Social Responsibility and by eux11083

VIEWS: 186 PAGES: 35

									                        A Small School Learning Community Proposal
                                            for
                               Alain Leroy Locke High School
                                           of the
                            Los Angeles Unified School District
                                         located in
                                     South Los Angeles




A School of
          Social Responsibility and
                   Individual Empowerment
Teaching for social justice is teaching that arouses students, engages them in a quest to identify
obstacles to their full humanity, to their freedom, and then to drive, to move against those
obstacles. And so the fundamental message of the teacher for social justice is:
You can change the world.
                                                                                 -William Ayers


Education either functions as an instrument which is used to facilitate integration of the younger
generation into the logic of the present system and bring about conformity or it becomes the
practice of freedom, the means by which men and women deal critically and creatively with
reality and discover how to participate in the transformation of their world.
                                                                                     - Paulo Freire
SCHOOL OF SOCIAL RESPONSIBILITY AND
    INDIVIDUAL EMPOWERMENT




        LETTER OF INTENT



                 2
                             Alain Leroy Locke High School
                            School of Social Empowerment
                            325 E. 11 1 th St.
                            Los Angeles, CA 90061


October 9, 2006


Carol Truscott
Los Angeles Unified School District
Local District I
10616 S. Western Ave.
Los Angeles, CA 90047


Dear Ms. Trescott,


The following letter constitutes our response to a request for small learning community
proposals:
        We intend to develop a small school that builds rigorous and relevant curriculum across
content areas reflecting a social responsibility and empowerment theme. We envision our school
building partnerships within and around the Locke High School and greater Los Angeles
communities.
        Our SLC design team is comprised of parents, students, and teachers from a variety of
departments and school leadership roles. Mr. Smith is the English department chair and has
taught abroad in Korea. Mr. Osterhaus, Ms. Mata, and Mr. Hartford are trained AVID teachers
who have demonstrated success in a college-oriented program.


Unified Vision:

        The School of Social Empowerment is committed to fostering a community of
empowered learners and socially conscious and concerned citizens. Our educators, students, and
their families will participate in a school culture that prioritizes academic achievement and
college preparation while building character and personal responsibility in each of us. Toward
this goal we will demand and provide a rigorous, relevant and personalized curriculum for every
student. We plan to support the college application process though a dedicated elective class. We
will enhance our curriculum through interdisciplinary units, focusing on issues of local and
global social justice. As a small school team, we will employ a model of collaborative decision
making and share school-wide responsibilities.




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Expected Learning Goals:

Reflecting upon the above vision, our SCL will pursue the following goals of student
achievement.
    • 100% of SE students will be enrolled in a program of study personally designed to
        fulfill their graduation and A-G entrance requirements.
    • 100% of SE students will be enrolled in a Guidance class designed to foster
        academic achievement, social responsibility, and a college going culture.
    • 100% of SE students will pass the CAHSEE exam in both math and English by their
        12th grade year.
    • 100% of graduating seniors will have completed a community service learning
        project of their own design.
    • Daily in-seat attendance will be 95%
    • Algebra I pass rates will increase by 15% compared to the 2004-2005 school year.
    • Senior Graduation rate will increase by 15% compared to the 2004-2005 school
        year.

In addition, by the time students graduate, they should be able to explain the California college
entrance requirements and evaluate their progress in relation to those requirements. Students will
also demonstrate the ability to identify local and global issues of social justice and propose
action plans to rectify them.

Drafting the Proposal:

The School of Social Empowerment proposal will be drafted through a collective effort by all
stakeholders. Meetings will be held during the summer months and the design team will elicit
feedback from parents and students on every decision to be made. Decisions that cannot be
determined by consensus will be decided by a vote of the design team. Students, parents, and
teachers present at design meetings will be given an equal vote.


Sincerely,




Joshua Hartford
Coordinator,
School of Social Empowerment

310-480-4408
Joshua_Hartford@yahoo.com




                                                4
                                 School of Social Empowerment
                                          Design Team
                              Credential                                 Contact Information
Member
Joshua Hartford:                                                         (310) 480-4408
SSE Coordinator               Brown University                           Joshua_Hartford@yahoo.com
AVID/ AP Physics/ Physics/    B.S., Biochemistry
Biology Teacher               Loyola Marymount University
                              M.A., Secondary Education
Teach for America             CLAD
Alumnus
Regina Risi:                  California Polytechnic State University,   (562) 217-8280
SSE Counselor                 San Luis Obispo                            rcr2350@lausd.k12.ca.us
AVID/ English Teacher         B.A., English
School Counselor              Single Subject CA Clear Credential,
AVID Coordinator              English
AVID/ Los Angeles County      California State University,
Office of Education Program
Specialist and Training       Dominguez Hills
Consultant                    M.A., Secondary Education
                              PPS School Counseling Credential
Liza Levine:                                                             (310) 897-2117
AVID/ English/ Language       Smith College                              lizalev@aol.com
Teacher                       B.A., English
                              Loyola Marymount University
                              M.A., Secondary Education
                              CLAD
Chi Nguyen:                                                              (310) 699-0976
AVID/ Chemistry/ Biology      University of California, Los              ms_nguyen@sbcglobal.net
Teacher                       Angeles
                              B.S., Cognitive Science
                              M.Ed., Secondary Education
                              CLAD
Andrew Osterhaus:                                                        (818) 720-5169
AVID/ AP Chemistry/
                              University of Washington                   andy_osterhaus@yahoo.com
Chemistry/ Biology Teacher    B.S., Neurobiology
                              M.A., Secondary Education
                              CLAD
Martha Mata:                                                             (323) 779-8632
AVID/ Algebra I & II          University of Notre Dame                   marthamata@hotmail.com
Teacher                       B.A., Management Information Systems
                              California State University,
                              Dominguez Hills
                              CLAD



                                                  5
Chad Soleo:                                                          (310) 995-5625
AVID/ English/ AP English      University of Arizona                 (310) 921-2980
Literature/ Journalism         B.A., English                          cfs8905@lausd.k12.ca.us
Teacher                        Loyola Marymount University
AVID Coordinator               M.A., Secondary Education
AVID/ Los Angeles County       CLAD
Office of Education Training   Tier I Administrative Credential
Consultant
Teach for America Alumnus
Ailey Kato:                                                          (323) 757-5528
AVID/ English Teacher          Western Washington                    aileykm99@hotmail.com
                               University
                               B.A., English
Teach for America
Corps                          Loyola Marymount
                               University
Member                         M.A., Secondary Education (pending)
                               CLAD (pending)
Frank Wiley:                                                         (310) 313-0062
Social Studies Teacher         University of California, Los         fwiley@ucla.edu
                               Angeles
                               B.A., History
                               Single Subject CA Credential,
                               Social Studies
Deepshikha Ahlawat:                                                  (323) 757-9381
Social Studies Teacher         University of Delhi, India
                               B.A., Geography Education

                               Jawaharlal Nehru University,
                               India
                               M.A., Geography
                               Single Subject CA Credential,
                               Social Studies
Bruce Smith:                                                         (949) 331-3467
English/ AP English            University of California, Los
Language/ AP English           Angeles
Literature Teacher             B.A., English
English Department Chair       Single Subject CA Clear Credential,
ESL Supervisor of              English
Instruction, Konkuk
University, Korea              University of Oxford, England
Faculty Advisor,               AP English Literature Academy
Teach for America
Master Teacher,
Pepperdine University
Contributing Educators


                                                   6
Maryanne Kiley:                                                 maryanne.kiley@
AVID/ English Teacher        Wellesley College                  teachforamerica.org
                             B.A., English
                             Loyola Marymount University
Teach for America            M.A., Secondary Education
Alumna                       CLAD
Managing Director of
Recruitment,
Teach for America
T. Paul Powell:                                                 t.paul@powell-us.com
Algebra II/ Trigonometry     Goucher College
Teacher                      B.S., Mathematics
                             Loyola Marymount University
Teach for America            M.A., Secondary Education
Alumnus                      CLAD
Program Director, New York

Teach for America
Matthew Timblin:                                                potager@comcast.net
  English/AP English         University of Puget Sound
                             B.A., English
  Language Teacher

Teach for America
Alumnus
Contributing Consultants
Lia Rozmiarek:                                                  (562) 209-4018
English/ Language/ Ethnic    Carnegie Mellon University         liaroz@yahoo.com
Studies/ US History/ AP      B.A., Professional Writing
Government and Economics/    B.A., History and Policy
Dramatic Arts Teacher        Loyola Marymount University
                             M.A., Secondary Education
                             CLAD
Students/ Alumni
Alicia Prieto                Locke High School Graduate, 2004   (323) 777-7368
                             Dartmouth College
Miguel Montiel               Locke High School Graduate, 2005   (323) 756-3945
                                                                beanpole05@att.net
                             University of California,
                             Santa Cruz
Julio Gomez                  Locke High School Graduate, 2005   (323) 757-3542
                             Dartmouth College                  jaygee924@aol.com
Celso Alvarez                Locke High School Graduate, 2005   (323) 779-5076
                             Dickinson College


                                               7
Yazmin Bastida-Serrano   Locke High School Graduate, 2005           (323) 755-6062
                         University of California, Santa Cruz       f.quiroz@sbcglobal.net
Aida Avila               Locke High School Graduate, 2005           (323) 683-1933
                         California State University, Los Angeles
Javier Solano            Locke High School, Class of 2006           (323) 755-3707
                                                                    JSol_88@sbcglobal.com
Alvin Green              Locke High School, Class of 2006           (323) 755-6296
Valarie Hernandez        Locke High School, Class of 2006           (323) 754-2752
                                                                    kidney_thief32@yahoo.com
Parent(s)/ Community
Zendi Solano             UCLA Harbor Medical Center                 (323) 896-5890
                         Sister of Javier Solano                    zsolano@sbcglobal.net
Rechelle Price           Mother of Alvin Green                      (323) 755-6296
Donna Bear               Mother of Valarie Hernandez                (323) 754-2752
Melissa Bryant           Fulfillment Fund, Los Angeles              (323) 370-3206
Adeola Adeseun           College Pathways Project                   mbryant@fulfillment.org




                                             8
School of Social Responsibility and
    Individual Empowerment

       Executive Summary




                 9
                     Alain Leroy Locke High School
           School of Social Empowerment
                                     Executive Summary



        The School of Social Empowerment is committed to fostering a community of
empowered learners and socially conscious and concerned citizens. Our educators, students, and
their families will participate in a school culture that prioritizes academic achievement and
college preparation while building character and personal responsibility in each of us.

 Rigorous, Relevant and Personalized Curriculum
  • All students enroll in a program designed to complete their University of California A-G
      requirements.
  • The SE schedule contains additional instructional minutes and allows students to enroll in
      “Guidance,” a class designed for academic support and college awareness.
  • The SE staff empowers students to make informed decisions about their college pathway.
  • The SE schedule provides math and literacy intervention classes to improve the academic
      skills necessary for success.
  • Physical separation and common students allow the SE teachers to provide personalized
      educational experiences while building a culture of academic accountability.
 Supporting the College Application Process
  SE’s guidance curriculum supports students as they…
  • Register for and prepare for standardized tests.
  • Find colleges that fit their academic needs and priorities.
  • Apply to colleges and build their post-high school plans.
  • Apply for financial aid.
 Collaborative Decision Making
  • SE teachers are empowered to share ideas and implement strategies to improve the school
      and grow as professionals.
 Social Justice Curriculum
  In addition to the social justice themes embedded in the core curriculum, the Guidance
  curriculum includes a 3-year vision of raising awareness of and responsibility for social
  issues.
  • 10th Grade: “Tiger Woods Start Something Project”.
  • 11th Grade: “United Nations Global Issues Awareness”.
  • 12th Grade: Independent Service Learning Project
 Shared School Responsibilities
  The SE staff is committed to working collaboratively to address school issues of…
  • Attendance
  • Discipline
  • Student Success Strategies
  • New and Experienced Teacher Support



                                              10
                 Alain Leroy Locke High School
         School of Social Empowerment
                         Mission Statement

The School of Social Empowerment is committed to fostering a
community of empowered learners and socially conscious and concerned
citizens. Our educators, students, and their families will participate in a
school culture that prioritizes academic achievement and college
preparation while building character and personal responsibility in each
of us. We hope to ignite interest in the work of bettering society and
challenge students to transform an often unyielding world into one of
compassion and equity. This kind of work begins with inquiry and
collaboration in the context of rich coursework and the collective
construction of knowledge in all content areas. It encourages independent
learning and thought. It depends upon ingenuity and resolve. It
culminates in synthesis and action. We want to construct a curriculum
that guides students to identify community needs and issues, research
methodologies to meet those needs, and finally, plan and implement viable
solutions.




                                    11
School of Social Responsibility and
    Individual Empowerment

             Proposal




                12
Introduction

Where We Are

       Locke High School is currently a large school of over 3000 students. Locke is a federal
Program Improvement school due to a failure to meet its Adequate Yearly Progress goals.
Despite the presence of highly talented, motivated, and creative students, Locke High School
currently has an unacceptable rate of graduation and lacks a cohesive school culture.

Where We Want to Be

        The School of Social Empowerment Design Team intends to develop a small school that
builds rigorous and relevant curriculum across content areas reflecting a theme of social
responsibility and individual empowerment. We envision our school building partnerships
within and around the Locke High School and greater Los Angeles communities.


How We Will Get There

         The immediate priorities of the design team are core academic success, college entrance,
math achievement, in-seat attendance, and social responsibility. To address these concerns, we
will establish a guidance elective to support academic success, college entrance, and social
justice. We will employ student tutors in Algebra I classes as well as implement an algebra
support class for students struggling to succeed in math classes. We will identify a staff member
to serve as Attendance Coordinator, overseeing student attendance and parent involvement.


Measuring Gains

Reflecting upon the above vision, our SCL will pursue the following goals of student
achievement.
    • 100% of SE students will be enrolled in a program of study personally designed to
        fulfill their graduation and A-G entrance requirements.
    • 100% of SE students will be enrolled in a Guidance class designed to foster
        academic achievement, social responsibility, and a college going culture.
    • 100% of SE students will pass the CAHSEE exam in both math and English by their
        12th grade year.
    • 100% of graduating seniors will have completed a community service learning
        project of their own design.
    • Daily in-seat attendance will be 95%
    • Algebra I pass rates will increase by 15% compared to the 2004-2005 school year.
    • Senior Graduation rate will increase by 15% compared to the 2004-2005 school
        year.




                                               13
What we will need

        Reaching these goals will require rethinking the status quo of public education in South
Los Angeles. We cannot expect dramatically different results with traditional designs. The
School of Social Empowerment will require an extended school day to allow for the inclusion of
7 academic periods. This schedule will need to be sufficiently flexible to allow times of common
periods so that students can access shared services such as AP classes and electives. We
understand that this proposal may require a waiver to extend beyond that working day as defined
by the Collective Bargaining Agreement. SSE will require administrative autonomy to analyze
data, identify weaknesses, and initiate action plans. SSE will require an operating budget
proportional to the IMAA funds that would have been allocated for its teachers. These funds will
be spent to achieve the goals described above.


Research

        Our school vision is modeled after successful strategies employed in Boston Public
Schools as researched by the Education Alliance at Brown University (www.alliance.brown.edu)
as well as best practices as published by Business and Professional People for the Public Interest
(www.bpichicago.org). Specifically, these experts call for school unity, autonomy, and flexible
scheduling.


1.     Unifying Vision / Identity

Developing the Vision

       Before submitting the design proposal, the SSE design team held community meetings

with parents, students, teachers, and community representatives. Through consensus and

democracy we established our priorities and goals.


Expected Results

       Our proposed semi-autonomous small school is designed to accommodate approximately

180 sophomores, 100 juniors and 100 seniors in this, its second year, and is intended to grow

over five years into a small school serving approximately 500 ninth through twelfth graders.

While our hope is to be an integral part of the larger school community, we propose to be

separated from the main campus and the general student population. Our shared vision is



                                               14
centered on the creation of a community of empowered learners and socially conscious and

concerned citizens. We want to build a school culture that prioritizes academic achievement and

college preparedness. We also will create a culture that exemplifies compassion, character, and

personal responsibility in each of our students. We believe that the construction of this culture is

dependent on a number of elements, including our ability to separate ourselves physically from

the larger school community and control access to our designated area of campus.

       We envision a school where each student receives the individual attention and support

necessary to facilitate his or her pathway to and through college. Our expectation is that each of

our students will not only meet minimum University of California admission requirements, but

exceed them and be competitively eligible to attend a four-year college upon graduation. We

believe individual empowerment begins with opportunity for student governance and

collaborative decision-making by all small school stakeholders. L;l

       We envision a rigorous, California state-standard-based curriculum that provides our

students access to higher education. A fundamental idea of empowering students is molding

them into college-competitive candidates, but empowerment does not end by providing students

a means to rise above their socioeconomic circumstance.              We believe it the school’s

responsibility to be in partnership with the community. Our vision entails linking each student to

his or her community and encouraging them to return and transform it. Poverty, gang violence

and affiliation, low-performing schools, transience, teen pregnancy, and a lack of political will

and empowerment are only a few challenges of the neighborhood surrounding Alain Leroy

Locke High School.       Truancy, alarming drop-out rates, and school safety are substantial

challenges evident in the greater school community as well. We want to empower and charge our

students to be agents of change. A vertically and horizontally aligned curriculum within and




                                                15
across content areas, infused with materials and projects that are designed to raise consciousness

and empower students will facilitate that charge.

       We believe it a fundamental component of public schools to graduate young citizens

prepared to participate in our democratic processes, to seek and evaluate information presented

in various media forms, and exercise his or her right to voice an opinion and cast an informed

vote. Our vision is that our students are empowered not only to represent their own interests, but

to consider the larger social responsibility each must shoulder, and consider the implications of

policy on our South Los Angeles community. We envision building community partnerships

beginning with community service learning and leading to internships and mentoring. We want

to construct a curriculum that incrementally guides students to identify community needs and

issues, research methodologies to meet such needs, plan and finally implement viable solutions.

       We recognize that our learning community itself must reflect an ethnically diverse and

cooperative constitution, leading to an ethnically diverse faculty and staff. We understand that a

teacher who shares a cultural and experiential background with his or her student is more likely

to appeal to and reach the student. We also unanimously agree that building our school culture

will take time and initially depend upon elements of consistency. We, therefore, are seeking

teachers who are willing to commit to three years to the development of our school and the social

justice framework that shapes it.

       Our priority is the academic achievement of our students and their ability to be

competitive in the college admissions process. Our three-year student plan eliminates those

electives that do not meet specific Los Angeles Unified School District graduation requirements

or qualify as University of California “g” academic electives. We will accommodate requests for




                                               16
arts and sports electives on a student-by-student basis within the larger Locke High School

program and community.



SLC Decisions

       School leadership and stakeholder meetings, whether focused on curriculum, discipline,

counseling, or budgeting will revolve around the question: How is student learning impacted by

our decision(s)? Student government and parent panels will be established to give feedback to

the design team. Decisions that cannot be determined by consensus will be decided by a vote of

the design team.



Articulating the Vision

       SSE faculty will be chosen among teachers who are invested in student success and

willing to adhere to the school’s action plans to achieve our shared vision. Parents and students

will become aware of and investing in the vision through phone calls, home visits, and small

school meetings. Every new SSE student will have personal contact with an SSE staff member

before the commencement of the school year. SSE will hold a parent orientation approximately 2

weeks before the first day of school. The guidance elective will be a forum though which

students become aware of the goals and vision of their SLC.


2.     Rigorous Standards Based Curriculum, Instruction and Assessment

       Our school-wide curriculum will focus on the overarching themes of social responsibility

and community action. The main goal of the curriculum is to deliver rigorous standards-based

instruction within a framework offering authentic opportunities for students to critically examine

and work with current social issues in the community. One paramount and tangible realization


                                               17
of our goal for student empowerment is to prepare every student for college. The curriculum is

designed to fulfill LAUSD graduation requirements and exceed the UC a-g eligibility criteria

utilizing both a flexible master schedule to accommodate student needs and rigorous classroom

instruction and application.


Curricular Rigor and Support

       A four-year student pathway allowing access to college is our central curricular planning

tool. It limits student choice but is evidence of our clearly communicated high expectation.

Students will complete four years in English, four years in mathematics culminating in at least

trigonometry and math analysis, four years of science, three years of social studies, three years of

foreign language, one year or more of a visual or performing art, and one year of applied

technology in addition to the physical education, health and life skills requirements of the

district. The non-course requirements of computer literacy, community service, and career

pathways will be integrated in the students’ curricular coursework. An extended school day with

seven periods and/or a partial block schedule will accommodate individual student need and

provide the daily support of a guidance and tutorial class to scaffold the student’s access to

rigorous curriculum.

       In addition, each English and algebra class at ninth and tenth grade levels will be

supported by an additional teacher who has a literacy support assignment on the master schedule

or a college tutor, effectually cutting the teacher-to-student ratio in half for those periods. This

mechanism will benefit both English language learners and developmental readers and writers.


Social Responsibility and Individual Empowerment Framework
       Our curriculum employs a social justice emphasis within all content areas to empower

students to become socially aware, engaged, and active. Community service and interaction is


                                                18
an integral component of planning for every course. To additionally foster social responsibility,

students will be required to perform a minimum number of community service hours per year.

Students will also develop a cumulative comprehensive portfolio, including records of such

service and documentation of curricular projects.

Content Area Instructional Examples:


English
Submitted by Mr. M. Timblin

“The Watts Project” (adapted from Jim Burke's "The California Project")

OVERVIEW: People are shaped by the landscape and climate they inhabit. For at least some
portion of your life you have lived here, in California, in Los Angeles, in Watts. The story of
California is the story of you and me, of our families and, for most of us, our children and
grandchildren. By studying this area's culture, its history, its literature we will come to better
understand what Watts means to us and the generations who have come before; we will come to
appreciate what it offers us and what you can offer it through the contributions you will make as
parents, employees, and citizens.

Each student, by the end of this unit of study, will:

WRITE
   a biography or monologue about a person (or thing) that made a significant contribution
      to Watts' history or culture
   a formal letter requesting information about some aspect of Watts (to an organization, a
      legislator, tourist office, etc.)
   a descriptive essay comparing Watts to another region in the state
   a descriptive essay comparing Watts’ residents today with residents in the past
   a regional or city guide
   entries for our class’s Dictionary of California Cultural Literacy
   an analysis of symbols as they relate to the Watts community
   an oral history about why and how someone came to Watts or what it was like in the past
   two annotated bibliographies about two books the student has read for research purposes
   an analysis of the survey/poll conducted about aspects of Watts
   a story or children’s book (for elementary schools in the community)
   a description and analysis of a specific period of Watts' history
   a memoir of a “Watts moment” sometime in the student’s life
   a critique of an artist/musician/writer who came from Watts (e.g., Luis Rodriguez)
   a collection of poems as assigned about or inspired by Watts
   a travelogue of a trip taken around the community of Watts
   a weekly journal as assigned in/out of class about miscellaneous subjects.


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     an accompanying explanation of a Watts map and timeline
     a paper about a trend that came to or from Watts
CREATE
     a Watts map with various types of demographic and topographical information
     a timeline including events, leaders, resident trends, arts and science contributions,
         sporting moments, etc.
     a website where we house and “publish” our information
     a mural of genuine artistic merit that expresses some truth(s) about Watts
     a metaphor project: “Watts is a troubled beauty” ...depict and explain.
READ
     two books about Watts or written by authors from Watts.
     from several different anthologies about California in general for purposes of
         comparison: Many Californias, Highway 99, Gold Rush, That Constant Coyote, and
         When Coyote Howls and Wind Blows
     assorted articles about culture and history of the Watts community and the state
     publications (online and in print) which highlight the Watts community, including but not
         limited to community group publications, neighborhood web sites, local papers, etc.
LOOK AT
     movies about Watts or which highlight some of the issues in Watts
     art from or inspired by Watts/South Central LA culture
     various websites for “virtual field trips”
SPEAK
     to the class about a prominent Watts community member
     in different presentation situations related to the abovementioned projects:
     e.g. reading original poems aloud
MISCELLANEOUS
    Students will work on vocabulary as is appropriate to the different assignments, work in
groups for the major projects (e.g., mural, website, etc.), and have the opportunity to take several
field trips for credit, including the following possibilities:
     African American Musuem at USC
     WLCAC (Watts Labor Community Action Committee)
     Watts Towers

California English Language Arts Standards:

Reading 1.0 - 3.9, Writing 1.0 - 2.6, Speaking & Listening 1.0 - 2.5




                                                20
                                        Dramatic Art
Submitted by Ms. Lia L. Rozmiarek

Semester Performance Project, Twilight: Los Angeles, 1992

OVERVIEW: “Throughout history, it has been the inaction of those who could have acted; the
indifference of those who should have known better; the silence of the voice of justice when it
mattered most; that has made it possible for evil to triumph.” – Haile Selassie
       Intrinsic in the mission of the School of Social Empowerment and the ideology of drama
as play, discipline, and vehicle for social change, is the understanding that we must not only
comprehend or absorb something on a passive level, but are compelled to act upon that which we
observe and learn. Through such action we prepare ourselves to engage in our constantly
changing local, national, and global communities. To act with responsibility we must also be
aware of our history. One of the first steps in addressing the needs of our community is to
recognize and explore this history.

Each student, by the end of this unit of study will:

READ
   articles about the 1992 riots in the city of Los Angeles
   a brief history of the Rodney King trial , as well as an extensive timeline of key events
      from 1991 to 1993
   the introduction and selections from Anna Deveare Smith’s play, Twilight: Los Angeles,
      1992
   biographical information about people involved in the trial, the riots, and connected
      events (such as the Soon Ja Du – Latasha Harlins trial)
WRITE
   personal memories of the 1992 L.A. riots in biographical narrative form
   a “character” analysis for the monologue they will perform, direct, or produce
   a critique of their individual performance as well as a general whole-production critique

DISCUSS
    accounts and reports about the riots from varied media resources (articles, songs,
     dramatic pieces, interviews)
    the effectiveness of dramatic elements and choices in individual performances
    the theories about the cause(s) of the riots
    the social and political implications of the riots on local and national levels
    the various perspectives about the riots (both within Southern California, as well as
     national perspectives as represented by interviews, out-of-state articles, and out-of-state
     news reports)
    how best to divide the play into manageable sections, incorporating the most poignant
     monologues into the final production
    the process, background, choices, and outcome of the final performance – following the
     actual play performance – with the student/teacher audience in attendance



                                                 21
CREATE
   a performance space that incorporates proper set(s) and properties
   a system for crew management for and stage changes needed throughout the production
   a lighting scheme and sound scheme for the production
   a program and advertisement for the production
   a lesson plan that teachers can use with their classes prior to attending the performance
   costume(s) appropriate for the performers
   an hour-long performance that highlights the multiple perspectives about the riots as
     collected and presented by Anna Deveare Smith

PERFORM
   as a director, responsible for: reading the entire play; selecting the five most powerful
     and diverse monologues per section of the six-sectioned play; casting the roles they
     selected; keeping actors focused and on-task; creating a personal vision for their section
     that coincides with the vision of the other student directors; communicating their vision
     to their production director and the actors; and working in agreement with other directors
     and all other peers.
   as a logistics director (production) responsible for: reading the section of the play they
     are assigned in its entirety, while focusing on the specific selections the director selected;
     creating a list of costumes and properties for each actor in their section; creating a
     lighting design to work with the director and actors’ vision for the section; assist in set
     construction and design; assist in lesson plan creation for pre-performance distribution to
     classes; assist in gathering any needed costumes or properties; and working in agreement
     with other directors and all other peers.
   as an actor, responsible for: reading the monologues selected by the various directors;
     memorizing the monologue they are cast in; acquiring the appropriate costume and
     properties for their character; creating a vision for the performance of their monologue
     that coincides with the director’s vision; performing their monologue in character, in a
     professional manner for a live audience; and working in agreement with other actors and
     all other peers.

Resources & Supplies
    At least six copies of Twilight: Los Angeles, 1992 by Anna Deveare Smith (for use by
      each student director)
    A performance area, preferably a traditional stage, with working sound and lighting
      systems
    Access to supplies for set construction (paper, paints, chairs, tables, podiums, benches) as
      requested by directors, production directors, and actors


California Theatre Content Standards
       Artistic Perception 1.0-1.3, Creative Expression 1.0 – 2.5, Historical and Cultural
       Context 1.0 – 3.5, Aesthetic Valuing 1.0 – 4.2, Connections, Relations, Applications
       5.0 – 5.6


California English Language Arts Standards


                                                22
       Reading 1.2, 2.4, 3.1, 3.2, 3.4, 3.8, 3.9, Writing 1.8, 1.9, 2.1,
       Listening and Speaking 1.2, 1.7, 1.9, 1.11, 1.12, 2.1


                                        Mathematics
Submitted by T. Paul Powell

OVERVIEW
Students will use exponential functions to model the expected contamination levels at three

different California sites identified as contaminated by the EPA and conclude whether these sites

should be rezoned as residential in five years (2009).


California Mathematics Standards:

Algebra 2
12.0 Students know the laws of fractional exponents, understand exponential functions, and
       use these functions in problems involving exponential growth and decay.




                                                  23
                                          Science
Submitted by Mr. A. Osterhaus and Ms. C. Nguyen

OVERVIEW: Students identify the common occupations of their parents and guardians and other
members of the community. For example, cosmetology, farm workers, gardening, factory work,
custodial, and auto shop workers. For each of these occupations, students will inventory the
chemical substances in use such as cleaning supplies and pesticides. Students will engage in
community outreach by visiting workplaces, and surveying and interviewing community
members. Students will learn how to read a chemical material data sheet and chemical labels.
Students will use their knowledge of chemical compounds to identify and analyze chemical
exposure for each occupation and identify potential chemical hazards for each occupation.
Students will research biological effects of different organic compounds. The culminating
project will be a published information booklet to inform the community about chemical hazards
and explaining potential biological and chemical effects.

California Science Standards:

Atomic and Molecular Structure
1b     Students know how to use the periodic table to identify metals, semimetals, nonmetals,
       and halogens.
1c     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.
1d     Students know how to use the periodic table to determine the number of electrons
       available for bonding

Chemical Bonds
2a    Students know atoms combine to form molecules by sharing electrons to form covalent
      or metallic bonds or by exchanging electrons to form ionic bonds
2b    Students know chemical bonds between atoms in molecules such as H2, CH4, NH3,
      H2CCH2, N2, Cl2, and many large biological molecules are covalent

Organic Chemistry and Biochemistry
10e   Students know how to identify the functional groups that form the basis of alcohols,
      ketones, ethers, amines, esters, aldehydes, and organic compounds.

Assessment and the Comprehensive Portfolio
        We know we will be held accountable for substantial academic gains as reported in
standardized assessments, including the California Standards Tests, California Achievement
Test, California High School Exit Exam, ninth grade performance assessment, and the most
recently implemented quarterly ninth and tenth grade literacy assessments.

       We intend to utilize a variety of standardized, traditional, and authentic assessment tools
to regularly assess our students’ progress and our quality of instruction in relation to state
standards.



                                               24
        One such assessment is the cumulative portfolio, designed to share with students the
responsibility of monitoring and assessing personal progress and development. The portfolio
will include the student four-year plan, a number of writing samples from each of the domains
specified by the English language arts standards, records of community service, and
documentation of the various content area projects. Further, the student will use this material in
the creation of a yearly presentation to a representation of school stakeholders, including his or
her parents or guardians, evaluating his or her own learning progress.

Strategies and Support Systems for Student Success
        There are multiple proposed support systems designed specifically to address the special
needs of each of our students. The school provides a least restrictive environment (LRE) of
support for special education students and will seek resource specialists to work with these
learners. English language learners (ELL), standard English learners (SEL), developing readers
and writers (DRW), and advanced learners (GATE) will all be supported in the regular
classroom.

Tutorial Support
       Every Tuesday and Thursday, the Guidance classes will participate in peer-tutorial
sessions. This strategy is based on the AVID Tutorial strategy and involves facilitating the
inquiry process and students pose, explore, explain, and answer their own questions about
academic subjects. This strategy allows students to receive support that is targeted to their
individual needs while fostering the values of cooperative learning.

Honors and Advanced Placement Support:
        To support more advanced students, there will be Honors and Advanced Placement (AP)
classes in English, science, math, social studies and Spanish. The master schedule allows for
flexibility for students to take AP classes offered in other schools.



Literacy and Numeracy Support
         The School of Social Empowerment has developed a plan for both English language arts intervention
and math intervention. While our intervention level classes are exclusively for our students, we collaboratively
evaluate Locke High School data and develop strategies for addressing students’ remedial English language
arts and math needs within the Small School Coordinating Team meetings.

    Intervention English Language Arts Programs
    The School of Social Empowerment intends to offer a Writing Communication English Language Arts
    elective designed to support our students in core classes by functioning as a writing workshop. Students
    will work with teachers and tutors on writing assignments from core classes. Students will be guided
    through the writing process and afforded time to draft and revise with immediate and relevant feedback.
    The Vantage writing program will be accessible in these classes as well as the English core classes.

    Students who have not passed the California High School Exit Exam (CAHSEE) English Language Arts
    portion will be scheduled into English 11 and 12 classes accordingly. Our English teacher will teach two
    sections of English 11 and a section of English 12 designed especially for these students, focusing on
    CAHSEE preparation from September through November.

    Tenth and eleventh grade guidance classes will also be incorporating English Language Arts CAHSEE
    preparation into curriculum from September through March.


                                                      25
     Intervention Mathematics Programs
     The School of Social Empowerment intends to offer a Math Tutoring Lab elective designed to support our
     students in their math classes, especially algebra. Students will work with teachers and tutors on math
     homework assignments, math essential concepts, and CAHSEE preparation problems and strategies.

     Tenth and eleventh grade guidance classes will also be incorporating Math CAHSEE preparation into
     curriculum from September through March.



Staff Collaboration
       When possible, teachers of similar content will have the same conference period to allow
time for curriculum development. One staff development per month will be devoted to small
school business. Additionally, invested teachers will meet for 30 minutes per week to discuss
school business refine the Guidance curriculum.

Technology
        The college application process of the 21st century requires extensive to computers and
the internet. Unfortunately, the School of Social Empowerment does not currently have access to
sufficient technology to ensure the success of their students. Our immediate goal will be to
remedy this deficit, either through furnishing a computer lab, or by purchasing a set of mobile
laptops that can be deployed in classrooms when needed.

Course Schedules
         Every SSE student will be enrolled in a schedule to address her/his personal needs while
fulfilling graduation and A-G college entrance requirements. Students who have demonstrated
special needs (through test scores or previous academic performance) will be placed in English
or Math intervention classes. All SSE teachers will use common strategies such as an academic
binder, Cornell notes, learning logs, and time management skills.

                                 Sample Student Schedules
                th
            10 Grade                       11th Grade                  12th Grade
1.   English 10A, 10B              1. English 11A, 11B         1. English 12A, 12B
2.   Algebra IA, IB                2. Algebra IIA, IIB         2. AP Calculus A, B
3.   Algebra Support Elective A,B 3. Drama A, B                3. Peer Tutoring
4.   Modern World History A, B     4. U.S. History A,B         4. Econ. / Government
5.   Chemistry A,B                 5. Physics A, B,            5. AP Biology
6.   Physical Education A,B        6. Spanish IA, IB           6. Spanish IIA, IIB
7.   Guidance 10A, 10B             7. Guidance 11A, 12B        7. Guidance 12A, 12B
                        Summer School                 Summer School
                 1. Geometry A                 1. Computer Systems A
                 2. Geometry B                 2. Computer Systems B




                                                     26
3.       Equity and Access

         Access to a four-year college education is paramount to the vision of the School of Social

Responsibility and Individual Empowerment. There are several elements of our school which

will ensure this result:

         All students will be served by the daily ‘guidance and tutorials’ class. Twice, weekly,

students will engage in inquiry-driven tutorials, guided by college mentors.           The school

counselor and teachers will collaborate to build a curriculum that meets the academic, career,

personal, and social needs of all students.


Counseling:

Core teachers trained and coordinated by the small school counselor in a formal counseling
curriculum will address practical matters of preparation for college:
     • A-G requirements
     • referral to academic tutoring programs within the school or local community
     • parental involvement in class scheduling
     • referral to other Locke small schools for electives
     • assistance in securing after school and summer internships

Tutorials:

        In the tutorial class, two to four college mentors will guide students in problem solving
for their core class assignments. This tutorial is based upon the research-based, inquiry-driven,
and already successful AVID model.
    • students work in collaborative teams of 4-5
    • students utilize Cornell note-taking (a research-based successful study strategy) to review
    • students learn and use higher level questioning (Bloom’s taxonomy and Costa’s levels of
        inquiry)
    • discussion is student-led, guided by the tutor/ mentor

All core curricula will maintain rigorous adherence to college preparation standards, however
our School of Social Responsibility and Individual Empowerment teachers will practice accepted
scaffolding techniques to ensure the participation and success of all students.

     •   Research has proven that heterogeneous grouping is the most advantageous method of
         student class composition. A positive academic environment will be maintained at all
         times.




                                                 27
     •   Low academic achievement at Locke is often linked to moderate to severe discipline
         issues. The consistently enforced discipline policies of our school will reduce or
         eliminate these behavior problems.
     •   Lower achieving students will be referred to outside academic tutoring.




All student work will fulfill the requirements of grade-level state standards.

Content area examples:

     •   Students participate in a “science fair” where members of the community such as nurses,
         teachers, and doctors act as judges.
     •   Students in the computer/technology class offer free “advanced computer instruction” to
         the night school community of Locke.

Our curriculum will be the result of vertical and horizontal team planning. Each core class will
maintain a focus on issues relevant to student academic and personal achievement, including
current high school academic and social life, preparation for admittance and matriculation from
a four-year college or university, and having a positive impact on the community at large.

Examples:

     •   In the AP Physics and Chemistry class, students will travel to UCLA for a program of
         AP readiness. Teachers from various LAUSD schools oversee student progress, making
         sure they are on track for the AP requirements and exam.
     •   In 10th grade History students will design and initiate field trips to areas of importance in
         the community, learning about the rich and varied cultural history and environment of
         Los Angeles.
     •   English 10 will meet the business letter standard by writing requests to the office of
         Janice Hahn, councilwoman for our district.
     •   All students will participate in grant-writing to assist in the financing of student-driven
         community projects.

4.       Personalization

         The School of Social Responsibility and Individual Empowerment is committed to

providing student-centered, individualized education that fosters the development of the student

as a whole. The strengths of a smaller school include increased interaction between faculty and

students. Such communication will allow for students to have input in the development of the

curriculum. Academic courses are planned with a focus on the issues of community needs and


                                                 28
social empowerment. Teachers will use their common planning period to develop curriculum

that allows students to observe, analyze, and impact their social surroundings.


       The student-centered vision of the school has been developed through discussion with

students, teachers, parents, and other community members. A continuing goal is to establish and

maintain partnerships with local organizations to provide mentoring, internships, and enrichment

activities based upon individual student need and interest. The academy will hold regular

community meetings to share information, receive feedback, and foster collaboration among all

stakeholders.

       As introduced previously, the guidance and tutorial period will be an opportunity for

students, teachers, and the counselor to directly address the individual needs of each student.

Based on both the AVID curriculum and the National Standards for School Counseling, the

guidance class will be used to develop individual goals as well as to provide students with the

skills and opportunities to achieve those goals. The counselor and the teachers will collaborate to

develop a curriculum that meets students’ academic, career, and personal/ social needs. Teachers

of guidance courses will work in conjunction with the counselor and small school coordinator to

monitor the academic and social progress of their students, maintain relationships with parents,

connect students to community organizations that reflect their interests, and provide support for

the college admission process.      The counselor will be responsible for leading the work of

developing and implementing the guidance curriculum. Additionally, the counselor will be

responsible for supervising the tutors and coordinating all aspects of the tutorial periods.




                                                 29
5.     Accountability and Distributed Leadership

                         Small School Duties for the 2005-2006 School Year
    Duty                Responsibility              Team Member          Qualifications / Selection
Small School       Act as a liaison between    Joshua Hartford         5 Years Experience
Coordinator         SSE teachers and                                    AVID site team
                    administration                                      Curriculum Leader
                   Guidance Curriculum
                    Support                                             Elected by SSE Team
                   Mediate Disputes
Small School       Personalized Education      Regina Risi             Veteran Counselor
Counselor           Plans                                               AVID/ LACOE Program
                   Conflict Resolution                                    Specialist and Training
                   Guidance Curriculum                                    Consultant
                    Support
Small School       Provide Administrative      Chad Soleo              Assistant Principal
Administrator       Representation                                      Former AVID
                   Evaluate Staff Members                                 coordinator
                   Small School Vision                                 SSE Founder
                    Refinement
Attendance         Monitor period-by-period Andrew Osterhaus           4 Years Locke
Coordinator         attendance data.                                       Experiment
                   Contact parents to resolve                          Bilingual
                    attendance issues.
                   Enforce consequences                                Appointed by consent of
                    such as check sheets,                                  SSE Team
                    Saturday School, truancy
                    tickets, and transfer.
Guidance Lead      Coordinate Guidance         Chi Nguyen              3 Years Locke
Teacher             curriculum at all grade                                Experiment
                    levels.                                             Curriculum Leader

                                                                          Appointed by consent of
                                                                           SSE Team
Math               Provide Systems and          Martha Mata              4 Years Locke
Intervention        Curriculum for the                                     Experience
Coordinator         Algebra Support Elective.                             Curriculum Leader

                                                                          Appointed by consent of
                                                                           SSE Team
CAHSEE             Provide Strategies and       Bruce Smith              English Department Chair
Specialist          Expertise for CAHSEE                                  Experience from
                    English interventions                                  Oversees Education
                                                                          Document test score
                                                                           improvement.

                                                                          Recruited by SSE Team



                                                30
Teachers in the small school will be expected to fulfill the following requirements to ensure

student success:

   •   commit to at least three years of services to the school
   •   create and maintain portfolios that shows student improvement over three years
   •   develop standards-based culminating tasks with scaffolding lessons
   •   file standards-aligned curriculum plans (lesson plans, unit plans, culminating tasks,
       rubrics, corresponding student work samples) on a routine basis with the coordinator.
   •   monitor the academic achievement of their guidance class and implement necessary
       interventions
   •   routinely call students’homes to inform parents of student attendance and progress
   •   attend all small school council meetings
   •   attend all parent conference functions
   •   use common planning time to share student work, evaluate curriculum and discuss
       challenges
   •   identify areas of potential professional development

       Every teacher is responsible to the other teachers, the small school council, and
ultimately, all stakeholders. The small school coordinator will use allotted time during the
academic day to observe and support school teachers and respond to challenges.

Shared Responsibility
         The School of Social Responsibility and Individual Empowerment will be lead by a
school council consisting of representatives from all stakeholder groups. The emphasis of the
council will be consensus through communication. All meetings will be open to all stakeholders
and will be scheduled to best accommodate working parents. Specifically, the council will have
fourteen voting members and the small school coordinator. The coordinator will vote in the event
of a tie. Four members will represent the concerns of teachers and will be elected by the teachers
of the school. Four members will represent the concerns of parents and community members and
will be elected by the community as a whole. Four members will be student government
representatives and will be elected by the student body. Additionally, one member will represent
Locke High School administration and one member will represent classified staff. The council
will elect one teacher to serve as the small school coordinator, who will facilitate the meetings
and represent the school within the larger Locke High School community. If the elected
coordinator is a member of the council, another teacher will be elected to fill the vacant council
position. Elections will be held at the end of each academic year to serve in the following year.
To reach a quorum, at least two representatives of teachers, community members, and students,
plus the coordinator, must be present.

       The council will have authority over all decisions that are empowered to the academy.
This includes shaping curriculum, hiring teachers, setting budget priorities, and establishing or
modifying school policies. The goal is to equitably share authority among all stakeholders.

        We will establish a parental advisory board (PAB) based on the AVID parent board that
currently exists. This group will elect representatives to the small school council as well as



                                               31
conduct parent workshops to educate parents about their opportunities and responsibilities for
continuing the vision of academic success and social transformation at home. The PAB is a
forum for parental leadership and empowerment and will foster closer relationships between the
school and community.


Accountability Measures
      Reflecting upon the above vision, our SCL will pursue the following goals of student

achievement.

     •   100% of SE students will be enrolled in a program of study personally designed to
                fulfill their graduation and A-G entrance requirements.
     •   100% of SE students will be enrolled in a Guidance class designed to foster
                academic achievement, social responsibility, and a college going culture.
     •   100% of SE students will pass the CAHSEE exam in both math and English by their
                12th grade year.
     •   100% of graduating seniors will have completed a community service learning
                project of their own design.
     •   Daily in-seat attendance will be 95%
     •   Algebra I pass rates will increase by 15% compared to the 2004-2005 school year.
     •   Senior Graduation rate will increase by 15% compared to the 2004-2005 school
                year.

        The SSE coordinator will collect appropriate data to evaluate these goals. This will
require and account with the district’s Decision Support Service.

6.       Collaboration / Parent and Community Engagement

Community Relationships and Partnerships
       In a practical sense, outreach will involve everything from flyers explaining our vision to
"community night" events similar to the AVID parent night. We will also be meeting with
community leaders who have previously been involved with Locke, including several
businessmen and women who have spoken to our AVID students. We will meet with local
organizations that can provide support and assistance, such as the WLCAC, the Watts LA Times,
the NO GUNS organization, "My Club" of Angel's Flight and the Fulfillment Fund. During the
2005-2006 school year, the Fulfillment Fund will adopt all 4 of our Guidance 10 classes.


Activities
        Reducing the size of the school will foster a community environment on campus which
will be reflected in an observable increase in extra curricular activities. Students will have access
to any of the larger school’s extra curricular activities that do not interfere with academic time.
Because athletics and many electives are not offered during the academic day, students will be
encouraged to pursue these goals after school. Teachers will be encouraged to sponsor after
school clubs and sports to continue the family atmosphere of the campus. The teachers will


                                                 32
continually work with students to develop extra curricular activities that further the academic
development of the students as well as benefit Locke High School. Student government and
journalism are two such activities to be developed in coming years.

        Historically, parent involvement has been challenging at Locke High School. Many
parents work more than one job and their time is extremely limited. Also, there is a cultural
perception that school remains the province of only teachers and administrators. Our school will
work to create an environment which encourages and supports parent/guardian involvement in
the student life of our children.

        Many of our committed teachers have previously been involved in Locke High School's
AVID program. In three years, AVID has been able to galvanize parents, culminating in an
annual AVID "Parent Night" of over 400 participants for a student population of 160. AVID
parents are also involved in a Parent Advisory Board with regular meetings that provide valued
input to the program.

       Our school will formalize such participation, requiring parents to commit to a minimum
number of hours of "volunteer service" per semester. This service can be met in a variety of
ways including classroom observation, teacher support, and clerical duties.

        By addressing the needs of each individual in our small school, both students and their
families will feel valued and supported. Communication between students, teachers and
parent/guardians is essential to a successful collaborative environment. This communication will
be constantly evaluated for its effectiveness. All SE students will be assigned LAUSD email
addresses during September. Another specific example is the use of an online system such as
www.mygradebook.com that provides ongoing information regarding student assignments and
grades. Such technology-based communication is a good way to encourage all stakeholders to
make use of their community's technology facilities, such as computers in their local library.
Additionally, our Spanish-speaking teachers and administrators will facilitate communication
with Latino parents. Over time, our small school would like to offer Spanish language
instruction to all of its teachers and administrators to better facilitate such communication.
Parent/guardians will also be encouraged to attend the "guidance" class students are required to
take.

        Since our school will be created from the unified vision of all stakeholders, we do not
anticipate a problem if individual members are unable to fulfill their commitment. However, as
previously stated, we will require our teachers to sign a 3-year pledge of commitment.

        In recent years, the surrounding community has suffered from the declining reputation of
Locke High School. It is our vision to provide outreach public relations to inform the
community of the new direction of our School of Social Responsibility and Individual
Empowerment. We believe this often beleaguered community will embrace the serious academic
focus of our school. Parents, neighbors, and storeowners will welcome a school that will direct
its students to positive improvement. It has been our experience with the AVID program that
parents are desperate to embrace a leadership that provides a strong academic focus within a safe
environment.



                                               33
        As a cooperative member of the Locke Small School Coordinating Team, we will be
interacting with the rest of the Locke High School community on an ongoing basis.

       Although we are obviously in the emerging stages of an SLC, we have already had
enthusiastic support from students and parents.

Articulation
       The School of Social Empowerment will work to form partnerships with feeder schools
and post-high school organizations. During the spring, the coordinator and counselors will give
presentations to 9th grade students during the Life Skills elective. 9th grade students will them be
given the opportunity to requires a small learning community. We will also work to form a
partnership with local universities such as Southwest Community College and Cal State Los
Angeles to provide seniors with the opportunity to take college classes.


7.     Professional Development

       Common planning time is one of the cornerstones of the School of Social Responsibility

and Individual Empowerment. Incorporated into the master schedule are subject-specific

conference periods for core academic teachers. First-year teachers will receive an additional

conference period to observe an experienced teach.

       Conference time will be used to track individual student progress, discuss interventions,

contact parents, and plan cross-curricular activities. Teachers will share and evaluate student

work, build and evaluate common assessments, and design rubrics together. During this time,

teachers will bring student-specific concerns to the attention of the appropriate guidance teacher.

It is the responsibility of the guidance teacher to consult with the counselor and address those

concerns with the student and, if necessary, schedule parent conferences or other corrective

interventions.

       As professional development that is specific to the School of Social Responsibility and

Individual Empowerment will be scheduled during the professional day, the faculty is available

to attend all professional development that is offered by Locke High School during scheduled




                                                 34
professional development time. The small school will employ a shortened day schedule to match

the banked and minimum day schedules at Locke High School.

       Since every faculty member will teach a guidance period, all school staff must be trained

in college counseling techniques and AVID strategies. These include time-management,

organization, and Cornell note-taking strategies. In addition, all core academic teachers will be

trained in subject-specific literacy techniques.

       Topics of professional development will be determined by the small school council and

the small school curriculum leaders and teachers with input from all stakeholders. The needs of

the faculty to best serve the students will be continually reevaluated and professional

development will be sought that enables teachers to best address the needs of their students.




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