers will form small Instructional Communities to team teach and engage in observation/debrief cycles.

3.) Intervention programs will be developed and implemented to address the needs of all subgroups. This intervention program will be given to all students scoring below-basic or far-below basic.

5.) The school administration and staff will develop a systemic plan with accountability for data collection, analysis, and staff development to continuously increase student achievement.

6.) Department will work with the Beyond the Bell administrator to ensure extended learning time is focused on the identified areas of need.

Copy machines for the duplication of professional development and instructional materials.

Instructional materials for supplemental supplies, books, and curricular trips necessary to implement strategies.

Release time for excellent school visits.

Release time for analysis of data if time is not provided during the contractual day.

Conference attendance--.

Access to electronic / computer equipment and software for intervention programs and grammar site license.

Auxiliary time for staffing of the grammar laboratory.

Literacy coach to work collaboratively with teachers to provide ongoing supplementary support through content focused coaching and lesson study; to collaborate with teachers and literacy cadre members to ensure that instructional needs are being met for students in our subgroups.

Microcomputer support assistant to install personal computer systems for student use and elected categorical program personnel, and to troubleshoot hardware and software malfunctions.

District-sponsored training rates for certificated or classified staff for participating in professional development activities outside the regular six-hour workday.

Title I Title I-PI EIA-SCE EIA-LEP

Student work (including but not limited to teacher-created tests) will be analyzed by the department and should reflect a mastery of target standards by students in each of the subgroups at or above the following (2009 Safe Harbor) targets: *English Learners -26% *Students with IEPs -18% *African Americans -29% The percent of students demonstrating proficiency on the target strands of periodic or other common assessment in English/Language Arts at or above the following (2009 Safe Harbor) targets: *English Learners -26% *Students with IEPs -18% *African Americans -29%

AP over English

Literacy Coach

Department chairs

Department members

Personnel staffing the grammar laboratory

Instructional Leadership Team

AP over Beyond the Bell

July 2009-June 2010

ACTION PLAN

Mathematics

CPM: Teaching, Learning and Professional Development and Funding

64

This page must address student achievement needs: professional development strategies/activities, personnel, programs, goods and services.

List which Expected Schoolwide Learning Results (ESLRs) support the goals:

ESLRS (ESLR #2) All graduates of Foshay Learning Center will apply higher ordered thinking skills of analysis, synthesis, and evaluation.

DIRECTIONS Write the Key Findings based upon the school’s data analysis for the subgroups.

List the WASC Recommendations that correspond with the Key Finding written in the left hand column. (This section may not apply to new or continuation schools.)

1.) Students in all three subgroups scored lowest on CST questions involving Number Sense, with an average of 40% of those questions answered correctly in 2008.

2.) As a school, the number of students who are proficient and advanced in Algebra and Functions

decreases from the elementary to high school with an overall range from 83 % to 8 %. (Range for Students w IEPS 83% to 26%; African American 84% to 41%; ELLs 79% to 32%)

3.) A large percentage of students in all subgroups are not scoring proficient or advanced in math on the

CST: 84% African Americans, 81% English Language Learners, 93% Students with IEPs

(WASC #6) Content standards and Expected School wide Learning Results (ESLR) need to be fully incorporated as the driving force of the instructional program.

(WASC#7) [Foshay Learning Center] needs to provide a variety of differentiated instructional strategies to fully engage all students in the instructional process.

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

African- Americans English Learners Students with Disabilities

1.) Administrators, Local District 7, coordinators, math coaches and department chairs will provide targeted professional development in the use of differentiated instructional strategies in the classroom.

Topics will include • SDAIE • cooperative learning • use of math manipulatives • technology

Conference Attendance and Trainings (including but not limited to CMC-South, CPM, NCTM, LACTMA, Differentiated Instruction (SDE)) covering the cost of Registration Fees, Hotel, Travel Expenditures, Mileage, Substitutes.

Title I Grants EL Bilingual Chanda Smith SLIP IMA Year Round Incentive

Periodic Assessments MDTP Teacher observations, department created common assessments Student Work

Administrators Local District 7 Math Coaches Department Chairs

July 2009-June 2010

ACTION PLAN

Mathematics

CPM: Teaching, Learning and Professional Development and Funding

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

65

ACTION PLAN Mathematics

CPM: Teaching, Learning and Professional Development and Funding

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

2.) Administrators, Local District 7, coordinators, math coaches and department chairs will develop and implement an intervention program to address specific needs of all the subgroups. For example, CAHSEE Bootcamp, M2 Mastering Mathematics

Subscription for on line resources- Compass Learning, Brain Pop, Carnegie Learning, SAT Prep etc. to be implemented in mathematics classrooms, the math lab, and the intervention program.

Supplementary Books including but not limited to CPM books and materials (including CPM specific manipulatives)

Math manipulatives. (Purchase new manipulatives and replace used manipulatives)

Maintenance of math lab – technician, teacher assistance

Mathematics Retreat (Twice a year)

Off track teachers stipend (teacher relief pay), Rental of hotel conference room, Supplies for retreat (paper, chart paper, markers, handouts…)

Department Meetings, Department Professional Development on Tuesdays

3.) Administrators, Local District 7, coordinators, math coaches and department chairs will provide professional development on incorporating literacy strategies for decoding and comprehension as well as refining questioning strategies during mathematics instruction.

Mathematics coach to work collaboratively with teachers to provide ongoing supplementary support through content focused coaching and lesson study; to collaborate with teachers and literacy cadre members to ensure that instructional needs are being met for students in our subgroups.

Microcomputer support assistant to install personal computer systems for student use and elected categorical program personnel, to troubleshoot hardware and software malfunctions.

Copy machines for the duplication of

66

ACTION PLAN Mathematics

CPM: Teaching, Learning and Professional Development and Funding

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

professional development and instructional materials.

ACTION PLAN History/Social Science

CPM: Teaching, Learning and Professional Development and Funding

67

This page must address student achievement needs: professional development strategies/activities, personnel, programs, goods and services.

List which Expected Schoolwide Learning Results (ESLRs) support the goals:

ESLRS (ESLR #2) All graduates of Foshay Learning Center will apply higher ordered thinking skills of analysis, synthesis, and evaluation.

DIRECTIONS Write the Key Findings based upon the school’s data analysis for the subgroups.

List the WASC Recommendations that correspond with the Key Findings written in the left hand column. (This section may not apply to new or continuation schools.)

Social Studies is only tested on the CST in grades 8, 10 and 11. While the general population showed some improvement on the 2008 CST, all three subgroups lagged behind at each grade level. On the Eighth Grade CST, all three subgroups had a lower percentage of proficient or advanced scores. Overall was 10% proficient or advanced.

• African Americans had 3% less proficient or advanced students. • Students with IEPs had 8% less proficient or advanced students. • There were no proficient or advanced EL students.

On the Tenth Grade CST, two subgroups had less proficient or advanced scores. The overall general population scored 23% proficient or advanced.

• African Americans had 4% less proficient or advanced students. • Not enough students with IEPs took the Tenth Grade History test to be reported as statistically

relevant. • EL students had 18% less proficient or advanced students.

On the Eleventh Grade CST, all three subgroups had less proficient or advanced scores. (Overall was 23% proficient or advanced.)

• African Americans had 13% less proficient or advanced students. • Students with IEPs had 12% less proficient or advanced students.

EL Students had 18% less proficient or advanced students.

(WASC #6) Content standards and Expected School wide Learning Results (ESLR) need to be fully incorporated as the driving force of the instructional program.

(WASC#7) [Foshay Learning Center] needs to provide a variety of differentiated instructional strategies to fully engage all students in the instructional process.

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

68

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING SOURCE(S)

MEANS OF EVALUATING

PROGRESS TOWARDS PROFICIENCY

MONITORING START/

COMPLETION DATE

Students with Disabilities English Language Learners African Americans

1. All Social Studies teachers will be trained in a cohesive and comprehensive professional development plan to learn to differentiate instruction for the three major subgroups.

Release time for teacher observation and debrief—follow up.

Professional expert time for presenters.

Fees for outside experts.

Copy machines for the duplication of professional development materials.

Instructional materials necessary to implement strategies.

Release time for excellent school visits.

Release time for analysis of data if not during department meeting time.

Release time for Social Studies teachers to attend IEP meetings.

Title I Title I-PI EIA-SCE EIA-LEP Chanda Smith-2817

July 2009-June 2010

69

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

Students with IEPs For Students with IEP’s,

Strategies/activities will focus on:

Diagnostic instruction / Assessment

Multi-modality instruction

Accommodations and modifications

Periodic assessment scores in Social Studies for students with IEPs will be compared to their class grades to show if there is a correlation. Student work (including but not limited to chapter tests) will be analyzed by the department and should reflect a mastery of standards by students with IEPs. 80% of students with IEPs will pass their social studies classes each semester.

RSP teachers Grade Counselors AP in charge of Social Studies Social Studies teachers Members of the department Instructional Leadership Team Department Chair Bridge Coordinator Special Education clerk

English Learners

For English Learners, the differentiated strategies/activities will focus on:

Training to use SDAIE strategies and the Four Access Strategies (Academic Language Development, Instructional Conversations, Advanced Organizers—such as thinking maps, and Cooperative and Communal Learning) to meet the needs of the English Learner.

Professional development in SDAIE strategies given by Foshay experts or outside experts.

Instructional materials to specifically support the implementation of SDAIE strategies in all classrooms.

Copy machine to duplicate SDAIE materials for classroom use as well as for SDAIE professional development.

A support library.

Release time for teacher observation and debrief—follow up.

Professional expert time for Professional Development presenters.

Fees for outside experts.

Release time for excellent school visits.

Release time for analysis of data if not during department

Title I Title I-PI EIA-SCE EIA-LEP

Periodic assessment scores in Social Studies for students who are English Learners will be compared to their class grades to see if there is a correlation. Student work (including but not limited to chapter tests) will be analyzed by the department and should reflect a mastery of standards by students who are English Learners. 80% of who are English Learners will pass their social studies classes each semester.

AP over social studies Department members Instructional Leadership Team ELD Coordinators Department Chair

July 2009-June 2010

70

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

meeting time.

Release time for Social Studies teachers to attend IEP meetings.

African- Americans

For African Americans, the differentiated strategies and activities will focus on:

Professional Development to train all teachers in culturally relevant curriculum, cultural sensitivity, and effective instruction for African American learners.

Professional development in Culturally Relevant Pedagogy given by Foshay experts or outside experts.

Instructional materials to specifically support the implementation of culturally relevant curriculum in all classrooms.

Copy machine to duplicate culturally relevant materials for classroom use as well as for professional development in culturally relevant instruction.

Field trips to develop meaningful connections with culturally relevant curriculum.

Release time for teacher observation and debrief—follow up.

Professional expert time for Professional Development presenters.

Fees for outside experts.

Release time for excellent school visits.

Release time for analysis of data if not during department meeting time.

Title I Title I-PI EIA-SCE EIA-LEP

Periodic assessment scores in Social Studies for students who are African American will be compared to grades and show an increase of an average of one performance band. Student work (including but not limited to chapter tests) will be analyzed by the department and should reflect a mastery of standards by students who are African American. 80% of who are English Learners will pass their social studies classes each semester.

The AEMP Coordinator Social Studies Expert from LD7 Administrator in Charge AP over social studies Department members Instructional Leadership Team Department Chair

July 2009-June 2010

71

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

English Learners

Students with IEPs

African Americans

2. Social Studies teachers will collaborate to develop a pacing plan that allows the teachers to provide summative, end of year, or end of course results that document student achievement.

Class coverage for department visitations.

Team collaboration during conference periods regarding how lesson is progressing.

After school meetings to develop a common observation tool and a means to share data.

Title I Title I-PI EIA-SCEEIA-LEP

CST Blueprint s for Grades 8, 10 and 11, will be analyzed to target power standards, to provide formative, ongoing data which can be used to increase student achievement.

Periodic Assessment Data will be used to determine student’s propensity towards success on the CST.

AP over Social Studies Instructional Leadership Team Department Chair Department members

July 2009-June 2010

ACTION PLAN School Organization and Support Structures

CPM: Teaching, Learning and Professional Development and Funding

72

This page must address student achievement needs: professional development strategies/activities, personnel, programs, goods and services.

List which Expected Schoolwide Learning Results (ESLRs) support the goals: ESLRs (ESLR #1) Work and communicate effectively; (ESLR #2) Apply higher order thinking skills of analysis, synthesis and evaluation; (ESLR #3) Become life-long learners;

(ESLR #4) Demonstrate civic responsibility and ethical behavior; (ESLR #5) Utilize technology as a tool to accomplish goals

DIRECTIONS Write the Key Findings based upon the school’s data analysis for the subgroups.

List the WASC Recommendations that correspond with the Key Findings written in the left hand column. (This section may not apply to new or continuation schools.)

AP scores for all subject areas, except Spanish Language and Spanish Literature, are low. Each year, a very low percentage of students pass the exam with a 3 or better. Students repeatedly retake classes in adult school and intersession to make up for Fails and D’s during the regular semester. (According to an internal study 13% of 9th graders in the Fall and 24% in the spring have received at least I Fail or D in an A-G class during the 2006-2007 school year. In Spring 2008, 33% of high school students were enrolled in intersession, and 30% of high school students were enrolled in Fall, 2008. (LAUSD iSIS) Based on teacher findings of student report cards, a significant number of students have a Fail or D in more than two classes. (According to an internal study 13% of 9th graders in the Fall and 24% in the spring have received at least I Fail or D in an A-G class during the 2006-2007 school year.) Students have poor/ irregular attendance - 45 seniors, 44 juniors, 23 sophomores, 9 freshmen missed at least 6 periods/days during the first month of school during the 2008/2009 school year. (LAUSD iSIS) Seventy-four percent of high school teachers surveyed state that they observe incidences of plagiarism often, the most frequent being copying homework and the lack of citations in written work. (2009 WASC Teacher Survey) Foshay students are not ready for College English according to the California State University (CSU). 94% of the students who took the Early Assessment Program (EAP) English in 2006 were considered not ready for college level English; the remaining 6% were considered ready. In 2007, exam results indicated that 87% were considered not ready, while the remaining 13% were considered ready. (EAP) Foshay students are not ready for College Math according to the CSU. 74% of the students who took EAP math in 2006 were considered not ready for college level math, while another 30% were considered conditionally ready. In 2007, 58% were considered not ready while 42% were considered conditionally ready. (EAP) Foshay students generally score lower on the SAT than state and district averages in all 3 sections of the exam. (2009 CDE)

(Critical Area for Follow-up #1) The high school needs to continue to develop its vision and identity. (Critical Area for Follow-up # 5) The high school administration and staff need to develop a systemic plan with accountability for data collection, analysis, and staff development to continuously increase student achievement. (Critical Area for Follow-up # 6) Content standards and ESLRs need to be fully incorporated as the driving force of the instructional program. (Critical Area for Follow-up # 7) The high school administration and staff need to provide a variety of differentiated instructional strategies to fully engage all students in the instructional process. (Critical Area for Follow-up # 8) Foshay needs to improve the quality and frequency of communications with the high school parents on school wide and individual student issues.

SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

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SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

African-Americans English Learners Students with Disabilities

High school staff will increase student awareness of content standards & ESLRs and how they are incorporated into the curriculum.

- Examination of student work (presentations, etc.) - Student surveys - Peer observation (faculty) looking for evidence of student awareness of content standards & ESLRs - STAR results

High school staff 2006–2007 school year and ongoing

African-Americans English Learners Students with Disabilities

High school AP teachers will hold a pre-enrollment informational meeting for pre AP students and their parents.

Announcement, agenda & sign-in sheet from meeting.

AP Coordinator By March 15, 2009

African-Americans English Learners Students with Disabilities

AP teachers will provide AP “camp” in May for students who are taking the tests.

Compensation for teachers. Rooms allocated for the camp.

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Increase in percentages of students who score 3 or above on their AP exam.

Asst. Principal in charge of AP program AP Coordinator AP Teachers

April 2009 and ongoing

African-Americans English Learners Students with Disabilities

Academy teams will provide opportunities for AP teachers to develop expertise and specialization in one AP course.

Greater increase in percentages of students who score 3 or above on their AP exam for students in “specialist” classes.

Asst. Principal in charge of AP program AP Coordinator AP Teachers Academy Lead Teachers

July 2008 and ongoing

African-Americans English Learners Students with Disabilities

AP teachers will create an AP page on the school web page.

Annual renewal of contract to Educational Networks for site hosting.

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Annual parent/student surveys will reflect awareness that AP syllabi for each course is on the website for reference.

Asst. Principal in charge of AP program AP Coordinator AP Teachers

June 2009 and ongoing

African-Americans English Learners Students with Disabilities

Start a Suggestion Box and develop a feedback form.

Suggestion Box is in place and feedback forms are available.

Principal Asst. Principal in charge of the high school Communications Team

By June 2009

African-Americans English Learners Students with Disabilities

Initiate publication of monthly high school newsletter/calendar to improve communication between all stakeholders

Cost of monthly duplication for distribution to all high school students/parents.

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Annual parent/student surveys will reflect improved communication about high school events and activities via the newsletter.

Asst. Principal in charge of the high school High School Track Leader High School Liaison Interested Faculty & students

By April 2009 & ongoing

African-Americans

Provide every classroom with at least one state of the art student workstation

Funds allocated for technology purchases.

Title I, Title I-PI, EIA-SCE, and/or

Evidence of computer stations in every classroom.

School Site Council Technology Committee

June 2009 & ongoing

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SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

English Learners Students with Disabilities

(to include MS Office software suite, printer & internet access)

EIA-LEP Technology inventory will show a lower computer to student ratio.

African-Americans English Learners Students with Disabilities

To provide an effective learning environment, identify school-wide custodial problems (poll the faculty and custodial staff) and generate solutions.

School specific documentation of roles and tasks of custodial staff.

Asst. Principal in charge of facilities Plant Manager Facilities Improvement Team

April 2009

African-Americans English Learners Students with Disabilities

Create an online tutorial and provide training to remind teachers how to access the online data page and upload their own original data.

See new data on web page. Survey teachers to evaluate accessibility and effectiveness.

High school teachers March 2009 & ongoing

Students with Disabilities

Refine support systems for special needs students under the inclusion model by providing Special Education Assistants to each class with RSP students.

Funds to hire additional Special Education Assistants.

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Survey General Education teachers for effectiveness of Education Assistants with Special Education Students in core classes. Look at class placement of Special Education Assistants and the ratio of Assistants to Special Education Students. (Not including students with a One on One assistant)

Asst. Principal in charge of special education Bridge Coordinator Resource Specialist Teacher

December 2009

African-Americans English Learners Students with Disabilities

Train all high school teachers, counselors, deans and administrators to use Moodle in an effort to improve and track communication about students and high school events and issues. (Moodle is a private and confidential communication platform that can be used to keep teachers, counselors, and APs updated about students with issues affecting their academic performance.)

Annual renewal of Moodle license (Site Ground hosting service)

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Results of survey will evidence increased frequency of use and perceived effectiveness for parties involved. Moodle usage logs indicating that all teachers, counselors, deans, and APs use Moodle.

Asst. Principals in charge of the high school, counseling, discipline & attendance High school teachers Deans High school counselors

April 2009 & ongoing

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SUBGROUP(S) STRATEGIES/ACTIVITIES PROPOSED EXPENDITURES PROPOSED FUNDING

SOURCE(S)

MEANS OF EVALUATING PROGRESS TOWARDS

PROFICIENCY MONITORING

START/ COMPLETION

DATE

African-Americans English Learners Students with Disabilities

To raise awareness about issues of intellectual property and plagiarism, a series of lessons will be developed & taught by all teachers. Lessons will include: • Paraphrasing strategies • Internet usage • Translation Software • How to cite sources • Ethical Behavior during testing • Consequences • How to Collaborate

Professional rate for teachers to develop lessons.

Title I, Title I-PI, EIA-SCE, and/or EIA-LEP

Annual student survey will evidence an increased awareness of the school’s policy on plagiarism. Annual teacher survey will evidence that the lessons were taught by all teachers.

WASC School Culture Group

July 2009

African-Americans English Learners Students with Disabilities

Add language on academic integrity/ plagiarism to high school contract & course syllabi.

Counselors will monitor student progress from admission through graduation from high school through counselor-student-parent/guardian IGP conferences.

High School Liaison High school counselors High school teachers

February 2010

African-Americans English Learners Students with Disabilities

To improve the number of students ready for college level English, English teachers, after attending CSU training, will implement the workbook, premade lessons, and use the texts available.

Increase in percentage of students scoring as ready for college English. Improved scores on periodic assessments.

English teachers July 2009 & ongoing

African-Americans English Learners Students with Disabilities

To improve the number of students ready for college level Math, High school math teachers will pull previous EAP Math problems from the internet and incorporate them regularly.

Increase in percentage of students scoring as ready or conditionally ready for college math.. Improved scores on periodic assessments.

Math teachers July 2009 & ongoing

African-Americans English Learners Students with Disabilities

To raise student awareness of SAT exam a “Countdown to the SAT” board will be placed in a central location.

Annual increase in number of students taking the exam.

High School Liaison July 2009 & ongoing