RESEDA HIGH SCHOOLMID-CYCLE PROGRESS REPORT

Reseda Senior High SchoolLos Angeles Unified School District

18230 Kittridge StreetReseda, California 91335

April 9, 2014

Accrediting Commission for SchoolsWestern Association of Schools and Colleges

CONTENTS

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

..............................................II: Significant School Changes and Developments 11

...................................III: Follow-up and Progress Report Development Process 13

IV: Progress on the Critical Areas for Follow-up within the Action .........................................................................................................................Plan 14

V: School-wide Action .........................................................................................................................Plan 19

I: Introduction and Basic Student/Community Profile DataInclude the following:

• A brief general description of the school, the schoolwide student goals, the student demographics, and the faculty/staff demographics.

• A summary of the disaggregated and interpreted student achievement data since the last full self-study, and how it may have impacted the entire school and designated subgroups of students.

• The status of the school with respect to governing authority expectations, e.g., program improvement school, year three; Academic Performance Index (API); audit and resulting corrective action plan integrated into the single school plan. Note: Utilize the current student/community profile and summary that has been updated annually since the last full visit and other annual progress reports.

When Reseda High School opened its doors in 1955, it was originally designed to be a neighborhood school for fewer than 1500 students. Reseda reached its highest student population in 2004, when its numbers exceeded 2900, as a result of overcrowding from schools in central Los Angeles and the North Valley. Recently, several new high schools including charter schools in both central Los Angeles and the north San Fernando Valley have opened. This has reduced the number of students being offered transportation from overcrowded schools throughout the Los Angeles area and accounts for the significant drop in enrollment. Our three magnet programs (Science Magnet, Police Magnet and the Law and Public Service Magnet) draw students from all areas of the LAUSD for which bus transportation is provided. However, the largest numbers of students attending our magnet programs live in the San Fernando Valley. The enrollment drop in the last 8 years represents a 38% decrease in school-wide enrollment. Reseda’s total enrollment in the fall of 2012 was 1848 students. In 2013 the enrollment numbers dropped to1807 students. Student enrollment in the Science Magnet and Police Academy remain steady because of enrollment caps set by the District. Even with the addition of the new Law and Public Service Magnet and its combined 150 students, our overall school enrollment has gone down. Our average student continues to be of Hispanic origin and from lower to middle income families.

Reseda HS is dedicated to being a multicultural learning environment that prepares all students to effectively read, listen, think, and communicate. Our teachers, staff, students, parents, and community work together in partnership and are committed to the education and personal growth of every student (our vision statement). Our school’s curricular emphasis has a solid foundation in the depth and breadth of California State Standards and the Federal Requirements for student expectations. These methods are being updated with additional technological and career driven components that are required as we transition to the Common Core State Standards (CCSS) to completely prepare our 21st century learner. We pay particular attention to the various learning styles and needs represented by all of our students. Expected Schoolwide Learning Results (ESLRs) are a driving force in curricular development and teaching methodology. The Student Outcomes are intended to challenge students to become the following:

• Reflective, Effective Communicators• Expressive Critical Thinkers• Gifted, Self Directed Learners

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• Educated Responsible Citizens• Nurtured• Talented, Tenacious Academicians• Scholarly Individuals

All students are enrolled in courses that meet A-G University of California/California State University graduation requirements, California State requirements, and Career Technical Education requirements. In addition,we offer students opportunities to participate in Regional Occupational Centers/Programs (ROCP), SDAIE classes, academic interventions (CAHSEE prep, Algebra I and Algebra II tutoring, EL, Math and ELA intervention coursework), Saturday School, and after school enrichment programs funded through the Beyond the Bell’s 21st Century Grant run by ARC. All entering students sign a contract that underscores the importance of positive attendance and appropriate behavior in support of all students’ academic achievement.

In September 2007, in order to improve our students’ academic achievement as indicated by API and AYP scores, Reseda staff and parents examined three reform pathways: (1) Charter option, (2) the possibility of being taken over by the state, or (3) restructuring into small learning communities. Reseda opted for Small Learning Communities (SLCs) both as a way to improving student academic achievement and increasing the Three Rs: relationships, relevance, and rigor. This paved the way for all of our students to prepare for college and careers by creating SLCs that are personalized, supportive and aligned to one or more California Technical Education sectors and career pathways. The major emphasis was for students to be academically successful, career-ready, and graduate high school while meeting the entrance requirements for four-year universities or post-secondary vocations.

Reseda spent years surveying needs, studying data, identifying smaller learning communities, investigating bell schedules, and researching instructional strategies and interventions in order to create and implement a plan for student success as outlined in a formalized plan submitted to the LAUSD Office of Redesign. Budget cuts, District constraints, and a student population decrease starting in 2010 required Reseda to modify the overall school structure and many of the SLC/intervention features offered. Currently, academic programs are divided into three SLCs and three magnets which serve to increase student achievement, parent participation, intervention, and personalization:

• 9th Grade House

• Science Magnet

• Academy of Technology and Health Careers

• Police Academy Magnet

• Media Arts Academy

•Law & Public Services Magnet

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In October of 2013, a group of volunteers from our stakeholders including teachers, counselors, coaches, and administrators, formed a committee to explore reform options. After comparing all available options, the school’s stakeholders decided to pursue the Local Initiative School (LIS) option for the following reasons:

• Validate all current reforms including those in place when the school opened.

• Validate autonomies granted by the district Superintendent

• Implement the “Mutual Consent” staffing waiver as identified in LIS

Enrollment

Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014Enrollment by Grade Level 2013-2014 Reseda HighReseda High Science

MagnetScience Magnet

Police Academy Magnet

Police Academy Magnet

Law/Public Service Magnet

Law/Public Service Magnet

Total School Enrollment

Total School Enrollment

Grade No. % No. % No. % No. % No. %9 321 29% 83 23% 47 26% 37 25% 488 27%10 302 27% 76 21% 50 27% 32 21% 460 25%11 206 18% 97 27% 41 22% 35 23% 379 21%12 290 26% 99 28% 45 25% 46 31% 480 27%

Total Enrollment

1119 100% 355 100% 183 100% 150 100% 1807 100%

Attendance

Percentage of students With 96 % or High AttendancePercentage of students With 96 % or High AttendancePercentage of students With 96 % or High Attendance2010-2011 2011-2012 2012-2013

39% 61% 66%

Recognizing the connection between student achievement and attendance, Reseda has instituted a school wide emphasis on the importance of good student attendance, making it part of or Single Plan for Student Achievement. In pursuit of this goal, several years ago a tardy policy was implemented, which has resulted in a drastic decrease in the number of students arriving late to class. This tardy policy, which now includes tardy sweeps and detention, has been down sized to due to budget cuts, but remains an important reason for our student academic success. Up until

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fall of 2013 we budgeted for a Pupil Services and Attendance Counselor, whose purpose was to monitor student attendance with the use of an incentive program and intervention for excessively absent students. In 2012-2013 66% of our students had an attendance rate higher than 96%. This 25% improvement, over a 3 year period, is due to the consistency and proactive nature of our attendance program.

Racial Ethnic History (Students)

Year AI/AlskAI/Alsk AsianAsian Pac IslPac Isl BlackBlack HispanicHispanic WhiteWhite TotalYear# % # % # % # % # % # %

Total

2013-14

9 0 126 7 3 0 106 6 1351 75 212 12 1807

2012-13

5 0 157 8 5 0 109 6 1353 73 219 12 1848

2011-12

7 0 169 8 2 0 112 6 1439 73 234 12 1963

2010-11

10 0 175 8 3 0 120 6 1502 73 234 11 2044

Reseda is proud of its ethnic diversity. Enrollment for all ethnic groups has remained fairly stable over the past four years. Our total school enrollment has the following ethnic distribution: 75% Hispanic, 12% White, 7% Asian, and 6% Black.

The students at Reseda come from homes where 31 different languages are spoken. Parents self-report that 88% of our students come from homes where English and/or Spanish are spoken. In order to meet the needs of our parents who speak languages other than English, we have identified staff members who speak Spanish, Farsi, Russian, Arabic, Korean, Punjabi, Tagalog, German, French, Italian, Japanese and Armenian to help with translations at various parent meetings and conferences. We also use the services of the LAUSD translation unit when needed for parent meetings, IEPs and other important events. All communications is sent home in both English and Spanish.

English Learners (EL)

Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Current EL Data: 2012-13Grade Spanish Farsi Other Filipino Armenian Russian Urdu Vietnamese Total

9 101 11 4 4 4 0 0 1 12510 34 1 0 1 0 0 1 1 3811 43 6 4 0 0 1 1 1 5612 46 3 2 2 0 3 1 0 57

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Total 224 21 10 7 4 4 3 3 276

2 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-20112 Year History EL Data: 2013-2011Year Spanish Farsi Other Filipino Armenian Russian Urdu Vietnamese Total2013 224 21 10 7 4 4 3 3 2762012 237 23 15 4 1 10 3 4 297

Currently, Reseda has 276 English Language Learners (ELL), all of whom are served in English Language Development (ELD) classes or sheltered-English core curriculum classes. The sheltered courses are taught by CLAD/B CLAD-credentialed teachers. We have a school wide focus on providing the necessary academic strategies for our diverse populations.

Reseda High school meets the needs of its diverse community through a variety of academic, co-curricular and extra-curricular programs. Academic success is facilitated by our small learning communities and programs such as: periodic assessments, Early Outreach through the University of California, Regional Occupation Program (ROP) classes, Beyond the Bell’s 21st Century Grant run by ARC, and peer tutoring.

Student Behavior

SuspensionsSuspensionsSuspensionsSuspensionsSuspensionsSuspensionsSuspensionsSuspensionsSuspensionsSuspensions

Year AI/Alsk Asian Black Filipino HispanicPac

Island White TotalAvg # Days

2012-2013 0 0 15 1 50 1 7 74 1.272011-2012 0 2 17 1 89 0 13 122 1.152010-2011 2 9 34 1 215 1 21 283 1.22

Because student behavior is a priority, we support a program that employs a full time dean, as well as part- time campus supervision aides. We have made a concerted effort to be proactive rather than reactive in regard to student behavior. All staff, students and parents are made aware of behavioral expectations and consequences; we are adamant about applying those expectations and consequences consistently and equitably. As a result, statistical data indicates that Opportunity Transfers (students who because of discipline problems are given the "opportunity” to start anew by transferring to another school, have decreased. During the 2012-2013 school year, only one student was opportunity transferred out and only two students were opportunity transferred in. This is strong evidence that serious infractions are on the decline. In 2012-2013 the suspension rate at Reseda High School decreased by 39% (Source: MyData and Deans Office).

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Staffing Profile

Teaching Experience-YearsTeaching Experience-Years1 Year 72 - 5 Years 106 - 10 Years 3211 or more Years 36Source: SIS; Oct 2013

Teaching Staff Status 2013-14Teaching Staff Status 2013-14Continuing (tenured) 89

Probationary 6Temporary 1Dist Intern/Train 3Univ. Intern 1Source: SIS

Teacher CredentialsTeacher CredentialsTeacher CredentialsTeacher CredentialsTeachers 2009-10 2010-11 2011-12With Full Credential 114 90 83

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YearFTE

Admin. FTE

Pupil Svs FTE

Teachers # Classified

Staff

2012-2013 5.5 4 65 79

2011-2012 7.5 9 82 88

2010-2011 5 3 140 101

Source: CDE

Teaching Ethnicity 2013-14Teaching Ethnicity 2013-14Teaching Ethnicity 2013-14Teaching Ethnicity 2013-14Teaching Ethnicity 2013-14White Hispanic Black Asian No Data

Number 64 23 3 7 3Percent 64% 23% 3% 7% 3%

Source: SIS

Without Full Credential 1 1 0

Source: SARC

Teacher AttendanceTeacher AttendanceTeacher AttendanceTeacher AttendanceTeachers 2010-11 2011-12 2012-13Percentage of Staff with 96% or Higher Attendance 68% 66% 68%

Source: LAUSD Performance Meter

Reseda’s staff is ethnically and racially diverse. Reseda has 100 certificated staff members who are supported by approximately 79 classified staff members (custodians, clerical staff, and teaching assistants, special education para-professionals, etc). The Reseda staff provides translation services for our non-English speaking students, parents and community members. The majority of Reseda’s teachers has over 6 years of teaching experience and are tenured.

Analytical Summary of Disaggregated and Interpreted Student Performance Data

End of Year API Grow

th

Targets metTargets metTargets metTargets met

# test takers (9-11)

State Decile Rank

Similar Schools Rank

End of Year API Grow

th Schoolwide Target Met?

X of Y Goals Met

Statistically Valid Sub-groups which

Statistically Valid Sub-groups which # test

takers (9-11)

State Decile Rank

Similar Schools Rank

End of Year API Grow

th Schoolwide Target Met?

X of Y Goals Met Met Goals Did NOT

# test takers (9-11)

State Decile Rank

Similar Schools Rank

1999 546 -- 3 82000 562 14 yes 4 of 5 A, H, W, SED AA 1476 3 6

2001 571 8 no 1 of 5 A AA, H, W, SED 1500 3 6

2002 567 (7) no 2 of 5 AA,A H, W, SED 1729 3 4

2003 612 38 yes 5 of 5 AA, A, H, W, SED 1812 3 6

2004 610 3 no 4 of 5 A, H, W, SED AA 2061 3 7

2005 636 25 yes 5 of 5 AA, A, H, W, SED 1945 3 4

2006 624 (12) no 1 of 7 AAA, H,W, SED, EL,

SWD1853 2 4

2007 653 35 yes 6 of 6 AA, H, W, SED, EL, SWD 1640 3 7

2008 703 50 yes 5 of 5 H, W, SED, EL, SWD 1538 5 9

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2009 729 26 yes 4 of 5 AA, H, SED, EL, SWD W 1485 5 10

2010 740 12 yes 5 of 5 H, W, SED, EL, SWD 1427 5 9

2011 751 13 yes 3 of 5 H, SED, EL W, SED 1391 5 9

2012751 0 no 1 of 5 W

H, SED, EL, SWD 1290 5 9

2013 748 (4) no 3 of 5 W, EL, SWD H, SED 1244

Analyzing disaggregated student performance data has also become an integral part of our practice. This focused emphasis on data analysis has contributed greatly to our API increase of 35 points in 2006-2007, and a total 91- point increase since 2000. A continuous improvement in the API score occurred from 2007 through 2011 with the 5 year positive trend totaling 136 points in our API score; however, the last 2 years have shown a trend toward no change or negative growth in the API score. The percent of students scoring either Proficient or Advanced in mathematics is 2 times lower than scores for English Language Arts. Additionally, the percentage of proficient and advanced has decreased for Mathematics, Social Science, and Science for the 2012-2013 testing period. The percent of students scoring either Proficient or Advanced has increased for English Language Arts for the 2012-2013 school year. During this same time period, Reseda's ranking among similar schools has maintained a high ranking of 9 out of 10.

Since the last WASC visitation, Reseda High School’s Academic Performance Index (API) has recently experienced a decrease, from 751 to 748. In the last three years, the API index scores were 751, 751, and 748, respectively. The 2012-2013 growth scores of our English Language Learners students rose by 46 points, while special education students’ scores rose by 29 points. The data suggests the students’ scores in most categories have shown no significant increase.

Although we are making a transition into Common Core State Standards, Reseda High School continues to be data driven. Measurement instruments include attendance, discipline, grades, assessments required under the Standardized Testing and Reporting (STAR) program, the California High School Exit Exam (CAHSEE), and established assessment tools such as the Scholastic Assessment Test (SAT) and Advanced Placement (AP) exams. The data was disaggregated by subgroups, departments and SLCs. Based on a collaborative analysis of the data, we then worked to align our action plans and resources (funds, time and staff). Throughout the year, we examined common formative assessment data, student grades, attendance, and individual classroom data during administrative staff meetings, parent meetings, department meetings, SLC meetings, SLC lead teacher and staff meetings. It is expected that all stakeholders are aware of pertinent data, reflect on its possible meaning and use this information to inform practice. Data is presented, discussed and interpreted by School Based Management, School Site Council, and English Learner Advisory Council.

Reseda High School developed common formative assessments, that were updated yearly and administered in each of the core content areas. This data helped teachers to assess student

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learning at incremental curriculum milestones and to identify any interventions that may be needed inside or outside of the classroom. Teachers are aware of which standards students have mastered and which standards need additional time and support. The district provides the school with web-based technology that allows teachers and administrators to access assessment data at the individual student level, as well as the whole class level. Data is grouped into the following categories: economically disadvantaged, special education and English Language Learners. Each category can be further sorted by ethnicity and gender. Reports are then created using Individual students, class periods, teachers, departments, school, and district. Reseda has created data sets by department, academic courses, and by SLCs in order to analyze our students’ strengths and weaknesses and to create strategies for student success.

CST - All Students Core Subject Trends

CST-English Language ArtsCST-English Language ArtsCST-English Language ArtsCST-English Language Arts CST-MathematicsCST-MathematicsCST-MathematicsCST-Mathematics 2011 2012 2013 2011 2012 2013Advanced 19% 23% 19% Advanced 6% 6% 4%Proficient 28% 28% 34% Proficient 16% 17% 15%Basic 31% 31% 32% Basic 25% 28% 24%Below Basic 12% 12% 10% Below Basic 33% 34% 37%Far Below Basic 8% 7% 5% Far Below Basic 20% 14% 20%

CST-Social ScienceCST-Social ScienceCST-Social ScienceCST-Social Science CST-ScienceCST-ScienceCST-ScienceCST-Science 2011 2012 2013 2011 2012 2013Advanced 22% 24% 22% Advanced 17% 18% 17%Proficient 25% 26% 25% Proficient 24% 23% 24%Basic 27% 29% 27% Basic 34% 34% 34%Below Basic 12% 8% 12% Below Basic 15% 13% 15%Far Below Basic 14% 13% 14% Far Below Basic 10% 11% 10%

Reseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsReseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsReseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsReseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsReseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsReseda High % Proficient and %Advanced- 5 Year Trend Core SubjectsSubject Year> 08-09 09-10 10-11 11-12 12-13English-Language Arts Students with Scores 1602 1550 1461 1303 1232 % Proficient or Advanced 44% 48% 47% 51% 53% History End of Course Students with Scores 1028 1024 938 887 877 % Proficient or Advanced 40% 43% 52% 51% 47% Mathematics Students with Scores 1564 1053 1438 1165 1139 % Proficient or Advanced 21% 21% 22% 23% 19%

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Science CST 484 462 421 416 348 Students with Scores 45% 57% 54% 55% 53% % Proficient or Advanced Science End of Course Students with Scores 1437 1401 1340 1304 1192 % Proficient or Advanced 29% 34% 37% 37% 34%

CST - Subgroups Core Subject Trends

Subgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core SubjectsSubgroups- %Advanced and %Proficient-5 Year Trend Core Subjects  201120112011 201220122012 201320132013Subject SED EL SWD SED EL SWD SED EL SWDEnglish-Language Arts % Proficient or Advanced 45% 5% 16% 48% 9% 18% 51% 8% 27% Social Science % Proficient or Advanced 50% 15% 36% 49% 13% 22% 47% 5% 20% Mathematics % Proficient or Advanced 19% 7% 5% 22% 13% 7% 18% 7% 7% Science CST % Proficient or Advanced 38% 12% 26% 39% 11% 15% 37% 5% 15%

An examination of the STAR data shows the percentage of students scoring proficient or advanced on the ELA has increased over the past 3 years. Students within the Socioeconomically Disadvantaged (SED) and Students with Disabilities (SWD) subgroups also showed year to year improvement in the proficient or advanced category for English Language Arts (ELA). Excluding English Language Arts, most core subjects have seen a decline in the percentage of students scoring proficient or advanced.

We are also successful in assuring that students pass the CAHSEE. In 2013, the passing rate for CASHEE for 10th grade was 4% higher for English Language Arts and 6% higher for Math (87%, 91%, respectively) when compared to 2012. The results of the school’s subgroup populations have passing rates similarly high. In 2013, 99% of Science Magnet students passed the CAHSEE in both English and Math (first time grade 10). In our newest magnet- 100% of Law & Public Services Magnet's students had a first time pass rate in English, and a 96% pass

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rate in mathematics. The Police Academy Magnet had a 92% pass rate in English and an 89% pass rate in mathematics.

Graduation Rate

Four Year Cohort Graduation RatFour Year Cohort Graduation RatFour Year Cohort Graduation Rat2010-2011 2011-2012 2012-2013

65% 70% 68%

One of our SPSA Goals and a key component of LAUSD Performance Meters is the Graduation Rate. In order to meet the requirements to graduate students need to pass the CAHSEE and meet the A-G Requirements that are now the high graduation requirements. Reseda High School Graduation rate has been fairly steady, lowering from 70% to 68% over the last two years.

Advanced Placement

Advanced Placement EnrollmentAdvanced Placement EnrollmentAdvanced Placement EnrollmentAdvanced Placement EnrollmentAdvanced Placement Enrollment

Year SchoolAP

Enrollment%

Enrolled% Qualifying

Score

2013-2014 1807 432 24 May 20142012-2013 1848 393 21 53.72011-2012 1963 379 19 53.6

The Advanced Placement (AP) program is another indicator of the success of the academic program. In May 2013, 393 students took 754 AP examinations, with 53.7% earning college-level passing scores of 3, 4. or 5. Examinations were in U.S. History, Biology, Chemistry, and Environmental Science, English Language, English Literature, World History, Human Geography, U.S. Government, Psychology, Computer Science, Statistics, Calculus AB & BC, Physics B, Physics C, Macro and Micro Economics, Spanish Language, Spanish Literature, French Language, Music Theory, Art History and Studio Art.

YEAR COLLEGE BOUND 4 YEAR CSU* UC* PRIVATE* 2 YEAR*2006 87.40% 36.40% 34.08% 21.30% 8.77% 51.30%2007 88.83% 35.28% 26.87% 14.95% 9.81% 53.55%2008 81.50% 33.90% 26.88% 11.60% 8.80% 48.60%2009 82.07% 37.47% 32.79% 12.63% 7.13% 44.60%2010 93.10% 38.40% 32.80% 11.30% 10.00% 54.70%2011 92.00% 36.00% 32.00% 8.00% 9.00% 56.00%2012 85.00% 35.00% 28.00% 13.00% 10.00% 50.00%2013 95.00% 45.00% 40.00% 14.00% 16.00% 50.00%

*Seniors admitted to more than one category of schools. 11

As seen from the above data Reseda High School is a comprehensive high school with a strong college preparatory program. Our graduates have been admitted to over 120 different universities ranging from the highly selective Ivy League, to private schools, to UCs and CSUs. Forty-five percent of our students were accepted and planned to attend 4 year universities. In 2013 our yearly senior survey showed that 95% of our students are planning on going to either a 4 year or 2 year college, a significant increase from the year before.

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II: Significant School Changes and Developments•Include a description of any significant changes and/or developments, i.e., program

additions since the last full visit, changes in student enrollment, staffing changes.•Describe the impact these changes and/or developments have had on the school and/or

specific curricular programs.

Budget Constraints, Gradual Decline in enrollment and District/Federal Mandates

As stated in our WASC report, the continued decrease in General Fund, Title I Budgets and EL Budgets due to the state budget crisis, a decrease in enrollment, and the completion of the SLC grant have continued to cause major changes at Reseda. These cuts have caused an increase in class sizes, a continued decrease in certificated staff by 16, a loss of our Pupil Services and Attendance Counselor, decrease funding for our SLC Coordinators, and a continued skeleton crew of clerical and custodial staff. This decrease in funding and personnel has affected many of our programs. We had to eliminate all of our SLC offices, eliminate our Visual Performing Arts Academy, and consolidate our 10th Grade Academy into a 9th/10th Grade Academy. This year the 10th Grade Academy was eliminated all together. The SLC offices served as a central part of the SLC identity, intervention and parental involvement. As our student and teacher population continues to decrease we foresee that the SLC model will no longer be viable. Additionally, budget constraints have caused our academic and disciplinary interventions to decrease. Our Saturday credit recovery program, summer school offerings, mandatory detention, tutoring programs and 20 minute intervention programs were all diminished or discontinued. In order to maintain some of the organizational elements that are vital to the success of our students, RHS implemented a Local Initiative Plan. In this Plan, we requested three autonomies: (1) maintain our current assessment process, (2) maintain our current bell and professional development schedule, (3) adopt a “mutual consent” requirement and a formulized process in hiring all personnel.

Common Core State Standards, District Performance Meters, and EL Master Plan

Due to the State adoption of the Common Core State Standards and the District adopted English Learners Master Plan and Performance Meters, our School-wide Action Plan, including our Professional Development focus and our Data Driven cycle of improvement has been changed and/or postponed. The Federal and State shift to the Common Core State Standards has created a change in the focus of our professional development. Now, the majority of the professional development time has been dedicated to the following: unpacking the new standards, breaking down new formative assessments, creating new lessons and updating existing lessons to prepare students for new assessment formats, and research and implementation of instructional techniques that meet the requirements of the common core state standards. In an effort to focus our Professional Development we have created two schoolwide key instructional strategies related to our progress in the common core, one for Language Arts and one for Mathematics. They are the following;

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- Students will increase proficiency in ELA CCSS through close reading strategies, text dependent questioning and collaborative inquiry.

- Increase students’ ability in CCSS to apply mathematics to real world situations by providing differentiated projects and activities.

In addition LAUSD has set up Performance Meters that help focus our efforts for improvement. In total there are 5 of main categories for improvement. Reseda in its Single Plan for student Achievement chose to focus on three of these areas; graduation rate, attendance rate, and reclassification rate. In order to meet the mandates of the Office of Civil Rights, largely for the purpose of improving the reclassification rates, the district has put together a new EL master plan. This change included a restructuring of EL courses 1 and 2 into a double blocked format. EL 3 and 4 are now paired with general education English. We added support classes for those students who have not reclassified, in order to address the needs of long- term English learners. These are students that have been EL participants for a period of 5 years or longer. A Language Acquisition Team was created, with an Access to Core Coordinator, to monitor language development and reclassification of students. Targeted professional development is provided for teachers who have a large population of long- term English learners. We will return to our Data Driven Cycle when we have adopted Formative Performance Assessments that address the Common Core State Standards.

Change in School Leadership

Since the last WASC visit, due to promotion, retirement, and seniority-related cut-backs, there has been turnover in the RHS administrative staff. Only two of the Assistant Principals who were here during the last WASC visit are still part of the team, and only one of them has been here the entire 3 year period. Our current principal joined the team last year. One of our former APs returned in the capacity of an Instructional Specialist. This year RHS has two new Assistant Principals, one assigned through the special education office. Additionally, the administration has created the “Curriculum Council”, made up of the department chairs, SLC leads, department instructional leads, coordinators, and other volunteers, to provide a forum for faculty input on items related to curriculum and instruction; this includes the WASC action plan.

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III: Follow-up and Progress Report Development Process•Briefly comment on the school’s follow-up process. Include a description of the

committee that has been responsible for overseeing the progress of the school’s action plan and the preparation for the visit.

• Describe the process to prepare the progress report. Include to what extent stakeholders were involved in the preparation of the report.

• Describe the process to present the progress report to the governing board.

The changes described in the section above are significant. Despite these obstacles and new challenges, RHS has been able to move forward in our WASC goals while maintaining the progress made over the last decade. Initially, the Lead Teacher Committee addressed the planning, preparation and implementation of the WASC Action plan, as well as general curricular decisions. As we have slowly made our transition away from the SLC structure, we found a need to create a new committee to oversee all decisions related to curriculum and instruction. In the fall of 2013 we created the Curriculum Council to fulfill this purpose. Our SLC Committees and Department Committees continue to work hard to improve instruction and intervention in an effort to improve overall student academic achievement. Using the California State Standards (now CCSS), the ESLRS and the WASC Action Plan as our guide, the two areas that have continued to be our focus are Data Driven Collaborative Planning and Focused Professional Development. This Mid-term report was developed collaboratively. Teachers in their SLC teams and Department teams looked at the action plan and subsequently assessed their progress. Findings were discussed and presented to the leadership councils. Strategies were then developed to address changes in direction and future steps needed to complete our action plan. This data was collected and compiled and then shared first with the Curriculum Council (serving as the WASC committee) and then with the staff as a whole. Curriculum Council Members provided input, helped write and came to a consensus on the content of the report. The draft of the report was taken to the school governing committees (School Site Council, ELAC, SDM, and Curriculum Council) for input. The final copy was approved by the Curriculum Council and the Instructional Leadership Team, consisting of Administrators and Coordinators.

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IV: Progress on the Critical Areas for Follow-up within the Action Plan• List the critical areas for follow-up and reference the schoolwide action plan sections

where each critical area for follow-up has been addressed. If any critical areas for follow-up were not included in the school’s action plan, indicate what actions have been taken to address this issue.

Note: The school’s action plan should have incorporated all the critical areas of followup or major recommendations that were stated in the last full visiting committee report.

• Comment on the progress made to date for each critical area for follow-up and cite evidence and examples of the impact on student learning.

This is a list of the critical areas for follow up recommended by the visiting team that were initially in the Action Plan.

1. Continue to build, through professional development, team meetings, and other collaboration time, the staff’s capacity and repertoire of instructional strategies that take full advantage of the block schedule and intervention time, in order to improve student achievement.

2. Develop standardized protocols and norms for team meetings and other collaboration time that facilitate the effective use of data to develop curriculum and customize instructional strategies in order to improve student achievement with special attention given to subgroups.

3. Maintain and monitor the in-school intervention program and develop effective measurements to evaluate its impact and ensure student academic success.

4. Continue to develop effective communication strategies to increase and sustain parent involvement with the staff, students, other parents, and community in order to ensure all stakeholders are included in student learning and academic success.

As discussed in section II and section V, many things have changed at Reseda High School over the last three years. Therefore, some of the critical areas for follow up have been addressed and some have not.Collaboratively improving instruction and increasing student achievement through focused data analysis and implementing Common Core Standards-based instruction via research-based strategies in the classroom has been the focus of all professional development. Lead teachers were selected by departments and SLCs to lead the curriculum and instruction work being done. These leads meet with the administrator in charge of instruction and the Curriculum council to share progress and map out future goals. Every Tuesday students are dismissed at 1:13pm in order to provide staff with time for professional development either in Small Learning Communities (SLCs) or in departments. The weekly Tuesday afternoon banked time allows staff time to reflect on teaching strategies to enhance student comprehension and achievement. Teachers work on research-based instructional techniques such as backwards design, differentiated instruction, content literacy, technology in instruction, and SDAIE techniques. These strategies focus on the individual and diverse needs of our students in the CCSS.

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In the 2010-11 and the 2011-12 school year, professional development continued to focus on the formative assessment cycle (prepare, review, analyze, discuss, reflect). Teachers created curriculum maps, fine-tuned existing assessments, created new periodic assessments, analyzed student results, and created intervention plans while strudying remedial strategies designed to address student deficiencies. In 2012-13 our focus changed, as stated in section II, to the common core state standards, the performance meters and the EL Master Plan.

Our in-school intervention program has been discontinued. Although we believe the 20 minute intervention program was a vital part of our student achievement over the past 7 years, the district mandated that the students who were proficient or advanced be given enrichment assignments to be worked on during the same period. When given this option, Reseda’s staff voted to discontinue the formal designation of intervention time. Teachers continue to provide in- class intervention to students within their regular class time on a case- by- case basis.We continue to develop effective communication strategies to increase and sustain parent involvement with the staff, students, and community in order to ensure all stakeholders are included in student learning and academic success. We have an active Parent Center that provides parenting classes and computer literacy as an effective means of constant communication among stakeholders. We continue to promote achievement and success through parent and student communication using multiple resources including newsletters, face- to- face contact, email, phone services, Web site, Twitter, and Facebook.

In addition to the regular academic communication of the five- week progress report, 90% of Reseda’s teachers use a web-based Jupiter Grades program that gives students and parents’ access to students’ grades, assignments, and discipline records on a daily basis.

To ease students in their transition from middle school to 9th grade, we offer a “Freshman First Day” the day before school begins to allow parents and students in the 9th Grade Academy to tour the campus, meet teachers, and become acclimated to the school. In addition to our 4 parent conference nights, many of our teachers use the student led conference format, which consistently brings in 90% of participating parents. We also reestablished a PTSA, with consistent leadership over the past 2 years. The principal meets monthly with parents at the breakfast with parent events. And we have many parents on our governing committees which include: ELAC, SSC and SDM. Our parents have started two booster clubs one for Reseda High school and one specifically for the Police Magnet. The counseling staff is supported by the school’s categorical budget by staffing five counselors and a college counselor. The counseling department meets the American School Counselors standards and works continually with student and parent communication on academic requirements and student achievement. Members of the counseling staff collaborate with one another utilizing individual talents to strengthen the entire team. Counselors work together to insure the personal/social health of students and to promote students’ academic success.

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V: Schoolwide Action Plan•Comment on the refinements made to the schoolwide action plan since the last full

selfstudy visit to reflect schoolwide progress and/or newly identified issues. • Include a description of the school’s procedures for the implementation and monitoring

of the single schoolwide action plan.• Comment on the integration of plans into one single schoolwide action plan.• Include a copy of the school’s latest updated schoolwide action plan.

The following 3 critical needs were identified in our WASC report and have served as the focus of our School Wide Action Plan.

1 There is a critical need to improve the reading proficiency of all students in all academic areas so as to prepare them for post-secondary success. In each course, students will learn to proficiently read and comprehend the course textbook and similar resource materials appropriate to the discipline they are studying. Special attention will be paid to English Language Learners.

2 There is a critical need to improve the writing proficiency of all students in all academic subjects. In each course, students will become proficient at the forms of writing appropriate to the discipline they are studying. Special attention will be paid to English Language Learners.

3 There is a need to improve math proficiency of all students in all mathematics

courses. Special attention will be paid to English Language Learners.In addition to these critical needs and the critical areas for follow-up, as written in section II and section IV we have added the Common Core State Standards, the EL master plan and the Single Plan for Student Achievement to our Action Plan. Therefore, our Action plan has changed significantly over the past three years.In an effort to improve student performance and implement our focused WASC action plan, we continued to provide additional professional development and collaboration time. We continue to use the School Decision Making Council to approve a schedule that allows for weekly staff meeting times on “Banked Tuesday.” The school bell schedule was modified to ensure that the annual instructional minutes were satisfied, and staff could meet every week in either SLCs or departments. These collaborative groups meet to analyze student data, create and implement student achievement goals (bringing together the WASC School-wide Action plan and Single Plan for Student Achievement), develop curriculum and improve instruction. This year we have created the Curriculum Council, with representatives from each collaborative group and out of classroom personnel. Its purpose is to make the decision making process more collaborative and democratic. This structure has positively impacted the implementation of the Common Core State Standards, and the EL Master Plan, and the Single Plan for Student Achievement, providing the opportunity for all staff to continue to review student data, look at student work, plan interdisciplinary lessons and/or common strategies, review periodic assessments, and design

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lessons. The schedule not only provides the time for both department and SLC work, but also validates the need and importance of both groups. This collaborative Planning time is part of our Local Initiative School Plan, which will allow us to continue to provide this important teacher learning time.

In 2011-12 we continued to use the formative assessment process. We stressed vocabulary improvement techniques, the DEAR Program and Accelerated Reader program. Although we closed out our partnership with the CSUN Writing Project on writing across the curriculum, departments created writing prompts, worked on the writing process, assessed the student writing and analyzed the results. SLC’s adopted three shared writing techniques to be implemented in all of their classes. The goal of this strategy was to increase student writing in every class. Our teachers continue to use instructional techniques that came out of this process which include, thinking maps, Cornell notes, reading logs, writing breaks, exit tickets, bubble maps, double entry notes. SLCs continued to fine-tune interdisciplinary writing projects. In addition to the utilizing the formative assessment process, our math department developed lesson plans that taught problem solving, , logic and the multi-step process.

In the 2012-13 and the 2013-14 school years we began to change our school focus. With the adoption of the CCSS, much of our professional development was spent on Close Reading, text dependent questioning, and text complexity training. In 2012-13 our departments began to work individually on the common core state standards. Each department using the Key Strategies, and the district common assessment as their main goals, has been given the autonomy to meet these goals and needs individually. All core departments have spent a great deal of time breaking down the common assessments and CCSS practice tests and rubrics, looking at student writing assessment results and planning instruction based on those results. An emphasis across the curriculum to text dependent questioning and teaching the students to cite important details in the writing assessments. The Math department focused on the CCSS math practice standards. Teachers developed and researched CCSS math lessons that stress the use of performance tasks that use problem solving, reasoning, and math modeling.

In 2012-13 and 2013-14 we adopted the District’s EL Master Plan. Reclassification, which entails improving our EL students’ proficiency rate on the CSTs, a grade of C or better in English courses, and proficiency on CELDT test scores, is already one of our SPSA goals. In order to meet the specifics of LAUSD EL Master plan, we had to add a few important interventions. One of these interventions is a full time Access to Core Coordinator, whose job is to plan and lead school-wide PD in addition to working closely with the Long Term English Learner teachers via data analysis, lesson planning, modeling, and scaffolding strategies. Our teachers continue to use and get trained on many SDAIE strategies focusing on using multiple modalities of learning including; anticipation guides, TPR, TPS, realia, graphic organizers, 3qpr, KWL, scaffolding,

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say/mean/matter, juicy sentences, gallery walks, save the last word for me, and cooperative learning techniques. The coordinator also monitors individual EL student progress through individual conferences with the students and parents.

In preparation of our WASC Self-Study and the implementation of the CCSS, the last three semesters have included the following professional development activities:

Reseda High School Professional Development Activities-Fall 2012Reseda High School Professional Development Activities-Fall 2012Reseda High School Professional Development Activities-Fall 2012

DATETYPE OF

MEETING FOCUS

14-Aug SLC Meeting Jupiter Grades

21-Aug Department MeetingGoals for year-needs assessment/ Common Formative Assessment (CFA) Cycle

28- Aug SLC Meeting Goals for year – needs assessment/ Jupiter Grades4-Sep Faculty Meeting English Learner Master Plan – Module #111-Sep Faculty Meeting Common Core State Standards18-Sep Department Meeting Course Alike Team Meeting CFA Cycle-CCSS25-Sep Faculty Meeting English Learner Master Plan- Module #2

2-Oct SLC MeetingEnglish Learner Master Plan/ SDAIE strategies- Differentiation

9-Oct Department Meeting Course Alike Team Meeting – CFA Cycle16-Oct SLC Meeting Tardy policy, Alternative Bell Schedule, Differentiation23-Oct Faculty Meeting English Learner Master Plan- Module #330-Oct SLC Meeting Discipline and Counseling6-Nov Department Meeting Course Alike Team Meeting- CFA Cycle13-Nov SLC Meeting English Learner Master Plan-Module #4,Differentiation4-Dec Department Meeting Common Core State Standards-Close Reading11-Dec Faculty Meeting Semester Reflection

Source: SLC Coordinator

Reseda High School Professional Development Activities-Spring 2013Reseda High School Professional Development Activities-Spring 2013Reseda High School Professional Development Activities-Spring 2013DATE TYPE OF MEETING FOCUS15-Jan Faculty Meeting Beginning of Semester22-Jan SLC Meeting Positive Discipline Plan-Differentiation29-Jan Department Meeting PD-Planning for Spring – CFA Cycle – CCSS Big 4

5-Feb SLC MeetingPositive Behavioral Plan-Differentiation, RAPP, Differentiation

12-Feb Department Meeting Course Alike Team Meeting – CFA Cycle19-Feb Faculty Meeting Student Emotional Wellness26-Feb SLC Meeting CAHSEE On Line Training

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5-Mar Department Meeting Course Alike Team Meeting – CFA Cycle19-Mar SLC Meeting Child Abuse Awareness Training

9-Apr SLC MeetingPreparing Students for CST- Differentiation (Addressing the needs of all students)

16-Apr Department Meeting Course Alike Team Meeting – CFA Cycle7-May Faculty Meeting CCSS14-May Department Meeting CAHSEE Pass Rate Review21-May SLC Meeting Teaching and Learning Framework

Source: SLC Coordinator

Reseda High School Professional Development Activities-Fall 2013Reseda High School Professional Development Activities-Fall 2013Reseda High School Professional Development Activities-Fall 2013DATE TYPE OF MEETING FOCUS12-Aug Faculty Meeting Data Analysis, goals for the year, opening Info

27-Aug SLC MeetingWASC Action Plan-Meeting 1, SLC Business TBD by SLC Lead

3-Sep SLC MeetingWASC Action Plan -Meeting 2, Read Over Goals and Action Steps

10-Sep Department Meeting Common Core State Standards PD-Meeting #1

17-Sep SLC MeetingSLC Action Plan-Begin a plan to address the WASC Action Steps that have not been addressed or are still in progress.

24-Sep Department Meeting Common Core State Standards PD-Meeting #2

1-Oct SLC MeetingSLC Action Plan-Begin a plan to address the WASC Action Steps that have not been addressed or are still in progress.

8-Oct Department Meeting Common Core State Standards PD-Meeting #315-Oct SLC Meeting SLC Action Plan-Begin the implementation of your goals.22-Oct Department Meeting Common Core State Standards PD-Meeting #329-Oct Faculty / SLC Meeting Instructional Overview(RH)-SLC Action Plan19-Nov SLC Meeting SDAIE strategy and Web site Training3-Dec SLC Meeting SLC Action Plan10-Dec Department Meeting Common Core State Standards PD-Meeting #4

17-Dec Faculty MeetingClosing out the semester, Staff Recognition, and Mid-year reflection

Source: Assistant Principal

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Reseda continues to reformulate our Action Plan. All changes and improvements are made with the goal of improving student achievement through collaborative discussions and decisions related to the above professional development topics.

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