High Tech High —
Los Angeles
17111 Victory Blvd, Lake Balboa, CA 91406
Charter Renewal
Petition
For
July 1, 2008—June 30, 2013
Presented to
Los Angeles
Unified School District
Board of Education
October 18, 2007
Table of Contents
Preference for this Petition.......................................................................................................... 4
Executive Summary – School Achievements ............................................................................. 5
Briefing Page .................................................................................................................................. 7
Element 1: Educational Program ................................................................................................ 9
History of High Tech High – Los Angeles ............................................................................. 9
High Tech High—Los Angeles Mission & Vision ............................................................... 11
Whom the School is Attempting to Educate ......................................................................... 11
What It Means to be an Educated Person in the 21st Century............................................... 12
How Learning Best Occurs ................................................................................................... 13
A Typical Day ....................................................................................................................... 13
Western Association of Schools and Colleges (WASC) Accreditation................................ 14
Course of Study by Grade Level ........................................................................................... 17
Instructional Materials .......................................................................................................... 20
Integration of Technology..................................................................................................... 21
Student Internship ................................................................................................................. 21
Advisory Program ................................................................................................................. 22
Meeting Student Needs ......................................................................................................... 27
Special Education.................................................................................................................. 27
English Language Learners................................................................................................... 36
Socioeconomically Disadvantaged Students ........................................................................ 37
Gifted Students...................................................................................................................... 37
Students Achieving Below Grade Level ............................................................................... 37
Recruiting Qualified Teachers .............................................................................................. 38
Professional Development .................................................................................................... 38
Calendar and School Day Schedule ...................................................................................... 42
Implementation Plan ............................................................................................................. 45
Element 2: Measurable Student Outcomes .............................................................................. 46
Schoolwide Academic Growth Goals ................................................................................... 48
HTH-LA Student Achievement Outcomes ........................................................................... 49
Element 3: Methods to Measure Outcomes .............................................................................. 53
Method To Measure Student Outcomes ............................................................................... 57
Grading Policy ...................................................................................................................... 59
Testing................................................................................................................................... 59
Element 4: Governance .............................................................................................................. 60
Public Operating Principles .................................................................................................. 60
Development Team ............................................................................................................... 60
Board of Directors................................................................................................................. 60
Organizational Chart ............................................................................................................. 64
Advisory Council .................................................................................................................. 64
Parental Involvement ............................................................................................................ 65
Grievance Procedure for Parents and Students ..................................................................... 65
LAUSD Charter Policy ......................................................................................................... 65
Responding to Inquiries ........................................................................................................ 66
Notifications .......................................................................................................................... 66
High Tech High - Los Angeles 1
Audit and Inspection of Records........................................................................................... 66
Element 5: Employee Qualifications ......................................................................................... 68
Principal ................................................................................................................................ 68
Teachers ................................................................................................................................ 69
Other Certificated Staff / Administrators .............................................................................. 70
Non-Certificated Personnel ................................................................................................... 70
Evaluations ............................................................................................................................ 71
Termination ........................................................................................................................... 71
Element 6: Health and Safety Procedures ................................................................................ 73
Criminal Background Checks ............................................................................................... 73
Auxiliary Services ................................................................................................................. 74
Staff Responsibilities ............................................................................................................ 74
Child Abuse Reporting ......................................................................................................... 74
Immunizations, Tuberculosis Testing, and Screening .......................................................... 75
Prescription Medications ...................................................................................................... 75
Emergency Situations ........................................................................................................... 75
Insurance Requirements ........................................................................................................ 78
Evidence of Insurance ........................................................................................................... 79
Hold Harmless/Indemnification Provision ........................................................................... 79
Asbestos Management: ......................................................................................................... 80
Element 7: Racial and Ethnic Balance ...................................................................................... 81
Public School Choice Traveling Students............................................................................. 81
Federal Compliance .............................................................................................................. 82
Court-Ordered Integration ....................................................Error! Bookmark not defined..
Element 8: Admission Requirements ........................................................................................ 82
Affirmations .......................................................................................................................... 83
Public Random Drawing: ...................................................................................................... 83
Admission and Recruitment .................................................................................................. 84
Element 9: Financial Audit ........................................................................................................ 86
District Oversight Costs ........................................................................................................ 87
Element 10: Student Suspension and Expulsion Procedures .................................................. 88
Rehabilitation Plans ........................................................102Error! Bookmark not defined..
Readmission ....................................................................102Error! Bookmark not defined..
Special Education Discipline Language for Charter Petitions ............. Error! Bookmark not
defined..
Element 11: Retirement Programs .......................................................................................... 103
Work Basis .......................................................................................................................... 103
Benefits ............................................................................................................................... 104
Retirement ........................................................................................................................... 104
Element 12: Public School Attendance Alternatives ............................................................. 106
Element 13: Rights of District Employees .............................................................................. 107
Element 14: Dispute Resolution ............................................................................................... 108
Amendments ....................................................................................................................... 110
Sponsoring District Services ............................................................................................... 110
Element 15: Employer Status and Collective Bargaining ..................................................... 111
Element 16: Charter School Closure....................................................................................... 112
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Revocation .......................................................................................................................... 112
Term and Charter Renewal ................................................................................................. 112
Closure Procedures ............................................................................................................. 112
Facilities .............................................................................................................................. 114
Additional Requirements ......................................................................................................... 115
Liability and Indemnity........................................................................................................... 117
Business Plan .......................................................................................................................... 117
APPENDIX A: BUDGET AND THREE YEAR FINANCIAL PLAN ................................ 123
APPENDIX B: PETITION SIGNATURES ........................................................................... 124
APPENDIX C: BOARD MEMBER RESUMES ................................................................... 125
APPENDIX D: SCOPE & SEQUENCE ................................................................................. 147
APPENDIX E: HTH-LA EVALUATION REPORT ............................................................ 188
APPENDIX F: VALUE-ADDED EVALUATION 2006-07 .................................................. 206
APPENDIX G: PARENT & STUDENT SURVEY FINDINGS ........................................... 209
APPENDIX H: STUDENT HANDBOOK .............................................................................. 227
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PREFERENCE FOR THIS PETITION
High Tech High--Los Angeles submits this petition to the Los Angeles City Board of Education
of the Los Angeles Unified School District for charter renewal as its sponsoring district. This
Charter was formally submitted to the Board of Education on October 18, 2007. In accordance
with Education Code section 47605(h), "In reviewing petitions for the establishment of charter
schools within the school district, the school district governing board shall give preference to
petitions that demonstrate the capability to provide comprehensive learning experiences to pupils
identified by the petitioner or petitioners as academically low achieving pursuant to the standards
established by the State Department of Education under Section 54032." As set forth in this
charter renewal petition, High Tech High--Los Angeles will continue to offer a comprehensive
learning experience that is designed to serve the needs of such students. Accordingly, this
charter renewal petition is entitled to preference in the review and approval process.
High Tech High - Los Angeles 4
EXECUTIVE SUMMARY – SCHOOL ACHIEVEMENTS
High Tech High-Los Angeles (HTH-LA) is a charter high school where students, especially low-
income students, are prepared to enter a college of their choice and become ―knowledge leaders‖
in the 21st century digital world.
HTH-LA is designed to stimulate curiosity, inquiry and the constant desire to push beyond
limits, through a rigorous college-preparatory curriculum and intensive technology training.
With the goal of preparing students for high-skilled, high wage careers, students will bring this
demanding college preparatory curriculum to life by using the latest technology to develop
innovative hands-on projects.
HTH-LA is a small, approximately 320-student high school which provides a standards-based,
college preparatory education that places an emphasis on using technology and hands-on projects
in addition to more traditional pedagogy. HTH-LA students do not simply learn facts and figures
but are engaged in the ability to discover new knowledge on their own with the tools afforded to
them in today‘s information age. In addition to a college preparatory curriculum in which each
student meets the A-G University of California requirements, HTH-LA has provided electives on
web design, robotics, computer engineering, Biotechnology, Computer Programming, and
computer repair. Students are linked to a network of technology and industry partners that
provide students with in-the-field mentors, internships and field trips. All students participate in
twice yearly ―Presentations of Leaning‖ in which they present their best work to a panel for
defense and review.
HTH-LA is located on the campus of Birmingham High School in the San Fernando Valley and
is a self-contained, state-of-the-art facility. HTH--LA opened in September 2004 with under 200
students in grades 9, 10, and 11 and grew a grade each year until it reached full capacity of 320
students in 2007. High Tech High-LA has a full time staff of 14 teachers, a college counselor, an
academic counselor, and a principal.
The facility itself is approximately 27,000 sq. ft. and contains the most state-of-the-art
technological equipment, in an environmentally friendly building designed to educate and inspire
all students, teachers, and community members who walk through its doors. The facility is
uniquely designed to meet the specifications of the curriculum as outlined in this charter. The
school contains twelve classroom spaces and six project rooms. The facility reflects the
philosophy of the school: each classroom, project room, and office is adorned with windows to
both the exterior and interior of the building, embracing the idea that the work of the school is
open, visible, and transparent. High Tech High-LA is a school where students are engaged and
stimulated by a project-based, rigorous curriculum that allows them to learn by doing.
Academic Achievements
In its three years of operation, the school has achieved the following outstanding
accomplishments:
Made its AYP all years
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Scored above 800 on API all years
98% or better passing rate on the CAHSEE all years
Statewide and Similar School‘s API ranking of 10 all years
Became a California Distinguished School
Granted interim WASC accreditation
Received a Title I Academic Achievement Award
Both graduating classes had a 100% college acceptance rate, with students accepted to all
of the University of California campuses as well as to other colleges and universities
around the country.
AB 1994 Compliance
HTH-LA complies with all renewal standards in accordance with AB 1994.
Goals of Original Charter Petition
HTH-LA successfully achieved the goals and objectives of its original charter by meeting its
API, AYP, CAHSEE, and college-going goals, reducing the achievement gap for minority and
economically disadvantaged students, performing at a higher level than schools students would
otherwise attend, and implementing an effective and innovative instructional program as outlined
in the charter.
HTH-LA Independent Status
High Tech High – Los Angeles‘s original charter petition was approved by LAUSD in 2003 as
an ―affiliated‖ start-up charter school. At that time, it was not financially viable for the school to
exist as an independent charter school. Now that HTH-LA has reached its full enrollment
capacity of 320 students, it is able to run as a fiscally sound independent charter school. HTH-
LA elects to renew its charter with LAUSD as an independent charter school. HTH-LA is not a
conversion school; rather it is an affiliated start-up charter school that will become a fully
independent charter school upon approval of this renewal. HTH-LA has included signatures
from 100% of its current permanent status teachers to indicate their support for this evolution to
a fully independent charter school and their decision to leave employment with LAUSD and join
employment with HTH-LA.
High Tech High - Los Angeles 6
Briefing Page
Name of organization applying for charter renewal: High Tech High-Los Angeles
Grades Served and Number of Students
Grade Year 1 Year 2 Year 3
9 80 80 80
10 80 80 80
11 80 80 80
12 80 80 80
Total Enrollment 320 320 320
Target Neighborhood: San Fernando Valley, near Birmingham High School
Facility Status/Location: 17111 Victory Blvd, Lake Balboa, 91406, on campus of Birmingham
High School
Does the Location Meet Board Policy (Low API, Overcrowded)? Yes
The demographics for nearest high schools are as follows:
2006 API 2006-2007
2006-2007 Number of 2006 API 2007 API
School Similar Schools Program
Enrollment Tracks Statewide Rank Growth
Rank Improvement
Birmingham High 3,664 1 3 7 638 --
Reseda High 2,564 1 2 4 653 Year 5
Van Nuys High 3,060 1 3 5 670 Year 1
Members of the Board: Dr. Bernard Luskin, Chair
Michael E. Hoy, Vice President;
Dr. Elliot Ponchick, Treasurer
Dr. Doris Crowell Lasiter, Secretary
Dan Demeter; Tamara Schiff; Roberta Weintraub
Description of Philosophy: Universally, the High Tech High-Los Angeles (HTH-LA) school
community is committed to the conviction that all youth are capable of moving into continuing
education after high school, whether it is a two-year college, a research university or an adult
education center. An entire community of stakeholders has worked for six years to create the reality
to support this vision—a small school with standards for high school graduation higher than both
district and State requirements and a system of providing personalized learning experiences for
students that supports individual goals and learning styles.
Source/Core of Money: State and federal charter and public school revenue, supplemented
by fundraising as needed
Developer(s)/Leader(s): Roberta Weintraub, Founder & Executive Director
Marsha Rybin, Principal
Has HTH-LA applied to any other jurisdiction for approval? No
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Are there any sister charters? No
What innovative elements of your charter could be considered ―best practices‖ and
replicated by other schools?
There are many features of HTH-LA that can be replicated by other schools – regardless of their
size. One of the school‘s signature practices is the ―Presentation of Learning‖ (―POL‖) that
students participate in from the moment they enter the school until they graduate. The POL is a
high stakes culminating event that every student must successfully complete to go on to the next
grade level. POLs require a student to employ presentation skills, technology skills, and
communication skills in a five minute presentation that culminates in an ―on the spot‖ question
and answer period that requires students to think critically and synthesize and analyze
information. HTH-LA presented a session on ―Presentations of Learning‖ at the LAUSD Small
Learning Communities Conference in 2007. As a result, several schools, including Monroe High
School and Northridge Academy, have begun to use Presentations of Learning.
Teachers at HTH-LA have developed an online set of tools on Moodle that allows teachers to
give exams, assignments, and lectures online. Moodle allows students to take exams online and
both teachers and students receive immediate feedback. Instructors at HTH-LA have shared this
information with teachers from other schools, who have, in turn, shared it with their colleagues.
All rooms at HTH-LA are equipped with an ActivBoard. In the school‘s years of operation, we
have demonstrated the ActivBoard to many visiting teachers and administrators who have
purchased them and return to HTH-LA for professional development on the use of the boards.
The ActivBoard is an electronic whiteboard which allows a teacher to do all of the things a
teacher would do on a dry erase white board with some major advantages. Unlike a traditional
whiteboard, a teacher can save their notes or class work to a computer. In addition, the
ActivBoard and its software allow the teacher to more easily create interesting "chalkboard"
images. Teachers can use multi-colored, multi-sized handwritten or typed text to emphasize
items during class. Digitized images can be added to presentations. A variety of additional
tools allow teachers to present the course information in a visually appealing yet comfortably
familiar fashion. Teachers can also use ActivBoard to annotate files from other applications. For
example, with a digital copy of a novel, a teacher can underline, make notes, or highlight various
portions of the text on screen. This can also be done live to Internet web pages.
The backbone of the school‘s pedagogy is Project Based Learning (PBL). PBL is a method to
develop standards-based, interdisciplinary projects that connect to a real world product. For
example, ninth grade students have done an ―Andy Warhol‖ project that integrated Math,
Physics, and Art. Students learned about Andy Warhol and learned how to enlarge objects.
They then made their enlarged objects to scale and displayed them in a gallery for the school to
tour. Several teachers from nearly high schools have observed some of the projects HTH-LA has
done and have used the HTH-LA projects as a springboard for projects in their own classrooms.
LAUSD Renewal Policy
(1) Is the School an academic success? Yes
(2) Is the School a viable and effective organization? Yes
(3) Is the School fiscally sound? Yes
High Tech High - Los Angeles 8
Element 1: Educational Program
History of High Tech High – Los Angeles
Beginning in 2000, the school‘s founding team ventured forth with staff, students, and parents of
Birmingham High School (BHS) in the Van Nuys community of Los Angeles to assess the need
for a new kind of school. During an extensive 3-year R&D process, the school‘s founding team
solicited input from local LAUSD educators, other parents and students, Board of Education
members, high tech industry visionaries and managers, an architectural firm, and community
representatives. The quest was for a school that would provide youth with skills and the
environment to increase their chances to articulate into higher education and the workplace
successfully. School models were found in San Diego and other communities, many of which
focus on preparing students with job skills. But HTH-LA took a slightly different turn to focus
on preparing high school students for the highest level of post-secondary education to which they
aspire, while also giving them a solid grounding in work-based skills and attitudes.
HTH-LA‘s charter was approved by LAUSD on March 25, 2003 and the school began operating
as a charter in fall of 2004. However, it operated initially as an Academy, or Small Learning
Community, within Birmingham High School – not as a charter school. In September, 2002,
HTH-LA opened as an Academy with 45 ninth grade students from Birmingham High School.
The principal of Birmingham High School, Doris Lasiter, was a supporter of HTH-LA from the
beginning and allowed the Academy to use a double room bungalow for the HTH-LA classes.
Two Birmingham teachers, Karyn Koven and Mat McClenenhan were recruited by
Birmingham‘s Assistant Principal, Marsha Rybin, and the High Tech High-LA Academy was
born. Through generous contributions from Roberta Weintraub and the HTH-LA Foundation, the
bungalows were equipped with laptop carts, a server, and an ActivBoard. The students took
Math, Technology, and English in the Academy and Foreign Language. P.E., and Science with
the general population. The classes in the Academy were thematic, project based, and had a
culminating Presentation of Learning. In September, 2003 the Academy added 45 ninth graders
and began the year with a ninth and tenth grade cohort and four teachers. In the second year,
Academy students took Math, English, Social Studies, and Science in the Academy and Foreign
Language and P.E. with the Birmingham students. During these years, teachers and the
administrator were attending professional development at High Tech High in San Diego and
were developing the vision of a technology rich, academically rigorous, project based school that
would be open to students of all ability levels and would not ―track‖ students by ability. Even
though the Academy was a part of Birmingham High School, these years were marked by an
exploration of integrating technology into the curriculum, rather than having an ―add on‖
technology piece, developing cross disciplinary, hands on projects with students, and creating a
―college going culture‖. As an Academy, HTH-LA had weekly ―Power Lunches‖ where adults in
a wide range of professions spoke to the students about their jobs and what it took to get them.
Karyn Koven, then the English teacher, discussed college admissions and guided the students to
use the technology in the rooms to research colleges.
Roberta Weintraub, founder of HTH-LA, raised two-thirds of the total cost, or a total of $10.5
million, to build the existing HTH-LA facility at 17111 Victory Blvd and fulfill the vision of the
school. Specifically, the HTH-LA Foundation was awarded a $3 million Qualified Zone
High Tech High - Los Angeles 9
Academy Bond (QZAB) to rehabilitate the buildings on the Birmingham campus for HTH-LA.
Roberta Weintraub selected and hired the architect, had the building model created, helped put
the project out to bid, worked with LAUSD closely on the construction, and matched the QZAB
grant with $300,000. Ms. Weintraub then won a $2 million competitive state grant to build a
high tech school. The two grants, totaling $5 million, were awarded to the HTH-LA Foundation
and went directly to LAUSD, under the auspices of Jim McConnell. Ms. Weintraub raised $4
million more through foundations and other philanthropy. Finally, she received $1 million in a
federal earmark from Congressman Brad Sherman for technology and a $500,000 donation from
CISCO. The total of $10.5 million raised by Roberta Weintraub and HTH-LA Foundation were
used to renovate old facilities, construct new facilities, purchase computers and other technology
equipment critical to the success of HTH-LA, and to make ongoing renovations and other
necessary changes. When the project ran out of money due to increasing prices, LAUSD
contributed approximately $4.8 million to complete the project, which is still in progress.
The campus was largely built during the 2003- 2004 school year. Academy students were given
tours of their emerging campus and were given updates by the architect and the project manager.
In September, 2004 the School opened in its new building with 117 ninth grade students and 39
tenth grade students and 35 eleventh grade students.
Record of Excellence
Title I Academic Achievement Award – 2007
California Distinguished School Award – 2007
Vanessa Perez was awarded a Posse scholarship for four years at UW Madison -- 2007
Steven Cross was awarded a Posse Scholarship for four years at Grinnell -- 2007
Mat McClenahan was awarded Milken Educator of the Year – 2005
Tolga Dumayan, 12th grade student, placed second in the 2006 Western Region of the
―Stock Market Game‖
FIRST Robotics team (#4) won several Regional Competitions
24th ANNUAL CONGRESSIONAL ARTS COMPETITION - 2nd place Emily Eisen
25th ANNUAL CONGRESSIONAL ARTS COMPETITION - 1st place/Best of Show-
Rosalyn Herrera ;2nd place-Irina Hermoso; 4h Place-Angela Crilly
26th ANNUAL CONGRESSIONAL ARTS COMPETITION - 2nd place-Camille Pike;
4th Place-Maya Hadash
Music Center Spotlight Awards 2006:
Twenty-three students received certificates of recognition for their entries in the Music
Center‘s 2006 Spotlight awards (the Music Center Spotlight Awards program was
established in 1988 to provide meaningful recognition, encouragement and advancement
opportunity to high school performing and visual artists in Southern California).
Student Nate Grossman was one of 30 semi-finalists and went on to receive honorable
mention for his photograph and was part of the Awards exhibition at Bergamont Station in
Santa Monica last Spring. He was also the only 9th grader to be a semi-finalist.
Skirball Cultural Center:
A project done with the Advanced Photo class in the Spring of 2006. We were asked by
the Skirball Cultural Center to participate along with three other schools in their
photographic Identity Project. Students were asked to choose from three different projects
High Tech High - Los Angeles 10
all dealing with the theme of Identity. Each student created their own photograph and all
were exhibited at the Skirball. Akbar Abidi‘s photograph received special commendation
by their Senior Curator (the only one of all the students/schools that participated)
Student Irina Hermoso was the 2007 Student Essay Contest 1st Place Winner sponsored by
the American Civil Liberties Union of Southern California, San Fernando Valley Chapter;
Vanessa Hermoso - ACLU Essay Contest - Second Place; Emily Harake - ACLU Essay
Contest – Third Place
Student Jennifer Carcamo earned First Place in the UTLA Sharing Means Caring Essay
Contest
High Tech High—Los Angeles Mission & Vision
Universally, the HighTech High-Los Angeles (HTH-LA) school community is committed to the
conviction that all youth are capable of continuing education after high school, whether it is a
two-year college, a research university or an adult education center. An entire community of
stakeholders has worked for six years to create the reality to support this vision—a small
learning community with standards for high school graduation higher than both district and State
requirements and a system of providing personalized learning experiences for students that
supports individual goals and learning styles.
HTH-LA is a diverse community of active learners dedicated to fusing traditional academic
subjects with real world, technical applications and problem solving skills. HTH-LA has two
major goals: 1) to successfully integrate technical and academic education in a school that
prepares students for post-secondary education and careers, and 2) to increase the number of
underrepresented students in math and engineering who succeed in high school and post-
secondary education and become productive leaders.
Whom the School is Attempting to Educate
High Tech High--Los Angeles (HTH-LA) is an approximately 320 student high school located
on the campus of Birmingham High School in the San Fernando Valley, operating since
September 2004. HTH-LA will blend in a strong directed learning environment, the application
of technology to a core curriculum emphasizing math and science as well as the A-G University
of California requirements, and a supplemental project-based curriculum focusing on current
technology.
HTH-LA students are 53% Caucasian, 30% Latino, 7% Asian, and 6% African-American.
English Language Learners make up 2% of the student population and 44% of students qualify
for the Free/Reduced-Price Lunch Program.
HTH-LA draws many students from the attendance area of Birmingham High School as it is
located on its campus. Birmingham High students are 69% Latino, 15% Caucasian, 9% African
American, and 6% Asian. English Language Learners make up 22% of the student population.
Approximately 67% of the students qualify for the Free/Reduced-Price Lunch Program.
High Tech High - Los Angeles 11
Neighborhood School Demographics:
2006-07 Number Hispanic White African- Asian English Free & Reduced
School
Enrollment of Tracks or Latino American Learners Price Meals
HIGH SCHOOLS
HTH-LA 303 1 30% 53% 6% 7% 2% 44%
Birmingham High 3,664 1 69% 15% 9% 6% 22% 67%
Reseda High 2,564 1 70% 12% 7.5% 9% 27% 69%
Van Nuys High 3,060 1 62% 13% 5% 20% 27.5% 72%
MIDDLE CHOOLS
Mulholland 1,869 1 83% 8% 4% 4% 37% 79%
Portola 1,974 1 40% 42% 8% 10% 15% 47%
Millikan 1,995 1 34% 49% 10% 6% 10% 41%
Van Nuys 1,563 1 78% 10% 5% 6% 39% 77%
The middle and high schools in the neighborhood of HTH-LA have API scores far lower than
HTH-LA‘s outstanding API scores of 840. The achievement of HTH-LA is unparalleled in the
local community, with API statewide and similar schools ranks of 10. HTH-LA provides an
extremely advantageous academic learning environment for the local neighborhood.
Neighborhood Schools Academic Achievement:
2006 API 2006 API 2007 API Met Met All 2006-2007
School Statewide Similar Schools Growth Schoolwide Subgroup Program
Rank Rank Growth Target Growth Targets Improvement
HIGH SCHOOLS
HTH-LA 10 10 819 Yes No --
Birmingham High 3 7 638 No No --
Reseda High 2 4 653 Yes No Year 5
Van Nuys High 3 5 670 Yes No Year 1
MIDDLE SCHOOLS
Mulholland 4 10 673 No No Year 5
Portola 7 8 771 No No --
Millikan 8 9 808 Yes Yes --
Van Nuys 2 5 649 No No Year 5
What It Means to be an Educated Person in the 21st Century
An educated person in the 21st century is a person who can take knowledge and apply it to
solving problems. Today, rote learning is not an option for an educated person. Knowledge is
only the beginning of learning as it is more critical that an educated person be able to apply
knowledge to solve the problems facing them. Once those problems are solved, there will be
High Tech High - Los Angeles 12
new problems that will be created and the application of continuous knowledge will be necessary
to solve those problems as well. For example, computers and the Internet evolved out of the
problem of not being able to attain information quickly and easy enough. While the advent of T1
lines and DSL lines has made access to information easier and quicker, it has caused the new
problem of providing access to this wealth of information for low-income earners, a problem
known as the ―digital divide.‖ The ensuing problem is a society that is divided by those who
have access and those who do not. The rules of existence have changed and the educated person
has to deal with a world where technology has been created ahead of need and where passive
learning is not an option. The educated person needs to step from a foundation of knowledge
onto a creative ledge where technology, individual ―out-of-the-box‖ tinkering, and problem-
solving mentality will be needed. Today students have to know how to open Pandora‘s Box and
deal with its contents.
How Learning Best Occurs
There is no one single way how learning best occurs. Students are individuals who learn in
different ways. Some are auditory learners. Some are visual learners. Some can work well with
a combination of both. Learning best occurs when the teacher understands the needs of each
student and helps each student reach his or her potential in an environment that is accessible to
all. A high interest curriculum, positive teacher guided feedback, a non-threatening environment
and an atmosphere that promotes peer encouragement are essential to a true learning experience.
Additionally, HighTechHigh-LA hopes to enable students to become self-motivated, competent,
life long learners by establishing an environment where learning is engaging and worthwhile.
When students experience learning that is engaging and connects to ―real world‖ applications,
they develop a love of learning that continues far beyond high school.
A Typical Day
A typical day at HTH-LA begins with students arriving at school between 7:30 am and 8:45 am,
when the actual school day begins. They are dressed in the HTH-LA dress code – a collared
shirt and no jeans. Teachers arrive at 7:45 am. On Monday mornings, teachers attend a calendar
meeting and on Thursday mornings, they attend a curriculum meeting. On the other mornings,
teachers are tutoring students, and students are finishing up assignments on the computers,
checking their email and ordering lunch online. Groups of students sitting in the Great Room,
Commons, Back Yard or Front Yard are talking, playing guitars, and finishing breakfast. At
8:45, students and teachers assemble in their rooms for Advisory where information is
distributed and attendance taken. After Advisory, students go to their first two-hour block of
class (see schedule). Typically, photography students are taking photographs inside and outside
of the building or editing their pictures on PhotoShop. There are several groups of students
gathered around laptops in the Front Yard and Back Yard working on projects. All of the
teachers are using ActivBoards in their classrooms and most students are sitting with a laptop in
front of them. Project Rooms contain groups of students working in groups or with a CSUN
tutor in Math. At the end of the period, students logoff their laptops and return them to the
laptop cart. Students congregate outside, many of them stopping by the lunch cart in the front
yard. Students are playing guitars, checkers, or chess, hanging around with their friends in the
High Tech High - Los Angeles 13
shade of the Back Yard, or playing soccer or touch football outside. Since there are no bells,
students watch the clock and go to class at the appointed time. In addition to the activities one
might see in the first period of the day, one could see Mr. Chiou doing a chemistry experiment
under the document camera so that all students can see it, or a Socratic Seminar in Mr. Bewley‘s
English Class, or a simulation in Ms. Perkin‘s History class. In Ms. Goodman‘s Constitutional
Law class, one might see a heated debate on search and seizure. Several rooms have students
taking a test on Moodle. Mr. McClenahan is creating a podcast of his Government lecture for
the student‘s future use. When the period is over, students buy their lunch from the lunch card in
the front yard or take out their lunch from home, find a place to sit with their friends and eat.
The sounds of lunch are punctuated by guitars and signing, laughter, the scuffle of the ball in
front of the school. After lunch, seniors who have an Internship leave campus to ―go to work‖
while the others get ready for ―X Block‖. During ―X Block‖ some students are doing yoga in
the Commons, ―Push Up Club‖ in the Great Room, DDR in a classroom, Salsa in another
classroom, while other groups of students and teachers go on a brisk walk around the
neighborhood park, play flag football or soccer on one of the fields at Birmingham High. As the
students return from ―X Block‖, they prepare to go to the last period of the day. After school,
students are seen with teachers for one-on-one tutoring, in the Robotics lab working on the next
competition robot, working on projects, or lacing up their shoes to train with several of their
teachers to participate in Students Run LA. Other students rush out after school to catch the bus
or Orange line home, or wait for their ride home.
Western Association of Schools and Colleges (WASC) Accreditation
HTH-LA submitted an application for interim WASC accreditation in 2004. The school had one
visit from a WASC team and was granted interim accreditation through June, 2008. The next
year, 2005, the school added a grade level to include grades 9 – 12 and applied for ―substantive
change‖ which, after a one-day WASC visit, was granted. This school year, HTH-LA is
participating in a full WASC application and will have a full visit in March, 2008.
Parents are informed about graduation requirements, transferability of courses to other public
high schools, and the eligibility of courses to meet college entrance requirements via parent
informational meetings, Parent Organization meetings, newsletters, individual meetings with the
counselor and college counselor, and college representative visits.
Curriculum
The HTH--LA curriculum is a unique blend of education that includes the following key
components:
Core Curriculum based on the UC/CSU A-G Requirements--Upon graduation, all HTH-LA
students will have met or exceeded all the A-G requirements for admission to a University of
California or California State University.
Integration of technology into all subjects
A focus on cross curricular projects that connect to the ―real world‖
A student internship
High Tech High - Los Angeles 14
Woven into these three curricular components is HTH-LA‘s commitment to meeting and
exceeding the Content Standards for California Public Schools in all curriculum areas. HTH-LA
will ensure that curriculum, projects and lessons are standards-based.
Freshman Bootcamp
The Freshman BOOTCAMP is a 2-day summer orientation that bridges incoming students
from middle schools into the HTH-LA culture. Students are met by 9th grade faculty who will
(1) lead them into the counseling process; (2) introduce them to the school‘s graduation
requirements; (3) provide a tour of the campus and its state-of-the-art technology; (4) welcome
them as members of the school community and assign email accounts; and (5) assess where they
are academically in math with the help of UCLA and in English/Language Arts (ELA) using
writing and language assessments developed by the HTH-LA English department. This process
lays the foundation for a Student Support Team (SST) to shape a personalized education plan. To
break the ice for nervous newcomers, a fun-filled improvisation, Comedy Sportz, dominates the
first day‘s activity, and by the second day, students of the newest cohort are ready to join the
HTH-LA community.
Student Education Plan (SEP)
A tailored 4-year Student Education Plan (SEP) is set into motion for each student when he/she
enters HTH-LA in the 9th grade. College Counselor Karyn Koven initially meets with the
student and his/her parents to present them with HTH-LA graduation requirements and
curriculum that meet State content standards. In 10th grade, the Student Success Team (SST)
which includes the teacher advisor, other teachers, the college counselor, and parents supports
the student‘s progress from one grade to the next by providing the academic and behavioral
interventions to keep them on track with his/her SEP. The SEP is an organic document updated
every semester as sequenced coursework is completed for graduation and college readiness,
CAHSEE readiness is monitored, future plans are solidified, and special needs arise (i.e.
CAHSEE tutoring). SEPs help students become college and workforce ready by focusing their
attention and goals. All Students With Disabilities (SWDs) are mainstreamed into regular classes
with their state-required Individual Education Plan (IEP), and receive all allowable
accommodations of their plans.
Core Curriculum
HTH--LA‘s graduation requirements will meet or exceed the National and State Standards as
well as the A-G requirements of admission into the University of California and California State
University. The following chart outlines this comparison:
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HighTechHigh-Los Angeles Curriculum/Graduation Requirements
(built on State standards for graduation for ALL students)
CA UC
Subject HTH-LA Grad. Entry
4 years: English 9A/B; English 10A/B; American Literature/Contemporary 3 4
English
Composition; Expository Composition/Modern Literature years years
4 years: Integrated Math I, II, III (all A/B); Probability & Statistics or Calculus (both 2 3
Math
A/B) (Algebra and geometry are included in Integrated Math. years years
4 years: Physics A/B; Chemistry A/B; Biology A/B; Environmental Science or 2 2
Science
Advanced Physics A/B (All science classes incorporate lab work.) years years
4 years: Geography A/B; World History A/B; U.S. History A/B; Government; 3 2
Social Studies
Economics; Environmental Studies A/B; Constitutional Law A/B. years years
2 years: Spanish 1 A/B; Spanish 2 A/B. Students have the option of taking foreign 2
Foreign
language proficiency tests at CSUN, UCLA or an AP test. Languages credited in 1 year years
Language
this manner in the past have included Japanese, Spanish and Russian. of
Visual/ 1 year: Photography 1 A/B; Photography 2 A/B either 1 year
Perf. Arts
Health 1 year: embedded in the biology curriculum, with related projects in other classes 1 year N/A
Education
4 years: Students from all grade levels play together in PE through X-Block activities 2 N/A
Physical implemented in consecutive 10-week sessions: volleyball, soccer, flag football, years
Education (PE) running, walking, Salsa, Dance Revolution Nintendo, yoga and calisthenics.
2.5 years: Economics; Introduction to Psychology; Journalism 1 A/B; Journalism 2 N/A 1 year
A/B; Philosophy A/B; Science Technology and Research 2 A/B; Drama A/B;
Electives Advanced Acting A/B; Environmental Studies A/B; Constitutional Law A/B;
International Relations; Documentary Studies; Project Physics (solar car). In the
past, Art Appreciation, Sociology A+ and Computer Programming were offered.
ALL students at HTH-LA are required to complete oral presentations to two teachers N/A N/A
for a grade (and to industry/higher education partners, parents and others for practice)
each year in order to articulate to the next grade or graduate. This important process,
which has evolved over several years based on feedback from industry partners,
Presentations of teachers and students, helps prepare them for both college and work and has become
Learning (POL) a major event, as students prepare and audiences engage. The foundation’s board
and all HTH-LA staff strain their individual personal contacts to find panels of judges
that will provide students with this “real-world” experience. English learners (ELs) and
students with disabilities (SWDs) or behavioral problems are supported in this process
as they are individually able to participate.
This requirement is currently being reconsidered. In the past the internship N/A N/A
requirement could be met in either the junior or senior years. However, it was
Senior
discovered that many juniors are lacking the workplace skills that sponsors need. The
Internship
current senior class, which participated in internships as juniors, are completing
and/or
capstone projects this year, while staff considers making both the internship and
Senior Capstone
capstone project as requirements in the senior year for future cohorts. Meanwhile,
Project
internship coordinator Gloria Malkin is doing training in workplace skills with juniors
within the context of current classes to better prepare them for their internships.
CAHSEE Pass All students must pass the CAHSEE to graduate. Students who have not passed Must Must
Prep enroll in a special month long, intensive class to prepare them for reexamination. Pass Pass
CTE Permeates all learning, all classes (See discussion in Theme 4.) N/A N/A
Computer All students must be computer literate by 10th grade to keep up with the course work N/A N/A
st
Literacy at HTH-LA, which is designed to ready them for 21 century living.
Note: Students with Disabilities usually meet all requirements. One autistic student will receive a “certificate of completion” with
her class in lieu of a diploma. SWD students receive supplemental support in and out of class from the teacher and/or
specialists equipped to handle special need cases (i.e., ADD, autistic students or physically disabled) to help them stretch to
their highest capability. Students with an IEP who need help in math, ELA and organization are put in Resource Class.
High Tech High - Los Angeles 16
HTH--LA will not only be innovative in the integration of technology in curriculum that it will
offer to students, but it will be an innovative model of how the more ―traditional‖ A-G classes
are taught through its Cross Curricular Project Based Learning approach. Students travel through
their school day in ―teams‖ so that students travel together to their academic classes. In this way,
student can be assigned cross curricular group projects. Teacher can work together to combine
classes during the day or allow students time to work on projects in class since the student
groupings remain constant throughout.
Course of Study by Grade Level
Complete course descriptions with standards and textbooks can be found in Appendix D.
Grade 9
GRADE 9 COURSE OF STUDY
All ninth grade students take:
English 9AB
Integrated Math 1AB
Geography/Humanities AB
Physics AB
Photography AB
Spanish 1 AB
Grade 10
GRADE 10 - COURSE OF STUDY
All tenth grade students take the following courses:
English 10 AB
Integrated Math 2AB
World History and Geography
Chemistry
Spanish 2 AB
Elective
Grade 11
GRADE 11 - COURSE OF STUDY
All eleventh grade students take the following courses:
High Tech High - Los Angeles 17
American Literature and Composition AB
Integrated Math 3AB
United States History and Goeography
Biology AB
2 Electives
Grade 12
GRADE 12 - COURSE OF STUDY
All twelfth grade students take the following:
Modern Literature and Advanced Composition
United States Government and Economics
Math (Calculus OR Pre-Calculus OR Statistics
Science (Advanced Physics OR Environmental Science OR Project Science
One semester of Internship
Elective
Electives:
Biotechnology
Biotechnology is an elective science course which focuses on the fields of molecular biology and
molecular genetics. Through laboratory investigations, students learn the current concepts and
techniques by which our knowledge of living systems is applied for the practical use of
humankind. Students learn modern methods for analyzing genomes and applying their findings
to treatment and cure of human disease, to agricultural improvement, to forensic science, and to a
deeper understanding of evolution. Ethical and moral issues posed by biotechnology are
explored and discussed.
Introductory Russian
The objective of this survey course is to introduce students to the writing and sounds systems of
contemporary Russian, with emphasis on the development of the basic skills--listening, speaking,
reading and writing. Students will learn to read, speak and understand Russian at an elementary
level. In addition, students will gain knowledge of Russian culture and society.
Upon successful completion of this course, the student will be able to ask and respond to simple
questions orally about his or her and familiar topics, and understand simple phrases in a printed
text. They will be familiar with the Russian culture and society.
Major topics covered in the course include the Cyrillic alphabet and sound system; formal and
informal situations. Vocabulary topics will include greeting people; introducing and giving
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information about yourself; asking for information; naming common objects; customs; airport;
advertisements; languages; and ethnic and national backgrounds.
Methods of instruction include lecture, discussion, classroom exercises, and project
presentations.
Advanced Photography
Studentsl expand on the skills learnied in Photography 1AB. Students explore their personal
style and assemble a portfolio of their best work.. Students review camera and PhotoShop
techniques.
Robotics
The Robotics elective course is a hands-on lab class that will give students technical training in
robotics engineering design, electronics design, computer programming, organizing and
managing a robotics team, and building robots that are specialized to do certain tasks. Students
will be introduced to and learn to safely use manual and digitally controlled design programs and
metal part manufacturing machines. There are no prerequisite classes for this course. Students
will be required to use word processing software (Word), spreadsheet software (Excel) and
presentation software (PowerPoint). The Computer Assisted Drawing (CAD) program may also
be used to design specific parts to be manufactured.
Symbolic Logic
This course is an introduction to the study of traditional symbolic logic. The study of logic
develops one‘s ability to evaluate one‘s own arguments as well as those of others. Symbolic
logic is a very useful tool in evaluating more complex forms of reasoning. The approach to
symbolic language and reasoning is gradual. The first part of the course looks at how arguments
are expressed in everyday language and learning to recognize them. Subsequently, symbolic
tools are introduced. By the end of the course, students translate arguments expressed in ordinary
language into a fully symbolic language, use truth tables, and evaluate arguments by means of a
theory of deduction.
Textbook:
A Concise Introduction to Logic, Ninth Edition .Patrick J. Hurley. Wadsworth.
Philosophy
―Philosophy‖ means ―love of knowledge or wisdom‖. This introductory course will endeavor to
feed and augment student‘s innate love of knowledge and wisdom. The study of philosophy and
philosophers will help students further their own understanding of the world in which they live.
Students will study some of the greatest thinkers in the Western philosophical tradition
including: Plato, Thomas Aquinas, Thomas Hobbes, John Locke, David Hume, Blaise Pascal,
Rene Descartes, Immanuel Kant, Jean Jacques Rousseau, George Hegel, Karl Marx, John Stuart
Mill, Isaiah Berlin, and John Raw.
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Documentary Studies
This course is designed to encourage and improve students' critical thinking and writing skills, as
well as give them a chance to examine and reflect on the theme of "The American Dream." We
will be spending the semester analyzing (both thematically and technically) award-winning
documentaries reflecting different interpretations and reflections on the ―American Dream‖, and
students create, as their culminating project their own 15-20 minute documentary reflecting their
group's vision of the theme "The American Dream."
Media Technology
This course focuses on digital video capture, importing, editing, transitions, effects and audio
using both the PC and Mac platforms. Students will use a variety of software and media to put
together interactive and dynamic presentations, CDs, DVDs, and websites including YouTube.
Computer Programming
This course provides an introduction programming using the C language. The course covers the
programming methodology with an emphasis on problem solving, algorithm development, data
structures and typical C applications.
Instructional Materials
Core course textbooks will be selected by the curriculum committee upon review and
recommendation of the department and/or grade level team. Below are strategies for adopting
instructional materials/academic supports for students in need:
1) Assess student test scores, project and homework assignments, individual strengths and
weaknesses. (Data on 9th graders is collected during Freshman Bootcamp and from 8th grade
scores.) Build student and cohort profiles. (This dynamic process is ongoing as students improve
and/or fall behind during a school year.)
2) Acquire and introduce State-approved standards-based instructional materials to ALL
students.
3) Collect materials as needed to supplement approved texts for use with ALL students, such as
supplemental readers and workbooks, Internet websites, instructional kids (for solar car and
robotics design), and articles about current events, etc.
4) Collect materials appropriate for special subgroups and/or individual students and introduce to
the appropriate students.
5) Continuously review the progress of each student and make necessary changes, such as
switching their supplemental materials, adding more or less rigorous materials, etc.
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Integration of Technology
Technology is pervasive in all aspects of the school‘s culture, as it is in the world‘s culture, and
students use it to solve math problems, download homework, complete writing assignments,
access on-line resources, communicate with teachers and project team members, keep journals
on their learning process, present their learning, and play games. All teachers use the HTH-LA
website and a popular online forum called ―Moodle‖ for posting grades and collecting homework
and class notes, giving online tests, setting up student journals, and creating discussion boards.
New teachers quickly become adept with Active Boards, PowerPoint, the Internet and the
district‘s Student Information System (SIS). Evaluators confirm that teachers effectively use
technology as a tool for delivering instruction, and technology is built into evaluations through
class observations and focus groups to show how achievement and instruction is impacted.
School administration also is benefiting from technology with the help of enterprising students.
One student developed an online interface for tracking student lunch requests and distribution
using barcodes on student I.D.s. Another student is the resident webmaster and podcast expert.
All students have access to both laptop and desktop computers in each classroom. Students
check computers out of carts at the beginning of class, sign on to their account and can move
from classroom to classroom but use different computers to access their work due to the common
server. The school is supervised one hour before school and two hours after school so that
students, especially those without easy access to a computer and/or internet outside of school,
can access the technology. There is clear and successful site integration of technology in all
classrooms. Staff set benchmarks in technical knowledge to be mastered in each grade level
within the existing curriculum.
Students and interested parents are in-serviced on ethical uses of technology, and filters are
installed to block inappropriate Internet content. Each parent/ student also signs an Acceptable
Use Policy, violation of which results in suspension of computer privileges for a first offence up
to expulsion for repeated offenses. Students are trained to gauge quality and reliability of
websites, and teachers check student's work for plagiarism continuously. HTH-LA staff works as
a team to evaluate software and online resources. The Technology coordinator notifies staff if
there are issues with an online resource or software.
Student Internship
The school's mandatory senior internship requirement provides an important opportunity for
industry participation. Students spend two afternoons a week at work under the direct
supervision of an assigned employee of the sponsoring company/office. Not only does this
provide valuable volunteer help around the office for these businesses, it also provides students
with a taste of the world of work, while giving local businesses a way to help shape their future
workforce. It gives students a close-up view of a particular company or career. The school‘s
Internship Coordinator places all internships and meets with interns every Friday to debrief about
their experiences. Student internships culminate in a final project presented to the school at the
end of the semester, and students are given an opportunity to evaluate the performance of their
host employer as well as the experience.
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Advisory Program
The linchpin to the technology-based educational program will be a thread that pairs staff with
students on an advisory basis. Each staff member, in additional to regular classes, will have a
mixed grade level Advisory that will meet daily.
Each student is assigned an Advisor who will stay with the student, if possible, for the entire
four-year high school span. The Advisories will ground students in the elements of independent
thinking, planning, and study and will guide them through a continuum of regularly monitored
projects to a successful student-initiated senior project.
Staying with the same Advisor throughout the program is crucial. Studies show that a major
stumbling block in the educational development of underserved students is consistency. Many
students live in overburdened households, shifting residences, schools, friends and family
members. Also, the media and pace of current events contribute to conditioning students to live
in a sound bite world where immediate gratification and short-term goals are the norm.
Real education is long-term. The Advisory model forces students to focus and with the
consistent guidance in the advisory period, gives them the opportunity to stretch and reach,
ponder and plan, work and wait for the satisfaction of a long-term goal achieved. Students will
research colleges and careers, completing their yearly Digital Portfolio, and participate in values
clarification activities. Additionally, there will be an articulation between the student and the
Advisor regarding issues with academic and social progress.
Educators, too, benefit as advisory guides, who, over the four-year span become intimately
involved in the education of a specific student, not a name on the class roster. The target
population for the charter school is low-income, minority students, from diverse cultures and
with varied individual needs. Educators need to assess their approach to educating students who
may not be native born and whose early education cannot be categorized or tracked. All too
often, these students get lost in a large school. Especially vulnerable are the quiet students who
drift through without a hint of trouble or a hint of potential. Seeing these students in the bare-
bulb light creates, for the educator, an opportunity to focus on all students individually and to
revisit the up-close challenges of high school years. One hour per week, staff will meet to
discuss the tutorial program and to bolster and craft appropriate strategies for success.
In 1992, the United States Department of Labor formed the Secretary‘s Commission on
Achieving Necessary Skills (SCANS), which was comprised of distinguished representatives
from education, business labor, and government. The mission of the SCANS Commission was
to outline the necessary skills to be successful in the current and future workplace. The Advisory
Program will use the SCANS findings as the baseline for the program with the goal of
developing a whole child that will be personally, socially and professionally successful in the
future. The following are the eight major skills that SCANS comprised to reach this goal. When
a student enrolls at HTH-LA, these skills will be presented to them and with the help of their
Advisor and parent and/or guardian, develop an individual learning plan that will map and set
specific goals as they develop while enrolled at HTH-LA. This learning plan will be periodically
High Tech High - Los Angeles 22
revisited by the Advisor and student throughout the school year and at the beginning of every
grade to evaluate the student‘s progress towards their goals. During these evaluations, the
student will have to demonstrate progress in the SCANS skills.
The SCANS Skills:
Basic Skills: Is the student improving every year in reading, writing, mathematics, speaking,
listening? This will be evaluated by their test scores and grades.
Thinking Skills: Is the student thinking creatively, making decisions, solving problems, seeing
things in the mind‘s eye, knowing how to learn and reason and making good decisions? The
student will need to provide evidence of ―thinking outside the box.‖
Personal Qualities: Is the student growing in terms of individual responsibility, self-esteem,
sociability, self-management and integrity (morality and ethics in computer use)? The student
will have to show how they have grown personally through their papers, projects, digital
portfolios or activities outside the classroom.
Resources: Is the student allocating time, money, materials, space and staff wisely? (internships
and classroom simulation). The student will demonstrate their efficiency and creativity in their
school work, internships, and after-school activities.
Interpersonal Skills: Is the student working on teams, teaching others, leading, negotiating,
working well with others from diverse backgrounds? The student will show what group projects
they have been working on, what clubs they are involved in, etc.
Information: Is the student acquiring and evaluating data, organizing files, interpreting and
communicating and using computers to process information. The student will show what new
sources of information they have located and how they have organized that information.
System: Is the student understanding social organization and technological systems, monitoring
and correcting performance, and designing or improving systems? The student will have to
explain their group work in terms of effective communication, leadership styles, roles played,
understanding differences and negotiating techniques.
Technology: Is the student applying technology to specific tasks, maintaining and understanding
equipment? The student will have to show how they are using technology in all their classes, in
their lives at home, and in their personal activities.
Year One Advisory
Each student will develop an individual learning plan that will be used as a set of goals to
be met over the course of the student‘s four years at HTH--LA. These goals will be
educational, career-oriented, social and personal. This learning plan will be written by
the Advisor and the student, along with the feedback of the parent(s)/guardian.
High Tech High - Los Angeles 23
Throughout the school year, and at the beginning of every grade, the learning plan will be
revisited, and potentially revised, as the student develops.
Discuss and set up specific goals to reflect the needs of the individual student (i.e.,
sharpen language skills and strategies to eliminate math deficiencies, control tardiness,
and set day-by-day goals).
Start a digital portfolio.
Assign high interest material relating to individual student interest in career fields of
engineering, math, English and technology.
Discuss use of technology as a research tool for class projects.
Discuss interrelationship of course work (English as it relates to math, science,
technology, etc.).
Discuss working as a team, taking equal responsibility for work, and sharing success.
Create and evaluate possible long-term goals and projects. List possibilities without
criticism or narrow focus.
Assign small project (set up for success) involving the tutorial group. Monitor over life of
project. Make sure it is headed for success.
Discuss the negative impact of the use and abuse of alcohol, tobacco, and drugs.
Year Two Advisory
Review first year. Review digital portfolio.
Set goals to address individual deficiencies (i.e., plan to eliminate tardies, explore
strategies for student/teacher interaction).
Introduce industry level standards and goals and their relevance to academic goals.
Industry representation will meet with teacher and student to discuss needs of industry
and responsibilities of student.
Engage students in creating criteria for succeeding in the workplace as well as the
classroom.
Introduce distance learning.
Look at last year‘s long-term goals and projects list and add or eliminate as appropriate.
Create collaborative assignment that is long term but continually monitored.
High Tech High - Los Angeles 24
Year Three Advisory
Connect with business partner for each student.
Plan the business/student partnership (i.e., dress code, manners, responsibilities,
vocabulary building [specific to needs of the particular business], introductions, oral
skills, job interview, and role-playing).
Engage students in hypothesizing, deducting and formulating ideas so that questions to
experts come from a deep reservoir of understanding, not superficial knowledge.
Work on individual skills appropriate to each student‘s internship.
Review and assess last year‘s goals. Review and assess portfolio.
Review project ideas and add or subtract from it.
Assign individual third-year project. Monitor week by week.
College awareness including mock applications, college visits, and accessing university
web sites.
By end of year, select senior project. Project will be geared to challenge the student and
meet a societal need.
Year Four Advisory
Review accomplishments from previous years. Review portfolio.
Work on obvious weaknesses in work habits, conduct, and academics.
Track internship.
Review college prospects. Set up time-line for applications, etc.
Assign appropriate portfolio material.
Guide student to successful completion and presentation of senior project.
Presentations of Learning
One of the school‘s signature practices is the ―Presentation of Learning‖ (POL) that students
participate in from the moment they enter the school until they graduate. Students begin learning
presentation skills in the ninth grade and build upon these skills each year. While students do
many presentations in their classes, the POL is a high-stakes culminating event that every student
must successfully complete to go on to the next grade level. Students are given many
High Tech High - Los Angeles 25
opportunities to practice for their POL and as many opportunities as they need to pass their
―Transitional‖ POL to the next grade level. The POL gives the student an opportunity to pick
their ―best work‖ and present it to a panel of faculty members. Using a rubric, the faculty
members assess the POL and require the student to defend his/her work. POLs require a student
to employ presentation skills, technology skills, and communication skills in a five minute
presentation that culminates in an ―on the spot‖ question and answer period that requires students
to think critically and synthesize and analyze information. High Tech High-LA presented a
session of ―Presentations of Learning‖ at the LAUSD Small Learning Communities Conference
in 2007. As a result, several schools, including Monroe High School and Northridge Academy,
have begun to use Presentations of Learning.
Moodle
Teachers at HTH-LA have developed an on-line set of tools on Moodle that allows teachers to
give exams/quizzes, assignments, and lectures online. Additionally, Moodle allows students to
take the exam online, and both teachers and students receive immediate feedback. Instructors at
HTH-LA have shared this information with teachers from other schools, who have, in turn,
shared it with their colleagues.
ActivBoard
All rooms at HTH-LA are equipped with an ActivBoard. Throughout the school‘s years of
operation, we have demonstrated the ActivBoard to many visiting teachers and administrators
who have purchased them and return to HTH-LA for professional development on the use of the
boards. The ActivBoard is an electronic whiteboard which allows a teacher to do all of the
things a teacher would do on a dry erase white board with some major advantages.
The biggest advantage of the ActivBoard is the ability to save work. Unlike a traditional
whiteboard, a teacher can save their notes or class work to a computer. These files can be saved
in many formats including PowerPoint, HTML, and Activstudio (the ActivBoard's software).
This ability to save means class notes can easily be made available to students. Additionally, the
ability to save enables the teacher to create class files ahead of class. Finally, saved files enable
the class to review information at a later date. This is similar to having a teacher create a
PowerPoint presentation for a lecture. However, with the ActivBoard, the pre-set information
can be added to as new topics come up during class.
In addition, the ActivBoard and its software allow the teacher to more easily create interesting
"chalkboard" images. Teachers can use multi-colored, multi-sized handwritten or typed text to
emphasize items during class. Digitized images can be added to presentations and information
can be highlighted in front of the class. Objects can be moved around and manipulated on the
screen. A variety of additional tools allow teachers to present the course information in a
visually appealing yet comfortably familiar fashion.
Not only can you create presentations using the ActivBoard, you can use it to annotate files from
other applications. For example, if a teacher has digital copy of a novel, this file can be
presented on the screen. Then the teacher can underline, make notes, or highlight various
portions of the text. This can also be done live to Internet web pages. Thus the teacher has the
High Tech High - Los Angeles 26
ability to do everything they could on a chalkboard but with the added power of both their
computer and the World Wide Web.
Project Based Learning
The backbone of the school‘s pedagogy is Project Based Learning (PBL). PBL is a method to
develop standards-based, interdisciplinary projects that connect to a real world product. For
example, ninth grade students have done an ―Andy Warhol‖ project that integrated Math,
Physics, and Art. Students learned about Andy Warhol and how to enlarge objects. They then
made their enlarged objects to scale and displayed them in a gallery for the school to tour. Some
of the objects were: an iPod, a cell phone, a battery, a shoe, a tennis ball. Several teachers from
nearly high schools have observed some of the projects HTH-LA has done and have used the
HTH-LA projects as a springboard for projects in their own classrooms.
Meeting Student Needs
HTH-LA strives to meet the needs of all students regardless of ability or background. However,
the school does not group by ability or other characteristics. All students are in the same classes
regardless of their status as Gifted, Special Ed, socioeconomically disadvantaged, or achieving
below grade level.
Special Education
HTH-LA recognizes the importance of providing educational opportunities to all students
regardless of physical or special needs. To that end, HTH-LA will serve students with special
needs in accordance with applicable federal and state law. HTH-LA will comply with all
applicable federal and state Special Education laws, including the discipline of such students.
The Charter School will adhere to the provisions of the Individuals with Disabilities Education
Act (IDEA) and state special education laws and regulations to assure that all students with
disabilities are accorded a free, appropriate public education (FAPE). The Charter School will
also ensure that no student otherwise eligible to enroll in their charter school will be denied
enrollment.
The Charter School will comply with Section 504 of the Federal Rehabilitation Act, the
Americans with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in
the Charter School.
The Charter School will adhere to all Los Angeles Unified School District policies and
procedures regarding special education.
The Charter School will adhere to the requirements of the Chanda Smith Modified Consent
Decree, including compliance with the Annual Plan, submitting documents and information,
participating in reviews, and attending informational sessions and meetings.
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The Charter School will use District forms to develop, maintain, and review assessments and
IEPs in the format required by the District and will enter assessment and IEP data into the
District‘s designated data system (Welligent) in accordance with LAUSD polices and
procedures. The charter will maintain copies of assessments and IEP materials for district
review. The Charter School will submit to the District all required reports, including but not
limited to SESAC and Welligent IEPs, in a timely manner as necessary to comply with state and
federal and Modified Consent Decree requirements. The Charter School will develop Individual
Transition Plans to help students with disabilities, ages 14 and older, in transitioning to adult
living.
The Charter School will participate in the state quality process for special education (i.e.,
verification reviews, coordinated compliance self-reviews, complaints monitoring, procedural
safeguards, and the local plan). The Charter School will participate in internal validation review
(DVR).
The Charter School is responsible for the management of its special education budgets,
personnel, programs and services. The Charter School will ensure that its special education
personnel is appropriately credentialed, licensed or on waiver consistent with California laws and
regulations.
The Charter School will implement the programs and services, including providing related
services, required by the IEPs of the students enrolled at the Charter School. The Charter School
may request related services (e.g., Speech, Occupational Therapy, Adapted P.E., Nursing,
Transportation, etc.) from the District, subject to availability and on a ―fee-for-service‖ basis, by
submitting written requests to the Charter Office. The Charter School may also provide related
services by hiring credentialed or licensed providers through private agencies or independent
contractors.
For students transferring to the Charter School from District schools or District affiliated charter
schools, the Charter School will provide those related services required by the students‘ IEPs
upon the students‘ enrollment. However, to allow for a smooth transition to independent charter
schools, the District shall continue to fund services for those special education students enrolling
in independent charter schools who have been receiving non-public agency (NPA) services from
the District for thirty (30) days after enrollment. This will allow the Charter School time to
conduct an IEP team meeting and to execute contracts as necessary to facilitate the students‘
transition to the Charter School. When requested by the Charter School, a representative from
the Local District Special Education Office may attend a student‘s first IEP meeting at the
independent charter school to assist with transition issues.
For students transferring to the Charter School from other school districts, the Charter School
shall provide related services required by the students‘ IEPs upon the students‘ enrollment
regardless of the type of service provider (school, NPA or private). IEP team meetings for such
students will be held within thirty (30) days of the student‘s enrollment in accordance with state
and federal law.
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The referral process shall include Student Success Team meetings to review prior interventions,
accommodations and modifications and to recommend further interventions as appropriate. The
Charter School will identify and refer students with disabilities who demonstrate early signs of
academic, social or behavioral difficulty that may require assessment for special education
eligibility and placement in a special education program.
The Charter School will be responsible for the development of assessment plans for students
with suspected disabilities or, in the alternative, providing appropriate written notices to parents
when a request for assessment is denied. The Charter School will make decisions regarding
eligibility, goals, program, placement, and exit from special education by consensus of the
student‘s IEP team.
In the event that the Charter School is unable to provide an appropriate placement or services for
a student with special needs, the Charter School will contact the District to discuss placement
and service alternatives. Charter School IEP teams will ensure participation of a District special
education representative at an IEP team meeting whenever it is anticipated that special
education programs outside of the Charter School, including but not limited to placement at a
District school or at a non-public or private school, will be considered. If an Individualized
Education Program (IEP) team that includes Charter School personnel places a student in a
special education program provided by another entity without District representation on the IEP
team, the Charter School will be fully responsible for the quality of the program and for any
costs incurred for such a placement. The Charter School will also maintain responsibility for
monitoring progress towards IEP goals for the student with special needs.
The Charter School will support movement of students with disabilities into less restrictive
environments and increase interactions of students with disabilities with non-disabled students.
Assessment and standardized testing procedures shall be implemented, including guidelines for
modifications and adaptations, to monitor student progress.
The Charter School shall provide planned staff development activities and participate in
available appropriate District trainings to support access by students with disabilities to the
general education classroom, general education curriculum, integration of instructional strategies
and curriculum adaptations to address the diverse learner, and interaction with non-disabled
peers.
The Charter School will ensure that the teachers and other persons who provide services to a
student with disabilities are knowledgeable of the content of the student‘s IEP.
The Charter School will ensure that student discipline and procedures for suspension and
expulsion of students with disabilities are in compliance with state and federal law. Discipline
procedures will include positive behavioral interventions. In accordance with the Modified
Consent Decree, the Charter School will collect data pertaining to the number of special
education students suspended or expelled.
Procedural Safeguards/Due Process Hearings
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The District may invoke dispute resolution provisions set out in a charter, initiate due process
hearings, and/or utilize other procedures applicable to the Charter School if the District
determines that such action is legally necessary to ensure compliance with federal and state
special education laws and regulations or the Modified Consent Decree.
In the event that a parent or guardian of a student attending the Charter School initiates due
process proceedings, both the Charter School and the District will be named as respondents.
Whenever possible, the District and the Charter School shall work together in an attempt to
resolve the matter at an early stage (informal settlement or mediation).
During due process proceedings and any other legal proceedings or actions involving special
education, the Charter School will be responsible for its own representation. If the Charter
School retains legal representation for a due process proceeding or other legal proceeding or
action, the Charter School will be responsible for the cost of such representation.
Because the Charter School will manage, and is fiscally responsible for, its students‘ special
education instruction and services, the Charter School will be responsible for any prospective
special education and related services, compensatory education and/or reimbursement awarded
by a due process hearing officer, court or settlement based on an allegation or allegations that the
Charter School failed to fulfill its responsibilities under state and federal special education laws
and regulations (which include, among other things, identifying students with disabilities,
assessing students, conducting IEP team meetings, developing appropriate IEPs, and
implementing IEPs).
If parents‘ attorneys‘ fees and costs are to be paid because parents are the prevailing party as a
result of a due process hearing or settlement agreement based on the Charter School‘s alleged
failure to fulfill its responsibilities under state and federal special education laws and regulations,
the Charter School will be responsible for payment of those attorneys‘ fees and costs.
Complaints
The District will investigate and respond to all special education complaints the District receives
pertaining to the Charter Schools including the District‘s Uniform Complaint Procedures, Office
for Civil Rights and California Department of Education Special Education Compliance
Complaints. The Charter School will cooperate with the District in any such investigations and
provide the District with any and all documentation that is needed to respond to complaints. The
Charter School will be solely responsible for any and all costs resulting from, arising out of, or
associated with the investigation and implementation of appropriate remedies.
Special Education Local Plan Area (SELPA)
The District is approved to operate as a single-district SELPA under the provisions of the
California Education Code, Section 56195.1(a). Charter schools authorized by the District are
deemed to be public schools within the District for purposes of special education. The District
will determine the policies and procedures necessary to ensure that the protections of special
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education law extend to students in the charter schools in the same manner as students in all
District schools.
Funding for Special Education
The Charter School shall receive its allocated share of AB602 special education funds and shall
be fiscally responsible for the provision of special education services and instruction to the
students they serve. The allocated amount shall be calculated using a funding model based on
student population (average daily attendance). The Charter School shall keep daily attendance
for each student which shall be reported and certified according to District policies and
procedures. The Charter School may request specific related services from the District on a fee
basis if the District availability.
The District will collect an equitable encroachment contribution from independent charter
schools for district-wide costs for special education instruction and services. District-wide costs
include: 1) maintaining a full continuum of program options; 2) professional development and
training; 3) technical support for programs; 4) administration of due process proceedings,
excluding any legal representation; 5) investigation of complaints; and 6) implementation of the
Modified Consent Decree.
The annual encroachment percentage collected may vary from year to year depending on the
district-wide encroachment. The calculation of the encroachment contribution shall be based
upon a formula designed by the District's Budget Services Office.
Funding Information
The fair share contribution collected for 2006-07 will not exceed 27%. The maximum fair share
percentage will be reviewed annually by the Budget Division, the Charter Schools Office, and
the Division of Special Education, and the percentage may be adjusted by a maximum of 2% per
year upward or downward to reflect changes in expenditure patterns or in federal or state special
education revenue streams. The calculation of the fair share contribution shall be based upon a
rationale designed by the District's Budget Services Office with consideration of the district‘s
encroachment and other factors.
District Responsibilities Relating to Charter School Special Education Program
As long as charter schools operate as public schools within the District, the District shall provide
information to the school regarding District special education decisions, policies, and procedures
to the same extent as they are provided to other schools within the District.
To the extent that the District provides training opportunities and/or information regarding
special education to other school site staff, such opportunities and/or information shall be made
available to Charter School staff.
Modifications to Special Education Responsibilities and Funding
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The special education responsibilities of the Charter School and the District, and the special
education funding model may be modified, supplemented or clarified through a mutually agreed
upon Memorandum of Understanding (―MOU‖). If such an MOU is executed its provisions
shall be incorporated by reference into this Charter and shall, to the extent necessary to carry out
the intent of the MOU, supersede the provisions on special education responsibilities and funding
set forth above.
Special Education Discipline Language for Charter Petitions
In the case of a special education student, or a student who receives 504 accommodations,
the charter will ensure that it makes the necessary adjustments to comply with the
mandates of State and federal laws, including the IDEA and Section 504 of the
Rehabilitation Plan of 1973, regarding the discipline of students with disabilities. Prior to
recommending expulsion for a Section 504 student or special education student, the
charter administrator will convene a review committee to determine whether the student‘s
misconduct was a manifestation of his or her disability; whether the student was
appropriately placed and receiving the appropriate services at the time of the misconduct;
and/or whether behavior intervention strategies were in effect and consistent with the
student‘s IEP or 504 Plan. If it is determined that the student‘s misconduct was not a
manifestation of his or her disability, that the student was appropriately placed and was
receiving appropriate services at the time of the misconduct, and that the behavior
intervention strategies were in effect and consistent with the students IEP, the student
may be expelled.
HTH-LA will comply with all federal, state and district mandates as well as the Chanda Smith
Consent Decree Implementation plan when designing its Assessment and IEP Process. This
includes the following:
A. Search and Serve
B. Referral for Assessment
C. Assessment
D. Development and Implementation of an Individualized Education Program (IEP)
E. IEP Review
F. Due Process Procedures
Step 1: Search and Serve
The parents of all new students at HTH-LA will be informed that special education and related
services are available at no cost to them. In addition, students who show signs of need for
Special Education will be given an assessment test. This assessment test will assist in identifying
students with special needs, but will not affect admission to HTH-LA. In addition, HTH-LA will
utilize the Student Success Team (SST) approach to Search and Serve Activities.
The SST approach is a total school commitment to providing assistance in the general education
classroom to students with unique or special needs. It begins with a meeting involving the
school administration, teachers, parents/guardians and other school personnel who are
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responsible for or work with a student who requires assistance. The meeting provides an
opportunity for each of the participants to share information and ideas that would improve the
student‘s ability to participate in his or her classroom. The team may recommend program
modifications, use of alternative materials or equipment, and/or strategies or techniques that will
enable the student to participate more effectively in the regular classroom.
The SST is not a special education function. It is not subject to the special education timelines or
legal requirements. HTH-LA will refer a student for a special education assessment when the
team identifies that the modifications or assistance provided in the general education classroom
is not sufficient in meeting the student‘s needs.
Step 2: Referral for Assessment
At HTH-LA, the referral process will be a formal, ongoing review of information related to
students who are suspected of having disabilities and who show potential signs of needing
special education and related services. Parents or guardians may refer their child for assessment
for special education services. Teachers, other school personnel, and community members may
also refer a child for an assessment. Within fifteen (15) days, not counting school vacations
greater than five (5) days, of the receipt of a referral for assessment, the parent or guardian will
receive a written response from HTH-LA.
―The referral for assessment process includes looking at students‘ screening information. If
HTH-LA, in consultation with its Special Needs Services Provider, determines that an
assessment is appropriate, the parent will receive an assessment plan (AP). The AP describes the
type and purposes of the assessment that may be used to determine eligibility for services.‖
The parent must consent to the AP by signing the AP before the assessment can take place.
HTH-LA, in consultation with its Special Needs Services Provider, has (60) days, not counting
school vacations greater than five (5) days, from the receipt of the parent‘s signed AP to
complete the assessment and hold an Individualized Education Program (IEP) meeting.
If the parent does not consent to the AP, HTH-LA may take steps to protect the student if it is
believed that the student is being denied necessary services. HTH-LA may request that the
parent meet to resolve this difference of opinion, or failing that, initiate a due process hearing to
override the parent‘s refusal to consent.
Step 3: Assessment
The assessment will gather information about the student to determine whether the student has a
disability, and if eligible, the nature and extent of special education services that the student may
need. Assessments may include individual testing, observations of the students at school,
interviews with the student and school personnel who work with the student, and a review of
school records, reports and work samples.
HTH-LA guidelines for assessment:
- Student will be assessed only after parent consents to the assessment plan.
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- Student will be assessed in all areas related to his or her supposed disability.
- Assessment will be administered in the student‘s primary language or a qualified interpreter
will be provided.
- Assessment will include a variety of appropriate tests to measure a student‘s strengths and
needs. The person administering the tests will be qualified to do so.
- Assessment will be adapted for students with impaired sensory, physical, or speaking skills.
- A multidisciplinary team, including at least one teacher or other specialists with knowledge
of the student‘s supposed disability, will assess the student.
- Testing and assessment materials and procedures must not be racially, culturally, or sexually
discriminatory.
If the parent disagrees with the assessment of their child made by HTH-LA and its Special Needs
Services Provider, the parent may obtain an independent educational assessment. Upon the
parent‘s request, HTH-LA will provide information about how to obtain this independent
assessment by a qualified examiner.
Step 4: Development and Implementation of an Individualized Education Program (IEP)
After a student has been assessed, an IEP meeting will be held. The IEP meeting will be held at
a time and place convenient for the parent, the charter school, and any invited district
representative. At the IEP meeting, the IEP team will discuss the assessment results and
determine whether the student is eligible for special education services, based upon state and
federal criteria. If the student is eligible, then an IEP will be developed at the meeting.
The following people are members of the IEP team:
- The parent or guardian and/or their representative. The parent is an important member of the
IEP team. If the parent cannot attend the IEP meeting, parents will understand all
proceedings. The parent may participate using other methods, such as conferencing by
telephone. Parents will understand what is going on at the meeting. If necessary, the charter
school will provide an interpreter if the parent has a hearing disability or their primary
language is not English.
- A HTH-LA administrator or qualified representative who is knowledgeable about the
program options appropriate for the student.
- The student‘s teacher.
- A representative from LAUSD and the district of residence (if applicable).
- A representative from the Special Needs Services Provider, if not LAUSD
- Other persons, such as the student, whom the parent or the school wishes to invite.
- When appropriate, the persons who assessed the child or someone familiar with those
assessment procedures.
The team must consider the least restrictive setting. Mainstreaming to regular education will be
considered to the extent possible. After the written IEP has been finished, it will be implemented
by HTH-LA through its selected Special Needs Services Provider. The parent can review and
request revisions of the plan. The IEP will contain:
- The services that student will receive.
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- How these services will be delivered.
- The instructional program(s) where these services will be delivered.
- The rationale for placement decisions.
- Annual goals and short-term objectives focusing on the student‘s current level of
performance.
- How the student‘s progress will be measured.
- Transition goals for work-related skills.
- ESL goals as necessary.
Times for IEP meetings:
- After a student has received a formal assessment or reassessment.
- When a parent or teacher feels that the student has demonstrated significant educational
growth or a lack of anticipated progress.
- When a parent or a teacher requests a meeting to develop, review, or revise an IEP.
- When a student in an IEP is faced with a suspension for more than ten (10) days or an
expulsion, the IEP will meet to determine whether the student‘s misconduct was a
manifestation of his or her disability.
Step 5: IEP Review
If a student is receiving special education services, his or her IEP will be reviewed in an IEP
meeting at the end of the school year to determine how well it is meeting the student‘s needs.
The effectiveness of the IEP will be documented and a copy will be made available to the
student‘s elementary school.
If a parent or teacher has concerns that the educational needs of students already enrolled in
special education are not being met, either the parent or the teacher may request a reassessment
or an IEP meeting to review the IEP anytime during the school year. The parent or teacher may
request a reassessment by sending a written request to the school or completing a Request for
Special Education Assessment that can be obtained at the charter school. HTH-LA will have
written permission from the parent or guardian before it reassesses the student. HTH-LA will
convene an IEP meeting within 30 days in response to parent‘s written request.
HTH-LA will make available to all parents and teachers, LAUSD, state, and federal literature
regarding special education programs, regulations, and laws.
The promotion and retention of special education students will be determined according to their
IEP.
Step 6: Description of Due Process and Procedural Safeguards
If there is a disagreement with the proposed special education program, a due process hearing
shall be initiated pursuant to Chapter 5 (commencing with Section 56500), unless a pre-hearing
mediation conference is held. HTH-LA shall, prior to the placement of the individual with
exceptional needs, ensure that the regular teacher or teachers, the special education teacher or
teachers, and other persons who provide special education, related services, or both to the
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individual with exceptional needs shall be knowledgeable of the content of the IEP. A copy of
each IEP shall be maintained at the school site. Service providers from other agencies who
provide instruction or a related service to the individual off the school site shall be provided a
copy of the IEP. All IEPs shall be maintained in accordance with state and federal student record
confidentiality laws.
English Language Learners
HTH-LA will meet all requirements of federal and state law relative to equal access to the
curriculum for English language learners. The goal will be to develop high quality instructional
programs and services for English learners that allow them, within a reasonable amount of time,
to achieve the same challenging grade level and graduation standards, in the same proportion, as
native-English speaking students. HTH-LA will implement a sheltered English literacy program
and use tools such as the California English Language Development (CELDT) Assessment to
determine individual student level, and to assess student progress in acquiring English
proficiency. Listening, speaking, reading, and writing skills will be assessed. HTH-LA will
contract with the California State University, Northridge should there be an additional need for
teaching English Learner Students based on our assessments.
Overview
HTH-LA will meet all applicable legal requirements for English Language Learners as it pertains
to annual notification to parents, student identification, placement, program options, ELL and
core content instruction, teacher qualifications and training, re-classification to fluent English
proficient status, monitoring and evaluating program effectiveness, and standardized testing
requirement. LVCA will implement policies to assure proper placement, evaluation, and
communication regarding ELL‘s and the rights of students and parents.
CELDT Testing
All students who indicate on the Home Language Survey (given at enrollment) that their home
language is other than English who have not been designated as Fluent English Proficient will be
CELDT tested annually by October 31st until re-designated as Fluent English Proficient.
Reclassification Procedures
Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as
proficient in English including, but not limited to, one or more of the following:
Assessment of language proficiency using an objective assessment instrument including,
but not limited to, the California English Language Development Test or CELDT,
Participation of the pupil‘s classroom teachers and any other certificated staff with direct
responsibility for teaching or placement decisions of the pupil to evaluate using
quantitative data to evaluate the pupil‘s curriculum mastery,
Parental opinion and consultation, achieved through notice to parents or guardians of the
language reclassification and placement including a description of the reclassification
process and the parents opportunity to participate, and encouragement of the participation
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of parents or guardians in the school district‘s reclassification procedure including
seeking their opinion and consultation during the reclassification process
Comparison of the pupil‘s performance in basic skills against an empirically established
range of performance and basic skills based upon the performance of English proficient
pupils of the same age that demonstrate to others that the pupil is sufficiently proficient in
English to participate effectively in a curriculum designed for pupils of the same age
whose native language is English.
The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT
results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill
the requirements under the No Child Left Behind Act for annual English proficiency testing.
Strategies for English Language Learner Instruction and Intervention
Teachers who serve ELL students will be trained to use Specially Designed Academic
Instruction in English (SDAIE) techniques to meet the needs of English language learners.
The instructional design model to be used by HTH-LA places a heavy emphasis on
differentiating instruction to meet the needs of English Language Learners based on their
academic and language readiness. Professional development will be developed to train teachers
on a variety of instructional strategies to be used with all students and specifically with English
Language Learners.
Socioeconomically Disadvantaged Students
HTH-LA uses 100% of its Title I money to provide tutoring for Title I eligible students before
and after school in all core subjects.‖
. All students can attend tutoring, but socioeconomically disadvantaged students are the target
population since their Title I dollars generate the funds for it. In addition, the school is
supervised for one hour before school and two hours after school so that students, especially
those without easy access to a computer and/or internet at home, can access the technology.
Gifted Students
The philosophy of the school is that within a heterogeneously group classroom, each student is
challenged at their level. This includes gifted students. Project Based Learning allows students
to go as deep and as wide as they can. Additionally, students may take the core curriculum for
―honors‖ level by contracting with the teacher to do an additional project.
Students Achieving Below Grade Level
HTH-LA provides before and after school tutoring as well as personalization in the classroom to
address the needs of students achieving below grade level. Teachers also assess their students
frequently and remediate as needed. Teachers always use their assessments to tailor their
instruction to address the needs of their students. Research on cooperative learning also suggests
that mixed ability groups, such as those utilized at HTH-LA, help struggling students achieve at
higher levels.
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HighTechHigh-LA will screen the following data to identify at-risk students in accordance with
the California guidelines:
• Students scoring Below Basic and Far Below Basic on the previous year‘s adopted
standardized test in any one subtest score in Math and/or Language Arts.
• Students who are at least one year below grade level in the areas of reading, written
language and math, identified by informal teacher assessment or prior progress
reports
• Students recommended for academic intervention.
At-Risk Pupil Outcomes
1. HTH-LA will make every effort to raise the CST scores of our at-risk students to the next
level (e.g., from Far Below Basic to Basic and Below Basic to Basic, etc.). At-risk students
will have their CST scores individually monitored.
2. All identified at-risk students will be referred for intervention services and receive
individualized attention in the classroom on a regular basis.
Strategies to Improve At-Risk Performance
1. By the end of the eighth week of school, all parents of students at High Tech High-LA
identified as low achieving will have been informed of their child‘s academic standing.
2. A list of available tutoring will be developed and made available for parents of all students by
the second week of school.
3. Staff development sessions may be devoted to meeting both the needs of low achieving
students and gifted students; innovative practices of teachers will be presented,
implemented as appropriate, and evaluated for their effectiveness.
4. A centralized list of targeted low-achieving students will be kept by the administrator to
monitor student progress, to track services, and to provide the HTH-LA Board with
periodic updates on the progress of student achievement.
5. Parent/Student/Teaching Team meetings will be utilized to develop individualized strategies
for targeted low achieving students.
Recruiting Qualified Teachers
HTH-LA will attract and recruit teachers qualified to deliver the instructional program through a
variety of search methods including Monster.com, CCSA job fairs and website, advertisements
at local colleges and universities, and EdJoin.
Professional Development
Teachers of HTH-LA will be prepared to deliver focused and standards-based instruction in all
subject areas, along with a project-based, technology-infused curriculum. This preparation will
take place in classroom settings, as well as in non-traditional environments, such as industry
work sites, research laboratories and off-site, small-group sessions. HTH-LA will also schedule
professional development activities throughout the entire year. These activities will promote
knowledge and skills in content areas, such as math and science, and will emphasize more than
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just familiarity with the state frameworks. HTH-LA will set up comprehensive, interactive
presentations on proven assessment measures and standardized tests. In addition, HTH-LA will
recruit industry experts in high technology and manufacturing to design and/or involve our
teachers in customized technology training programs.
HTH-LA has presented professional development session on project-based learning and
assessment at an LAUSD Small Learning Communities Conference and at the California Charter
Schools Association. The school aims to continue to provide professional development
opportunities to teachers outside of HTH-LA staff.
By design, professional development (PD) at HTH-LA parallels the way students are taught. It is
primarily personalized and specific to issues that arise, a fluid process with a mix of school-
based, local and national training, interwoven with standards-based training offered by the
district and other school support systems. It evolves from collective and individual student needs
and is, thus, based on the scientifically proven research that drives instruction (such as
differentiated instruction, heterogeneous groups and project-based learning) while being aligned
with State and federal content standards noted on page 28. The PD planning process is built into
yearly, weekly and periodic staff meetings and informal contacts during each school day as noted
in the chart on the following pages, and is intimately linked with the school‘s management and
collaborative culture. It is funded from district training pools and the school budget, leveraged
with private sources such as the Gates Foundation, project-specific grants, equipment vendors,
and grants to higher education partners. The HTH-LA Foundation has provided some training
funding in the past.
Professional development conducted at the school site is primarily focused on teamwork and
―critical friends‖ information sharing and is responsive in real time to student assessments and
needs, whether a cohort, a subgroup or even an individual student. It begins with hiring practices
where the principal hires teachers and other staff members who, not only have appropriate
training and/or experience for their jobs, but also bring their life experience to the collaborative
table, drawing from higher education and the world of work. The principal looks for
professionals who are willing to share, collaborate with, and train their peers. Many are award
winners in their fields of expertise. While it is impossible within these page limits to fully profile
the staff, a summary of their collective expertise may be found on the following page.
Since staff is key to student achievement gains, members are highly valued and invested in
liberally. For instance, the foundation routinely pays for special training and conference
attendance for teachers and nominates them for awards and teacher grants. Parents also have a
way of saying ―thank you‖ to teachers by hosting Teacher Appreciation Lunches.
PD at HTH-LA has had the following positive effects:
• Increasing student achievement: Training of the teaching staff in the use of the Moodle online
system for course management by fellow teacher Carl Haley has provided teachers of all subjects
a way of garnering immediate feedback on student progress, which, in turn, allows the teacher to
repeat lessons or try new strategies to ensure students understand the material. By continuing his
education at the Photoshop World Conference and Epson Print Academy, photography teacher
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Kevin Merrill shared the latest technological advances in digital media with his students who
have won awards at Skirball Center, The Music Center and the 25th annual Congressional Arts
Competition. One student photograph even made the July cover of Metro LA.
• Positive impact on number of teachers meeting NCLB requirements: Six HTH-LA teachers
have undertaken certification tests, training and additional educational opportunities to meet
NCLB requirements, and are NCLB compliant.
HTH-LA Professional Development Meets the Standards
CA Standards The CSTP standards are a corner-stone of HTH-LA PD, which incorporates, among many other
for Teaching elements of the standards, 1) a vision of holistic teaching that builds on the philosophy that a
Profession teacher’s knowledge of students is critical to developing curriculum and choice of instructional
methods, and 2) the realization that expert teaching requires “continuous growth in order to engage
and challenge increasingly diverse students in a rapidly changing world.” All six standards are
addressed in PD.
California HTH-LA staff PD touches upon all six CPSELS Standards using both traditional methods that are
Professional noted in other parts of this application and this chart, specifically. The HTH-LA Foundation is playing
Standards for a critical role in coaching the administrative and teaching staff in how to navigate the larger political,
Educational social, economic, and legal systems (Standard 6) to build sustainability for the school. HTH-LA, like
Leaders all new innovations in education, has to navigate a delicate balance in leveraging resources from
traditional State funding sources with new public and private sources.
NCLB During a NCLB compliance review, five teachers (three of electives and two of required courses)
were identified as needing minor additions to their credentials. Two have taken exams to reach
compliance, and two completed additional coursework. The remaining teachers have been
reassigned to teaching courses in which they meet compliance standards. All are now NCLB
compliant.
Collective Qualifications of HighTechHigh-Los Angeles Full-time Staff
Administrator/Teacher Education/Experience Highlights
Qualifications
BA degrees All teachers and administrative staff, including the college counselor, have bachelor
degrees. Some have more than one.
Graduate degrees 4 MA; 2 MS; 1 MBA; 1 JD; 1 PhD; 1 EDD in progress
Collective Certificates/ California Teaching Credentials; Preliminary Administration Credential; Single
Credentials in Education Subject Credentials in math, social studies, Spanish; Administrative Services,
Professional Credential; Clear California Teaching Credential; Cross Cultural
Language and Academic Development Certificate; LAUSD Max (ISIS); LAUSD
Student Information Systems (SIS).
Others in progress are: Intern Credential Program; California Teaching Credential;
Single Subject Teaching Credential in English; Multiple Subject Teaching Credential;
Bilingual Cross-cultural Language and Academic Development Credential;
Education Specialist: Mild/Moderate Disabilities University Internship Credential.
Safety: CPR/First Aid Fourteen members of the staff plus the nurse (79% of all staff) have been trained
and certificated in CPR and First Aid.
High Tech High - Los Angeles 40
Other Relevant Qualifications Most teachers have several years of business or industry experience that they also
bring to bear in the classroom and in PD for others on the team. For instance, drama
teacher Adrian Bewley is a playwright and theatrical producer; and math, and logic
teacher Maral Rostami has worked in retail as the president of a resale store of
children’s toys, furniture and clothing. Others have worked with philanthropic groups,
worked in advertising/PR, taught at the university level and overseas. Languages
spoken by staff are: English, Spanish, Armenian, Farsi, French, German, Turkish,
and Chichewa (African Bantu). Cultures lived in and/or studied/taught in:
Salvadorian, Guatemalan, Armenian, Mexican, Spanish, African, French, Turkish,
Iranian, and Swedish.
An Integrated Management and Professional Development System
(built on State standards with custom enhancements)
PD Description
Yearly Planning All HTH-LA staff meet for three days soon after the Freshman Bootcamp and prior to the start of
Retreat school to plan the school year. Faculty review information gathered about incoming students—
(also a first step both those known from the previous year and the new freshmen—to map the core curriculum for
induction program students and staff, and choose instructional materials, other resources and supports. From this
for new staff) base, PD evolves over the school year to meet individual and collective needs. Evaluation
indicates this process is pivotal to coordinating the start of the new school year and inducting new
staff.
Common Monday AM Staff Meetings: All staff meet to discuss operations related to master schedules,
Planning Time pacing schedules for all subject areas, school priorities, general policies such as those relating to
and student discipline, teacher and program evaluation, plans for the future and resources/PD needed
“Critical in that context. All decisions are team consensus, but when group consensus fails, the principal
Friends” breaks the tie.
Sessions Thursday AM Planning and “Critical Friends” Sessions: Staff, invited consultants and stakeholders
discuss curriculum and instructional strategies to engage students. Within a 3-week cycle,
teachers meet by academic discipline on the first Thursday to collaborate on specific subject
matter issues and assess student and school performance in accordance with the annual plan.
The following Thursday, teachers meet by grade level to integrate instruction across academic
disciplines, discuss needs of individual students/subgroup needs, create interventions, and
problem-solve around benchmarks for each grade based on NCLB/ State standards. In week
three, teachers participate in “Critical Friends” (a teacher/team presents a class project or
instructional plan to other faculty, who then make recommendations). These meetings help
develop best practices. The cycle of three sessions is repeated to continuously review student
progress and instructional practices. Subjects include other PD needs by group, subgroup or
individual teachers, and how to get additional PD from industry partners or other sources.
Project-Based Planning: All day every day as teachers and staff collaborate on project-based
instruction.
Instructional As new instructional materials are adopted or new software is installed, appropriate staff receives
Materials Trng training from the district, HTH-LA staff, and/or vendors. Many trainers are state-certified.
External Training HTH-LA administrators and teachers, have participated in a number of special training programs,
such as: 1) High Tech High San Diego (i.e., best practices in Standards-based curriculum and
technology); 2) the Buck Institute of Education (i.e. project-based learning techniques); 3)
Promethean smart board technology used in classrooms and 4) PWI (the independent evaluation
team) on evaluation results and other subjects related to assessment. All trainers work with State
standards.
Higher HTH-LA staff receives training, coaching and mentoring from district and stakeholder sources and
Ed/Industry from higher education and industry partners. E.g., biology teacher Wendy Wooten and chemistry
Partners teacher Wun Chiou spent one summer week at the University of Georgia developing
projects/materials to for their classrooms, while learning from Dr Sue Wessler and her staff at the
The Wessler Lab.
High Tech High - Los Angeles 41
Conferences Staff members attend conferences and share their knowledge at staff meetings. A sampling of
regional and national conferences are: FinAid, California State University, University of California,
Western and National Associations of College Admissions Counseling, Photoshop World
Conference, California Mathematics Council/Southern Conference, Harvard College Admissions
Summer Institute, College Counseling Coordinating Committee of LA Conference, and National
Council of Teachers of English.
Induction Induction training includes orientation to HTH-LA and research-based methods used for
Training instruction. A new physics instructor this year, Rick Loomis, is beginning to use project-based
instruction for the first time with help from his fellow teachers. Mr. Loomis, who was hired to
address earlier weaknesses of the physics course, has just initiated his first project with the
cooperation of three other instructors. Super Heroes will look at the physics, art, and mythology of
heroes throughout time—from the Greek gods to Spiderman—and students will write stories and
reports on what they have learned for ELA assignments.
Technology Technology is incorporated into most PD. Professional IT staff support teachers and their
Training classrooms and informally coach teachers on-the-job. Training through the Buck Institute for
Education taught teachers how to use technology to support collaborative/standards-focused
projects, the foundation of the HTH-LA instructional model. The evaluation team at PWI coaches
staff on using technology and data/evaluation.
Calendar and School Day Schedule
Monday /
Wednesday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 1 8:55 10:35 100
Nutrition 10:35 10:53 18
Period 2 10:53 12:33 100
Lunch 12:33 1:03 30
X-Block 1:03 2:10 67
Period 3 2:10 3:50 100
Tuesday /
Thursday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 4 8:55 10:35 100
Nutrition 10:35 10:53 18
Period 5 10:53 12:33 100
Lunch 12:33 1:03 30
Tuesday Advisory
Study Hall
Thursday X-
Block 1:03 2:10 67
Period 6 2:10 3:50 100
High Tech High - Los Angeles 42
Friday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 1 8:55 9:56 61
Nutrition 9:56 10:14 18
Period 2 10:14 11:15 61
Period 3 11:15 12:16 61
Lunch 12:16 12:46 30
Period 4 12:46 1:47 61
Period 5 1:47 2:48 61
Period 6 2:48 3:50 62
Fall 2007
1 2 3 4 5 6
Eng 9C Eng 9A Eng 12A Eng 9B
1 Bewley Drama rm.1
rm.1 rm.1 rm.1 rm.1 12A
Env.
Chem 10C Chem 10A Chem 10B
2 Chiou Science 12B Solar Car rm.8
rm.8 rm.8 rm. 8
rm. 8 12B
Int. Math II Pre-Calc 12C Int. Math II Int. Math II Russian
3 Golovina
10C GR PR3 10B GR 10A rm. 5 rm. 5
12C
Am. Lit.11C Am. Lit. 11A Am. Lit. 11B Eng. 12B Con Law 11C
4 Goodman
Sem Rm. rm.1 rm. 4 rm. Com GR
11A
Eng 10B Eng 10A Eng 10C Span 2 10C Journalism
5 Guevara
rm. 7 rm.7 rm. 7 rm.7 rm.7 11B
Int. Math I Int. Math I Int. Math I Sr / Jr Media Comp. Prog.
6 Haley
9B rm. 4 9C rm.4 9A rm. 4 elective rm.4 Rm. 4 11C
Senior Sci. Physics 9A Physics 9B Senior Robotics Physics
7 Loomis
Rm. 10 rm. 10 rm. 10 elective rm. 8 9C rm.10
10A
Stats 12B Gov/ Econ 12A USHG 11C Philosophy 11A
8 Mcclenahan
GR rm. 7 GR PR3
Dean 10B
Photo 9A Photo 9B Photo 9C Senior photo Advanced
9 Merrill
Com Com Com elective -Com Photo -Com 10C
USHG 11A USHG 11B WHG 10C WHG10A WHG 10B Intl Relations
10 Perkins
rm.2 rm.2 rm.2 rm.2 rm.2 rm.2 9A
Span 2 10A Span 2 10B Span 1 9B Span 1 9C Span 1 9A
11 Pulido
rm.6 rm.6 rm.6 rm.6 rm6 9B
Math 3 11B Calculus 12A Math 3 11C Math 3 Logic 11B
12 Rostami
rm. 5 rm. 5 rm.5 11A rm. 5 PR3
9C
Gov/ Econ 12B Geog 9C Geog 9A Geog 9B
13 Siercks WASC
rm. 6 rm. 10 rm.10 rm. 9 Conference
Biotech 12A Biology 11C Biology 11A Biology 11B Adv Physics 12A
14 Wooten
rm.9 rm.9 rm.9 rm. 9 Sem Room
HTH-LA will operate on a single-track calendar and a daily schedule that will exceed LAUSD‘s
minimum requirement of 180 days and 65,300 actual instructional minutes per year. HTH-LA
will provide 190 days of instruction and 66,730 actual instructional minutes per year, including
High Tech High - Los Angeles 43
10 minimum days of 265 minutes each per year for final exams and as needed. The HTH-LA
school calendar will be the following:
Start End Holidays Pupil Free Days Breaks
(Staff In-service)
2008- August 11 May 29 Labor Day: September 1 August 8 Winter: December 13 - January 4
2009 Rosh Hashanah: Sept 30 – Oct 1 Dec 12 (Buy-back) Spring: April 21-25
Yom Kippur: October 9 May 29
Veterans Day: November 11
Thanksgiving: November 27-28
Martin Luther King, Jr. Day: January 19
Presidents‘ Day: February 16
Memorial Day: May 25
HTH-LA will operate on a block schedule with no passing time, therefore there will be no bells
instituted. Classes will begin at 8:45 AM everyday and end at 3:50 PM. HTH-LA will exceed
LAUSD‘s minimum requirement for daily instructional minutes by offering 356 minutes of
instruction per day on regular days. Additional time will be allotted for tutorial hours and
computer use.
The master schedule, shown below, supports both college and career preparation, using CTE
foundation standards that are worked into all classes for all grade levels. Students are introduced
to potential career pathways that relate to project-based learning throughout each school day. For
example, the government class is involved with physics and economics in a project to design
solar cars, introducing students to careers in all three fields. Time also is built into the schedule
for students to meet with the college counselor/advisor or to attend special programs that will
help them pass standardized tests and learn about postsecondary opportunities and support
programs (i.e. college visits, Ivy-West SAT prep classes, or advanced courses).
The master schedule is designed to ensure that students can achieve mastery of content standards
as outlined in their SEPs, which are revised at least twice a year with the support of their Student
Success Team. Ms. Koven advises students and parents on CAHSEE preparation, test fee
waivers and course requirements for college via individual meetings before and after school,
group workshops, monthly emails, and college awareness events, and she personally works
closely with every senior to develop a financial aid strategy for college. Incoming freshman are
assessed during Freshman Bootcamp, results of which, when combined with CST scores, inform
course curriculum and needed interventions that are then mapped in individual SEPs. Parents
attending the Bootcamp are also educated about this process.
High Tech High - Los Angeles 44
MASTER SCHEDULE with Sequencing Examples for Each Grade
(All HTH-LA classes are heterogeneous with differentiated instruction as noted earlier in this
application.)
Period Freshmen Sophomores Juniors Seniors
Students use this time to do homework and complete projects. Faculty schedule 3 days
a week to meet with students and/or parents regarding needed interventions, academic
Before-school or behavioral issues, etc. Two days a week, teachers have meetings on school
operations, curriculum, instruction and critical friends.
HTH-LA’s Master English 9 English 10 A/B Composition/ American Advanced
Schedule resembles a A/B Literature Composition/
college schedule. Modern Literature
Students attend 3
courses on M/W and
three other courses on Geography World History/ U.S. History Government and
T/Th. All courses are Geography Economics
covered on Fridays. Spanish 1 Spanish 2 Trimesters of Constitutional Senior Research
Law, Political Philosophy & Project**
Symbolic Logic*
Integrated Integrated Integrated Math 3 Statistics or
Math 1 Math 2 Calculus
Physics Chemistry Biology Advanced Physics or
Environmental Science
Elective Period. Students can choose among offered electives noted in the curriculum
chart of Theme 3, some of which are designed as interventions in ELA or math, for
example. Students with special needs enroll in elective courses that provide tailored
interventions, such as CAHSEE preparation (math intensive or tutoring, etc.) and
Resource Class for IEP students.
Lunch: Students can meet with the college counselor to discuss summer programs,
college research, and job prep, among other options. X-Block (Physical Education): All
Blocked Activities grades meet together in various PE groups on M, W and TH, as described in the
curriculum chart of Theme 3, Advisory: Students meet in advisories every Tuesday and
special interventions are often available, as students need them.
Various academic interventions, such as tutoring. Also, programs and clubs, such as
After-school robotics, solar car, and O-Team. Students also use this time to do homework and use
the computers for research.
* This set of courses is modified each year after analysis of the junior class, what worked/didn’t work in the previous year and other
factors.
** Seniors are doing a senior project in lieu of an internship that they completed last year. Based on evaluation feedback, the
school’s internship policy has changed this year such that only seniors can enroll in internships.
Implementation Plan
The school‘s instructional program has been fully implemented as the school has been
operational for nearly four years and has grown to its full capacity of 320 students in grades 9-
12. If the school determines that any changes in instruction or staffing are needed in the future,
they will be implemented in an efficient and uniform manner.
High Tech High - Los Angeles 45
Element 2: Measurable Student Outcomes
HTH-LA will accomplish several educational objectives through an intensive focus on
computers/technology, English/language arts, science, math, history/social studies, foreign
language, the arts, health, and physical education.
Students will:
Understand the multiple uses of computers and technology and apply them in our world.
Use the tools of math and science to become aware of how the universe works.
Meet all University of California/California State University A-G Entrance Requirements.
Meet and exceed all Content Standards for California Schools.
Meet LAUSD requirements for a high school diploma.
Pass the California State High School Exit Examination (CAHSEE).
Transition into higher education.
In Mathematics, students are taught to understand and appreciate the need to analyze data, assess
information, and recognize mathematical relationships. Students are encouraged to interact as
they explore, investigate, and discover relationships between mathematical skills and concepts.
Problem solving and critical thinking skills are emphasized using cooperative and collaborative
learning techniques. Students are encouraged to discuss problems and decide upon varied
possible solutions by attentively listening and following a logical argument to reach a valid
conclusion based on presented or available facts. Students learn to appreciate the contributions of
different cultures to Mathematics. Students are given opportunities to confidently apply what
they have learned as they move beyond the classroom and apply their skills to real life situations.
In Science, students will demonstrate how to apply the scientific method to design controlled
experiments in course projects, the ability to analyze and interpret qualitative and quantitative
data in course projects, how to apply scientific writing skills to communicate conclusions from
scientific data in course projects, and the ability to apply scientific knowledge and research to
current social and world issues in course projects
In Statistics, students will use a spreadsheet program to analyze data, use a spreadsheet program
to make charts representative of the distribution of the data, including pie charts, bar charts,
histograms, time-plots, and box plots, and use a spreadsheet program, computer or handheld
calculator to generate random data for analysis.
In Social Studies, students will create electronic slideshows to aid public presentations of their
work ,use Internet search engines to find digitized primary historical documents and public
domain books, create storyboards for a dramatic presentation, and use critical thinking skills to
analyze events in history and make connections between historical events and current world
issues.
In English, students will be introduced to the basic elements of fiction: character, setting, plot,
theme, tone/mood, be able to define and identify basic literary terms such as metaphor, simile,
High Tech High - Los Angeles 46
alliteration, rhyme scheme, meter, be able to define and identify symbolism and allusion, and
understand root words as a key to understanding vocabulary. Additionally, students will know
and be able to identify the eight basic parts of speech, understand sentence structure, write a
grammatically correct and coherent five paragraph essay, write a business letter, and identify
settings, plot and mood of a piece of literature.
In Spanish, students will build communicative skills and cultural competency and a realistic and
insightful understanding of the Hispanic culture and thought. Students will use Spanish in real-
life situations by emphasizing oral communication and by developing the other basic language
skills (reading and writing). Students will engage in conversations, provide and obtain
information, express feelings and emotions and exchange opinions. Students will use language
for personal communication needs. Students will ask and answer questions and request
clarification as needed. Students will understand written documents on familiar topics dealing
with basic needs or interests. Students will write short descriptive paragraphs.
HTH-LA is committed to meeting and exceeding the Content Standards for California Schools in
all curriculum areas. HTH-LA will keep a copy of the Content Standards for California Schools
on file, and is committed to updating the standards as they are amended, and will refer to them
regularly in the planning and development of curriculum.
Expected Schoolwide Learning Results
The school team has established the following Expected Schoolwide Learning Results (ESLRs)
to ensure that students will be more likely to pass the California High School Exit Exam
(CAHSEE), continue their education, and be college and work ready:
1. Collaboration. How does the student work with others? In addition to working as self-
directed learners, students draw upon their collective thinking and experience. When working in
project teams, collaboration is an explicit focus for assessment.
2. Technology. How does the student use technology? Students use technologies to problem
solve and to enhance their project work in the context of conducting research, writing,
completing complex mathematical calculations, organizing and managing projects and
schedules, or being creative with digital graphics, photography, web design, or video.
3. Communication. How does the student take in and express information? Excellent
communication skills, both oral and written, are essential to success in post-secondary education
and in the workplace. Therefore, student communication skills are assessed by faculty, peers, and
members of the community in rigorous reviews. Faculty emphasize student writing across all
curricular content areas as a focus for program development and assessment.
4. Community Ethics and Responsibility. How does the student demonstrate good citizenship
in the school community? HTH-LA students are being prepared to be positive and productive
forces in their families and communities, embracing traits of alert citizenship and an appreciation
for diversity. Faculty guide students toward a global vision of ethics and social responsibility
High Tech High - Los Angeles 47
through the exploration of science, humanities, the arts, the advisory process, and interactions
with the communities in which they will live, study and work.
Schoolwide Academic Growth Goals
All data will be disaggregated to show how sub-groups; e.g. LEP, non-LEP, mobility, gender,
etc. perform. The school Principal, staff, and teachers will be held accountable to the Board for
meeting the school outcome goals. HTH-LA will pursue the following outcome goals:
HTH-LA will rank at least 8 on the similar school Academic Performance Index ranking
system in the year prior to charter renewal or two of the last three years prior to charter
renewal.
HTH-LA will rank at least 8 on the statewide Academic Performance Index ranking system
in the year prior to charter renewal or two of the last three years prior to charter renewal.
HTH-LA will meet its API growth target in the year prior to charter renewal or two of the
last three years prior to charter renewal. It will achieve an API of at least 800 prior to
charter renewal.
HTH-LA‘s academic performance on the CST will be equal to or better than the academic
performance of the LAUSD schools that HTH-LA students would otherwise attend in the
year prior to charter renewal, or in two of the last three years prior to renewal.
HTH-LA‘s academic performance on the CELDT will be equal to or better than the
academic performance of the LAUSD schools that HTH-LA students would otherwise
attend in the year prior to charter renewal, or in two of the last three years prior to renewal.
HTH-LA will have a lower student dropout rate than the district average.
HTH-LA will meet or exceed the percent of Annual Measurable Objectives on the AYP
met by LAUSD schools in the neighborhood, in the year prior to charter renewal or in two
of the last three years prior to renewal.
HTH-LA will have a high school graduation rate higher than the LAUSD average (which is
63.8% in the 2005-2006 academic year), and higher than the average of similar
neighboring schools (which is 80.3% for neighboring high schools in the 2005-2006
academic year). We expect at least 98% of our enrolled seniors in high school to graduate.
HTH-LA will have a CAHSEE passage rate higher than the LAUSD average, and higher
than the average of similar neighboring schools. We expect at least 90% of our enrolled
students to pass CAHSEE.
HTH-LA will maintain a high student attendance rate of at least 94%, with a school year of
190 days and 356 minutes per day.
HTH-LA will meet or exceed the percent of Annual Measurable Objectives on the AYP
required by NCLB.
Additionally, the District has set forth a set of achievement benchmarks that it intends to use to
analyze the academic performance of charter schools in general as well as in specific cases that
may arise under EC 47607(b)(4) (see Additional Requirements). Currently in 2008, the District
is working with stakeholders to create a new charter schools policy and review its oversight
protocols. To the extent these result in the establishment of new achievement benchmarks, the
charter will be amended to reflect the new benchmark criteria.
High Tech High - Los Angeles 48
HTH-LA Student Achievement Outcomes
Since its first year of operation, HTH-LA has consistently achieved over an 800 API, the state
goal for all public schools. In addition, it has outperformed neighborhood and similar LAUSD
schools on the 2007 API Growth Score. Perhaps most notable, it has achieved a 10 on both the
Statewide and Similar Schools API Rank in all years of operation, a feat accomplished by few
schools in LAUSD and throughout the state. Not only has the school met statewide goals, it has
also met federal AYP goals in all years.
API Scores:
2005 Growth & Base 2006 Growth 2006 Base 2007 Growth
831 868 840 819
2007 API Growth Comparison Scores
819
781
760
748
670 665 664
653
638
HTH - LA Birmingham Van Nuys
HTH-LA Reseda El Camino North Palisades Similar LAUSD
Real Valley Charter Schools
Charter Median
Neighborhood Schools Similar LAUSD Schools
High Tech High - Los Angeles 49
API Statewide and Similar Schools Ranks:
Statewide Rank Similar Schools Rank
2005 10 10
2006 10 10
Adequate Yearly Progress (AYP):
HTH-LA made AYP in all years of operation – 2005, 2006, and 2007.
On specific measures of performance, HTH-LA has been consistently high-achieving. CAHSEE
passage rates have been well over 90% in all years, again outperforming local and similar
schools and LAUSD. The percent of students scoring proficient or above on the CST exams has
been strong and in most subject areas has grown. In all three years, more than 70% of students
scored Advanced or Proficient in English Language Arts.
CAHSEE:
Percent Passing Math English Language Arts
2004-05 – All Students 93% 100%
th
10 Grade Only 100% 100%
2005-06 - All Students 98% 97%
10th Grade Only 98% 97%
2006-07 – All Students 96% 97%
10th Grade Only 96% 97%
High Tech High - Los Angeles 50
2006-07 CAHSEE Comparison Passage Rates
Math
96% 97%
ELA
92%
90%
85% 85% 86%
78%
73%
71% 72%
68%
65% 66%
62% 61%
HTH - LA Birmingham Van Nuys
HTH-LA Reseda El Camino North Valley Palisades LAUSD
Real Charter Charter
Neighborhood Schools Similar LAUSD Schools
STAR Results:
Percent Scoring Proficient or Above
ELA Math History Science
2004-05 71.7% 39.1% 64.8% 14.6%
2005-06 76.7% 54.3% 60.6% 30.1%
2006-07 70.8% 45.2% 59.4% 33.7%
Percent Scoring Proficient or Above – Economically Disadvantaged
ELA Math History Science
2006-07 65.0% 41.4% 55.4% 23.7%
Percent Scoring Proficient or Above – Hispanic*
ELA Math History Science
2006-07 64.0% 31.9% 50.1% 14.4%
* African-American students were too small of a group to have statistically significant scores.
High Tech High - Los Angeles 51
Other measures of student performance reveal a stable, high-achieving school which is fulfilling
its promise to students. The high attendance rate of nearly 97% indicates students‘ dedication to
the school and their education. All seniors are graduating and getting accepted to college, and
last year all students were planning to attend college immediately after graduation.
A-G Courses:
Percent of Students Passing A-G Courses with Grade C or Above (2006-07)
African-American = 67.1%
Hispanic = 76.6%
White = 78.7%
A-G Course Enrollment (2007-08)
African-American = 67.9%
Hispanic = 65.7%
White = 67.5%
Student Attendance Rate:
2006-07: 96.8%
Graduation Rate:
2005-06: 100% (27 out of 27 enrolled seniors)
2006-07: 100% (31 out of 31 enrolled seniors)
College Acceptance Rate:
2005-06: 100% (27/27) of graduating seniors accepted to college
2006-07: 100% (31/31) of graduating seniors accepted to college
College-Going Rate:
2005-06: 89% (24/27) attended college immediately after high school graduation
2006-07: 100% (31/31) planning to attend college immediately after high school graduation
High Tech High - Los Angeles 52
Element 3: Methods to Measure Outcomes
The proposed evaluation of the impact of HTH-LA is designed to assess the short-and long-term
impact of the charter in a number of areas:
1. Student Achievement and school performance outcomes.
2. Classroom instruction and student learning.
3. Preparation for post-secondary education and student exposure to technology and work-based
learning experiences.
4. Parent and community involvement including collaboration with the technology business
community and higher education.
Student Achievement and School Performance Outcomes
The curriculum of HTH-LA is based on delivering a standards-based and technology-infused
curriculum that emphasizes mathematics, science and engineering in order to prepare students
for post-secondary education and careers in high technology fields. The school also aims to
provide a more personalized learning experience for students through small class size and
extended periods for project-based.
Research on similar schools (including schools-within-a-school and career academies) has shown
that the combination of a more individualized educational experience and the relevancy of school
curriculum are associated with lower dropout rates, higher attendance rates, as well as raised
academic expectations for students leading to better academic performance (i.e., grade point
averages) and greater rates of post-secondary eligibility. Indeed, small school advocates have
been quick to point out that the ―cost per graduate‖ of these kinds of schools tend to be far lower
than those at traditional, comprehensive high schools precisely because the personalized, project-
based curricular approach is beneficial for students. Research is less clear on the impact that
such schools have had on student achievement on standardized tests and other ―high stakes‖
accountability measures.
Formal Evaluation
To evaluate the unique educational experience for low-income and minority students at HTH-
LA, an outside evaluator from Public Works, Inc (PWI) specializing in program evaluation and
accountability systems for schools comprehensively examines standard State and District
accountability measures including:
Student-level data indicators
● CST scores in reading, mathematics, language, science and social studies
● High School Exit Exam scores
● Grade Point Average (GPA)
● California English Language Development Test (CELDT) results
School-level accountability indicators
● Academic Performance Index (API)
High Tech High - Los Angeles 53
● Dropout rate
● Attendance rate
● A-G course enrollment and pass rate1
In addition to these standard measures, the PWI evaluation collects and analyzes data linked to
performance-based assessments of student work. In particular, the evaluation will report data
tied to students‘ completion of the Senior Project (rubric scores) as well as technology
certifications earned by students while enrolled at HTH-LA. Lastly, the evaluation of student
achievement and school performance will encompass measures of student conduct and behavior
(e.g., tardies, referrals, suspensions, and expulsions).
Beginning in Spring 2004, an outside evaluator has collected and reported annual data linked to
the aforementioned measures of student achievement and school performance. In the fall of each
year, the results of annual data reports are disseminated among school staff, students, parents,
and interested community members in order to highlight the school‘s commitment to
accountability. Moreover, the regular collection and reporting of data tied to State and District
accountability measures informs school instructional planning, providing school administrators
and individual teachers with data that can, in turn, be used to modify and guide beginning-of-
year decisions related to curriculum, instruction, professional development, and assessment
practices. A report from the first formal evaluation of HTH-LA by PWI evaluators can be found
in Appendix E. In addition, a recent evaluation of HTH-LA‘s value-added to student
achievement, based on CST scores, can be found in Appendix F.
Program effectiveness is gauged formally and informally at HTH-LA. PWI evaluators annually
review school documents, conduct focus groups, interview school stakeholders, observe
classroom instruction and student oral Presentations of Learning (POLs), and administer surveys
to students and parents. Student data—CST and CAHSEE results, course grades and
attendance—is disaggregated by student characteristics and analyzed to place each program in
perspective, guide students into appropriate electives, identify students needing additional
tutoring on courses/ standardized tests, and ensure achievement variations by subgroups are
addressed. Using this information, one math teacher spearheaded a month-long effort to coach
and tutor forty 10th grade students who were at risk of failing CAHSEE math. He met with them
every day during the lunch and PE periods to help them prepare for the test, and, as a result of
this and similar interventions, HTH-LA sophomores tested in 2005-06 passed the CAHSEE as
follows: English (97%) and Math (98%).
All staff and non-staff specialists meet weekly to evaluate student progress and develop
activities/programs to support content proficiency, CAHSEE mastery, and graduation. To this
end they discuss the advisory process; look at collective and individual student work; and
participate in ―critical friends‖ discussions around projects and curriculum. Adjustments are
made as needed to improve the overall programming and student and teacher support systems, as
well as to support each individual student‘s learning curve. For example, the Presentations of
Learning (POL) process was borrowed from other high tech high school models, such as High
Tech High San Diego, as staff realized the inherent benefits of requiring students to formally
1
Letter grades of ―C‖ and above
High Tech High - Los Angeles 54
present their applied projects and field tough questions from a supportive ―community‖ of peers,
families, staff, industry professionals, and other invited guests.
Armed with evaluation data on students and programs, staff advises some students to use an
Internet-based SAT test preparation program to practice. A math teacher at HTH-LA uses
textbook assessments of pre-algebra skills to identify students at-risk of failing the CAHSEE and
uses a math elective course to address knowledge gaps. Six weeks prior to testing, she will
conduct a mock exam and provide tutoring for four hours a week for a month. Teachers also tell
parents about the CAHSEE and what it means for their children‘s success.
Below are excerpts from ―Summary of HTH Student Focus Groups‖ prepared by Public Works,
Inc.
Students feel that the multiple projects that they are doing will help them succeed in the
workplace. As one student put it, ―Projects seem to be like real world projects, more like a
business.‖
Students noted that the facilities have made them aware of what to expect in a business
environment (e.g., conference rooms with speaker phones).
Students appreciate opportunities to meet with adults working in different careers.
Classroom Instruction and Student Learning
In addition to examining student and school performance, the evaluation will carefully assess
classroom instruction and student learning at HTH-LA. To evaluate these aspects of charter
implementation, an outside evaluator will design qualitative evaluation instruments including:
● Surveys (Student)
● Classroom observation rubric
● Interview guides and focus group protocols
On an annual basis, beginning in Spring 2005, the PWI evaluator will administer a survey to all
HTH-LA students designed to evaluate student perspectives on the quality and character of the
high school experience at HTH-LA. The surveys will use Likert scaled items to assess student
perceptions of curriculum and instruction, assessment practices, student intervention and support,
etc.
The results of the student surveys will then be analyzed alongside classroom observations and
focus groups with instructional staff designed to ―triangulate‖ evaluation findings assessing:
● curricular innovation and creativity
● extent of standards integration
● extent of differentiated (e.g., ELL, Special Ed) and personalized instruction
● opportunities for professional development and articulation
● access to instructional materials
● use of assessment results to guide instruction
● classroom learning environment and extent of project-based learning
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● benefits of student participation in the tutorial
In addition, other focus groups will be conducted with school administrators, counselors and
other school staff to examine:
● school governance and decision-making
● resource allocation and linkages to school-wide improvement goals
● teacher recruitment, support and retention
● opportunities for professional development and articulation
● staff access to instructional materials
● relationship between student programming and raised academic expectations
● facilitation of the use of assessment results (data-driven reform)
Qualitative data from the focus groups, interviews, classroom observations, and surveys will be
used to prepare annual evaluation reports for dissemination among school staff, students, and
interested parents and community member. The full results of student surveys can be found in
Appendix F.
HTH-LA is committed to both preparing students for post-secondary education while also
providing students with real world technology experience through relationships with technology
partners who provide opportunities for a mentorship, internships, and feedback on student work.
To evaluate the school‘s preparation of students for post-secondary education, the outside
evaluator will collect and report data linked to the school‘s A-G course enrollment and passing
rate. While these indicators provide good proxy measures for post-secondary eligibility, they do
not directly provide information on whether and where students go following graduation.
Therefore, the evaluation will include a follow-up study of graduates beginning in the Fall of
2006 and each year thereafter that contacts graduating seniors via mail and telephone to d
etermine whether, in fact, they are attending a college or university, or have entered the
workforce, military, or trade technical school.
To evaluate student exposure to technology, the evaluation will rely on data linked to students
who pursue certifications in technology (Microsoft, A+, and Cisco). This data will be
supplemented by quantitative and qualitative data related to student participation in academic
internships, mentoring, and other work-based learning experiences. Evaluation methods will
center on documenting student participation and using a brief survey to collect information from
students and industry/business partners involved in internship and mentoring experiences. Focus
groups with school administrators and active business/industry partners will be employed to
collect data on the development of workplace competencies by students and to ―contextualize‖
findings and examples of the benefits of work-based learning for annual formative evaluation
reports.
Parent/Community Involvement
Increasing parent awareness and involving parents in their child‘s education are at the center of
HTH-LA‘s educational mission. Parent and community involvement in the implementation of
HTH-LA‘s charter will be incorporated through the use of annual satisfaction surveys
administered to all parents and legal guardians of students at the school beginning in Spring
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2005. The parent survey will be the primary means of collecting information on the
effectiveness of school outreach and information dissemination while also including parent
perspectives of the quality the education offered by HTH-LA. The full results of parent surveys
can be found in Appendix G. In addition, the outside evaluator will endeavor to include parent
focus groups as part of on-site qualitative data collection. Documentation of parent participation
in school programs and activities such as technology training will also be incorporated into
annual formative evaluation reports.
Method To Measure Student Outcomes
Assessment Tools: Each course has clearly defined outcomes based on the content of the
curriculum. Student achievement in developing conceptual thinking, problem-solving skills and
content mastery will be assessed using multiple measures, based on assessment that both
improves learning and provides assurances of accountability. Students will demonstrate
knowledge when measured against multiple measures, formative and summative, holistic and
standardized, narrative and norm-referenced. Set against a benchmark, students will be
evaluated through the following measures:
● State-mandated standardized tests
● Student progress reports - teacher assessment, portfolio/projects, state assessments
State-mandated test: Charter will meet all statewide standards and conduct the pupil
assessments required pursuant to California Education Codes and statewide standards authorized
and applicable to students in non-charter public schools. HTH-LA will ensure that all statewide
standards are met and pupil assessments conducted. Learning will be geared toward
incorporating all the SCANS requirements.
Improvement goals will be developed for each student in the core classes
(English/mathematics/science/history) following a review of the California standards tests. The
goal is to improve performance on the state-mandated standardized tests by no less than four
percentage points each year until norm is reached; continued improvement is expected each year.
Student progress reports (in detail) will be available four times a year. Again, all assessment
tools will be used to classify students as advanced, proficient, partially proficient or not
proficient. A narrative report will accompany the grading.
● The percentage of students who score at the proficient or advanced level in core subjects will
increase by at least three percentage points per year.
● At each grade level, at least 60% of the students who have been continuously enrolled from the
first day of school until the final progress assessment will be classified as proficient or better.
With attention to the needs of the non-proficient student, at least 75% of said students who have
remained continuously enrolled would, within one year, be classified as proficient.
The following factors will be monitored as indicators for academic achievement:
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Measurable Outcomes Expected Outcomes Assessment Tools
Student Conduct Average daily attendance rate Records
of 95%.
Decrease in tardies (yearly) 5%.
Mediation referrals will decrease
yearly by 5%.
Suspensions will decrease each
year by 5%.
The Content Standards for California Schools are subject-based teacher initiated requirements
and research-based suggestions that will meld into the development of guidelines determining
student accountability at each grade level in each subjects.
Curricular Focus Measurable Outcomes Assessment Tools Frequency
English language & Reading with comprehension, writing California Standards Test Annually
literature with clarity, speaking with meaning,
understanding literary works. CAHSEE Annually
History Understand historical context and the
relationship between historical events, SAT I, SAT II Annually
artistic developments in art, music,
literature and the human condition. Student progress by teacher Weekly
Research, reflect, relate, interpret, and assessment and peer review
conclude.
Spanish language & Read, write with comprehension and A.C.T., SAT II Annually
literature clarity, speak with meaning and possess
familiarity with literary work. Student Progress –Teacher Weekly
assessment
Mathematics Conceptual understanding of Algebra, California Standards Test Annually
Geometry, Math Analysis and Calculus.
Ability to use this knowledge where SAT I, SAT II, A.C.T., Annually
needed in science, technology projects
and problems. CAHSEE Annually
Progress and assessment by Weekly
teacher
Science(Integrated, Ability to investigate, experiment, A.C.T., SAT II Annually
biology, chemistry, hypothesize, conclude and apply
physics) knowledge to other disciplines. Student Progress Report Quarterly
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each
semester
Technology Understanding the world of technology. Certifications Annually
Proficient in use of technology,
adaptation of technology and application Student Progress Report Quarterly
of technology. each
semester
The Arts Willing to take creative risks, participate Peer review Quarterly
in the artistic process of reflecting and each
working independently. Understanding semester
specific concepts to develop skills and
creative self-motivated projects. Teacher assessment Weekly
Personal Development Participation in school and workplace Records Annually
beyond the classroom. Understanding
social needs, cultural differences,
interdependence through school
newspaper, student government, event
participation, self-initiated projects.
Internships Meet the standards as set by the Workplace evaluation Quarterly
workplace in dress, demeanor, learning during the
curve, participation, enthusiasm, semester of
reliability, honesty, integrity, and Internship
competency. High level of awareness of in the
role An asset to the workplace. Senior year
Grading Policy
HTH-LA does not have a flexible uniform grading policy system. Each teacher determines
his/her grading policy and puts it in their course description and website. Grades are based on
graded assessments developed by teachers, presentations of learning, and participation in group
processes.
Testing
If the charter school does not test (i.e., STAR, CELDT, CAHSEE) with the District, a copy of
the school‘s test results must be submitted to the District on a CD on or before September 30,
immediately following that spring‘s test administration, except that the CELDT and CAHSEE
results must be submitted to the District no later than two weeks after receipt of the CD from the
state‘s vendor. Please send the CDs to:
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Planning, Assessment and Research
School Information Branch
Beaudry Building, 23rd Floor
Attn: Grace Pang Bovy
Element 4: Governance
Public Operating Principles
HTH-LA will comply with all laws applicable to charter schools. HTH-LA will be nonsectarian
in its programs, admission policies, employment practices, and all other operations, will not
charge tuition, and will not discriminate against any student on the basis of race, ethnicity,
national origin, religion, gender, sexual orientation or disability.
Development Team
HTH-LA has benefited from the expertise of our original planning team, which includes, among
others, our founder, Roberta Weintraub, a former president of LAUSD's Board of Education;
Dan Demeter, chief information officer, Korn/Ferry International; Samuel Hoi, president of the
Otis College of Art and Design; Megan Klee, Chief Information Officer, LAUSD; Sue
Mangiapane, Cisco Systems; Doris Lasiter, former Principal, Birmingham H.S.; Marsha Rybin,
former Assistant Principal, Birmingham H.S.; Joan Martin, curriculum developer and, J.
Gonzalez, facilities project manager and multimedia advisor LAUSD; Richard Berliner, AIA;
David Stephens, High Tech High--San Diego.
Board of Directors
The Board of Directors of High Tech High – Los Angeles Foundation will be the Board of
Directors of the HTH-LA charter school. HTH-LA will exist as a legally and operationally
independent nonprofit entity. HTH-LA will operate as a 501(c)(3) tax-exempt, California
Nonprofit Public Benefit Corporation. HTH-LA will operate in accordance with the Articles of
Incorporation and Bylaws established by the HTH-LA governing board (attached but not
incorporated to this petition). The School shall operate autonomously from the District, with the
exception of the supervisory oversight and special educations services as required by statute.
Pursuant to the Education Code Section 47604(c), the District shall not be liable for the debts
and obligations of the School, operated as a California non-profit benefit corporation or for
claims arising from the performance of acts, errors, or omissions by the charter school as long as
the granting authority has complied with all oversight responsibilities required by law.
The affairs of HTH-LA will be managed and its powers exercised under the ultimate jurisdiction
of the Board. The Board of Directors will have a legal and fiduciary responsibility for HTH-LA.
The Board will be responsible for providing fiscal accountability by approving and monitoring
the budget. The Board will also develop policies and procedures regarding funding and fiscal
management. The Board will also help ensure effective organizational planning by approving
long-range goals and annual objectives, monitoring the general policies such as health and
safety, use and maintenance of facilities, and fundraising, and overseeing that school resources
are managed effectively. This goal will be accomplished primarily through hiring, supporting,
reviewing the performance of, and if necessary dismissing the administrative staff.
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HTH-LA will post meeting notices at the school and in the community in advance of all Board
meetings to be held monthly, in accordance with the Brown Act. The school will distribute
agendas to parents of students and in the community. A scribe will record all meeting minutes
and publish them for all stakeholders to view. HTH_LA will also post agendas, meeting times,
and minutes on the www.hthla.org website. The HTH-LA Board will meet every other month.
HTH-LA will comply with the Brown Act.
Members of the Charter School‘s executive board, any administrators, managers or employees,
and any other committees of the School shall comply with applicable federal and state laws,
nonprofit integrity standards and LAUSD‘s Charter School policies and regulations regarding
ethics and conflicts of interest.
HTH-LA and/or its non-profit corporation will be solely responsible for the debts and obligations
of the charter school.
The Board will have a maximum of 11 members and no less than five. A LAUSD representative
will also sit on the Board as an ex-officio, non-voting member. Currently, members of the Board
include: Bernard Luskin, Chairman and CEO, Luskin International; Michael Hoy, Senior
Executive, Apple Inc.; Elliot Ponchick, President, William Bannerman Foundation; Doris
Lasiter, former Principal, Birmingham High School, LAUSD; Dan Demeter, Senior VP and CIO,
Korn/Ferry International; Tamara Schiff, Vice President, Milken Family Foundation; and
Roberta Weintraub, Founder and Executive Director, High Tech High--Los Angeles. The
LAUSD representative will facilitate communications and mutual understanding between
Charter School and LAUSD. As the entity with ultimate oversight responsibility, LAUSD will be
provided with an annual programmatic and fiscal audit. The programmatic audit will include a
summary of major decisions and policies established by the Board of Directors during the year.
Going forward, all board members will serve three year terms, with the exception of Roberta
Weintraub who will remain a board member as long as she is Executive Director of HTH-LA.
Two board member positions will turn over at a time. Selection of future members will be by
consent of the board (via election) to expressly fill positions that work within the needs of HTH-
LA and its Board of Directors.
The Board will hold ultimate responsibility for the operation of the School, its compliance with
applicable laws and regulations, its financial soundness, and the execution of its mission. The
Board will focus its work on:
Upholding the mission and vision of the School.
Providing strategic vision and performing long-range planning.
Hiring and evaluating the Principal.
Establish the budget for the corporation and approve the budgets of the individual schools.
Create external or sub-committees as needed, including but not limited to, a nominating
committee and an audit committee.
Ensure compliance with applicable law such as the Public Records Act and policies such as
Conflict of Interest.
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Approve and monitor the school budget and the school‘s fiscal practices, including
solicitation and receipt of grants and donations.
Provide notice and hold meetings in compliance with the Brown Act.
Approve personnel policies, and all hiring and dismissal of school personnel.
Approve and monitor management of school liabilities, insurance, health, safety and risk-
related matters.
The Board shall adopt policies and procedures regarding self-dealing and conflicts of interest.
The Board may initiate and carry out any program or activity that is not in conflict with or
inconsistent with any law and which is not in conflict with the purposes for which charter
schools are established. The Board may execute any powers delegated to it by law, and shall
discharge any duty imposed by law upon it and may delegate to an employee of the corporation
any of those duties. The Board, however, retains ultimate responsibility over the performance of
those powers or duties so delegated.
The Board will receive proper training annually. Some of the topics for the training sessions are:
• Brown Act
• Conflict of Interest
• Delineation of Roles and Responsibilities
• Strategic Planning and Thinking
• Legal and Financial Responsibilities
• Effective Board-Staff Relations
• Creating Effective Committees
• Effective Board Self-Assessment
The above list is a sample and is not meant to be exhaustive.
Principal
The Principal of the School oversees the strategic and operational plans of the corporation. The
Principal has overall day to day management responsibilities of the corporation. The Principal
will ensure the corporation operates in fulfillment of the mission as spelled out in the charter(s)
and in compliance with charter school law, Bylaws and applicable education law. The Principal
will work with the Board and its committees to ensure the corporation makes sound strategic
decisions. The Principal will ensure the school maintains a focus on student achievement. The
Principal will serve as a spokesperson for the Board to further the school(s) prominence within
both the local, state and national education and charter school communities.
The responsibilities of the Principal or his/her designee may include, but are not limited to, the
following:
Stay in direct contact with District regarding changes, progress, etc.
Develop Board meeting agenda in conjunction with the Board Chairperson in compliance
with the Brown Act.
Propose policies for adoption by the Board.
Provide comments and recommendations regarding policies presented by others to the Board.
Communicate with School legal counsel and any outside consultants.
Stay abreast of school laws and regulations.
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Approve all purchase orders, pay warrants, and requisitions and, upon approval, forward on
for processing.
Participate in the dispute resolution procedure and the complaint procedure when necessary.
Establish and execute enrollment procedures.
Provide all necessary financial reports as required for proper ADA reporting.
Make budget line item revisions when necessary and report changes regularly to the Board.
Develop and administer the budget in accordance with generally accepted accounting
principles.
Present a monthly financial report to the Board.
Attend IEP meetings when necessary.
Supervise student disciplinary matters when necessary
Coordinate the administration of Standardized Testing.
Oversee and coordinate student orientation.
Attend all Board meetings and attend District Board meetings as necessary, as the charter
representative.
Establish procedures designed to carry out Charter Board policies
Provide timely performance evaluations of all HTH-LA employees.
Participate in the dispute resolution procedure and the complaint procedure when necessary.
Oversee development and implementation of curriculum in alignment with State of
California Standards.
Develop the HTH-LA annual performance target goals.
Provide comments and recommendations regarding policies presented by others to the HTH-
LA Board.
Handle student disciplinary matters in accordance with Board policies and procedures.
Facilitate open house events.
Oversee all parent/student/teacher relations.
Implement Site Safety Procedures in compliance with all applicable laws.
Create and appoint committees to assist in the execution of certain planning and
administrative functions
Establish and execute enrollment procedures.
Supervise all employees and volunteers at the School.
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Organizational Chart
High Tech High--Los Angeles Advisory Board
Board of Directors
Principal
Other
Administrators Teachers
(Counselors)
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Advisory Council
―HTH-LA will have an Advisory Council made up of the chair of each Advisory Committee.
The Advisory Committees – Fundraising, Community Relations, Technology, and Curriculum -
will each have one student, one parent, one community member, and one faculty member as
standing members and will meet monthly. Potential members will volunteer for membership
and if there are more than one volunteer per category, an election will be held. Advisory
Committee members will serve terms of one school year.‖
Parental Involvement
HTH-LA will encourage parental involvement and participation in the school through the
following methods:
Monthly Parent Meetings
Robotics Parent Organization
Fundraising Committee
College Information Nights
Financial Aid Nights
Grievance Procedure for Parents and Students
HTH-LA will designate at least one employee to coordinate its efforts to comply with and
carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title
IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any
investigation of any complaint filed with HTH-LA alleging its noncompliance with these
laws or alleging any actions which would be prohibited by these laws. HTH-LA will
notify all its students and employees of the name, office address, and telephone number of
the designated employee or employees.
HTH-LA will adopt and publish grievance procedures providing for prompt and equitable
resolution of student and employee complaints alleging any action, which would be
prohibited by Title IX, or Section 504.
HTH-LA will implement specific and continuing steps to notify applicants for admission
and employment, students and parents of elementary and secondary school students,
employees, sources of referral of applicants for admission and employment, and all unions
or professional organizations holding collective bargaining or professional agreements
with the recipient, that it does not discriminate on the basis of sex or mental or physical
disability in the educational program or activity which it operates, and that it is required by
Title IX and Section 504 not to discriminate in such a manner.
LAUSD Charter Policy
: HTH-LA will comply with the District policy related to charter schools,
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Responding to Inquiries
HTH-LA shall promptly respond to all inquiries, including but not limited to, inquiries regarding
financial records, from the District and shall consult with the District regarding any inquiries.
HTH-LA acknowledges that it is subject to audit by LAUSD including, without limitation, audit
by the District Office of the Inspector General.
―HTH-LA will adhere to the Family Educational Rights and Privacy Act (FERPA) and all other
applicable state and federal laws regarding the confidentiality of pupil record information‖.
Notifications
Notification is to be made to the Charter Schools Division of any notices of workplace hazards,
investigations by outside regulatory agencies, lawsuits, or other formal complaints, within one
week of receipt of such notices by HTH-LA.
Audit and Inspection of Records
Charter School agrees to observe and abide by the following terms and conditions as a requirement
for receiving and maintaining their charter authorization:
Charter School is subject to District oversight.
The District‘s statutory oversight responsibility continues throughout the life of the
Charter and requires that it, among other things, monitor the fiscal condition of the
Charter School.
The District is authorized to revoke this charter for, among other reasons, the failure of
the Charter School to meet generally accepted accounting principles or if it engages in
fiscal mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to
audit Charter School books, records, data, processes and procedures through the District Office
of the Inspector General or other means. The audit may include, but is not limited to, the
following areas:
Compliance with terms and conditions prescribed in the Charter agreement,
Internal controls, both financial and operational in nature,
The accuracy, recording and/or reporting of school financial information,
The school‘s debt structure,
Governance policies, procedures and history,
The recording and reporting of attendance data,
The school‘s enrollment process,
Compliance with safety plans and procedures, and
Compliance with applicable grant requirements.
High Tech High - Los Angeles 66
The Charter School shall cooperate fully with such audits and to make available any and all
records necessary for the performance of the audit upon 30 days notice to Charter School. When
30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24
hours notice.
In addition, if an allegation of waste, fraud or abuse related to the Charter School operations is
received by the District, the Charter School shall be expected to cooperate with any investigation
undertaken by the Office of the Inspector General, Investigations Unit.
High Tech High - Los Angeles 67
Element 5: Employee Qualifications
All employees of the Charter School shall be employees of HTH-LA Foundation. HTH-LA will
not discriminate against any employee on the basis of affiliations, political or religious acts or
opinions, race, color, gender (including sexual harassment), marital status, national origin,
ancestry, physical disability, actual or perceived sexual orientation, medical condition (cancer
related), sex, age or in retaliation. HTH-LA will not require any employee to work at the Charter
School. HTH-LA will adhere to California laws, including fingerprinting, drug testing, and
prohibitions regarding the employment of any person who has been convicted of a serious or
violent felony. All employees must furnish or be able to provide:
Medical clearance for communicable diseases and Mantoux tuberculosis (TB).
Fingerprinting for a criminal record check. Applicants will be required to provide a full
disclosure statement regarding prior criminal record. Prior to the first day of work for every
employee, HTH-LA will process all background checks through the Department of Justice.
Documents establishing legal status to work in the United States.
Employees‘ job duties and work basis will be negotiated in individual contracts. General job
descriptions have been developed for the administrative staff, teachers, other certificated staff,
office personnel, and classified staff.
Principal
The Board will select the administrator/principal on an application and interview basis.
Selection of administrators will be based on proven experience in educational leadership,
educational vision for and experience with low-income and/or minority children, demonstrated
ability in program design and/or development, entrepreneurial, and interest and commitment to
educational reform. The Principal supervises the campus teachers and non-instructional staff.
The Principal shall act as the instructional leader at the School and shall be responsible for
helping the School students achieve outcomes as outlined in the Educational Program.
Candidates for this position will possess:
• Excellent communication and community-building skills
• Administrative experience
• Extensive knowledge of curriculum development
• A record of success in developing teachers
• Experience in performance assessment
This individual must meet all of the following minimum requirements:
• Valid California Administrative Credential, or equivalent
• Valid California Teaching Credential, or equivalent
• Possession of a Master‘s Degree or higher
Responsibilities for the Principal include:
Facilitating communication between all school stakeholders.
Hiring and firing all other employees according to the mission, philosophy, and
obligations defined in the charter petition, with Board approval and in accordance with
Board policies and employment contracts
High Tech High - Los Angeles 68
Overseeing the day-to-day operations of the school.
Organizing professional development.
Assisting with student discipline.
Reporting to the Board of Directors on the progress of the school in achieving
educational success.
Assisting with preparing grants, facilitating fundraising, and/or obtaining loans.
Maintaining a balanced budget and drafting an annual budget proposal for Board review.
Overseeing the development and implementation of all programs.
Teachers
HTH-LA teachers will meet the requirements for employment as stipulated by the California
Education Code section 47605(l). Primary teachers of core, college preparatory subjects
(English language arts, mathematics, science, history, special education) will hold a Commission
on Teacher Credentialing certificate, permit, or other document equivalent to that which a
teacher in a non-charter public school would be required to hold. All teachers will be highly-
qualified as defined by No Child Left Behind. HTH-LA will adhere to all requirements outlined
by No Child Left Behind with respect to teachers and paraprofessional employees. Appropriate
records of credentials held by HTH-LA teachers and supporting documentation will be
monitored and maintained by the School administration. Credentials will be monitored annually
in compliance with applicable state and federal law. The School will maintain current copies of
all teacher credentials and they will be readily available for inspection.
HTH-LA will monitor the development of the regulations to implement the No Child Left
Behind Act (NCLB) and ensure that the qualifications for all teachers will follow the guidelines
set by the State with regards to this law. This includes that all ―highly qualified‖ teachers will
meet the following 3 factors:
1) Teacher possesses state certification or license;
2) Teacher holds a bachelor‘s degree; and,
3) Teacher passed rigorous test; major/course work; or state evaluation.
The Principal and a select group of volunteer teachers will select the teachers on an application
and interview basis. Selection of teachers will be based on their teaching experience, the degree
of subject matter expertise, and their ability to demonstrate classroom instructional capabilities.
Inexperienced/emergency credentialed teachers will be hired on educational experience (i.e.
former paraprofessional, school volunteer, child care, etc.), work experiences found beneficial to
education, and resumes with good references. Responsibilities for the teachers will include:
Preparing and implementing lesson plans that lead to student understanding of the pre-
established curriculum content.
Assessing student progress and maintaining accurate records.
Participating regularly in professional development opportunities.
Maintaining frequent communication with students, student‘s families, colleagues, and other
school stakeholders.
Maintaining regular, punctual attendance.
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Other Certificated Staff / Administrators
A pool of day-to-day substitutes will be established and a list of qualified substitutes will be
maintained.
College Advisor/ Assistant Principal Qualifications
o College Advising Certificate
o Minimum of 5 years teaching experience
o Possession of a California Administrative Services Credential or in the process of
obtaining one.
Coordinate on campus college visits
Conduct Financial Aid evenings for parents and students
Conduct college application workshops
Disseminate information on college admissions requirements and deadlines.
Disseminate information on financial aid/scholarship requirements and deadlines.
Meet with every eleventh grade student and parent regarding developing a college
application list.
Monitor twelfth grade students college application process.
Disseminate information on SAT and SAT II testing dates.
Conduct PSAT testing for tenth graders
Coordinate college information research into Advisory
In charge of testing
Act as the Principal in his/her absence
Counselor Qualifications
o Possession of a Pupil Services Credential
With the principal, develop the Master Schedule
Program students into classes
Monitor student progress toward graduation and inform parents each semester
Advise and program students into credit recovery classes
Coordinate the Crisis Committee
Serve as the point person for discipline.
Non-Certificated Personnel
Non-certificated Personnel will be selected by the Principal and a group of volunteer teachers on
an application and interview basis. Selection will be based on the ability to perform the job
duties for that position. Office personnel duties will include, but not be limited to:
Answering telephones.
Filing reports.
Enrolling students.
Managing/monitoring office operations.
Ordering and purchasing office and classroom supplies and vendor management.
Developing and implementing clerical and administrative procedures for daily school
operations.
Preparing correspondence, reports, bulletins, files, forms, memorandums, and performing
other clerical and administrative duties as assigned.
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Bilingual translation and communication with parents and community.
Evaluations
Evaluations will be performed annually. Performance measures will be developed to evaluate all
School personnel.
―Teachers will be evaluated in the following areas: ―supporting student learning‖, ―planning and
designing instruction‖, ―classroom performance‖, ―developing as a professional educator‖, and
punctuality, attendance and recordkeeping‖. Each teacher will submit an ―Initial Planning
Sheet‖ at the beginning of the school year indicating how they plan to address each of the
categories. During the year, the principal will observe teachers and hold post-observation
conferences with them, offering assistance and guidance as necessary.‖
The Board will evaluate the Principal on, among other things:
Maintaining a fiscally sound charter school including a balanced budget.
Overall successful School academic program and achievement of educational goals.
High parental and community involvement.
Completion of required job duties.
Creation of a School atmosphere of enthusiasm, warmth, and cooperation among all parties.
The Principal will evaluate teachers and lead teachers on, among other things:
Student progress as referenced from assessment measures.
Effectiveness of teaching strategies.
Performance of job duties.
Knowledge of curriculum.
The Principal will evaluate classified and other personnel based upon completion of assigned job
duties and regular, punctual attendance.
If an employee disagrees with an evaluation, a written objection may be appended to the review.
Termination
―First year employees with HTH-LA shall serve on an at-will basis which means the employee
may be released without cause or advance notice any time during that period of employment.
Absent written agreement between an employee and the Board of HTH-LA to the contrary, all
other HTH-LA employees will be employed on the basis of annual contracts and their terms
expire at the end of their annual contract. In the event of termination of employment prior to the
end of an employment contract, the employees shall be entitled only to the prorated salary and
benefits earned through the last date of employment. During the term of employment, such
employment may be terminated by any of the following:
Voluntary Termination (Resignation). Voluntary termination occurs when an employee
chooses to leave HTH-LA. To leave in good standing and be eligible for rehire
consideration, employees must give at least two weeks prior notice.
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Involuntary Termination (Discharge). Involuntary termination occurs when HTH-LA
chooses to discharge the employee. The Principal may terminate or suspend the
employment of any employee if s/he determines that the employee has committed
misconduct, failed to satisfactorily complete duties and responsibilities, or if other good
cause exists. Prior to discharge for cause, the employee shall be provided with a
statement of charges and given an opportunity to respond orally or in writing to such
charges. The employee shall be entitled to appear personally before the Board to respond
to the statement of charges. If the employee chooses to be accompanied by legal counsel
at such meeting, the employee shall bear any cost therein involved. The employee shall
be provided a written decision setting forth the decision of the Board. The decision of the
Board shall be final.
Termination without Cause for Severance: If HTH-LA pays the employee a severance
amount to be established by the Board and specified in the contract, at a minimum
equivalent to one month‘s salary, the employee may be released without cause upon
written notice during the term of the contract.
Annual employment contracts may be nonrenewed without cause unless agreed otherwise.‖
Due Process
HTH-LA will develop processes for due process and complaint procedures to ensure that
employees always have the right to engage in due process.
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Element 6: Health and Safety Procedures
Criminal Background Checks
The procedures that the school will follow to ensure the health and safety of pupils and staff.
These procedures shall include the requirement that each employee of the school furnish the
school with a criminal record summary as described in § 44237. Ed. Code §47605 (b)(5)(F)
Employees will submit fingerprints to the Department of Justice via LiveScan processing.
Employee will not start work until results are received from the Department of Justice and the
employee is cleared to begin work.
Previously as an affiliated charter, HTH-LA adopted the health and safety policies of LAUSD.
As an independent charter, HTH-LA will adopt and implement its own comprehensive set of
health, safety, and risk management policies. These policies will be developed in consultation
with the school's insurance carriers and at a minimum will address the following topics:
A requirement that all enrolling students and staff provide records documenting
immunizations to the extent required for enrollment in non-charter public schools. Records of
student immunizations shall be maintained, and staff shall honor County requirements for
periodic Mantoux Tuberculosis (TB) tests.
Policies and procedures for response to natural disasters and emergencies, including fires and
earthquakes.
A policy requiring that instructional and administrative staff receive training in emergency
response, including appropriate "first responder" training or its equivalent.
Policies relating to the administration of prescription drugs and other medicines.
A policy that the school will be housed in facilities that have received state Fire Marshal
approval and that have been evaluated by a qualified structural engineer who has determined
that the facilities present no substantial seismic safety hazard. Periodic inspections shall be
undertaken, as necessary, to ensure such safety standards are met.
A policy establishing that the school functions as a drug, alcohol, and tobacco free
workplace.
A requirement that each employee of the School to submit to a criminal background check
and furnish a criminal record summary as required by Education Code Section 44237.
A policy for reporting child abuse, acts of violence, and other improprieties as mandated by
federal, state, and local agencies.
Compliance with all health and safety laws and regulations that apply to non-charter public
schools, including those required by CAL/OSHA, the California Health and Safety Code, and
EPA.
―Policy for complying with Healthy Schools act – California Education Code Section 17608,
which details pest management requirements for schools‖.
These policies will be incorporated as appropriate into the School's student and staff handbooks
and will be reviewed on an ongoing basis in the School's staff development efforts and governing
board policies. The safety plan will be kept on file for review and school staff will be trained
annually on the safety procedures outlined in the plan.
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Auxiliary Services
School staff will conduct annual reviews to ensure all auxiliary services are safe (food services,
transportation, custodial services, hazardous materials) by developing appropriate policies and
awareness training.
Staff Responsibilities
All employees are responsible for their own safety, as well as that of others in the workplace.
HTH-LA will rely upon its employees to ensure that work areas are kept safe and free of
hazardous conditions. Employees will report any unsafe conditions or potential hazards to their
supervisor immediately. If an employee suspects a concealed danger is present on HTH-LA‘s
premises, or in a product, facility, piece of equipment, process, or business practice for which
HTH-LA is responsible, the employee will bring it to the attention of their supervisor or
Principal immediately. Supervisors will arrange for the correction of any unsafe condition or
concealed danger immediately and will contact the Principal the problem.
Employees will be encouraged to report any workplace injury, accident, to their supervisor as
soon as possible, regardless of the severity of the injury or accident. If medical attention is
required immediately, supervisors will assist employees in obtaining medical care, after which
the details of the injury or accident must be reported.
On a periodic basis HTH-LA may issue rules and guidelines governing workplace safety and
health. All employees will familiarize themselves with the rules and guidelines, as strict
compliance will be expected. Failure to comply with rules and guidelines regarding health and
safety or work performance will not be tolerated.
Child Abuse Reporting
HTH-LA will adhere to the requirements of California Penal Code Section 11166 regarding child
abuse reporting. HTH-LA staff must report to the proper authorities if they suspect the following
occurring to a student:
Sexual assault
Neglect
Willful cruelty or unjustifiable punishment
Cruel or inhuman corporal punishment or injury
Abuse in out-of-home care
The reporting person need only ―reasonably suspect‖ that abuse or neglect has occurred. The
reporting person does not have to prove abuse.
The Principal will work will all faculty and staff members to make sure all appropriate steps are
taken if a child abuse situation occurs. All faculty and staff will understand that it is their duty
and responsibility to report any suspicions of child abuse. Staff will understand that under
California law, failure to report an incident of known or reasonably suspected child abuse or
neglect is guilty of a misdemeanor punishable by up to six months confinement in a county jail
or by a fine of one thousand dollars ($1,000) or by both. Staff will not be made to investigate any
incident, only report to the Principal and/or proper authorities.
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All suspected cases of child abuse will be brought to the Principal and/child protective agency. A
written report of the situation will be completed and the Department of Children Services will be
immediately notified. If necessary, the Los Angeles Police Department will be informed of the
situation as well. The reporting person will be responsible for providing all the necessary
information and child abuse reports to the Department of Children Services and/or Los Angeles
Police Department since he/she will be most knowledgeable of the situation.
Should it be necessary to remove the child from school, HTH-LA staff will obtain the contact
information of the agency person removing the child. This information will be placed in the
student‘s record and be available to the parent /guardian.
Immunizations, Tuberculosis Testing, and Screening
All enrolling students and staff will provide records documenting immunizations to the extent
required for enrollment in non-charter public schools. Records of student immunizations shall be
maintained, and staff shall honor County requirements for periodic Tuberculosis (TB) tests. All
enrolling students will have screening of vision, hearing, and scoliosis to the same extent as
would be required if the pupils attended a non-charter public school.
Prescription Medications
Parents must bring medication to the office in the original containers, with the name of the
prescribing physician, the name of the student, and dispensing instructions. Parents will
complete the appropriate form authorizing school staff to administer medication. Designated
staff will put medications in a locked cabinet or refrigerate as needed for medications requiring
refrigeration. Designated staff will log times for administering medications for each student and
will establish a tickler system to ensure that medications are dispensed at the appropriate times.
Designated staff will call students to receive medications at the appropriate times.
In cases where medications are long-term prescriptions, designated staff will provide parents
with one week‘s notice to alert them that additional medications is needed.
Emergency Situations
Fire Drills
Fire drills will be held at least twice a semester. Office personnel will maintain a record of fire
drills held and total required time for complete evacuation. When the fire drill signal sounds,
teachers will lead the students in their room along the route indicated on the evacuation map
posted for that purpose. Before leaving the room, teachers will see that all windows and doors
are closed and that they have their class attendance roster with them. Students who are not in a
classroom at the time the fire drill signal is given will attach themselves to the nearest teacher
exiting the building for purposes of getting to the designated evacuation site.
Once at the designated evacuation site, teachers and other staff will ensure that all students find
their respective teachers. Teachers will then take roll to ensure that all students are accounted
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for. The names of any missing students will be given to the office personnel and the
administrative staff will attempt to locate missing students.
Students will remain with their teachers at the designated evacuation site until the administrative
staff gives the ―all clear‖ signal.
Disaster Drills
Disaster drills will be conducted at least once every two months. Students will be made familiar
with the ―duck and cover‖ routine. A disaster drill would commence with the ―duck and cover‖
routine will be initiated by an announcement over the intercom. Staff and students will hear
―This is an emergency drill. Duck and cover.‖ During the ―duck and cover‖ routine in the
classroom, teachers will turn off the lights and have students get under a desk or table or against
the wall away from the windows. Students must remain quiet and orderly so they will be able to
hear additional instructions when given. All drills will be concluded with an ―all clear‖
announcement on the intercom, or a visible signal from the administrative staff.
In the case of a real earthquake, everyone must engage in the ―duck and cover‖ routine
immediately and remain in position until the teacher determines that it is safe to leave the
building. If remaining in the room becomes dangerous, or when the shaking stops, teachers will
proceed with their students to the evacuation site or another safety zone. If students are on the
playground or other outdoor area when a disaster drill is called or during an actual earthquake,
students are to drop immediately to the ground, away from trees and power lines, and cover their
heads with their hands. They are to remain in that position until given additional instructions.
In the case of disasters other than earthquakes, the administrative staff will contact each room,
advise staff of potential dangers, and give further directions or orders. Teachers and students
will remain in their classrooms until instructions are received for an all clear or an evacuation.
For safety purposes, no one is to leave the rooms. If there has been a chemical spill, the teacher
must make sure that all doors, windows, and vents remain closed. The school site maintenance
staff will turn off the gas. All unassigned staff will report to the office for assignments such as
searching offices, bathrooms, and all other common areas, including outdoor facilities.
Teachers will stay with their classes for the duration of the emergency. In the event of an
earthquake or other national disaster, all school employees are immediately designated ―Civil
Defense Workers‖ and are not allowed to leave school until they are given official clearance to
do so by the administrative staff.
Bomb Threats
The person receiving the call or letter will note the time of day, wording of the message,
background noises, and quality of the voice to try to determine if it is a young child or an adult.
This person will delay the caller as long as possible, while they alert another adult to the crisis.
That adult will immediately notify the telephone company to trace the call and immediately
thereafter, notify the police using 911.
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Based on the information at hand, the administrative staff will make a decision whether an
immediate evacuation is warranted. If so, the evacuation code word ―safe school drill‖ will be
given over the intercom and evacuation procedures will be followed. The office personnel will
coordinate information requests to and/or from law enforcement, the telephone company, and
parents.
If an immediate evacuation is not warranted, the administrative staff will notify teachers to
inspect their room for any suspicious materials or unknown packages, without alarming students.
All unassigned staff will report to the office for assignments such as searching offices,
bathrooms, and all other common areas, including outdoor facilities.
Evacuation Plan
A disaster of a significant nature may require the evacuation of the school. Immediately upon
notification by outside authorities that the school must be evacuated, the administrative staff will
verify the name and position of the person placing the alert. Once the source is confirmed, the
administrative staff will give the evacuation code word ―safe school drill‖ over the intercom.
Teachers will proceed with their students to the nearest school exit indicated on the evacuation
map posted for this purpose. Before leaving the room, teachers will make sure they have their
class attendance roster with them. Students who are not in a classroom at the time the intercom
signal is given will attach themselves to the nearest teacher exiting the building for purposes of
getting to the designated evacuation site.
Prior to evacuation, offices, bathrooms, and all other common areas, including outdoor facilities,
will be searched by designated administrative staff.
Once at the designated evacuation site, teachers and other staff will ensure that all students find
their respective teachers. Teachers will then take roll to ensure that all students are accounted
for. The names of any missing students will be given to the office personnel and an individual
will be assigned the task of finding any missing students. Teachers will work together to take
care of students with injuries, respiratory problems, or other medical conditions.
Teachers will stay with their classes for the duration of the emergency. In the event of an
evacuation, all school employees are immediately designated ―Civil Defense Workers‖ and are
not allowed to leave school until they are given official clearance to do so by the administrative
staff.
Students will remain with their teachers at the designated evacuation site until the administrative
staff gives the ―all clear‖ signal. In the event students cannot return to the school site, the
administrative staff will notify parents and/or the media as to where students can be picked up.
The office personnel will sign out students as they are being picked up by a parent or other adult
listed on the emergency information card. Parents will be asked to remain in a designated area,
and students will be escorted to the designated area for release.
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Insurance Requirements
No coverage shall be provided to the Charter School by the District under any of the District‘s
self-insured programs or commercial insurance policies. The Charter School shall secure and
maintain, as a minimum, insurance as set forth below with insurance companies acceptable to the
District [A.M. Best A-, VII or better] to protect the Charter School from claims which may arise
from its operations. Each charter school location shall meet the below insurance requirements
individually.
It shall be the Charter School‘s responsibility, not the District‘s, to monitor its vendors,
contractors, partners or sponsors for compliance with the insurance requirements.
The following insurance policies are required:
1. Commercial General Liability coverage of $5,000,000 per Occurrence and in the Aggregate.
The policy shall be endorsed to name the Los Angeles Unified School District and the Board
of Education of the City of Los Angeles as named additional insured and shall provide
specifically that any insurance carried by the District which may be applicable to any claims
or loss shall be deemed excess and the charter school's insurance primary despite any
conflicting provisions in the charter school's policy. Coverage shall be maintained with no
Self-Insured Retention above $15,000 without the prior written approval of the Office of
Risk Management for the LAUSD.
2. Workers' Compensation Insurance in accordance with provisions of the California Labor
Code adequate to protect the charter school from claims that may arise from its operations
pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers‘
Compensation Insurance coverage must also include Employers Liability coverage with
limits of $1,000,000/$1,000/000/$1,000,000.
3. Commercial Auto Liability coverage with limits of $1,000,000 Combined Single Limit per
Occurrence if the charter school does not operate a student bus service. If the charter school
provides student bus services, the required coverage limit is $5,000,000 Combined Single
Limit per Occurrence.
4. Fidelity Bond coverage shall be maintained by the Charter School to cover all charter school
employees who handle, process or otherwise have responsibility for charter school funds,
supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per
occurrence, with no self-insured retention.
5. Professional Educators Errors and Omissions liability coverage including Sexual Molestation
and Abuse coverage, unless that coverage is afforded elsewhere in the Commercial General
Liability policy by endorsement or by separate policy, with minimum limits of $3,000,000
per occurrence.
6. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high
schools and any other school that participates in competitive interscholastic or intramural
sports programs.
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*Coverages and limits of insurance may be accomplished through individual primary policies or
through a combination of primary and excess policies. The policy shall be endorsed to name the
Los Angeles Unified School District and the Board of Education of the City of Los Angeles as
named additional insured and shall provide specifically that any insurance carried by the
District which may be applicable to any claims or loss shall be deemed excess and the charter
school's insurance primary despite any conflicting provisions in the charter school's policy.
Evidence of Insurance
The Charter School shall furnish to the District‘s Office of Risk Management and Insurance
Services located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all
new policies inceptions, renewals or changes, certificates or such insurance signed by authorized
representatives of the insurance carrier. Certificates shall be endorsed as follows:
“The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or
limits or non-renewed except after thirty (30) days prior written notice by certified mail, return
receipt requested, has been given to the District.”
Facsimile or reproduced signatures may be acceptable upon review by the Office of Risk
Management and Insurance Services. However, the District reserves the right to require certified
copies of any required insurance policies.
Should the charter school deem it prudent and/or desirable to have insurance coverage for
damage or theft to school, employee or student property, for student accident, or any other type
of insurance coverage not listed above, such insurance shall not be provided by the District and
its purchase shall be the responsibility of the Charter School.
Additionally, the charter will at all times maintain a funds balance (reserve) of its expenditures as
required by section 15543, Title 5 of the California Code of Regulations. Currently, the required
reserve is 5% of total operational expenditures.
Hold Harmless/Indemnification Provision
A charter petition must include the following indemnification provision:
To the fullest extent permitted by law, the charter school does hereby agree, at its own expense,
to indemnify, defend and hold harmless the LAUSD and the Board of Education and their
members, officers, directors, agents, representatives, employees and volunteers from and against
any and all claims, damages, losses and expenses including but not limited to attorney‘s fees,
brought by any person or entity whatsoever, arising out of, or relating to this charter agreement.
The charter school further agrees to the fullest extent permitted by law, at its own expense, to
indemnify, defend, and hold harmless the LAUSD and the Board of Education and their
members, officers, directors, agents, representatives, employees and volunteers from and against
any and all claims, damages, losses and expenses including but not limited to attorney‘s fees,
brought by any person or entity whatsoever for claims, damages, losses and expenses arising
from or relating to acts or omission of acts committed by the charter school, and their officers,
directors, employees or volunteers. Moreover, the Charter School agrees to indemnify and hold
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harmless the District for any contractual liability resulting from third party contracts with its
vendors, contractors, partners or sponsors
HTH-LA shall be responsible at its own expense for defending any claims, liabilities, or legal
proceedings brought against the charter school by any person or entity. HTH-LA is an
incorporated entity acting as a separate legal entity. HTH-LA has complete liability for all
actions of the school and its employees in the performance of their duties.
Asbestos Management:
The charter school shall occupy facilities that comply with the Asbestos requirement as cited in
the Asbestos Hazard Emergency Response Act (AHERA), 40CFR part 763. AHERA requires
that any building leased or acquired that is to be used as a school or administrative building shall
maintain an asbestos management plan.
Facilities
―A multi-year use agreement for the facility to be jointly developed by LAUSD and High Tech
High- Los Angeles, and in place before the new renewal term begins, will define various key
elements for facilities use, including District responsibility and Charter School costs with respect
to Maintenance and Operations Services, deferred maintenance costs, liability, etc. LAUSD also
reserves the right to re-negotiate the use agreement when issues of a serious nature arise.‖
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Element 7: Racial and Ethnic Balance
HTH-LA will make every effort to recruit students of various racial and ethnic groups as well as
girls, who traditionally have not been drawn to the technology field, so as to achieve a balance
reflective of the general population residing within the territorial jurisdiction of LAUSD.
Recruitment efforts will include, but is not necessarily limited to:
An enrollment process that is scheduled to include a timeline that allows for a broad-based
recruiting process.
HTH-LA will attempt to assure there is a gender balance at the school through balanced
marketing, knowing that the technology field has traditionally lured men to the industry.
The development of promotional and informational material (i.e. a school brochure, flyers, a
website, and advertisements for local media) that is easily transmittable to all of the various
racial and ethnic groups represented in the district.
The appropriate development of promotional and informational materials in languages other
than English , including Spanish, to appeal to limited English proficient populations.
The distribution of promotional and informational materials to a broad variety of community
groups, agencies, neighborhood youth organizations, social service providers, churches,
grocery stores, public libraries, and legislators that serve the various racial, ethnic, and
interest groups represented in the district.
Outreach meetings in several locations of the San Fernando Valley to reach prospective
students and parents.
Hosting open houses, orientations, and school tours of the on a regularly scheduled basis.
Publicizing the instructional program.
―HTH-LA presents at middle school ―high school information‖ meetings. In the past, HTH-LA
has participated in the North Valley information meeting held at Monroe High School, Portola
Middle School, Byrd Middle School in addition to hosting weekly tours for interested families
and three evening informational meetings. See UCLA Action Plan in Appendix I for further
information.‖
HTH-LA will maintain an accurate accounting of the ethnic and racial balance of students
enrolled in the school. HTH-LA will also document the efforts made to achieve racial and ethnic
balance in accordance with the charter petition and standards of charter legislation.
Public School Choice Traveling Students
The District and HTH-LA are committed to providing all students with quality educational
alternatives in compliance with all federal and state laws, including students who are enrolled in
schools of the District identified by the California Department of Education as in need of
Program Improvement. Public School Choice (―PSC‖) placement with charter schools is an
alternative strongly encouraged by the No Child Left Behind Act of 2001(―NCLB‖). HTH-LA
agrees to discuss with the District the possibility of accepting for enrollment District students
participating in the District‘s PSC program. The parties agree to separately memorialize any
agreed-to number of PSC placements of District students at the school.
As required under NCLB, all PSC students attending HTH-LA shall have the right to continue
attending HTH-LA until the highest grade level of the charter. However, the obligation of the
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District to provide transportation for a PSC student to HTH-LA shall end in the event the PSC
student‘s resident District school exits Program Improvement status.
HTH-LA will ensure that all of its PSC students are treated in the same manner as other students
attending the school. PSC students are and will be eligible for all applicable instructional and
extra-curricular activities at the school. HTH-LA will make reasonable efforts to invite and
encourage the participation of the parents of PSC students in the activities and meetings at the
school.
Determination of student eligibility for this PSC option, including the grade level of eligibility,
will be made solely by the District, based on the District‘s PSC process, guidelines, policies and
the requirements of NCLB. In the event demand for places at HTH-LA under the PSC program
increases in subsequent years, HTH-LA agrees to discuss with the District the possibility of
increasing the number of PSC places available at the school.
Federal Compliance
To the extent that HTH-LA is a recipient of federal funds, including federal Title I, Part A funds,
HTH-LA has agreed to meet all of the programmatic, fiscal and other regulatory requirements of
the No Child Left Behind Act and other applicable federal grant programs. HTH-LA agrees that
it will keep and make available to the District any documentation necessary to demonstrate
compliance with the requirements of the No Child Left Behind Act and other applicable federal
programs, including, but not limited to, documentation related to required parental notifications,
appropriate credentialing of teaching and paraprofessional staff, the implementation of Public
School Choice and Supplemental Educational Services, where applicable, or any other mandated
federal program requirement. The mandated requirements of NCLB include, but are not the
limited to, the following:
Notify parents at the beginning of each school year of their ―right to know‖ the professional
qualifications of their child‘s classroom teacher including a timely notice to each individual
parent that the parent‘s child has been assigned, or taught for four or more consecutive weeks
by, a teacher who is not highly qualified.
Develop jointly with, and distribute to, parents of participating children, a school-parent
compact.
Hold an annual Title I meeting for parents of participating Title I students.
Develop jointly with, agree on with, and distribute to, parents of participating children a
written parent involvement policy.
HTH-LA also understands that as part of its oversight of the school, the Charter School Office
may conduct program review of federal and state compliance issues.
Targeted Instructional Improvement Grant
LAUSD receives neither Average Daily Attendance (ADA) allocations nor Court-ordered Integration program cost
reimbursements for charter school students. Instead, LAUSD now receives the Targeted Instructional Improvement
Grant (TIIG) for its Court-ordered Integration Program. LAUSD retains sole discretion over the allocation of TIIG
funding, where available, and cannot guarantee the availability of this funding to the charter school. In addition, the
availability of TIIG funding in prior years does not guarantee that LAUSD will allocate the funds to the charter
school in any subsequent y
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Element 8: Admission Requirements
HTH-LA will be open to all students residing in California that wish to attend the school, as
outlined in Education Code 47605 (d)(2)(A). HTH-LA will adhere to the provisions of the
McKinney-Vento Homeless Assistance Act and ensure that each child of a homeless individual
and each homeless youth has equal access to the same free, appropriate public education as
provided to other children and youths. HTH-LA will not charge students tuition and will not
discriminate against any student on the basis of ethnicity, national origin, race, religion, gender,
disability, or sexual orientation.
Affirmations
HTH-LA will be nonsectarian in its programs, admission policies, employment practices, and
all other operations.
HTH-LA will not charge tuition.
HTH-LA will not discriminate against any pupil on the basis of ethnicity, national origin,
gender, disability, or any other basis prohibited by law.
HTH-LA will not require any pupil to attend the charter school.
HTH-LA will not enroll pupils over 19 years of age unless continuously enrolled in public
school and making satisfactory progress toward high school diploma requirements and are
not more than 22 years of age.
Public Random Drawing:
Should the amount of pupils that wish to attend HTH-LA exceed the enrollment limit, a public
random lottery will take place to determine the school enrollment in accordance to Education
Code section 47605(d)(2)(B). If a lottery is to be held it shall follow the guidelines as set forth in
the District Charter School Policy and Guidelines. Preference will be given to students currently
attending the school and their siblings. The school only admits students who will be entering the
ninth grade, as grades 10-12 will always be at capacity from the previous year. There are no
vacancies at these upper grade levels. The school will designate a deadline and all interested
students will be considered for the public random drawing. Public notice will be posted
regarding the date and time of the public drawing once the deadline date has passed. The school
will inform parents of all applicants and all interested parties of the rules to be followed during
the lottery process, location, date and time of the lottery via mail at least two weeks prior to the
lottery date. The school will choose a date and time for the lottery (preferably on the weekend or
after 6 pm on a weekday) so that most interested parties will be able to attend. The lottery will be
held at the school site if the school facility can accommodate all interested parties. A waiting list
will be developed from the list of students that do not receive admission and will be considered
should a vacancy occur during the year. The principles above will apply for a second lottery for
any vacancies. Students on the waiting list will be notified by mail immediately if space
becomes available and they will have two weeks to return the enrollment forms. If the enrollment
forms are not returned within two weeks, then admission for that student is forfeited, and an
admission notice will be mailed to the next student on the waiting list. HTH-LA will maintain
auditable records of the above activities.
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Lottery Timeline
The school will determine its open enrollment and lottery dates every year before school starts.
For the first year of renewal the dates will be:
1. Postcards about the HTH-LA informational meetings sent to all families of 8th grade
students in the San Fernando Valley in September of 2008. In future years, postcards will be sent
in September.
2. Informational meetings for interested families held on October 28, 2007 and January 9,
2008. In future years, 2-3 informational meetings will be held during the months of October –
January.
3. Applications available on the school website and at the school beginning January 1, 2008.
In future years, applications will be available in January.
4. Open enrollment will be from January 22 – March 28, 2008. In future years, open
enrollment will be from when applications are available until the lottery.
5. Lottery held on April 2, 2008 at 7:00 PM at HTH-LA. In future years, the lottery will be
held by the end of April.
6. Letters to students admitted from the lottery are sent within two weeks of the lottery..
HTH-LA will invite LAUSD representatives and respected members of the community as
official observers of the lottery to verify lottery procedures are fairly executed.
Admission and Recruitment
HTH-LA will make every effort to encourage and recruit students of various racial and ethnic
groups as well as girls who traditionally have not been drawn to the technology field. HTH-LA
will plan an outreach program to inform students about the program opportunities at HTH-LA.
HTH-LA will implement an outreach plan that includes, but is not limited to, the following
elements or strategies which focus on achieving and maintaining a racial, ethnic, economic, and
academic balance among students that is reflective of the general population residing in the San
Fernando Valley and the surrounding communities:
• An enrollment process that is scheduled and adopted to include a timeline that allows for
a broad-based application process.
• The development and distribution of promotional and informational material that reaches
out to all of the various racial and ethnic groups.
• Presentations and booths in multiple locations throughout the District to generate interest
throughout the District.
• Advertised open houses/tours at the school, held every Tuesday at 9:00 AM.
• Purposefully recruit and reach out to students from surrounding schools, which are
largely made up of low-achieving and socioeconomically disadvantaged students. HTH-LA will
concentrate its recruiting efforts on the schools around Birmingham High School to attract
greater numbers of minority and socioeconomically disadvantaged students.
The application process is comprised of the following:
• Completion of a student enrollment form
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• Proof of Immunizations
• Home Language Survey
Upon enrollment, the following is required:
• Parent signature of Parent/Student Handbook agreement form
• Completion of Emergency Medical Information Form
• Proof of minimum age requirements, e.g. birth certificate
• Parent attendance at a school orientation meeting
HTH-LA will not discriminate against any child on the basis of race, gender, ability, religion, or
cultural background. Poor academic performance will not preclude a student from attending the
school, as we believe that the personal attention and quality of our academic program can greatly
benefit many students who may have experienced problems at other schools.
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Element 9: Financial Audit
Each fiscal year an independent auditor will conduct an audit of the financial affairs of HTH-LA
to verify the accuracy of the school's financial statements, attendance and enrollment accounting
practices, and review the school's internal controls.
To the extent required under applicable federal laws for audits of the major federal programs, the
audit scope will expand to be in compliance with the requirements described in the U.S. Office
of Management and Budget (OMB) Circular A-133, audits of states, local governments, and
nonprofit organizations. Should OMB Circular A-133 be rescinded, audits of the major federal
programs will be conducted in compliance with standards and provisions approved by OMB.
HTH-LA will engage an independent public accountant with education finance experience
certified by the State of California, to audit the school's financial statements in accordance with
Generally Accepted Auditing standards and the audit guide issued by the Controller of the State
of California. The HTH-LA Board of Directors will be responsible for contracting and
overseeing the independent audit. The school‘s plan for providing information is to gather,
prepare, and organize documents, materials, and other information as requested by the
independent auditor. Fiscal statements audited by the Certified Public Accountant will be
submitted to District within four months following the close of the fiscal year. Audit exceptions
and deficiencies shall be resolved in conference with the auditor to the satisfaction of the
auditing agency and the LAUSD. HTH-LA agrees to resolve outstanding issues from the audit
prior to the completion of the auditor's final report.
HTH-LA will transmit a copy of its annual independent financial audit report for the preceding
fiscal year to the District, Los Angeles County Board of Education, and California Department of
Education by December 15 of each year.
Pursuant to AB 1137, HTH-LA will provide any necessary financial statements to LAUSD, the
Los Angeles County Office of Education (LACOE), and California Department of Education.
Additionally, the following reports will be submitted to LAUSD, in the required format and
within timelines to be specified by LAUSD each year:
Provisional Budget – Spring prior to the operating fiscal year
Final Budget – August of the budget fiscal year
First Interim Projections – November of operating fiscal year
Second Interim Projections – February of operating fiscal year
Unaudited Actuals – July following the end of the fiscal year
Audited Actuals – November following the end of the fiscal year
Classification Report – monthly the Monday after close of the last day of the school month
Statistical Report – monthly the Friday after the last day of the school month
P1 Report - first week of January
P2 Report - first week of April
Calendar and Bell Schedule – annually by November
Other reports as requested by the District
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District Oversight Costs
The District may charge for the actual costs of supervisorial oversight of the Charter
School not to exceed 1% of the charter school‘s revenue, or the District may charge for
the actual costs of supervisorial oversight of the Charter School not to exceed 3% if the
Charter School is able to obtain substantially rent free facilities from the District. .
Notwithstanding the foregoing, the District may charge the maximum supervisorial
oversight fee allow under the law as it may change from time to time.
―All certificated and classified employees will be employees of HTH-LA.
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Element 10: Student Suspension and Expulsion Procedures
This Pupil Suspension and Expulsion Policy has been established in order to promote learning and
protect the safety and well being of all students at High Tech High-Los Angeles (―HTH-LA‖).
When the policy is violated, it may be necessary to suspend or expel a student from regular
classroom instruction. This policy shall serve as HTH-LA‘s policy and procedures for student
suspension and expulsion, and it may be amended from time to time without the need to amend the
charter so long as the amendments comport with legal requirements.
Certificated and classified staff shall enforce disciplinary rules and procedures fairly and
consistently among all students. This Policy and its Procedures will clearly describe discipline
expectations, and it will be printed and distributed as part of the Student & Parent Information
Packet which is sent to each student at the beginning of the school year.
Discipline includes but is not limited to advising and counseling students, conferring with
parents/guardians, detention during and after school hours, suspension and expulsion.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal
punishment includes the willful infliction of or willfully causing the infliction of physical pain on
a student. For purposes of the Policy, corporal punishment does not include an employee‘s use
of force that is reasonable and necessary to protect the employee, students, staff or other persons
or to prevent damage to school property.
The HTH-LA administration shall ensure that students and their parents/guardians are notified in
writing upon enrollment of all discipline policies and procedures. The notice shall state that
these Policy and Administrative Procedures are available on request at the Principal‘s office.
The HTH-LA Discipline Committee will be made up of the principal, counselor, the president of
the parent organization, the student body president, and a member of the HTH-LA Board.
―The HTH-LA Discipline Committee will serve in an advisory role to the HTH-LA Board by
periodically reviewing disciplinary policies and providing recommendations to the Board.‖
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom HTH-LA has a basis of
knowledge of a suspected disability pursuant to the Individuals with Disabilities Education
Improvement Act of 2004 (―IDEIA‖) or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 (―Section 504‖) is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to regular education
students except when federal and state law mandates additional or different procedures. HTH-
LA will follow all applicable federal and state laws when imposing any form of discipline on a
student identified as an individual with disabilities or for whom HTH-LA has a basis of
knowledge of a suspected disability or who is otherwise qualified for such services or protections
in according due process to such students.
A. Grounds for Suspension and Expulsion of Students
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A student may be suspended or expelled for prohibited misconduct if the act is related to school
activity or school attendance occurring anytime including but not limited to any of the following:
a) while on school grounds; b) while going to or coming from school; c) during the lunch period,
whether on or off the school campus; d) during, going to, or coming from a school-sponsored
activity.
B. Enumerated Offenses
Students may be suspended or expelled for any of the following acts when it is
determined the pupil:
1. Caused, attempted to cause, or threatened to cause physical injury to another person or
willfully used force of violence upon the person of another, except in self-defense.
2. Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
obtained written permission to possess the item from a certificated school employee, with
the Principal or designee‘s concurrence.
3. Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of
any controlled substance, as defined in Health and Safety Code 11053-11058, alcoholic
beverage, or intoxicant of any kind.
4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in
Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and
then sold, delivered or otherwise furnished to any person another liquid substance or
material and represented same as controlled substance, alcoholic beverage or intoxicant.
5. Committed or attempted to commit robbery or extortion.
6. Caused or attempted to cause damage to school property or private property.
7. Stole or attempted to steal school property or private property.
8. Possessed or used tobacco or any products containing tobacco or nicotine products,
including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel.
9. Committed an obscene act or engaged in habitual profanity or vulgarity.
10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug
paraphernalia, as defined in Health and Safety Code 11014.5.
11. Disrupted school activities or otherwise willfully defied the valid authority of
supervisors, teachers, administrators, other school officials, or other school personnel
engaged in the performance of their duties.
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12. Knowingly received stolen school property or private property.
13. Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar
in physical properties to an existing firearm as to lead a reasonable person to conclude
that the replica is a firearm.
14. Committed or attempted to commit a sexual assault as defined in Penal code 261, 266c,
286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.
15. Harassed, threatened, or intimidated a student who is a complaining witness or witness in
a school disciplinary proceeding for the purpose of preventing that student from being a
witness and/or retaliating against that student for being a witness.
16. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug
Soma.
17. Engaged in or attempted to engage in hazing of another.
18. Aiding or abetting as defined in Section 31 of the Penal Code, the infliction or attempted
infliction of physical injury to another person.
19. Made terrorist threats against school officials and/or school property.
20. Committed sexual harassment.
21. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence.
22. Intentionally harassed, threatened or intimidated a student or group of students to the
extent of having the actual and reasonably expected effect of materially disrupting class
work, creating substantial disorder and invading student rights by creating an intimidating
or hostile educational environment.
23. Violation of the Federal Gun Free Schools Act, as defined in Section 7151 of Title 20 of
the United States Code.
Alternatives to suspension or expulsion will first be attempted with students who are
truant, tardy, or otherwise absent from assigned school activities.
C. Suspension Procedure
Suspensions shall be initiated according to the following procedures:
1. Conference
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Suspension shall be preceded, if possible, by a conference conducted by the Principal or
the Principal‘s designee with the student and his or her parent and, whenever practical,
the teacher, supervisor or school employee who referred the student to the Principal. The
conference may be omitted if the Principal or designee determines that an emergency
situation exists. An ―emergency situation‖ involves a clear and present danger to the
lives, safety or health of students or school personnel. If a student is suspended without
this conference, both the parent/guardian and student shall be notified of the student‘s
right to return to school for the purpose of a conference.
At the conference, the pupil shall be informed of the reason for the disciplinary action
and the evidence against him or her and shall be given the opportunity to present his or
her version and evidence in his or her defense.
This conference shall be held within two school days, unless the pupil waives this right or
is physically unable to attend for any reason including, but not limited to, incarceration or
hospitalization.
No penalties may be imposed on a pupil for failure of the pupil‘s parent or guardian to
attend a conference with school officials. Reinstatement of the suspended pupil shall not
be contingent upon attendance by the pupil‘s parent or guardian at the conference.
2. Notice to Parents/Guardians
At the time of suspension, the Principal or designee shall make a reasonable effort to
contact the parent/guardian by telephone or in person. Whenever a student is suspended,
the parent/guardian shall be notified in writing of the suspension and the date of return
following suspension. This notice shall state the specific offense committed by the
student. In addition, the notice may also state the date and time when the student may
return to school. If school officials wish to ask the parent/guardian to confer regarding
matters pertinent to the suspension, the notice may request that the parent/guardian
respond to such requests without delay.
3. Suspension Time Limits/Recommendation for Placement/Expulsion
Suspensions, when not including a recommendation for expulsion, shall not exceed
five (5) consecutive school days per suspension. Except for students whose
suspension has been extended pending an expulsion hearing, as described below, the
total number of days for which a pupil may be suspended from school shall not
exceed 20 school days in any school year.
Upon a recommendation of Placement/Expulsion by the Principal or Principal‘s
designee, the pupil and the pupil‘s guardian or representative will be invited to a
conference to determine if the suspension for the pupil should be extended pending an
expulsion hearing. This determination will be made by the Principal or designee
upon either of the following determinations: 1) the pupil‘s presence will be disruptive
to the education process; or 2) the pupil poses a threat or danger to others. Upon
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either determination, the pupil‘s suspension will be extended pending the results of an
expulsion hearing.
4. The teacher of any class from which a pupil is suspended may require the suspended
pupil to complete any assignments and tests missed during the suspension.
D. Students With Disabilities
A pupil identified as an individual with disabilities or for whom
the Charter School has a basis of knowledge of a suspected disability pursuant to the
Individuals with Disabilities Education Improvement Act (―IDEIA‖) or who is qualified for
services under Section 504 of the Rehabilitation Act of 1973 (―Section 504‖) is subject to the
same grounds for disciplinary action, including suspension and expulsion, and is accorded
the same due process procedures applicable to regular education pupils except when federal
and state law mandates additional or different procedures. the Charter School will follow the
IDEIA, Section 504, and all applicable federal and state laws when imposing any form of
discipline on a pupil identified as an individual with disabilities or for whom the Charter
School has a basis of knowledge of a suspected disability or who is otherwise qualified for
such services or protections in according due process to such pupils. The following
procedures shall be followed when a student with a disability is considered for suspension or
expulsion. These procedures will be updated if there is a change in the law.
1. NOTIFICATION OF DISTRICT
The Charter School shall immediately notify the District and coordinate the procedures in this
policy with the District procedures for the discipline of any student with a disability or student
who the Charter School or District would be deemed to have knowledge that the student had a
disability.
2. SERVICES DURING SUSPENSION
Students suspended for more than ten (10) school days in a school year shall continue to receive
services so as to enable the student to continue to participate in the general education curriculum,
although in another setting, and to progress toward meeting the goals set out in the child's IEP;
and receive, as appropriate, a functional behavioral assessment or functional analysis, and
behavioral intervention services and modifications, that are designed to address the behavior
violation so that it does not recur. Theses services may be provided in an interim alterative
educational setting.
3. PROCEDURAL SAFEGUARDS/MANIFESTATION DETERMINATION
Within ten (10) school days of a recommendation for expulsion or any decision to change the
placement of a child with a disability because of a violation of a code of student conduct, the
Charter School, the parent, and relevant members of the IEP Team shall review all relevant
information in the student's file, including the child's IEP, any teacher observations, and any
relevant information provided by the parents to determine:
1. If the conduct in question was caused by, or had a direct and substantial
relationship to, the child's disability; or
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2. If the conduct in question was the direct result of the local educational agency's
failure to implement the IEP.
If the Charter School, the parent, and relevant members of the IEP Team determine that either of
the above is applicable for the child, the conduct shall be determined to be a manifestation of the
child's disability.
If the Charter School, the parent, and relevant members of the IEP Team make the determination
that the conduct was a manifestation of the child's disability, the IEP Team shall:
1. Conduct a functional behavioral assessment or a functional analysis assessment,
and implement a behavioral intervention plan for such child, provided that the
Charter School had not conducted such assessment prior to such determination
before the behavior that resulted in a change in placement;
2. If a behavioral intervention plan has been developed, review the behavioral
intervention plan if the child already has such a behavioral intervention plan, and
modify it, as necessary, to address the behavior; and
3. Return the child to the placement from which the child was removed, unless the
parent and the Charter School agree to a change of placement as part of the
modification of the behavioral intervention plan.
If the Charter School, the parent, and relevant members of the IEP team determine that the
behavior was not a manifestation of the student‘s disability and that the conduct in question was
not a result of the failure to implement the IEP, then the Charter School may apply the relevant
disciplinary procedures to children with disabilities in the same manner and for the same duration
as the procedures would be applied to students without disabilities.
4. DUE PROCESS APPEALS
The parent of a child with a disability who disagrees with any decision regarding placement, or
the manifestation determination, or the Charter School believes that maintaining the current
placement of the child is substantially likely to result in injury to the child or to others, may
request an expedited administrative hearing through the Special Education Unit of the Office of
Administrative Hearings.
When an appeal relating to the placement of the student or the manifestation determination has
been requested by either the parent or the Charter school, the student shall remain in the interim
alternative educational setting pending the decision of the hearing officer or until the expiration of
the forty-five (45) day time period provided for in an interim alternative educational setting,
whichever occurs first, unless the parent and the Charter School agree otherwise.
5. SPECIAL CIRCUMSTANCES
Charter School personnel may consider any unique circumstances on a case-by-case basis when
determining whether to order a change in placement for a child with a disability who violates a
code of student conduct.
The Principal or designee may remove a student to an interim alternative educational setting for
not more than forty-five (45) days without regard to whether the behavior is determined to be a
manifestation of the student‘s disability in cases where a student:
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1. Carries or possesses a weapon, as defined in 18 USC 930, to or at school, on
school premises, or to or at a school function;
2. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a
controlled substance, while at school, on school premises, or at a school function; or
3. Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a
person while at school, on school premises, or at a school function.
6. INTERIM ALTERNATIVE EDUCATIONAL SETTING
The student's interim alternative educational setting shall be determined by the student's IEP
team.
7. PROCEDURES FOR STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION
SERVICES
A student who has not been identified as an individual with disabilities pursuant to IDEIA and
who has violated the district's disciplinary procedures may assert the procedural safeguards
granted under this administrative regulation only if the Charter School had knowledge that the
student was disabled before the behavior occurred.
The Charter School shall be deemed to have knowledge that the student had a disability if one of
the following conditions exists:
1. The parent/guardian has expressed concern in writing, or orally if the
parent/guardian does not know how to write or has a disability that prevents a
written statement, to Charter School supervisory or administrative personnel, or
to one of the child‘s teachers, that the student is in need of special education or
related services.
2. The parent has requested an evaluation of the child.
3. The child‘s teacher, or other Charter School personnel, has expressed specific
concerns about a pattern of behavior demonstrated by the child, directly to the
director of special education or to other Charter School supervisory personnel.
If the Charter School knew or should have known the student had a disability under any of the
three (3) circumstances described above, the student may assert any of the protections available to
IDEIA-eligible children with disabilities, including the right to stay-put.
If the Charter School had no basis for knowledge of the student‘s disability, it shall proceed with
the proposed discipline. The Charter School shall conduct an expedited evaluation if requested
by the parents; however the student shall remain in the education placement determined by the
Charter School pending the results of the evaluation.
The Charter School shall not be deemed to have knowledge of that the student had a disability if
the parent has not allowed an evaluation, refused services, or if the student has been evaluated
and determined to not be eligible.
E. Authority to Expel
A student may be expelled either by the HTH-LA Governing Board following a hearing before it
or by the HTH-LA Governing Board upon the recommendation of an Administrative Panel to be
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assigned by the HTH-LA Governing Board as needed. The Administrative Panel should consist
of at least three members who are certificated and neither a teacher of the pupil or a Council
member of the HTH-LA‘s Governing Board. The Administrative Panel may recommend
expulsion of any student found to have committed an expellable offense.
Except as provided below, the Principal shall recommend the expulsion of a pupil for any of the
following acts committed at school or at a school activity off school grounds, unless the Principal
finds that expulsion is inappropriate, due to the particular circumstance:
(1) Causing serious physical injury to another person, except in self-defense.
(2) Possession of any knife or other dangerous object of no reasonable use to the
pupil.
(3) Unlawful possession of any controlled substance listed in Chapter 2
(commencing with Section 11053) of Division 10 of the Health and Safety
Code, except for the first offense for the possession of not more than one
avoirdupois ounce of marijuana, other than concentrated cannabis.
(4) Robbery or extortion.
(5) Assault or battery, as defined in Sections 240 and 242 of the Penal Code,
upon any school employee.
The Principal shall immediately suspend and shall recommend expulsion of a pupil that he or she
determines has committed any of the following acts at school or at a school activity off school
grounds:
(1) Possessing, selling, or otherwise furnishing a firearm. This subdivision does
not apply to an act of possessing a firearm if the pupil had obtained prior written
permission to possess the firearm from a certificated school employee, which is
concurred in by the principal or the designee of the principal. This subdivision
applies to an act of possessing a firearm only if the possession is verified by an
employee of a school district.
(2) Brandishing a knife at another person.
(3) Unlawfully selling a controlled substance listed in Chapter 2 (commencing
with Section 11053) of Division 10 of the Health and Safety Code.
(4) Committing or attempting to commit a sexual assault as defined in subdivision
(n) of Section 48900 or committing a sexual battery as defined in subdivision (n)
of Section 48900.
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(5) Possession of an explosive.
The Principal shall use his or her discretion in recommending expulsion for all other enumerated
offenses listed above in Section B and shall take into consideration whether other means of
correction are feasible or if they have repeatedly failed to bring proper conduct, as well as
whether the presence of the student causes a continuing danger to the safety of other pupils due
to the nature of the act.
F. Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the
student should be expelled. Unless postponed for good cause, the hearing shall be held
within thirty (30) school days after the Principal or designee determines that the Pupil has
committed an expellable offense.
―The teacher of any class from which a pupil is expelled may assign class assignments
and tests to the expelled pupil after the student was expelled.‖
In the event an administrative panel hears the case, it will make a recommendation to the
HTH-LA Governing Board for a final decision whether to expel. The hearing shall be
held in closed session unless the pupil makes a written request for a public hearing three
(3) days prior to the hearing.
Written notice of the hearing shall be forwarded to the student and the student‘s
parent/guardian at least ten (10) calendar days before the date of the hearing. Upon
mailing the notice, it shall be deemed served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;
2. A statement of specific facts, charges and offenses upon which the proposed
expulsion is based;
3. A copy of HTH-LA‘s disciplinary rules which relate to the alleged violation;
4. Notification of the student‘s or parent/guardian‘s obligation to provide information
about the student‘s status at the school to any other school district or school to which
the student seeks enrollment;
5. The opportunity for the student or the student‘s parent/guardian to appear in person or
to employ and be represented by counsel or a non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be used at the hearing;
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7. The opportunity to confront and question all witnesses who testify at the hearing;
8. The opportunity to question all evidence presented and to present oral and
documentary evidence on the student‘s behalf including witnesses.
G. Special procedures for Expulsion Hearings Involving Sexual Assault or Battery Offences
HTH-LA may, upon finding a good cause, determine that the disclosure of either the identity
of the witness or the testimony of that witness at the hearing, or both, would subject the
witness to an unreasonable risk of psychological or physical harm. Upon this determination,
the testimony of the witness may be presented at the hearing in the form of sworn
declarations which shall be examined only by the HTH-LA Governing Board, administrative
panel, or the hearing officer. Copies of these sworn declarations, edited to delete the name
and identity of the witness, shall be made available to the pupil.
1. The complaining witness in any sexual assault or battery case must be provided with
a copy of the applicable disciplinary rules and advised of his/her right to (a) receive
five days notice of his/her scheduled testimony, (b) have up to two (2) adult support
persons of his/her choosing present in the hearing at the time he/she testifies, which
may include a parent, guardian, or legal counsel, and (c) elect to have the hearing
closed while testifying.
2. HTH-LA must also provide the victim a room separate from the hearing room for the
complaining witness‘ use prior to and during breaks in testimony.
3. At the discretion of the person or panel conducting the hearing, the complaining
witness shall be allowed periods of relief from examination and cross-examination
during which he or she may leave the hearing room.
4. The person conducting the expulsion hearing may also arrange the seating within the
hearing room to facilitate a less intimidating environment for the complaining
witness.
5. The person conducting the expulsion hearing may also limit time for taking the
testimony of the complaining witness to the hours he/she is normally in school, if
there is no good cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished
that the hearing is confidential. Nothing in the law precludes the person presiding
over the hearing from removing a support person whom the presiding person finds is
disrupting the hearing. The person conducting the hearing may permit any one of the
support persons for the complaining witness to accompany him or her to the witness
stand.
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7. If one or both of the support persons is also a witness, HTH-LA must present
evidence that the witness‘ presence is both desired by the witness and will be helpful
to HTH-LA. The person presiding over the hearing shall permit the witness to stay
unless it is established that there is a substantial risk that the testimony of the
complaining witness would be influenced by the support person, in which case the
presiding official shall admonish the support person or persons not to prompt, sway,
or influence the witness in any way. Nothing shall preclude the presiding officer
from exercising his or her discretion to remove a person from the hearing whom he or
she believes is prompting, swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the
courtroom during that testimony.
9. Especially for charges involving sexual assault or battery, if the hearing is to be
conducted in the public at the request of the pupil being expelled, the complaining
witness shall have the right to have his/her testimony heard in a closed session when
testifying at a public meeting would threaten serious psychological harm to the
complaining witness and there are not alternative procedures to avoid the threatened
harm. The alternative procedures may include videotaped depositions or
contemporaneous examination in another place communicated to the hearing by
means of closed-circuit television.
10. Evidence of specific instances of a complaining witness‘ prior sexual conduct is
presumed inadmissible and shall not be heard absent a determination by the person
conducting the hearing that extraordinary circumstances exist requiring the evidence
be heard. Before such a determination regarding extraordinary circumstances can be
made, the witness shall be provided notice and an opportunity to present opposition to
the introduction of the evidence. In the hearing on the admissibility of the evidence,
the complaining witness shall be entitled to be represented by a parent, legal counsel,
or other support person. Reputation or opinion evidence regarding the sexual
behavior of the complaining witness is not admissible for any purpose.
H. Record of Hearing
A record of the hearing shall be made and may be maintained by any means, including
electronic recording, as long as a reasonably accurate and complete written transcription of
the proceedings can be made.
I. Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be
admitted and used as proof only if it is the kind of evidence on which reasonable persons
can rely in the conduct of serious affairs. A recommendation by the Administrative
Panel to expel must be supported by substantial evidence that the student committed an
expellable offense.
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Findings of fact shall be based solely on the evidence at the hearing. While hearsay
evidence is admissible, no decision to expel shall be based solely on hearsay and sworn
declarations may be admitted as testimony from witnesses of whom the HTH-LA
Governing Board, Panel or designee determines that disclosure of their identity or
testimony at the hearing may subject them to an unreasonable risk of physical or
psychological harm.
If, due to a written request by the accused pupil, the hearing is held at a public meeting,
and the charge is committing or attempting to commit a sexual assault or committing a
sexual battery as defined in Education Code Section 48900, a complaining witness shall
have the right to have his or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the form of written findings of fact
and a written recommendation to the HTH-LA Governing Board who will make a final
determination regarding the expulsion. The final decision by the HTH-LA Governing
Board shall be made within ten (10) school days following the conclusion of the hearing.
The Decision of the HTH-LA Governing Board is final.
If the expulsion hearing panel decides not to recommend expulsion, the pupil shall
immediately be returned to his/her educational program.
J. Written Notice to Expel
The Principal or designee following a decision of the HTH-LA Governing Board to expel
shall send written notice of the decision to expel, including the HTH-LA Governing Board‘s
adopted findings of fact, to the student or parent/guardian. This notice shall also include the
following:
1. Notice of the specific offense committed by the student.
2. Notice of the student‘s or parent/guardian‘s obligation to inform any new district in
which the student seeks to enroll of the student‘s status with the HTH-LA.
3. The reinstatement eligibility review date.
4. A rehabilitation plan.
5. The type of educational placement during the period of expulsion.
―6. Written notice of appeal procedures and protocol‖
The Principal or designee shall send a copy of the written notice of the decision to expel
to the student‘s district of residence. This notice shall include the following:
1. The student‘s name
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2. The specific expellable offense committed by the student
K. Disciplinary Records
HTH-LA shall maintain records of all student suspensions and expulsions at the Charter
School. Such records shall be made available to the District upon request. Outcome data
shall be maintained and be made available to the district. This data shall include:
1. Suspensions
2. Expulsions and expulsion placements
3. Reinstatements
4. Out of District Expellees
L. Right to Appeal
If a pupil is expelled from HTH-LA (―School‖), the pupil or the pupil's parent or guardian may,
within 30 calendar days following the decision of the governing board to expel, file a written
appeal, requesting the Board of Directors (―Board‖), to reconsider the expulsion determination.
If appealed, the Board shall appoint an impartial appeals panel (―Panel‖), consisting of at least
three (3) certificated individuals, all of whom shall have served on an administrative panel or
board which has considered expulsion decisions previously. No member of the Panel may have
been involved in the current case, as a teacher of the student or as an administrator or board
member who considered the original expulsion.
The Panel shall hold a hearing within twenty (20) schooldays following the filing of a formal
request under this section. The Panel shall render a recommendation to the Board within three (3)
schooldays of the hearing. The Panel‘s recommendation shall be forwarded to the Board, who
can either adopt the recommendation of the Panel or direct that a new hearing be held. The
decision of the Board shall be final.
The period within which an appeal is to be filed shall be determined from the date the Board
votes to expel even if enforcement of the expulsion action is suspended and the pupil is placed
on probation. A pupil who fails to appeal the original action of the Board within the prescribed
time may not subsequently appeal a decision of the Board to revoke probation and impose the
original order of expulsion.
The Board may adopt further rules and regulations establishing procedures for expulsion appeals
conducted so long as they are consistent with this section. The adopted rules and regulations
shall include, but need not be limited to, the requirements for filing a notice of appeal, the setting
of a hearing date, the furnishing of notice to the pupil regarding the appeal, the furnishing of a
copy of the expulsion hearing, procedures for the conduct of the hearing, and the preservation of
the record of the appeal.
The pupil shall submit a written request for a copy of the written transcripts and supporting
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documents from the School simultaneously with the filing of the notice of appeal. The School
shall provide the pupil with the transcriptions, supporting documents, and records within 10
schooldays following the pupil's written request, unless impracticable.
Closed session
The Panel shall hear an appeal of an expulsion order in closed session. During closed session, if
the Appeals Panel admits any representative of the pupil or the School, the Panel shall, at the
same time, admit representatives from the opposing party.
Evidence admissible at hearing
The Panel shall determine the appeal from a pupil expulsion upon the record of the hearing
before the Board, together with such applicable documentation or regulations as may be ordered.
No evidence other than that contained in the record of the proceedings of the Board may be
heard.
Scope of review
The review by the Panel of the decision of the Board shall be limited to the following questions:
(1) Whether the Board acted without or in excess of its jurisdiction.
(2) Whether there was a fair hearing before the Board.
(3) Whether there was a prejudicial abuse of discretion in the hearing.
(4) Whether there is relevant and material evidence which, in the exercise of
reasonable diligence, could not have been produced or which was improperly
excluded at the hearing before the Board.
A Panel may not recommend reversing the decision of the Board to expel a pupil based upon a
finding of an abuse of discretion unless the Panel also determines that the abuse of discretion was
prejudicial.
Decision of the Appeal Panel
The decision of the Panel shall be limited as follows:
(a) If the Panel finds that relevant and material evidence exists which, in the exercise of
reasonable diligence, could not have been produced or which was improperly excluded at
the hearing before the governing board, it may recommend that the Board reconsider the
matter and may in addition recommend the pupil reinstated pending the reconsideration.
(b) In all other cases, the Panel shall enter a recommendation either affirming or reversing
the decision of the Board. The recommendation of the Appeals Panel shall be forwarded
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to the Board, who shall consider the recommendation at the next meeting.
M. Expelled Pupils/Alternative Education
The Charter School shall assist pupils who are expelled in identifying alternative education
programs including, but not limited to, programs within the County or their school district of
residence.
The Charter School shall work with the special education division at LAUSD and LACOE to
identify an appropriate education placement for students with disabilities who are expelled.
Rehabilitation Plans
Pupils who are expelled from the charter school shall be given a rehabilitation plan upon
expulsion as developed by the charter school‘s governing board at the time of the expulsion
order, which may include, but is not limited to, periodic review as well as assessment at the time
of review for readmission. The rehabilitation plan should include a date not later than one year
from the date of expulsion when the pupil may reapply to the charter school for readmission.
Readmission of a Pupil Expelled from HTH-LA
The decision to readmit a pupil expelled pupil from HTH-LA shall be in the sole discretion of
the charter school‘s governing board and the pupil and guardian or representative, to determine
whether the pupil has successfully completed the rehabilitation plan and to determine whether
the pupil poses a threat to others or will be disruptive to the school environment. Upon the
application of a pupil to be readmitted to HTH-LA, the Principal shall hold a meeting with the
pupil and guardian or representative to determine whether the pupil has successfully completed
the rehabilitation plan and to determine whether the pupil poses a threat to others or will be
disruptive to the school environment. The Principal shall make a recommendation to the
governing board following the meeting regarding his or her determination. The pupil‘s
readmission is also contingent upon the capacity of the charter school at the time the pupil seeks
readmission. The decision to readmit a pupil shall be in the sole discretion of the Board
following a meeting with the Principal and the pupil and guardian or representative to determine
whether the pupil has successfully completed the rehabilitation plan and to determine whether
the pupil poses a threat to others or will be disruptive to the school environment. The Principal
shall make a recommendation to the Board following the meeting regarding his or her
determination. The pupil's readmission is also contingent upon the School's capacity at the time
the student seeks readmission.
If the pupil is not readmitted, the pupil shall be sent written notice including specific reasons
for why reinstatement was denied and shall be given a new eligibility review date.
Admission of a Pupil Previous Expelled from a School District or another Charter School
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The decision to admit a pupil previously expelled pupil from another school district or charter
school shall be in the sole discretion of the charter school‘s governing board and the pupil and
guardian or representative, to determine whether the pupil has successfully completed the
rehabilitation plan and to determine whether the pupil poses a threat to others or will be
disruptive to the school environment. The Principal shall obtain the rehabilitation plan from the
expelling district or charter school. The Principal shall hold a meeting with the pupil and
guardian or representative to determine whether the pupil has successfully completed the
rehabilitation plan and to determine whether the pupil poses a threat to others or will be
disruptive to the school environment. The Principal shall make a recommendation to the
governing board following the meeting regarding his or her determination. The pupil‘s
admission is also contingent upon the capacity of the charter school at the time the pupil seeks
readmission.
Special Education Discipline Language for Charter Petitions
In the case of a special education student, or a student who receives 504 accommodations, the
charter will ensure that it makes the necessary adjustments to comply with the mandates of State
and federal laws, including the IDEA and Section 504 of the Rehabilitation Plan of 1973,
regarding the discipline of students with disabilities. Prior to recommending expulsion for a
Section 504 student or special education student, the charter administrator will convene a review
committee to determine whether the student‘s misconduct was a manifestation of his or her
disability; whether the student was appropriately placed and receiving the appropriate services at
the time of the misconduct; and/or whether behavior intervention strategies were in effect and
consistent with the student‘s IEP or 504 Plan. If it is determined that the student‘s misconduct
was not a manifestation of his or her disability, that the student was appropriately placed and was
receiving appropriate services at the time of the misconduct, and that the behavior intervention
strategies were in effect and consistent with the students IEP, the student may be expelled.
Element 11: Retirement Programs
Work Basis
HTH-LA will comply with all the regulations pursuant to California Labor Code 233.
Employee hours per week and salaries will be based on individual contracts. The HTH-LA
Board and Principal will determine the employee calendars, work weeks, and work day
schedules by April of each school year for the subsequent school year.
HTH-LA will contract with outside agencies for all other facility-related needs, including air
filter technician, gardening, landscaping, and pest management.
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Benefits
The HTH-LA Board and Principal will determine the School policy for release and bereavement
days for employees by April of each school year for the subsequent school year.
All employees will earn paid legal holidays not less than currently offered by LAUSD for a work
year of comparable length.
Mandatory benefits, such as workers compensation, unemployment insurance, Medicare, and
social security (for non-STRS members) will be provided by HTH-LA. Life, health, dental,
vision, and related benefits will also be provided to all full-time employees at the cost of the
school
Retirement
I) STRS
All full-time certificated employees who are eligible will participate in the State Teachers
Retirement System (STRS). Employees will contribute the required percentage, and HTH-LA
will contribute the employer‘s portion (currently 8.25%) required by STRS. All withholdings
from employees and the charter school will be forwarded to the STRS Fund as required. HTH–
LA will submit all retirement data through LACOE and will comply with all policies and
procedures for payroll reporting. Employees will accumulate service credit years in the same
manner as all other members of STRS. HTH-LA accepts and understands obligations to comply
with Sections 47611 (STRS) of the Education Code.
II) PERS
All HTH-LA classified employees who are eligible will participate in the Public Employees
Retirement System (PERS). Employees will contribute the required percentage as designated by
PERS, and HTH-LA will contribute the employer‘s portion as required by PERS. All
withholdings from employees and the charter school will be forwarded to the PERS Fund as
required. Employees will accumulate service credit years in the same manner as all other
members of PERS. Social Security payments will be contributed for all qualifying PERS
members.
III) PARS and Others
HTH-LA will participate in the Public Agency Retirement System for non-PERS/STRS eligible
part-time employees.
Social Security payments will be contributed for all qualifying non-STRS members. All full-time
eligible employees will be covered by the Federal Social Security program. ―The principal will
be responsible for ensuring that appropriate arrangements for the retirement coverage have been
made by contracting with ExED as its Business and Operations Management service provider‖.
The HTH-LA Board of Directors retains the option to consider any other public or private
retirement plans and to coordinate such participation with existing programs, as it deems
appropriate.
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Element 12: Public School Attendance Alternatives
HTH-LA is a school of choice that is open to anyone in the State of California. Those students
who choose not to attend HTH-LA (but who live within the LAUSD attendance area) will have
the right to attend any other school in the attendance area served by LAUSD in keeping with
existing enrollment policies of the district. Alternatives to HTH-LA for these students living
within the LAUSD attendance area will be the same as those offered to all other students
currently residing in the district. The parent or guardian of each student enrolled in the charter
school shall be informed that the students have no right to admission in a particular school of any
local education agency (or program of any local education agency) as a consequence of
enrollment in the charter school, except to the extent that such right is extended by the local
education agency. The governing board of a school district shall not require any pupil enrolled in
the school district to attend a charter school.
―The public school attendance alternatives for pupils residing within the school district that
choose not to attend charter schools.‖ Ed. Code § 47605 (b)(5)(L)‖
The address of the Charter school is: 17111 Victory Blvd, Lake Balboa, CA 91406
The phone number of the Charter school is. 818-609-2640
The contact person for the Charter school is Marsha Rybin.
The number of rooms at the charter school is 18.
The grade configuration is 9-12.
The number of students in the first year will be 320.
The grade level(s) of the students the first year will be 9-12.
The opening date of the charter school is August 11, 2008.
The admission requirements include: HTH-LA will accept any student if there is an opening at
the school.
According to the California Education code, participation in a public random drawing is required
if the amount of pupils that wish to attend HTH-LA exceed the enrollment limit. HTH-LA will
not enroll pupils over 19 years of age unless continuously enrolled in public school and making
satisfactory progress toward high school diploma requirements and are not more than 22 years of
age.
The operational capacity will be 320.
The instructional calendar will be: August 11, 2008 to May 29, 2009, 190 instructional days
The bell schedule for the charter school will be: 8:45 am – 3:50 pm
If space is available, traveling students will have the option to attend.
Pupils who choose not to attend HTH-LA may choose to attend other public schools in their
district of residence or pursue an interdistrict-transfer in accordance with existing enrollment and
transfer policies of the district.
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Element 13: Rights of District Employees
Job applicants for positions at HTH-LA will be considered through an open process, and if hired,
will enter into a contractual agreement with the school. Any District union employee who is
offered employment and chooses to work at HTH-LA will not be covered by the District
collective bargaining agreement, although HTH-LA may extend the same protections and
benefits in individual employee contracts.
Employees of the District who choose to leave the employment of the District to work in the
Charter School shall have no automatic rights of return to the District after employment at the
Charter School unless specifically granted by the District through a leave of absence or other
agreement or policy of the District as aligned with the collective bargaining agreements of the
District. All provisions pertaining to leave and return rights for District union employees will be
granted to certificated and classified employees in accordance with current collective bargaining
agreements.
Former District employees must consult with the District to determine their eligibility for leave.
UTLA represented employees who choose to work at a conversion Charter School are governed
by Article XII-B, Section 5.0 Charter School Leave, which allows a permanent or probationary
teacher to take a leave for up to a maximum of five consecutive school years commencing with
the employee‘s initial assignment at the Charter School.
Leave for classified employees and Teacher Assistants shall be for a minimum of one year. The
leave shall be extended upon request of the employee; however the total period of leave shall not
exceed the duration of the charter.
Unless the employees elect to be represented by an organization for bargaining purposes, all
employees will be individually contracted, maintaining ―total compensation‖ competitive with
the District‘s compensation. The individual contract will address, among other issues, salary,
health and welfare benefits, work schedules and responsibilities, accountability measurements,
and standards for performance evaluations.
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Element 14: Dispute Resolution
The intent of this dispute resolution process is to:
Resolve disputes within HTH-LA pursuant to the school's policies.
Minimize the oversight burden on LAUSD.
Ensure a fair and timely resolution to disputes.
Frame a charter renewal process and timeline so as to avoid disputes regarding renewal
matters.
Disputes Arising Within HTH-LA
Disputes arising from within HTH-LA, including all disputes among and between students, staff,
parents, volunteers, advisors, partner organizations, and governing board members of the school,
will be resolved pursuant to policies and processes developed by the school―See Element 4,
Grievance Procedures for handling internal complaints‖.
.
LAUSD will not intervene in any such internal disputes without the consent of the board of
HTH-LA, and will refer any complaints or reports regarding such disputes to the board or
director of HTH-LA for resolution pursuant to the school's policies. LAUSD agrees not to
intervene or become involved in the dispute unless the dispute has given the district reasonable
cause to believe that a violation of this charter or related laws or agreements has occurred, or
unless the board of HTH-LA has requested LAUSD to intervene in the dispute.
Disputes between HTH-LA and LAUSD
The staff and governing board members of HTH-LA and LAUSD agree to attempt to resolve all
disputes regarding this charter pursuant to the terms of this section. Both will refrain from public
commentary regarding any disputes until the matter has progressed through the dispute
resolution process.
Any controversy or claim arising out of or relating to the charter agreement between the District
and HTH-LA, except any controversy or claim that in any way related to revocation of this
charter, shall be handled first through an informal process in accordance with the procedures set
forth below.
(1) Any controversy or claim arising out of or relating to the charter agreement, except any
controversy or claim that in any way related to revocation of this charter, must be put in writing
(―Written Notification‖). The Written Notification must identify the nature of the dispute and
any supporting facts. The Written Notification may be tendered by personal delivery, by
facsimile, or by certified mail. The Written Notification shall be deemed received (a) if
personally delivered, upon date of delivery to the address of the person to receive such notice if
delivered by 5:00 PM or otherwise on the business day following personal delivery; (b) if by
facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after
deposit in the U.S. Mail. All written notices shall be addressed as follows:
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To Charter School: Marsha Rybin
High Tech High--Los Angeles
17111 Victory Blvd
Lake Balboa, California 91406
To Director of Charter Schools: Director of Charter Schools
Los Angeles Unified School District
333 South Beaudry Avenue, 20th Floor
Los Angeles, California 90017
(2) A written response (―Written Response‖) shall be tendered to the other party within twenty
(20) business days from the date of receipt of the Written Notification. The parties agree to
schedule a conference to discuss the claim or controversy (―Issue Conference‖). The Issue
Conference shall take place within fifteen (15) business days from the date the Written Response
is received by the other party. The Written Response may be tendered by personal delivery, by
facsimile, or by certified mail. The Written Response shall be deemed received (a) if personally
delivered, upon date of delivery to the address of the person to receive such notice if delivered by
5:00p.m., or otherwise on the business day following personal delivery; (b) if by facsimile, upon
electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the
U.S. Mail.
(3) If the controversy, claim, or dispute cannot be resolved by mutual agreement at the Issue
Conference, then either party may request that the matter be resolved by mediation. Each party
shall bear its own costs and expenses associated with the mediation. The mediator‘s fees and the
administrative fees of the mediation shall be shared equally among the parties. Mediation
proceedings shall commence within 120 days from the date of the Issue Conference. The parties
shall mutually agree upon the selection of a mediator to resolve the controversy or claim at
dispute. The mediator may be selected from the approved list of mediators prepared by the
American Arbitration Association. Mediation proceedings must be administered in accordance
with the mediation rules or guidelines of the American Arbitration.
(4) If the mediation is not successful, then the parties agree to settle the controversy, claim or
dispute by non-binding arbitration conducted by a single arbitrator in accordance with the
guidelines of the American Arbitration Association. The arbitrator must be an active member of
the California State Bar or a retired judge of the state or federal judiciary of California. Each
party shall bear its own costs and expenses associated with the arbitration. The arbitrator‘s fees
and the administrative fees of the arbitration shall be shared equally among the parties. Each
party shall bear their own costs and expenses.
(5) However, any party who fails or refuses to submit to arbitration shall bear all costs and
expenses incurred by such other party in compelling arbitration of any controversy, claim, or
dispute.
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.
Amendments
Any amendments to this charter will be made by the mutual agreement of the governing boards
of HTH-LA and LAUSD. Material revisions and amendments shall be made pursuant to the
standards, criteria, and timelines in Education Code Section 47605.
Sponsoring District Services
With the exception of services performed by LAUSD in providing fiscal oversight to HTH-LA,
all charter-requested services from LAUSD will be on a fee-for-service basis. Mutually agreed
upon fees must be in place prior to the charter-requested service. HTH-LA will outsource many
of the services not retained from LAUSD.
Subject to availability, HTH-LA may request LAUSD services on a fee-for-service basis,
including, but are not limited to:
School police (including filing theft reports, alarm monitoring, and support during times of
emergencies).
Student health and human services (including access to school mental health and suicide
prevention services, support from crisis team, and access to audiology services).
Fingerprinting and criminal record processing.
Processing of emergency credentials.
Bilingual fluency testing.
Non-stock requisition processing.
Rubbish disposal.
District purchasing contracts.
Environmental health /safety consultation.
Field trip transportation.
School mail.
Student information system.
Food services.
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Element 15: Employer Status and Collective Bargaining
HTH-LA will be the exclusive public employer of all employees of the charter school for
collective bargaining purposes. As such, HTH-LA will comply with all provisions of the
Educational Employment Relations Act (―EERA‖), and will act independently from LAUSD for
bargaining purposes. In accordance with the EERA, employees may join and be represented by
an organization of their choice for collective bargaining purposes. However, unless the
employees elect to be represented by an organization for bargaining purposes, all employees will
be individually contracted.
―All certificated and classified employees will be employees of HTH-LA
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Element 16: Charter School Closure
Revocation
The District may revoke the charter of HTH-LA if HTH-LA commits a breach of any terms of its
charter. Further, the District may revoke the charter if HTH-LA commits a breach of any
provision set forth in a policy related to charter schools adopted by the District Board of
Education and/or any provisions set forth in the Charter School Act of 1992. Furthermore, the
District may revoke the charter of the HTH-LA on any of the following grounds:
HTH-LA committed a material violation of any of the conditions, standards, or procedures
set forth in the charter.
HTH-LA failed to meet or pursue any of the pupil outcomes identified in the charter.
HTH-LA failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
HTH-LA violated any provisions of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d), the District will
notify HTH-LA in writing of the specific violation, and give the HTH-LA a reasonable
opportunity to cure the violation, unless the District determines, in writing, that the violation
constitutes a severe and imminent threat to the health or safety of the pupils. Notwithstanding
the immediately preceding language, revocation proceedings are not subject to the dispute
resolution clause set forth in this charter.
Term and Charter Renewal
The proposed term of the charter will be for a period of five years from July 1, 2008 until June
30, 2013. Prior to the expiration of the charter, LAUSD, at its own expense, will contract an
independent third-party to perform a school evaluation based upon the measurable goals and
terms outlined in this charter. The Charter School must submit its renewal petition to the
District‘s Charter School Division no earlier than September of the year before the charter is due
to expire and no later than January 31 of the year the charter is scheduled to expire. At the time
the charter renewal is submitted, HTH-LA and LAUSD will establish a mutually agreeable
timeline to complete the renewal process.
Closure Procedures
The following are closing procedures that abide by Cal. Educ. Code §47605(b)(5)(P), should the
school close for any reason. The decision to close HTH-LA either by the HTH-LA governing
Board or by the LAUSD Board will be documented in a Closure Action. The Closure Action
shall be deemed to have been automatically made when any of the following occur: the charter
is revoked or not renewed by the LAUSD Board of Education; the charter school board votes to
close the school; or the charter lapses. In the event of such a Closure Action, the following steps
are to be implemented:
1. Written notification to parents/guardians/caregivers of the enrolled students of HTH-LA will
be issued HTH-LA within 72 hours after the determination of a Closure Action. A sample copy
of the language used in the written notification is also to be made to LAUSD within the same
time frame.
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a. The written notification will also include information on assistance in transferring each
student to another appropriate school, and a process for the transfer of all student records.
b. The process for transferring student records to the receiving schools shall be in accordance
with LAUSD procedures for students moving from one school to another.
c. Parents will also be provided with student information that includes closure notice, grade
reports, discipline records, immunization records, completed coursework and credits that
meet graduation requirements.
2. Written notification to LAUSD of the list of returning students and their home schools, to be
made within 72 hours of the determination of the Closure Action.
3. Transfer of student records to the receiving schools, within seven calendar days from the
determination of an Action to Close.
4. Written notification to the California Department of Education and the Los Angeles County
Office of Education of the Closure Action shall be made by the HTH-LA by registered mail
within 72 hours of the decision to Closure Action.
5. HTH-LA shall allow LAUSD access, inspection and copying of all school records, including
financial and attendance records, upon written request by LAUSD.
6. A financial closeout audit of the school will be paid for by the HTH-LA to determine the
disposition of all assets and liabilities of the charter school, including plans for disposing of any
net assets. The final independent audit shall be completed within six months after the closure of
the school. This audit will be conducted by a neutral, independent licensed CPA who will
employ generally accepted accounting principles. Any liability or debt incurred by HTH-LA will
be the responsibility of HTH-LA and not LAUSD. HTH-LA understands and acknowledges that
HTH-LA will cover the outstanding debts or liabilities of HTH-LA. Any unused restricted
monies at the time of the audit will be returned to the appropriate funding source . HTH-LA
understands and acknowledges that only unrestricted funds will be used to pay creditors. Any
unused AB 602 funds will be returned to the District SELPA, and other categorical funds will be
returned to the source of funds.
7. For six calendar months from the Closure Action or until budget allows, whichever comes
first, sufficient staff as deemed appropriate by the HTH-LA Board, will maintain employment to
take care of all necessary tasks and procedures required for a smooth closing of the school and
student transfers.
8. The HTH-LA Board shall adopt a plan for wind-up of the school and, if necessary, the
corporation, in accordance with the requirements of the Corporations Code.
9. In addition to a final audit, HTH-LA will also submit any required year-end financial reports
to the California Department of Education and LAUSD, in the form and time frame required.
10. If the charter school is a nonprofit corporation, the corporation does not have any other
functions than operation of the charter school, the corporation will be dissolved according to its
bylaws.
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a. The corporation‘s bylaws will address how assets are to be distributed at the closure of the
corporation.
b. A copy of the corporations bylaws containing the information on how assets are to be
distributed at the closure of the corporation, are to be provided to LAUSD prior to approval
of this Petition.
This Element 16 shall survive the revocation, expiration, termination, cancellation of this charter
or any other act or event that would end HTH-LA‘s right to operate as a charter school or cause
HTH-LA to cease operation. HTH-LA and District agree that, due to the nature of the property
and activities that are the subject of this petition, the District and public shall suffer irreparable
harm should charter school breach any obligation under this Element 16. The District, therefore,
shall have the right to seek equitable relief to enforce any right arising under this Element 16 or
any provision of this Element 16 or to prevent or cure any breach of any obligation undertaken,
without in any way prejudicing any other legal remedy available to the District. Such legal relief
shall include, without limitation, the seeking of a temporary or permanent injunction, retraining
order, or order for specific performance, and may be sought in any appropriate court.
Facilities
If HTH-LA fails to submit a certificate of occupancy to the District not less than 45 days before
the school is scheduled to open, it may not open unless an exception is made by the Charter
Schools Division. If HTH-LA moves or expands to another facility during the term of this
charter, HTH-LA shall provide a certificate of occupancy to the District for each facility at least
45 days before school is scheduled to open in the facility or facilities. HTH-LA shall not open in
any location for which it has failed to timely provide a certificate of occupancy to the District,
unless an exception is made by the Charter Schools Division. Notwithstanding any language to
the contrary in this charter, the interpretation, application, and enforcement of this provision are
not subject to the Dispute Resolution Process (Element 14).
Please see additional facility provisions in Elements 6 and 9.‖
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Additional Requirements
Benchmarks to be met
The achievement of the charter school will be measured in both growth and absolute measures
and will be compared to the achievement of selected District schools that are similar in
demographic and other characteristics. The criteria for selecting the comparison schools are:
I. Comparison Schools
In gauging the success of the charter school during the renewal term, a group of comparison
district schools will be selected that meet the following criteria. The District will identify the
comparison schools and will inform the charter of the names of the schools and the specific
data used to identify them.
The analysis of the school‘s academic performance will include a comparison of the academic
achievement of the charter school‘s students to the academic achievement of two sets of
comparison District schools:
1. The residence schools the charter school students would have otherwise attended
(―Resident Schools‖); and
2. District schools of similar demographic characteristics (―Demographically Similar
Schools‖).
Comparison Resident Schools
Resident Schools‖ will be selected by using the charter school students‘ home addresses to
identify the District schools they otherwise would have attended. The District schools most
represented at the charter school will be chosen as comparison ―resident schools.‖
Demographically Similar Schools will be selected by using a modified version of the formula
utilized by the state for creating its similar schools list.
II. Primary Growth Measures
Growth in student achievement is the primary measure that will be used to determine whether
the school has been an academic success in its renewal period. The growth of the charter
school will be measured annually against the growth of the comparison schools. At the time of
renewal, if the charter school has met all of the following benchmarks either in the previous
year or in two of the previous three years, the charter school will be considered an academic
success:
1. The charter school‘s ―value added‖ for English Language Arts is greater than the median
value added for the comparison schools (prepared annually by PERB.)
2. The charter school‘s ―value added‖ for Math is greater than the median value added for
the comparison schools. (Prepared annually be PERB)
3. The charter school‘s API growth is 1.25 times the median growth of the comparison
schools.
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4. The charter school‘s API growth for all subgroups is 1.25 times the median growth of the
comparison schools.
5. The decrease in percentage points of students scoring Below Basic & Far Below Basic on
the CST for ELA is 1.25 times the median decrease for the comparison schools.
6. The decrease in percentage points of students scoring Below Basic & Far Below Basic on
the CST for Math is 1.25 times the median decrease for the comparison schools.
7. The increase in percentage points of students scoring Advanced & Proficient on the CST
for ELA is 1.25 times the median increase for the comparison schools.
8. The increase in percentage points of students scoring Advanced & Proficient on the CST
for Math is 1.25 times the median increase for the comparison schools.
9. The increase in percentage points of students scoring Early Advanced & Advanced on the
CELDT is 1.25 times the median increase for the comparison schools.
III. Other Measures
If the charter school fails to meet the primary growth measures, the following measures will be
considered to determine whether the school should, nevertheless, be considered an academic
success:
1. The charter school‘s API score at the time of renewal is greater than the median API score
for the comparison schools.
2. The percentage of charter school students scoring Advanced & Proficient in ELA on the
CST is greater than the median percentage for comparison schools.
3. The percentage of charter school students scoring Advanced & Proficient in Math on the
CST is greater than the median percentage for comparison schools.
4. The percentage of charter school students scoring Below Basic & Far Below Basic in ELA
on the CST is below the median percentage for comparison schools.
5. The percentage of charter school students scoring Below Basic & Far Below Basic in
Math on the CST is below the median percentage for comparison schools.
6. The percentage of charter school ELL students redesignated to English proficiency is
greater than the median for comparison schools.
7. The school has met its AYP goals and is not in Program Improvement
IV. Annual Self-Study
Applying the measures in II and III above, the charter school will submit to the LAUSD Charter
Schools Division an annual progress report. The district will identify the comparison schools,
provide the names and specific data by which they were selected. LAUSD PERB will prepare
annual report on ―value added‖ benchmark. The Charter Schools Division will review the
progress report and provide comments to the charter school within 60 days.
V. Board Discretion
At the time of renewal, the Charter Schools Division will present an analysis of its findings with
respect to II and III above, with a recommendation for action. The determination of whether a
charter will be renewed will be based upon the requirements of the Education Code and is within
the purview of the Board determination.
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LIABILITY AND INDEMNITY
To the fullest extent of the law, HTH-LA will be deemed to be a ―school district‖ for purposes of
section 41302.5 and sections 8 and 8.5 Article XVI of the California Constitution.
The Board, the school administrative staff, and their respective representatives will be solely
responsible for all aspects of the day-to-day operations of HTH-LA, including, but not limited to,
making necessary provisions for accounting, budgeting, payroll, purchasing, liability, insurance,
and the like. LAUSD will not be liable for the debts or obligations of HTH-LA.
HTH-LA will secure and maintain appropriate workers compensation, as well as liability
coverage, bond coverage, and insurance coverage, providing for, among other things, insurance
for operation and procedures, personal injury, and property, fire, and theft.
HTH-LA is an incorporated entity acting as a separate legal entity. The charter school has
complete liability for all actions of the school and its employees in the performance of their
duties. In the event that the charter school is dissolved, all remaining assets will be liquidated
and all creditors will be paid first.
Additionally, HTH-LA will, at all times, maintain a funds balance (reserve) of its expenditures as
required by the section 15443, Title 5 of the California Code of Regulations. Currently, the
required reserve is 5% of total operational expenditures.
BUSINESS PLAN
Facilities
The facilities are owned by the District. The following provisions should be
addressed:
. Maintenance & Operations services need to be clearly defined with a yearly use
agreement defining District responsibility, and Charter costs.
Since District facilities will be used, HTH must abide by all LAUSD policies relating to
Maintenance & Operations Services.
Periodic Inspections – The District will conduct periodic inspections to ensure facilities
are maintained to District standards.
Alterations and Improvements – The District will have prior review/approval authority
before any modifications can take place on District property including buildings and/or
grounds.
Deferred Maintenance is mentioned however, a provision regarding participation in the
Deferred Maintenance Program needs to be included. Participation in bond programs ,
specific language needs to be added.
―HTH-LA may elect to contract with outside agencies for facility-related needs, including air
filter technician, gardening, landscaping, and regular maintenance. This will be determined in the
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jointly-developed facility use agreement with the District which must be in place before the new
renewal term begins, will define District responsibility and Charter School costs with respect to
Maintenance and Operations Services. Integrated Pest Management will be provided by the
District.‖
NOTE: Custodian and Plant Manager are District Operations Personnel and do not perform
maintenance functions.)
Integrated Pest Management should be provided by the District and not outsourced. Services
rendered by a vendor on one part of the campus will impact what is done on the rest of the
campus (pushing pests from one side to another). Outsourced services need to be clearly
defined.
HTH-LA has extensively renovated old facilities and constructed new facilities on the
Birmingham High School campus to create a self-contained, state-of-the art facility for the
exclusive purpose of serving HTH-LA students, located at 17111 Victory Blvd. The founder,
Roberta Weintraub, raised a significant amount of the money, $10.5 million or two-thirds of the
total cost, to build the facility from foundations and other philanthropic individuals, some from
matching Qualified Zone Academy Bond (QZAB) resources and some from a one time state
grant for high tech schools. The facility was built and technology equipment purchased to
specifically fill the needs of the HTH-LA curriculum. HTH-LA has built a facility that sits on
LAUSD property and is owned by LAUSD. If for some reason the charter is revoked for any
purpose, LAUSD would have the right to occupy the facility for a traditional public school or
lease it to another charter school. HTH-LA shall be allowed exclusive use of its current school
facilities during the term of the charter and any renewal(s) thereof (or during any appeal of a
revocation and/or nonrenewal). If charter school ceases to operate LAUSD would have the right
to occupy the facility.
The development and operation of HTH-LA on the Birmingham High School campus has been
positive from the beginning. Doris Lasiter, the former Birmingham High School Principal, has
been involved in the decision making from the start and this mutually beneficial relationship
between HTH-LA and Birmingham High School continues to grow. HTH-LA and Birmingham
High School coordinate their schedules. It has been agreed upon that shared facilities such as
Birmingham‘s athletic fields, parking, and cafeteria services will be available to HTH-LA. As
both schools grow, there will always be communication and interaction between the two with
regards to the shared facilities. Both HTH--LA and Birmingham High School do not anticipate
any problems that cannot be resolved through communication between the two principals,
however, should there be a dispute raised, there has been a dispute resolution protocol as
outlined in Element 14, on page 108 of this charter petition.
Direct Funding
Court-Ordered Integration
HTH-LA is subject to the requirements of the Crawford Court Order. HTH-LA will provide a
written plan to achieve and maintain the District‘s ethnic balance goal, which is within a 70:30 or
30:70 ratio. The plan includes:
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An enrollment process that is scheduled to include a timeline that allows for a broad-based
recruiting process.
Outreach meetings will be held in several locations of the target area in an effort to ensure
all students in the area have equitable access to the school. Open houses and school tours
will also be conducted.
Develop promotional and informational materials (i.e. a school brochure, flyers, a website,
and advertisements for local media) in English and languages other than English for
distribution to a broad variety of community groups, agencies, neighborhood youth
organizations, social service providers, churches, grocery stores, public libraries, and
legislators that serve the various racial, ethnic, and interest groups represented in LAUSD.
HTH-LA will maintain appropriate records as may be required by Budget Division and The Office of Student
Integration Services. These records will include and not limited to:
Ethnic Survey
Norm Day Classification
Total School Enrollment
Number of Students by Grade Levels
Number of Students by Ethnicities and Grade Levels.
If receiving Integration class-size reduction resources HTH-LA will provide quarterly reports on
the use of these funds in a format satisfactorily to Budget Division and Student Integration
Services
HTH-LA elects to receive funding directly. According to Education Code 47630.5 (b) charter
schools assigned a number by the State Board of Education after June 1, 1999 are funded based
on the charter school Block Grant. They must apply directly for categorical funding outside the
Block Grant and complete their own consolidated application. The state developed a Block Grant
funding model for independent charter schools. It is intended to further define the financial
relationship between the District and independent charters. Specifically, the intent of the new
model is:
To provide maximum budgeting flexibility to charter schools.
To allow those schools autonomy in implementing their charter programs using funds
budgeted for that purpose including the categorical block funds.
To continue to identify ways in which the District can fiscally support its charter
schools in developing models to improve the education of all District students.
HTH-LA will elect to receive direct funding from the State Fund to be deposited into its own
account at the County Treasury. All revenue generated by HTH-LA will be deposited in the Los
Angeles County Treasury. All payments (including payroll) will be drawn on the County
Treasury, which enables the County Program Budgeting and Accounting System (PBAS) to
account for all revenue and expenditures. Two revolving accounts with a local financial
institution will be maintained for day-to-day expenditures from the General Fund and from Food
Services (if applicable). All expenditures over $500.00 will require two signatories.
The charter school will receive full and equitable funding pursuant to the Charter School
Funding Model for all funds included in the funding model. This includes, but is not limited to,
revenue limit apportionment, categorical block grant, economic impact aid, and state lottery
funds. HTH-LA will receive revenue payments based on student attendance (ADA) records and
eligibility requirements.
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In accordance with applicable law, California‘s Superintendent of Public Instruction is
authorized to make payments and/or apportionment directly to the charter school, or to an
account held in the name of HTH-LA. The charter school will notify the superintendent of
schools of the county in the affected year. The County will transfer funds transferred directly
from the State Fund to HTH-LA to the charter school account in the County Treasury in the most
expeditious manner possible. Any charter school funds still flowing through the district will be
transferred via journal voucher entry to the charter school account by the district in a timely
manner of the district receiving the funds.
HTH-LA will apply directly for funds not included in the charter school categorical block grant,
but for which charter schools can apply directly. This includes, but is not limited to, programs
such as staff development buy-back, Title 1, deferred maintenance, and the After-School
Learning and Safe Neighborhood Partnership Program. HTH-LA will report to federal and state
taxing authorities as required by law. The charter school is responsible for payment of Social
Security and all other applicable taxes.
Pursuant to section 15417 of Chapter 14 of Division 1 of Title 5, for programs which HTH-LA
cannot apply for directly and which are not included in the categorical block grant, HTH-LA will
engage LAUSD in securing its equitable share, based on its student population and program
eligibility of program funds. These funds may include, but are not limited to, integration,
transportation, forest reserve, sales and use taxes, parcel taxes, ad valorem taxes, and property
taxes. Per section 47635 (a) of the California Education Code, LAUSD will transfer the
appropriate percentage of funding in lieu of local property taxes to the charter school by the 15th
of the month.
HTH-LA reserves the right to evaluate and change its election to receive funds directly on an
annual basis. The school will notify the county superintendent of schools and LAUSD by June
1st prior to the affected fiscal year if it opts for local instead of direct funding.
Charter School Revolving Loan Fund
Notwithstanding other provisions of law, a loan may be made directly to a charter school only in
the case of a charter school that is incorporated. HTH-LA may apply for funding from the
Charter School Revolving Loan, in accordance with applicable law. HTH-LA understands that
loans may be made from money in the Charter School Revolving Loan Fund to a charter school
that qualifies to receive funding pursuant to California Education Code Chapter 6 (commencing
with section 47630) upon application of a charter school and approval by the Superintendent of
Public Instruction. A loan is for use by the charter school during the period from the date the
charter is granted pursuant to California Education Code section 47605 to the end of the fiscal
year in which the charter school first enrolls pupils. Money loaned to a charter school pursuant to
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this section will be used only to meet the purposes of the charter granted pursuant to California
Education Code section 47605.
HTH-LA accepts and understands obligations to comply with the California Education Code
section 41365 regarding the Charter School Revolving Loan Fund. Commencing with the first
fiscal year following the fiscal year HTH-LA first enrolls pupils, the Controller will deduct from
apportionments made to the charter school, as appropriate, an amount equal to the annual
repayment of the amount loaned to HTH-LA for the charter school. Repayment of the full
amount will be deducted by the Controller in equal annual amounts over a number of years
agreed upon between the loan recipient and the State Department of Education, not to exceed
five years for any loan.
Attendance Accounting
HTH-LA will utilize an appropriate student information system for attendance tracking and
reporting purposes, however, reserves the right to use the District‘s SIS system if necessary.
Attendance accounting procedures will satisfy requirements for LAUSD, LACOE, and CDE.
Classroom teachers will record daily attendance on attendance cards. When a student is absent
from school, office personnel will verify absences. State school registers will be completed on a
monthly basis documenting the month‘s attendance. Required reports will be completed
regarding daily attendance and submitted to the requesting agencies. This includes reporting
enrollment and attendance figures to LAUSD on a monthly basis.
Food Service Program
Eligible students will be provided meals for free or at a reduced rate in accordance with the
Federal Lunch Act. The projected number of students eligible for meals for free or at a reduced
rate, according to the Federal Lunch Act, is anticipated to be approximately 43% and will be
included in LAUSD‘s reported student counts. HTH-LA School may determine to provide meals
to all students for free if appropriate and cost effective, using the lunch services provided by
Birmingham High School and paying LAUSD the standard charge per meal for non-qualified
student meals.
Financial Plan
The HTH-LA financial plan contains a budget and forecast for the first three years of operation,
including monthly cash flows. Revenue entitlements were calculated based on published
information on the state direct funding model, and by identifying any additional federal, state,
and local funding for students in grades nine through twelve typically available to a district-
sponsored charter school based on characteristics of the school‘s programs and student make-up.
HTH-LA will apply directly for funds not included in the charter school categorical block grant,
but for which charter schools can apply directly. HTH-LA will also apply for competitive funds
(grants, revolving loan), and in the event this funding is not secured the school will establish a
line of credit (as an entity with a history of securing funding) and/or make appropriate budget
cuts. Expenditures are reflective of HTH-LA historical costs for personnel, materials, and
certain operational expenses, published school financial information on general operational costs,
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and research for outsourcing (vendors, insurance, and maintenance, etc.). HTH-LA elects to
receive direct funding from the State Fund to be deposited into its own account at the County
Treasury.
Business and Operations Management
HTH--LA is currently contracted with ExED, a 501(c)3 tax-exempt, California Nonprofit Public-
Benefit Corporation to provide the Business and Operations Management services. This will
enable staff to focus their energies in areas of their expertise, allowing sufficient time for
reflection on instructional and curricular issues. The school site administrator will coordinate
with ExED to manage budgeting, fiscal planning, vendor services, personnel and payroll,
accounts payable, attendance tracking systems, completion and submission of compliance
reports, and monitoring adherence to the charter process and laws.
Fiscal Management
HTH-LA will be responsible for its own financial services (accounting, budgeting, and payroll)
and personnel services. HTH-LA will identify staff responsible for financial administrative
functions and the qualifications of staff assigned to these functions, and will also provide
assurance that the accounting systems adopted would adhere to Generally Accepted Accounting
Principals and describe the process of internal controls. HTH-LA shall conduct all of its financial
operations in a timely manner and for all programs (regular, categorical, and special education)
through procedures established by the State of California and the Federal Government, as
appropriate. The accounting procedures must follow the generally acceptable accounting
principles. For Federal programs, including Title I, the criteria for eligibility and fiscal guidelines
will be as established by the Federal Government. HTH-LA has elected to receive funding
directly, and therefore is responsible for meeting eligibility and fiscal requirements established
by the Federal Government and for completing the Consolidated Application. HTH-LA shall
provide the District with all financial and related reports, including enrollment attendance to
enable the District to meet its requirements by law. Notwithstanding the petitioners' expectation
to receive Title I funding under Federal guidelines, said funding may not be forthcoming until
the school meets established criteria for a determined school year. HTH-LA un-audited financial
statements will demonstrate the charter school‘s fiscal sustainability for the length of the
school‘s operation. These statements will be submitted to the District‘s Business Accounting
Branch on the second week of July.
The school will depend on principal apportionment for the bulk of its operating resources,
supplemented by state block grant and lottery income, federal Titles I, II and V allocations as
well as federal drug/alcohol/tobacco and child nutrition funds. HTH-LA will also receive funds
from the plethora of State funded programs such as special ed., etc. (See budget for detail).
Finally, HTH-LA will receive local funds from the District in lieu of taxes for a portion of their
charter school funding.
HTH-LA will comply with all requirements of AB 1994 and AB 1137.
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APPENDIX A: BUDGET AND
THREE YEAR FINANCIAL PLAN
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APPENDIX B: PETITION
SIGNATURES
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APPENDIX C: BOARD MEMBER
RESUMES
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Marsha Witten Rybin
20832 Sorrento Lane
Porter Ranch, CA 91326
(818)772-2450
Education
1977 BA in History. UCLA
1978 Single Subject Credential. UCLA
1980 MA in History. UCLA
1989 MS in Educational Administration. National University
1989 Preliminary Administrative Credential. National University
2001 Administrative Services - Professional Credential. CSUN
Experience
2004 – Present: HighTechHigh-Los Angeles
Principal
1997 - 2004: Birmingham High School, LAUSD
Assistant Principal.
1994 - 1997: Birmingham Journalism/Technology Magnet, LAUSD
Magnet Coordinator
1993 - 1994: Abraham Joshua Heschel Day School, Northridge, CA.
Teacher, Social Studies
1998 - 1993: Birmingham High School, LAUSD
Teacher, Social Studies
1981 - 1988: Porter Gifted Magnet, LAUSD
Teacher, Social Studies
1978 - 1981: John Muir Junior High, LAUSD
Teacher, Social Studies
Responsibilities
Principal
Oversaw Human Resources
Directed Curriculum Development
Created Master Schedule
Developed and implemented 5 year Technology Plan
Conducted all Testing
Programmed all students
Assisted with the creation and design of HighTechHigh-Los Angeles
Implemented the Beaumont Foundation Technology Grant
Implemented the HighTechHigh (San Diego) Replication Grant
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Responsible for the completion of the fall and spring survey, statistical, and
classification reports
Prepared WASC Initial report
Prepared the HighTechLearning Site Quality Review
Developed, implemented, and monitored academic intervention
Analyzed student achievement data
Planned and implemented professional development including summer institutes
featuring the Buck Institute and HTH
Conducted weekly ―Critical Friends‖ staff development
Developed all Budgets
Responsible for student discipline
Created Student Handbook
Created Faculty Handbook
Acted as Sexual Harassment Complaint Manager
Oversaw student recruitment and enrollment
Assisted in the development of Charter Petition
Supervised purchases of textbooks
Supervised purchases of technology
Implemented MyAccess (Vantage) writing program
Organized Back to School night
Organized Presentations of Learning Night
Articulated with business and industry partners to create student internships
Assistant Principal
Alternate for the Principal
Supervised Social Studies, Math, English, and Humanitas departments
Organized school-wide Stull process and performed evaluations
Supervised student activities including Leadership and Senior Class
Functioned as Sexual Harassment complaint manager
Prepared WASC review
Planned and implemented professional development
Participated in Learning Walks.
Supervised the textbook budget and textbook room
Organized Assemblies
Organized Back to School Night/Open House
Assigned coordinatorships
Produced the faculty handbook
Supervised writing of grants and proposals
Supervised the development and implementation of the II/USP grant
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Supervised the Literacy Cadre
Supervised School for Advanced Studies
Supervised Mentor teachers/ teacher coaches
Participated in the implementation of MyAccess (Vantage) writing program
Articulated with colleges and universities regarding placement and supervision of
student teachers
Supervised student foreign exchange programs
Served as Chairman of the SBM Curriculum Committee
Responsible for New Teacher meetings and support
Magnet Coordinator
Opened Magnet School in 1994
Participated in the hiring of staff
Recruited students
Developed curriculum
Acted as dean of discipline for magnet students
Developed relationships with industry partners including the Los Angeles Times
and Daily News
Supervised budgets
Developed Master Schedule
Served as a member of SBM
Technology
Oversaw Technology Innovation Challenge Grant from the Milkin Family
Foundation. The grant was used to implement the ―GenY‖ program which
partners students with educators with students acting as mentors to assist
educators in using technology in their classrooms.
Oversaw a Milkin Family Foundation Technology Grant which was used to
integrate technology throughout the Magnet School curriculum. A feature of that
implementation included sending teachers to the ―Teach the Teachers‖ technology
program.
Oversaw the application and implementation of the Beaumont Foundation
Technology Grant at HTH-LA.
Accomplishments
Supervising Teacher for UCLA, USC, and CSUN, 1978 - 1988
Teacher Associate, National Center for History in the Schools.
NCHS is a cooperative UCLA/NEH research program. Participated in the
development and evaluation of improved programs for teaching history in
schools.
Teacher Associate, Center for the Study of Evaluation, UCLA.
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Humanitas Program Coordinator, Birmingham High School.
Coordinated the Humanitas program in four grade levels. Designed curriculum,
fostered communication, coordinated assemblies and field trips, raised funds,
recruited students, acted as a liaison between the administration and the program
Assistant Swim Coach, Birmingham High School.
Publications
Collaborative for Humanities and the Arts, 1992.
Interdisciplinary English/History unit.
Martin Luther and the Door, 1990. Unit plan for the National Center For
History in the Schools
Presentations
Institute for Entrepreneurial Enterprise, 2005
California Charter Schools Association, 2004
Professional Organizations
California Council for the Social Studies
Association for Supervision and Curriculum Development
National Center for History in the Schools
Senior High Principal’s Organization
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Dan Demeter, SVP & CIO
Korn/Ferry International
Dan Demeter is Senior Vice President and Chief Information Officer of Korn/Ferry
International. He is responsible for overseeing and implementing Korn/Ferry's technology
strategy, as well as leading the firm into the top position in the industry in information systems.
Korn/Ferry was the winner of CIO Magazine‘s 2004 Enterprise Value Award. Dan has been
named a 2005 Premier 100 IT Leader by IDG‘s Computerworld Magazine.
Mr. Demeter was formerly a managing director of technology architecture, planning and design,
with Citibank, where he developed the technology vision and strategy for the bank's global
consumer business. During his 16-year tenure with Citibank, he created the bank's North
America national branch system and an advanced customer service workstation and knowledge
system. He also served as an officer in the Israel Defense Force. He earned his MBA in
management and international business from New York University and a BA in economics from
Queens College, City University of New York.
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Michael E. Hoy
Executive Summary: Over 34 years experience in public schools and private sector support for public
education, including five years as Senior Executive for Urban Education Initiatives for Apple's K-12
Education Division in Southern California. Responsible for strategic planning and large-scale
implementation of research-based technologies to improve student achievement in Language Arts,
Mathematics, Science and Reading. Have worked closely with Senior
Management, Local Superintendents and Board Members in the Los Angeles Unified School
District for over five years, and have served as Board member (2 years) of the Capistrano
Connections Academy in the Capistrano Unified School District. Currently serve on the Board of
Los Angeles High Tech High School and the Advisory Board of the Culture and Language Academy of
Success (CLAS) in South Los Angeles. Spent approximately one year serving underperforming schools as
Western Region Vice–President for Edison Schools, five years as District Coordinator of Staff
Development & Technology, eight years as Elementary Principal, two years as Program Specialist in
Computer Applications, and seven years as teacher, Resource Specialist and site level Project Specialist
for State & Federal projects. Professional experience includes extensive work with English Language
Learners at the K-8 level(s) and I am fluently Bilingual (Spanish). Founding member of the San Juan
Community Task Force in San Juan Capistrano, and founding Co-Chair (with LAUSD Director of
Instructional Technology) of the Education Technology Alliance of Los Angeles (ETA-LA), a cross-sector
group representing more than 100 members from Industry and Education which meets Bi-Monthly (LA
Chamber of Commerce) to communicate and collaborate on matters of education, technology, equitable
access to broadband connectivity, and student achievement. Strong proponent of supporting effective
standardsbased curriculum while implementing proven technologies to inform instruction and enhance
student engagement, success and achievement.
Professional Experience
Apple Computer, Inc., Cupertino, CA 2001 - Present
Senior Executive, Urban Education Initiatives
Directly responsible for managing strategic relationships with key educators to support identified teaching
and learning objectives within the Los Angeles Unified School District. Authorized to act as semi-
independent consultant in order to develop effective technology solutions and collaborative efforts both
within, and outside, of Apple - with an emphasis on student achievement, web-based applications, school
re-design, digital publishing tools, and equitable access to new technologies in education. Work
exclusively at the highest levels within the Los
Angeles USD, with emphasis on Superintendent, local Superintendent, Board Members, Deputy/Assistant
Superintendents and Directors. Was recognized with performance-based
Golden Apple Club award in 2003 and 2005, and Apple K-12 Western Region Impact Award in
2004. Have directly implemented large scale teacher education & student intervention projects.
Edison Schools, Inc., New York, NY 2000 - 2001
Western Regional Vice President
Briefly served as Western Regional Vice President of Development for Edison Schools, a forprofit
company which manages under-performing public schools. After less than six months, was recruited back
to Apple's K-12 Education Division.
Apple Computer, Inc., Cupertino, CA 1996-2001
K-12 Education Development Executive - Southern California
Developed and managed both tactical & strategic relationships with School Districts, County
Offices of Education, Universities, Public/Private Foundations and Professional Organizations in the
areas of K-12 Educational Technology. Coordinated marketing activities with Apple Account Executives,
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sales agents, and SA Account Managers. Performed staff development activities & conference
presentations related to the areas of Grant Writing, Principal (leadership) Training,
Educational Technology Planning and Evaluation, Staff Development and issues of Access & Equity for
Language Minority Students. Responsible for Apple‘s presence at Regional Conferences, Seminars and
Events. Responsible for K-12 Education activities in Southern
California. Received Golden Apple Club award (1997 & 2001), SoCal Impact Award (1999 &
2000), and was recognized as a Western Area Apple Laureate (1999) for exemplary performance and
achievement.
Capistrano Unified School District, San Juan Capistrano, CA 1989 -1996
Elementary School Principal
• San Juan Elementary – 5 Yrs.,
• R.H. Dana Elementary & Exceptional Needs Facility – 3 Yrs.
Leader of large & diverse elementary schools, serving numerous Special Needs, language minority and
Title I students. Successfully developed and implemented programs to improve literacy and language
skills from a wide variety of public and private sources, including; Pacific Bell, Apple Computer, and the
State of California. Grants included AB 1503 (Educational Technology), SB 1274 (California
Demonstration of School Restructuring), Healthy Start Planning Grant, and Healthy Start Implementation
Grant. Received National recognition for parent & community involvement and education in Redbook
Magazine‘s ―America‘s 100 Best Schools‖ project, and local recognition from the City of San Juan
Capistrano (John Williams Public Service Award) for creating and chairing the San Juan Community
Task Force, which continues as a Non-Profit organization in the community.
Professional Training Associates, San Juan Capistrano, CA 1989 -1993
National Training Director/Company Co-owner
Provided educational technology consultant services to design educational related seminars, events and
activities at the local, State and National levels. Developed and executed the
―Elementary Bilingual Solutions‖ conference, a 2-day series, which was presented throughout California
and the United States. Clients included Apple Computer, Inc., the California
Association of Bilingual Educators, Association of Mexican-American Educators, the National
Association of Bilingual Educators, the University of San Diego (extension services) and select California
school districts.
Capistrano Unified School District, San Juan Capistrano, CA 1984 -1989
Coordinator of Staff Development & Technology
Developed, Implemented and Managed K-12 Educational Technology and Staff Development programs
for a large (42K ADA) school district in Southern California. Program areas of responsibility included the
California Mentor Teacher Program, State and Federal Technology
Grants, District-wide Staff Development related to on-going curriculum revision efforts and student
achievement indicators. Assisted all school sites in the development of effective
Technology plans and Technology Grant Applications (AB 803, AB 1501, etc.).
University Instructor/Assistant Professor 1980 - 1989
Served as University Instructor at California State University, San Bernardino for both On-
Campus degree and (Educational Technology) certificate programs for K-12 educators (1980 -
1984). Developed Educational Technology Certificate program for CSUSB. Served as Assistant
Professor at California State University, Long Beach (1984 - 1987) and coordinated their Educational
Technology Certificate program for K-12 educators from throughout the Greater Los Angeles Basin.
Served as adjunct Professor in the Graduate School of Education & Psychology at Pepperdine
University (Irvine Campus, 1985 - 1988), teaching ―Computer Utilization in Institutional Management‖ -
a required course in the Doctoral Degree Program in Institutional management. Served as instructor for
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National University (1985-1988) in Orange County, teaching courses on School Law & Finance
(California Administrative Services credential program) as well as required Educational Technology
courses (California teaching credential program).
Desert Sands Unified School District, Indio, CA 1982 -1984
District Program Specialist - Computer Applications
Served as District technology specialist for diverse K-12 School District. Developed and implemented
successful administrative and instructional applications of technology, as well as district staff
development programs related to instructional technology. Administered district wide elementary
Summer School programs.
Desert Sands Unified School District, Indio, CA 1980 -1982
State & Federal Projects Manager - Jefferson Middle School
Served as Program resource for State & Federal Projects at the Middle School level. Coordinated
Title I, Title II, Title VII programs, as well as miscellaneous grant (and district) initiatives related to
technology and/or student achievement. Developed computer-based system for tracking student progress
toward achieving academic competencies in essential content areas.
Desert Sands Unified School District, Indio, CA 1976 -1980
Resource Specialist teacher- Jefferson Middle School
Served as EH/LDG and Resource Specialist Teacher at diverse, bilingual Middle School. Developed and
Managed Individual Education Plans and instructional services for Educationally Handicapped Middle
School Students.
Eureka City Schools, Eureka, CA 1973 -1976
After successfully completing student teaching (Social Sciences – Eureka High School), served as
Summer School teacher. Due to declining enrollment, regular teaching positions were not available. Also
served the Eureka City Schools for three years as Special Education instructional aide while working way
through college, while completing requirements for Educationally Handicapped/Learning Disabilities
Group Teacher Certification in California.
Credentials & Degrees
• Administrative Services Credential - (Life)
• Ryan Single Subject Teaching Credential - (Life) - Humboldt State University
• Learning Handicapped Specialist Credential - (Life) - State of California
• Resource Specialist Teaching Certificate - State of California
• Bachelors Degree, Social Science & Education- Humboldt State University
• Masters Degree, Educational Leadership - California State University, San Bernardino
Contact Information
7005 Camino Del Vistazo San Clemente, California 92673
Tel: 949 498 8650 Hm. 949 361 0782 Wk. 949 370 1321 Cell Email: hoy@apple.com
Professional References Available upon Request
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DORIS A. CROWELL LASITER, Ed.D
20206 Gresham Street
Canoga Park, CA 91306
Home (818) 882-6494 Cell (818)399-5255
EDUCATION
University of California, Los Angeles, CA Ed.D. Educational Administration & Policy Analysis. 1995
Dissertation: ―HUMANITAS – Learning Communities That Transform Teachers’ Professional Culture”
Committee Chairman: Dr. Harry Handler
Committee Members: Drs. Lynn Beck, James Catterall, Marvin Alkin, Graduate School of Education, and
John J. McDonough, Anderson School of Management
Anderson School of Management, UCLA, Los Angeles, CA Graduate courses in change theory,
team-building, and organizational behavior. 1993
California Lutheran College, Thousand Oaks, CA Master of Science in Education. 1979
California State University, Los Angeles, CA Master of Arts in Health and Safety Studies. 1977
California State University, Northridge, CA Bachelor of Arts in History. 1968
CREDENTIALS
Standard Teaching Credential, Secondary, History, Grades 7-12, Life
Pupil Personnel Services Credential, Pre-K-12, Life
Administrative Services (Clear), Pre-K-12, Expires 9-1-2008
ADMINISTRATIVE AND TEACHING EXPERIENCE
Consultant, Los Angeles Unified School District, Instructional Support Services, High School Programs, 2005-
current
Consultant, Western Association of Schools and Colleges, Southern Section, 2005-current
Principal, Birmingham High School, Lake Balboa California 3900 students, grades 9-12
September, 2001- 2005. (Retired)
Provided instructional leadership to diverse high school of 3900 students with a Communications magnet
program, Theater Arts Academy, and Humanitas interdisciplinary program.
Provided leadership for the implementation of High Tech High, created collaboratively with Roberta
Weintraub and leading corporations in the technology industry.
Provided leadership for implementation of multiple Smaller Learning Communities.
Provided vision and direction for all facilities redesign and remodel campus wide.
Wrote collaboratively school site single plan as a new Title One school.
Provided direction and support for State’s consolidated compliance review.
Developed collaboratively school’s WASC accreditation self-study and school’s action plan.
Developed and monitored multi-million dollar school site budgets.
Administrative Coordinator, Office of the Superintendent, Local District C.
2000 – 2001
Coordinated all major instructional initiatives for Local District C Superintendent. Representative for
Local District C Superintendent at all District and senior staff meetings.
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Supervision of Local District C instructional accountabilities and data collection.
Monitored Local District C budget with oversight for all programs.
Organized and coordinated Local District C Schools administrative assignments.
Responsible for preparation of Local District C Master Calendar, organization of all principals’ meetings,
and completion of District reports and surveys.
Implementation of staff training for “Principles of Learning”
Administrative Coordinator, Curriculum, Instruction and Assessment Branch, Division of Instruction.
1998 – 2000
Coordinated major instructional initiatives including standards-based promotion, new mathematics
programs, class-size reduction, accreditation, and all high school instructional programs including new
graduation requirements and proficiency.
Coordinated and provided logistical support for Branch professional development programs.
Responsible for the development and implementation of the Branch budgets, contracts and other related
fiscal matters.
District Liaison with the Los Angeles Education Partnership and other educational organizations.
Responsible for outreach programs, grants, and partnerships with institutes of higher education:
University of California, Office of the President and California State University, Chancellor’s Office.
Supervised SB 1882 professional development programs for 45 high schools & magnets, and 52 option &
continuation high schools. Developed and monitored SB 1882 annual budget of $2 million.
Provided data analyses for programs including Super 8, SAT Prep, and AIAA grants.
Consortium Coordinator, Regions 8 & 11, SB 1882 Staff Development Coordinator --a collaboration between the
Los Angeles Unified School District and the Los Angeles County Office of Education.
1997-1998
Worked with county offices of education, California Department of Education, and District high schools to
develop high quality professional development programs.
Provided regional services in the area of curriculum, instruction, technology and assessment to SB 1882
secondary schools in five counties (Los Angeles, Ventura, Santa Barbara, San Luis Obispo, and Kern).
Assisted schools with comprehensive planning. Coordinated High School Networks. Provided S.C.O.R.E.
technology training.
Assistant Principal, Birmingham High School, Lake Balboa, CA 3126 students, grades 9-12.
1996-1997
Responsible for supervision of instruction and implementation of curricular reforms.
Designed and implemented in collaboration with LEARN-Instructional Transition Team school site
action plan.
Coordinated all school student and staff activities including graduation.
Coordinated WASC accreditation process.
Developed and presented New Teacher Orientation program.
Responsible for budget development and monitoring of consolidated programs, SB 1882, standards-based
instruction, and block grants.
Assistant Principal, Kennedy High School, Granada Hills, CA 2683 students, grades 9-12.
1994-1996
Expanded Humanitas program.
Designed and implemented master schedule.
Wrote curriculum design proposal for new Architectural and Urban Planning Magnet.
Wrote proposal for College Prep Academy.
Designed new core program in art and integrated math.
Established student-peer mediation program and co-sponsored San Fernando Valley Student Summit.
Supervised English, Special Education, and Social Studies departments.
Assistant Principal, Cleveland High School, Reseda, CA 2730 students, grades 9-12.
1986-1994
Responsible for supervision of counseling staff, college counselor, and work experience coordinator.
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Supervised Social Studies, Health, Driver Education and Special Education departments.
Organized student-peer mediation and conflict resolution program.
Developed master schedule for magnet and home schools.
Organized middle school articulation and parent orientation.
Administrative Coordinator, District Year-Round Intersession Program, Locke High School, LA, CA 1985
Supervised and evaluated teaching and classified staff from the four Concept 6 year-round schools.
Responsible for supervision of instruction.
Coordinated student class assignments, student attendance, and discipline.
Counselor, Belmont High School, Los Angeles, CA 4888 students, grades 9-12.
1981-1986
Counselor responsible for 600 students.
Served as cheerleading sponsor and club sponsor.
Coordinated Girls’ Week activities.
Advisor, Instructional Planning Division, Los Angeles, CA
1979-1980
Responsible for budget, professional development and implementation of Federal grant at six pilot schools.
Created curriculum-teaching models.
Implemented joint Los Angeles County-District Health Peer Counseling program.
Teacher/Department Chairperson, Van Nuys High School, Belmont High School, Berendo Middle School, Los
Angeles, CA 1969-1979; 1980-1981
Taught social studies, health, and driver education
ADDITIONAL EDUCATIONAL EXPERIENCES
District Coordinator for K-16 college collaboratives including UCLA Super 8/12 in eight schools, and expanded
to four additional schools--designed to provide a rigorous academic program, professional development, and tutorial
services to increase the number of students who are eligible and competitively eligible for the University of
California; provided program coordination; developed data analysis.
Coordinated K-16 UCLA/Venice/Westchester Collaborative working with the Achievement Council, UC Office
of the President, and Center X, UCLA. Developed budgets; provided resources; monitored school programs.
Initiated and Implemented College Preparation Partnership Program grant (SB 1697) at all District high
schools. Worked with LAUSD Contracts Branch, external vendors and schools to provide low-cost SAT Prep
programs to approximately 5000 students.
Coordinated Academic Improvement and Achievement Award grant (SB 1582) to provide academic assistance
and support services to secondary students through regional partnerships consisting of schools, colleges and
universities, and external partners including LAEP and the Achievement Council.
Organized Discipline Specific Forums in social studies, mathematics, science and English for teachers and
department chairpersons to implement standards-based instruction district wide.
Initiated and coordinated UC Berkeley Incentive Awards Pre-Collegiate Academy at twenty-two schools in the
District. The program design combines high school outreach, pre-collegiate academic support, community services
and leadership activities to selected high school students.
Clarified implementation of revised high school and middle school graduation requirements.
Monitored data for advanced placement and ―a-g‖ enrollment and success rates.
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ADDITIONAL PROFESSIONAL EXPERIENCES
Workshops and Presentations
Senior High Division Workshop – Interdisciplinary Teaching, Francis Polytechnic High School. 1995
American Educational Research Association – Humanitas: Learning Communities That Transform Teachers’
Professional Culture, Annual Meeting, Division K, New York, April, 1996
Cluster 27 Workshop for Counselors – Instructional Infrastructure. 1999
University of California, Admissions Officers and Outreach Coordinators – Building K-16 collaboratives. 1999
Coordinated workshop presentations for ASCD and ACSA regarding standards-based promotion and access and
equity. 1998-2000
Sponsor, Assistant Principals’ Secondary Counseling Organization. 1999-2000
Advisory Board, CSULA, High School Collaborative, CAPI Initiative. 1999-2000
Advisory Board, Academy of Finance, Los Angles Educational Partnership. 1998-2000
Senior High School Principals’ Organization, Executive Board 2003-2005
PROFESSIONAL MEMBERSHIPS
American Educational Research Association
Presented dissertation, Annual Meeting, New York, April 1996
Associated Administrators, Los Angeles
Professional Standards Committee
Association of California School Administrators
Director, Region XVI, 1997; State ACSA Committee Member, School to Work 1999-2004
Association for Supervision and Curriculum Development
California Staff Development Council
National Staff Development Council
National Association of Secondary School Principals
University of California, Los Angeles, Alumni Association, Life Member
District One, Alumni Freshman Scholarship Committee 1999, 2000
University of California, Los Angeles, Education Alumni Association
PUBLICATIONS
Humanitas: Learning Communities That Transform Teachers’ Professional Culture. Dissertation published,
August 1995. University of California, Los Angeles
Humanitas: An Executive Summary of Findings. Prepared for LAEP, April 1996
Humanitas: Learning Communities That Transform Teachers’ Professional Culture. 1996
ERIC Document Reproduction Service No. ED 397 017
Voices From the Field – Building Teacher Community. 2005
AWARDS AND HONORS
ACSA, Region XVI, Curriculum and Instruction Administrator of the Year. June, 2000
University of California, Los Angeles, Graduate Division Award, June,1995
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Bernard J. Luskin
Dr. Bernard Luskin is Executive Vice President, Professor and Director of the Media Psychology
Program at Fielding Graduate University. He is also Chairman of Luskin International, a media and
education consulting company. He is a licensed Marriage and Family Therapist with a practice in dispute
resolution, including industrial, corporate, and family and child counseling. He participates as a mediator
for the International Center for Mediation and Arbitration.
In corporate life, Bernie Luskin has served as CEO of divisions of Fortune 50 and 500 companies,
including Philips Interactive Media, Philips Education and Reference Publishing, Jones Interactive, Inc,
and Jones Education Networks, including Mind Extension University, and Knowledge TV and as
chairman of the executive committee for KOCE-TV.
In education, Luskin was president of Orange Coast College, is founding president of Coastline
Community College and founding Chancellor of Jones International University; the first accredited fully
web based university. He has been Chair of the American Association of Community Colleges Board of
Directors as well as Executive Vice President and COO on the Association staff. Presently, Luskin is also
Director of the Kellogg Community College Leadership Legacy Project, which is a major research study
examining the success and contributions of university programs and Kellogg Fellows to community
colleges. Luskin has pioneered many new programs in education. Examples include the Webcast
continuing education program for healthcare professionals, the High Hopes program for educationally
handicapped, the Emeritus Institute at Coastline College, the Center for the Partially Sighted, and many
variations of distributed and adult learning programs, including the launch of the first Ph.D program in
Media Psychology in any university. University Business Magazine profiled Luskin as one who has had
exceptionally successful careers and both education and business.
Active in adult learning, publishing and media for many years, Bernie Luskin is executive producer of
numerous films, Emmy winning television series, interactive programs, is author of nine books, hundreds
of articles and other publications. His media productions include producing the first Sesame Street
Interactive CD, Compton‘s and Grolier‘s Encyclopedias, Treasures of the Smithsonian, and Charlton
Heston‘s Voyage Through the Bible. Luskin is credited with putting the first computer in a community
college and with Paramount Pictures, leading the launch of the first fifty digital movies on compact disc.
Luskin has taught at UCLA Extension, Clermont Graduate University, USC Schools of Business,
Education, Film and Television, Pepperdine University Schools of Education and Psychology, California
State University, and The University of Oxford. He has served on the board of trustees of The California
School of Professional Psychology, South Coast Child Guidance Clinic, Accrediting Commission of
Collegiate Schools of Business and the American Association of Community Colleges. California‘s
governor appointed Luskin to the California Post Secondary Education Commission, and he is also a
member of the Web Commission, established by Congress and was a member of the Educational
Advisory Committee of the National Science Foundation. He is member of the board of directors of The
Society of Consulting Psychologists, division 13 of APA, a member of the Education Policy Committee
of The Academy of Television Arts and Sciences, and chairman of the board of HiTechHi L.A., a 21st
century leading charter school. He is active with the Conejo Valley Health Professionals Association. Dr.
Luskin has been recognized with distinguished alumni awards by the UCLA Doctoral Alumni
Association, California State University at Los Angeles, The Hall of Fame of Long Beach City College,
and by The University of Florida, Council for Resource Development, Irish Government and European
Union, for lifetime achievement in education and digital media.
Bernie Luskin lives in Westlake Village, California, with his wife Toni. They have two sons, Ryan and
Matteo.
www.LuskinInternational.com, (805) 495 0355, bluskin@Fielding.edu
09/07
High Tech High - Los Angeles 138
Elliot A. Ponchick
President. William C. Bannerman Foundation. Responsible for the Foundation‘s grantmaking in
Education, the Environment and for strategic social programs. Primary funding is in Education
K-12 with special emphasis on Charter Schools and innovative after school programs.
Economic Consultant. Clients included Federal and State Agencies, Fortune 500 Companies,
and small businesses. Constructed demographic and regional economic models for use by
companies to locate their business operations. Designed procedures for high level Federal Gov‘t
policy makers to evaluate complicated social issues using practical modern economic tools.
Prepared feasibility studies for commercial real estate projects.
Corporate Economist. Formulated National and International Economic Models and prepared
Forecasts of worldwide supply and demand performance. Advised senior level management
regularly and helped operating units evaluate economic viability of new business opportunities.
Futurist- Projected impacts of computers and automation on the economy and their influence on
business, consumer and government sectors. Modeled speed of innovations and identified
barriers to introduction of new ideas.
Economics Professor. Taught courses in Economics at three southern California universities.
Education: M.A. and Ph.D. in Economics from the University of Southern California.
Dr. Ponchick serves on the Board of several non-profit organizations including the Los Angeles
World Affairs Council, one of the nation's leading public forums for global issues. He and his
wife enjoy international travel. They have two teenage children.
High Tech High - Los Angeles 139
TAMARA W. SCHIFF
National Institute for Excellence in Teaching
Senior Vice President, Administration
SUMMARY
Dr. Schiff is responsible for the oversight and ongoing operations of the National Institute for Excellence
in Teaching, and works closely with state and regional Teacher Advancement Program (TAP) directors,
as well as district and state education leadership to ensure appropriate implementation of the program.
Dr. Schiff has authored and edited numerous monographs and articles on educational issues, including
attitudinal results from the TAP program and Improving Student Achievement: Reforms that Work
published by Information Age Publishing. She is active in the Milken Educator Awards program through
her participation in the selection process and National Notifications, and her contributions to the Milken
National Education Conference. Dr. Schiff serves on the board of trustees for the Milken Community
High School where she was head of the Education Committee. She also serves on the board of directors
for HighTechHigh–Los Angeles, a charter high school in the Los Angeles Unified School District. Dr.
Schiff received her Ph.D. in education from UCLA.
EDUCATION
Ph.D., University of California, Los Angeles, Graduate School of Education Specialization: Higher
Education, 1993
M.A., University of California, Los Angeles, Graduate School of Education Specialization: Higher
Education, 1988
B.A., University of California, Los Angeles, Psychology, 1985
EMPLOYMENT HISTORY
2006-present Senior Vice President, Administration, National Institute for Excellence in Teaching,
Santa Monica, California
2005-2006 Vice President, Administration, National Institute for Excellence in Teaching, Santa
Monica, California
2004-2005 Vice President, Education and Associate Director, Milken Family Foundation, Santa
Monica, California, Teacher Advancement Program
2003-2004 Vice President and Survey Director, Milken Family Foundation, Santa Monica,
California
2000-2002 Senior Research Associate, Education Specialist, Milken Family Foundation, Santa
Monica, California
1997-1999 Research Associate, Education Specialist, Milken Family Foundation, Santa Monica,
California
1993-1997 Research Associate, Education Specialist, Milken Institute, Santa Monica, California
1990-1993 Research Analyst, Higher Education Research Institute (HERI), University of California,
Los Angeles, Los Angeles, California
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1988-1989 Research Assistant, Dean‘s Office, Dean Lewis C. Solmon, University of California, Los
Angeles, Graduate School of Education, Los Angeles, CA
RELEVANT EXPERIENCE
Educational Research
Dr. Schiff has written and edited a number of reports, papers and publications discussing school
reform, school leadership, technology, and specifically school reform involving performance pay.
She has also written reports examining the effectiveness and impact of the Teacher Advancement
Program, using indicators for success such as student achievement growth, teacher satisfaction, and
increased collegiality among school staff.
Dr. Schiff has worked with data analysts and value-added experts to evaluate TAP schools in
comparison to control schools and matched students. Dr. Schiff was able to determine the
effectiveness of TAP in raising student achievement, improving the quality of school instruction, and
improving the school environment,
Dr. Schiff has overseen the data collection on and analysis of TAP teacher attitudes and satisfaction
and has used the data to write a number of reports tracking how teachers view the TAP elements of
ongoing applied professional development, instructionally focused accountability, multiple career
paths and performance based compensation.
Administration
Dr. Schiff, along with several others, developed the Teacher Advancement Program (TAP) in 1999
based on research and experience. In 2000, TAP was first implemented in five schools in Arizona.
TAP provides on-site technical assistance in terms of design, implementation, evaluation, and
monitoring; help to stakeholders in building a consensus around their performance pay plan;
assistance to stakeholders in working to gain majority support from a wide range of constituencies
including teachers; training to school leadership teams in using evaluation tools; and assistance in
developing budgets from existing funds to support incentive pay structures.
In her capacity as the Vice President, Administration for NIET, Dr. Schiff oversees the operations of
the program, from the organization of TAP conferences to the coordination of TAP staff including
TAP state directors.
Performance Pay
Dr. Schiff is well-versed in the issues of performance-based compensation and has spoken at
conferences regarding the Teacher Advancement Program, its research base and program results. At
the National Institute for Excellence in Teaching, she helps lead the gathering of research on educator
compensation reform, performance pay, career ladders, professional development, and educator
accountability. While at the Milken Family Foundation, it was this research that Dr. Schiff and her
colleagues used to develop the Teacher Advancement Program.
SELECTED PUBLICATIONS AND PRESENTATIONS
Publications
Milken Institute for Job & Capital Formation. The Challenge from Within. MIJCF: Santa Monica, CA,
1993. (Principal author)
National Association of Secondary School Principals. Priorities and Barriers in High School Leadership: A
Survey of Principals. NASSP: Reston, VA, 2001. (Principal author)
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Schacter, J., Thum, Y.M., Reifsneider, D., and Schiff, T.W. TAP Preliminary Results Report: Year Three
Results from Arizona and Year One Results from South Carolina. Santa Monica, Milken Family
Foundation, 2004.
Schacter, J., Schiff, T., Thum, Y.M., Fagnano, C., Bendotti, M., Solmon, L., Firetag, K., & Milken, L.
The Impact of the Teacher Advancement Program. Santa Monica, Milken Family Foundation, 2002.
Schiff, T.W. Political Identification and Political Attitudes of American College Students. Unpublished
doctoral dissertation, University of California, Los Angeles, 1993.
Schiff, T.W. ―Principals‘ Readiness for Reform: A Comprehensive Approach‖, Principal Leadership,
vol.2, no.5, January 2002.
Schiff, T.W. and Solmon, L.C. California Digital High School Process Evaluation: Year One Report.
Milken Family Foundation: Santa Monica, CA, May 1999.
Schiff, T.W. and Solmon, L.C. (Eds). School technology policy: A discussion. Milken Family
Foundation: Santa Monica, CA, 1998.
Solmon, L.C., and Schiff, T. W. (Eds). Talented Teachers: The Essential Force for Improving Student
Achievement. Greenwich, CT: Information Age Publishing, Inc. 2003.
Solmon, L.C., Agam, K.F., and Schiff, T.W. (Eds). Improving Student Achievement: Reforms that
Work. Greenwich, CT: Information Age Publishing, Inc. 2004.
Solmon, L.C., and Schiff, T.W. National service: Is it worth government support? Change,
September/October, 1993. Also published in Jobs & Capital, Volume III. Milken Institute for Job &
Capital Formation: Santa Monica, winter 1994.
Solmon, L.C., Solmon, M. and Schiff, T.W. The changing demographics: problems and opportunities. In
W.A. Smith, P.G. Altbach, and K. Lomotey (Eds.) The racial crisis in American higher education:
Revised edition. SUNY press: New York, 2002.
Presentations
Teacher Advancement Program. Presentation at the 2007 National Educator Awards Conference.
Washington, D.C. March 2007.
Teacher Advancement Program. Presentation at the 2006 National Educator Awards Conference.
Washington, D.C. May 2006.
Sustaining TAP Funding. Presentation at the 6th Annual Teacher Advancement Program Conference.
Hilton Head, South Carolina. November 2005.
The Teacher Advancement Program. Presentation at the 2005 National Educator Awards Conference.
Washington, D.C. April 2005
The Attitudes of TAP Teachers: Change Can be Tough. Presentation at the 5th Annual Teacher Advancement
Program Conference. Vail, Colorado. November 2004.
The Teacher Evaluation System and PAMS. Presentation at the 5th Annual Teacher Advancement Program
Conference. Vail, Colorado. November 2004.
Improving Student Achievement by Improving Teacher Quality. Presentation at the Mississippi Governor‘s
Education Summit. Jackson, Mississippi. October 2004.
TAP Links to Higher Education and Recruitment Efforts. Presentation at the 4th Annual Teacher
Advancement Program Conference. Charleston, South Carolina. November 2003
The Teacher Advancement Program: Attitudes of the Teachers. Presentation at the 3rd Annual Teacher
Advancement Program Conference. Phoenix, Arizona. November 2002.
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High School Principals: Facts and Trends. Presentation at the National Association of Secondary School
Principals‘ (NASSP) National Convention. Atlanta, Georgia. March 2002.
What High School Principals Say About Themselves, Their Jobs, Teachers, and Their Schools.
Presentation at the Association for Supervision and Curriculum Development‘s (ASCD) National
Convention. San Antonio, Texas. March 2002.
The Teacher Advancement Program. Presentation at the Milken Family Foundation Alabama State
Conference. Montgomery, Alabama. November 2000.
Multiple Career Paths and More. Presentation at the Milken Family Foundation National State Partners
Conference. Phoenix, Arizona. November 2000.
Multiple Career Paths: The First Principle of TAP. Presentation at the Milken Family Foundation 2000
National Education Conference. Los Angeles, California. June 2000.
California Digital High School: Progress to Date. Presentation at the Milken Family Foundation California
Education Conference. Santa Monica, California. November 1998.
California Digital High School Process Evaluation: Preliminary Findings. Presentation at the ―School‘s In
Symposium‖ sponsored by the California Department of Education, Sacramento, California, August 1998
with Lewis C. Solmon.
Altruism versus Careerism: The Motivation Behind Community Service. Presentation at the meeting of
the American Educational Research Association, San Diego, California, April 1998 with Linda J. Sax.
Potential of Technology in the Classroom: Results of a Survey of the 50 States. Presentation at the
MacArthur Study Workshop, Cost-Effectiveness Networking Technologies for School and School/Home
K-12 Networking. Washington, D.C., July 1995.
Students’ Political Identification and Attitudes on Political Issues: The Influence of Peers and Faculty.
Paper presented at the meeting of the American Educational Research Association, Atlanta, Georgia,
April 1993.
Promoting Academic Achievement among Students with Low College Admissions Test Scores. Paper
presented at the First National Conference on Research in Developmental Education, Charlotte, North
Carolina, November 1992 with Eric L. Dey.
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Roberta Weintraub
1529 Gilcrest Drive Beverly Hills, CA 90210 (310) 246-0404 Fax (310) 273-8167
ADMINISTRATIVE EXPERIENCE:
Founder and Executive Director: HighTechHigh-LA Present
Founder and Executive Director: Los Angeles Police Academy Magnet School 1995-Present
Writer & Host: 1995-Present
Century Cable Television Education Specials
Chair: 20th Senate District Women’s Commission 1993-1997
Board of Governors: State Bar of California 1993-95
Library Commission: City of Los Angeles 1993-95
Member: Los Angeles City Board of Education 1979-93
L.A.U.S.D. Board President: ‗79-‘81, ‗88-‘89
Executive Director/President: Students Run L.A. 1987-95
Writer, Producer, Host: 1985-87
Emmy Award Winning “School Beat” Education TV Talk Show
Member, Board of Directors: 1979-95
Women’s Association for Education and Research
Los Angeles Private Industry Council
Workforce L.A.
Sherman Oaks Homeowners Association
Co-Founder: Women for Malpractice Reform 1975-76
AWARDS:
“Woman of the Year” California Sate Senate 1986
“Woman of the Year” Hadassah 1993
“Woman of the Vision” Valley Presbyterian Hospital 1993
Emmy Award Academy of Television Arts & Sciences 1986
Portrait in Excellence Award B‘nai Brith 1983
Outstanding Achievement Award L.A. Commission on the Status of Women 1982
Outstanding Service to Women Educators Commission on Gender Equity 1981
Public Safety Award Public Safety Committee 1980
EDUCATION:
Graduate Studies - John F. Kennedy School of Government Harvard University
Bachelor of Arts - Elementary Education UCLA
TEACHING EXPERIENCE:
Harvard Graduate School of Education Cambridge, MA
University of San Diego San Diego, CA
University of Southern California Los Angeles, CA
Los Angeles Unified School District Los Angeles, CA
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ACHIEVEMENTS:
Women in Management: Sponsored the landmark ―Consent Decree‖ which removed the glass
ceiling preventing women from being promoted into management positions within the
L.A.U.S.D. Percentage of women administrators increased from only 15% to over 50% in
nine years.
Gender Equity Commission: Established the Women‘s Gender Equity Commission. The
Commission determines L.A.U.S.D. policies regarding discrimination, sexual harassment,
and gender bias. The Commission also provides administrative oversight for the
implementation of the District‘s Equity policies.
Sexual Harassment Issues: Initiated and sponsored the L.A.U.S.D.‘s Sexual Harassment Policy.
The District‘s Educational Equity Compliance Office was created in response to this Policy
in order to implement sexual harassment awareness training and handle all employee and
student complaints regarding sexual harassment.
Comparable Worth: Sponsored the District‘s Comparable Worth Study which was directly
responsible for equalizing the District‘s pay structure for women and men. ―Equal pay for
jobs of comparable worth‖ created a gender-neutral pay scale that remains in force today.
Child Care Centers: Secured private funding for three new on-campus child care centers which
were the first built by the District in 15 years. 150 child-care slots at each site were created
to serve the needs of young women in the Independent Study program.
Magnet Programs: Created the District‘s Magnet School concept, and designed the innovative
Van Nuys Medical Magnet, the Law and Administration of Justice Magnet, and the Police
Academy Magnet. These programs serve as state-wide models for the integration of school-
based and work-based instruction, and have been expanded to over 20 high school campuses
within the District.
School-Based Management: Initiated the model for School-Based Management which gives
parents and teachers a greater voice in school decision-making. This model was the
forerunner of both the L.E.A.R.N. and Charter School movements, and is in use at every
campus within the District.
State Bar Board of Governors: Started the first-ever Magnet School with the State Bar Board
of Governors and Dorsey High School. Students meet and work at the Board of Governor‘s
Office in Los Angeles and serve as Interns with the Board and private attorneys.
Diversity Training: Co-Founded the Education for Diversity program, and assisted in the
development of curriculum and textbooks to support the project.
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Radio & TV Projects: Created, produced, wrote, and served as moderator-host on KMPC 710
AM Radio, Channel 9 Television, and Century Cable Television on subjects of interest to the
City and to the Education community. Received two Emmy awards for achievement in this
field. Currently Co-Hosting a series of education specials on Century Cable Television.
Library Commission: Appointed by the Mayor of Los Angeles. Designed and developed the
Technology Magnet located at the Los Angeles Central Library. The Library offers high
school Magnet students a variety of classes using state-of-the-art computers, the Internet,
distance learning, and computer-based training. The classes are taught by U.C.L.A. faculty
members either on-site at the Library or via the Internet. Approximately 250 students per
year from all four grade levels (9-12) attend these courses. During their junior and senior
years, Magnet students are eligible for paid internships at the U.C.L.A. campus which
provides them with additional training in library science and on-line research methodologies.
Drug & Alcohol Prevention: Created the District‘s school-based Alcohol and Drug Prevention
and Treatment programs. Components include curriculum modules, training materials, guest
speakers, information pamphlets, and resource guides.
AIDS Education: Co-created the nation‘s first District-wide AIDS education curriculum
targeted to both young women and men. In addition to encouraging abstinence, the program
acknowledged that young people would continue to engage in unsafe practices that placed
them at risk for AIDS and other sexually transmitted diseases. The program therefore
distributed condoms and taught safe sex practices.
Health Clinics: Established the District‘s first ever school-based health clinics located on-
campus at three area high schools. These clinics provide primary health services to students
for problems as minor as cuts and bruises to conditions as serious as cancer and AIDS.
Campus Safety: Sponsored the policy to expel students who bring firearms to school.
Equalized Sports Funding: Responsible for equalizing the funding for girls and boys sports
programs throughout the District
Students Run L.A.: Created, sponsored, and served as Executive Director and President of this
athletics-oriented, community service program for at-risk youth.
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APPENDIX D: SCOPE &
SEQUENCE
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Grade 9 Course Descriptions
English 9AB
The major purpose of this course is to explore different genres of literature. These include
poetry, the short story, the novel, works of nonfiction, the epic and the drama. Works read
include To Kill a Mockingbird, The Way to Rainy Mountain, "The Birds," "The Secret Life of
Walter Mitty," The Odyssey, Romeo and Juliet, and A Night to Remember. There is specific
focus on essay writing, grammar, argument analysis in speeches and newspaper editorials,
research skills and validation of information, as well as the art of oral presentation.
Standards addressed include:
Reading
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
2.0 Reading Comprehension (Focus on Informational Materials)
3.0 Literary Response and Analysis
Writing
1.0 Writing Strategies
2.0 Writing Applications (Genres and their Characteristics)
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Listening and Speaking
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and their Characteristics)
Textbooks:
Prentice Hall Literature ‗Timeless Voices, Timeless Themes‘ Gold Edition. 2002
To Kill a Mockingbird. Harper Lee
The Way to Rainy Mountain. N. Scott Momaday
A Night to Remember. Walter Lord
Geography and Humanities
This course carefully examines the cultural and political systems of various peoples from the
dawn of humanity through the 18th century, including, Ancient Africa, Mesopotamia, China,
Greece, Rome, the Americas, and Europe.
Regional Geography is designed to provide understanding of the distribution and characteristics
of the world‘s major cultures and of the dynamics of human migration and cultural diffusion. A
unit on ―The Earth and Its Peoples‖ introduces basic physical geography and map-reading skills.
In the remainder of the course, students consider the regional mosaic of the world through a
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series of studies moving from Western Europe to the Soviet Union and Eastern Europe, the
Middle East, and North Africa. They then study sub-Saharan Africa, Asia, the Pacific Basin, and
Latin America. For each of these regions, selected nations are studied in depth.
Another important aspect focuses on this question: What does it mean to be human?
In examining this driving question, students will incorporate the study of art, religion, music, and
architecture into their study of civilizations. Students look not only at books and works of art, but
also at buildings, rituals, social groups, and political institutions as examples of the creative
power of the human mind and spirit. Recently expanded fields of study have included linguistics,
archaeology, architecture, law, the history of religions, and the humanistic approach to science
and technology.
Textbook:
World History - Patterns of Interaction. Beck,et.al. McDougal Littell,2003
Integrated Math 1AB
Integrated Math 1 is a course that covers most traditional Algebra 1 topics with the addition of
some important ideas from Geometry, like area, perimeter and volume of common figures, basic
trigonometry and coordinate systems.
The class will address the following standards: Identify and use the arithmetic properties of
subsets of integers and rational, irrational, and real numbers, including closure properties for the
four basic arithmetic operations where applicable; use properties of the number system to judge
the validity of results, to justify each step of a procedure, and to prove or disprove statements;
Know and be able to use the triangle inequality theorem; Know, derive, and solve problems
involving the perimeter, circumference, area, volume, lateral area, and surface area of common
geometric figures; Compute the volumes and surface areas of prisms, pyramids, cylinders, cones,
and spheres; Compute the areas of polygons; Determine how changes in dimensions affect the
perimeter, area, and volume of common geometric figures and solids; Find and use measures of
sides and of interior and exterior angles of triangles and polygons to classify figures and solve
problems; Prove theorems by using coordinate geometry; Know the definitions of basic
trigonometric functions defined by the angles of the right triangle.
Textbook:
Integrated Math 1, Rubenstein, Craine, Butts, McDougal Littell, 2002
Algebra Connections: College Prep Mathematics. Dietiker, Kysh, Sallee, Hoey, CPM
Educational Programs, 2006
Physics AB
Physics AB is the first course in the science sequence at HTH-LA and an introductory course in
Conceptual Physics in which students focus on the physical connections in nature. The concepts
of physics and their connections underlie the other sciences, justifying the designation of this
subject as the foundation of all sciences and the appropriate starting point to achieve a solid
science education. Conceptual Physics refers to an emphasis on understanding the principles of
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physics rather than focusing on working out physics problems. It is a qualitative study of the
central concepts of physics with emphasis on relevant situations and events that are familiar in
the everyday environment. This course will be taught in conjunction with the first year
Mathematics. Quantitative analysis and methods of data interpretation will be introduced to
prepare students for subsequent science courses. Mathematics skills will be extensively
developed as students use quantitative analysis through a project based learning approach to
understand and internalize the content areas. Students will learn and be required to use word
processing software (Word), spreadsheet software (Excel) and presentation software
(PowerPoint).
Standards Addressed:
All of the Science Content Standards in Physics will be covered: Motion and Forces,
Conservation of Energy and Momentum, Heat and Thermodynamics, Waves, and Electric and
Magnetic Phenomena. Chemistry standards covered in Physics include: Atomic Structure and
Properties of Gases, Liquids, and Solids.
Textbook:
Conceptual Physics, 2006 Edition , Paul G. Hewitt. Pearson/Prentice Hall.
Spanish 1AB
Spanish 1 introduces and solidifies basic Spanish concepts. The textbook, workbook and
materials serve to provide cultural content, learn vocabulary and grammar, and further develop
reading, writing, listening and speaking skills in Spanish. The goals of the course are for students
to learn skills and attain sophistication in the Spanish language., to build communicative skills
and cultural competency and a realistic and insightful understanding of Hispanic culture and
thought, prepare students to use Spanish in real-life situations by emphasizing oral
communication and by developing the other basic language skills (reading and writing), to
understand Spanish conversations, to interact orally on familiar topics, to use language for
personal communications needs, to ask and answer questions and request clarification as needed,
to understand written documents on familiar topics dealing with basic needs or interests, to write
short descriptive paragraphs, and search for information on the Internet.
Books used:
Realidades 1: Peggy Palo Boyles, Myriam Met, Richard Sayers, Carol Eubanks Wargin, Prentice
Hall, 2004
La Casa en Mango St. Sandra Cisneros
Photography 1AB
This course provides students with a comprehensive and well-rounded beginning to the art and
craft of photography. Driven by the question, ―What makes a great photograph ‗Great‘?‖,
students learn photographic technique, history, and examine the medium as an art and vehicle for
social change by first learning how to take pictures and then how to take better pictures. This is
a hands on studio class where students learn by doing, both with the camera and the computer.
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By reviewing each other‘s work, completing exercises and projects, examining the work of
recognized masters in the field and studying elements of composition, lighting and other
aesthetic aspects of photography, they will become skilled in the use of cameras and digital
imaging technology and begin to incorporate photography into their lives, applying it as a tool of
communication and self-discovery.
Standards Addressed:
California Visual Arts Standards –
1.1 Identify and use the principles of design to discuss, analyze, and write about visual
aspects in the environment and in works of art, including their own.
1.3 Research and analyze the work of an artist and write about the artist‘s distinctive style
and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a
particular principle of design.
1.5 Analyze the material used by a given artist and describe how its use influences the
meaning of the work.
1.2 Describe the principles of design as used in works of art, focusing on dominance and
subordination.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.5 Create an expressive composition, focusing on dominance and subordination.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place,
and cultural influence are reflected in selected works of art.
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over
time because of changes in interpretation and context.
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art
and change or defend that position after considering the views of others.
5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art
collector, art gallery owner, and philosopher of art (aesthetician)
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Grade 10 Course Descriptions
English 10AB
This course explores issues that plaque and enlighten society. Students will read works such as
Lord of the Flies, Alice‘s Adventures in Wonderland, Animal Farm and Macbeth. Students will
address these works through the examination of questions such as: How does questioning shape
identity and lead to change within the individual, within society and within culture? How does
reading and writing literature help us understand ourselves and others? What makes literature an
art are the multiple meanings that stories can have and the journey of self-exploration that one
experiences when one lets imagination and intellect come to life. Students will read short
stories, novels, poetry, non-fiction and drama; engaging creative, descriptive, narrative, and
persuasive writing; working in small groups to peer edit, and develop research skills and a sense
of style in writing. In addition, students will polish final products for assessment and
presentation in portfolios. Students will engage in informative, impromptu, and persuasive
speaking after exploring principles of effective oral communication including delivery,
organization, content, and stress management
Standards Addressed:
Reading
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
2.0 Reading Comprehension (Focus on Informational Materials)
3.0 Literary Response and Analysis
Writing
1.0 Writing Strategies
2.0 Writing Applications (Genres and their Characteristics)
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Listening and Speaking
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and Their Characteristics)
Books Used:
Prentice Hall Timeless Voices, Timeless Themes Platimum Level
Pearson Prentice Hall, 2002
Prentice Hall Literature Reader's Companion: World Masterpieces
Pearson Prentice Hall, 2002
Lord of the Flies, William Golding
Alice's Adventures in Wonderland and Through the Looking Glass,
Lewis Carroll
Animal Farm George Orwell
Macbeth, William Shakespeare
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Integrated Math 2AB
The Integrated Math course helps students think critically, communicate ideas clearly, work
cooperatively with others, and develop strong problem solving skills. The major emphasis of
Integrated Math 2 is Geometry, even though other important areas of math are interwoven
throughout. Students in Integrated Math 2 will continue with the concepts studied in Integrated
Math 1.
The following topics will be covered:
(Algebra) Ratios, Proportions, Percents, Systems of Equations, Rate, Work, Mixture Problems,
Quadratic equations, functions and graphs
(Geometry) Mathematical reasoning, congruent and similar triangles, parallel lines,
polygons/properties/angles of polygons, Pythagorean Theorem/special right triangles, basics of
Trigonometry, circles/properties, area/surface area/volume, Coordinate Geometry
(Statistics) basic terms and formulas, combinations/permutations, probabilities
Textbook:
Integrated Math 2. Rubenstein, Craine, and Butts. McDougal Littel, 2002.
World History and Geography
In World History and Goegraphy AB, students will examine major turning points that have
helped shape the modern world. Students will study government, philosophy, culture, religion,
and sources of influence and power and evaluate the economic, political, and social implications
of historical events in their context. Students will also build skills beneficial to their educational
and personal endeavors; such as critical thinking, reading, writing, outlining, note taking,
speaking, and test taking.
Semester I: Modern Western Political Thought: The French Revolution ,the Napoleonic Era and
Nationalism, the Industrial Revolution and the Age of Reform, Imperialism, World War I, the
Russian Revolution.
Semester II: The Interwar Period: World War II, the Cold War, the Chinese Revolution, the
Partition of Palestine, the Partition of India, Post- World War II Democratic Movements.
Standards addressed:
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in
Judaism, and in Christianity to the development of Western political thought.
10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,
Japan, and the United States.
10.4 Students analyze patterns of global change in the era of New Impe°rialism in at least two of
the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines
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10.5 Students analyze the causes and course of the First World War.
10.6 Students analyze the effects of the First World War.
10.7 Students analyze the rise of totalitarian governments after World War I.
10.8 Students analyze the causes and consequences of World War II.
10.9Students analyze the international developments in the post–World War II world.
10.10 Students analyze instances of nation-building in the contemporary world in at least two of
the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
10.11 Students analyze the integration of countries into the world economy and the information,
technological, and communications revolutions (e.g., television, satellites, computers).
Textbook:
.World History: Connections to Today, The Modern Era. Elisabeth Gaynor Ellis, Anthony Esler.
Prentice Hall. 2003
Chemistry
This course consists of two semester units and satisfies the requirements of the state of California
and public universities for a laboratory science high school class. In this course, students will
learn about the subject of chemistry, including the building blocks of the universe and how they
interact energetically. Students will also learn and practice presentation, communication,
experimentation, and science writing skills. This is an integrated course in the HTH-LA
curriculum, and therefore will involve many project-based activities coordinated with other tenth
grade classes.
Standards Addressed:
Investigation and Experimentation, Atomic and Molecular Structure, Chemical Bonding,
Conversion of Matter and Stoichiometry, Gases and Their Properties, Acids and Bases,
Solutions, Chemical Thermodynamics, Reaction Rates, Chemical
Equilibrium, Organic and Biochemistry, and Nuclear Processes.
Textbook:
Holt Chemistry: Visualizing Matter. R. Thomas Myers, Keith B. Oldham, Salvatore Tocci. Holt,
Rinehart and Winston, 2000
Spanish 2AB
Spanish 2 expands the five basic skills taught in Spanish 1. Although oral communication is still
the focus, there is an increased emphasis placed on reading and writing. Students are expected to
be able to comprehend magazines, newspaper and selected magazine articles. At level 2, they
will have developed a functional command of words and phrases that deal with immediate needs
and common everyday situations in a home or while traveling. Students will comprehend simple
questions and statements about family, residence, self, weather, time and interests. The content
expansion includes normal commands, frequent instructions, and courtesy interchanges. The
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student will be able to recognize differences in the present, past, and future tenses and of other
frequently encountered grammatical signals as they become more evolved. We will also be
reading short stories, novels, poetry, non-fiction and drama from various Latin American
authors. Using computers, students will learn new ways to enhance all communication skills.
Books used:
Realidades 2: Peggy Palo Boyles, Myriam Met, Richard Sayers, Carol Eubanks Wargin, Prentice
Hall, 2004.
Como Agua Para Chocolate, Laura Esquivel
Macario, Bruno Traven
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Grade 11 Course Descriptions
American Literature and Composition AB
This course is designed to encourage and improve skills in reading, writing, thinking and
speaking. This course is a chronological survey of American Literature (both fiction and non-
fiction) from the Colonial Period into the 20th century. Literary works will include colonial non-
fiction and founding documents of U.S. government, works of the American Transcendentalists
including The Scarlet Letter, late 19th Century American fiction including works by Twain and
Bret Harte, works of the American Progressives (e.g., Upton Sinclair and Jane Addams), Harlem
Rennaissance poetry, The Great Gatsby by F. Scott Fitzgerald and "The Crucible" by Arthur
Miller. Using these works as texts, students will work on critical thinking skills and essay
writing, as well as exploring themes and issues running throughout American literature,
especially as they relate to changing political and social climates in the United States and the
world. Students will also work on expanding their vocabularies and perfecting their grammar.
Standards addressed:
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
2.0 Reading Comprehension (Focus on Informational Materials)
3.0 Literary Response and Analysis
Writing
1.0 Writing Strategies
2.0 Writing Applications (Genres and Their Characteristics)
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Listening and Speaking
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and Their Characteristics)
Books Used:
Prentice Hall Literature ‗Timeless Voices, Timeless Themes‘: The American Experience.
Prentice Hall 2002
The Scarlet Letter. Nathaniel Hawthorne;
The Adventures of Huckleberry Finn. Mark Twain;
The Great Gatsby. F. Scott Fitzgerald.
Integrated Math 3AB
Students who have successfully completed Integrated Math I and II will take Integrated Math III.
Students start with a continuation of concepts studied in Integrated Math I. Students will be
challenged by new concepts that require graphing skill, function analysis, solving higher order
equations, investigating complex number systems, and working with matrices, conic sections,
logarithms, data analysis and probability. Students will be involved in communicating
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information mathematically, solving problems from a real world context and justifying the
solutions to problems. This course is designed for students to explore, investigate and understand
the importance of mathematics through real-world experiences. In mathematics, students will
acquire the knowledge and skills to problem solve, communicate, reason, create models and
make connections.
Textbook:
Integrated Math 3. Rubenstein, Craine, and Butts. McDougal Littell, 2002
Integrated Math III: Algebra II (CD) by McDougal Littell.
United States History and Geography AB
In this course students examine major turning points in American history in the twentieth
century. During the year certain themes should be emphasized: the expanding role of the federal
government and federal courts; the continuing tension between the individual and the state and
between minority rights and majority power; the emergence of a modern corporate economy; the
role of the federal government and Federal Reserve System in the economy; the impact of
technology on American society and culture; change in the ethnic composition of American
society; the movements toward equal rights for racial minorities and women; and the role of the
United States as a major world power. In each unit students should examine American culture,
including religion, literature, art, drama, architecture, education, and the mass media. The year
begins with a selective review of United States history, with an emphasis on two major themes—
the nation’s beginnings, linked to the tenth-grade retrospective on the Enlightenment and the rise
of democratic ideas; and the industrial transformation of the new nation, linked to the students‘
tenth-grade studies of the global spread of industrialism during the nineteenth century
Standards addressed:
11.1 Students analyze the significant events in the founding of the nation and its attempts to
realize the philosophy of government described in the Declaration of Independence.
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-
urban migration, and massive immigration from Southern and Eastern Europe.
11.3 Students analyze the role religion played in the founding of America, its lasting moral,
social, and political impacts, and issues regarding religious liberty.
11.4 Students trace the rise of the United States to its role as a world power in the twentieth
century.
11.5 Students analyze the major political, social, economic, technological, and cultural
developments of the 1920s.
11.6 Students analyze the different explanations for the Great Depression and how the New Deal
fundamentally changed the role of the federal government.
11.7 Students analyze America‘s participation in World War II.
11.8 Students analyze the economic boom and social transformation of post–World War II
America.
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11.9 Students analyze U.S. foreign policy since World War II.
11.10 Students analyze the development of federal civil rights and voting rights.
11.11 Students analyze the major social problems and domestic policy issues in contemporary
American society.
Textbook:
The Americans, Reconstruction to the 21st Century 2003 California Edition Danzer, Klor de
Alva, Kreiger, Wilson, Woloch McDougal Littell, 2003.
United States History Danzer, Gerald A., et al.
Biology AB
Biology AB is a laboratory-based course to provide understanding of the basic biological
concepts: the diversity of organisms; heredity; matter, energy and organization of living
systems; evolution of living systems; physiology; the biosphere and interdependence of abiotic
and biotic factors. Classroom emphasis is on active student participation in inquiry and
laboratory analysis and the development of critical thinking skills. Biology AB meets the life
science graduation requirements and one year of the University of California ―d‖ entrance
requirement for a laboratory science.
Standards Addressed:
All of the Science Content Standards in Biology will be covered: Macromolecules; Cellular
Structures; Cellular Energetics; Central Dogma; DNA Technology; Meiosis and Mendel‘s Laws;
Probability of Inheritance; Natural Selection; Population Genetics; Mechanisms for Evolution;
Evidence for Evolution; Gas and Nutrient Exchange; Electrochemical Communication and
Response; Feedback Mechanisms; Infection and Immunity; Ecology
Textbook:
Biology, CA Edition; Miller, Levine. Pearson Prentice Hall, 2007.
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Grade 12 Course Descriptions
Modern Literature/Advanced Composition
This course is designed to encourage and improve students' skills in reading, writing, thinking
and speaking, as well as their ability to think and work independently. Class time is spent
substantially in smaller group, self-directed learning activities. Literary works will include 1984
by George Orwell and ―The Misanthrope‖ by Moliere. Students will also be specifically
working on more advanced writing structures, including their college application essay, and
more substantial research projects of their own creation. Students will also have the opportunity
to explore independent reading that they will share and discuss with a smaller group of their
classmates
Standards Addressed:
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
2.0 Reading Comprehension (Focus on Informational Materials)
3.0 Literary Response and Analysis
Writing
1.0 Writing Strategies
2.0 Writing Applications (Genres and Their Characteristics)
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Listening and Speaking
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and Their Characteristics)
Books Used:
Prentice Hall Literature ‗Timeless Voices, Timeless Themes‘ The British Edition. Prentice Hall,
2002.
1984. George Orwell
The Misanthrope. Moliere,
The Eyre Affair. Jasper Fforde
All Quiet on the Western Front. Erich Maria Remarque,
The Sun Also Rises. Ernest Hemingway
United States Government
In this course students apply knowledge gained in previous years of study to pursue a deeper
understanding of the institutions of American government. In addition, they draw on their studies
of American history and of other societies to compare different systems of government in the
world today. This course should be viewed as the culmination of the civic literacy strand that
prepares students to vote, to reflect on the responsibilities of citizenship, and to participate in
community activities
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Standards addressed:
12.1 Students explain the fundamental principles and moral values of American democracy as
expressed in the U.S. Constitution and other essential documents of American democracy.
12.2 Students evaluate and take and defend positions on the scope and limits of rights and
obligations as democratic citizens, the relation-ships among them, and how they are secured.
12.3 Students evaluate and take and defend positions on what the fundamental values and
principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and
economic relations that are not part of government), their interdependence, and the meaning and
importance of those values and principles for a free society.
12.4 Students analyze the unique roles and responsibilities of the three branches of government
as established by the U.S. Constitution.
12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and
its amendments.
12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.
12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and
local governments.
12.8 Students evaluate and take and defend positions on the influence of the media on American
political life.
12.9 Students analyze the origins, characteristics, and development of different political systems
across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
12.10 Students formulate questions about and defend their analyses of tensions within our
constitutional democracy and the importance of maintaining a balance between the following
concepts: majority rule and individual rights; liberty and equality; state and national authority in
a federal system; civil disobedience and the rule of law; freedom of the press and the right to a
fair trial; the relationship of religion and government.
Textbook:
Magruder's American Government 2005 edition William A. McClenaghan Prentice Hall,
2005.
Economics
In a one-semester course in economics, students should deepen their understanding of the
economic problems and institutions of the nation and world in which they live. They should learn
to make reasoned decisions on economic issues as citizens, workers, consumers, business owners
and managers, and members of civic groups. In this capstone course students should add to the
economic understandings they acquired in previous grades and apply tools (such as graphs,
statistics, and equations) learned in other subject fields to their understanding of our economic
system. This course primarily is a course in social science, enriching students‘ understanding of
the operations and institutions of economic systems, rather than a course in household or
business management or budgeting. Throughout this course, measurement concepts and methods
should be introduced; for example, tables, charts, graphs, ratios, percentages, and index numbers.
Behind every graph is an equation or set of equations that specifies a relationship among
economic variables. Thus, to master the economic method, students must use graphs and
understand, at the appropriate level, the mathematical equations they represent.
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Standards Addressed:
12.1 Students understand common economic terms and concepts and economic reasoning.
12.2 Students analyze the elements of America‘s market economy in a global setting.
12.3 Students analyze the influence of the federal government on the American economy.
12.4 Students analyze the elements of the U.S. labor market in a global setting.
12.5 Students analyze the aggregate economic behavior of the U.S. economy
12.6 Students analyze issues of international trade and explain how the U.S. economy affects,
and is affected by, economic forces beyond the United States‘s borders.
Textbook:
Economics, Today and Tomorrow 2005 edition Roger LeRoy Miller, Ph.D McGraw Hill
Glencoe, 2005.
Statistics
This discipline is an introduction to the study of probability, interpretation of data, and
fundamental statistical problem solving. Mastery of this academic content will provide students
with a solid foundation in probability and facility in processing statistical information.
Standards Addressed:
1.0 Students know the definition of the notion of independent events and can use the rules for
addition, multiplication, and complementation to solve for probabilities of particular events in
finite sample spaces.
2.0 Students know the definition of conditional probability and use it to solve for probabilities in
finite sample spaces.
3.0 Students demonstrate an understanding of the notion of discrete random variables by using
them to solve for the probabilities of outcomes, such as the probability of the occurrence of five
heads in 14 coin tosses.
4.0 Students are familiar with the standard distributions (normal, binomial, and exponential) and
can use them to solve for events in problems in which the distribution belongs to those families.
5.0 Students determine the mean and the standard deviation of a normally distributed random
variable.
6.0 Students know the definitions of the mean, median, and mode of a distribution of data and
can compute each in particular situations.
7.0 Students compute the variance and the standard deviation of a distribution of data.
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8.0 Students organize and describe distributions of data by using a number of different methods,
including frequency tables, histograms, standard line and bar graphs, stem-and-leaf displays,
scatterplots, and box-and-whisker plots.
Textbook:
The Basic Practice of Statistics 4th Edition David S. Moore W.H. Freeman and Company,
2007.
Math Analysis
This course is for students to prepare them for Calculus or other courses requiring a background
in Pre-Calculus mathematics.
Course Objectives:
1. Demonstrate an understanding of functions and equations, an ability to graph them, to
find inverses and composition of functions.
2. Identify the roots and poles of a rational function, asymptotes, maxima and minima.
3. Use the exponential and logarithmic functions to model real life situations.
4. Demonstrate an ability to recognize what type of conic section the equation represents
and determine its geometric components such as foci, asymptotes, etc.
5. Use a geometric description of a conic section and derive a quadratic equation
representing it.
6. Apply the fundamental theorem of algebra to problem solving.
7. Divide polynomials using long division and synthetic division.
8. Prove formulas by using the technique of mathematical induction.
9. Apply the knowledge of vectors, parametric equations, and polar coordinates.
10. Demonstrate an understanding of trigonometric functions and identities.
Calculus
This course includes introductory calculus, analytical geometry, and elementary functions. The
following list is a set of specific course objectives for AP Calculus. This list is organized with
respect to its six major course topics which include a review of the prerequisites, the
development of limits, Differentiation, Integration, Transcendental Functions, Special
Techniques/Methods, and the application of these. This course study will include properties of
functions, limits, differential calculus, and integral calculus. Use of symbolic differentiation and
integration utilities is also included. AP Calculus is primarily concerned with developing the
students‘ understanding of the concepts of Calculus and providing experience with its methods
and applications. The course emphasizes a multi-representational approach to Calculus, with
concepts, results, and problems being expressed graphically, numerically, analytically, and
verbally.
Textbook:
Calculus (Single variable). Finney, Demana,Waits,Kennedy. Scott Foresman-Addison Wesley
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Advanced Physics
Advanced Physics is a senior science course to prepare students for college level work in math,
science and engineering and to ensure their success when they matriculate upon graduation from
HTH-LA. The course will apply and strengthen their math skills in Calculus through problem
solving exercises centered on the basic principles of physics, e.g., mechanics, electricity and
magnetism.
Standards Addressed:
The following Science Content Standards in Biology and Math Content Standards will be
covered: Vector math; Calculus derivatives and integrals; Kinematics (linear and 2D); Newton‘s
Laws of Motion; Work, Energy and Power; Circular Motion and Rotation; Oscillations and
Gravitation; Electrostatics; Electric Circuits; Magnetic Fields; Electromagnetism.
Textbook:
Fundamentals of Physics, 7th edition. Halliday, Resnick, and Walker. John Wiley & Sons, 2005.
Environmental Science
Environmental Science integrates topics from a wide variety of subjects, including chemistry,
geology, biology, geography, sociology, and political science. This is a senior-level course at
HTH-LA, and follows the formal physics, chemistry, and biology classes that students have
taken in the 9th – 11th grades. In this class, we will strike a balance between the rigorous
scientific inquiry/experimentation and the political and sociological approaches to the subject.
We will also focus on meaningful, student-driven projects that follow the interests of the class
and remain relevant to current events. Students will develop an understanding of the
environment, both local and global, and study both historical and current environmental issues.
Topics covered include: Ecology and Biomes, Biodiversity, Earth Science and Resources,
Atmospheric Science and Air Pollution, Population Dynamics, Food Resources, Environment
and Human Health, Water Cycles and Water Pollution, Renewable and Nonrenewable
Resources, Energy and Waste.
Project Science
Project Science is a hands-on lab class that involves each student researching, becoming an
expert in, and building some finished products (or passing a proficiency test) in at least three
different areas of their interest in science. There may be competitions between students at HTH-
LA and also with other schools. Students will be required to use word processing software
(Word), spreadsheet software (Excel) and presentation software (PowerPoint). The Computer
Assisted Drawing (CAD) program may also be used to design specific parts to be manufactured.
Standards Addressed:
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Many of the Science Content Standards in Physics and the other sciences will be covered and
applied in the processes of research, design, collaboration, manufacturing, testing, reengineering,
and competition. Some of the specific California State Science Standards that will be covered are
in Physics: Motion and Forces, Conservation of Energy and Momentum, Heat and
Thermodynamics, Waves, and Electric and Magnetic Phenomena.
Chemistry Content Standards may include: Chemical reactions and Properties of Gases, Liquids,
and Solids. Earth Science standards may include: Astronomy, Remote Sensing (Mars),
Oceanography, Rocks and Minerals.
Applied Technology may include: Robotic design, Aerodynamics (Endurance Powered Aircraft),
Engineering Electric Vehicles and Boomilevers, Designing and building musical instruments.
Other areas may include: Forensics, Technical Writing, Experimental Design, and Mathematical
Powers of Ten calculations.
Electives:
Biotechnology
Biotechnology is an elective science course which focuses on the fields of molecular biology and
molecular genetics. Through laboratory investigations, students learn the current concepts and
techniques by which our knowledge of living systems is applied for the practical use of
humankind. Students learn modern methods for analyzing genomes and applying their findings
to treatment and cure of human disease, to agricultural improvement, to forensic science, and to a
deeper understanding of evolution. Ethical and moral issues posed by biotechnology are
explored and discussed.
Introductory Russian
The objective of this survey course is to introduce students to the writing and sounds systems of
contemporary Russian, with emphasis on the development of the basic skills--listening, speaking,
reading and writing. Students will learn to read, speak and understand Russian at an elementary
level. In addition, students will gain knowledge of Russian culture and society.
Upon successful completion of this course, the student will be able to ask and respond to simple
questions orally about his or her and familiar topics, and understand simple phrases in a printed
text. They will be familiar with the Russian culture and society.
Major topics covered in the course include the Cyrillic alphabet and sound system; formal and
informal situations. Vocabulary topics will include greeting people; introducing and giving
information about yourself; asking for information; naming common objects; customs; airport;
advertisements; languages; and ethnic and national backgrounds.
Methods of instruction include lecture, discussion, classroom exercises, and project
presentations.
Advanced Photography
Studentsl expand on the skills learnied in Photography 1AB. Students explore their personal
style and assemble a portfolio of their best work.. Students review camera and PhotoShop
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techniques.
Standards Addressed:
California Visual Arts Standards
1.3 Research and analyze the work of an artist and write about the artist‘s distinctive style
and its contribution to the meaning of the work.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
2.2 Prepare a portfolio of original two- and three-dimensional works of art that reflects
refined craftsmanship and technical skills.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history.
5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art
collector, art gallery owner, and philosopher of art (aesthetician).
1.8 (Adv.) Analyze the works of a well-known artist as to the art media selected and the
effect of that selection on the artist‘s style.
2.1 (Adv.) Create original works of art of increasing complexity and skill in a variety of
media that reflect their feelings and points of view.
2.4 (Adv.) Demonstrate in their own works of art a personal style and an advanced
proficiency in communicating an idea, theme, or emotion.
3.2 (Adv.) Identify contemporary artists worldwide who have achieved regional, national, or
international recognition and discuss ways in which their work reflects, plays a role in, and
influences present-day culture.
3.3 Adv.) Investigate and discuss universal concepts expressed in works of art from diverse
cultures.
Robotics
The Robotics elective course is a hands-on lab class that will give students technical training in
robotics engineering design, electronics design, computer programming, organizing and
managing a robotics team, and building robots that are specialized to do certain tasks. Students
will be introduced to and learn to safely use manual and digitally controlled design programs and
metal part manufacturing machines. There are no prerequisite classes for this course. Students
will be required to use word processing software (Word), spreadsheet software (Excel) and
presentation software (PowerPoint). The Computer Assisted Drawing (CAD) program may also
be used to design specific parts to be manufactured.
Standards Addressed:
Many of the Science Content Standards in Physics will be covered and applied in the processes
of research, design, collaboration, manufacturing, testing, reengineering, and competition. Some
of the specific California State Science Standards that will be covered are: Motion and Forces,
Conservation of Energy and Momentum, Heat and Thermodynamics, Waves, and Electric and
Magnetic Phenomena..
Chemistry Content Standards include: Chemical reactions in batteries and Properties of Solids.
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Symbolic Logic
This course is an introduction to the study of traditional symbolic logic. The study of logic
develops one‘s ability to evaluate one‘s own arguments as well as those of others. Symbolic
logic is a very useful tool in evaluating more complex forms of reasoning. The approach to
symbolic language and reasoning is gradual. The first part of the course looks at how arguments
are expressed in everyday language and learning to recognize them. Subsequently, symbolic
tools are introduced. By the end of the course, students translate arguments expressed in ordinary
language into a fully symbolic language, use truth tables, and evaluate arguments by means of a
theory of deduction.
Textbook:
A Concise Introduction to Logic, Ninth Edition .Patrick J. Hurley. Wadsworth.
Philosophy
―Philosophy‖ means ―love of knowledge or wisdom‖. This introductory course will endeavor to
feed and augment student‘s innate love of knowledge and wisdom. The study of philosophy and
philosophers will help students further their own understanding of the world in which they live.
Students will study some of the greatest thinkers in the Western philosophical tradition
including: Plato, Thomas Aquinas, Thomas Hobbes, John Locke, David Hume, Blaise Pascal,
Rene Descartes, Immanuel Kant, Jean Jacques Rousseau, George Hegel, Karl Marx, John Stuart
Mill, Isaiah Berlin, and John Raw.
Documentary Studies
This course is designed to encourage and improve students' critical thinking and writing skills, as
well as give them a chance to examine and reflect on the theme of "The American Dream." We
will be spending the semester analyzing (both thematically and technically) award-winning
documentaries reflecting different interpretations and reflections on the ―American Dream‖, and
students create, as their culminating project their own 15-20 minute documentary reflecting their
group's vision of the theme "The American Dream."
Media Technology
This course focuses on digital video capture, importing, editing, transitions, effects and audio
using both the PC and Mac platforms. Students will use a variety of software and media to put
together interactive and dynamic presentations, CDs, DVDs, and websites including YouTube.
Computer Programming
This course provides an introduction programming using the C language. The course covers the
programming methodology with an emphasis on problem solving, algorithm development, data
structures and typical C applications.
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HTHLA - CALIFORNIA STANDARDS
INTEGRATED MATHEMATICS 1
CALIFORNIA CONTENT STANDARDS
Algebra I
Standard Set 1.0 Students identify and use the arithmetic properties of subsets of
integers and rational, irrational, and real numbers, including closure properties for the
four basic arithmetic operations where applicable:
1.1 Students use properties of numbers to demonstrate whether assertions are true or false.
2.0* Students understand and use such operations as taking the opposite, finding the
reciprocal, taking a root, and raising to a fractional power. They understand and use
the rules of exponents.
4.0* Students simplify expressions prior to solving linear equations and inequalities in one
variable such as 3(2x-5) + 4(x-2) = 12.
5.0* Students solve multistep problems, including word problems, involving linear
equations and linear inequalities in one variable and provide justification for each step.
6.0* Students graph a linear equation, and compute the x- and y- intercepts (e.g., graph 2x +
6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they
sketch the region defined by 2x + 6y < 4).
7.0* Students verify that a point lies on a line given an equation of the line. Students are
able to derive linear equations by using the point-slope formula.
8.0 Students understand the concepts of parallel lines and perpendicular lines and how
those slopes are related. Students are able to find the equation of a line perpendicular
to a given line that passes through a given point.
10.0* Students add, subtract, multiply, and divide monomials and polynomials. Students
solve multistep problems, including word problems, by using these techniques.
11.0 Students apply basic factoring techniques to second- and simple third-degree
polynomials. These techniques include finding a common factor for all terms in a
polynomial, recognizing the difference of two squares, and recognizing perfect
squares of binomials.
12.0* Students simplify fractions with polynomials in the numerator and denominator by
factoring both and reducing them to the lowest terms.
CALIFORNIA CONTENT STANDARDS
13.0* Students add, subtract, multiply, and divide rational expressions and functions.
Students solve both computationally and conceptually challenging problems by using
these techniques.
14.0* Students solve a quadratic equation by factoring or completing the square.
19.0* Students know the quadratic formula and are familiar with its proof by completing the
square.
20.0* Students use the quadratic formula to find the roots of a second-degree polynomial
and to solve quadratic equations.
21.0* Students graph quadratic functions and know that their roots are the x-intercepts.
Standard Set 25.0 Students use properties of the number system to judge the validity of
results, to justify each step of a procedure, and to prove or disprove statements:
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25.1 Students use properties of numbers to construct simple, valid arguments (direct and
indirect) for, or formulate counterexamples to, claimed assertions.
25.2 Students judge the validity of an argument according to whether the properties of the
real number system and the order of operations have been applied correctly at each
step.
25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value
expressions or equations or inequalities, students determine whether the statement is
true sometimes, always, or never.
Geometry
6.0 Students know and are able to use the triangle inequality theorem.
8.0* Students know, derive, and solve problems involving the perimeter, circumference,
area, volume, lateral area, and surface area of common geometric figures.
9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders,
cones, and spheres; and students commit to memory the formulas for prisms,
pyramids, and cylinders.
10.0* Students compute areas of polygons, including rectangles, scalene triangles,
equilateral triangles, rhombi, parallelograms, and trapezoids.
CALIFORNIA CONTENT STANDARDS
11.0 Students determine how changes in dimensions affect the perimeter, area, and volume
of common geometric figures and solids.
12.0* Students find and use measures of sides and of interior and exterior angles of triangles
and polygons to classify figures and solve problems.
17.0* Students prove theorems by using coordinate geometry, including the midpoint of a
line segment, the distance formula, and various forms of equations of lines and circles.
18.0* Students know the definitions of the basic trigonometric functions defined by the
angles of a right triangle. They also know and are able to use elementary relationships
between them. For example, tan(x) = sin(x)/cos(x), (sin (x))2 + (cos (x))2 = 1.
Algebra 2
8.0 Students solve and graph quadratic equations by factoring, completing the square, or
using the quadratic formula.
HTHLA - CALIFORNIA STANDARDS
INTEGRATED MATHEMATICS 2
CALIFORNIA CONTENT STANDARDS
Algebra I
3.0 Students solve equations and inequalities involving absolute values.
9.0* Students solve a system of two linear equations in two variables algebraically and
are able to interpret the answer graphically. Students are able to solve a system of
two linear inequalities in two variables and to sketch the solution sets.
14.0* Students solve a quadratic equation by factoring or completing the square
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15.0* Students apply algebraic techniques to solve rate problems, work problems, and
percent mixture problems
16.0 Students understand the concepts of a relation and a function, determine whether a
given relation defines a function, and give pertinent information about given
relations and functions.
17.0 Students determine the domain of independent variables and the range of
dependent variables defined by a graph, a set of ordered pairs, or a symbolic
expression.
18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or
a symbolic expression is a function and justify the conclusion.
19.0 Students know the quadratic formula and are familiar with its proof by completing
the square.
20.0 Students use the quadratic formula to find the roots of a second-degree polynomial
and to solve quadratic equations.
21.0* Students graph quadratic functions and know that their roots are the x-intercepts.
22.0 Students use the quadratic formula or factoring techniques or both to determine
whether the graph of a quadratic function will intersect the x-axis in zero, one, or
two points.
23.0* Students apply quadratic equations to physical problems, such as the motion of an
object under the force of gravity.
CALIFORNIA CONTENT STANDARDS
Standard Set 24.0 Students use and know simple aspects of a logical argument:
24.1 Students explain the difference between inductive and deductive reasoning and
identify and provide examples of each.
24.2 Students identify the hypothesis and conclusion in logical deduction.
24.3 Students use counterexamples to show that an assertion is false and recognize that
a single counterexample is sufficient to refute an assertion.
Geometry
1.0* Students demonstrate understanding by identifying and giving examples of
undefined terms, axioms, theorems, and inductive and deductive reasoning.
2.0* Students write geometric proofs, including proofs by contradiction.
3.0* Students construct and judge the validity of a logical argument and give
counterexamples to disprove a statement.
4.0* Students prove basic theorems involving congruence and similarity.
5.0 Students prove that triangles are congruent or similar, and they are able to use the
concept of corresponding parts of congruent triangles.
7.0* Students prove and use theorems involving the properties of parallel lines cut by a
transversal, the properties of quadrilaterals, and the properties of circles.
13.0 Students prove relationships between angles in polygons by using properties of
complementary, supplementary, vertical, and exterior angles.
14.0* Students prove the Pythagorean theorem.
15.0 Students use the Pythagorean theorem to determine distance and find missing
lengths of sides of right triangles.
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CALIFORNIA CONTENT STANDARDS
16.0* Students perform basic constructions with a straightedge and compass, such as
angle bisectors, perpendicular bisectors, and the line parallel to a given line
through a point off the line.
18.0* Students know the definitions of the basic trigonometric functions defined by the
angles of a right triangle. They also know and are able to use elementary
relationships between them. For example, tan(x) = sin(x)/cos(x), (sin (x))2 + (cos
(x))2 = 1.
19.0* Students use trigonometric functions to solve for an unknown length of a side of a
right triangle, given an angle and a length of a side.
20.0 Students know and are able to use angle and side relationships in problems with
special right triangles, such as 30°, 60°, and 90° triangles and 45°, 45°, and 90°
triangles.
22.0* Students know the effect of rigid motions on figures in the coordinate plane and
space, including rotations, translations, and reflections.
Algebra II/ Probability and Statistics
8.0* Students solve and graph quadratic equations by factoring, completing the square,
or using the quadratic formula.
18.0* Students use fundamental counting principles to compute combinations and
permutations.
19.0* Students use combinations and permutations to compute probabilities.
Probability and Statistics
1.0 Students know the definition of the notion of independent events and can use the
rules for addition, multiplication, and complementation to solve for probabilities of
particular events in finite sample spaces.
INTEGRATED 2 TOTAL
HTHLA - CALIFORNIA STANDARDS
INTEGRATED MATHEMATICS 3
CALIFORNIA CONTENT STANDARDS
Algebra I
14.0* Students solve a quadratic equation by factoring or completing the square
19.0* Students know the quadratic formula and are familiar with its proof by
completing the square
20.0* Students use the quadratic formula to find the roots of a second-degree
polynomial and to solve quadratic equations
21.0* Students graph quadratic functions and know that their roots are the x-intercepts
Geometry
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21.0* Students prove and solve problems regarding relationships among chords,
secants, tangents, inscribed angles, and inscribed and circumscribed polygons of
circles
Algebra II
1.0* Students solve equations and inequalities involving absolute value.
2.0* Students solve systems of linear equations and inequalities (in two or three
variables) by substitution, with graphs, or with matrices.
3.0* Students are adept at operations on polynomials, including long division.
4.0* Students factor polynomials representing the difference of squares, perfect
square trinomials, and the sum and difference of two cubes.
5.0* Students demonstrate knowledge of how real and complex numbers are related
both arithmetically and graphically. In particular, they can plot complex
numbers as points in the plane.
6.0* Students add, subtract, multiply, and divide complex numbers.
7.0* Students add, subtract, multiply, divide, reduce and evaluate rational
expressions with monomial and polynomial denominators and simplify
complicated rational expressions including those with negative exponents in the
denominator.
8.0* Students solve and graph quadratic equations by factoring, completing the
square, or using the quadratic formula. Students apply these techniques in
solving word problems. They also solve quadratic equations in the complex
number system.
9.0* Students demonstrate and explain the effect that changing a coefficient has on
the graph of quadratic functions; that is, students can determine how the graph
of a parabola changes as a, b, and c vary in the equation y = a(x-b)2 + c.
10.0* Students graph quadratic functions and determine the maxima, minima, and
zeros of the function.
CALIFORNIA CONTENT STANDARDS
Standard Set 11.0* Students prove simple laws of logarithms.
11.1* Students understand the inverse relationship between exponents and logarithms
and use this relationship to solve problems involving logarithms and exponents.
11.2* Students judge the validity of an argument according to whether the properties
of real numbers, exponents, and logarithms have been applied correctly at each
step.
12.0* Students know the laws of fractional exponents, understand exponential
functions, and use these functions in problems involving exponential growth
and decay.
13.0 Students use the definition of logarithms to translate between logarithms in any
base.
14.0 Students understand and use the properties of logarithms to simplify logarithmic
numeric expressions and to identify their approximate values.
15.0* Students determine whether a specific algebraic statement involving rational
expressions, radical expressions, or logarithmic or exponential functions, is
sometimes true, always true, or never true.
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16.0 Students demonstrate and explain how the geometry of the graph of a conic
section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the
quadratic equation representing it.
17.0 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students
can use the method for completing the square to put the equation into standard
form and can recognize whether the graph of the equation is a circle, ellipse,
parabola, or hyperbola. Students can then graph the equation.
20.0* Students know the binomial theorem and use it to expand binomial expressions
that are raised to positive integer powers.
21.0 Students apply the method of mathematical induction to prove general
statements about the positive integers.
22.0 Students find the general term and the sums of arithmetic series and of both
finite and infinite geometric series
24.0 Students solve problems involving functional concepts, such as composition,
defining the inverse function and performing arithmetic operations on functions.
CALIFORNIA CONTENT STANDARDS
25.0 Students use properties from number systems to justify steps in combining and
simplifying functions.
Probability and Statistics
2.0 Students know the definition of conditional probability, and use it to solve for
probabilities in finite sample spaces.
7.0 Students compute the variance and the standard deviation of a distribution of
data.
INTEGRATED 3 TOTAL
Biology
This course consists of two semester units and satisfies the requirements of the state of California
and public universities for a laboratory science high school class. In this course, students will
learn about the subject of biology, including the chemical, cellular, organismic and
environmental concepts. Students will also learn and practice presentation, communication,
experimentation, and science writing skills. This is an integrated course in the HTH-LA
curriculum, and therefore will involve many project-based activities coordinated with other
eleventh grade classes.
Standards addressed:
Cell Biology
1. The fundamental life processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's cells. As a basis for understanding this
concept:
a. Students know cells are enclosed within semi permeable membranes that regulate their
interaction with their surroundings.
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b. Students know enzymes are proteins that catalyze biochemical reactions without
altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic
conditions, and the pH of the surroundings.
c. Students know how prokaryotic cells, eukaryotic cells (including those from plants
and animals), and viruses differ in complexity and general structure.
d. Students know the central dogma of molecular biology outlines the flow of
information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins
on ribosomes in the cytoplasm.
e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the
secretion of proteins.
f. Students know usable energy is captured from sunlight by chloroplasts and is stored
through the synthesis of sugar from carbon dioxide.
g. Students know the role of the mitochondria in making stored chemical-bond energy
available to cells by completing the breakdown of glucose to carbon dioxide.
h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids)
in cells and organisms are synthesized from a small collection of simple precursors.
*i. Students know how chemiosmotic gradients in the mitochondria and chloroplast store
energy for ATP production.
*j. Students know how eukaryotic cells are given shape and internal organization by a
cytoskeleton or cell wall or both.
Genetics
1. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for
understanding this concept:
a. Students know meiosis is an early step in sexual reproduction in which the pairs of
chromosomes separate and segregate randomly during cell division to produce gametes
containing one chromosome of each type.
b. Students know only certain cells in a multi cellular organism undergo meiosis.
c. Students know how random chromosome segregation explains the probability that a
particular allele will be in a gamete.
d. Students know new combinations of alleles may be generated in a zygote through the
fusion of male and female gametes (fertilization).
e. Students know why approximately half of an individual's DNA sequence comes from
each parent.
f. Students know the role of chromosomes in determining an individual's sex.
g. Students know how to predict possible combinations of alleles in a zygote from the
genetic makeup of the parents.
2. A multi cellular organism develops from a single zygote, and its phenotype depends on its
genotype, which is established at fertilization. As a basis for understanding this concept:
a. Students know how to predict the probable outcome of phenotypes in a genetic cross
from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or
recessive).
b. Students know the genetic basis for Mendel's laws of segregation and independent
assortment.
*c. Students know how to predict the probable mode of inheritance from a pedigree
diagram showing phenotypes.
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*d. Students know how to use data on frequency of recombination at meiosis to estimate
genetic distances between loci and to interpret genetic maps of chromosomes.
3. Genes are a set of instructions encoded in the DNA sequence of each organism that specify
the sequence of amino acids in proteins characteristic of that organism. As a basis for
understanding this concept:
a. Students know the general pathway by which ribosomes synthesize proteins, using
tRNAs to translate genetic information in mRNA.
b. Students know how to apply the genetic coding rules to predict the sequence of amino
acids from a sequence of codons in RNA.
c. Students know how mutations in the DNA sequence of a gene may or may not affect
the expression of the gene or the sequence of amino acids in an encoded protein.
d. Students know specialization of cells in multi cellular organisms is usually due to
different patterns of gene expression rather than to differences of the genes themselves.
e. Students know proteins can differ from one another in the number and sequence of
amino acids.
*f. Students know why proteins having different amino acid sequences typically have
different shapes and chemical properties.
4. The genetic composition of cells can be altered by incorporation of exogenous DNA into the
cells. As a basis for understanding this concept:
a. Students know the general structures and functions of DNA, RNA, and protein.
b. Students know how to apply base-pairing rules to explain precise copying of DNA
during semi conservative replication and transcription of information from DNA into mRNA.
c. Students know how genetic engineering (biotechnology) is used to produce novel
biomedical and agricultural products.
*d. Students know how basic DNA technology (restriction digestion by endonucleases,
gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA
molecules.
*e. Students know how exogenous DNA can be inserted into bacterial cells to alter their
genetic makeup and support expression of new protein products.
Ecology
1. Stability in an ecosystem is a balance between competing effects. As a basis for
understanding this concept:
a. Students know bio diversity is the sum total of different kinds of organisms and is
affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem resulting from changes in
climate, human activity, introduction of nonnative species, or changes in population size.
c. Students know how fluctuations in population size in an ecosystem are determined by
the relative rates of birth, immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle between abiotic resources and
organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability of its producers and
decomposers.
f. Students know at each link in a food web some energy is stored in newly made
structures but much energy is dissipated into the environment as heat. This dissipation may be
represented in an energy pyramid.
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*g. Students know how to distinguish between the accommodation of an individual
organism to its environment and the gradual adaptation of a lineage of organisms through genetic
change.
Evolution
1. The frequency of an allele in a gene pool of a population depends on many factors and may
be stable or unstable over time. As a basis for understanding this concept:
a. Students know why natural selection acts on the phenotype rather than the genotype of
an organism.
b. Students know why alleles that are lethal in a homozygous individual may be carried
in a heterozygote and thus maintained in a gene pool.
c. Students know new mutations are constantly being generated in a gene pool.
d. Students know variation within a species increases the likelihood that at least some
members of a species will survive under changed environmental conditions.
*e. Students know the conditions for Hardy-Weinberg equilibrium in a population and
why these conditions are not likely to appear in nature.
*f. Students know how to solve the Hardy-Weinberg equation to predict the frequency of
genotypes in a population, given the frequency of phenotypes.
2. Evolution is the result of genetic changes that occur in constantly changing environments. As
a basis for understanding this concept:
a. Students know how natural selection determines the differential survival of groups of
organisms.
b. Students know a great diversity of species increases the chance that at least some
organisms survive major changes in the environment.
c. Students know the effects of genetic drift on the diversity of organisms in a
population.
d. Students know reproductive or geographic isolation affects speciation.
e. Students know how to analyze fossil evidence with regard to biological diversity,
episodic speciation, and mass extinction.
*f. Students know how to use comparative embryology, DNA or protein sequence
comparisons, and other independent sources of data to create a branching diagram (cladogram)
that shows probable evolutionary relationships.
*g. Students know how several independent molecular clocks, calibrated against each
other and combined with evidence from the fossil record, can help to estimate how long ago
various groups of organisms diverged evolutionarily from one another.
Physiology
1. As a result of the coordinated structures and functions of organ systems, the internal
environment of the human body remains relatively stable (homeostatic) despite changes in the
outside environment. As a basis for understanding this concept:
a. Students know how the complementary activity of major body systems provides cells
with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
b. Students know how the nervous system mediates communication between different
parts of the body and the body's interactions with the environment.
c. Students know how feedback loops in the nervous and endocrine systems regulate
conditions in the body.
d. Students know the functions of the nervous system and the role of neurons in
transmitting electrochemical impulses.
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e. Students know the roles of sensory neurons, interneurons, and motor neurons in
sensation, thought, and response.
*f. Students know the individual functions and sites of secretion of digestive enzymes
(amylases, proteases, nucleases, lipases), stomach acid, and bile salts.
*g. Students know the homeostatic role of the kidneys in the removal of nitrogenous
wastes and the role of the liver in blood detoxification and glucose balance.
*h. Students know the cellular and molecular basis of muscle contraction, including the
roles of actin, myosin, Ca+2 , and ATP.
*i. Students know how hormones (including digestive, reproductive, osmoregulatory)
provide internal feedback mechanisms for homeostasis at the cellular level and in whole
organisms.
2. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the
human immune response:
a. Students know the role of the skin in providing nonspecific defenses against infection.
b. Students know the role of antibodies in the body's response to infection.
c. Students know how vaccination protects an individual from infectious diseases.
d. Students know there are important differences between bacteria and viruses with
respect to their requirements for growth and replication, the body's primary defenses against
bacterial and viral infections, and effective treatments of these infections.
e. Students know why an individual with a compromised immune system (for example, a
person with AIDS) may be unable to fight off and survive infections by microorganisms that are
usually benign.
*f. Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the
immune system.
Health
1. The health and well-being of an individual is based upon an understanding of the human
body, diet, exercise and mental and emotional health. As a basis for understanding this concept:
a. Students know how to take personal responsibility for their human body.
b. Students know how to take personal responsibility for their food choices and diet.
c. Students know how to take personal responsibility for their physical activity and
exercise
d. Students know how to take personal responsibility for their mental and emotional
health.
2. The health and well-being of an individual is impacted by environmental influences and the
choices involving these factors. As a basis for understanding this concept:
a. Students will know how to apply personal hygiene and appropriate behavior to prevent
infectious and sexually transmitted diseases.
b. Students will know the types of treatments which are available and how to access
these treatments.
c. Students will know how to analyze situations and select safe behavior practices.
d. Students will know understand the health consequences of tobacco, alcohol and drugs,
and how to avoid these unhealthful habits.
e. Students will understand the concepts of child abuse and sexual exploitation and will
know how to report and avoid these dangers
f. Students will be able to respond to emergencies and take appropriate action to protect
themselves and others.
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Textbook
Miller and Levine, Biology, Prentice Hall, New Jersey, 2007, ISBN 0-13-201352-5.
Chemistry
This course consists of two semester units and satisfies the requirements of the state of California
and public universities for a laboratory science high school class. In this course, students will
learn about the subject of chemistry, including the building blocks of the universe and how they
interact energetically. Students will also learn and practice presentation, communication,
experimentation, and science writing skills. This is an integrated course in the HTH-LA
curriculum, and therefore will involve many project-based activities coordinated with other tenth
grade classes.
Standards Addressed:
ATOMIC AND MOLECULAR STRUCTURE
1. The periodic table displays the elements in increasing atomic number and shows how
periodicity of the physical and chemical properties of the elements relates to atomic
structure. As a basis for understanding this concept:
a. Students know how to relate the position of an element in the periodic table to its
atomic number and atomic mass.
b. Students know how to use the periodic table to identify metals, semimetals,
nonmetals, and halogens.
c. Students know how to use the periodic table to identify alkali metals, alkaline
earth metals and transition metals, trends in ionization energy, electronegativity,
and the relative sizes of ions and atoms.
d. Students know how to use the periodic table to determine the number of electrons
available for bonding.
e. Students know the nucleus of the atom is much smaller than the atom yet contains
most of its mass.
f. * Students know how to use the periodic table to identify the lanthanide, actinide,
and transactinide elements and know that the transuranium elements were
synthesized and identified in laboratory experiments through the use of nuclear
accelerators.
g. * Students know how to relate the position of an element in the periodic table to
its quantum electron configuration and to its reactivity with other elements in the
table.
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h. * Students know the experimental basis for Thomson's discovery of the electron,
Rutherford's nuclear atom, Millikan's oil drop experiment, and Einstein's
explanation of the photoelectric effect.
i. * Students know the experimental basis for the development of the quantum
theory of atomic structure and the historical importance of the Bohr model of the
atom.
j. * Students know that spectral lines are the result of transitions of electrons
between energy levels and that these lines correspond to photons with a frequency
related to the energy spacing between levels by using Planck's relationship (E =
hv).
CHEMICAL BONDS
2. Biological, chemical, and physical properties of matter result from the ability of atoms to
form bonds from electrostatic forces between electrons and protons and between atoms
and molecules. As a basis for understanding this concept:
a. Students know atoms combine to form molecules by sharing electrons to form
covalent or metallic bonds or by exchanging electrons to form ionic bonds.
b. Students know chemical bonds between atoms in molecules such as H2 , CH4 ,
NH3 , H2 CCH2 , N2 , Cl2 , and many large biological molecules are covalent.
c. Students know salt crystals, such as NaCl, are repeating patterns of positive and
negative ions held together by electrostatic attraction.
d. Students know the atoms and molecules in liquids move in a random pattern
relative to one another because the intermolecular forces are too weak to hold the
atoms or molecules in a solid form.
e. Students know how to draw Lewis dot structures.
f. * Students know how to predict the shape of simple molecules and their polarity
from Lewis dot structures.
g. * Students know how electronegativity and ionization energy relate to bond
formation.
h. * Students know how to identify solids and liquids held together by van der Waals
forces or hydrogen bonding and relate these forces to volatility and boiling/
melting point temperatures.
CONSERVATION OF MATTER AND STOICHIOMETRY
3. The conservation of atoms in chemical reactions leads to the principle of conservation of
matter and the ability to calculate the mass of products and reactants. As a basis for
understanding this concept:
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a. Students know how to describe chemical reactions by writing balanced equations.
b. Students know the quantity one mole is set by defining one mole of carbon 12
atoms to have a mass of exactly 12 grams.
c. Students know one mole equals 6.02x1023 particles (atoms or molecules).
d. Students know how to determine the molar mass of a molecule from its chemical
formula and a table of atomic masses and how to convert the mass of a molecular
substance to moles, number of particles, or volume of gas at standard temperature
and pressure.
e. Students know how to calculate the masses of reactants and products in a
chemical reaction from the mass of one of the reactants or products and the
relevant atomic masses.
f. * Students know how to calculate percent yield in a chemical reaction.
g. * Students know how to identify reactions that involve oxidation and reduction
and how to balance oxidation-reduction reactions.
GASES AND THEIR PROPERTIES
4. The kinetic molecular theory describes the motion of atoms and molecules and explains
the properties of gases. As a basis for understanding this concept:
a. Students know the random motion of molecules and their collisions with a surface
create the observable pressure on that surface.
b. Students know the random motion of molecules explains the diffusion of gases.
c. Students know how to apply the gas laws to relations between the pressure,
temperature, and volume of any amount of an ideal gas or any mixture of ideal
gases.
d. Students know the values and meanings of standard temperature and pressure
(STP).
e. Students know how to convert between the Celsius and Kelvin temperature scales.
f. Students know there is no temperature lower than 0 Kelvin.
g. * Students know the kinetic theory of gases relates the absolute temperature of a
gas to the average kinetic energy of its molecules or atoms.
h. * Students know how to solve problems by using the ideal gas law in the form PV
= nRT.
i. * Students know how to apply Dalton's law of partial pressures to describe the
composition of gases and Graham's law to predict diffusion of gases.
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ACIDS AND BASES
5. Acids, bases, and salts are three classes of compounds that form ions in water solutions.
As a basis for understanding this concept:
a. Students know the observable properties of acids, bases, and salt solutions.
b. Students know acids are hydrogen-ion-donating and bases are hydrogen-ion-
accepting substances.
c. Students know strong acids and bases fully dissociate and weak acids and bases
partially dissociate.
d. Students know how to use the pH scale to characterize acid and base solutions.
e. * Students know the Arrhenius, Brønsted-Lowry, and Lewis acid-base definitions.
f. * Students know how to calculate pH from the hydrogen-ion concentration.
g. * Students know buffers stabilize pH in acid-base reactions.
SOLUTIONS
6. Solutions are homogeneous mixtures of two or more substances. As a basis for
understanding this concept:
a. Students know the definitions of solute and solvent.
b. Students know how to describe the dissolving process at the molecular level by
using the concept of random molecular motion.
c. Students know temperature, pressure, and surface area affect the dissolving
process.
d. Students know how to calculate the concentration of a solute in terms of grams
per liter, molarity, parts per million, and percent composition.
e. * Students know the relationship between the molality of a solute in a solution
and the solution's depressed freezing point or elevated boiling point.
f. * Students know how molecules in a solution are separated or purified by the
methods of chromatography and distillation.
CHEMICAL THERMODYNAMICS
7. Energy is exchanged or transformed in all chemical reactions and physical changes of
matter. As a basis for understanding this concept:
a. Students know how to describe temperature and heat flow in terms of the motion
of molecules (or atoms).
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b. Students know chemical processes can either release (exothermic) or absorb
(endothermic) thermal energy.
c. Students know energy is released when a material condenses or freezes and is
absorbed when a material evaporates or melts.
d. Students know how to solve problems involving heat flow and temperature
changes, using known values of specific heat and latent heat of phase change.
e. * Students know how to apply Hess's law to calculate enthalpy change in a
reaction.
f. * Students know how to use the Gibbs free energy equation to determine whether
a reaction would be spontaneous.
REACTION RATES
8. Chemical reaction rates depend on factors that influence the frequency of collision of
reactant molecules. As a basis for understanding this concept:
a. Students know the rate of reaction is the decrease in concentration of reactants or
the increase in concentration of products with time.
b. Students know how reaction rates depend on such factors as concentration,
temperature, and pressure.
c. Students know the role a catalyst plays in increasing the reaction rate.
d. * Students know the definition and role of activation energy in a chemical
reaction.
CHEMICAL EQUILIBRIUM
9. Chemical equilibrium is a dynamic process at the molecular level. As a basis for
understanding this concept:
a. Students know how to use Le Chatelier's principle to predict the effect of changes
in concentration, temperature, and pressure.
b. Students know equilibrium is established when forward and reverse reaction rates
are equal.
c. * Students know how to write and calculate an equilibrium constant expression
for a reaction.
ORGANIC CHEMISTRY AND BIOCHEMISTRY
10. The bonding characteristics of carbon allow the formation of many different organic
molecules of varied sizes, shapes, and chemical properties and provide the biochemical
basis of life. As a basis for understanding this concept:
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a. Students know large molecules (polymers), such as proteins, nucleic acids, and
starch, are formed by repetitive combinations of simple subunits.
b. Students know the bonding characteristics of carbon that result in the formation of
a large variety of structures ranging from simple hydrocarbons to complex
polymers and biological molecules.
c. Students know amino acids are the building blocks of proteins.
d. * Students know the system for naming the ten simplest linear hydrocarbons and
isomers that contain single bonds, simple hydrocarbons with double and triple
bonds, and simple molecules that contain a benzene ring.
e. * Students know how to identify the functional groups that form the basis of
alcohols, ketones, ethers, amines, esters, aldehydes, and organic acids.
f. * Students know the R-group structure of amino acids and know how they
combine to form the polypeptide backbone structure of proteins.
NUCLEAR PROCESSES
11. Nuclear processes are those in which an atomic nucleus changes, including radioactive
decay of naturally occurring and human-made isotopes, nuclear fission, and nuclear
fusion. As a basis for understanding this concept:
a. Students know protons and neutrons in the nucleus are held together by nuclear
forces that overcome the electromagnetic repulsion between the protons.
b. Students know the energy release per gram of material is much larger in nuclear
fusion or fission reactions than in chemical reactions. The change in mass
(calculated by E = mc2 ) is small but significant in nuclear reactions.
c. Students know some naturally occurring isotopes of elements are radioactive, as
are isotopes formed in nuclear reactions.
d. Students know the three most common forms of radioactive decay (alpha, beta,
and gamma) and know how the nucleus changes in each type of decay.
e. Students know alpha, beta, and gamma radiation produce different amounts and
kinds of damage in matter and have different penetrations.
f. * Students know how to calculate the amount of a radioactive substance
remaining after an integral number of half-lives have passed.
g. * Students know protons and neutrons have substructures and consist of particles
called quarks.
Textbook:
Holt Chemistry. R. Thomas Myers, Keith B. Oldham, Salvatore Tocci. Holt, Rinehart and
Winston, 2007.
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Physics AB
Course Description:
Physics AB is the first course in the science sequence at HTH-LA and an introductory course in
Conceptual Physics. In this course students will focus on the physical connections in nature.
These concepts of Physics and their connections underlie the other sciences, justifying the
designation of this subject as the foundation of all sciences and the appropriate starting point to
achieve a solid science education. Conceptual Physics refers to an emphasis on understanding the
principles of Physics rather than focusing on working out physics problems. It is a qualitative
study of the central concepts of physics with emphasis on relevant situations and events that are
familiar in the everyday environment. This course will be taught in conjunction with the first
year Mathematics. Quantitative analysis and methods of data interpretation will be introduced to
prepare students for subsequent science courses. Mathematics skills will be extensively
developed as students use quantitative analysis through a project based learning approach to
understand and internalize the content areas. Students will learn and be required to use word
processing software (Word), spreadsheet software (Excel) and presentation software
(PowerPoint).
Science Content Standards addressed in this course are:
Science Content Standards.
Grades Nine Through Twelve - Physics
Standards that all students are expected to achieve in the course of their studies are unmarked.
Standards that all students should have the opportunity to learn are marked with an asterisk (*).
Motion and Forces
1) Newton's laws predict the motion of most objects. As a basis for understanding this concept:
a. Students know how to solve problems that involve constant speed and average speed.
b. Students know that when forces are balanced, no acceleration occurs; thus an object
continues to move at a constant speed or stays at rest (Newton's first law).
c. Students know how to apply the law F=ma to solve one-dimensional motion problems
that involve constant forces (Newton's second law).
d. Students know that when one object exerts a force on a second object, the second object
always exerts a force of equal magnitude and in the opposite direction (Newton's third
law).
e. Students know the relationship between the universal law of gravitation and the effect of
gravity on an object at the surface of Earth.
f. Students know applying a force to an object perpendicular to the direction of its motion
causes the object to change direction but not speed (e.g., Earth's gravitational force causes
a satellite in a circular orbit to change direction but not speed).
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g. Students know circular motion requires the application of a constant force directed
toward the center of the circle.
h. * Students know Newton's laws are not exact but provide very good approximations
unless an object is moving close to the speed of light or is small enough that quantum
effects are important.
i. * Students know how to solve two-dimensional trajectory problems.
j. * Students know how to resolve two-dimensional vectors into their components and
calculate the magnitude and direction of a vector from its components.
k. * Students know how to solve two-dimensional problems involving balanced forces
(statics).
l. * Students know how to solve problems in circular motion by using the formula for
centripetal acceleration in the following form: a=v2/r.
m. * Students know how to solve problems involving the forces between two electric
charges at a distance (Coulomb's law) or the forces between two masses at a distance
(universal gravitation).
Conservation of Energy and Momentum
2) The laws of conservation of energy and momentum provide a way to predict and describe the
movement of objects. As a basis for understanding this concept:
a. Students know how to calculate kinetic energy by using the formula E=(1/2)mv2 .
b. Students know how to calculate changes in gravitational potential energy near Earth by
using the formula (change in potential energy) =mgh (h is the change in the elevation).
c. Students know how to solve problems involving conservation of energy in simple
systems, such as falling objects.
d. Students know how to calculate momentum as the product mv.
e. Students know momentum is a separately conserved quantity different from energy.
f. Students know an unbalanced force on an object produces a change in its momentum.
g. Students know how to solve problems involving elastic and inelastic collisions in one
dimension by using the principles of conservation of momentum and energy.
h. * Students know how to solve problems involving conservation of energy in simple
systems with various sources of potential energy, such as capacitors and springs.
Heat and Thermodynamics
3) Energy cannot be created or destroyed, although in many processes energy is transferred to
the environment as heat. As a basis for understanding this concept:
a. Students know heat flow and work are two forms of energy transfer between systems.
b. Students know that the work done by a heat engine that is working in a cycle is the
difference between the heat flow into the engine at high temperature and the heat flow
out at a lower temperature (first law of thermodynamics) and that this is an example of
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the law of conservation of energy.
c. Students know the internal energy of an object includes the energy of random motion of
the object's atoms and molecules, often referred to as thermal energy. The greater the
temperature of the object, the greater the energy of motion of the atoms and molecules
that make up the object.
d. Students know that most processes tend to decrease the order of a system over time and
that energy levels are eventually distributed uniformly.
e. Students know that entropy is a quantity that measures the order or disorder of a system
and that this quantity is larger for a more disordered system.
f. * Students know the statement "Entropy tends to increase" is a law of statistical
probability that governs all closed systems (second law of thermodynamics).
g. * Students know how to solve problems involving heat flow, work, and efficiency in a
heat engine and know that all real engines lose some heat to their surroundings.
Waves
4) Waves have characteristic properties that do not depend on the type of wave. As a basis for
understanding this concept:
a. Students know waves carry energy from one place to another.
b. Students know how to identify transverse and longitudinal waves in mechanical media,
such as springs and ropes, and on the earth (seismic waves).
c. Students know how to solve problems involving wavelength, frequency, and wave speed.
d. Students know sound is a longitudinal wave whose speed depends on the properties of the
medium in which it propagates.
e. Students know radio waves, light, and X-rays are different wavelength bands in the
spectrum of electromagnetic waves whose speed in a vacuum is approximately 3×108 m/s
(186,000 miles/second).
f. Students know how to identify the characteristic properties of waves: interference (beats),
diffraction, refraction, Doppler effect, and polarization.
Electric and Magnetic Phenomena
5) Electric and magnetic phenomena are related and have many practical applications. As a
basis for understanding this concept:
a. Students know how to predict the voltage or current in simple direct current (DC) electric
circuits constructed from batteries, wires, resistors, and capacitors.
b. Students know how to solve problems involving Ohm's law.
c. Students know any resistive element in a DC circuit dissipates energy, which heats the
resistor. Students can calculate the power (rate of energy dissipation) in any resistive
circuit element by using the formula Power = IR (potential difference) × I (current) = I2R.
d. Students know the properties of transistors and the role of transistors in electric circuits.
e. Students know charged particles are sources of electric fields and are subject to the forces
of the electric fields from other charges.
f. Students know magnetic materials and electric currents (moving electric charges) are
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sources of magnetic fields and are subject to forces arising from the magnetic fields of
other sources.
g. Students know how to determine the direction of a magnetic field produced by a current
flowing in a straight wire or in a coil.
h. Students know changing magnetic fields produce electric fields, thereby inducing
currents in nearby conductors.
i. Students know plasmas, the fourth state of matter, contain ions or free electrons or both
and conduct electricity.
j. * Students know electric and magnetic fields contain energy and act as vector force
fields.
k. * Students know the force on a charged particle in an electric field is qE, where E is the
electric field at the position of the particle and q is the charge of the particle.
l. * Students know how to calculate the electric field resulting from a point charge.
m. * Students know static electric fields have as their source some arrangement of electric
charges.
n. * Students know the magnitude of the force on a moving particle (with charge q) in a
magnetic field is qvB sin(a), where a is the angle between v and B (v and B are the
magnitudes of vectors v and B, respectively), and students use the right-hand rule to find
the direction of this force.
o. * Students know how to apply the concepts of electrical and gravitational potential
energy to solve problems involving conservation of energy.
Textbook:
Conceptual Physics, 2006 Edition, Paul G. Hewitt. Pearson/Prentice Hall.
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APPENDIX E: HTH-LA
EVALUATION REPORT
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I. Introduction and Methods
Overview and History of High Tech High
High Tech High-Los Angeles (HTH-LA) is a technology-based charter school founded in 2000.
The primary mission of the school is to create a small, diverse learning community that engages
each student in a rigorous academic program with an emphasis on math, science, technology, and
engineering, to prepare them to succeed in college and to be the innovative knowledge workers
of tomorrow.
In 2001, the HTH-LA Foundation was incorporated as a non-profit corporation with a board of
directors and a board of industry advisors. In the 2002-03 school year, a director and teachers
were hired and HTH-LA began operation as a school providing a standards-based, college
preparatory education to 55 grade 9 students. In 2003-04, the school served 91 students in grades
9 and 10. Beginning in the 2004-05 school year, HTH-LA began operation in its newly
constructed facility. Student enrollment doubled to 191 students with the arrival of a new cohort
of 9th grade students.2 In addition, the size of faculty increased from four to ten serving students
grades 9-11.
Mission Statement:
HTH-LA is a diverse community of active learners
dedicated to fusing the traditional academic
subjects with real-world, technical applications
and problem solving skills. Students are
productive, self-directed learners, engaged in
rigorous, relevant work. HTH-LA prepares
students to be motivated, influential leaders
committed to the challenge of connecting our
community to the larger society.
Context for Evaluation
Since 2003-04, Public Works, Inc. has been contracted to design and provide the school with an
assessment of the program implementation of HTH-LA under its charter petition. The evaluation
has focused on two key research questions:
1) What progress has been made in terms of implementing the charter petition for
HTH-LA?
2
By the end of the 2004-05 school year, HTH-LA enrolled 98 9th graders, 38
10th graders, and 27 11th grade students. Approximately 28 (primarily 9th grade)
students left the school between October 2004 and June 2005.
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2) What are the chief benefits to student achievement and school performance
outcomes that result from participation in HTH-LA?
For the implementation of the charter, the evaluation examined the impact or benefits of the
program to the following:
Curriculum and Instruction. How has the implementation of the charter affected
classroom teaching and learning (e.g., extent of standards integration, differentiated and
personalized instruction, assessment practices, curricular innovation and creativity,
exposure to project-based learning, etc.)?
Teacher Support. To what extent has the implementation of the charter affected teacher
professional development, collaboration/articulation, access to instructional materials and
resources, teacher recruitment and retention, etc.)?
Parent/Community Involvement. What strategies are being used to meaningfully
involve parents/community in schools and improving student learning?
The evaluation of student achievement focused on high stakes accountability measures including
California High School Exit Exam (CAHSEE), California Standards Test (CST), as well as
course grades and school attendance.
Evaluation Methods
In order to evaluate HTH-LA, the evaluation team from Public Works, Inc. engaged in the
following data collection and analysis methods during 2004-05:
Document Review. In preparation for the evaluation, Public Works, Inc. reviewed the
school‘s charter petition and examined other data related to student demographics and
school budgets.
Focus Groups and Interviews. Focus groups and individual interviews were conducted
with all teachers employed by HTH-LA. Evaluation team members also conducted focus
groups with students grades 9-11 enrolled in HTH-LA. Student focus groups were
comprised of 4-9 students. Public Works, Inc. also interviewed the school principal.
Observations. Evaluation team members observed classroom instruction in all ten
teachers‘ classrooms at HTH-LA. Observations were based on the California Standards
for the Teaching Profession, supplemented by observation of school-to-career linkages
and the instructional use of technology. Public Works, Inc. also observed two
Presentations of Learning (POLs) where students delivered cumulative presentations
designed to showcase disciplinary and/or interdisciplinary work from the classroom.
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Surveys. In Spring 2005, Public Works, Inc. administered surveys to all students and
their parents. A total of 160 student surveys were returned for a response rate of about
88%. Similarly, a total of 94 parent surveys were returned, representing about 52% of
student enrollment.
Quantitative Data Analysis. To evaluate student achievement and school performance
gains at HTH-LA, Public Works, Inc. obtained student level data on all students enrolled
in HTH-LA from 2003-2005 including: CST data, CAHSEE scores (10-11th grade only),
course grades, and school day attendance.
2. Charter Implementation Findings
Student Recruitment
Enrollment in HTH-LA is open to all LAUSD students, regardless of prior grades or academic
progress. Following an application process, students are selected by lottery.
Survey results indicate that friends and relatives are referring many more students to the school
in 2005 compared to 2004 (see Table 2.1 below). Moreover, parents were more likely to hear
about HTH-LA from their child rather than from a school professional. While technology is still
an attraction, more students are also attending HTH-LA in response to parental desire and/or as
preparation for college and careers.
Table 2.1: What is the primary reason you enrolled (your child) in HTH-LA? (top three)
Student Responses 2004 (n=87) 2005 (n=160)
Interest in technology 48% 28%
Better preparation for college 17% 17%
Opportunities for career experience 15% 12%
Parent wanted me to attend 12% 21%
More challenging courses 4% 1%
Smaller school size 2% 7%
Parent Responses 2004 (n=70) 2005 (n=90)
Child‘s interest in technology 56% 26%
Opportunities for child to explore careers 19% 20%
Better preparation for college 14% 26%
More challenging courses 2% 7%
Smaller school size 2% 12%
Curriculum and Instruction
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HTH-LA‘s curriculum is based on delivering a standards-based and technology-infused
curriculum that emphasizes mathematics, science, and engineering in order to prepare students
for postsecondary education and careers in high technology fields. In 2004-05, HTH-LA offered
the following classes to all students:
Table 2.2: Student Courses by Grade
9th Grade 10th Grade 11th Grade
English English English
Math – Integrated I Math – Integrated II Math – Integrated III
Science - Physics Science - Biology Science - Chemistry
Humanities World History U.S. History
Elective Elective Photo
Spanish Spanish Elective
Tai-Chi (Physical Education) Tai-Chi (Physical Education) Tai-Chi (Physical Education)
The core curricular programs in use at HTH-LA are based on the A-G requirements, which
establish eligibility for public four-year colleges and universities in California. As shown above,
students are also required to take a technology-based elective course in each of the four years.
This year Foreign Language and Physical Education courses were added to the course
curriculum.
In general, classroom instruction at HTH-LA in 2004-05 continued to balance whole-group
instruction with small group work and independent self-pacing (particularly in math). Instructors
regularly employ supplemental resources to go beyond the textbook, and there is a strong
emphasis on differentiating instruction to met individual student needs. Key instructional and
curricular innovations employed at HTH-LA are listed throughout the report.
Modification of Course Sequencing
In 2004-05, HTH-LA adopted an Integrated Math sequence3 in order to more closely tailor its
instruction to the school‘s mission statement. Teachers indicated they feel strongly that the
Integrated Math curriculum does a better job of emphasizing self-evaluated learning because
students learn and solve problems independently.
Another curricular innovation at HTH-LA involves a change in the traditional Science course
sequence. At HTH-LA, 9th grade students are enrolled in Physics. In this way, the school aims
to emphasize scientific concepts and applications so that students‘ will have an enriched
understanding of Science that will, in turn, strengthen student understanding in Chemistry and
Biology. This change to the Science course sequence has proven difficult for many 9th grade
students (see Tables 3.5-3.7 in the next section of the report).
3
Integrated Math (I-III) replaced the traditional mathematics course sequence
of Algebra I, Geometry, and Algebra II.
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Personalized Instruction
HTH-LA has taken advantage of its relatively small size to promote a more intimate educational
experience. Personalization is evident in regular monitoring of student performance by the
faculty. In addition, each HTH-LA teacher is responsible for instructing an advisory course, in
which he/she serves as the point person for dealing with students‘ academic, behavioral, and/or
personal issues. During 2004-05, the advisory program served as an important mechanism for
coordinating parent-teacher conferences, particularly among 9th grade students. In 2005-06,
HTH-LA plans to use the advisory program to highlight real-world, career connections for
students.
As shown in Table 2.3, survey responses indicate that most students and parents appreciate the
benefits of HTH-LA‘s personalized environment. Students and parents were positive about the
school‘s size, relationships with teachers, teacher expectations and expertise, and classroom
behavior. Students (at all grade levels) and parents were least positive about the classroom
learning environment. Students were also less positive about differentiation of instruction to
meet the different learning styles/needs of students.
Table 2.3: Perceptions of Classroom Instruction (% Agreement)
Students Parents
Student Responses 2004 2005 2004 2005
(n=87) (n=160) (n=70) (n=90)
Classes are small enough so that all students receive
85% 76% 78% 77%
personalized attention.
The fact that students share the same group of
87% 77% 84% 81%
teachers is beneficial to students.
Teachers hold high academic expectations for all
86% 80% 83% 82%
students.
Teachers know their subject well and communicate
92% 82% 79% 74%
their expertise to students.
There are clear standards for student behavior in the
82% 79% 79% 84%
classroom that are followed.
The classroom environment is engaging and helps
70% 55% 81% 71%
promote student learning.
Teachers use a variety of instructional methods to
69% 58% n.a. n.a.
meet the needs of different kinds of students.
Declines in student perceptions from 2004 to 2005 in the overall level of agreement are
attributable to the fact that 9th graders in 2004-05 were much less positive about the school than
prior cohorts of students. For instance, all (100%) of 10th and 11th graders responded positively
to the statement, ―Classes are small enough so that all students receive personalized instruction.‖
By contrast, far fewer 9th grade students agreed with this statement. Because 9th graders
constituted more than half of student enrollment, lower levels of 9th grade satisfaction had a large
impact on overall school averages.
Project-based Learning
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Project-based learning remains a major force in fueling curricular innovation at HTH-LA, and
instructional use of technology remains the chief mechanism for ―packaging‖ project-based
activities. Teachers regularly integrate project-based activities into their lesson plans, and
students largely agree (see Table 2.4). As indicated above, declines from 2004 to 2005 in the
overall level of agreement are attributable to the fact that 9th graders in 2004-05 were much less
positive about the school than prior cohorts of students (i.e., 10th and 11th grade students remain
overwhelmingly positive).
Table 2.4: Perceptions of Project-Based and Interdisciplinary Learning (% Agreement)
Students Parents
Student Responses 2004 2005 2004 2005
(n=87) (n=160) (n=70) (n=90)
Students regularly work on projects & other hands-on
92% 76% 87% 74%
activities.
Teachers show how learning in one subject area is
77% 76% 68% 60%
connected to other courses.
The majority of staff members agree the culture at HTH-LA is defined by the ability of
instructors to engage students in collaborative learning and to motivate students through the use
of technology. Students are regularly placed in small group settings and given a common project
or goal to complete. This type of instructional strategy highlights a ―real world‖ setting in
which people regularly work together in teams to manage tasks and achieve goals.
Despite the strong emphasis on project-based learning, student were not typically involved in
interdisciplinary projects. Although faculty had committed to using common planning time to
design interdisciplinary projects, the need for extensive parent-teacher conferencing to discuss
academic and behavioral issues (particularly with the 9th grade cohort of students) took
precedence over collaborative planning of this nature.
Nonetheless, HTH-LA has made efforts to provide students with learning experiences that
emphasize cross-curricular connections. Survey results among both students and parents show
that most respondents agree that learning at HTH-LA is connected across different subject areas,
although parents are less positive than students in this respect. In 2005-06, HTH-LA plans to
focus on giving students more ―real world‖ experience by giving them the opportunity to intern,
as well as practice more ―Power Lunches‖ with members of the business community.
Assessment Practices
Student achievement in California is measured using the California Standards Tests (CST) in
English/Language Arts, Mathematics, Science, and Social Studies. As such, the evaluation team
looked for evidence of standards being taught and assessed in the classroom. Classroom
observations and follow-up teacher focus groups indicated that newer teachers were more
inclined to overtly integrate the State content standards into daily lesson plans and showcase
standards connections to students.
While teachers at HTH-LA acknowledge the importance of standards in measuring student
progress, most faculty members believe strongly in performance-based assessment. A key
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performance-based vehicle for measuring student achievement at HTH-LA is the Presentation of
Learning (POL). During the POL, small groups of students present a culminating project linked
to course content to an audience of teachers, school administrators, parents, and community
members.
Examples of Presentations of Learning projects
Students made a power-point presentation on a cross-curricular project between their Social Studies and English
course that consisted of the process of creating a comic book centered on a major historical event.
Students presented a dictionary definition of the word beauty, and then followed with an audio/visual presentation of
student interviews showcasing different responses to the question ―What is Beauty?‖
Students interviewed local business personnel on their opinions regarding air pollution, then gave a power-point
presentation on the chemical properties that make pollution dangerous, and the players involved on regulating
pollution in the United States.
HTH-LA students are required to participate in a POL at least once per semester, in order to
enhance presentation skills and highlight a ―real world‖ environment in which people regularly
manage tasks and responsibilities. In addition, the POLs provide parents and community
members with concrete information on what students have learned, as well as giving students
feedback from adults other than their teachers.
As shown in Table 2.5, student survey responses indicate that vast majority (85%) of students
reported that they know what to do to get good grades. More than two-thirds also indicated that
teachers point out connections between classroom learning and high stakes assessments and that
tests and other assessments are accurate measures of what has been learned in class.
However, almost half (45%) of students said that they were dissatisfied with the amount and/or
frequency of feedback from teachers on their progress. Dissatisfaction more than doubled
among 10th graders (from 17% in 2004 to 39% in 2005); dissatisfaction also rose among current
11th graders (from 31% in 2004 to 40% in 2005).
Table 2.5: Student Perceptions of Assessment (% Agreement)
Student Responses 2004 (n=87) 2005 (n=160)
I know what is required to succeed in my classes. 92% 85%
I receive regular and timely feedback about my progress. 73% 51%
Graded projects and Presentations of Learning are a better measure of
72% 65%
what I know than tests.
Instructional Use of Technology
HTH-LA‘s ability to provide students with access to state-of-the-art technology remains one of
main criteria that set it apart. Students were asked to indicate on the survey how they had used
technology in their classrooms. As shown on Chart 2.1, students were most likely to cite the use
of technology for word processing, graphic presentations, spreadsheets, and research.
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Chart 2.1: Student Reported Use of Technology
120% 100%
99% 98%
95% 95% 89%
81% 84%
80% 57%57% 48%49%
40% 22%
11%
0%
equipment for
Spreadsheets for
Content-specific
Word processing
engineering
presentation
based resources
Audio visual
analyzing data
CAD/CAM
(Internet or CD-
reports/projects)
simulations
software/web-
Graphic
demos. or
design
Research
(creating
ROMs)
2004 (n=160) 2005 (n=91)
In addition, the percentage of students that report using different technologies in the classroom
has increased, particularly among students in the 10-11th grade cohorts. Furthermore, there has
been a consistent increase in the percentage of students that report using audio/visual equipment
and CAD/CAM engineering design in their classes.
Observations of classroom instruction confirmed that many instructors use technology as a tool
for delivering instruction. Students at HTH-LA were observed using technological tools to solve
math problems, downloading homework and completing writing assignments electronically,
accessing on-line resources for research projects, and employing audio/visual technology for
presentations.
Student and parent surveys results suggest that they are by in large pleased with the access and
use of technology at HTH-LA (see Table 2.6). The vast majority of students report that they
have access to computers and the Internet. Parents are especially positive about technology‘s
role in motivating and benefiting students. Students in the 10th and 11th grade were more
positive about the impact of of technology compared to 9th grade respondents. For example,
88% of 11th graders and 92% of 10th graders said that classroom use of technology had benefited
them as a student, compared to about half of 9th graders. As in other sections of the survey, 9th
grade dissatisfaction pulled pulled down the overall student percentage of agreement to these
survey items.
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Table 2.6: Perceptions of Technology in the Classroom (% Agreement)
Students Parents
2004 2005 2004 2005
(n=87) (n=160) (n=70) (n=90)
There is an adequate supply of computers in
98% 89% 86% 91%
classrooms.
Using technology in the classroom helps motivate me/
81% 61% 89% 78%
my child in school.
Use of technology in the classroom has benefited
90% 65% 88% 85%
me/my child as a student.
School Counseling and Guidance
Although the majority expressed satisfaction about school counseling and guidance in terms of
preparing students for life after high school, the percentage of both groups of respondents
responding positively was relatively low compared to other areas of the survey (see Table 2.7).
For example, nearly one-in-four students (41%) disagreed that HTH-LA had helped them better
define their educational goals in 2005. In addition, the percentage of students who disagreed
that HTH-LA helped them better define their educational goals more than doubled (from 16% in
2004 to 41% in 2005). As in other areas of the survey, 9th grade students were least positive and
pulled down the overall school averages.
Table 2.7: Perceptions of School Guidance and Counseling (% Agreement) – All Grades
Students Parents
2004 2005 2004 2005
(n=87) (n=160) (n=70) (n=90)
HTH-LA has helped me learn about work and possible
80% 66% 80% 78%
careers.
HTH-LA has helped me better define my educational
74% 54% 76% 70%
goals.
I have received guidance on further education and
75% 62% 64% 74%
college through HTH-LA.
I/my child is pretty sure what I will do after graduation. 54% 60% 60% 70%
However, it is important to note that students in grades 10 and 11 were overwhelmingly positive
(see Table 2.8). These are the students who were the focus of school guidance and counseling on
planning for life after high school.
Table 2.8: Perceptions of School Guidance and Counseling (% Agreement) – 10th and 11th Grades Only
10th Grade Students 11 Grade
Students
2004 2005 2004 2005
(n=39) (n=37) (n=46) (n=31)
HTH-LA has helped me learn about work and possible
95% 100% 100% 97%
careers.
HTH-LA has helped me better define my educational
88% 97% 91% 94%
goals.
I have received guidance on further education and
98% 97% 96% 94%
college through HTH-LA.
I am pretty sure what I will do after graduation. 95% 92% 83% 91%
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In addition, expansion of the Advisory program in 2005-06 may go a long way toward improving
student perceptions of school counseling and guidance services.
Teacher Support and Collaboration
Teacher Recruitment and Retention
This year six new staff members were added to the faculty and the school and the school doubled
in enrollment to 181 students. New teachers were hired across all subject areas (two English, one
Chemistry, two Spanish, one Math, and one Art). A former HTH-LA English teacher functions
as the school‘s full-time counselor, a position previously held de facto by the school‘s principal.
Teachers were attracted to the school‘s small size, opportunities for greater autonomy, and the
school‘s focused, innovative approach to student learning.
Professional Development
In order to provide a unique learning environment HTH-LA provides mandatory training for all
teachers. For instance, this year professional development activities included whole-staff training
on project-based learning techniques from the Buck Institute. Teachers were overwhelmingly
positive about this training and several newer teachers indicated this was instrumental in helping
them understand major tenets of the school‘s philosophy, such as integrating technology into
instruction. In addition, instructors individually attended conferences in their area of interest.
Furthermore this year, the staff of HTH-LA met three weeks prior to the start of school, in order
to plan the school year. Staff indicated this was pivotal to coordinating the start of the new
school year, and new staff in particular felt it to be crucial to aiding their transition into HTH-
LA.
Teacher Collaboration
During 2004-05, school-wide common planning time occurred before school on Monday and
Thursday mornings. During this time teachers met as a group with the school‘s principal to
discuss common issues, changes related to the bell schedule, decide on school priorities, and plan
for the future. In addition, teachers were expected to meet individually before school on
Tuesdays, Wednesdays, and Fridays. Staff designated this time for discussing cross-curricular
planning, identifying issues and discussing student achievement and/or behavioral problems.
However, as previously mentioned, teacher common planning time was largely devoted to
meeting with parents regarding achievement and behavioral problems with the new cohort of 9th
grade students.
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Parent/Community Involvement
There is a general consensus amongst faculty that parents at HTH-LA are very active in school
activities. Survey data from parents suggests there is room for improvement in terms of home-
school communication (see Table 2.9). In particular, parents were least likely to say that they
have received regular and timely information about their child‘s progress in both 2004 and 2005.
These survey findings are at odds with data from staff focus groups where several faculty
members indicated they have met with some parents (primarily those of 9th grade students) on a
weekly basis to address academic and/or behavioral concerns. At the same time, it is interesting
to note that students were less positive about the extent of timely feedback from teachers as well
(see Table 2.5).
Table 2.9: Perceptions of Parent Involvement (% Agreement)
Students Parents
2004 2005 2004 2005
(n=87) (n=160) (n=70) (n=90)
I/my parents have received information about my
78% 92% 57% 65%
(child‘s) progress.
I/my parents know what I (my child) am learning. 57% 74% 72% 87%
I know how my (child‘s) academic progress is
76% 62% 69% 74%
measured.
I/my parents know who to talk to if they have a
83% 70% 77% 79%
question or concern.
Another area with room for improvement is parent involvement in school activities and decision-
making. School governance and decision-making is primarily exercised through the school‘s
director and teaching staff. Parents and students play a very small role, if any, in making
decisions for the school. At present there is no organized parent group coordinating parent
activities or volunteerism. The school recognizes the need for expanding the decision-making
structure to include parents as well as the need for establishing a student leadership group.
Staff at HTH-LA reported that parents within the first two cohorts have been less motivated to be
involved. At the same time, they acknowledge that there has not been an emphasis on recruiting
parents as volunteers or involving parents in school planning decisions. However, the student
application process has become more competitive and formalized over time. As a result, HTH-
LA staff expect that parents will increasingly identify with the school and become more active
participants.
In addition, HTH-LA continues to make efforts to involve more members of the surrounding
business community, mostly through the school‘s Power Lunches and Presentations of Learning.
Through these, the school also attempts to gain more visibility and support in the community. In
addition, there are plans to set up internships in the local community for students.
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3. Student Outcome Findings
Data Indicators
The students enrolled in HTH-LA in 2004-05 included 107 9th graders, 39 10th graders and 27
11th grade students.4 Based on data extracted from the Student Information System (SIS) at
HTH-LA and the California Department of Education (CDE) databases, Public Works, Inc. was
able to extract the following data:
California Standards Test (CST): The percentage of students scoring in the various
proficiency levels (Advanced, Proficient, Basic, Below Basic, and Far Below Basic) in
English/Language Arts and Mathematics.
California High School Exit Exam (CAHSEE): The percentage of 10th graders who
passed either or both the English/Language Arts and Mathematics sections of the
CAHSEE.5
Final Course Grades. The percentage of students earning grades of A, B, C, D, or F in
core academic classes.
School Attendance: The average attendance rate of students by grade based on number
of days present out of 180 possible school days.
Unlike the prior year evaluation, we did not examine data from the California Achievement Test
(CAT-6). This examination is no longer administered to high school students in California
public schools.
To report the results by indicator, students were divided into cohorts:
Cohort 1: The first cohort of students to enter HTH-LA. These students were in the 11th
grade in 2004-05 (currently 12th graders).
Cohort 2: The second cohort of students to enter HTH-LA. These students were in the
10th grade in 2004-05 (currently 11th graders).
Cohort 3: The third cohort of students to enter HTH-LA. These students were in the 9th
grade in 2004-05 (currently 10th graders).
The achievement data clearly show large differences in the achievement of these different
cohorts of students.
4
Note: We were able to obtain achievement data for 79 students (39 9th graders
and 40 10th graders)
5
Students take the CAHSEE for the first time in Spring of the 10th grade year.
Students who do not pass either section may take the exam multiple times as
juniors and/or seniors.
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California Standards Test
All students take a grade level CST in English/Language Arts. For Math, students take the CST
that corresponds to their math class. This year students were placed in math courses based on
their grade-level (i.e., Integrated III = 11th graders, Integrated II = 10th graders, and Integrated I =
9th graders).
As shown in Table 3.1, Cohort 1 students performed at high levels in English/Language Arts.
Approximately half of Cohort 1 students scored Advanced or Proficient in the last two years. In
mathematics, the proportion of students at the highest proficiency levels is much lower. Indeed,
more than half of the Cohort 1 students are underperforming in mathematics in the past two
years.
Table 3.1: CST Data6 for Cohort 1 Students, 2003-04 and 2004-05
2003-2004 2004-2005
% Below
% Basic/
% Advanced/ % % Below Basic/ Advanced/ Far Below
Course N Proficient Basic Far Below Basic Course N Proficient % Basic Basic
English 39 54% 33% 13% English 32 44% 31% 13%
Algebra I 4 25% 25% 50% Integrated I n.a. n.a. n.a. n.a.
Geometry 25 20% 28% 52% Integrated II n.a. n.a. n.a. n.a.
Algebra II 9 44% 11% 44% Integrated III 32 15% 25% 59%
Cohort 2 students performed at high levels in English/Language Arts (see Table 3.2). More than
half of Cohort 2 students scored Advanced or Proficient in 2004 and 80% achieved the highest
proficiency levels in 2005. In mathematics, the proportion of students at the highest proficiency
levels is quite similar. Very few students in Cohort 2 have underperformed in mathematics in
the past two years.
Table 3.2: CST Data for Cohort 2 Students, 2003-04 and 2004-05
2003-2004 2004-2005
% Below % Below
% Basic/ % Basic/
Advanced/ % Far Below Advanced/ Far Below
Course N Proficient Basic Basic Course N Proficient % Basic Basic
English 36 58.4 33.3 8.3 English 39 80% 21% 0%
Algebra I 10 30 50 20 Integrated I n.a. n.a. n.a. n.a.
Geometry 24 58.3 33.3 8.3 Integrated II 39 70% 21% 11%
Algebra II 3 66.6 33.3 0 Integrated III n.a. n.a. n.a. n.a.
Cohort 3 students performed at high levels in English/Language Arts in 2005. The
overwhelming majority of Cohort 3 students scored Advanced or Proficient. In mathematics,
the proportion of students at each of the proficiency levels was approximately equal.
6
All CST data obtained from the California Department of Education using a
roster of students from the Birmingham SIS.
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Table 3.3: CST Data for Cohort 3 Students, 2003-04 and 2004-05
2003-2004 2004-2005
% Below % Below
% Basic/ % Basic/
Advanced/ % Far Below Advanced/ Far Below
Course N Proficient Basic Basic Course N Proficient % Basic Basic
English n.a. n.a. n.a. n.a. English 107 73% 21% 5%
Algebra I n.a. n.a. n.a. n.a. Integrated I 107 35% 37% 28%
Geometry n.a. n.a. n.a. n.a. Integrated II n.a. n.a. n.a. n.a.
Algebra II n.a. n.a. n.a. n.a. Integrated III n.a. n.a. n.a. n.a.
California High School Exit Exam
The two cohorts (Cohort 1 and Cohort 2) who have been tested on the CAHSEE have done
exceedingly well. Nearly all (97%) of the Cohort 1 students passed the English/Language Arts
section of the exam as 10th graders. The vast majority (85%) also passed the Mathematics
section as 10th graders. District averages for CAHSEE achievement. As shown in Table 3.4, all
students in Cohort 2 passed both sections of the CAHSEE as 10th graders.
Table 3.4: CAHSEE Results as 10th graders7, Cohort 1 and Cohort 2
2004 (Cohort 1) 2005 (Cohort 2)
N of Test % Passing N of Test % Passing
Takers Takers
Cohort 1
English/Language Arts 38 97% 39 100%
Math 40 85% 39 100%
Source: LAUSD DSS
It should be noted that HTH-LA achieved an Academic Performance Index (API) score of 831 in
2005 based on a weighted combination of CST and CAHSEE scores. HTH-LA‘s score is above
the State-wide benchmark of 800. As such, HTH-LA will not be accountable for an API growth
target in 2006.
Course Grades
Data on students‘ grades in core academic classes largely mirrors that of the CST data. Cohort 1
(11th grade) students show their highest performance in English with low performance in Science
(Physics). Cohort 1 students are achieving at higher levels under the Integrated Math sequence.
7
Note: CAHSEE scores of 10th graders (i.e., first time test takers) is the key
accountability metric used to compute Adequate Yearly Progress, the Federal
measure of school accountability.
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Table 3.5 Cohort 1 Students, 2003-2004 & 2004-2005
2003-2004 2004-2005
Grade A Grade Grade D Grade A Grade Grade
N &B C &F N &B C D&F
English 40 35% 35% 30% English 27 48% 52% 0%
Algebra I n.a. n.a. n.a. n.a. Integrated I n.a. n.a. n.a. n.a.
Geometry 4 75% 25% 0 Integrated II n.a. n.a. n.a. n.a.
Algebra II 26 42% 15% 42% Integrated III 27 37% 33% 30%
Physics 40 3% 35% 57% Physics n.a. n.a. n.a. n.a.
Cohort 2 (10th grade) students were the highest-achieving cohort on both CST and course grades
in the last two years. The majority of Cohort 2 students earned letter grades of A or B in each of
the last two years. These students also showed the highest level of performance in Science
(Physics).
Table 3.6 Cohort 2 Students, 2003-2004 & 2004-2005
2003-2004 2004-2005
Grade A Grade Grade D Grade A Grade Grade
N &B C &F N &B C D&F
English 39 62% 26% 13% English 38 66% 26% 8%
Algebra I n.a. n.a. n.a. n.a. Integrated I n.a. n.a. n.a. n.a.
Geometry 10 70% 10% 20% Integrated II n.a. n.a. n.a. n.a.
Algebra II 26 81% 8% 12% Integrated III 38 58% 21% 21%
Physics 39 21% 39% 41% Physics n.a. n.a. n.a. n.a.
Cohort 3 (9th grade) students showed the most even distribution of course grades. Like Cohort 1,
student grades are highest in English, followed by Math and then Science (Physics) in 2004-05.
Table 3.7 Cohort 3 Students, 2003-2004 & 2004-2005
2003-2004 2004-2005
Grade A Grade Grade D Grade A Grade Grade
N &B C &F N &B C D&F
English n.a. n.a. n.a. n.a. English 95 31% 41% 28%
Algebra I n.a. n.a. n.a. n.a. Integrated I 95 31% 20% 49%
Geometry n.a. n.a. n.a. n.a. Integrated II n.a. n.a. n.a. n.a.
Algebra II n.a. n.a. n.a. n.a. Integrated III n.a. n.a. n.a. n.a.
Physics n.a. n.a. n.a. n.a. Physics 95 17% 32% 49%
School Attendance
Regular school n addition, student attendance at HTH-LA has remained at or above the 90%
benchmark recommended for secondary schools by LAUSD. In 2003-04, students at HTH-LA
attended 95.6% of the time. In 2004-05, the school‘s attendance rate declined slightly to 93.7%.8
8
Data obtained from LAUSD Decision Support System (DSS).
High Tech High - Los Angeles 203
Conclusions & Recommendations
Curriculum and Instruction
HTH-LA remains successful in developing an innovative educational program that provides
students with personalized instruction and hands-on learning experiences. Students and staff are
overwhelmingly positive about the school, citing the small school environment, which promotes
interactions between teachers and students as well as access to technology as key school
strengths.
Recommendation 1: Expand explicit instructional connections to the real-world and
student access to work-based experiences. Continue guest speaker program and use
Presentations of Learning (POLs) to highlight postsecondary connections and career
options. Develop formal written plans for each student outlining postsecondary and
career goals.
Recommendation 2: Refine the POLs as a defining feature of the school‘s educational
experience and assessment process. Develop a more comprehensive plan for structuring
the POLs, including guidelines for assessing students. HTH-LA staff should re-explain
the purpose and structure of the POLs to students and parents.
Teacher Support and Collaboration
The unique academic identity, small school size, and staff inclusion in school planning and
decision-making have helped nurture a supportive and collaborative school culture that has
integrated new staff members.
Recommendation 3: Build on existing collaboration to make interdisciplinary
connections across content areas and project-based learning more regular and conscious
aspects of professional development, staff planning, and instructional delivery. In
addition, HTH-LA should provide professional development and or common planning
time for teacher to discuss how best to use classroom learning environment to engage
students and promote learning, as well as strategies for differentiation instruction to
address different learning styles/modalities among students.
Recommendation 4: Student grades suggest that many 9th grade students are not
successful in Physics. Therefore, HTH-LA should consider returning or a traditional
Science sequence (Biology, Chemistry, Physics) in order to provide students with a
smoother transition to high school science and better students‘ chances for academic
success. Alternatively, HTH-LA may want to significantly revise the delivery of Physics
as the introductory course to scaffold and differentiate instruction around conceptual
understanding of math and science content in order to maximize student success.
High Tech High - Los Angeles 204
Parent/Community Involvement
Parents of students enrolled at HTH-LA are largely supportive and positive about the school‘s
educational philosophy, personalized connections between faculty and students, access to state-
of-art technology, and options that the school provides to their children.
Recommendation 5: HTH-LA should place greater emphasis on regular home-school
communication regarding course expectations, student progress, and major school
decisions.
Student Achievement
Overall, HTH-LA demonstrates high levels of academic achievement on the key
high-stakes measures used to establish school accountability. The fact that
HTH-LA achieved an API score above the State-wide benchmark indicates a higher
level of secondary achievement than most schools in California and well above LAUSD
averages. Indeed, the CAHSEE pass rates of 10th graders were extremely high compared
to State and LAUSD averages. HTH-LA also has high rates of student attendance
relative to other secondary schools.
However, there are significant differences in the achievement of the different cohorts
of students. Cohort 2 (current 11th graders) are clearly the highest-achievers. Cohort 1
(current 12th graders) will be graduating in 2006 and will not participate in most high
stakes testing in 2005-06. Cohort 3 shows the most variation in terms of achievement
with students performing at the high, middle, and low ranges. .
Data on course grades show these same patterns. However, all students (regardless
of cohort) experienced the least difficulty in English and the most difficulty in Science.
Recommendation 6: Recognizing the differences between the cohorts of students in
terms academic achievement, consider providing students in the current 10th grade cohort
(Cohort 3) with on-going academic support and proactive intervention.
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APPENDIX F: VALUE-ADDED
EVALUATION 2006-07
High Tech High - Los Angeles 206
High Tech High – Los Angeles
2006-07 Evaluation
The big question: Does HTH-LA “add value” to student achievement as measured by the CSTs
in English/Language Arts and Mathematics?
Answer: In looking at the classes of 2006, 2007, and 2008 (N=145), the answer is YES,
particularly in English/Language Arts. Data also indicate improvements in student achievement
in the Integrated Math series, particularly from 9th to 10th grade.
Highlights:
More than half of students who scored Basic in 8th grade increased to Proficient or
Advanced in 9th grade in English/Language Arts.
The vast majority (63% or higher) of students who scored FBB or BB at any grade level,
increased to Basic or better in English/Language Arts.
In Math, most students benefited from the change to the Integrated Math series;
approximately two-thirds of students experienced a gain of at least one proficiency level
between Integrated I and Integrated II (i.e., from 9th to 10th grade).
Summary of CST Performance for HTH-LA students (Classes of 2006-2008)
English/Language Arts % who % who % who
increased stayed same declined
8th to 9th (N=138) 32% 64% 4%
9th to 10th (N=141) 13% 74% 13%
10th to 11th (N=58) 14% 72% 14%
Mathematics
Gen Math to Algebra I (N=26) 4% 54% 42%
Algebra I to Geometry (N=35) 11% 51% 37%
Integrated I to Integrated II (N=84) 40% 58% 1%
Integrated II to Integrated III (N=31) 0% 65% 35%
English/Language Arts
From 8th to 9th grade
57% of students who scored Basic in 8th grade increased to Proficient or Advanced in 9th
grade.
73% of the students who scored Far Below Basic or Below Basic as 8th graders increased
to at least Basic in 9th grade.
Only 3% of students who scored Proficient or Advanced as 8th graders declined to Basic
as 9th graders.
From 9th to 10th grade
39% of students who scored Basic in 9th grade increased to Proficient or Advanced in 10th
grade.
High Tech High - Los Angeles 207
63% of the students who scored Far Below Basic or Below Basic as 9th graders increased
to at least Basic in 10th grade.
15% of students who scored Proficient or Advanced as 9th graders declined to Basic as
10th graders.
9% of students who scored Basic as 9th graders declined to Below Basic as 10th graders.
From 10th to 11th grade
41% of students who scored Basic in 10th grade increased to Proficient or Advanced in
11th grade.
100% of the students who scored Far Below Basic or Below Basic as 10th graders
increased to at least Basic in 11th grade.
8% of students who scored Proficient or Advanced as 10th graders declined to Basic as
11th graders.
29% of students who scored Basic as 10th graders declined to Below Basic as 11th
graders.
Math
From General Math (8th grade) to Algebra (9th grade)
Only 9% of the students who scored Basic as 8th graders improved in 9th grade.
The majority (64%) of students scoring Proficient or better as 8th graders experienced a
decline in Algebra; 36% of 8th grade Basic students also declined.
From Algebra to Geometry
18% of students who scored Basic in Algebra did better when enrolled in Geometry; 22%
of FBB/BB students improved.
Approximately half experienced a decline in performance between Algebra and
Geometry (-53% among Proficient students and -45% among Basic students).
From Geometry to Algebra II
The number of students is too small to draw any conclusions.
From Integrated I to Integrated II
65% of students who scored Basic in Integrated I (9th grade) improved to Proficient or
Advanced in Integrated II (10th grade).
64% of students who scored FBB/BB in Integrated I (9th grade) improved to Basic or
better in Integrated II (10th grade).
Almost no students (3%) decreased from Integrated I to Integrated II.
From Integrated II to Integrated III
Most students stayed the same. However, many students decreased, particularly students
who had scored Basic in Integrated II (75% of these experienced a decline).
High Tech High - Los Angeles 208
APPENDIX G: PARENT &
STUDENT SURVEY FINDINGS
High Tech High - Los Angeles 209
HTH-LA –Survey Findings
HTH-LA Parent Surveys
Student Responses in 2007 compared to 2005
I. Introduction and Methods
HighTechHigh-Los Angeles (HTH-LA) is a technology-based charter school founded in
2000. The primary mission of the school is to create a small, diverse learning community
that engages each student in a rigorous academic program with an emphasis on math,
science, technology, and engineering, to prepare them to succeed in college and to be the
innovative knowledge workers of tomorrow.
In 2001, the HTH-LA Foundation was incorporated as a non-profit corporation with a
board of directors and a board of industry advisors. In the 2002-03 school year, a Director
and teachers were hired and HTH began operation as a school providing a standards-
based, college preparatory education to 55 9th grade students. In 2003-04, the school
served 91 students in grades 9th and 10th. Beginning in the 2004-05 school year, HTH-
LA began operation in its newly constructed facility. Student enrollment doubled to 181
students with the arrival of a new cohort of 9th grade students. In 2005-06, HTH served
104 9th grade students, 94 10th graders, 38 11th graders, and 28 12th grade students. In
2006-07, HTH-LA increased its enrollment to 303 (9-12th grades).
Survey Methodology
In 2003-04, Public Works, Inc. (PW) was contracted to design and provide the school
with an assessment of the program implementation of HTH-LA under its charter petition.
As part of the evaluation, has administered surveys to students and parents on an annual
basis.9
In Spring 2007, total of 182 parent surveys were returned for a response rate of about
63%. The report below compares the responses of these parents to 94 parents (response
rate of 52%) who completed surveys in Spring 2005.
II. Summary of Key Findings
Strengths
More information about HTH-LA has increased the number of parents that are being
referred to the school by their children. While technology is still an attraction, many
more parents are sending their children to HTH-LA in order give them a better
preparation for college, and more opportunities for career exploration.
9
Students and parents were not surveyed 2005-06.
210
HTH-LA –Survey Findings
Parents were most positive about project-based learning, the sharing of the same
teachers at HTH, as well as teachers‘ expertise/ability to communicate subject matter,
hold high academic expectations for students, and establish clear standards for
behavior.
The percentage of parents that reported sufficient supply of computers in the
classroom, and adequate Internet connections has remained relatively high.
More than two-thirds of parents indicated their child has received guidance on further
education/college (74%), and are fairly sure what their children will be doing after
graduating from college (70%).
More than 90% of parents reported speaking to their children about school and
homework. In addition, approximately 80% know what is required of their child in
order to succeed in their classes.
A larger percentage of parents cited a positive outcome from the smaller learning
environment that HTH-LA offers.
Areas for Improvement
Despite improvements, parents continue to be relatively dissatisfied in two areas:
Regular and timely feedback on their child‘s progress.
Timeliness of technology repair and maintenance.
More detailed survey information is presented below for each of the six areas of the
survey.
Student Recruitment
Since 2005, parents are receiving less information from their children and more from
friends/relatives. The numbers of parents who reported an interest in other educational
opportunities at HTH-LA, besides technology has remained relatively constant.
In 2007, nearly one-third of parents reported first hearing about HTH from
friends/relatives compared to only 9% in 2005.
As indicated in Table 1, interest in technology is now the driving force increasing
enrollment in HTH-LA. Nonetheless, parents still cited exploring more career
opportunities, better preparation for college, and small class size as important.
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HTH-LA –Survey Findings
Table 1: Parent-reported reasons for enrolling in HTH-LA
2005 2007
(N=182) (N=94)
Child‘s interest in technology 26% 27%
Opportunities for my child to explore a possible
20% 11%
career.
Better preparation for college 26% 21%
Small class size 12% 16%
Whereas previous cohorts of students at HTH-LA indicated that they would have
attended Birmingham, the current group of HTH-LA students was more likely to be
drawn from other Magnet/Academy programs.
Experience at HTH-LA
Respondents were asked to respond to statements about HTH-LA in six areas:
Classroom Instruction
Measurement of Student Progress
Access and Use of Technology
Preparing for the Future
Parent Involvement
Overall Assessment of the School
In addition to demographic characteristics, respondents were asked to respond to
statements about HTH-LA based on a 4-point Likert scale. (4=Strongly Agree; 3=Agree;
2=Disagree; 1=Strongly Disagree; Don‘t Know).
Table 3: Summary Average Ratings by Survey Area, 2007 & 2005
2007 (N=182) 2005 (N=94)
Mean Mean
Rank Score10 Rank Score
Access & Use of Technology 1 3.59 1 3.63
Classroom Instruction 2 3.53 2 3.60
Overall Assessment of School 3 3.43 3 3.26
Preparing for the Future 4 3.41 4 3.22
Parent Involvement 5 3.29 5 3.17
Overall, parents were slightly more positive in 2007 compared to 2005. In the report
section below, we detail student responses in each of these areas covered on the survey
discussing both 2007 responses and 2005 responses.
10
Don’t Know responses were excluded in calculating a mean score.
212
HTH-LA –Survey Findings
Classroom Instruction
In 2007:
Parents were most positive about the regularity of project-based learning at HTH
(96%), and teachers‘ ability to communicate clear academic expectations for students
(93%), and the degree of personalize education that students receive (92%).
More than 80% of parents agreed that sharing the same group of teachers has positive
outcomes on students, teachers know their subject matter well, there is a clear
standard for student behavior, the physical environment promotes learning, and cross-
curricular project-based learning is occurring at HTH-LA.
Additionally, 80% of parents indicated that graded projects and presentations of
learning were an accurate measure of student knowledge.
Comparing parent responses in 2007 to 2005:
As shown in the table below, there was an increase in the number of parents that
responded positively towards the extent of cross-curricular project-based learning that
is occurring, physical classroom environment, and the ability of teacher‘s to
communicate their expertise to students (increase of more than 15% since 2005).
Similarly, more parents agreed that students received personalized attention (+14%),
students regularly work on hands-on projects (+10%), and teachers hold high
academic expectations (+11%).
Table 4: Parent-reported assessment of classroom instruction
2005 2007
(N=94) (N=182)
Teachers regularly show how learning in one subject area
74% 84%
is connected to other.
The physical classroom environment is engaging and
71% 87%
helps promote student understanding.
Teachers know their subject matter well and
60% 89%
communicate their expertise to students.
Classes are small enough so that all students receive
78% 92%
personalized attention.
Students regularly work on projects and other hands-on
86% 96%
kinds of learning opportunities.
Teachers hold high academic expectations for all
82% 93%
students.
Preparation for the Future
In 2007:
Parents were most likely to say that HTH-LA has given their child guidance on
pursuing a higher degree (83%), as well as more insight on their future goals (85%),
and the world of work, and possible future careers (82%).
More than half of parents agree that HTH has helped their child understand their
educational goals (71%).
213
HTH-LA –Survey Findings
Comparing parent responses in 2007 to 2005:
There has been an increase in the number of parents that report support for their
children in defining their future educational goals (+16%), college goals (+9%), and
career goals (+4%).
Parent Involvement
In 2007:
Parents were most likely to respond positively to speaking to their children regularly
about school and their homework (88%), and knowing how their child‘s academic
progress is measured (88%).
Similarly, a large number of parents indicated they knew what their child was
learning and are required for them to succeed (87%).
Parents were less positive about receiving feedback on their child‘s progress (69%)
Comparing parent responses in 2007 to 2005:
Since 2005, the percentage of parents that know what their child is learning at HTH-
LA has greatly increased (from 21% in 2005 to 87% in 2007), as did, the percentage
of parents that know how their child‘s academic progress is measured (+19%).
However, as the table below indicates, fewer parents discuss school and homework
with their child.
The percentage of parents who agreed about the degree of timely feedback on their
child‘s progress has increased; although this is an increase from 2005, it is low
relative to other survey items.
Table 5: Parent-reported assessment of classroom instruction
2005 2007
(N=94) (N=182)
I know what my child is learning in HTH-LA. 73% 87%
I know how my child‘s academic progress is measured. 69% 88%
I usually talk to my child about school and homework. 92% 88%
I receive regular and timely feedback from teachers about
57% 69%
my child‘s progress.
Technology Access and Use of Technology
Home Access
Parent access to technology remains high; additionally, there were small increases in
parent access to an email account. Parents overwhelmingly, prefer being contacted
through e-mail, however, the number of parents accessing teacher/school web pages has
dramatically increased.
Nearly all parents (99%) have had access to a computer at home.
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HTH-LA –Survey Findings
There has also been an increase in parents that report having access to the Internet at
home (4% increase).
There have also been small increases in the percentage of parents that have access to
an email account.
Table 6: Parent-reported access to technology
2005 2007
(N=94) (N=182)
Disagree I have access to a computer at home. 3% 1%
Disagree I have access to the internet at home. 18% 2%
Disagree I or my child have access to an e-mail account provided
12% 7%
by the school.
Disagree I or my child have access to an e-mail account not
11% 6%
provided by the school.
A majority of parents communicate with teachers through e-mail (83%). In addition,
nearly one-third of parents report using teacher and/or school web pages. This is
comparable with only 10% that reported using teacher and 9% using school web
pages in 2005.
Table 7: Parent-reported communication with teachers
2005 2007
(N=94) (N=182)
How many of your child‘s Email 47% 83%
teachers have communicated Voicemail 27% 10%
with you via: Teacher Web Pages 6% 31%
School Web Pages 5% 26%
School Access and Use
In 2007:
Parent respondents were most positive regarding supply and quality of computer
access (81%) and Internet connections (91%), as well as the extent to which their
child feels motivated to learn through utilizing technology (88%).
Similarly, 79% of parents said that technology was regularly integrated into
classroom instruction.
Slightly more than half (63%) of parents indicated they were pleased with the
timeliness of technology maintenance.
Comparing parent responses in 2007 to 2005:
The percentage of parents that agree that technology is being regularly integrated into
classroom instruction has increased by 19% (increase of 60% in 2005 to 79% in
2007).
Similarly, the number of parents that indicated they are pleased with the timeliness of
technology maintenance increased in 2007 (+16%).
215
HTH-LA –Survey Findings
In addition, parent respondents who believe their child was not motivated by the use
of technology decreased since 2005 (decrease of 78% in 2004 to 88% in 2007).
Nonetheless, as the table below indicates, parents were less likely to agree that
students have adequate access to computers in their classrooms (decrease of 91% in
2005 to 81% in 2007).
Table 8: Parent-reported school access to technology
2005 2007
(N=94) (N=182)
Teachers usually integrate technology into the daily lessons. 60% 79%
If any piece of technology is not working, it is quickly fixed. 46% 62%
Disagree Using technology in the classroom helps motivate my
12% 6%
child in school.
There is an adequate supply of computers in the classrooms. 91% 81%
There have been some notable increases in parent awareness of technology usage in
the classroom in the areas of accessing content-specific, web based resources (from
54% in 2005 to 75% in 2007) and utilizing audio visual equipment for
demonstrations/simulations (from 40% in 2005 to 56% in 2007).
Inversely, there are fewer parents that are aware of student access CAD/CAM
engineering design (down from 43% in 2005 to 22% in 2007).
Nonetheless, 72% of parents indicated their child uses technology when taking tests
(item not surveyed in 2005).
There were increases in the percentage of parents that indicated that technology is
used in Math (+17%), and Science (+3%).
Conversely, fewer parents said that technology is used in their child‘s English class
(down from 19% in 2005 to 10% in 2007).
Furthermore, this year fewer parents indicated they ―didn‘t know‖ which classes were
likely to use technology (decrease –13%).
Table 9: Parent-reported class access to technology
2005 2007
(N=94) (N=182)
In what subjects do you feel English 19% 10%
technology is most likely to be Math 14% 31%
used? (check one) Science 30% 33%
History/Social Science 20% 20%
Don‘t Know 19% 6%
.
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HTH-LA –Survey Findings
Overall Assessment
In 2007:
Parents indicated they were most pleased with the use of technology in the classroom
(94%), and the small learning environment (91%). Furthermore, they were very likely
to recommend HTH-LA to other parents (91%).
More than half (74%) of parents reported that since attending HTH their children are
doing better academically.
Comparing parent responses in 2007 to 2005:
There is a significant increase in the percentage of parents that say their child enjoys
attending HTH, is performing better academically since attending HTH, and has
improved as a student through use of technology (+13%).
217
HTH-LA –Survey Findings
HTH-LA Student Survey Results
2007 (N=289) Compared to 2005 (N=160)
I. Introduction and Methods
HighTechHigh-Los Angeles (HTH-LA) is a technology-based charter school founded in
2000. The primary mission of the school is to create a small, diverse learning community
that engages each student in a rigorous academic program with an emphasis on math,
science, technology, and engineering, to prepare them to succeed in college and to be the
innovative knowledge workers of tomorrow.
In 2001, the HTH-LA Foundation was incorporated as a non-profit corporation with a
board of directors and a board of industry advisors. In the 2002-03 school year, a Director
and teachers were hired and HTH began operation as a school providing a standards-
based, college preparatory education to 55 9th grade students. In 2003-04, the school
served 91 students in grades 9th and 10th. Beginning in the 2004-05 school year, HTH-
LA began operation in its newly constructed facility. Student enrollment doubled to 181
students with the arrival of a new cohort of 9th grade students. In 2005-06, HTH served
104 9th grade students, 94 10th graders, 38 11th graders, and 28 12th grade students. In
2006-07, HTH-LA increased its enrollment to 303 (9-12th grades).
Survey Methodology
In 2003-04, Public Works, Inc. (PW) was contracted to design and provide the school
with an assessment of the program implementation of HTH-LA under its charter petition.
As part of the evaluation, has administered surveys to students and parents on an annual
basis.11
In Spring 2007, total of 289 student surveys were returned for a response rate of about
83%. The report below compares the responses of these students to 160 students
(response rate of 88%) who completed surveys in Spring 2005.
11
Students and parents were not surveyed 2005-06.
218
HTH-LA –Survey Findings
II. Summary of Key Findings
Strengths
Recruitment. Word of mouth about HTH-LA has resulted in many more students
being referred to the school by friends/relatives or responding to postcard invitations.
While technology is still the main attraction, many more students are attending HTH-
LA because they feel that the school will better prepare them for college.
Classroom Experiences. Students were most positive about HTH-LA‘s small class
size, as well as their teachers‘ expertise/ability to communicate subject matter, hold
high academic expectations, and maintain standards for classroom behavior.
Improvements. Students were most inclined to respond more positively (in 2007
compared to 2005) when asked about the physical classroom environment (24%
increase) and teacher communication (22% increase).
Highest Ratings. Students were most positive about the extent to which HTH-LA has
provided them with guidance on post-secondary education. In addition, the vast
majority of students cited positive benefits resulting from exposure to school and
classroom projects, use of classroom technology, and the school‘s smaller learning
environment.
Areas for Improvement
Differences by Grade. Students in the upper grades (11th-12th) were much less
positive about HTH-LA compared to more recent cohorts (9th-10th).
Instructional Differentiation. Student would like to see more instructional
differentiation (including more project-based learning tied to real-life examples) to
meet the needs of different types of students.
More detailed survey information is presented below for each of the six areas of the
survey.
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HTH-LA –Survey Findings
III. Survey Results by Area
Student Recruitment
In 2007, more students reported receiving information about HTH-LA from
friends/relatives, and/or a postcard invitation from the school, rather than middle or high
school teachers and counselors. There were also a larger number of students that reported
an interest in technology.
In 2005, students were most likely to indicate receiving information about the
school from a school bulletin or flyer (25%). However, in 2007 less than 8%
reported hearing about HTH-LA though a bulletin or flyer.
Table 1: Student-reported how received information from HTH-LA
2005 2007
(N=160) (N=227)
Friend 19% 26%
Parent 16% 21%
Post card invitation to an informational meeting n/a 21%
Counselor in Middle School 5% 3%
Teacher in High School 9% 8%
The number of students that heard about HTH-LA through a Friend/Relative
steadily increased by 6%-7%.
More students heard about HTH-LA through postcard invitations they received
from the school.
As indicated in the table below interest in technology continues to be the primary
force-driving enrollment in HTH-LA. Slightly more students identified
preparation for college as their reason for enrolling at HTH-LA.
Table 2: Student-reported reasons for enrolling in HTH-LA
2005 2007
(N=160) (N=227)
Interest in Technology 28% 32%
Better Preparation for College 17% 20%
Parent wanted me to attend 21% 16%
HTH-LA is drawing from a much larger pool of students from outside the Birmingham
attendance area. When asked where they would have attended if not HTH, responses
have shifted from Birmingham (42% in 2005) to Other Public Schools (45% in 2007)
and/or Academies/Magnets (18% in 2007).
Experience at HTH-LA
Respondents were asked to respond to statements about HTH-LA in six areas:
220
HTH-LA –Survey Findings
Classroom Instruction
Measurement of Student Progress
Access and Use of Technology
Preparing for the Future
Parent Involvement
Overall Assessment of the School
In each of these areas, students responded to survey items using a 4-point Likert scale.
(4=Strongly Agree; 3=Agree; 2=Disagree; 1=Strongly Disagree; Don‘t Know). Table 2
presents summary data showing the average score in each of the six areas along with the
relative ranking of these six areas in both years.
Table 3: Summary Average Ratings by Survey Area, 2007 & 2005
2007 (N=289) 2005 (N=160)
Mean Mean
Rank Score12 Rank Score
Classroom Instruction 1 3.17 1 2.99
Parent Involvement 2 3.15 2 2.87
Preparing for the Future 3 3.14 5 2.70
Overall Assessment of the School 4 3.13 6 2.62
Measurement of Student Progress 5 3.10 3 2.84
Access and Use of Technology 6 3.08 4 2.83
In both 2005 and 2007, students responded most positively regarding classroom
instruction and parent involvement.
All areas of the survey have shown improvement, with the overall assessment of the
school increasing to a solid 3.13 (positive agreement).
The greatest improvements in student perceptions occurred in survey items asking
about the extent to which HTH-LA prepares students for the future.
Classroom Instruction
In 2007:
The vast majority (80% or higher) of students were positive about class size (87%),
access to teachers (87%), standards for classroom behavior (85%), teachers‘ subject
matter expertise (82%), and high academic expectations (82%).
Students rated instructional differentiation (67%) the lowest.
Comparing student responses in 2007 to 2005:
There has been a significant increase in positive responses from students on nearly all
survey items measuring classroom instruction.
Positive changes occurred most notably in the areas of promoting an engaging
physical classroom environment (24% increase) and the degree to which teachers
communicate their expertise to students (22% increase).
12
Don’t Know responses were excluded in calculating a mean score.
221
HTH-LA –Survey Findings
Nonetheless, as indicated in the table below, there was no movement in the areas of
making subject matter accessible to students.
Table 5: Student-reported assessment of classroom instruction
2005 2007
(N=160) (N=227)
Agree the physical classroom environment is engaging
55% 79%
and helps promote student engagement.
Agree that teachers know their subject well and
60% 82%
communicate their area of expertise to students.
Disagree teachers strive to make learning meaningful and
25% 25%
tied to real-life examples.
Disagree teachers regularly show how learning in one
16% 21%
subject area is connected to other courses.
Measurement of Student Progress
In 2007:
The vast majority (91%) of students reported they know what to do to get good
grades. Additionally, nearly 80% understood how their academic progress was
measured.
More than two-thirds also indicated teachers point out connections between
classroom learning and high stakes assessments and that tests and other assessments
are accurate measures of what has been learned in class.
Comparing student responses in 2007 to 2005:
More students indicated they receive timely feedback from teachers on their progress
(65% agreement; +17% since 2005).
Students were more likely to agree they know how their progress is measured (+17%
since 2005).
Preparation for the Future
In 2007:
Students were most positive about the extent to which HTH-LA has provided them
with guidance on post-secondary education.
Nonetheless, 23% of students indicated they would like more assistance with better
defining their educational goals.
Comparing student responses in 2007 to 2005:
The number of negative responses to student guidance services has been cut in half;
22% of students reported that HTH-LA had not helped them better define their
educational goals, as compared to 41% in 2005.
More students (+18%) said that they received guidance on their post-secondary
education through HTH-LA (80% in 2007 compared to 62% in 2005).
More students indicated they had plans after college (74% in 2007 compared with
60% in 2005).
222
HTH-LA –Survey Findings
Parent Involvement
In 2007:
The vast majority of students said that their parents have received communication
from the school.
Students were less inclined to agree that their parents know what they are learning in
school.
Comparing student responses in 2007 to 2005:
Since 2005, the percentage of students who say their parents are aware of what they
are learning at HTH-LA has increased (+14%). Additionally, more students are
talking to their parents about their schoolwork.
Similarly, the number of students that say their parents receive information about
their progress has also increased since 2005 (+11%).
Technology Access and Use
Home Access
Student access to technology at home remains very high; additionally, there has been a
notable increase in parent access.
More than 95% of students reported having access to a computer and the Internet at
home in both 2005 and 2007.
Parent access to technology (email) has increased since 2005.
Table 6: Student-reported parent access to technology
2005 2007
(N=160) (N=227)
Disagree that parents have access to an email account provided by the
35% 22%
school?
Disagree that your parents have access to an email account NOT
15% 8%
provided by the school?
School Access and Use of Technology
In 2007:
The majority of students were satisfied with the internet connections at the school
(82%). Additionally, a most reported that there is an adequate supply of computers in
the classrooms (76%) and feel motivated to learn through the use of technology
(76%).
Students were least positive about timely repair and maintenance of technology.
Comparing student responses in 2007 to 2005:
223
HTH-LA –Survey Findings
76% of students (Compared to 89% in 2005) indicated that their classrooms are
equipped with an adequate supply of computers.
In 2005, students said the school internet connections were an area in need of
improvement. However, this year, more than 80% of students indicated the school‘s
internet connections were adequate to serve their needs.
In 2007, students were much more likely to agree that technology is usually
integrated into their daily lessons (+18%). Consequently, respondents were more
likely to feel more motivated to try their best (+15%) in class.
Table 7: Student-reported school access to technology
2005 2007
(N=160) (N=227)
Agree there is an adequate supply of computers in
89% 76%
classrooms.
Agree that teachers usually integrate technology into the
57% 75%
daily lessons.
Agree that using technology in the classroom helps me to
61% 76%
do my best.
In 2005 and 2007, students were most likely to use technology in their classrooms for
creating reports/projects through word processing, graphic presentations of material
(e.g., PowerPoint), Spread Sheets for analyzing data, and Research, using internet or
CDROMS. Additionally, this year more students reported using technology in order
to take tests.
Students were much more likely to use technology in their Science and History
courses in 2007 compared to English and Science in 2005. The use of technology
also increased in math classes. For example, 10% of students said they never used
technology in Math in 2007 compared with 38% in 2005.
Email remains the most popular method for communicating with parents. However,
the use of school web pages has increased (+20%) since 2005.
Overall Assessment of HTH-LA
In 2007:
80% of student‘s cited positive benefits resulting from exposure to school and
classroom projects, use of classroom technology, and the school‘s smaller learning
environment.
Comparing student responses in 2007 to 2005:
Students were overwhelmingly more positive regarding all items measuring overall
assessment of HTH-LA.
Table 8: Student-reported overall assessment of HTH-LA
2005 2007
(N=160) (N=227)
I look forward to coming to HTH-LA. 55% 74%
224
HTH-LA –Survey Findings
Since attending HTH-LA, I am doing better in my
33% 57%
academic classes.
Use of technology in the classroom has benefited me as a
65% 80%
student.
Participation in school and classroom projects has helped
68% 80%
me as a student.
The smaller learning environment of HTH-LA has
64% 80%
benefited me as a student.
I would recommend HTH-LA to other students. 44% 72%
Nonetheless, more than one-third (36%) of students disagree that their grades have
improved since attending HTH-LA.
Survey Cross-tabulations
In order to examine whether there were differences among student survey respondents,
survey responses were analyzed based on grade level. The following represents items that
had statistically significant differences (at .05 level) in these respects. As shown below,
grade level of student was a statistically significant factor for numerous survey items. In
general, upper grade students (12th and 11th graders) were less positive on survey items
compared to incoming students (9th and 10th graders).
Grade Level
Classroom Instruction
Students in the 12th grade responded less positively on more than one-third (41%) of
the items regarding classroom instruction at HTH-LA.
These students were less likely to agree that teachers balance lectures with small
group work, discussions, and independent study.
Similarly, 12th grade respondents were less likely to report regularly using project-
based learning strategies in the classroom.
Students in the 12th grade indicated their physical classroom environment could be
improved through emphasizing student learning.
Additionally, these students were less likely to see a connection between their class
work and ―real-life,‖ nor did they agree that teachers regularly show how learning is
connected across subject areas.
Students enrolled in the 9th grade were mostly positive on all of these items.
Measurement of Student Progress
Nearly half (48%), of 12th graders said they don‘t see connections between what they
learn in class and standardized tests.
Access and Use of Technology
225
HTH-LA –Survey Findings
Students in grade 12 were less likely to indicate that technology is promptly fixed
when it is no longer working.
Additionally, 52% of these students did not feel motivated by use of technology in the
classroom.
Preparing for the Future
Nearly all (92%) Seniors said they had plans following high school. Students in the
9th grade were least likely to report having plans following graduation.
Parent Involvement
More than one-third (36%) of 12th grade students disagree that they regularly discuss
their homework with their parents. In addition, 32% of 11th and 12th graders reported
that their parents are unaware of what they are learning at HTH-LA.
Overall Assessment
Seniors were least likely to say they have benefited from the use of technology in the
classroom.
226
APPENDIX H: STUDENT
HANDBOOK
227
STUDENT HANDBOOK
Policy and Procedures
2007-08
HighTechHigh-Los Angeles
17111 Victory Blvd.
Lake Balboa, CA 91406
818-609-2640
818-881-1754 (Fax)
www.hthla.org
TABLE OF CONTENTS
PAGE
Mission Statement 1
Curriculum 2
Grad Requirements & Daily Schedule 2
School Calendar 07-08 & Closed Campus Policy 4
Student Attendance 5
Code of Academic Integrity 6
Respect for Self and Others 7
Internet & Electronic Mail Usage 7
Dress Code 10
Disciplinary Policy 11
Intellectual Property Statement 20
Sexual Harassment Policy 20
Anti-bullying Policy 21
APPENDIX OF FORMS
Parking Permit Agreement 2
Absence/Tardy Clearance Form 3
Acceptable Use Agreement 4
Authorization to Use and Release Photos 5
HighTechHigh-Los Angeles
Mission Statement
HighTechHigh-Los Angeles is a diverse community of active learners
dedicated to fusing the traditional academic subjects with real-world,
technical applications and problem solving skills. Students are
productive, self-directed learners, engaged in rigorous, relevant work.
HTH-LA prepares students to be motivated, influential leaders committed
to the challenge of connecting our community to the larger society.
HighTechHigh-Los Angeles is an institution of learning:
Housed in a state-of-the-art educational facility to create a
stimulating educational environment
Enriched by the utilization of technology to develop vital career
skills required of professionals in tomorrow’s workforce
Centered on project-based learning that emphasizes real-world,
hands-on educational experiences
Committed to community service and awareness through student
internships with local business and industry
Personalized to meet the holistic needs and to maximize the
unique talents of the individual student
Dedicated to the development of students with individual
integrity and a strong sense of ethics
1
CURRICULUM
In order to graduate from HTH-LA, a student must 1) earn a minimum of
230 credits (each semester class is valued at 5 credits), 2) complete
the specific course requirements as listed, and 3) pass both the
English/Language Arts and the Math portions of the California High
School Exit Exam (CAHSEE).
The course of study at HTH-LA is set out below, broken down by grade.
GRADE 9 COURSE OF STUDY
English
Humanities
Math 1
Physics
Spanish 1
Photography
GRADE 10 COURSE OF STUDY
English
World History and Geography
Math 2
Chemistry
Spanish 2
Elective*
GRADE 11 COURSE OF STUDY
English
United States History and Geography
Math 3
Biology
Documentary Studies
Internship (1 semester)/ Elective* (1 semester)
GRADE 12 COURSE OF STUDY
English
United States Government/Economics
Statistics or Calculus
Science
Elective
Senior Seminar
* Examples of electives offered: Computer Programming, Psychology,
Sociology, Art Appreciation, A+, Robotics, Math Enrichment, Logic,
Advanced Photography, Digital Music, Drama.
Graduation Requirements
HTH-LA’s graduation requirements meet or exceed the A – G requirements for
admission to the University of California. The following chart outlines
HTH-LA’s graduation requirements compared to CSU and UC admission
requirements.
2
SUBJECT CSU Requirements UC Requirements HTH-LA
Social Studies 2 years 2 years 4 years
English 4 years 4 years 4 years
Math 3 years 3 years 4 years
Science 2 years 2 years 4 years
Foreign Language 2 years 2 years 2 years
Visual/Perf. Arts 1 year 1 year 1 year
Internship 1 Semester
Students are expected to be in Advisory at 8:45 a.m.
Students arriving after 8:45 a.m. are considered “tardy”.
Frequent tardies will result in disciplinary action.
HTH-LA is on a “block schedule.” The bell schedule is set
out below:
HTH-LA Weekly Schedule 2007 / 2008
Monday / Wednesday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 1 8:55 10:35 100
Nutrition 10:35 10:53 18
Period 2 10:53 12:33 100
Lunch 12:33 1:03 30
X-Block 1:03 2:10 67
Period 3 2:10 3:50 100
Tuesday / Thursday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 4 8:55 10:35 100
Nutrition 10:35 10:53 18
Period 5 10:53 12:33 100
Lunch 12:33 1:03 30
Tuesday 1:03 2:10 67
Advisory
Study Hall
Thursday
X-Block
Period 6 2:10 3:50 100
Friday
Class Period Start End Total
Advisory 8:45 8:55 10
Period 1 8:55 9:56 61
Nutrition 9:56 10:14 18
Period 2 10:14 11:15 61
Period 3 11:15 12:16 61
Lunch 12:16 12:46 30
Period 4 12:46 1:47 61
Period 5 1:47 2:48 61
Period 6 2:48 3:50 62
3
SCHOOL CALENDAR 2007 – 2008
The following is a list of the important dates in the 2007-2008 school
calendar:
August 20 – 21, 2007 9th Grade Boot Camp
(9:00 p.m. – 3:00 p.m.)
September 5, 2007 School opens
September 13, 2007 No School
November 12, 2007 Veteran’s Day Holiday
November 22 & 23, 2007 Thanksgiving Holiday
December 17, 2007-
January 4, 2008 Winter Break
January 21, 2008 Martin Luther King Holiday
February 4, 2007 First Day of second semester
February 18, 2008 President’s Day Holiday
March 17-21, 2008 Spring Break
May 26, 2008 Memorial Day Holiday
June 19, 2008 Last Day of Semester
CLOSED CAMPUS POLICY
HTH-LA is a closed campus. HTH-LA hours are 8:45 a.m. and 3:50 p.m. on
school days, during which all students must remain on campus, unless
supervised by HTH-LA’s staff or they otherwise have been given written
permission by their parent or guardian to leave campus, as set forth
below.
Students at HTH-LA during school hours must always be in class and
under the supervision of an adult.
Students who stay for any after school activity must remain on campus.
If a student requires an after school snack, he or she must bring it to
school with them in the morning. Students who leave campus to get
something to eat or otherwise will not be allowed back into the
building.
Students not attending an after-school activity must leave campus at
4:00pm and may not remain on campus unsupervised. Students attending
an after-school activity must leave campus immediately upon conclusion
of such activity and may not remain on campus unsupervised. HTH-LA
does not provide day care or adult supervision after school, except for
adult supervision of school-sponsored after-school activities.
Written Permission to Leave Campus
Students cannot leave campus during the school day without prior written
consent from their parents or guardians. A written note must be given to the
front desk staff prior to 8:45 a.m. the day the early dismissal is being
requested. A phone number where a parent can be reached on that day must be on
the request. An early dismissal slip is needed for students to leave school
before the end of the day. ONCE A STUDENT IS ON THE BIRMINGHAM OR HTH-LA CAMPUS
IN THE MORNING, REGARDLESS OF THE TIME, THEY MAY NOT LEAVE CAMPUS. The only
exception to the closed-campus rule is the academic internship program, which
requires different approval forms which require parental consent and will be
distributed to the students at the time they participate in their academic
internship.
4
Student Drivers
Students who drive their own vehicles to and from school must sign and
comply with the rules set out in the Parking Permit Agreement, a copy
of which is included at the end of the Handbook. Failure to follow
these rules will result in an immediate disciplinary meeting and
appropriate disciplinary action, which may include denial of a parking
permit, suspension or more serious consequences, depending on the
severity and repetitiveness of the violation. Please note: HTH-LA has
an allocation of parking spaces, and students must obtain permission
and a parking pass to use one of those spaces. Students must provide a
copy of their driver’s license, registration, and proof of insurance
before being issued a parking permit. Parking permits are available
before school, at lunch, and after school until 4:00 p.m.
Student Passengers
Students who drive to and from school may not drive other HTH-LA
students in their vehicle during HTH-LA school hours without written
permission, in advance, from the parents of any student who may be a
passenger. Students are not allowed to drive other students to their
academic internships without written permission in advance from the
parents of the student passenger.
STUDENT ATTENDANCE
The project-based nature of the HTH program makes attendance extremely
important.
Significant absences due to illness or repeated unexcused absences will
lead to academic and disciplinary consequences, as will repeated
tardiness. Five or more days of absence requires a doctors note to
return
HTH-LA request that families schedule vacations or special programs so
as not to conflict with school. In particular, the final two weeks of
any semester are critical, as they culminate in the student exhibitions
and presentations upon which faculty base their final assessments.
We encourage you to schedule appointments before or after school.
However, we understand that on occasion, missing school can’t be
helped.
If your child needs to be excused early due to a medical or dental
appointment or clear an absence, the student must bring a signed note
from home to the Main Office before school begins, at nutrition or
lunch or after school. ALL ABSENCES MUST BE CLEARED WITH A SIGNED NOTE
FROM HOME BY PARENT/GUARDIAN. Our absence form can be found on our
website at hthla.org Parents please come in to the office and sign your
child out of school at the front desk and provide us with a doctor’s
excuse following the visit the next day.
5
CODE OF ACADEMIC INTEGRITY
HTH-LA has adopted the following Code of Academic Integrity and all
students are expected to adhere to its letter and spirit:
The students of High Tech High-Los Angeles, united in a spirit of
mutual trust and fellowship, mindful of the values of a true education
and the challenges posed by the world, agree to accept the
responsibilities for honorable behavior in all academic activities, to
assist one another in maintaining and promoting personal integrity, and
to follow the principles and procedure in this Code of Academic
Integrity.
Violation of the Code of Academic Integrity may take several forms.
Cheating of any kind is obviously a violation of the Code, whether a
student is cheating for him or herself or is helping another student
cheat.
In addition, plagiarism is a violation of the Code. Any of the
following, without full acknowledgement of the debt to the original
source, counts as plagiarism:
Direct duplication, by copying (or allowing to be copied)
another’s work, whether from a book, article, Web site, another
student’s assignment, etc. without proper citation or
notification.
Duplication in any manner of another’s work during an exam.
Paraphrasing of another’s work closely, with minor changes but
with the essential meaning, form and/or progression of ideas
maintained.
Piecing together sections of the work of others into a new
whole.
Submitting one’s own work which has already been submitted for
assessment purposes in another subject.
Producing an assignment in conjunction with other people (e.g.
another student, a parent, a tutor) which is expected to be your
own independent work.
For examples of acceptable and unacceptable uses of sources in writing,
visit the following website: www.oregonstate.edu/admin/stucon/plag.htm
The website for the Paul Robeson Library at Rutgers University also
provides an excellent overview of plagiarism and can be found at the
following website: www.libraries.rutgers.edu/rul/libs/robeson lib/flash
presents/text plag.htm
Note: Students are responsible for clarifying expectations and
following the Code with respect to all assignments and in all
disciplines.
6
Consequences for Violation of the Code of Academic Integrity:
First Offense: Student (1) receives a zero (failing grade) on the
assignment/project and (2) teacher contacts advisor and parents.
Second Offense: Student (1) receives a zero (failing grade) on the
assignment/project and (2) a meeting is scheduled with student,
parent(s), teacher, advisor, and administrator.
Third Offense: Varies from failure of the course to removal from HTH-
LA.
RESPECT FOR SELF AND OTHERS
HTH-LA students and staff are expected to respect others and support
teaching and learning. Prohibited behavior at HTH-LA includes offensive
language, ignoring a staff request, threats, slander, sexual harassment
or misconduct, lying, theft and fighting. Willfully causing physical
harm to another member of the HTH-LA community may lead to removal from
the school. Any student who steals from the school, another student or
a staff member will be subject to removal from the school.
Weapons: Guns, knives, explosives or weapons of any type are not
permitted in the school, on the campus or at any off-campus school
functions. Violations will lead to removal from the school. Items that
appear to be weapons are prohibited as well and their possession
carries the same penalty as possession of a weapon.
Drug, alcohol, and tobacco: Drugs, alcohol, and smoking are prohibited
in the school, on the campus, or at off-campus school functions.
Violations may lead to removal from the school.
Personal electronics: Cell phones, pagers and/or beepers must be off
from 8:30 a.m. until 3:45 p.m. and stored in backpacks, except during
nutrition/lunch. The taking of photographs with any cell phones during
school hours is prohibited. Walkmans, iPods, MP3 Players and all
similar electronic devices must be off and stored in backpacks from the
time a student enters the school building until 3:45 p.m. Headphones
may be used in the school only when under the supervision of an HTH-LA
faculty member or before and after school and at nutrition and lunch.
Violations may result in the confiscation the electronic devices, which
may be returned only to the parent or guardian of the student.
Computer games: Playing computer games or video games on campus is
unacceptable at anytime, whether on the school’s computers or a device
owned by a student.
INTERNET AND ELECTRONIC MAIL USAGE POLICY
We are pleased to offer the students of HTH-LA access to the school
computer network for electronic mail and the Internet. To gain access
to email and the Internet, all students under the age of 18 must obtain
parental permission and must sign and return the Acceptable Use Policy
form included at the end of the Handbook. Students 18 and over may sign
their own forms.
7
Access to email and the Internet will enable students to explore
thousands of libraries, databases, and bulletin boards while exchanging
messages with Internet users throughout the world. Families should be
warned that some material accessible via the Internet may contain items
that are illegal, defamatory, inaccurate or potentially offensive to
some people. While the intent is to make Internet access available to
further our educational goals and objectives, students may find ways to
access other materials as well. HTH-LA believes that the benefits to
students from access to the Internet, in the form of information
resources and opportunities for collaboration, exceed any
disadvantages. Ultimately, parents and guardians of minors are
responsible for setting and conveying the standards that their children
should follow when using media and information resources. To that end,
HTH-LA supports and respects each family’s right to decide whether or
not to apply for access.
HTH-LA uses electronic mail to provide a wealth of information to
students and it is one of the primary means of communication between
staff and students at the school. As a result, it is required that
students check their HTH-LA email at least once a day, but may never
check email during a class activity such as a lecture, discussion or
project.
Expectations of Student Behavior on Computer Networks
Students are responsible for good behavior on school computer networks
just as they are everywhere in the school environment. Communications
on the network are often public and general school rules for behavior
and communications apply.
The HTH-LA network is provided for students to conduct research and
communicate with others. Access to network services is given to
students who abide by the expectations for behavior set out in this
Handbook. Access to the HTH-LA network is a privilege, not a right.
Access entails responsibility.
Individual users of HTH-LA’s computer network are responsible for their
behavior and communication over those networks just as employees of
corporations are. Other than clarifying the expected standards, HTH-LA
is not responsible for restricting, monitoring, or controlling the
communications of individuals utilizing the network. Network storage
areas may be accessed by network administrators to review files and
communications in order to maintain system integrity and to insure that
users are using the system responsibly. Users should not expect that
files stored on the HTH-LA servers will be private or that areas on the
Internet that they have visited will be private. There is no
expectation of privacy at HighTechHigh-LA.
For the avoidance of doubt, the following are not permitted on the HTH-
LA network:
Sending or displaying offensive pictures or messages
Using obscene language
Harassing, insulting, or attacking others
Damaging computers, computer systems, or computer networks.
Violating copyright laws
8
Using another’s password
Trespassing in another user’s folders, work, or files
Intentionally wasting system resources
Employing the network for commercial purposes
Violations may result in a loss of system access as well as other
disciplinary or legal action.
Use of the following programs and software is strictly prohibited:
ANY File Transfer Protocol (FTP) program or software
ANY Telent.Remote Control program or software
ANY video game or copy of videogame not written and designed at
HTH-LA or pre-approved by the principal. This applies to console
and desktop PC video games, as well as any such program on an
external hard drive (including a so-called “thumb drive” that is
connected to the HTH-LA network or any school computer
ANY File Sharing Applications
(Kazaa/AudioGalaxy/Gnutella/Bearshare/WinMX/Morpheus/etc.
ANY operating system or network probing utilities including, but
not limited to:
o Netsend
o NMap
o Wcat
o VNCViewer or any other remote desktop software
o Password Cracking software
o Desktop Theme Software
o Portscanning Software
o Network Sniffing Software
o Chat and Instant Messaging applications including
downloadable java clients
o Anonymous Proxy Software or websites
o Shortcuts to any DOS programs (that are not academic
programs)
Students may not bring any copies of any commercial or shareware
software (such as PhotoShop, Illustrator, Winzip, etc.) into the HTH-LA
system or attempt to download any such software from the Internet,
their home system, or any foreign system to the HTH-LA system. If a
student wishes to have any software installed on the HTH-LA system,
they must speak to the Director of Technology. A student may NEVER
install any software on the HTH-LA system.
Students may not attempt to copy any files off any HTH-LA computer via
network, diskette, zipdisk, USB drive, CD-R, etc., except those
explicitly created and intended for your use.
Students may not attempt to pirate any software.
Students may not attempt to gain passwords from other users through
watching keystrokes, guessing, persuading, cracking programs, or by any
other means.
9
No HTH-LA equipment of any kind (hardware and software) should leave
the campus at any time.
Personal laptops of any kind are not allowed to be used or carried in
HTH-LA.
Any exceptions to any of the above are to be approved by the Director
of Technology ONLY before any activity is conducted or performed.
Violation of any of the above guidelines may result in the denial of
computer(s) to the student and other possible disciplinary
consequences. During a time that a student is denied access to HTH-LA
computers, the student’s computer account will be disabled and the
student will not be allowed to use any other computer accounts at HTH-
LA. During this time the student is expected to continue all normal
coursework but is not allowed to use their computer privileges at HTH-
LA.
PLEASE NOTE: User activity on the HTH-LA system is subject to all
applicable HTH-LA regulations and Federal and State laws. Any known
violations of these regulations or laws may be referred to the
appropriate departments or agencies for review and may result in
termination of the violator’s computer account, suspension, probation,
or other sanctions as outlined in Section 41301 co the CA
Administration Code and criminal charges under Section 502 of the CA
Penal Code as well as additional civil or criminal penalties.
Guidelines for Student Use of the HTH-LA Computer System
Protect your password. You are responsible for the activities in your
account, so do not let anyone else use it! DO NOT GIVE YOUR PASSWORD TO
ANYONE.
Your account is to be used for HighTechHigh-LA related work only, not
for commercial purposes.
Abide by all rules and regulations of remote computer systems,
networks, and network bulletin boards.
The proper use of electronic mail comes down to common sense and good
citizenship. Do not send unwanted or harassing email or files to any
user or system. This means users are not to send SPAM (unsolicited
email), messages that could be interpreted as sexually harassing,
hateful messages or messages that could be reasonably interpreted as
threatening.
DRESS CODE
HTH-LA has adopted a dress code to foster a professional, safe and
respectful environment at school and all regulations relating thereto
should be read in that context.
The dress code is in effect from the time students enter the grounds of
HTH-LA until 3:45 p.m. The dress code applies to field trips, site
visits, academic internships and other school-related activities,
unless the supervising adult informs the student otherwise.
The requirements of the HTH-LA dress code are as follows:
10
TOPS
Boys must wear a short or long-sleeved shirt with a collar. Tee shirts,
halter-tops and tank tops are not acceptable for any student. Shirts
should be neither excessively baggy nor excessively revealing.
Sweaters, jackets and sweatshirts of appropriate size and length may be
worn over, but not in place of, an appropriate shirt. Shirts must be
buttoned at all times.
BOTTOMS
Appropriate school attire includes long pants worn with the waistband
at the waist. Shorts, excessively baggy pants, leggings, athletic wear
and sweat pants are not acceptable. Jeans of any color are not
acceptable. Denim of any type, or any clothing resembling denim, is not
acceptable for either pants or skirts.
THE FOLLOWING ARE PROHIBITED (even on “Casual Friday”):
--Text on clothing that promotes violence, alcohol, tobacco or drugs.
--Beach sandals and similar footwear.
--Exposed midsections.
--Hats, hoods and bandanas.
Appropriate attire for academic internships varies by workplace and may
be different (either more stringent or less stringent) than required by
HTH-LA. Students must remain in dress code at school until they sign
out to leave for academic internships.
Consequences for Dress Code Violation
Students who violate dress code will have their parents notified and
all casual Friday privileges will be revoked for the remainder of the
school year. Students who are out of dress code will remain at the
front dest until proper attire is brought to the school for the student
to change into. Repeated violations of the dress code may result in
disciplinary action, including suspension and separation from HTH-LA.
“Casual Friday” (during which the dress code regulations will be
relaxed, but all prohibited items set out above remain prohibited) may
be allowed if the campus is clean all week and all students are in
compliance with dress code during the week. Students will be notified
of “Casual Friday” via email. If not notified, students must assume
that they must abide by all dress code requirements on Friday.
DISCIPLINARY POLICY
This Pupil Suspension and Expulsion Policy has been established in
order to promote learning and protect the safety and well being of all
students at the High Tech High-Los Angeles (“HTH-LA”). When the policy
is violated, it may be necessary to suspend or expel a student from
regular classroom instruction. This policy shall serve as HTH-LA’s
policy and procedures for student suspension and expulsion, and it may
be amended from time to time without the need to amend the charter so
long as the amendments comport with legal requirements.
Staff shall enforce disciplinary rules and procedures fairly and
consistently among all students. This Policy and its Procedures will
clearly describe discipline expectations, and it will be printed and
11
distributed as part of the Student & Parent Information Packet which is
sent to each student at the beginning of the school year.
Discipline includes but is not limited to advising and counseling
students, conferring with parents/guardians, detention during and after
school hours, use of alternative educational environments, suspension
and expulsion.
Corporal punishment shall not be used as a disciplinary measure against
any student. Corporal punishment includes the willful infliction of or
willfully causing the infliction of physical pain on a student. For
purposes of the Policy, corporal punishment does not include an
employee’s use of force that is reasonable and necessary to protect the
employee, students, staff or other persons or to prevent damage to
school property.
The HTH-LA administration shall ensure that students and their
parents/guardians are notified in writing upon enrollment of all
discipline policies and procedures. The notice shall state that these
Policy and Administrative Procedures are available on request at the
Principal’s office.
Suspended or expelled students shall be excluded from all school and
school-related activities unless otherwise agreed during the period of
suspension or expulsion.
A student identified as an individual with disabilities or for whom
HTH-LA has a basis of knowledge of a suspected disability pursuant to
the Individuals with Disabilities Education Improvement Act of 2004
(“IDEIA”) or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 (“Section 504”) is subject to the same
grounds for suspension and expulsion and is accorded the same due
process procedures applicable to regular education students except when
federal and state law mandates additional or different procedures.
HTH-LA will follow all applicable federal and state laws when imposing
any form of discipline on a student identified as an individual with
disabilities or for whom HTH-LA has a basis of knowledge of a suspected
disability or who is otherwise qualified for such services or
protections in according due process to such students.
A. Grounds for Suspension and Expulsion of Students
A student may be suspended or expelled for prohibited misconduct if the
act is related to school activity or school attendance occurring
anytime including but not limited to any of the following: a) while on
school grounds; b) while going to or coming from school; c) during the
lunch period, whether on or off the school campus; d) during, going to,
or coming from a school-sponsored activity.
B. Enumerated Offenses
Students may be suspended or expelled for any of the following acts
when it is determined the pupil:
1. Caused, attempted to cause, or threatened to cause physical
injury to another person or willfully used force of violence upon the
person of another, except self-defense.
12
2. Possessed, sold, or otherwise furnished any firearm, knife,
explosive, or other dangerous object unless, in the case of possession
of any object of this type, the students had obtained written
permission to possess the item from a certificated school employee,
with the Principal or designee’s concurrence.
3. Unlawfully possessed, used, sold or otherwise furnished, or was
under the influence of any controlled substance, as defined in Health
and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any
kind.
4. Unlawfully offered, arranged, or negotiated to sell any
controlled substance as defined in Health and Safety Code 11053-11058,
alcoholic beverage or intoxicant of any kind, and then sold, delivered
or otherwise furnished to any person another liquid substance or
material and represented same as controlled substance, alcoholic
beverage or intoxicant.
5. Committed or attempted to commit robbery or extortion.
6. Caused or attempted to cause damage to school property or private
property.
7. Stole or attempted to steal school property or private property.
8. Possessed or used tobacco or any products containing tobacco or
nicotine products, including but not limited to cigars, cigarettes,
miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew
packets and betel.
9. Committed an obscene act or engaged in habitual profanity or
vulgarity.
10. Unlawfully possessed or unlawfully offered, arranged, or
negotiated to sell any drug paraphernalia, as defined in Health and
Safety Code 11014.5.
11. Disrupted school activities or otherwise willfully defied the
valid authority of supervisors, teachers, administrators, other school
officials, or other school personnel engaged in the performance of
their duties.
12. Knowingly received stolen school property or private property.
13. Possessed an imitation firearm, i.e.: a replica of a firearm that
is so substantially similar in physical properties to an existing
firearm as to lead a reasonable person to conclude that the replica is
a firearm.
14. Committed or attempted to commit a sexual assault as defined in
Penal code 261, 266c, 286, 288, 288a or 289, or committed a sexual
battery as defined in Penal Code 243.4.
15. Harassed, threatened, or intimidated a student who is a
complaining witness or witness in a school disciplinary proceeding for
the purpose of preventing that student from being a witness and/or
retaliating against that student for being a witness.
13
16. Unlawfully offered, arranged to sell, negotiated to sell, or sold
the prescription drug Soma.
17. Engaged in or attempted to engage in hazing of another.
18. Aiding or abetting as defined in Section 31 of the Penal Code,
the infliction or attempted infliction of physical injury to another
person.
19. Made terrorist threats against school officials and/or school
property.
20. Committed sexual harassment.
21. Caused, attempted to cause, threatened to cause, or participated
in an act of hate violence.
22. Intentionally harassed, threatened or intimidated a student or
group of students to the extent of having the actual and reasonably
expected effect of materially disrupting class work, creating
substantial disorder and invading student rights by creating an
intimidating or hostile educational environment.
The above list is not exhaustive and depending on the offense, a pupil
may be suspended or expelled for serious misconduct not specified
above.
Alternatives to suspension or expulsion will first be attempted with
students who are truant, tardy, or otherwise absent from assigned
school activities.
C. Suspension Procedure
Suspensions shall be initiated according to the following
procedures:
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by
the Principal or the Principal’s designee with the student and his or
her parent and, whenever practical, the teacher, supervisor or school
employee who referred the student to the Principal. The conference may
be omitted if the Principal or designee determines that an emergency
situation exists. An “emergency situation” involves a clear and
present danger to the lives, safety or health of students or school
personnel. If a student is suspended without this conference, both the
parent/guardian and student shall be notified of the student’s right to
return to school for the purpose of a conference.
At the conference, the pupil shall be informed of the reason for the
disciplinary action and the evidence against him or her and shall be
given the opportunity to present his or her version and evidence in his
or her defense.
This conference shall be held within two school days, unless the pupil
waives this right or is physically unable to attend for any reason
including, but not limited to, incarceration or hospitalization.
14
No penalties may be imposed on a pupil for failure of the pupil’s
parent or guardian to attend a conference with school officials.
Reinstatement of the suspended pupil shall not be contingent upon
attendance by the pupil’s parent or guardian at the conference.
2. Notice to Parents/Guardians
At the time of suspension, the Principal or designee shall make a
reasonable effort to contact the parent/guardian by telephone or in
person. Whenever a student is suspended, the parent/guardian shall be
notified in writing of the suspension and the date of return following
suspension. This notice shall state the specific offense committed by
the student. In addition, the notice may also state the date and time
when the student may return to school. If school officials wish to ask
the parent/guardian to confer regarding matters pertinent to the
suspension, the notice may request that the parent/guardian respond to
such requests without delay.
3. Suspension Time Limits/Recommendation for Placement/Expulsion
Suspensions, when not including a recommendation for expulsion, shall
not exceed five (5) consecutive school days per suspension.
Upon a recommendation of Placement/Expulsion by the Principal or
Principal’s designee, the pupil and the pupil’s guardian or
representative will be invited to a conference to determine if the
suspension for the pupil should be extended pending an expulsion
hearing. This determination will be made by the Principal or designee
upon either of the following determinations: 1) the pupil’s presence
will be disruptive to the education process; or 2) the pupil poses a
threat or danger to others. Upon either determination, the pupil’s
suspension will be extended pending the results of an expulsion
hearing.
D. Authority to Expel
A student may be expelled either by the HTH-LA Governing Board
following a hearing before it or by the HTH-LA Governing Board upon the
recommendation of an Administrative Panel to be assigned by the HTH-LA
Governing Board as needed. The Administrative Panel should consist of
at least three members who are certificated and neither a teacher of
the pupil or a Council member of the HTH-LA’s Governing Board. The
Administrative Panel may recommend expulsion of any student found to
have committed an expellable offense.
E. Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to
determine whether the student should be expelled. Unless postponed for
good cause, the hearing shall be held within thirty (30) school days
after the Principal or designee determines that the Pupil has committed
an expellable offense.
In the event an administrative panel hears the case, it will make a
recommendation to the HTH-LA Governing Board for a final decision
whether to expel. The hearing shall be held in closed session unless
the pupil makes a written request for a public hearing three (3) days
prior to the hearing.
Written notice of the hearing shall be forwarded to the student and the
student’s parent/guardian at least ten (10) calendar days before the
15
date of the hearing. Upon mailing the notice, it shall be deemed
served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;
2. A statement of specific facts, charges and offenses upon which
the proposed expulsion is based;
3. A copy of HTH-LA’s disciplinary rules which relate to the alleged
violation;
4. Notification of the student’s or parent/guardian’s obligation to
provide information about the student’s status at the school to any
other school district or school to which the student seeks enrollment;
5. The opportunity for the student or the student’s parent/guardian
to appear in person or to employ and be represented by counsel or a
non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be
used at the hearing;
7. The opportunity to confront and question all witnesses who
testify at the hearing;
8. The opportunity to question all evidence presented and to present
oral and documentary evidence on the student’s behalf including
witnesses.
F. Special procedures for Expulsion Hearings Involving Sexual
Assault or Battery Offences
HTH-LA may, upon finding a good cause, determine that the disclosure of
either the identity of the witness or the testimony of that witness at
the hearing, or both, would subject the witness to an unreasonable risk
of psychological or physical harm. Upon this determination, the
testimony of the witness may be presented at the hearing in the form of
sworn declarations which shall be examined only by the HTH-LA Governing
Board, administrative panel, or the hearing officer. Copies of these
sworn declarations, edited to delete the name and identity of the
witness, shall be made available to the pupil.
1. The complaining witness in any sexual assault or battery case
must be provided with a copy of the applicable disciplinary rules and
advised of his/her right to (a) receive five days notice of his/her
scheduled testimony, (b) have up to two (2) adult support persons of
his/her choosing present in the hearing at the time he/she testifies,
which may include a parent, guardian, or legal counsel, and (c) elect
to have the hearing closed while testifying.
2. HTH-LA must also provide the victim a room separate from the
hearing room for the complaining witness’ use prior to and during
breaks in testimony.
3. At the discretion of the person or panel conducting the hearing,
the complaining witness shall be allowed periods of relief from
examination and cross-examination during which he or she may leave the
hearing room.
16
4. The person conducting the expulsion hearing may also arrange the
seating within the hearing room to facilitate a less intimidating
environment for the complaining witness.
5. The person conducting the expulsion hearing may also limit time
for taking the testimony of the complaining witness to the hours he/she
is normally in school, if there is no good cause to take the testimony
during other hours.
6. Prior to a complaining witness testifying, the support persons
must be admonished that the hearing is confidential. Nothing in the
law precludes the person presiding over the hearing from removing a
support person whom the presiding person finds is disrupting the
hearing. The person conducting the hearing may permit any one of the
support persons for the complaining witness to accompany him or her to
the witness stand.
7. If one or both of the support persons is also a witness, HTH-LA
must present evidence that the witness’ presence is both desired by the
witness and will be helpful to HTH-LA. The person presiding over the
hearing shall permit the witness to stay unless it is established that
there is a substantial risk that the testimony of the complaining
witness would be influenced by the support person, in which case the
presiding official shall admonish the support person or persons not to
prompt, sway, or influence the witness in any way. Nothing shall
preclude the presiding officer from exercising his or her discretion to
remove a person from the hearing whom he or she believes is prompting,
swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the
testimony of the complaining witness and the complaining witness shall
be excluded from the courtroom during that testimony.
9. Especially for charges involving sexual assault or battery, if
the hearing is to be conducted in the public at the request of the
pupil being expelled, the complaining witness shall have the right to
have his/her testimony heard in a closed session when testifying at a
public meeting would threaten serious psychological harm to the
complaining witness and there are not alternative procedures to avoid
the threatened harm. The alternative procedures may include videotaped
depositions or contemporaneous examination in another place
communicated to the hearing by means of closed-circuit television.
10. Evidence of specific instances of a complaining witness’ prior
sexual conduct is presumed inadmissible and shall not be heard absent a
determination by the person conducting the hearing that extraordinary
circumstances exist requiring the evidence be heard. Before such a
determination regarding extraordinary circumstances can be made, the
witness shall be provided notice and an opportunity to present
opposition to the introduction of the evidence. In the hearing on the
admissibility of the evidence, the complaining witness shall be
entitled to be represented by a parent, legal counsel, or other support
person. Reputation or opinion evidence regarding the sexual behavior
of the complaining witness is not admissible for any purpose.
G. Record of Hearing
17
A record of the hearing shall be made and may be maintained by any
means, including electronic recording, as long as a reasonably accurate
and complete written transcription of the proceedings can be made.
H. Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings,
evidence may be admitted and used as proof only if it is the kind of
evidence on which reasonable persons can rely in the conduct of serious
affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an
expellable offense.
Findings of fact shall be based solely on the evidence at the hearing.
While hearsay evidence is admissible, no decision to expel shall be
based solely on hearsay and sworn declarations may be admitted as
testimony from witnesses of whom the HTH-LA Governing Board, Panel or
designee determines that disclosure of their identity or testimony at
the hearing may subject them to an unreasonable risk of physical or
psychological harm.
If, due to a written request by the accused pupil, the hearing is held
at a public meeting, and the charge is committing or attempting to
commit a sexual assault or committing a sexual battery as defined in
Education Code Section 48900, a complaining witness shall have the
right to have his or her testimony heard in a session closed to the
public.
The decision of the Administrative Panel shall be in the form of
written findings of fact and a written recommendation to the HTH-LA
Governing Board who will make a final determination regarding the
expulsion. The final decision by the HTH-LA Governing Board shall be
made within ten (10) school days following the conclusion of the
hearing. The Decision of the HTH-LA Governing Board is final.
If the expulsion hearing panel decides not to recommend expulsion, the
pupil shall immediately be returned to his/her educational program.
I. Written Notice to Expel
The Principal or designee following a decision of the HTH-LA Governing
Board to expel shall send written notice of the decision to expel,
including the HTH-LA Governing Board’s adopted findings of fact, to the
student or parent/guardian. This notice shall also include the
following:
1. Notice of the specific offense committed by the student
2. Notice of the student’s or parent/guardian’s obligation to inform
any new district in which the student seeks to enroll of the student’s
status with the HTH-LA.
The Principal or designee shall send a copy of the written notice of
the decision to expel to the student’s district of residence. This
notice shall include the following:
1. The student’s name
2. The specific expellable offense committed by the student
18
J. Disciplinary Records
HTH-LA shall maintain records of all student suspensions and expulsions
at the Charter School. Such records shall be made available to the
District upon request.
K. No Right to Appeal
The pupil shall have no right of appeal from expulsion from HTH-LA as
the HTH-LA Governing Board decision to expel shall be final.
L. Expelled Pupils/Alternative Education
Pupils who are expelled shall be responsible for seeking alternative
education programs including, but not limited to, programs within the
County or their school district of residence.
Rehabilitation Plans
Pupils who are expelled from the charter school shall be given a
rehabilitation plan upon expulsion as developed by the charter school’s
governing board at the time of the expulsion order, which may include,
but is not limited to, periodic review as well as assessment at the
time of review for readmission. The rehabilitation plan should include
a date not later than one year from the date of expulsion when the
pupil may reapply to the charter school for readmission.
Readmission
The decision to readmit a pupil or to admit a previously expelled pupil
from another school district or charter school shall be in the sole
discretion of the charter school’s governing board and the pupil and
guardian or representative, to determine whether the pupil has
successfully completed the rehabilitation plan and to determine whether
the pupil poses a threat to others or will be disruptive to the school
environment. The pupil’s readmission is also contingent upon the
capacity of the charter school at the time the pupil seeks readmission.
Special Education Discipline Language for Charter Petitions
In the case of a special education student, or a student who receives
504 accommodations, the charter will ensure that it makes the necessary
adjustments to comply with the mandates of State and federal laws,
including the IDEA and Section 504 of the Rehabilitation Plan of 1973,
regarding the discipline of students with disabilities. Prior to
recommending expulsion for a Section 504 student or special education
student, the charter administrator will convene a review committee to
determine whether the student’s misconduct was a manifestation of his
or her disability; whether the student was appropriately placed and
receiving the appropriate services at the time of the misconduct;
and/or whether behavior intervention strategies were in effect and
consistent with the student’s IEP or 504 Plan. If it is determined that
the student’s misconduct was not a manifestation of his or her
disability, that the student was appropriately placed and was receiving
appropriate services at the time of the misconduct, and that the
behavior intervention strategies were in effect and consistent with the
students IEP, the student may be expelled.
19
INTELLECTUAL PROPERTY STATEMENT
All intellectual property which is generated at HTH-LA, or is related
to HTH-LA, including, without limitation, all equipment, documents,
books, computer disks (and other computer-generated files and data),
and copies thereof, created on any medium and furnished to, obtained
by, or prepared by any student in the course of or incidental to
student matriculation at HTH-LA, belongs to HTH-LA.
STUDENT AND PARENTS MEDIA RELEASE
HTH-LA is frequently approached by print and/or broadcast media outlets
with requests for interviews and pictures of students, staff and/or the
school. HTH-LA reserves the right to make, produce, reproduce,
exhibit, distribute, publish, and transmit by means of print, live
broadcast, videotape, photograph, internet or any other form any
student’s name, grade, voice, picture, likeness and actions as an
individual in connection with school activities. In accordance with
the foregoing, the parent or guardian of each student must sign and
return the Authorization to Use and Release Photographs included as a
part of this Handbook.
LAUSD SEXUAL HARASSMENT POLICY
LOS ANGELES UNIFIED SCHOOL DISTRICT
SEXUAL HARASSMENT POLICY
The Los Angeles Unified School District is committed to maintaining a working and learning
environment that is free from sexual harassment. Sexual harassment of or by employees or
students, or persons doing business for the District is a form of sex discrimination in that it
constitutes differential treatment on the basis of sex, sexual orientation, or gender, and, for that
reason, is a violation of state and federal laws and a violation of this policy.
The District considers sexual harassment to be a major offense which can result in disciplinary
action to the offending employee or the suspension or expulsion of the offending student in
grades four through twelve. Suspension or expulsion as a disciplinary consequence for sexual
harassment shall not apply to students enrolled in Kindergarten and grades one through three.
However, students enrolled in Kindergarten and grades one through three may be subject to other
disciplinary actions.
Any student or employee of the District who believes that she or he has been a victim of sexual
harassment shall bring the problem to the attention of the site administrator or Title IX Complaint
Manager so that appropriate action may be taken to resolve the problem. The District prohibits
retaliatory behavior against anyone who files a sexual harassment complaint or any participant in
the complaint investigation process. Complaints will be promptly investigated in a way that
respects the privacy of the parties concerned.
California Education Code Section 212.5 defines sexual harassment as any unwelcome
sexual advances, requests for sexual favors, and other verbal, visual, or physical conduct of
a sexual nature made by someone from or in the work or educational setting, under any of
the following conditions:
20
• Submission to the conduct is explicitly or implicitly made a term or a condition of an
individual’s employment, academic status, or progress.
• Submission to, or rejection of, the conduct by the individual is used as the basis of
employment or academic decisions affecting the individual.
• The conduct has the purpose or effect of having a negative impact upon the individual’s
work or academic performance, or of creating an intimidating, hostile, or offensive
work or educational environment.
• Submission to, or rejection of, the conduct by the individual is used as the basis for any
decision affecting the individual regarding benefits and services, honors, programs, or
activities available at or through the educational institution.
Sexual harassment may include, but is not limited to:
• Unwelcome verbal conduct such as suggestive, derogatory or vulgar comments, sexual
innuendos, slurs, or unwanted sexual advances, invitations, or comments; pestering for
dates; making threats; and/or spreading rumors about or rating others as to sexual activity
or performance.
• Unwelcome visual conduct such as displays of sexually suggestive objects, pictures, posters,
written material, cartoons, or drawings; graffiti of a sexual nature; and/or use of obscene
gestures or leering.
• Unwelcome physical conduct such as unwanted touching, pinching, kissing, patting,
hugging, blocking of normal movement, assault; and/or interference with work or study
directed at an individual because of the individual's sex, sexual orientation, or gender.
• Threats and demands or pressure to submit to sexual requests in order to keep a job or
academic standing or to avoid other loss, and offers of benefits in return for sexual favors.
The sexual harassment complaint manager for HTH-LA is Marsha Rybin, Principal.
ANTIBULLYING POLICY (IN
SCHOOLS, AT SCHOOL-
RELATED
EVENTS,TRAVELING TO AND
FROM SCHOOL)
POLICY: The Los Angeles Unified School District
is committed to providing a safe working
and learning environment; will not
tolerate bullying or any behavior that
infringes on the safety or well-being of
students, employees, or any other persons
within the District‘s jurisdiction; and will
21
not tolerate retaliation in any form when
bullying has been reported. District
policy continues to require all schools
and all personnel to promote among
students and staff mutual respect,
tolerance, and acceptance. ―All students
and staff of public primary, elementary,
junior high and senior high have the
inalienable right to attend campuses
which are safe, secure and peaceful.‖
[Article 1, Section 28 (c) of the
California State Constitution]
.
DEFINITION: Bullying is defined as aggressive
behavior that involves an imbalance of
real or perceived physical or
psychological power among those
involved.
Indicators of Bullying Behavior:
Bullying behaviors may include, but are
not necessarily limited to, the following:
• Verbal: Hurtful name-calling, teasing,
gossiping, making threats, making
rude noises, or spreading hurtful
rumors.
• Nonverbal: Posturing, making gang
signs, leering, staring, stalking,
22
HighTechHigh-Los Angeles
May 25 2007 version
EXECUTIVE SUMMARY
HighTechHigh-Los Angeles (HTH-LA) is an urban charter high school of the Los
Angeles Unified School District. It is a college preparatory, small school that infuses
technology throughout its curriculum and instruction. As a charter high school, HTH-LA
elicits applications from potential students throughout Los Angeles County in order to
establish their entering freshman class. A concern of the HTH-LA administration is that
their current student population may not reflect the diversity of Los Angeles County and/or
their school district, the Los Angeles Unified School District. The three areas of focus for
investigation were: (1) to analyze the statewide demographics of technology or
technology-based charter schools, (2) to explore recruitment methods used by such schools
to ensure a diverse student body, and (3) to survey how middle school counselors learn
about high school options and what factors influence parent selection of a high school.
Upon review of the current recruitment strategies and demographics of the school and
comparison with other charter technology schools in California, it is evident that HTH-LA
has to increase their Latino student population to better match the demographics of the
City of Los Angeles and to increase both their Latino and African-American student
populations to match the diversity of other charter technology schools in California. The
school does not have an immediate need to recruit more students, as they have an overflow
of applicants and a limited number of available seats. Still, targeted recruitment efforts
may elicit a more diverse applicant pool. The report includes a literature review of high
school choices, the results of surveys and interviews conducted to provide solid
recommendations on how to address the issue of diversity.
INTRODUCTION
Achieving Diversity Within A College Preparatory Charter High School
HighTechHigh-Los Angeles (HTH-LA) is an urban charter high school of the Los
Angeles Unified School District (LAUSD). It is a small, college preparatory school that
infuses technology throughout its curriculum and instruction. As a charter high school,
HTH-LA elicits applications from potential students from throughout Los Angeles County
in order to establish its freshman class annually. One of its goals is that its student
population reflects the diversity of students in Los Angeles County. A concern of the
HTH-LA administration is that its current student population may not be reflective of the
diversity of Los Angeles County and/or its school district, LAUSD.
The three areas of focus for investigation were: (1) to analyze the statewide
demographics of technology or technology-based charter schools, (2) to explore
recruitment methods used by such schools to ensure a diverse student body, and (3) to
survey how middle school counselors learn about high school options and what factors
influence parent selection of a high school.
Purpose of the Action Research Project
In March 2007, HTH-LA, represented by the its principal and college counselor, entered
into a Memorandum of Understanding with a student research team from UCLA‘s
Graduate School of Education and Information Studies. The UCLA team, comprised of six
first year doctoral students (Roberto Baeza, Margaret Govea, Lourdes Guerrero, Debra
Jelin, Joseph Kelly and Minh Ha Ngo) agreed to analyze the recruitment processes of
HTH-LA regarding student diversity and to recommend ways to achieve a more diverse
pool of applicants. Students are admitted to HTH-LA through a blind lottery process.
Therefore, the percentage of diverse (i.e. minority and female) applicants must increase in
order to enroll a cohort more representative of the great diversity of populations in Los
Angeles. The research questions posed were:
• What do the student populations of technology high schools in California look like?
• What do technology high schools in California do to encourage minorities to enroll?
• How do middle school counselors and parents learn about high school options? What
factors influence parents‘ selection of a high school for their students?
Issues Raised by the Project
Ensuring a diverse student body in an educational setting is a politically charged issue, as
well as a potential legal one. Admission to HTH-LA is based on a lottery restricted to a
pool of rising 9th grade students who submit complete applications by a January deadline.
The lottery is conducted in the HTH-LA patio and open to the public. For the 2007-2008
academic year, HTH-LA received 250 applications for the 86 freshman slots. Recruitment
and getting families to apply to the school is not a problem. The issue raised within this
research project is much more subtle, in that the school‘s administration would like to
ensure that their 200+ applicants truly reflect the diversity of Los Angeles County.
Because the school has no admissions policy targeting students of diverse backgrounds, the
only way to improve the likelihood that students of diverse backgrounds are selected via a
lottery is to increase the diversity of the applicant pool.
This is no easy feat.
LITERATURE REVIEW
Research demonstrates that students benefit from interacting with a diverse student body
in the classroom setting. This is especially true for White students interacting with
minority students as it increases the sense of commonality with minority students (Gurin,
Nagda, & Lopez, 2004, p. 31). Diversity helps fulfill Westheimer‘s goal that public
education should develop good citizens (Westheimer & Kahne, 2004). Students from
diverse backgrounds learn to communicate, work together, and become more tolerant of
each other‘s opinions (Gurin, Nagda, & Lopez, 2004). Yet, parents do not send their
children to school to make them better citizens; they are looking for strong academic
preparation in a safe environment (Maddaus, 1990; Weiher & Tedin, 2002).
This literature review will examine the factors influencing parental choice. It will also
address some potential approaches to HTH-LA‘s goal of increasing student body diversity.
It will cover research on the impact of race and income level on parental choice; the
information sources parents access in the school selection process; how parents and
schools help students transition to high school; and how authentic participation enhances
parental participation. It will also confirm the fact that charter schools offer opportunities
to create successful and voluntary diversity. There are some very ambitious and attractive
1
schools being created under these policies. However, too many are separate and unequal
(Frankenberg & Lee, 2003).
Parental Choice
Studies show that parents choose schools for a variety of reasons. Most prominent are:
academic quality, discipline/safety, moral values, transportation and school proximity, and
ethnic familiarity (Bauch & Goldring, 1995; Maddaus, 1990; Weiher & Tedin, 2002). In
the Bauch and Goldring study, parents from Chicago, Washington DC, and Chattanooga
were surveyed to determine their reasons for choosing parochial schools, multiple focus
magnet schools, or single focus magnet schools. While most parents chose their schools for
academic reasons, parents of different income levels and ethnicities also considered other
factors. Parents with lower incomes valued discipline policies and the perceived safety of
the school as more important factors in their decisions than White parents (Bauch &
Goldring, 1995). Transportation and the school proximity were important to minority
parents as well (Bauch & Goldring, 1995, p. 9). The Maddeus study reaffirms the
importance of transportation but also cites ethnic familiarity as an important factor driving
parental choice (Maddaus, 1990, p. 276). While parents did not cite racial compatibility as
a factor in their choice, race of the respondent was the best predictor of the racial
composition of the charter school into which children transferred (Weiher & Tedin, 2002,
p. 17).
Parental Sources of Information
A key question is: How do parents get the information they need to select their children‘s
schools? Paul Teske, in addressing this question, interviewed 300 parents who had recently
made choices about their students‘ schooling. All of the selected parents had low to
moderate incomes (maximally $50,000) and lived in cities with histories of school choice
(Milwaukee and Washington DC). The majority of these respondents in both cities were
minorities (60% in Milwaukee and 90% in DC). Ninety percent of these respondents
reported being somewhat to very satisfied with their choice with approximately 66% being
very satisfied (Teske, Fitzpatrick, & Kaplan, 2006, pp. 973-974). The parents in this survey
reported that they first learned about school choice through social networks (friends, other
parents, teachers or school officials). Less than 20% learned that they had a choice through
letters or written materials (Teske, Fitzpatrick, & Kaplan, 2006, p. 974). While parents
with lower incomes are characterized as being less involved in school related activities, the
parents surveyed reported a variety of information-seeking activities in their decision-
making processes that are inconsistent with that characterization. More than 75% of these
parents and their children visited the schools they were considering and spoke with
teachers and administrators.
While Teske‘s study did not measure the quality of the contacts, 80% of parents reported
that they felt they were well informed when they made their decision and did not lack ―any
important information‖. Feeling well informed led to high levels of satisfaction.
Interestingly, the parents in this study preferred personalized human contact to visiting
websites, information centers, open houses, or fairs and meetings. Parents also preferred
easy-to-read brochures but to
2
a much lesser degree.
Transitioning into High School
Baker and Stevenson looked at the actions parents take to manage their children‘s
transition to high school and the relationship between socioeconomic status and academic
achievement (Baker & Stevenson, 1986, p. 156). Education levels of the mothers served as
an indicator of socioeconomic status. They interviewed mothers about strategies to
improve their children‘s academic performance. These mothers reported active
participation in their children‘s education. More than 80% helped their children with
homework in the past year and the same percentage had developed strategies for
encouraging their children to complete homework assignments. This did not vary by
socioeconomic status. What did vary by socioeconomic level was the mothers‘ accurate
knowledge about their children‘s progress and how to contact school
officials. Mothers with high levels of education were better managers of their children‘s
academic lives (Baker & Stevenson, 1986). High schools can ease their new students‘
transitions by conducting programs that address student and parent concerns. Their
programming also must provide opportunities for effective communication among the high
school and middle school educators. Transition programs generally include activities
designed to inform students and parents about the high school, to encourage the
development of social support systems (i.e. friendships and networks), to provide
opportunities for middle and high school teachers and administrators to meet and
share information, and to create opportunities for parental involvement (Mizelle, 1999,
2005).
Authentic Participation Promotes Parental Involvement
At times, schools do not establish authentic ties to their communities and substitute
public relations for communication by utilizing one-way communication, investing
resources into existing programs or arrangements, and viewing the student and parent as
―dependent consumers‖ and the teacher as ―autonomous professional‖ (Anderson, 1998, p.
576). In his article on participatory reforms in education, Gary Anderson advocates that
school reform will occur with authentic participation of parents, teachers, and other school
officials. This process will result in “the strengthening habits of direct democratic
participation and the achievement of greater learning outcomes and social justice for all
participants‖ (Anderson, 1998, p. 576). To advance an authentic participatory framework,
each school community must link its methods to outcomes, identify the stakeholders and
who will participate and in what area, and identify the right conditions when participation
is authentic (Anderson, 1998, pp. 587-594). Schools that create these authentic
communities will have more parent participation.
The Role of Policies
Proponents of school choice have argued that the introduction of charter schools can
improve educational opportunity to our most disadvantaged youth as well as promote
3
competitive pressures that increase the quality of conventional public schools (Mann, Finn,
and Vanourek, 2000). However, critics of charter schools raise a number of concerns, most
notably that charter schools will simply lead to increased segregation of students by
socioeconomic status, race and ethnicity and that simultaneously they will erode overall
public support for conventional public schools (Good & Braden, 2000; Bernstein, 1999;
Bulkey & Fisler, 2003). They claim charter schools can use targeted recruitment,
mandatory parent involvement policies, and applicants prior records (in some states) to
avoid students they do not want to enroll.
The admissions and recruitment practices of charter schools have been raised as another
potential challenge to equity. Charter schools in most states are legally required to be open
to all students and, if they accept federal Public Charter School Program funds, they must
admit students by lottery. But, how a charter school advertises and its admission
requirements may effectively narrow the range of students seeking admission. In addition,
if charter schools recruit students primarily by word-of-mouth, there may be equity issues
of homogeneity and access (Cobb & Glass, 1999).
The California Educational Code stipulates that all charter schools should include in their
chartering petitions the means by which the school will achieve an ethnic and racial
balance that is reflective of the school district to which the charter petition is presented
(Cal. Educ. Code Sec. 47605). The literature on the recruitment practices of schools
demonstrates that many schools do not actually address this issue.
One California study concluded that charter schools ―have more power than most public
school schools to shape their school communities‖ (Wells, 1998, p. 42). Beginning with
publicity, information dissemination, and recruiting practices, charter schools have
increased control over who participates in their programs and who enrolls. Wells (1998)
also notes that while publicity and information dissemination could be used equitably to
make the charter school‘s programs known to all students in districts, this has not always
been the case. According to the National Center for Education Statistics, 2,348 charter
schools were operating during the 2001-02 school year. Many minority parents have also
expressed strong interest in alternatives to their local public schools and some minority led
civil rights organizations run charter schools although there was an early concern that
charter schools would serve as a haven for white students to escape diverse public schools
(Frankenberg & Lee, 2003). Frankenberg and Lee (2003) state in their report that the
families who are informed enough to choose a school and make the effort to get their child
to a more distant school every day are different in terms of income, parent education level,
and other family resources than those who do not. They also claim that charter schools
commonly lack the expertise and programs to serve students who are English Language
Learners or severely disadvantaged children such as those in Special Education. As these
students tend to score lower on standardized tests, removing them from charter school
enrollment would increase the school‘s average test scores. Many charters target students
they believe would succeed, or who would respond to their approach, while not recruiting
others (Frankenberg & Lee, 2003). Since the introduction of charter school legislation,
critics have expressed concerns that charter schools will be elitist schools that lure the best
and brightest students from traditional education programs and exacerbate racial and class
divisions, resulting in racial and economic stratification (Bernstein, 1999; Wells, 1993).
4
Frankenberg and Lee‘s (2003) hope was that their report would stir discussion and action
to build into the charter school movement a commitment to offer school opportunities to
students who better reflect our diverse society as well as prepare them to meet the demands
of colleges and workplaces where they must eventually succeed. Equity issues comprise a
critical area of research for the charter school movement. Questions about student
admissions, recruitment practices, and possible steering of students and parents to and
from particular schools must be carefully explored. Researchers must consider which
students are served by charter schools and how they are being served.
Strategies to Recruit a More Diverse Applicant Pool
Charter schools may direct additional recruitment efforts toward groups that they believe
might otherwise have limited opportunities to participate in their programs (U.S.
Department of Education, 2000). The U.S. Department of Education (2000) recommends
that if charter schools recruit, they should be recruiting from all segments of the
community served by the school, including students with disabilities, and students of all
races, colors, and national origins. Certainly any publicly funded schools should not be run
in ways that either intensify racial isolation or undermine integrated schools in integrated
neighborhoods (Frankenberg & Lee, 2003). These schools must ensure that parents in their
communities who are not proficient in English have the opportunity to understand the
outreach information provided to other parents (U.S. Department of Education, 2000).
Information may need to be provided in a language other
than English. For example, if outreach materials are made available to parents, schools
should provide the content of the materials to parents who do not understand English in a
manner and form they understand. If they conduct public informational meetings with
parents or community groups, the school must ensure that limited-English proficient
parents who can be reasonably expected to attend have a meaningful opportunity to
understand what is being presented (Buckley & Schneider, 2003). Race may be used only
in a narrowly-tailored way to meet a compelling interest, such as to remedy discrimination,
to promote the educational benefits of diversity, or to reduce minority group isolation. The
state of the law in this area is undergoing close examination in the courts. The legal
standard that applies in each state may vary, depending on state law and the location of the
federal circuit applying these standards (U.S. Department of Education, 2000). The
Northwest Regional Educational Laboratory (NWREL, 2001) suggested in a report that
charter schools must establish goals and objectives. One of the areas that must be closely
considered is recruitment and selection. Much of the research supports the notion that
charter schools are more in control of shaping their school communities than public
schools. A close look at the practices currently utilized to recruit possible applicants can
assist HTH-LA to increase the diversity of its applicant pool.
METHODOLOGIES
Observation of School, Materials Review and Informational Meeting
The UCLA Action Research Team members used various methods seeking to answer
the questions set forth in this action research project. The team interviewed the principal
and the college counselor – the two primary contact people at HighTechHigh-Los Angeles.
5
Information about the school, its recruitment methods and materials were obtained during
this interview. A review of HTH-LA‘s current marketing materials and recruitment
methods was subsequently completed. All print and web materials were assessed for their
presentation, content and availability. Members also observed one of the school‘s
Information Nights, the school‘s primary method of recruiting potential students. HTH-LA
has a high volume of students interested in attending the school. The school‘s reputation
and unique curriculum interested 250 students who applied for the school‘s very limited
entering freshmen class in 2007. The school sends an informational postcard to all middle
school students within the Los Angeles Unified School District to advertise the school and
its Information Nights. In addition, the college counselor
visits middle schools and places the informational postcards in prominent places for
parents to see. A number of Information Nights is available for students and parents.
During these Information Nights, students and parents are presented an overview of the
school and its curriculum. These sessions conclude with school tours. School tours are also
available during the day, by appointment.
Review of Other Technology Schools
A web search was conducted to identify other technological and/or technology based
schools in California. Eight schools were found to be comparable to HTH-LA in either
their mission and/or their scope. Two team members conducted telephone interviews with
representatives from three of these schools. These schools were told that the information
they shared with the researchers would be anonymous and information provided would be
shared in a synthesized, anonymous manner. The following specific questions comprised
the interview protocol (Appendix 1) regarding the school‘s recruitment methods and their
focus, if any, on diversity within their student body:
Outreach and Recruitment
• How do parents and students learn about your school?
• Do you target specific schools, communities or audiences?
• Is information provided in languages besides English?
Selection and Enrollment
• How do students enroll in your school?
• If you use selection criteria, how are students ‗ranked‘?
• If you use a lottery, is it straight or weighted?
• How is the waiting list established?
Diversity
• Is seeking diversity among students one of the stated or explicit goals of your
school?
• If so, what recruitment or admissions policies does your school use to ensure you
have a diverse student body?
Additional Features
• What qualities or characteristics of your school help you recruit students?
• Is there other information you would want to share with us about your school, its
recruitment methods – constraints or opportunities?
6
A review of the marketing materials and recruitment methods of other charter and schools
of choice was also done. Information regarding the demographic data of other technology
or technology-based charter schools was found through the California Department of
Education‘s two databases – DataQuest and Ed-Data. Information about the ethnic
compositions of schools was found in order to compare and contrast with the current
demographics of HTH-LA.
Zip Code Analysis
The HTH-LA administration provided a list of all the residential zip codes for the
enrolled students. This zip code information was aggregated to create a color-coded map of
Los Angeles County that showed the distribution of the HTH-LA students. We searched
the zip codes for middle schools that feed HTH-LA. Based on a review of the zip codes of
HTH-LA students, they do not travel great distances to the high school and that there is a
certain parameter within which most students reside.
Middle School Counselor Survey
The research team created a survey instrument tailored to capture data on how middle
school counselors learn about high school options for their students as well as what factors
influence parents‘ selection of a high school for their children. The questions were divided
into three sections: (1) a ranking, in order of importance, of their perceived responsibilities
in counseling students for high school matriculation, (2) a rating of the effectiveness of
each source of information designed to help the counselors learn about high school options
for students, and (3) a rating of importance of the factors that influence parents‘ selection
of high schools for their students based on the counselors‘ experiences with parents.
The survey also included two open-ended questions for counselors on other sources of
information for high school matriculation or additional factors that influence parents‘
selection of a high school for their children. Lastly, the survey requested that the
counselors list the high schools (including charter or magnet schools) about which they
inform their students. In the first section counselors ranked a list of five duties that dealt
with assisting students with high school matriculation. The counselors also had the option
of adding any duties that were not included and rank them along with the listed duties. A
―1‖ indicated the counselor‘s determination that it was their most important responsibility.
In the second section counselors rated the effectiveness of eight common information
sources on how they learn about high school options using a modified four-point Likert
scale. The counselors indicated their degree of agreement using one of the following
choices: Not used as a source of information, Not very useful, Useful, or Primary source(s)
of information. Again, there were opportunities for the
counselors to add any additional sources. In the third section counselors rated the
importance of 21 conventional factors that influence parents‘ selection of high schools for
their children based on their counseling experiencing with parents. Using a modified four-
point Likert scale, counselors indicated their degree of agreement using one of the
following choices: Not a factor, Not very important, Important, or Very important. They
could add additional factors as well. In the fourth section counselors list the high schools
that they informed their students about because we wanted to know how many counselors
see HTH-LA as an option for their students and are informing their students the school.
We also wanted to verify if counselors only concentrate on the feeder high
7
schools.
We contacted four middle schools from the zip code areas from where most HTH-LA
students reside. We also contacted two middle schools in the larger San Fernando Valley
area and one middle school in south Los Angeles. The middle school in south Los Angeles
was selected because they have a gifted magnet on campus and send a majority of students
onto magnet and charter high schools. We planned to call counselors to schedule a time
when they could complete the survey immediately. This strategy was to increase the
likelihood of counselors agreeing to take the survey, completing, and returning it. The
protocol included a combination of methods; counselors completing the survey by hand
and phone interviews. We collected fourteen surveys from seven different middle schools.
The survey group may seem small, however each middle school only has two or three
counselors and many of the schools designate a counselor per grade level. Therefore, this
relatively small population is representative of middle school counselors in the local area.
A larger sample of middle school counselors from both public schools and private schools
may be considered for future study.
Public Works, Inc. Data
Public Works, Inc. conducted surveys in 2004 and 2005 of HTH-LA students and parents
and conducted student focus groups in 2006. Our research team analyzed student
recruitment data from the Public Works report. The report compiled results from 87
student surveys and 70 parent surveys in 2004, and 160 student surveys and 94 parent
surveys in 2005. This data informed us on how students/parents first hear about HTH-LA,
their primary reason for enrolling in HTH-LA, and which high schools students would be
if HTH-LA did not exist.
Public Works, Inc. also conducted two focus groups (grades 9-10 and grades 11-12) on
November 15, 2006. The 20 students in the focus groups addressed two questions
regarding recruitment: ―Why were you attracted to HTH?‖ and ―Why has the school had a
harder time recruiting females and Non-White students?‖ This information gave us a
unique perspective on recruitment from the student point of view.
FINDINGS
What does HTH-LA do to Attract Students?
One of the main ways HighTechHigh-Los Angeles recruits students is through a postcard
mailing to middle school students. The postcard contains the dates and times of
Information Meetings for prospective parents and students. It also asks a poignant question
about the type of school a middle school student might be looking for (i.e. a high
performing school) and clearly states that the school is a 10/10 school with an API of 819.
The postcard contains various pictures of what looks like the original models of the HTH-
LA campus. Although the postcard is professional looking and is printed on glossy paper,
it does not convey the warm and intimate environment of HTH-LA. By not including
photos of HTH-LA students and/or of the beautiful campus, one can be left to wonder who
attends this school. The question asking ―Live in the State of California?‖ can be confusing
and may even lead readers to wonder if the school is a virtual school (inferred from the
school‘s name). Moreover, the lofty wording of ―an affiliated charter‖ and ―10/10 school
with API of 819‖ is academic language that would be familiar to
8
educators or people well-versed in education. Other parents and/or students may not
understand the significance of those accomplishments. In addition to simplifying the
technical language on the postcard, the school should create non-English versions that can
be distributed as well. HTH-LA does have a brochure that is more comprehensive and
attractive. Unfortunately, the booklet is too expensive and is not the primary resource for
recruitment. The opportunity to draw potential students to the school whom may not be
familiar with the campus is compromised due to the postcard‘s lack of ―kid appeal‖.
Another way HTH-LA recruits students is through the Informational Meetings held on
the campus. Parents and students can choose one of three dates to attend and learn about
the offerings of HTH-LA. A formal presentation made by HTH-LA staff informs parents
and students of both the curricular offerings, extra curricular activities and limitations of
the school. Questions from parents and students are answered by the staff and the evening
concludes with student-lead tours of the HTH-LA campus. There are no sign-in sheets for
follow-up and school applications are not distributed until the conclusion of the tours.
Given the fact that the school seeks to encourage applications from minority students, there
seems to be a large void in not having either a translator for parents who may not speak
English or by hosting such meetings in other languages. There was a reliance on current or
potential students to interpret the evening‘s presentation to adults present. If the school is
unable to communicate with non-English speaking parents/and or students and vice versa,
it squanders the opportunity to reach these underrepresented populations. The need for
more structured translation cannot be overlooked. In all, HTH-LA has various ways it
recruits students. Unfortunately, their current marketing materials and format of the
Informational Meetings are not as conducive to attracting a wide range of students and
their families as they can be. The potential to excite new students of color about the school
and to make them feel welcome at such a unique place may be lost in
the formal structure of their presentations. There are currently no photos, student stories or
personal testimonies that would encourage students to take the chance and enter the lottery
to attend the school. The great opportunities afforded by HTH-LA may be being missed by
potential students from diverse backgrounds because parents do not know how to navigate
the admissions process or students do not envision themselves at HTH-LA.
Where do HTH-LA Students Come From?
The team collected the residential zip code information for 293 current HTH-LA
students. We identified public middle schools located in these zip codes. Some of the
middle schools that may be considered significant (ten or more students) partners in
sending students to HTH-LA are Portola, Milliken, Fulton, Van Nuys, Mulholland, Luther
Burbank and Sutter Middle Schools. A Los Angeles county color-coded map of the
residential zip codes of HTHLA students described (Appendix 2) shows that a majority of
HTH-LA students live in the West and Northwest parts of the San Fernando Valley. Very
few HTH-LA students live in the greater Los Angeles Basin. Given that there are seven
middle schools that send large numbers of students to HTH-LA, it could be argued that the
school has an informal ―feeder pattern‖ with these schools.
How HTH-LA compares with LAUSD
One of the stated goals of the administration at HTH-LA was to mirror the diversity of
9
Los Angeles. The Action Research Team began its analysis of diversity by comparing
HTHLA‘s student demographics to that of Local District 1 in LAUSD, the local district
where HTHLA is located. Our findings reveal that the demographics of these two entities
are quite similar, with the exception of the Latino and White students (Figure 1). HTH-LA
has a disproportionately smaller percentage of Latino students and higher percentage of
White students than Local District 1.
We then wanted to see how HTH-LA‘s demographics compared with that of the entire
LAUSD. These findings revealed similar results as the comparison with Local District 1,
however the discrepancy between the Latino and White students was even greater.
The percentage of Latino students in LAUSD is more than twice the percentage of Latino
students at HTH-LA. In stark contrast, the percentage of White students at HTH-LA is
more than four times the percentage in LAUSD.
How HTH-LA Compares with Other California Charter/Technology Schools
We took the demographic information from six comparable charter schools, in addition to
the demographic information from HTH-LA, and averaged them together to create a
Charter/Technology school demographic mean. This mean was than compared to both
HTHLA‘s demographic data as well as to Local District 1. What was revealed is that HTH-
LA‘s demographics do not line up with most charter schools in both Latino students and
African- American students. Local District 1 also has a shortfall of African American
students. While the discrepancy in the Latino and White population may have been
predictable, this time the percentage is significantly disproportionate for the African-
American student population as well for both HTH-LA and Local District 1.
Based upon the aforementioned demographic data, it appears that HTH-LA would have
to increase their Latino student population to better match the demographics of the City of
Los Angeles and would have to increase both its Latino and African American student
populations to better match the diversity of other technology-oriented charter schools.
How Do California Technology High Schools Recruit Minorities?
Technology schools throughout the state use various methods to recruit students. From
the phone interviews we conducted, the top three ways schools recruit students is through
wordof-mouth, ―recruitment‖ activities through the local middle schools and direct
mailings to parents. All of the schools‘ websites have information regarding admission
processes and most have an area on the site designated for potential students and parents.
In regards to recruiting minority students, the schools‘ personnel overwhelmingly stated
that diversity ―just happened.‖ None of the schools had specific campaigns targeting
minority students, other than providing their material in Spanish. Most often the school
personnel stated that they purposefully recruited students from within their local area and
encouraged those families to apply to their schools, and this resulted in having a diverse
student population.
What Did Middle Schools Counselors Say?
10
Fourteen counselors from seven LAUSD middle schools in the northwest valley area of
Los Angeles County were surveyed. The results from the surveys were tabulated and
analyzed and the findings are discussed below. The survey instrument can be found as
Appendix 3. Survey Question #1 asked counselors to rank in order of importance (―1‖
being the most important) five duties that counselors usually perform to assist students
with high school matriculation. All counselors stated that these five responsibilities were
part of their job. Table 2 indicates the average rank for each responsibility. Counselors
ranked providing information to students and/or parents when requested was overall the
most important, and facilitating matriculation to feeder high schools was ranked second.
Recommending specific high school(s) that may best fit a student‘s needs was ranked last.
Table 2. Average Ranking of Counselor Responsibilities
Responsibilities in Counseling Students for High School Matriculation Average
Rank
Provide information to students/parents when requested 2.54
Distribute information provided by high schools 3.31
Facilitate matriculation to feeder high school 2.62
Present different high school options to students/parents 3.38
Recommend specific high school(s) that best fits student‘s needs 4.23
43% of the counselors ranked providing information number one
whereas 36% of the counselors ranked facilitating matriculation first. Recommending
specific high schools ranked last overall. In fact, 57% of the counselors gave it the lowest
ranking. 50% of the counselors also felt that presenting different high school options to
students and/or parents was not a high-ranking priority of theirs.
When the cumulative percentages are calculated with the three top rankings (Percentages
of 1, 2, and 3s), 79% of the counselors perceive facilitating matriculation as
one of the top three important duties, 71% said distributing information provided by high
schools, and 64% said providing information when requested. Only 50% perceive
presenting different high school options and 34% said recommending specific high schools
as one of the top three important duties.
The results suggest that middle school counselors do not play a crucial role in helping
students decide on an appropriate high school. Primarily, they provide information when
requested by students and/or parents, facilitate the automatic matriculation to the feeder
high school, and distribute information provided by high schools. With the large student to
counselor ratio, the counselors may not have time to counsel with each student about high
school options. Survey Question #2 asked counselors to rate the effectiveness of eight
common sources of information in helping them learn about high school options for
students. Graph 1 shows the percent of counselors who rated each source as either useful or
as a primary source of information. According to the data, the most useful sources were
visits from the representatives of a high school, information meetings, and advertisements
respectively. Moreover, every counselor indicated that visits from the high school
representatives were either useful or used as a primary source. All of the other sources had
11
at least one counselor who found it useless or not very useful. Information from students or
the Internet ranked the lowest in terms of usefulness.
Advertisements, colleagues, and the internet were not identified as primary sources of
information. Based on the responses to Survey Question #1, it is no surprise that 86% of
the counselors rated information provided by the district as being useful or a primary
source of information.
The responses regarding what counselors‘ view of the effectiveness of the sources of
information is consistent with how the counselors responded to their responsibilities for
counseling students for high school matriculation. The majority of the counselors feel its
responsibility is to provide information to students regarding the high school that naturally
feeds from the middle school.
Counselors also were consistent in providing information about the magnet programs
within feeder high schools. The counselors also provided information to students and
parents who requested high school option materials and distributed information provided
by high schools to their students. Overall, this suggests that it is critical for a high school to
provide information to the middle schools. High schools must take the time to provide
information and give presentations for matriculating middle school students and parents.
Middle school counselors rely on the information being provided to them and may
recommend high schools based on that information.
When counselors were asked what factors they perceive as influencing parents‘ choice for
their students, the responses were reflective of the challenges we face in schools today.
The most important factor influencing a parents‘ choice in choosing a high school for their
children is school safety. All counselors felt this was an important or very important factor
for parents. Ninety-three percent of counselors surveyed responded that convenience,
extracurricular activities, location, and being the feeder high school were considered to be
important and/or very important to parents. When asked about instructional factors such as
course offerings, electives, and AP/Honors classes, counselors agreed that parents may feel
these are important factors, but may not feel it is as important as the safety and
convenience of the local high school. Student body diversity, school size, and student-to-
teacher ratio were either not considered a factor or not very important to parents. When
asked which high schools (including charter and magnet schools) they inform their
students about, middle school counselors listed the following schools:
High Schools Charter Schools, Magnet Schools, Academies
Arleta 32nd Street Magnet
Cleveland Birmingham Magnet
Grant Bravo Medical Magnet
Kennedy Granada Hills Charter
Monroe Monroe Police Academy
Santee Northridge Academy
Taft Orthopedic Medical Magnet
East Valley New San Fernando Magnet
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Jefferson Van Nuys Magnet
San Fernando
Sylmar
Birmingham
Panorama
El Camino Real
Reseda
North Hollywood
Again, most schools listed were the feeder high schools or magnet schools for that middle
school. Because location is such an influential factor in parents‘ high school selection for
their children, it is not surprising that counselors would recommend the closest high
school, the traditional feeder school. Counselors may not realize or recognize that charter
schools are viable options.
Public Works Report
According to the Public Works, Inc. summary of the two focus groups, student responses
regarding recruitment addressed two main issues: why students were attracted to HTH-LA
and why the school has a harder time recruiting females and Non-White students. Key
student feedback found in the report include:
• Approximately 80% of the students said that they had been the primary decision-maker in
selecting HTH-LA.
• Students feel that the ―High Tech‖ label is a turn-off for some students, particularly
female students.
• Some students suggested that HTH-LA begin to nurture closer relationships with
surrounding middle schools.
• To attract a different type of student, those in the focus group also suggested organizing
sports teams (not just robotics) and offering additional extra-curricular activities.
The student and parent surveys given in 2004 and 2005 regarding student recruitment also
addressed the areas we studied. The following tables show the results for the two years
from students and parents‘ perspectives on what the sources of information for finding out
about high schools, factors that influence their reason to enroll, and what are the other high
school options available. The applicable key findings from the analysis of these student
survey results are:
• Most of the students who attend HTH-LA did not receive information about the school
from a counselor or teacher. (How do they get their information?)
• Technology is less of a factor for enrollment between the two years for students.
• More students enrolled in 2005 because their parents wanted them to attend HTH-LA
than in 2004.
• If a student were not attending HTH-LA, they are most likely to be enrolled at
Birmingham High School or another local public high school near home.
The applicable key findings from the analysis of these parent survey results are:
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• The reasons why parents enrolled their child in HTH-LA were more academically or
career-focused in 2005 while the primary reason in 2004 was their child‘s interest in
technology.
• Most parents learned about HTH-LA through their child or advertisements.
• If the student were not attending HTH-LA, their parents would most likely enroll their
child at Birmingham High School or another local public high school near home.
RECOMMENDATIONS
HighTechHigh-Los Angeles does not have an immediate need to recruit more students for
their school. They have an overflow of applicants and a limited number of available seats.
Hence, the school needs to be very conscious of the diversity of the students applying and
being accepted to their school. Not making concerted efforts to recruit minority students to
the school may result in the school‘s population not being reflective of the community it
serves. Below are the recommendations of this Action Research team, for targeted outreach
and recruitment efforts for HTH-LA to encourage underrepresented student applications.
The intent of these recommendations is to assist the school in creating sustainable activities
that will generate a more diverse applicant pool.
Improved Communication
HTH-LA provides information to perspective students online and in print. In analyzing the
materials, we have identified some areas for improvement to attract more diverse
applicants. We recommend providing all printed information in other languages in addition
to the English versions. Translating the postcard and application into Spanish and other
relevant languages will facilitate communication with these underrepresented populations
(Appendix 4 and 5). The school may also want to send a special brochure and letter
inviting eighth graders in targeted populations (i.e. female students, students from
underrepresented communities, minority students) to apply. Our research identified many
factors that influence parents‘ selection of a high school for their children. HTH-LA
advertisements should describe how intimate the school is with its small class size and
personalized counseling, and safe environment. The postcard that is sent to all potential
students should include pictures of students that reflect HTH-LA‘s appreciation of
diversity and a small map that highlight its proximity to public transportation. In
terms of academics, HTH-LA should emphasize the fact that it is a ―free public high
school‖ that offers ―a college prep curriculum for all‖ and career internships. As a result,
students from HTH-LA graduate not only qualified for college but also with work
experience. They are uniquely prepared and equipped to pursue post-secondary paths
regardless of the level of skills they entered with as freshmen.
Enhanced Presentations
HTH-LA also presents information to perspective students on the Information Nights.
Because these information nights provide an opportunity for parents and students to visit
the school site and interact with school personnel and current students, we recommend
implementing certain changes that would enhance the experience. One suggestion is to
create a video or PowerPoint presentation that runs continuously before the session begins
or during the ―down time‖. The video can showcase pictures of students and/or provide
key facts about the school. Student stories should be incorporated into the presentations.
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Current freshmen can share their reasons for applying and eventual experience as a HTH-
LA student. The school needs to emphasize the importance of applying, regardless of the
lottery chances, and that there is nothing to lose. Current students can attest for how much
the student can gain if they do get in. Parents of HTH-LA students can assist by fielding
questions from other parents. Both parents and students can greet people who are early and
conduct informal tours. Everyone can help ―sell‖ HTH-LA as a phenomenal high school
option. To accommodate families of with various needs, HTH-LA should schedule
information sessions at different times of the day (morning, lunchtime, late afternoon,
evening) or on a weekend day. The school should also offer at least one informational
session in Spanish or have a ―mini-session‖ in Spanish before the English-only
presentations. Instead of having all of the information sessions on site, the school should
also consider presentations in the community of targeted populations. Information sessions
can be held at area churches, community centers, and local middle schools. Applications
should be readily available for parents to take and/or to complete on the spot at all of the
sessions. Moreover, the school should request that parents and/or students sign in and
provide contact information. School personnel can later follow-up on specific students to
encourage them to apply.
Increased Articulation
Even though HTH-LA can accept students from anywhere in the state as a California
charter school and has no official middle school that students automatically matriculates
from, most students who enroll at HTH-LA are from the neighboring areas of Los Angeles
County. Our research indicates that location or proximity of the high school is a major
factor for parents in selecting a high school for their children. Our recommendation is for
HTH-LA to focus on the local middle schools that can funnel students to HTH-LA. The
school should specifically target these schools and actively recruit the students from these
local middle schools.
HTH-LA school personnel should focus on establishing relationships with the counselors
at these middle schools. They should visit the middle schools and meet with the
counselors. To outreach to students and/or parents, HTH-LA can visit targeted middle
schools and make presentations to the perspective students and/or parents. HTH-LA should
also provide counselors, students, and parents with printed information in the students‘
home languages. Counselors need to see HTH-LA as a viable option as a ―feeder‖ high
school. Most counselors currently do not inform students about HTH-LA and only
concentrate on their traditional feeder high schools. Capitalizing on the affiliation with
LAUSD may convince counselors that are district-minded. HTH-LA should also host
middle school counselors annually so that the counselors can learn about HTH-LA.
Personal visits to the high school or from a representative of the high school were the most
useful sources of information for middle school counselors to learn about high school
options for their students. Similarly, the school should also host middle school students for
a day to experience HTH-LA. This will increase the likelihood of a student being able to
envision themselves as a HTH-LA student.
References
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Anderson, G. L. (1998). Toward authentic participation: Deconstructing the discourses of
participatory reforms in education. American Educational Research Journal, 35(4), 571-
603.
Baker, D. P., & Stevenson, D. L. (1986). Mothers' strategies for children's school
achievement:
Managing the transition to high school. Sociology of Education, 59(3), 156-166.
Bauch, P. A., & Goldring, E. B. (1995). Parent involvement and school responsiveness:
Facilitating the home. school connection in schools of choice. Educational Evaluation
and Policy Analysis, 17(1), 1-21.
Bernstein, M. F. (1999). Why I‘m wary of charter schools. School Administrator, 56(7),
24-28.
Buckley, J., & Schneider, M. (2003). Shopping for Schools: How Do Marginal Consumers
Gather Information About Schools? Policy Studies Journal, 31(2), 121-145.
Bulkley, K., & Fisler, J. (2003). A decade of charter schools: From theory to practice.
Educational Policy, 17(3), 317-342.
California Education Code, Section 47605.
Cobb, C. D., & Glass, G. V. (1999). Ethnic segregation in Arizona charter schools.
Education
Policy Analysis Archives, 7(1), 1-36.
Frankenberg, E., & Lee, C. (2003). Charter schools and race: A lost opportunity for
integrated
education. Education Policy Analysis Archives, 11, 32.
Good, T.L., & Braden, J.S. (2000). Charter schools: Another reform failure or a
worthwhile investment. Phi Delta Kappan, 81(10), 745-750.
Gurin, P., Nagda, B. A., & Lopez, G. E. (2004). The Benefits of Diversity in Education for
Democratic Citizenship. Journal of Social Issues, 60(1), 17-34.
Maddaus, J. (1990). Parental choice of school: What parents think and do. Review of
Research in Education, 16, 267-295.
Mizelle, N. B. (1999). Helping middle school students make the transition into high
school: ERIC digest: ED432411.
Mizelle, N. B. (2005). Moving out of middle school. Educational Leadership, 62(7), 56-
60.
Northwest Regional Educational Laboratory. (2001). Equitable practices. Portland:
NWREL.
Orfield, G. (2001). Schools more separate: Consequences of a decade of segregation.
Cambridge, MA: Harvard Civil Rights Project.
Teske, P., Fitzpatrick, J., & Kaplan, G. (2006). The Information Gap? Review of Policy
Research, 23(5), 969-981.
U.S. Department of Education, (2000). Applying federal civil rights laws to public charter
schools. Retrieved March 20, 2007 from
http://www.uscharterschools.org/pdf/fr/civil_rights.pdf.
Weiher, G. R., & Tedin, K. L. (2002). Does choice lead to racially distinctive schools?
Charter schools and household preferences. Journal of Policy Analysis and Management,
21(1),79.
Wells, A. S. (1993). Time to choose: America at the crossroads of school choice policy:
Hill &Wang.
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Wells, A. S. (1998). Beyond the rhetoric of charter school reform: A study of ten
California school districts. Los Angeles, CA: UCLA Charter School Study: UCLA.
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for
democracy. American Educational Research Journal, 41(2), 237-269.
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APPENDIX OF FORMS
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HighTechHigh-Los Angeles
Parking Permit Agreement
1. Parking Permits must be displayed in the front driver’s side of
windshield at all times.
2. HTH-LA students may park only in the Victory parking lot, in
designated parking spaces.
3. Permission to park on the Birmingham High School campus is a
privilege – not a right.
4. Students who do not park in designated areas, speed, or drive
recklessly will have their permits taken away.
5. Students may not go to their cars during the school day for any
reason.
6. Students must show a valid driver’s license, current
registration and proof of insurance prior to receiving a parking
permit.
This Permit is non-transferable.
I have read and understand the conditions listed above. My signature
indicates my understanding and agreement.
____________________________ _________________________
Student’s Name – PRINT Student Signature
____________________________ _________________________
Parent’s Name – PRINT Parent’s Signature
______________________
Date
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Absence/Tardy Clearance Form
HighTechHigh-LA
Print Clearly
Last Name, First Birthdate Advisor
Was absent from____/____/____ to ____/____/____
State reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Signed by Parent/Guardian __________________________ Date __________________
Telephone #_____________________________ Cell # ___________________________
FOR OFFICE USE:
1 Excused H 1 2 3 4 5 6 SC Suspended Class H 1 2 3 4 5 6
AO Atten Off/Main Off H 1 2 3 4 5 6 4 Suspended Sch H 1 2 3 4 5 6
BI Bilingual Off H 1 2 3 4 5 6 TP Testing Program H 1 2 3 4 5 6
CO Counseling Off H 1 2 3 4 5 6 CH Title I Off H 1 2 3 4 5 6
EC Extracurricular H 1 2 3 4 5 6 3 Truant H 1 2 3 4 5 6
FT Field Trip H 1 2 3 4 5 6 UC Uncleared H 1 2 3 4 5 6
0 No Note H 1 2 3 4 5 6 2 Unexcused H 1 2 3 4 5 6
PO Principal Off H 1 2 3 4 5 6 WK Work Experience H 1 2 3 4 5 6
P
STRONGLY RECOMMENDED:
Parents please keep this form accessible in your
vehicle and students should keep a copy in their
backpack. If you are absent or tardy this form must
be completed and signed by a parent or guardian.
This form is available on our website:
www.hthla.org
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Acceptable Use Agreement
2007 – 2008
I have read and reviewed the contents of the HTH-LA
Student Handbook and agree to abide by the policies
started therein for the entire time that I am
enrolled in HTH-LA.
As a user of the HTH-LA computer network I hereby
agree to comply with the rules, policies, and
procedures pertaining to communication over the
network contained in this handbook and agree to
honor all relevant school policies relating thereto,
laws and restrictions.
_______________________ ___________________
Parent or Guardian Date
Signature
________________________ _____________________
Home Telephone Number Work Telephone Number
_________________________
PRINT Parent Email
_________________________
PRINT Student Name
_________________________
Student Signature
This copy is for reference only. Students will
receive a copy to return at the beginning of the
semester in the Fall.
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AUTHORIZATION TO USE AND RELEASE PHOTOS
The undersigned, being of legal age, does hereby agree and
consent that HighTechHigh-LA, its successors, legal
representatives and assigns may use and reproduce my child’s
name, likeness, voice, photograph and/or motion picture
film, videotape or audiotape recordings; and circulate, use,
publish, broadcast or otherwise distribute the same for any
and all purposes including advertising, publications and
other purposes of trade without limitation and/or
compensation to me or my child.
The unsigned, by signing this authorization and release,
hereby releases HTH-LA from any and all liability growing
out of or relating to the use of my name or the name, grade
or age of my minor child, or any photograph or photographs,
motion picture film, videotape or audiotape recordings of
the my minor child.
Signed this date: _________, ___________, 2007
Month Day
Name of Minor Child:
PRINT
Address: ____________________________________________________________
City: _____________________________________________________
State: _____________________________ Zip: _________________
Telephone: (____) _____________________
Parent/Guardian Signature: ________________________________
Printed Name: _____________________________________________
This copy is for reference only. Students will
receive a copy to return at the beginning of the
semester in the Fall.
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