San Pedro High School PSC Proposal

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					San Pedro High School
                           LAUSD School Improvement Proposal for San Pedro High School, 2010-2011
                                          Submitted by: San Pedro High School

              Part 1: Executive Summary

Assurances

San Pedro High School (SPHS) is a public high school operating under the management, agreements, and regulations of the Los
Angeles Unified School District (LAUSD). As such, SPHS provides all required assurances in Appendix A regarding:
• Business Status: As a LAUSD public high school, SPHS is a not-for profit entity;
• Student Enrollment: As a LAUSD public high school, SPHS will continue to enroll and welcome all students from the attendance area;
• Student Composition: As a LAUSD public high school, SPHS is committed to providing quality educational opportunities to all who seek it;
   therefore, the student composition at SPHS does, and will continue to, serve all students within San Pedro and the larger school community
   (Magnet, permit, etc.) according to the current LAUSD attendance boundary map. All students living in the boundary of the attendance map will
   continue enrollment, whereby the unique student demographics specific to the current school population will be inherently maintained. At SPHS
   students are not selected, but welcomed;
• Fiscal Solvency: As a LAUSD public high school, the SPHS financial structure is managed as an element of the overall LAUSD finances, and is
   therefore fiscally solvent;
• Special Education: As a LAUSD public high school, SPHS will continue to adhere to the Modified Consent Decree detailing the requirements for
   students with disabilities and will adhere to all state and LAUSD guidelines and policies for the education of students with disabilities.

Student Population

SPHS is a unique school in that it truly embodies the concept of diversity that is mentioned and sought in the public education structure.
Specific student data is attached, but in summary SPHS students are a reflection of the San Pedro community that is comprised of a variety of
races, ethnicities and cultures, in addition to the widest range of socio-economic backgrounds.

SPHS is composed of 3,376 students, 67% Latino, 20% White, 8% African American, 2% Filipino, 2% Asian and 1% other. Of this
population, 47% of students are eligible for the Federal Free Lunch Program and identified as economically disadvantaged, while 19% of the
student body is identified as Gifted and Talented. Twelve percent of the population is identified Special Education. Although only 9% of the
students are designated English Learners, an additional 22% of the population have reclassified as fluent English proficient. This data
signifies that 31% of SPHS’s total population speaks a language other than English as the primary language at home. The attendance rate is
91.6% compared to the average high school District average of 94%. The dropout rate is 32.4%, 6% more than the District average for high
schools. Academically, 40.5% of the students score advanced and proficient in English Language Arts with a range among significant
subgroups existing from 3.6% to 61.1% being advanced and proficient. Only 12.7% of students score proficient and advanced in
mathematics, consistent with a devastating trend across the state of California.
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SPHS students are not simply “White,” “African-American,” and “Latino,” but within those general designations are individuals from all over
the globe with a unique set of experiences, cultures and levels of academic preparedness, related to each. Economically, because San Pedro
has neighborhood enclaves of the broadest range, SPHS students come from the most diverse backgrounds, with students living in
government subsidized housing to affluent neighborhoods. Such diversity, though it presents great opportunities for students to experience
and bond with many different types of people, presents educational challenges that extend beyond the normal range of student diversity when
one demographic indicator dominates (culture, ethnicity, economy). Student level of ability varies dramatically upon entering ninth grade,
creating a large achievement gap. Still, SPHS has been successfully serving this community student population for over 100 years, has gained
community experience, trust, and collaboration and has established numerous partnerships in order to provide a quality education for the
youth of San Pedro.

Vision and Mission

The community of San Pedro High School is committed to creating an environment that engages students in rigorous academic work that results in high
achievement, aligned with our established vision and mission.

The mission of San Pedro High School will empower students to:
          Be Educated for the 21st Century
          Be Motivated to think critically and act responsibly
          Graduate with pride and honor
          Participate as respectful citizens

The vision of San Pedro High School is to become a learning community embracing collaboration, inquiry, and a culture of personal and civic
responsibility in the pursuit of academic excellence.

Philosophy

The efforts that SPHS stakeholders will undertake to achieve our mission and create the school culture that we envision will be grounded in a set of
core beliefs. At San Pedro High School, we believe that:
• All school stakeholders are responsible for cultivating a culture of high expectations that sets the bar above mediocrity
• Teachers must have regular opportunities for collaboration to enhance practice and data driven instruction that will enable students to thrive
• Adults on campus should know the strengths, interests and learning style of every student at SPHS
• To engage students as learners, the curriculum must be both rigorous and relevant to their life experiences
• The broad diversity of our student body is a strength to be embraced.
• Relationships are key to student success; students flourish when they have a sense of connectedness and belonging
• Upon graduation, students must be prepared not only for college and careers, but also ready to participate in our democratic society. We must
  create a locally and globally informed citizenry that will contribute to society in a variety of capacities by thinking critically and acting responsibly.
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• Academic achievement is correlated with students’ social, emotional and physical well-being.
• Community partnerships are vital to our capacity to support the full range of student needs

Education Plan

SPHS will inspire to design a thorough educational program that can result in academic success for all students. Through experience in working with the
San Pedro community, students thrive when they are able to make connections with the world around them. It becomes the school’s responsibility to
improve the quality, the number, and the depth of connections. Rigor, relevance, and relationships become integral parts in the efforts to ensure a
successful program that will reach and have an impact on each individual student.

The SPHS staff is committed to providing viable connections through personalization, making learning meaningful, real world applications, and a high
quality academic program in which all students will achieve academic success. School-wide personalization is a focal point of our school design, allowing
teachers additional time to interact with each student during each class period. Individualized instruction will be designed according to student needs,
strengths, and interests, which will further engage and motivate students in their learning. Intervention classes will be part of the school day, assigned to
students who are struggling with specific English and Math classes, or those needing extra support to continue to their personal pathway of success.
Acceleration of coursework or advanced coursework will be available through the block schedule for students progressing through our program at an
advanced pace. Partnerships with our community colleges, our regional occupation centers, our business community, and our adult schools will provide
our students with additional opportunities to maintain progress and to accelerate their personal high school journey, further ensuring that all students
emerge from SPHS fully prepared for college entrance and the work force.

To support school-wide personalization and intervention for students, SPHS will create a system that allows students to feel connected to the school and
their education through a “small-school” approach. Specifically, the campus will be organized into Small Learning Communities (SLC), with each SLC
located in one contiguous space, effectively transforming a large school of over 3,300 students into seven small schools. Each SLC will have fully
inclusive educational programs serving no more than 500 students each, and each employing a pyramid of interventions (Appendix B) tailored to meet the
specific needs of all students (Advanced, Students with Disabilities, English Learners, At Risk, Average). Each SLC has utilized Career Technical
Educational (CTE) Standards to exemplify real world applications through the SLC, and will ensure that regional specific opportunities of employment
are explored and highlighted as viable pathways to careers. Specialized electives will be designed to exemplify the most common aspects of the CTE
standards and the SLC themes. Industry job-shadowing, required service learning projects, internships, and a variety of other SLC-unique opportunities
will promote student pride, personalization and engagement within each SLC. Each SLC-specific mechanism will be implemented, routinely assessed,
and modified as appropriate to enable students to achieve greater success as measured by graduation rates, Academic Yearly Progress (AYP), drop out
rate, CST data, API growth, and other identified benchmarks.

SPHS will provide standards-based academically rigorous curriculum, supported by Response to Instruction and Intervention (RTI2) strategies. SPHS will
utilize the research driven LAUSD Core Guidelines for Instruction. SPHS will utilize professional development opportunities to support the Instructional
Guides with strategies learned in recent UCLA professional development teacher trainings on the use of Curricular Unit Design, delivering rigorous
instruction, and utilizing formative and summative assessment to make curricular decisions. All departments have created common curriculum maps
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(Attachment 1) to guide the development of instructional units that culminate in common standards-based assessments, creating opportunities for
collaboration and growth. Teachers will be empowered to utilize creativity in supporting the core curriculum, adjusting instructional time based on results,
and in analyzing data to explore new techniques and strategies that will increase achievement. The Academic Curriculum Council (Lead Teachers,
Department Heads, UTLA Chair, Coordinators, Coaches, and Administrators) will meet regularly to determine Professional Development topics centered
on data, research, assessment, curriculum, and instructional needs as part of the cycle of continuous improvement. As part of routine work, staff will
utilize the inquiry cycle to examine data and establish student needs, gather research and data driven successful strategies, strategize an improvement
practice through the planning and delivery of a lesson and the design of a unit of instruction, and then analyze the results to determine next steps.

SPHS will have high academic expectations and utilize RTI2 strategies for the full range of students served, including those at-risk, using proven
instructional models such as the Four Access Strategies and Culturally Relevant Instructional methods supported by the work of Dr. Norma LeMoine.
Teachers will use Uniform Classroom Practices (UCP) that standardize specific skills and strategies used by instructors in all classes, creating a common
expectation of learning for the students. Administration will visit classrooms routinely to promote universal use of UCPs and to support, guide and coach
the implementation of designated instructional strategies. SPHS will offer a full range of classes that align with the educational A – G Requirements. To
promote student success for all students, with emphasis on those identified as at-risk, intervention classes (as determined by SLC’s Pyramid of
Intervention) will be designed to support students’ instructional needs. The support staff will provide additional layers of support for non-academic
interventions.

SPHS will develop connections between classroom learning and the community. This is an effective strategy based on the numerous partnerships in
existence, including LAPD, Marine Mammal Center, Cabrillo Marine Museum, San Pedro Boys & Girls Club, International Trade Education Program,
Junior Achievement, International Documentary Association, SPPYMCA Youth and Government, and many more to be outlined in the plan. Part of
SPHS’s philosophy is to foster and empower students to make successful connections within their communities. SPHS will endeavor to establish a
network of community supports to establish a safety net of resources available for all students, not only motivating them to stay on track with schooling,
but allowing them an outlet for their personal strengths. Establishing a ‘Beyond the Fence’ network that is easily identifiable and welcoming to students
with a menu of choices and options is critical to decreasing the drop-out rate. The Healthy Start Collaborative along with many of direct community
service providers, working with community partnerships, will ensure that the well being of students and families are supported so that the students are
enabled to focus on learning when they come to school.

Community Impact and Involvement

Through the design of the Public School Choice (PSC) Plan, the writing team and staff of SPHS demonstrates its commitment to change in order to meet
the unique needs and interests the community to be served. San Pedro is home to generations of families that have entered the doors of SPHS. San Pedro
is a close-knit community in Los Angeles County where many staff members have attended school. A large percentage of the current staff lives within the
San Pedro community. This involvement and ownership provides a unique understanding of the philosophy, goals, and needs of the community and its
students. The majority of staff members have worked at SPHS for more than six years. Through this PSC process, stakeholders have been engaged in
becoming actively involved in collaboratively redesigning the program based on valued community input. New relationships have been forged with
business partners, parents have been invited to participate in the development of the plan, and students’ voices have been listened to about how their needs

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can be better met through the plan. Community outreach has enabled more teachers, administrators, parents, students and community members to give
and receive input into the development and design of the school than ever before. This plan reflects the vision and mission of the SPHS community.
Leadership and Governance
Leadership and governance at the site continue to be critical for success. Parent involvement will be revamped in order to engage more parents in the
leadership and governance structures. To manage oversight of these opportunities, and to give parents a larger voice for input into the operation and
success of the school, SPHS will sponsor and support the formation of a parent council. As a vehicle for community autonomy and control of their own
council, parent volunteers will oversee all management, elections and appointments of representatives to this council. The elections will be held
according to District, State, and Federal mandates where applicable. Once elected, the Parent Council will be responsible for managing the
appointment/election of all community and parent representatives to the various councils/advisories upon which service is required, including SBM, SSC,
ELAC, CEAC, and the multiple SLC parent advisories. The Parent Council will collaborate closely with SPHS administration to ensure that all positions
requiring parent involvement are appropriately filled, and that the appointed/elected members are fulfilling all necessary responsibilities.
Modeling after our Global Environmental SLC’s partnerships, all SLCs will establish an advisory board with the intended purpose of increasing
industry’s presence on campus for student connections. Parents will continue to serve on boards, committees, and councils according to District policies.
The leadership, including teacher leaders via the Academic Curriculum Council and the committees will focus on the quality of the academic program and
make necessary corrections in a timely manner to avoid losing valuable instructional time. Through the SPHS mission and vision, academic outcomes will
be reached or adjustments will immediately be made. The interim benchmarks created will be the key measures of need.

SPHS will be governed by the policies, bulletins and regulations of LAUSD. All labor union agreements will be followed as described. Facilities,
maintenances, and cafeteria services will continue to be provided by the District. The District will continue to support SPHS in providing leadership
training, budget supports, and guidance. Based on experience in the community, with the current school program, and with the desire to step-up to provide
the needed improvements to meet student objectives, SPHS will thrive under the tenets of personalization, intervention, and a culture of collaboration.

Fiscal Plan

San Pedro High School is in accordance with Education Code 64001. The Los Angeles Unified School assures SPHS has developed a Single Plan
for Student Achievement (SPSA). The school site council developed the plan, and updated and reviewed it in June of 2009. The SPSA is aligned
with the goals for improving student achievement, and addresses how funds will be used to improve academic performance. The evaluation and
effectiveness of the instructional program is based on the analysis of verifiable student data and annual updates reflect the appropriate modification to
the program, and the realignment of funds to address identified student needs.
The Federal and State Education Programs plan writing unit in conjunction with the Los Angeles County Office of Education provides technical
assistance to local districts to support in developing a compliant and appropriate SPSA based on district, state, and federal guidelines.

Please refer to San Pedro High School’s Single Plan for Student Achievement Accountability Matrix in Appendix C.

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       Part 2: Curriculum and Instruction

Curriculum Map and Summary

SPHS teachers will follow the LAUSD’s Guidelines for Instruction, available for review at
http://www.lausd.k12.ca.us/lausd/offices/instruct/instruction_guidelines/. As outlined in the Guidelines for Instruction, the Instructional Guides will
become the content curriculum, utilizing the specific textbooks and resources, including California State Frameworks indicated. Each content course
in the Guidelines for Instruction indicates the Scope and Sequence, teaching strategies, assessment, and appropriate supplemental resources to be
utilized. SPHS will refocus our efforts around these sources, which have been shown District wide to improve achievement and which support our
school’s Mission Statement. SPHS has developed curricular maps for each course.

Please refer to Attachment 1: SPHS1CM_ Curricular Maps to review all curriculum mpas.

The Los Angeles Unified School District has aligned the standards measured on the California Standards Test and its periodic assessments as a
means to provide evidence of the effectiveness of the curriculum in English Language Arts, Mathematics, and Social Studies. These exams over the
recent years have shown marked growth as evidenced by CST data. The analysis by the District’s Program Evaluation and Research Branch showed
strong correlations between Periodic Assessment performance and CST performance. The correlations are in English Language Arts Grades 6-10
and Algebra AB. These correlations suggests that the utilization of the curriculum has had a positive impact on student achievement.

Students will be assessed to determine program placement, thereby further supporting each learners’ individual needs. For instance, per LAUSD
Bulletin REF-4232.0, all 8th grade students will be tested for proper Math placement as they matriculate into the 9th grade. These math skills
assessment tests will be used to determine placement in Algebra, Geometry and Algebra II. For English Learners, the English Learner (EL)
Coordinator will follow all District policies to determine placement of EL students in our program, ensuring successful transition into the regular
English program. Once a student has demonstrated requisite language mastery according to LAUSD EL guidelines, he/she will be transitioned into
courses commensurate to his/her abilities. The EL Coordinator will monitor student success and recommend adjustments in the program to further
improve student progress. Students with disabilities will enroll in classes according IEP goals and objectives, based on their learning needs and
according to District policies and guidelines established. Where student-learning modalities are concerned, the school psychologist, Special
Education Coordinator and counselors will work with students, parents, and special education teachers to ensure students meet their academic goals
and achieve content mastery. Special Education teachers will monitor student progress according to IEP goals and objectives to insure that
accommodations defined in the IEP are being implemented, assessed, and modified as necessary to support student success. SLC teachers will
regularly assess students to determine the level of intervention they need to be successful in High School.

SPHS teachers will use differentiated instructional techniques, to support learning for all children. As noted in the “Education Plan” section of the
Executive Summary, SPHS does, and will continue, to implement a variety of instructional techniques to insure the academic program is both
rigorous and diverse enough to meet the personalized needs of all students.

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Additionally, the District’s Contextual Framework has identified numerous research-based approaches that promote student learning in all content
areas when used with one another, resulting in enhanced literacy for diverse learners. Such approaches include learning skills in context, learning
reading comprehension strategies through explicit instruction before, during and after reading, and modeling/apprenticeship as a teaching technique
and framework. Scaffolding also becomes a key element in teaching diverse learners. Through dialog, questioning, conversation, and nonverbal
modeling, the learner attempts tasks that could not be done without that assistance with teacher scaffolding. Additional strategies identified as
effective that will be analyzed and implemented through the support of professional development time are explicit instruction of strategies, such as
modeling a strategy through a think-aloud, reading practice with opportunities to discuss ideas in the texts, recognition and honor of cultural and
linguistic diversity, and assessment during teaching to determine if the instruction worked and the next steps in the course of the instructional cycle.
According to our implementation of Responsive Intervention and Instruction (RtI²), staff will also implement four instructional methodologies and
strategies to scaffold culturally and linguistically diverse students’ universal access to core instruction. All students, including English Language
Learners (EL), Students With Learning Disabilities (SWD), Standard English Learners (SEL), and Gifted and Talented students (GATE), will benefit
from methodologies such as Cooperative and communal learning, Instructional Conversations, Graphic Organizers and targeted academic language
development.

SPHS will provide opportunities for intervention and accelerated learners. To insure that all students, whether accelerated or requiring intervention,
have an opportunity for success, SPHS offers programs including RTI2 that will allow their academic needs to be met. SPHS offers Advanced
Placement (AP) and Honors courses designed to challenge students and prepare them for the rigors of college. For students for whom intervention is
required, SPHS will establish distinct levels of support to meet each student on his/her own level of personalization. For instance, an SLC Pyramid
of Intervention (see below) exists for each SLC to identify and provide necessary supports at the SLC level. Special Education classes exist where
more intensive intervention is needed, and in compliance with Individual Education Program (IEP) requirements.

Our proposed bell schedule for the 2010-2011 school year offers the ability to support students in opportunities to enroll in additional classes as
needed. For example, for students needing extra support for mathematics, time will be made available for in-depth exploration of concepts which
will enhance opportunities for mastery of course level skills and content. Our schedule will also accommodate the option of additional time for
Advanced Placement classes, thereby increasing the number of students that can demonstrate success.

Enrollment in the arts, including music, dance, theatre, visual arts and media arts will be available to all students as passport classes. The library will
be utilized as a media center available for research, instruction on resources available, and a resource for students and teachers alike for materials,
access to research, and for classroom access. The library media center will be available before school, during breaks, and after school for students.


Track Record of Proposed Curriculum

The Los Angeles Unified School District has aligned the standards measured on the California Standards Test and its periodic assessments as a
means to provide evidence of the effectiveness of the curriculum in English Language Arts, Mathematics, Science and Social Studies. Our District
adopted curriculum is aligned to the California State Standards, is researched based, and has been shown to be effective for our students as evidenced
by student gains in achievement across the District. Our school is currently WASC accredited, our courses are approved by UCOP, and our College
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Board number is 053195. Through our WASC accreditation action plan, we are on a pathway to ensure future student success and accreditation
utilizing the District curriculum as a tool to improve student achievement.

Addressing the Needs of All Students

The goal of SPHS is for every student to receive quality, standards-based instruction in all content areas, and to enable all students to graduate
College Prepared and Career Ready. San Pedro High School uses the process of RTI2, which is a systemic multi-tiered framework that guides the
development of a well-integrated and seamless system of instruction and intervention that is matched to student need and directed by student
outcome data from multiple measures. This structure ensures that instruction, academic, and behavioral /social emotional needs of all students are
the highest priority, including English Learners (ELs), Standard English Learners (SELs), Students with Disabilities (SWDs), Title 1 Students, and
Gifted and Talented Education students (GATE).

The Response to Instruction and Intervention (RtI2) framework is based on the provision of good, quality, first instruction in the classroom and the
use of data to identify students for appropriate acceleration and interventions. The implementation of RtI2 is the responsibility of all staff members
and advances academic achievement through frequent progress monitoring, on-going data collection and analysis as well as the provision of
immediate, evidence-based intervention for students who need it. In a multi-tiered approach to instruction and intervention, teachers provide
instruction at each tier of service that is differentiated, culturally responsive, evidence-based and aligned to grade-level, content standards. All
students will have universal access to high-quality instruction. Staff will implement four instructional methodologies and strategies to scaffold
culturally and linguistically diverse students’ universal access to core instruction. All students, including ELs. SELs, SWDs, Title 1 Students and
GATE benefit from these methodologies: cooperative and communal learning, instructional Conversations, use of graphic organizers and targeted
academic language development. These methodologies are used across three tiers.

Tier 1 is “Core Instruction” to which all students must have universal access. Students receive high quality, evidence-based, core classroom
curriculum, research-based teaching strategies. To monitor and evaluate student progress, Ca. Standards Tests (CST), CELDT, periodic assessments,
curriculum-based measures, and behavior data (e.g. suspensions, offices daily referrals) are used to guide and inform instruction/intervention. School
wide screening is used to identify students at risk for difficulty, and design of supports for these students within their regular classrooms.

When assessment measures indicate that a student needs more instruction and intervention to access the core curriculum, Tier 2 services are
provided. Tier 2 is “Strategic or Supplemental Intervention” through Small Learning Communities (Content Teacher, Counselor, Lead Teacher).
Interventions may include intervention classes for core academic subjects—English, Math, Science and Social Studies or CAHSEE preparation. At
the first month of each semester, data from SIS will be used to identify 9th-12th grade students at-risk of dropping out (based on academics,
attendance and behavior referrals). Each SLC will implement a prevention/intervention plan to address the risk factors. At each semester, using the
5-week report card, students with two or more fails will be provided additional support (parent support meeting with counselor, student success team
referral, weekly progress reports and mentorship by individual teachers). Within the first month of each semester, data will be utilized to identify at-
risk students. A systematic intervention plan will be developed to support all students not meeting grade level criteria for graduation. This plan will
include an intervention plan specific to each SLC which will meet with all students and families who are at-risk, but do not have the correct credits or
courses to complete school in the expected timeframe. An individual plan for addressing each student’s discrepancy will be created. This will be
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aligned to the Individualized Graduation Plan meetings required under AB 1802 conferences. Intervention plans will also identify, log and assign a
case carrier to the students who demonstrate one or more risk factors. Lastly, the plan will track student progress every five weeks. At the beginning
of second semester, data will be used to determine a Student Success Team referral, possibly leading to a COST referral. An individual intervention
plan will be implemented and monitored. Targeted tenth grade students with two or more fails, not passing CAHSEE at the fall semester will be
enrolled in a semester developmental reading or math intervention class. Year long Algebra intervention classes will be available for all students who
failed Algebra and all incoming 9th graders preparing to take algebra with a score of FBB or BB on CST’s. Additional courses for students who score
FBB or BB in ELA CST’s will be available to provide students with additional time and support in accessing course content.

Through systematic monitoring of marks, students will be placed on support lists and their needs will be addressed through the utilization of an
organized plan, including: parent meetings, marks mailed home and delivered to students every 5 weeks, progress checks to counselors, counseling
sessions, Student Success Team referrals, weekly parent contact, and SLC interventions. Tier 2, known as “Strategic or Supplemental Intervention,”
is provided in addition to Tier 1 core instruction. Strategic Intervention is for 10-15% of students that need additional time and type of instruction to
learn successfully. Strategic interventions include more intensive (time and focus), immediate instruction aligned to students’ instructional needs
based on data from multiple measures including ongoing progress monitoring. Tier 2 serves the needs of students that are not making adequate
progress given good, first instruction in Tier 1 and is for those in need of additional instruction to increase the impact of core instruction to achieve
proficiency. Strategic interventions can give students more time to learn either by using an instructional strategy used in the core or a different
instructional pedagogy-whichever benefits the student more.

Tier 3, known as “Intensive Intervention” is for the 1 – 5% of students that need individualized and /or very small-group instruction that is highly
focused. It is not synonymous with special education services, but is a critical step in providing intensive intervention so that students have an
additional opportunity to succeed and learn. Data obtained is considered a key component of eligibility determinations for specific learning
disabilities. Processes for identifying the needs of these students include: Coordination of Services Team (COST), School Attendance Review Team
(SART), School Attendance Review Board (SARB), Student Success Team (SST).

SPHS will provide a Free Appropriate Public Education (FAPE) in the least restrictive environment for students who have disabilities. To the
maximum extent appropriate, students with disabilities are educated with students who are not disabled. Services provide a range of options, which
may include: accommodations, modifications, DIS (designated instructional services), co-planning, learning center, Special Day Program,
Community Based Instruction, Resource Specialist Program, and Inclusion. Summer School/Intersession programs are tentative and may be impacted
by state and district budget reductions. Eligible students may participate in: ESY (Extended School Year) for 9 – 12 offered in the summer,
CAHSEE preparation & intervention programs for students at risk of not meeting grade level standards and graduation requirements after school,
Development Reading and/or Math Tutorial Lab, Essential Standards Math or English, Strategic Literature 1A/B and 2A/B for students scoring BB
and FBB on the CST and CAHSEE Boot Camp during the day -2 week intensive program before the March CAHSEE.

CBI (Community Based Instruction) is the “Alternate Curriculum.” The intended curriculum for students with disabilities instructed in alternate
standards parallels the standards-based curriculum used in general education and identified in the Curriculum Guide for Students with Moderate to
Severe Disabilities. Some of the interventions used for our CBI population include mainstreaming in the regular classes, such as the elective courses,

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and the Doyle Career and Transition Center Located in Gardena. The Doyle Career and Transition Center offers a wide variety of training areas.
Each of these areas contains the necessary job skills needed to enter the job market and live independently.

In order to further increase SPHS rate of success, our school will continue to supplement core interventions through the purchase of the Pupil
Services and Attendance Counselor, Diploma Project Counselor, and Psychiatric Social Worker. These positions will monitor and continue to use
data-driven strategies designed to prevent and reduce drop-outs, absenteeism, suspension, detention, and academic low achievement rates of our At
Risk student population. These data will provide our school with the tools necessary to identify early on the student population in need of intensive
intervention.

Each SLC shall be responsible and accountable for the institutionalization of mechanisms designed to identify each students’ skill levels and develop
instructional strategies designed to enable the student to achieve grade level performance. Identification of needs, assessment of present levels of
performance, provision of appropriate and helpful services to achieve successive levels of performance, transitioning from one level to the next, and
monitoring student performance are at the core of each SLC’s responsibilities.

The EL Program is designed to create an educational structure that meets the EL student at his/her level of proficiency in order to support the
student’s gradual attainment of a proficiency level necessary to exit the ELD program and reclassify and graduate. The EL coordinator provides
comprehensive educational support by directing the assessment, placement, and reclassification of each EL student for appropriate instruction. The El
Coordinator provides a variety of indirect services, such as developing and providing staff development, addressing faculty meetings and
administrative meetings concerning the progress of the EL program, assisting attendance office personnel in admitting and identifying potential EL
students, coordinating the record-keeping for Master Plan program, training and supervising bilingual paraprofessionals in the implementation of the
ELD program, maintaining a liaison with region and central office staffs, attending meetings, participating in training projects, presenting lessons,
and correlating program activities with non-program teachers, with the scope of these services such that they take place both during the school day
and beyond. Organizing and participating in ELAC parent meetings and activities, as well as delivering and implementing suggestions recommended
by the ELAC, including but not limited to parent trainings, conferences and workshops, is also the responsibility of the EL Coordinator.

The curriculum for all of the ELD levels includes that which is required by LAUSD through the High Point program, as well as a specialized reading
program developed specifically for SPHS ELD 2A/B courses, with which students are exposed to novels. The novels chosen are culturally relevant
and based on the students’ background and experience. The reading focus in ELD 2A is the concept of adapting to surroundings, and the novels read
in ELD 2B include primarily present the themes of self-identity and loss of innocence. Because core-specific credit is given in ELD 3 and 4, each
follows LAUSD and SPHS 9th grade curricular requirements.

As described above, students who are placed in mainstream English classes taught by credentialed staff, yet are still designated as English Learners
are PRP students. These students are placed with a CLAD certified teacher and the class is designated as “Sheltered.” In these classes, the teacher
will accommodate EL students through a variety of research based English Learner strategies to ensure that they have access to the curriculum.
Research as shown that integration for English Learners is necessary for their success. Therefore, at SPHS every class is designated as Sheltered and
every teacher is credentialed to teach English Learners. In this format every class has 1-12 English Learners, enabling them to be exposed to
English-Only students. This class structure is also supported by recent reclassification data, as SPHS reclassifications increased from 1 student in
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2002 to an average of 40 a year by 2009 since the English Learner has expanded to all classes. Through these strategies, our target is to show
measurable, aggressive gains of 1 – 3% growth within this subgroup.

In addressing the needs of our Standard English Learners (SELs), professional development will enable teachers to be better prepared to meet the
needs of Standard English Learners (SEL) through the implementation of Culturally Relevant and Responsive instruction. Educational outcomes for
African American as well as other students of color will be systemically monitored and ongoing reflection and planning will occur.
Culturally Responsive teachers will develop intellectual, social emotional, and political methodology by using cultural references to impart
knowledge, skills, and attitudes. Culturally Responsive Teaching will encompass content, learning in context, classroom climate, student-teacher
relationships, instructional techniques, and performance assessments. This approach will enable students to be empowered by becoming academically
competent, personally confident, courageous, and willing to act. Culturally Responsive Teaching will inform students about different ethnic groups,
providing validation, information, and pride in that it generates psychologically and intellectually liberating empowerment. These strategies utilized
consistently over time will empower our SELs to be confident, motivated learners as they will find value and worth in their learning experience
which is shown to have a positive impact on student achievement.

Accelerated Learning

SPHS currently offers GATE and Advanced Placement classes as follows: Government, Art History, English Literature, Language & Composition,
Calculus, Environmental Science, Spanish, Biology, French, Studio Art, Physics, and US History. We have an identified Gifted and Talented
population of 387 and we have 15 appropriately trained teachers. Our plan to increase enrollment in advanced placement courses includes the
following: Counselors will increase the number of all students, targeting minority students enrolled in these classes by articulating the importance of
Honors and AP classes to all incoming 9th grade students, informing parents of the benefits of AP courses at the 9th grade spring orientation, ELAC,
CEAC, and parent meetings, and encouraging all underrepresented students to challenge themselves with AP curriculum.

The seven period bell schedule enables acceleration by offering advanced students the opportunity to satisfy most graduation credit requirements up
to one semester early. This process allows college bound students to take college and trade-school courses in their final semester at SPHS.
Partnerships will be explored in order to house the college courses on campus and to expedite enrollment.

We want to provide a continuum of services for students currently attending school in lower grades in our local area. As such, it is important that we
continue to invest in developing a School for Advanced Studies program and that we explore our options for an International Baccalaureate (IB)
program.

Instructional Strategies

SPHS uses instructional strategies that are supported by research-based evidence, and is currently in the development and planning stages for
implementation of LAUSD’s RtI² framework. SPHS is part of LAUSD’s cohort 2 training priority, and as such will be completing the training in
September 2010, however, support staff are currently meeting to devise systemic strategies to insure needs of all students are met. Upon completion
of the training, full Professional Development, collaboration and other instructional focus will be given to fully implementing the RtI² strategies.
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Teachers explore a variety of research-based instructional methods to teach content, subject matter skills, and support student learning. Utilizing well
known research such as Howard Gardner’s Multiple Intelligences, Carol Tomlinsons’s The Differentiated Classroom, and Marzano’s Classroom
Instruction that Works, SPHS will focus on implementing effective strategies and evaluate their success. Our strategies, curriculum and
methodologies are aligned to and embedded in the District Guidelines and Instructional Guides. Effectiveness of implementation is evidenced by
progressive improvement in CST data over recent years. All supplemental programs, such as AVID and Accelerated Reader, will be adopted and
supported based upon data gathered from these respective programs. The District’s Conceptual Framework as well as the four access strategies
identified above will continue to be incorporated into the design and delivery of instruction, based on the work of Noma Lemoine. For SELs,
Culturally Relevant and Responsive Education strategies designed by Noma Lemoine will be utilized.

The AVID program has successfully been infused across curriculum, offering consistency in its instructional approach to core content areas for
AVID students. It is our goal to expand this program to provide service to many more students per SLC over the next year. Currently, over 150
students are enrolled in the program, but this cross-curricular infusion has allowed for the larger student body to be exposed to, and benefit from, the
strategies. San Pedro is an AVID certified program and is in high demand by the parents and students of our feeder middle schools. Students are
exposed to the research based instructional strategies of the AVID curriculum such as Socratic seminar, philosophical chairs, WICR, Cornell Notes,
and reciprocal teaching. San Pedro’s AVID team of teachers annually receives professional development by the AVID Center (LACOE) and has
attended the AVID Summer Institute for the past three summers to further define their implementation of the program and improve their instruction.
Professional development will be expanded in the summer of 2010.

       Part 3: School Culture and Climate

School Culture

SPHS’ school culture is strong, intentional, supportive, sustainable, promotes student learning and graduation, and alleviates negative behavior
through an insistence on a Culture of Caring and Respect for ALL stakeholders. In conjunction with San Pedro High School’s Safe and Civil
Schools team, SPHS promotes respectful behavior, manners, appropriate language, and strong interpersonal relationships between ALL stakeholders
within the daily school environment and after school activities.

Participatory opportunities for students include clubs like the Gay-Straight Alliance, Italian Club, French Club, Croatian Club, Mabuhay Club, Kings
and Queens Club, Chinese Culture Club, New Life Club, and the San Pedro Youth Council, among others. Additionally, students can be more
engaged in SPHS’s positive environment through its annual assemblies for African-American History Month, Latino Culture, and the various SLC-
sponsored events planned throughout the school year.

SPHS will create and maintain a welcoming atmosphere for all incoming freshmen and students new to San Pedro High School. There will be a peer
mentoring program for seniors and juniors who have successfully navigated their high school careers to help our freshmen understand San Pedro
High School way of life, how to get good grades, maintain good attendance, fulfill graduation requirements, get involved in extracurricular activities,

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and overall become positive influences on the school. These upperclassmen will be partnered with credentialed employees in order to supplement the
mentoring.

There will be ongoing structured activities involving individual SLCs, as well as crossover activities, assemblies, etc. that involve ALL SLCs, to
allow students to take their personal connections out to the broader school population. With the new implementation of contiguous space, SLCs will
create a sense of smallness on our large campus and provide students with a sense of belonging to a group to identify with and be proud of
immediately as they walk onto the school grounds. Each SLC has developed plans to create environments around seven attributes, including Unifying
Vision and Identity, Rigorous Standards-Based Curriculum, Instruction, and Assessment, Equity and Access, Personalization, Accountability and
Distributed Leadership, Collaboration/Parent and Community Engagement, and professional development focus. See Appendix D for SLC plans.

SPHS will establish an innovative mentoring program where administrators and teachers mentor two or more students who are not at grade-level
status. This will include daily attendance checks, weekly behavior and grade checks, meeting individually with students, meeting collaboratively
with student, parent, and counselor, etc. The mentoring program will incorporate honest feedback from the stakeholders involved, documentation of
the student’s progress, and further intervention (Healthy Start, Impact, etc.) if the required goals are not being met.

SPHS help create a class for Peer Tutoring. The AVID program has a 16-hour training for tutors that includes the needed curriculum in order to tutor
underclassmen appropriately. This class will be a senior elective that replaces a portion of the Teacher/Office Assistant elective. It would include a
grading and evaluation process for the Peer Tutor. The overall purpose of this class is to support core classes with academic leaders on our campus.
We will provide the appropriate intervention to all students in all grade levels with two Fails or more on any given 5, 10, 15, or 20-week progress
report or report card.

SPHS will convey a positive academic culture through the implementation of mandatory tutoring for identified at-risk students. If tutoring is
required, the student will attend after school sessions in the core subject areas he/she is failing. If the student is failing a non-core class and tutoring
is not available (P.E., art), then he or she will be required to take a daily progress report to that class. If the student is blatantly not making any
attempt to improve, he/she will require a stricter outside intervention in which the student and parent/caregiver will be held responsible for
completion. This may include adult classes, outside tutoring, or local opportunities such as Toberman Neighborhood Center, the Boys and Girls
Clubs of San Pedro, Healthy Start, etc. If all attempts to help this student fail, he or she will be recommended for alternative education.

SPHS will support successful students with rewards (Universal Homework Pass, prizes, assemblies, etc.). Success will be celebrated at every level.
This includes strong grade point averages (GPA) good attendance, improvement, sports, academics (Academic Decathlon and Science Bowl),
behavior, etc.

SPHS’s mission is realistic and the school is organized and experienced in creating an innovative and effective school culture and environment. ALL
stakeholders (parents, students, staff, community) will be involved in achieving the success San Pedro High School deserves. Through the
establishment of outside school relationships such as the Boys and Girls Clubs of San Pedro, the YMCA’s Youth and Government program, the
Cabrillo Marine Aquarium and Museum, community service via SLC, and student internships through SLC’s, a school-community connection will
be cultivated that can bring funding to the school as well as future job opportunities for future graduates.
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San Pedro High School

SPHS will foster positive public relations that will elevate San Pedro High School to a higher standard by promoting successes to the community
through local periodicals. The recognition will be focused on academic achievements such as AP classes, Academic Decathlon, the Marine Science
Magnet, all student improvement, Science Bowl, high GPA’s, AVID, Impact, Peer Counseling, and Student Government, among others. Student
academics, graduation, and student success will be celebrated on the same level as student athletics.

SPHS’ plan to motivate students is clear, comprehensive, and models respect for diversity. SPHS will ensure that ALL San Pedro High School
stakeholders have a shared responsibility to create a learning environment that is demonstrative of our community’s diversity that is safe, supportive,
and responsive. Community outreach meetings will be held in the San Pedro High Auditorium to collaborate with ALL stakeholders to discuss
successes and areas of continued improvement. The Principal will start each school year with a “State of the School Address.” These meetings will
take place regularly and as needed, and will be advertised well in advance.

The SPHS educational program will regularly include positive motivations for students such as meaningful assemblies, field trips such as Finance
Park, educational events such as College Fairs, Job Fairs, Motivational Speakers, positive incentives and rewards, among other activities to get
students excited about the business of learning, graduating, and their futures. For those students who recognize this message and take the initiative to
improve without imposed intervention, academic workshops will be created as a support. This can include after school tutoring or lunchtime clubs
used for the sole purpose of studying or catching up on work. These “Clubs for Studying” will allow the student to work alone, or collaborative
groups will be created according to subject. Club sponsors will include credentialed personnel to provide guidance.

SPHS will set high expectations for students and other stakeholders, and will target students who may be heading for possible dropout status. The
SPHS Dropout Counselor has stated that potential dropouts feel “disengaged and disconnected” from the school environment. In order to prevent
this, SPHS will provide intensive intervention for students who are dangerously behind in credits. Intensive intervention may include weekly
meetings with his or her school counselor, assigning an adult mentor to the student, adult education after school and Saturdays, and holding the
parent/caregiver accountable for outside tutoring and/or counseling. It is our objective to work with students through a variety of different options to
ensure graduation. This will become a primary focus of support staff and it will be accomplished collaboratively with all the necessary stakeholders.

SPHS will encourage students that are not college-bound to find alternative post-high school/career opportunities that are research-based and fit the
student’s individual strengths and interests. These include the exploration of trade school options, job placement strategies, job fairs, internships with
local businesses and companies, and the continuation of a Work Experience program. It is imperative to offer vocational courses, such as Auto Shop
and Culinary Arts, to motivate this proud segment of the SPHS student population.

SPHS will recognize teachers, parents/caregivers, administration, and community members who have worked diligently to bring innovative support,
to the classroom and school. These ideas will be modeled as norms school-wide and SLC-wide. These non-student stakeholders will be celebrated at
ceremonies, lunches, and will be recognized in local periodicals.

SPHS will strongly encourage students not only to show up for District and State-mandated tests, but also to do well and take them seriously.
Students will be made aware of the importance of the test and their ability to perform well on standardized tests given that numerous professions
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require such examinations. San Pedro High will also provide a school-wide incentives to the classes where 100% of the students tested. Once scores
are reported the next year and overall improvement occurs, students will be recognized for their accomplishments.

College and Career Readiness

SPHS has specific strategies to expose students to college and career opportunities, as well as support them to be successful. This will also include A-
G pathways (see Appendix E for the High School Individualized Graduation Plan outlining the A-G pathway ) for students and a promotion policy
that sets high standards and an evaluation process. The promotion policy includes movement from one grade level to the next based on the
accumulation of course credits as follows:

                                      Grade:                  Credits Required to Promote to the Next Level:
                                       9                                            55 (10th grade)
                                       10                                           110 (11th garde)
                                       11                                           170 (12th grade)
                                       12                                           230 (High School Diploma

With regard to career preparation and opportunities, SPHS offers the following: a Work Experience class where students earn high school credits, a
paycheck, and valuable experiences. The classroom component of the course also provides training regarding labor laws, resume writing, and job
searching skills. Also, mandatory Life Skills classes that teach students about life after high school, including college and career exploration. The
senior portfolio, which demonstrates work completed during high school and includes a resume, letters of recommendation, statement of educational
and career goals, and work samples is required for graduation. Career internships with Northrup Grumman allow students to see and experience the
career world. The Work Investment Act (WIA) provides students with jobs for low-income students in the community and job opportunities and are
posted in the Career Center for students regularly. Finally, all branches of the military meet with interested students in the Career Center and give
presentations.

 SPHS offers the following transition services: a transition services Coordinator for students with learning disabilities. The Coordinator reviews the
transition plans for all special education students and assists the students and parents with the transition into the workforce or into the college system.
Special needs scholarships are offered.

Also, SPHS offers college preparation services and information and resources to assist with the college admissions process, financial aid, academic
major and career exploration, and college and university partnerships. The College Counselor holds a California counseling credential and college
counseling certificate from LAUSD. The college counselor also coordinates student “peer” college advisors who give other students one-on-one
information regarding their post-secondary plans. The College Center offers classroom presentations regarding college readiness, financial aid and
scholarship opportunities.

The College Center is the primary resource center for college and university representatives to speak with potential students. The college counselor
escorts students on visits to college campuses. Scholarship opportunities/applications are publicized. College Center News delivers information
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San Pedro High School
about college representatives visiting the Los Angeles Area, representatives visiting the high school, testing requirements, NCAA eligibility
requirements for athletes, college application information and other related information. A writer’s workshop is for college essays.

When preparing college applications, the college counselor meets with individual students to review and assist with college applications. College
application workshops are also available to all students. A representative from one of the local community colleges is available weekly to accept
applications and answer any questions about the Community College System including transferring to the university system. Bulletin
announcements inform students on anything college-related including testing requirements and deadlines, college representatives visiting, application
assistance, and more. A representative from ETS (Education Talent Search) is in the College Career Center several days per week with a select
group of students in the program. Assistance is provided to students with their college applications, college exploration, campus visits, test
registration and financial aid and serves as a resource and assists the college counselor. Parent informational meetings are provided, covering topics
such as planning, financial aid, and applications. Monthly communication with the Lady Boosters provides information related to college to parents.
The College Center houses a variety of catalogs, brochures and handbooks on colleges. AP classes are offered to give students a more rigorous
experience in a college level class.

All college testing is coordinated through the College Center. Students can sign up and get information on the SAT, ACT and other college-bound
entrance exams. For students who face a financial hardship, SAT and ACT fee waivers are provided to those on the free or reduced lunch program.
Furthermore, SPHS offers to its students the PSAT, free of charge, each year in preparation for the SAT.

School Calendar/Schedule

Under District policy, SPHS will have the total annual instructional minutes required for High Schools with Grades 9-12, which is at least 65,300.
Below is a chart describing the types of days, number of days for each type, and the total number of minutes for the school year. Appendix F displays
the LAUSD School Calendar which outlines by date each of the 180 days of instruction.

                                                         San Pedro High School
                                              Number of Minutes for 2010-2011 School Year
                      Type of School Day     Number of Minutes Number of Instructional Days Number of Total Minutes
                                                                In 2010-2011 School Year
                      Regular Day                  377                     141                               53,157
                      PD Late Start Friday         312                      36                               11,232
                      3 Shortened Days TBD         312                      3                                   936
                                       Total                               180                               65,325

SPHS has selected a seven period block bell schedule for numerous reasons. Personalization is improved greatly when teachers and students are able
to interact for extended amounts of time, thereby allowing time to create relationships around trust and knowledge. During an extended period, it is
more likely that a teacher will interact with all of his or her students in one period. The schedule also allows for a decrease in the number of students

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each teacher sees on a daily basis and it creates more opportunities for relationships to form. Students have less transition time and less distance to
travel on average due to the reconfiguration into contiguous space for next year. There will also be an increase in classroom instructional time due to
the decrease of transition time on this schedule. Teachers are allowed more freedom in planning projects, labs or hands-on activities knowing that this
additional work time is available.

Through the seven period block program design, intervention will be easily embedded to ensure that students are able to meet and exceed their
academic goals leading to graduation. To accomplish this, SPHS will establish guided intervention classes for all grades and SLCs, addressing
adjustment needs, academic needs, and recovery needs. Each SLC will identify the specific intervention courses to be offered based on student need,
determine the curriculum for the intervention classes, and class size will stay within a 25-to-1 student/teacher ratio where possible.

SPHS’ school calendar supports all programs and needs of all students; including articulation of hours devoted to core subject areas. Often we know
that the barrier to achievement is time. Through the establishment of a 7-Period Block Schedule Model, at-risk students will be able to core or double
block content courses for student success, meaning the amount of time in a particular subject may be doubled. Specialized classes, especially in
Algebra, Geometry and English, will be blocked to allow for immediate intervention to be embedded during the school day in their own class. Two
class periods will be devoted to these specialized courses. Additionally, in a block period of time, students will have more time to interact with the
content without disruption.

The seven period block bell schedule enables acceleration by offering advanced students the opportunity to satisfy most graduation credit
requirements up to one semester early. This process allows on-track students to take college and trade-school courses in their final semester at SPHS.
Partnerships will be explored in order to house the college courses on campus and to facilitate enrollment.

The SPHS bell schedule will support teacher collaboration through the inclusion of a weekly shortened day for Professional Development (PD) as
outlined in our PD plan. Our PD will take place in the morning, allowing our students a late start for the day. Additionally, through programming
priorities for our schedule, our goal is to enable each grade level in each SLC to have common conference periods to support interdisciplinary
planning.
                                                            2010-2011 Bell Schedule

                                      Monday Tuesday Wednesday Thursday 377 Instructional Minutes
                            Per 1/2       1           2             1              2                 8:06-9:46
                            Per 3/4       3           4             3              4                9:53-11:39
                              N           N           N             N              N                11:39-11:54
                            Per 5/6       5           6             5              6                12:01-1:41
                              L           L           L             L              L                 1:41-2:11
                             Per 7        7           7             7              7                 2:18-3:08


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San Pedro High School
                                                  Period          Friday & Shortened Days
                                                                  312 Instructional Minutes
                                                     1                      9:11-9:49
                                                     2                      9:56-10:38
                                                     3                     10:45-11:23
                                                     N                     11:23-11:38
                                                     4                     11:45-12:23
                                                     5                      12:30-1:08
                                                     L                       1:15-1:53
                                                     6                      1:53-2:23
                                                     7                      2:30-3:08

Extracurricular Activities

SPHS offers additional programs, activities, or support services beyond academics to address students’ social and emotional needs. SPHS will
promote school spirit by offering a variety of extracurricular activities involving students during nutrition, lunch, and/or after school. Faculty and
staff will volunteer to supervise a minimum of one extracurricular activity (Student Body or Small Learning Community) per semester. Sign-ups for
activities supervision will take place at the beginning of each semester.

The activities that will take place are varied and allow all students to participate. SPHS will include all students interested in participating in
extracurricular activities by having sign-ups based on grade level and interest for each activity, which include: friendly competitions between Small
Learning Communities (SLCs) during the school day; Pep or Spirit Rallies throughout the school year to celebrate academics, sports, and
extracurricular activities; a variety of clubs, including Anime Club, Croatian Club, Local to Global Club, Opera Club, Kings and Queens Club, Peace
Club, Drama Club, End Genocide Now Club, Earth Club, etc. (almost 30 total) that meet the needs and interests of all students.

SPHS will continue to offer community service-based activities that would extend school spirit into the community. This will give local community
members the opportunity to see San Pedro High School students in a more positive and charitable light. For instance, community members who are
San Pedro High School alumni will be invited to speak to classes about their careers and the steps they took to achieve their various areas of success.
Faculty will work to increase the participation in the Annual Women’s History Luncheon, Annual Teen Conference, LETUP Program, Peer
Counseling, Impact, and any other new and innovative programs that would fulfill the student support base.

Safe and Respectful Campus

The SPHS plan is aligned with best practices identified in “LAUSD’s Discipline Foundation Policy” (Bulletin #3638.0) and demonstrates clear and
thorough strategies to ensure safety of all students. The policy states, “School staff should be particularly aware of the important role that they have
in maintaining and supporting appropriate behavior.” During school hours, SPHS will provide security and supervision during nutrition/lunch and
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San Pedro High School
before/after school in the form of LAUSD School Police, campus aides, administrative supervision, supervision by counselors (when needed), and
parent volunteers to maintain an adult presence. Parents will be an integral part of this supervision effort and will be monitored through the school’s
Parent Center and by policies regarding campus volunteering as per LAUSD.

SPHS will also provide a safe campus after school hours by strategically placing working security cameras throughout campus, providing functioning
security/alarm systems, making sure the campus is properly lit, and having LAUSD School Police consistently patrol the perimeter of San Pedro
High School and within the school grounds periodically, especially on weekends and holidays when most crimes can occur.

The SPHS infrastructure will be enhanced to maintain a safe campus in a variety of ways, including school support personnel (i.e. counselors)
providing school staff with the opportunity to work collaboratively, as per “LAUSD’s Discipline Foundation Policy,” with “teachers and other school
and District personnel to develop and implement plans for more intensive instruction and support, which includes working with District and
community resources.” These resources may include, but not be limited to, the Los Angeles Police Department’s Harbor Division Liaisons, the Boys
and Girls Clubs of San Pedro, local faith-based agencies, and already-established Safe Haven areas within walking distance of the San Pedro High
School campus. Examples of established Safe Havens include Von’s and the Omelet and Waffle Shop.

To support student participation and prevent community incidents, SPHS will provide teachers whose classrooms are near notorious “fence-hopping”
areas with walkie-talkies so the LAUSD School Police and Dean’s Office can be notified immediately. This will help in reducing neighborhood
crime, as many of the students who would illegally be out would be retained in school. Also, all classrooms will have a working phone to notify
officials in case of emergency situations, crimes, natural disasters, etc.

SPHS will demonstrate a plan to address potential safety and discipline issues that may arise through being proactive in dealing with potential safety
and discipline issues. As per LAUSD’s document, “Culture of Discipline: Guiding Principles of the School Community” , all stakeholders are
expected to understand the recommendations and principles detailed in this document. Administrators must teach, enforce, advocate, communicate
and model these principles to the entire school community. This includes a written invitation to all stakeholders to participate in a school-wide
discipline leadership team under the auspices of the School Based Management (SBM) committee that oversees discipline.

SPHS will make training available for parents/caregivers on the “Culture of Discipline” document to ensure that ALL stakeholders maintain a
consistent tone in enforcing all disciplinary issues at home, within the classroom, and in and around the San Pedro High School campus. One week
before school begins, the school site will provide a training opportunity for all parents/caregivers that will include an overview of the Code of
Conduct, SPHS Student Behavior Code, Dress Code, School Attendance and Tardy Policies, Parental Responsibilities as per LAUSD’s “Culture of
Discipline” document, and District Policies.

SPHS will ensure that ALL students and campus personnel will understand and enforce the “Safe and Civil Schools” Program’s Code of Conduct.
This code will be placed for all to view, and students will also memorize, understand, and be able to recite this code at any time. As per “LAUSD’s
Discipline Foundation Policy,” SPHS will adopt and implement “a consistent school-wide positive behavior support and discipline plan.” Rewards
for positive behavior will be provided by the school. Consequences for negative/prohibited behaviors will be consistent and swift as per San Pedro
High School’s “Student Behavior Code” which was approved by School-Based Management (SBM) on February 28, 2007.
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San Pedro High School

To ensure that all students and visitors are aware of their specific expectation with regard to safety, SPHS will ensure that all teachers have their
individual Classroom Expectations posted in the classroom. These expectations must be equitable to all students, clear, consistent, and follow all
school and district guidelines for discipline. Furthermore, students and parents/caregivers will be made fully aware of these expectations through the
utilization of a parent letter that will be sent home. in order for the parent/caregiver to read and discuss these expectations with their child.

As a primary center for student discipline, the Dean’s Office will be supported in identifying and apprehending known and/or suspected taggers who
happen to be San Pedro High School (SPHS) students. A book in the Dean’s office contains photos and drawings of tagging monikers known
throughout SPHS and the San Pedro community. These monikers then become identified as the “artwork” of particular students. Although
intervention will be used to help these students become more productive/less destructive human beings, continued tagging and vandalism may result
in arrests, ticketing, and the financial burden, which includes clean-up and/or repair, to be placed on the parent of the offending student.

SPHS will closely monitor and enact attendance and tardy polices that are clear, consistent, and fair to all students while being strong and swift in
enforcing the necessary consequences. If student’s attendance is affecting his/her achievement, the student will be recommended to the Pupil
Services and Attendance (PSA) counselor for further intervention. SPHS will provide the necessary support in helping the PSA Counselor mandate
the Office of the Los Angeles City Attorney’s “Truancy Prevention Program.” SPHS has been selected for this pilot program that is an intervention
on behalf of “Students with 9th and 10th grade credits who have five or more unexcused absences [and] will be targeted in this program.” This group
of students and their parents/caregivers will be required to attend a “General Assembly” meeting with the City Attorney’s office. According to this
pilot program, “students whose attendance rates qualify them for this program will then have to submit a doctor’s note or have an absence verified by
a school official to receive an ‘excused’ absence. Parent notes will no longer be accepted for excused absences following this meeting.” The PSA
Counselor and other SPHS staff will provide follow-up and the necessary intervention to these families.

 SPHS will continue to use the “Safe and Civil Schools” Program and rely on its trained team to carry out the tenets prescribed by this program.
Finally, the “Safe and Civil Schools” program is designed to foster respect and responsibility in students and help to develop proactive, positive
behavior support strategies to improve the school climate and culture. It is designed so the entire SPHS staff can make data-driven decisions on a
school-wide level.

Health Mandates

SPHS will follow the California Ed Code Section 47605 (b) (5) (F) to ensure the health and safety of pupils and staff. The school will comply with
all of the health and safety laws common to the State of California and to the communities within which it operates. These procedures shall include
the requirement that each employee of the school furnish the school a criminal record summary as described in Section 44237.

SPHS will comply with health care mandates of all students including students with IEPs, section 504 plans and chronically ill students by servicing,
monitoring and data input of health records or the Welligent IEP system from our school nurse, case carrier and classroom teacher. The SPHS
Healthy Start Grant provides referral to community health care agencies that will provide services for all SPHS students and their families.

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San Pedro High School
LAUSD Food Services provide breakfast and lunch that meet the needs of all students at SPHS. SPHS and the school nurse participate in the
LAUSD Nutrition Network Grant to provide education for students to make sound nutritional choices.

       Part 4: Assessments and School Data

Educational Goals and Metrics

The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA
(Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. The attached Accountability Matrix describes
the activities and programs that will be implemented to ensure student success for all students, including all subgroups. School Site Council
(SSC) will monitor the implementation of the School Accountability Matrix (SAM) and receive recommendations for program improvement
from the English Learners Advisory Council (ELAC) and Compensatory Education Advisory Council (CEAC). As data becomes available,
programs will be monitored, evaluated, and modified to ensure the learning targets of all students are being met.

Appendix C: Single Plan for Student Achievement Accountability Matrix

Student Assessment Plan

SPHS will develop and use assessments that are aligned with California State Standards, curriculum and instruction. SPHS will measure student
learning with multiple forms of assessment including: Periodic Assessments from LAUSD, The California High School Exit Exam (CAHSEE),
California Standards Test, department developed summative and formative assessments and teacher created formative and summative assessments. In
coordination of the review of multiple assessments, SPHS will develop SMART (Specific, Measurable, Attainable, Reflect the mission and Time
Specific goals) performance metrics through the departments, SLCs, interdisciplinary teams and individual teacher SMART goals in an effort to
conscientiously focus instructional efforts on raising student achievement based on student need.

SPHS will establish a culture of continuous improvement and accountability for student learning, develop and utilize assessments that shape and
inform instruction on an ongoing basis, and review data to gauge student, teacher and school progress. SLC members, interdisciplinary teams and
departments will meet to develop benchmarks and assessments that reflect mastery of state standards for all content courses. These additional
assessments are needed due to the low frequency of CST assessment data (given one time per year) and Periodic Assessment data (given three times
per year) available, in addition to numerous courses not having CST nor LAUSD Periodic Assessments. In order to effectively modify pedagogy, we
must consistently monitor what are students know and are able to do as a result of our instruction. The assessment data is then analyzed to inform
instruction, create immediate and future action steps for re-teaching and recurring instructional opportunities and to determine second teaching
opportunities from formative assessments. This analysis will happen in departments, interdisciplinary teams, and through self-analysis of individual
formative and summative teacher generated assessments. Pre-planning and pre-teaching teaching activities and strategies are designed and created
around summative assessment data prior to a unit launch.

SPHS relies on an Academic Curriculum Council (ACC) to review assessments and submit monthly reports to the School Site Council (SSC) and
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School Based Management Committee (SBM) regarding action plan implementation for continuous improvement to guide Professional
Development. All staff members are focused on appropriate Action Plan goals at the start of each professional development. Curricular adjustments
stemming from the review of assessments, both formative and summative, will be demonstrated through modifications of professional development,
changes in lesson plans, intervention in the form of second teaching, differentiation, and scheduling of classes.

The following is a chart which summarizes formal assessment tests, tentative or approximate administration dates, and grades as overseen by
LAUSD. Set dates will become available from the District in early June, 2010. Many dates are governed by the state of California. SPHS assures that
administration of all assessments will be conducted within the timeframe allotted by the State.

                                                     2010-2011 Tentative Testing Calendar

                                               Tests                        Dates                    Grades
                                     Annual CELDT               Early September – Mid October     9, 10, 11, 12
                                     Initial CELDT              Continuously                      9, 10, 11, 12
                                     CAHSEE                     Two days in early October         12
                                     PSAT                       One day in Mid-October            10
                                     CAHSEE                     Two days in early November        11, 12
                                     NAEP                       Between late January – March      12
                                     CA Physical Fitness Test   Early February – mid April        9, 10, 11
                                     CAHSEE                     Two days in mid-March             10, 11, 12
                                     STS                        May 3 – March 7                   9, 10, 11
                                     AP                         2 Weeks in early May              9, 10, 11, 12
                                     CAHSEE                     Two days in mid-May               10, 12
                                     CST                        Mid May – end of May              9, 10, 11
                                     CMA                        Mid May – end of May              9, 10
                                     CAPA                       Early May – end of May            9, 10, 11


                                                   2010-2011 Formative Assessment Calendar

                            Periodic Assessment Frequency     Tentative Months            Course
                                  English       3 per year November, February, June    Eng 9, Eng 10
                                   Math         3 per year  October, January, April Algebra, Geometry
                                  Science       3 per year  December, March, June   Biology, Chemistry
                                  History       3 per year  December, March, June World History, US History

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The SPHS ESL department use levels 1-4 High Point tests at the end of each unit that are aligned with the state ELD standards for each EL level.
These unit assessments are designed to inform the teacher of the content the students are acquiring and what the teacher needs to re-teach. The tests
are submitted electronically so that the results can be easily graphed and charted for the teacher to use for second teaching.

Data Team and Instructional Team

Our school community values data as a tool to precisely enact change. Our school will utilize a variety of methods to receive feedback in order to
ensure successful implementation of curriculum, to inform program and instructional decisions, to engage in meaningful and appropriate professional
development designed to impact teaching and learning exponentially, and to assess other areas of and needs for our school program. Through open
conversations and dialogue with departments and SLCs, through feedback forms, evaluations, student data, assessments and other tools designed to
inform, we will continue to make adjustments to our school program as a process in our continuous improvement cycle.

The ACC comprised of teacher leaders, all coordinators and administrators will routinely examine data relevant to student achievement, including
CST, CAHSEE, CELDT, graduation, drop-out, and the attendance rates. The ACC will have a predominant voice in the design and modification of
our Accountability Matrix and the design of our professional development opportunities. Staff surveys, professional development evaluations, and
classroom observations will drive the professional development plan.

Classroom teachers will participate in professional development utilizing the periodic, and common, assessments. Previous years data will be
discussed, standard sets will be reviewed, and appropriate research based teaching strategies will be shared prior to the start of a unit. A discussion of
the Four Access Strategies will encourage the use of effective methodology. Key differentiation techniques and models addressing the sudent data
will be demonstrated and shared for the preparation of the upcoming unit. Following the administration of the periodic assessments, data will be
reviewed to determine successful use of instructional strategies. Key findings will be recorded for future use.

Teachers will use MyData to access CST scores and strands, CELDT results, CAHSEE scores, and previous Periodic Assessment data that will assist
in designing instruction to meet the needs of each learner, thereby differentiating instruction based on readiness. Student learning profiles will be
tools utilized to create interest and motivation in the curriculum presented. Formative assessments will be utilized to determine whether instruction is
hitting the expected learning targets.

The implementation of Learning Teams will result in the examination of data to identify student needs and the design of a common lesson. Both
student data and teacher reflection data will be utilized to enhance the delivery of instruction and to solidify an understanding of instructional
impacts, student outcomes and achievement.

Counselors will utilize a variety of data to determine support services that may be needed for students, as well as acceleration possibilities.
Programming will continue to reflect parent and student requests, strengths of student ability, and necessary supports needed to provide equity and
access to all program options. Data is a common thread presented through all professional development options.

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Data System

As an existing LAUSD public high school, SPHS will ensure that its special education program will commit to meeting requirements of all eighteen
outcomes of the Modified Consent Decree and will use these indicators to monitor progress of students with disabilities. All LAUSD bulletins,
memorandums and policies will be followed in fulfilling its commitment to students with disabilities and their parents. In order to share data with
LAUSD, daily monitoring and data will be regularly updated in the Student Information System (SIS), Integrated Student Information System (ISIS)
and Welligent IEP System for each student through grade 12 referred for or receiving special education services. Through these data systems, SPHS
will track student records and services, Individualized Education Plans, attendance and assessment data to ensure compliance with all MCD
outcomes.

LAUSD School Report Card

Per district and federal requirements, School Site Council (SSC), the Compensatory Education Advisory Council (CEAC) and the English Learner’s
Advisory Council (ELAC) will review the LAUSD Report Card annually. During this review, additional supports and resources will be discussed,
such as the School Accountability Matrix. During these meetings, as well as our regularly scheduled monthly meetings, recommendations and review
of data will be sought and addressed with the primary purpose of these venues to be to inform and improve our school program. Because our proposal
is to continue as an LAUSD school, complete access to data, demographics, staffing information, and other sources of information will continue to be
completely accessible to the District.

Research and Evaluation

SPHS agrees to participate in research and evaluation projects in partnership with LAUSD, higher education institutions and research organizations
to ensure the capture, learning, and replication of best practices. This includes involvement with surveys and interviews with teachers and parents to
understand factors associated with student performance.

Operational Goals and Metrics

The operational goals and metrics are outlined in our School Accountability Matrix, in accordance with LAUSD guidelines and policies, state and
federal mandates. Additionally, SPHS guarantees that the school will follow all metrics established by the District as a Program Improvement
Distirct. Budget planning locally reflects the goals and metrics as stated in the School Accountability Matrix. Our endeavors to meet our objectives
that lead to student achievement are supported with the current funding allocation allocated by the District. Our success in our specific strategies
described in our matrix will be closely monitored, evaluated, and modified to ensure progress.

As a Title I school, SPHS is committed to meeting all No Child Left Behind (NCLB) requirements. The school funds a Title I Coordinator who
ensures that SPHS is in compliance with NCLB Teacher Qualification notification letters, Semi-annual Certification, inventory purchased with Title I
funds, and meeting records for School Site Council (SSC) and the Compensatory Education Advisory Council (CEAC). The Title I Coordinator also
organizes parent, student, and staff elections for the advisory councils according to the District Bulletin. In addition, the Parent Involvement Policy
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and Student/Parent/Teacher compact are distributed each year and updated annually by the advisory councils. SSC, CEAC, and English Learners
Advisory Council (ELAC) will review, evaluate and monitor the School Accountability Matrix and align the budget according to the school’s needs,
with raising student achievement the primary goal. The advisory councils, CEAC and ELAC, make recommendations to modify the matrix as needed
to SSC. Annually, the matrix will be formally reviewed to ensure all activities and strategies are eliciting the desired results according to the data.

The staff at SPHS is working toward meeting the AYP/API goals set by the California Department of Education through RTI2. Additionally, all
Modified Consent Decree metrics will be met by utilizing resources, monitoring progress, and establishing corrective actions to directly obtain the
desired results.

       Part 5: Professional Development Program

Professional Development

SPHS’ Professional Development (PD) activities are aligned with the educational objectives of the school and direct teachers on how to use data to
inform instruction. PD time is established to review how the instruction and assessment have been implemented. Teachers will adjust instruction
according to both summative and formative assessment. Internal professional development will be “hands-on,” where participants come away with
practical, implementable, and measurable strategies and/or lesson plans that can be used immediately to improve student engagement and student
achievement. These sessions will be results-oriented, with a work product identified and to be continued and returned to the next PD. Professional
development that occasionally revisits, reviews, and, if necessary, rewrites, the school’s Expected School-wide Learning Results (ESLR’s) will also
be provided. External professional development opportunities will be promoted and funded through Title 1. Student data and work samples will be
reviewed to determine if ESLR’s are being met. If not, administration and faculty will use PD time to make sure “Our students will become
independent thinkers, socially responsible citizens, and life-long learners.” SPHS’ Professional Development (PD) plan, ensures all staff will be
engaged in aligning development delivering instruction in the cycle of continuous improvement.

Teacher Orientation

SPHS will support the induction of new teachers, including offering a two day small group orientation to the school regarding all aspects of San
Pedro High School, including data, curriculum, programs, and policies and procedures. The SPHS goals and vision will be explained as well as an in
depth orientation to the curriculum and our implementation methodology. Teachers will be provided training on instructional strategies and
differentiation practices that are utilized. On-going support will be provided with monthly new teacher meetings. A BTSA support provider will be
assigned to each new teacher in probationary status. Aside from routine professional development, new teachers will receive a total of 12 hours of
orientation and an additional hour per month adding up to a total of 22 hours of support throughout the year.

PD Calendar

In order to provide continuity for our families and a consistency in our professional development calendar for the 2010-2011 school year, we have
decided to average our total District allotment of time over each Friday. To accomplish this, we have utilized all minimum days allotted according to
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District policy and our Professional Banked Time. In examining other successful schools in LAUSD, they have found this model to result in focused,
reliable and timely opportunities. The day chosen is the day that we will meet with students in all periods of our classes while the remaining days of
the week will be on a modified block schedule with one class meeting daily. In reviewing our Professional Development (PD) Plan, we note that we
exceed the District average of PD due to the addition of professional days prior to the start of the school year.

Additionally, faculty meetings will extend some of our professional development sessions as needed, determined by progress of our student
population, new mandates, data analysis, amount of time needed at particular moments throughout the year and as determined by other organizational
issues and concerns that may need our faculty meeting time. Professional Development will be consistent with all mandates according to District
provisions, policy and Collective Bargaining Agreements.

Time will be utilized to design interdisciplinary instruction through SLC meetings; Learning Teams will utilize 1 to 2 hours per month to focus on
lesson design and delivery through the inquiry cycle; departments will meet one hour per month to align delivery of instruction to the curriculum
map, share appropriate research-based strategies for improved student understanding of concepts and skills; and one meeting a month will address
our implementation and our progress in utilizing our targeted methodologies based on our school wide focus areas. All professional development will
be monitored through appropriate sign-in forms, agendas, and evaluations. Data will be the thread that weaves our work together in each of these
sessions.

We recognize that adults learning needs are different. Through assessment, surveys, classroom observations, and student data, we will ensure that PD
is specific to meet the needs of each member of our adult learning community. These identified needs will be discussed and addressed with our
Academic Curriculum Council. During our longer periods of PD time, we will ensure that workshop offerings are differentiated to ensure a learning
community for all.

With content department PD half days scheduled three to four times per year along with department PD time each month, the inquiry cycle will be
utilized to enhance instruction. Compensatory education funds will be utilized to support this initiative. This cycle will include an overview of our
student data, which will lead to establishing student needs and strengths. Research based effective practices will be analyzed and discussed that
address the student needs. Instructional objectives will be reviewed and adjusted in reviewing the Instructional Guidelines, based on the research and
the student data. Common assessments and the periodic assessments will be analyzed. Appropriate teaching methodology will be discussed, reviewed
and integrated into the unit design. Assessments will be given and the student results will be brought to the table for discussion. Teachers
demonstrating effective practice determined by student results on common assessments will share their strategies. Re-teaching opportunities will be
discussed and planned. Time for reflection on teaching practice will be embedded into the process. All of this work will be woven together by data
and under the umbrella of our vision which creates, “…a learning community embracing collaboration, inquiry, and a culture of personal and civic
responsibility in the pursuit of academic excellence.”

Appendix G: Professional Development Calendar



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Program Evaluation

SPHS will review and revise PD effectiveness through assessment of student work, classroom observation summaries, and data from all sources
including marks, surveys, CST, periodic assessment data, etc.. The ACC, will collaboratively evaluate and monitor necessary strategic next steps for
professional development in order to meet the needs of students and teachers. Designated administrators will work directly with department chairs
and SLC lead teachers to determine future steps within the PD planning process for individual groups.

Some of the department and SLC group meetings will be differentiated. Summer Professional Development and Pupil Free Days will be
opportunities for our school to differentiate our PD strategies to engage all teachers in meeting their personal needs for growth. Through the Stull
evaluation process, these specific areas of growth will be collaboratively identified and focused upon throughout the year in a manner to support
teacher development and growth.

       Part 6: Professional Culture

Professional Culture

SPHS educators and staff work collaboratively to make academic, instructional, and operational decisions for the school site. San Pedro High School
has in place many avenues to allow faculty, parents, and students a voice in the decisions made on campus. The professional culture actively
employs collaboration, dialogue, research based recommendations, and the democratic process. The professional culture continues to grow and is
clearly evidenced through group norms, meeting structures (both full faculty and small group meetings), frequency, meeting outcomes, and universal
agreements made on school site decisions like block scheduling, contiguous space, and academic intervention.

In all endeavors, the focus of the work collectively will be student achievement. Meeting agendas and facilitation will maintain, compliment, and
exhibit this objective. The journey of continuous improvement will be evidence through the inquiry cycle, utilized in Learning Teams and in
Department PD. Collaboration will be clearly evidenced in these processes through the review of common assessment and periodic assessment data,
classroom walk-throughs, use of protocols to engage all staff members, and the consistent use of evaluations.

The ACC will meet routinely to identify the school-wide focus, ensure global implementation of objectives that will lead to student achievement, to
review data and staff needs based on a variety of assessment tools. This leadership group will also engage in professional development, led by
administration, based on local and District initiatives and objectives, incorporating the use of the Accountability Matrix, student data, staff
assessments, WASC recommendations and corrective actions, and all requests aligned to student achievement.

Teachers will collaborate in school improvement efforts through small learning community development, WASC plan development, and their
personal SMART goals related to the school-wide focus. Currently, SPHS has a functioning governance structure, with clear lines of authority and
responsibility delineated among four bodies: administration, Academic Curriculum Council, School Site Council, and School-Based Management.

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The Academic Curriculum Council enacts the ideas and strategies identified in the School Accountability Matrix. Based on PD assessments,
recommendations for change will be suggested through the SSC proposal process. Additionally, PD will be designed by the ACC and forwarded to
the SBM committee for final approval. SBM will suggest and make modifications to ACC as needed. Summaries of feedback, surveys, informal
assessments of the PD will be presented to the SSC on a monthly basis to provide the SSC an update on progress towards meeting our objectives.

The purview of SSC is to develop, and then yearly review, assess and modify the “Single Plan for Student Achievement” based on AYP and API
scores, and to allocate categorical budgets (Title 1, Bilingual Funds) to support implementation. Decisions are made by majority vote of the twelve
members.

School Based Management (SBM) takes its authority from the UTLA Collective Bargaining Agreement Article XXVII. SBM is a representative
decision-making body of San Pedro High stakeholders who solicit preferences/opinions from their constituents (teachers, parents, non-certificated,
etc) before voting. The purview of SBM is to oversee 50% of Professional Development, student discipline, special bell schedules to facilitate school
activities and events, issue guidelines for the use of equipment (including copiers), and the Instructional Materials Account (IMA). SBM is made up
of 50% Certificated employees (7 teachers and UTLA Chapter Chair) and 50% other stakeholders (5 parents, 1 principal, 1 non-certificated
employee, and 1 student). Decisions are made by consensus.

All groups work collaboratively, are staffed by a minimum of parity of teachers on each committee or council, and each group is charged with
decision making to ensure data driven results.

Evaluation

SPHS will monitor and support individuals who are having challenges in helping students succeed. Teacher monitoring is done by administrators
through the district’s Stull evaluation process, which includes individual teacher professional goals and administrator- observation of these in
classroom practices. The evaluation process is aligned to the California Standards for the Teaching Profession and needed support is offered by
Department Chairs, Beginning Teacher Support Providers, Academic Coaches, SLC Leads and Bridge Coordinators. After observations of classroom
performance, administrators will meet with teachers to discuss student success based on the lesson presented. Recommendations for adjusting
delivery of instruction, or maintaining an appropriate learning environment, will be made and discussed as needed. Follow-up observations will be
conducted to ensure successful implementation of recommended adjustments, or to further support the implementation of adjustments discussed
previously. Following each observation with recommendations, follow-up discussions will be conducted. If needed, recommendations will be made
to observe model classrooms, to attend professional development opportunities in the needed area, to meet with the instructional coach, the
department chair, the SLC lead, or coordinators, to find additional resources or guidance in the needed area. Performance evaluations will document
classroom observations and improvements where observed.

Feedback

Confidential evaluations and assessments are utilized to create an atmosphere of trust, elicit true feedback, and to further refine the school program to
meet the needs of all stakeholders. Annually, a self-assessment professional development survey will be administered. At the end of each
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professional development session, each teacher will be asked to submit an evaluation form in order to monitor the success of the PD, and also to
inquire as to future professional development, level of understanding, and possible misconceptions. Based on evaluations, PD can be designed to
meet individual needs either through differentiation of PD activities or through providing workshop sessions specific to expressed needs. At the close
of events or programs, staff input will be invaluable in modifying future programs to enhance the program and to better meet the needs of all
students. Academic Curriculum Council will review assessments and data and incorporate findings into the planning of PD and or the adjustment of
the school program. These findings will also be shared with SBM, SSC, CEAC, ELAC, and the Parent Council. Adjustments may need to be made to
the Accountability Matrix based on these findings and on recommendations.

       Part 7: Serving Specialized Populations

Specialized Instruction

SPHS will use research-based strategies to meet the needs of all students. Through its vision, SPHS will concentrate on making classroom instruction
rigorous, relevant and having respectful relationships in order to give students needed tools for graduation. Prior to planning a unit of instruction,
teachers will be trained in how to pre-assess students’ readiness for the concepts to be taught, assess student interests, and how to relate concepts to
real world applications. From there, teachers will identify student strengths and weaknesses in order to design instruction that will meet student
needs with first instruction. Differentiation of instruction, compare and contrast, similarities and differences are all strategies that utilize higher
levels of cognitive demand and increase rigor. Effective practices will be shared through the Learning Teams process, Periodic Assessment data
analysis professional development, as well as through reflection opportunities.

In order to meet the needs of all students, including students with disabilities, gifted and talented and homeless students, the general program of
instruction shall be responsive to the required sequence of courses and related curriculum for all students of SPHS. Our goal is for our educational
program to provide enhanced opportunities for different kinds of learners to gain access to a rich and challenging curriculum, understand concepts
and demonstrate proficiency, and build a solid foundation for future success. All students can learn, and will have equity and access, quality
instruction and personalization while at SPHS.

Homeless Students are enrolled immediately, will choose an SLC and will meet with their academic counselor. Students are provided additional
counseling and support from the SPHS liaison for the homeless and our PSA counselor. They will provide academic and mental health support, and
monitor student progress on a weekly basis. The daily schedule includes student opportunity to enroll in additional classes for intervention and
support including core subjects review, CAHSEE prep, ELD Intervention or credit recovery during the school day, which will enhance opportunities
for mastery of course level skills and content. After school support including onsite tutoring, credit recovery classes, college classes and CAHSEE
prep are also available as needed.

GATE students will choose their SLC and will be provided an academic counselor and GATE coordinator to support and guide them towards a
challenging and enriched curriculum. Teachers will participate in planning and coordination of A.P., honors and elective classes to provide an
enriched and challenging curriculum along with interdisciplinary methods across the curriculum. Students will have the opportunity to participate in

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supplemental enrichment programs and with the flexible schedule, can enroll in additional Advanced Placement classes or college prep electives.
After school support includes onsite tutoring, college classes, credit recover classes and A.P. and SAT prep as needed.

Special Education

San Pedro High School will implement and monitor the special education process utilizing the LAUSD Special Education Policies and Procedures
Manual.

Students with disabilities, requiring special services, enrolling in San Pedro High School are identified and promptly provided the appropriate
services as designated by the IEP (Individualized Education Program).

A referral process by parent/guardian or staff is in place for students who may require special services. The five components of the Response to
Instruction and Intervention are the guidelines for the referral process.
            • Using the Multi-tiered framework to instruction and intervention, all students have access to “core instruction” in the classroom and
               are universally screened at the beginning of the year in order to identify learners that need additional support through differentiated
               instruction, scaffolding, frontloading or other instructional strategies.
            • Tier 2, or Strategic or Supplemental Intervention is provided for the 10 – 15% of students that need additional time and type of
               instruction to learn successfully. A referral to COST( Coordination of Services Team) will provide additional intervention after
               “universal” supports and SLC interventions have been attempted and it is determined that more intensive services are required (based
               on the data). Students that have attendance issues are referred to SART (Student Attendance Review Team) or for students that do not
               progress academically, an SST (Student Success Team) meeting is scheduled. This meeting includes the general education teacher,
               Special Education Coordinator, School Psychologist, Administrative designee, academic counselor, the child and the parent/guardian
               and could result in a formal request for a special education assessment or a request for a 504 plan.
            • Tier 3, known as “Intensive Intervention” is for an estimated 1 – 5 % of students that need individualized and/or very small-group
               instruction are highly focused, and progress monitoring is more frequent. Tier 3 services are not synonymous with special education
               services, but are a critical step in providing intensive intervention so that students have an additional opportunity to succeed.

Any person who believes that a student has or may have a disability and requires special education and related services may make a formal request
for a special education assessment. The request must be in writing. Once a written request has been received, the team of an Administrative
designee, Special Education Coordinator and School Psychologist reviews student records and can deny the request, or develop and provide the
parents with a special education assessment plan within 15 days.
            • After the assessment plan is signed by parent/guardian an IEP team meeting must be held within a 60 days.
            • Once a student has been identified by an IEP team as having a disability and needing special education, all services and FAPE (Free
                and Appropriate Public Education) offers in the IEP will be implemented. It is required that student be reassessed every three years,
                or at any time at the request of the parent(s) or district staff except it shall not occur more frequently than once a year unless the
                parent and district agree.

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         • IEP meeting is held to review its appropriateness within one year of the previous IEP meeting.

Administrators, Special Education Coordinator and case carriers will be responsible for implementing and reviewing the special education process on
a daily basis for students with disabilities in accordance with federal, state, and local requirements, and will implement programs and services,
including related services, required by the IEPs of students. Student data input through the Welligent system records tracking of hours and services,
IEP timelines, goals and objectives, assessments, accommodations and modifications which are monitored on a daily basis. The general program of
instruction provided to students with disabilities shall be responsive to the required sequence of courses and related curriculum for all students of
SPSH. Student discipline and procedures for suspension and expulsion shall be in compliance with discipline procedures set forth in IDEA and
consistent with federal and state law. Administrators, Special Education Coordinator and all teachers will monitor IEP timelines, services,
assessments, accommodation and modifications, and classroom instruction following IEP guidelines on a daily basis. San Pedro High School will be
responsible for implementing the appropriate educational goals and objectives for each student identified as an individual with exceptional needs.
San Pedro High School will ensure that every student participates in a challenging curriculum that meets state required educational standards in the
least restrictive environment. Multiple methods for assessing student growth and success will be ongoing. Special education students will access the
general education curriculum in all subject areas, with accommodations and modifications appropriate to their needs. Special education students will
demonstrate proficiency as defined in their IEP. Consultation and collaboration between general education and special education teachers will ensure
full access to the general education curriculum. Teachers with participate in cooperative learning projects, attend conferences and professional
development, and contribute to staff development regarding special education issues.

Each semester the School Site Level Special Education Compliance Team of Administrator, Special Education Coordinator, General Ed teacher,
Special Ed teacher, Special Education Paraprofessional and Special Education Office Technician will also monitor and review all Special Education
processes and policies on the Self-Review Checklist, Students with Disabilities provided by the District, to guarantee compliance with the (MCD)
Modified Consent Decree mandates. Site administrators and staff review compliance with policies and procedures regarding the education of students
with disabilities on a daily basis.

Students with Disabilities

SPHS will serve students with disabilities in the least restrictive environment, and provide a Free Appropriate Public Education (FAPE) in the least
restrictive environment for students who have disabilities. Services provide a range of options which may include accommodation, modifications,
designated itinerant services (DIS), co-planning, Learning Center, Special Day Program, Community Based Instruction (CBI), Resource Service
Program (RSP), and inclusion.

The intended curriculum for students with disabilities instructed in alternate standards parallels the standards-based curriculum used in general
education and is identified in the Curriculum Guide for Students with Moderate to Severe Disabilities.

Students with disabilities participating in the District Alternate Curriculum do not take part in the periodic assessments designed for students in
general curriculum. Some of the interventions used for the CBI population include mainstreaming in the regular classes, such as the elective courses.
Designated services implemented in the student’s IEP may include: speech and language services, DIS –Counseling, Adapted Physical Education
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(APE), Occupation Therapy (OT), Assistive Technology (AT), Orthopedic Impairment (OI), Least Restrictive Environment (LRE), Individual
Transition Plan (ITP), Community-Based Instruction, and instruction at the Doyle Career and Transition Center located in Gardena.

SPHS has now been engaged in implementing the Inclusion Program pursuant to the Modified Consent Decree for the several years or so. Inclusion
has required that all Special Education Resource students be placed in the general education classroom environment for all subjects taught by general
education teachers. Some special education students, depending on the provisions stated in their Individualized Education Program (IEP), are also
scheduled in a resource class taught by a special education resource specialist teacher. The Inclusion program will include a Co-Teaching Model.

Extended School Year

SPHS will provide extended school year services to eligible students with disabilities through our Summer School program offered. Eligible students
may participate in: Extended School Year (ESY) offered at summer school and CAHSEE Preparation and intervention programs for students at risk
of not meeting grade level standards and graduation requirements.

English Language Learner and Standard English Learners

SPHS will identify and meet the needs of English Language (ELs) learners and Standard English Learners (SELs) in a way that is culturally relevant.
For EL students, identification will be accomplished through the methods established in District policy and procedures. SELs will be identified as
students scoring below basic and far below basic on standardized tests in language arts. Upon identification, SLCs and departments will collaborate
to develop culturally relevant lessons that will meet the needs of these students. Teachers will assess the interests of their students through a brief
survey, journal writing or other appropriate pre-assessment tool. Modifications and adjustments to incorporate ELs and SELs needs will be
demonstrated through curriculum maps, daily lessons, student work and the improved attitude, grades, scores for these students.

Through the utilization of the District’s Contextual Framework and the four Core Access Strategies, Curturally Relevant and Responsive Curriculum
will be designed and developed in a manor that will promote meaning, empower students to socially engage in worthy activities, and to feel like an
important part of the learning process as mentioned above.

At Risk Students

SPHS will provide resources to improve the achievement of all students, improve parent and community involvement, and target resources that
recognize and address poverty factors.

SPHS will continue to focus, enhance and improve its professional resources, working more collaboratively and collegially. SPHS will exert an
intensified and coordinated effort to refine and solidify an effective and uniform application of these services in a System of Tiered Intervention. The
System will include teacher intervention, Academic Counselor intervention, SLC Intervention, Coordination of Services Team (COST), Student
Success Team (SST), Student Attendance Review Team (SART), Special Education Assessment and 504 Plan, Student Attendance Review Board
(SARB), as well as Pupil Services and Attendance Counselor (PSA), Diploma Project Counselor Services (DPC), and the School Mental Health
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Psychiatric Social Worker (PSW). These service providers work collaboratively and individually to serve students, families and the community.
These teams will monitor and continue to use data-driven strategies designed to prevent and reduce dropouts, absenteeism, suspension, detention, and
low academic achievement rates of the At-Risk student population.

Upon recognition of at-risk indicators, staff will have a menu of options available to chose from in order to support the student’s specific needs.
Some supports will be automatically provided, such as meeting with all students with low marks on a report card. Administration will guide staff
members on the resources available, and work with teachers and the identified student to find the best pathway of effective support for non-routine
at-risk behavior. If success is not evident in a short of amount of time, the next course of action will be sought according to the menu of options.

Data will be secured from the following sources: CAHSEE, CST, attendance records, suspension records, and detention records.

SPHS’ collaborative efforts among all stakeholders will continue to pursue and increase efforts to provide: individual and group counseling, parent
education, parent conferences, home visitation/dropout recovery, case management/intervention, referral to agencies and services, establish and
coordinate community partnerships, work with the non-graduate population, connect dropped out students with alternative educational programs,
liaison/advocate homeless students/families, liaison/advocate foster and group home youth, target enrollment “No-Shows” and coordinate efforts
with and Enhance services through Coordination of Services Team (COST).These services are provided on a continuing basis. The COST team meets
weekly and is comprised of academic counselors, nurse, PSA, DPC, PSW, dean, school psychologist, as well as SLC lead teachers, Special
Education Coordinator, IEP case managers, and ESL Coordinator.

The School Mental Health Psychiatric Social Workers (PSWs) has, and will continue to, provide mental health services designed to enhance
resiliency. This enables the affected population to gain greater self-confidence and academic success. The PSW will continue to provide such
services as: individual, group and family therapy, parent education and training, mental health consultation, treatment for students exposed to trauma,
case management, crisis intervention and psychological first aid, threat assessment and management, community linkage and collaboration,
biopsychosocial assessment, behavior contracts and positive behavior support planning, evidence-based, trauma-specific practices, conflict
mediation, and child psychiatry training program. Our referral process links students with the above services.

       Part 8: Family and Community Engagement Strategy

Identification

Our school is located in the harbor community of San Pedro, located approximately 22 miles south of Downtown Los Angeles. Our school sits atop a
hill, overlooking the Los Angeles Harbor Gateway to the Port of Los Angeles. Numerous aspects of our community revolve around the port,
transportation, goods and services, and recreation. Many families living in this community have been here well over 100 years. Personnel at our
school not only have attended our High School as students, but they are from a family tradition that has attended this school, dating back to the early
1920’s. We have a vested interest in the success of our community as the majority of personnel live in San Pedro.


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Over the most recent decades, the student population has changed from a majority of middle class families to about 50% of our students being
eligible for the Federal Free and Reduced lunch program. SPHS’s population is 67% Hispanic, 20% White, 8% African American, 2% Asian, 2%
Filipino, and 1% other. Our student body is diverse in all aspects, including economically, culturally, ethnically, linguistically, with varied interests,
and achievement. Although many students may be labeled by ethnicity, we have come to know, for example, that many of our Hispanics come from
cultural diverse backgrounds, similar to our Whites and African Americans. This rich diversity is evident in the numerous clubs on campus that
exemplify our cultures, our interests, and our citizenry.

Appendix H: Program Improvement Information/Data

As noted by the data, we have shown growth over five years in English Language Arts, however we continue to struggle with Mathematics. In
examining the data, our newly approved bell schedule for 2010-2011 will provide opportunities to address our student needs through intervention and
with increased opportunities for students to receive more personalized instructional strategies, allowing for meaningful opportunities for learning.
With continued professional development, specifically Learning Teams, and with the work of our dedicated math coach, we are changing our direct
approach to teaching and learning in order to change the end result of our student achievement. Small steps have been taken this year in this area,
which we anticipate will have an impact. The data collected will determine continuation of our program, modifications or termination.

The super majority of staff has over six years experience working at our school. With recent NCLB and WASC visits, our school has committed to
change practice in order to command an entirely improved result. Staff members have requested training specific to improving instruction relative to
recommendations of previous visits, staff members have agreed to move to structures that improve personalization, staff members have voted to fully
implement the tenants of Small Learning Communities, exemplified by a vote to physically house SLCs in common areas, and a desire to provide
intervention in a variety of capacities in order to ensure that no child falls through the gaps of achievement. With this renewed commitment to ensure
student success and our experience in running a school program that is successful on many measures, we know we are the best match for this
community.

We have formed strong relationships with community partners such as the YMCA which offers programs to expose our students to our system of
government through hands-on experiences. The San Pedro Boys and Girls Club works along side SPHS to provide college support services, after-
school tutoring, and recreation. The Toberman Neighborhood Center provides gang intervention and after school programs. The Cabrillo Marine
Science Center and the Marine Mammal Center both offer programs to expand our student’s knowledge about the habitats around us. Because of the
involvement of the community in the writing of this plan, the San Pedro Democratic Club is organizing to create programs for our students.
Numerous alumni have volunteered to host a Career Fair in the spring of this year. A San Pedro Community Principal Advisory board is beginning to
be established in order to convey information about the school to the community and in turn to elicit concerns and actively engage in problem
solving. Numerous relationships have been forged through this process. It is the commitment of San Pedro High School, specifically the principal, to
encourage, to nurture, and to seek additional community partners for the benefit of our student body. Through these partnerships, we are sure to
provide our students with additional community supports for their individual interests, needs and achievement.

Family and Community Engagement

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SPHS will effectively communicate and engage with its parent and family community in a variety of ways that provide equitable access for success
to all students, and ensure that all stakeholders have an opportunity for input into the academic process. Overall communication with
parents/students will be timely, varied, and on a schedule that allows for due process resolution of student challenges and complaints.

SPHS will implement overall strategies that integrate and mobilize to participate in, and take ownership of, student academic success.

At each communication point a student’s progress, trajectory, and options for success can be evaluated/discussed. During the course of the academic
year, and on a school-wide basis, this communication will consist of: four formal classroom conferences (Back to School Night, Open House, two
PHBAO conferences); eight official grade-reporting periods and report cards (5, 10, 15, 20 week report cards each semester); real-time monitoring of
student academic and citizenship progress through the continued use of the LAUSD ISIS Family Module, program-specific conferences/meetings,
including AVID, ESL, Magnet, among others; teacher-specific conferences, with teacher contact information provided to parents/students on a class
syllabus and on the SPHS website; teacher-specific grading requirements and format provided to parents/students on a class syllabus; Utilization of
ConnectEd parent contact software for notification of student attendance , SPHS events/news and any other information that will enhance parent
involvement and student success. The ConnectEd software provides for a uniform, multi-lingual message to go to all stakeholders on a regular basis
and in a mass-communication format. All of these communication avenues provide parents and other community members with a variety of ways to
monitor students’ progress, and thus ensure the greatest opportunity for academic success. Each course syllabus will include counselor and
administrative contact information.

In addition to the school-wide communication mechanisms, teachers will individually communicate with parents/students as needed throughout the
academic year to monitor student progress and collaborate on strategies for individual student success within the classroom. Teacher communication
responsibilities will be outlined specifically to all faculty, including a 24-hour return contact requirement. These individual communication
opportunities will insure access to teachers for all parents and community members on a regular basis. In addition to the above communication
channels, a current Parent Involvement Policy will be mailed to every SPHS household. This policy is updated each year, per state and federal
requirements, by the SSC, CEAC and ELAC.

As a tool for the successful initial integration of students to high school, SPHS will sponsor 9th grade orientation meetings. This orientation will
invite all new parents into their child’s educational process and includes information on parent/community responsibilities, SPHS processes and
strategies for communication, and parent opportunities for support and involvement.

Also, though there are currently many assessments of teacher/student performance (test scores, report cards, graduation rates, etc.), there are no
quantifiable assessments of parent involvement and performance. Because every group is vital to a school’s sustained success, it is necessary to
identify areas of strength and weakness for all stakeholders so that focus can be directed to the necessary areas. Therefore, to increase parent
engagement and collaboration, and in compliance with NCLB Section 1118 on shared responsibility, SPHS leadership, parents and students will
collaboratively update and utilize the current “Student/Parent/Teacher Compact” as a guide for data collection. The measures for each stakeholder
will be compiled into periodic surveys that will allow for all educational partners to have input into the performance of SPHS. This data collection
will enable assessment and feedback on each stakeholder, including parents, and provide an opportunity for each to collaborate with the others in
creating and implementing improvement strategies in the necessary areas as identified by the data. To accomplish this, the measures for each
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stakeholder will be compiled into periodic surveys, to be distributed to all stakeholders. A charter will be created for the Parent Center that will
detail the responsibilities of its paid parent representative

Because the joint teacher/parent/student SPHS School Site Council (SSC) is divided equally between school and community personnel, this
leadership team will distribute and collect the surveys. Giving this body oversight of the surveys will both provide for all measured stakeholders to
be involved, and allow representatives to act as conduits back and forth between each represented group. Thus, additional community integration is
achieved because the parents on SSC, as the community’s parent representatives, will have the responsibility to take data directly back to the
community where they will have ownership to engage other parents and community members directly on matters of educational success.

In addition to providing parent engagement through formal conferences, committees and agreements, SPHS will provide various informal
opportunities for parents to become a part of both the school’s and the community’s success. To manage oversight of these opportunities, and to give
parents a larger voice for input into the operation and success of the school, SPHS will sponsor and support the formation of a community Parent
Council.

The Parent Council will be an “executive committee” constituted of elected and/or appointed representatives from each of the various volunteer
councils and advisory bodies. The term of office will be one year. The council will be reconstituted each year after overseeing the appointment or
election of all community and parent representatives to the various councils/advisories upon which service is required, including SBM, SSC, ELAC,
CEAC, and the multiple SLC parent advisories.

The Parent Council will provide decision making input to the administration and will collaborate closely with SPHS administration to ensure that all
positions requiring parent involvement are appropriately filled, and that the appointed/elected members are fulfilling all necessary responsibilities.

As a liaison on campus, SPHS currently has a Parent Center that is staffed by a paid parent representative to be chosen by the administrator and
UTLA Chapter Chair, and will serve as a focal point for parent involvement with the school. A charter will be created for the Parent Center that will
detail the responsibilities of its paid parent representative, and will include recruitment and coordination of community volunteers, grant-writing
representative(s), and others as appropriate and determined by SSC parents and school leadership, with input from each SLC and other advisories.
Once the areas of focus have been identified, the paid parent representative will be responsible for oversight of their implementation. To promote
awareness of the Center, the paid representative will also give class presentations as necessary updating faculty/students on the status of the Parent
Center. The parent representative will also organize parent workshops on topics such as college awareness, financial aid for college, accessing
students’ grades and attendance online, and how to become a campus volunteer. By engaging the parent representative with oversight and
communication responsibilities, SPHS is utilizing the community expertise this parent brings.

Another engagement strategy will be the offering of informative/instructional opportunities to parents and all community members through the Parent
Center and SPHS website. The SPHS website presently offers all school information to the greater community. This information flow will continue
and be enhanced in a variety of ways, some electronic and some personal. SPHS currently offers various services, including free tutoring in core
areas, to its student population. Through the Parent Center, this service will be expanded to include parent participation. By engaging the parents in
the learning process, they both become more involved in the school community, and are able to take learning strategies home for student success.
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For parents who cannot attend such sessions, SPHS will research and work towards the goal of the creation of Public Service Announcement (PSA)
and demonstration videos that will be linked through the school’s website. These PSA demonstrations will have topics that include academic
instruction and strategies, teacher/program profiles, frequently asked questions (FAQ), college application processes, health tips, parenting tips, and a
variety of other topics generated by the stakeholders through survey or feedback. The PSAs will allow community members access to helpful
information any time from any location. If a community member does not have access to a computer, one will be available in the Parent Center. To
insure inclusion the SSC, with input from each SLC and advisory, will maintain oversight of the PSA topics.

While investigating the feasibility of the PSA videos, SPHS will establish a “Parents’ Corner” link on the website that will be updated and managed
by a community member to insure that it includes information that is of importance to the community. The person in charge of the “Parents’ Corner”
link will interface with SPHS personnel to bring community areas of need to their attention, and will post information/resolutions for community
information.

The integration of parents at the SLC level is vital to the long-term success of SPHS. A variety of mobilization opportunities will be available to
parents based on area of focus within each SLC. SPHS will oversee the creation of a mechanism that establishes SLC parent boosters/lead parents.
These parents will be engaged in student success through their commitment to provide support to their SLC in areas determined by the SLC advisory.
This support will be achieved through their ability to interact with the community and garner support, expertise and assistance for the identified focus
areas.

Finally, SPHS is committed to sustained, respectful, and authentic relationships with all school stakeholders. The methods of communication and the
strategies for parent engagement detailed above are created to ensure that all stakeholders feel respected, that their input is valued and necessary, and
there are mechanisms in place that create long-term success and interaction between SPHS and the community.

SPHS has community representation on all leadership teams. School Based Management has parent Representatives and Student representatives in
accordance with the UTLA Collective Bargaining Contract. School Site Council has parent and student representation consistent with state and
Federal mandates. The community is represented on SPHS’s leadership teams and the community is vested in the success of SPHS as evidenced by
the letters of support (Appendix I). Letters have been submitted by the president of the San Pedro Chamber of Commerce, The Chief Operating
Officer on International Trade Education Program Inc, the Student Recruitment Coordinator from Los Angeles Harbor College, a representative from
the Community Development Department, El Camino College, Boys and Girls Club, Toberman Neighborhood Center, and the YMCA of Los
Angeles. The Community Partners Matrix (Appendix J) lists community support advocates that were asked to review and amend this document.
Letters of support from the majority of community advocates are attached in Appendix I, as well as letters of support from The Los Angeles Police
Department, The International Documentary Association, YMCA Youth and Government, Junior Achievement.

There has been genuine interest among the community for SPHS. Each feeder school, community members, parents, staff and students will be given
the opportunity to review, amend and vote on the final Public School Choice plan with a third party, non-involved group monitoring the elections.

SPHS has reached out to both the local and broader communities, integrating and establishing a presence within the community. Each planning
meeting has been fully advertised, and parent input has been solicited through the use of the school’s technical programs. A draft of the schedule was
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San Pedro High School
presented to the community, staff and student body. San Pedro High has established an in-house publicity department to disseminate information to
the local community. Each Advisory Board for the City of Los Angeles has been invited to participate in the drafting of the document. The
ConnectEd telephone notification system has been used to disseminate pertinent information in phone messages to all families of students attending
SPHS. Update calendars and information continue to be sent home with students. Family and students have been represented throughout the Public
Choice planning.

The writing of this document has been compiled with the input of community members, parents, teachers, and administrators and students. The
writing of this plan was done with a collaborative team that included volunteer community, parents, students and staff. Community partners and
representatives have all had access to drafts and amendments of this document.

There has been grassroots community supporting SPHS’ process for choosing a Public School Choice plan. Planning was open and transparent,
occurring in the school’s public venues. Media was invited and appraised of each scheduled meeting. SPHS has had a clear process for soliciting
parental engagement and empowerment concerning the academic and non-academic needs of students. Suggestions and questions were gathered at
the initial meeting. Parents were invited to attend several planning meetings and committee assignment. All team members have held meetings to
write, amend and construct this document. The School Based Management team and School Site Council meet monthly to review decisions that they
have purview over to support academic and non-academic matters.

Appendix I: Letters of Support

Key Community Partnerships

San Pedro High has established partnerships within two of its Small Learning Communities, Global Environmental and Business Action League. The
International Trade Education Program (ITEP) has partnered with the Global Environmental House. ITEP organizes the advisory board and
numerous activities and events related to the Global Environment SLC. Junior Achievement has become a partner of the Business Action League
which provides students in the SLC financial literacy skills through the JA signature curriculum and through field trips. Business men and women
come to the school to deliver the curriculum, talk about their career choices, and become a role model for women and men in the professional
business arena. It is the intent and goal to develop these professional partnerships and advisory boards for each of the houses of the SLC.

The Boys and Girls’ Club of San Pedro is in an educational partnership with San Pedro High. The Club offers educational tutoring to students of San
Pedro in an effort to assist students in successful completion of classes for graduation as well as encourage students to consider higher education after
high school. Through the College Bound Project, both entities have provided additional services beyond the bell for seven years. Numerous students
have been serviced through this successful program partnership.

The Toberman Neighborhood Center has established a partnership with San Pedro High through the LetUp Project. The program has existed for nine
years and seeks to assist student with mediation of conflict in school and in the community. Because San Pedro represents a vast and varied ethnic,
cultural, economic and social population, the objective of this partnership has been to diffuse tension and animosity in a positive and lasting manner.

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The Los Angeles Police Department’s Harbor Division is also involved in the project in an advisory capacity. Toberman also provides after school
tutoring and programs.

Because of our community involvement, advisory boards will be utilized as part of the parent engagement piece. Not only has the principal begun to
establish an advisory board made up solely of community partners and business leaders in order to connect to the community, reach out for support,
and to establish a welcoming presence in San Pedro, but each SLC has established or will be establishing an advisory board that will assist in
bringing the industry experience to life in each SLC. By June 2010, each SLC will have worked diligently to establish at least two advisory board
partners for their SLC.

SPHS’s Healthy Start Grant has established a collaborative of community-based organizations that provide educational, physical, emotional, and
well-being support. This year, Healthy Start is in its first year of implementation and we are continuing to grow our collaborative to support our
student needs at the school.

Appendix J: Community Partners

Pirate and Lady Boosters, are organizations established for the sole purpose of supporting the youth of San Pedro that provide opportunities for our
students for college entrance fees, scholarships, sports fees, field trip fees and more. These organizations have 503c status, and are established for the
sole purpose of supporting our students academic success. Both of these organizations have been supporting our students for decades.

       Part 9: School Governance

School and Advisory Organizational Charts

SPHS will develop an inclusive governance and organizational structure that maintains a committee oversight and advisory structure that provides
full stakeholder input to result in a tangible effect on school decision-making and adheres to both the LAUSD/UTLA Collective Bargaining
Agreement and the relevant state/federal Education Code.

The SPHS management and advisory structure integrates all stakeholders in the decision-making process, giving vote and voice to parents, students,
teachers, administrators, and other community members. Specifically, this is accomplished through two primary school governing bodies, the School
Based management (SBM) committee and the School Site Council (SSC), both of which are approved and have specific roles and responsibilities per
the LAUSD/UTLA Collective Bargaining Agreement and state/federal Education Code. All members on each governing committee/council have
equal voting rights. The two advisory councils are the English Learners Advisory Council (ELAC) and the Compensatory Education Advisory
Council (CEAC). These two advisory councils review the school program, data, and the results, making recommendations for program improvement
or modifications to SSC.

SBM is a committee that is made up of representatives from many interests within the school. Within its 16 members there is representation from
teachers, UTLA, parents, the principal, students, and classified staff. Per LAUSD/UTLA Collective Bargaining Agreement, this committee has
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San Pedro High School
oversight of scheduling, school equipment, staff development, student discipline/conduct, and various budgets (textbooks/materials, school-
determined needs, IMA, California Lottery funds, etc.). The co-chairs of the committee automatically are the UTLA Chair and the principal.

SSC is a council made up of representatives from many interests within the school. Half of its 12 members are from the community, with the other
half comprised of various positions to reflect all stakeholders, including students. Per federal law, SSC is a mandated council that complies with
stipulations regarding the receipt of Title I funds, and has specific guidelines regulating its scope and budgetary expenditures. SSC is tasked with
insuring that all approved funding requests satisfy these guidelines. As the governing body comprised equally of SPHS and community members,
SSC will further be charged with overseeing certain development and self-evaluation tasks, detailed in Section 8 of this plan regarding the update and
utilization of the current “Student/Parent/Teacher Survey” as an assessment and data collection tool for all named members. SSC is mainly
responsible for overseeing the implementation of the School Accountability Matrix. Program evaluation and modifications need to stem from the
oversight of this committee. Recommendations from ELAC and CEAC are also presented to this body for review and approval.

The Academic Curriculum Council is a group formed by the Principal for the purpose of improving the practice of teaching and student learning.
Members of this group include all coordinators, instructional coaches, department chairs, SLC lead teachers, administrators, UTLA chair and one
SBM Professional Development Liaison. As the teacher leadership group, this is a learning community where time is invested in the teacher
leadership by providing activities central to the pending work. These activities engage the ACC in research based best practices such as protocols, the
analysis of current research through articles, and the exploration of new reform oriented practices. This group, in detail, reviews data, the WASC
recommendations and the Action Plan, the School Accountability Matrix, synthesizes professional development needs, identifies student needs as
well as teacher needs based on the data analysis, and recommends a course of action with the professional development time. Professional
development recommendations, agreed upon by consensus, are brought to the SBM committee by the SBM Professional Development Liaison for
final approval.

As detailed in Part 8 of this plan, Family and Community Engagement, a Parent Council will be established to enhance the parent/community voice
for input into the operation and success of the school. The scope, creation and oversight responsibilities of this council, including election of
members to the above councils and advisories, are defined in that section of the plan. CEAC and ELAC elections will be run according to the District
bulletin.

As the primary governance boards, SBM and SSC encourage any advisory or individual that wishes to submit proposals for school
change/improvement. As pedagogy and practices change, SPHS must remain up to date with the most current successful practices. Still, all
proposals/requests that alter the instructional program or outline Professional Development guidelines must be research-based in order to be
considered for approval. Each governance/advisory committee will have a mechanism and guidelines in place detailing the method for proposal
submission and describing acceptable research-based support. The need for this change must be driven by data, or it must be already identified in the
School Accountability Matrix.

With representation from all effected stakeholders, decisions made by the governance or advisory committees are done with the consideration of
whole community impact, with the ultimate goal being improved student achievement. By design, all decisions are collaborative and are the
responsibility of each stakeholder’s committee representative. Parents are responsible for parental accountability. School personnel are responsible
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San Pedro High School
for SPHS accountability, and students are responsible for student accountability. This structure represents a diverse skill set within committees, and
guarantees that advisories are appropriate for the school and its population.

All representatives electing to serve on the SBM or SSC governance councils, or any established advisory, will collaborate to identify areas where
educational or operational focus is necessary and implement policies, training, and support as necessary to foster student success as identified in the
School Accountability Matrix. Yet, if each above mentioned body does not have the requisite attendance, decisions either cannot be made, or are
non-binding. Therefore, there will be strict attendance and participation requirements for all committees, agreed upon by each committee and written
into its charter and norms. Furthermore, to encourage accountability within each committee, if one member is non-compliant with the outlined
responsibilities as a stakeholder, that member will be supported for improvement or, replaced, according to committee staffing guidelines.

Appendix K: Governance Flow Chart
Appendix L: Administrative Organization Chart

       Part 10: School Leadership and Staffing Plans

Leadership, Staffing, Compensation, Recruitment

As an existing Los Angeles Unified School District school, SPHS will recruit, staff, and compensate personnel in all certificated and administrative
positions in accordance with the following Articles from the LAUSD/UTLA (certificated) and LAUSD/AALA (administrative) Collective
Bargaining Agreements:

•   Article XIII – Reduction in Force/Reinstatement (LAUSD/UTLA)
•   Article IX – Hours, Duties and Work Year (LAUSD/UTLA)
•   Article XI – Transfers (LUSD/UTLA)
•   Article XIV – Salaries (LAUSD/UTLA)
•   Article X – Duties, Responsibilities and Hours (LAUSD/AALA)

Additionally, in support of the Collective Bargaining Agreements and specific to SPHS, hiring committees will be established to manage the
interview and oversight when positions become open. These committees will be comprised of an SLC administrator, teacher representatives of the
impacted department and SLC, and a community representative from the SLC. The hiring committee will form an interview panel, align interview
questions to the mission and vision of the school, and will make a hiring recommendation to the principal.

A rigorous selection process will be utilized to identify and select candidates to lead the school. With the assistance of the Local District, vacant
administrative positions will be advertised to the candidate pool. Interested applicants will submit a cover letter, resume, and three letters of
recommendation, including one from the current supervisor, a community member, and a parent. Eligible candidates will be screened and interviews
by a school site staff selection committee will be scheduled. The selection committee will be composed of all stakeholder groups, including parents,

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San Pedro High School
classified, certificated, and administrative. The interview will be conducted in a manner that elicits a compatible candidate match to the vision and
mission of the school. Upon completion of interviews, the selection committee will submit a list of unranked names of the three highest-ranking
individuals to the Local District superintendent for selection.

Candidates with experience in, or who demonstrate an ability to lead schools with our vision and mission, will have a decided advantage in the
selection process. Characteristics of this individual include being knowledgeable about implementing change, facilitating adult learning,
understanding of District policies, have knowledge of Collective Bargaining Agreements, procedures and mandates, strong commitment to student
achievement and the factors that contribute to improvement, prioritize work well given unique time constraints, and familiarity with our community.
School reform knowledge would be required as well as an ability to encourage and motivate improvement efforts by creating a professional and
supportive working environment for all stakeholders. Alignment of the vision and mission of the school to the candidates experience, beliefs and or
understanding would serve as critical criteria in the selection process.

Currently, our school principal is Jeanette Stevens. Her principal experience includes transforming an underperforming middle school into a model
for research driven practice including collaboration, data analysis, improved personalization and remarkable math scores. Most recently, as principal
she designed and opened a brand new middle school in the downtown Los Angeles area, hiring each employee to the mission and vision of the
school. In its second year, the new school outperformed the neighboring school from which a majority of our students had transferred. These results
were attributed to teacher collaboration, professional development designed to meet the needs of the students and teachers based on data, and to the
Small Learning Community environment that increased personalization and student connections to their world around them. Innovation and realistic
school reform measures have been well supported and proven to be effective in raising student achievement under the leadership of Jeanette Stevens.
Working collaboratively with teachers, students, and parents has been a key to maintaining a safe, clean and academically focused campus. In her
seven years as principal, API scores have risen each year at her respective schools.

A complete staffing roster is available in Attachment 2: SPHS2SR_Staffing Roster.

Interested candidates for employment opportunities will be familiar with our key beliefs and theory of action for our school program. A staff
selection committee consisting of at least one representative from each stakeholder group will interview candidates that meet eligibility requirements.
Recommendations for hiring will be given to the principal for final decision. Job duties and responsibilities will be explicitly reviewed during the
hiring process.

The following are leadership positions at SPHS: Assistant Principals, Bridge Coordinator, Data Coach, Math Coach, Instructional Coach, Title 1
Coordinator, English Learner Coordinator, SLC Leads, Dean, UTLA Chair, Financial Store Manager, School Administrative Assistant, Plant
Manager, Cafeteria Manager. These positions require a strong track record of job performance. They have worked diligently to create a school that is
nurturing, safe, and academically focused. Their knowledge of our community, our needs, and their skill set will allow us to transition into our new
program.

Our teachers are in place and committed to our school program (see Attachment 2: Staffing Roster). Recruitment of new teachers will include the
use of the eligibility teacher pool established by the teacher. The selection process will incorporate the alignment of the selection process with the
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experience, beliefs and educational philosophy of each candidate in order to determine the best fit for our student population and our school program.
SPHS will follow District staffing ratios for all regular and special education students. All staff credentials will be reviewed to ensure appropriate
credentialing.

       Part 11: Operations

Internal Application

As an internal LAUSD applicant, SPHS will continue to adhere to LAUSD operational services regarding Master Service Agreements and School
Operations. Coordination of operations will be done in collaboration with all District supports and resources. Transportation will be handled by the
transportation branch. The School Administrative Assistant will utilize Business Tools for Schools (BTS) services with the District for Payroll.
School Police will handle security and campus safety in collaboration with our deans and administrator over discipline. Our cafeteria manager will
continue to work under the direct supervision of Food Services. The Plan Manager will utilize District supports for service and will oversee
maintenance.

Our campus is fully operational. Additional routine maintenance or service will be handled through our established routines and policies, abiding by
District mandates, through our Maintenance and Operations Branch.

We will continue to work collaboratively with LAUSD for all goods and services.

       Part 12: Finances

Funding

SPHS will receive funding via LAUSD’s transparent budgeting process based on ADA.

Budget Narrative

SPHS’ financial management plan will be feasible and sound. As an existing LAUSD school, SPHS will receive a standard LAUSD norm-based
budget based on student enrollment. Additional funding is available through compensatory education funds. As a Program Improvement School, the
Student Accountability Matrix will be developed collaboratively with all stakeholders, seeking out the most effective programs that have the greatest
results to implement in order to close the achievement gap. The matrix is developed in collaboration and support from the Local District and LAUSD
ensures that the matrix adheres to all state and federal guidelines for expending all funds.

General funds delivered to the school site will be overseen by the appropriate council and or committee, depending on source. This will be
accomplished with adherence to all bargaining unit agreements, federal guidelines, and mandates of the specific funding. SPHS’s budget is consistent

                                                                          43
San Pedro High School
with all parts of the proposal and aligned to the mission, vision and philosophy of the school. Any flexibility of funds that would become available
will be aligned to our educational philosophy, mission, vision, and instructional program.

Internal Financial Controls

SPHS will abide by all LAUSD procedures regulating the control and expenditure of all allotted funds. A detailed financial accounting will be
maintained and available for audit by LAUSD.

       Part 13: Facilities

Facilities

SPHS will agree and adhere to the facilities use agreement provided by LAUSD and finalized by the Workforce Stability Taskforce. We will
maintain our status of an LAUSD school.




                                                                          44
San Pedro High School
Appendix A: Assurances and Certification




                                           45
San Pedro High School

Appendix B: SLC Pyramid of Interventions



                                San Pedro High School Business Academy


Tier 3:
                                           Intervention
5% of Students in Communication House
COST – SST – 504 Plan – Diploma+
Program
LET-UP Program, PSW, IMPACT, SMART

Tier 2:
15% of Students in Communication House
SLC CPT - Department CPT – Informal
Partnerships AVID electives offered, SLC
Lead Teacher, SLC Counselor and Volunteer
Teachers offer Mentoring

Tier 1:
80-85% of Students in Boys & Girls Club
Tutoring – After School Tutoring –
Differentiated Classroom Instruction –
Consistent Learning Strategies Employed by
All Teachers in House: Daily Agendas, Use of
Cornell Notes, Collaborative Groups.
                                                  46
San Pedro High School




                         San Pedro High Communication House


 Tier 3:
                        Intervention Plan
 (5% of the Students in the Business SLC)
 COST

 Tier 2:
 (15% of the Students in the Business SLC)
 Counselor: Milena Rasic
 Teacher Mentoring Program in which each
 teacher is assigned 2 students.

 Tier 1:
 (80-85% of the Students in the Business
 SLC)
   1. Student Teacher Compact
   2. Multimodal Instruction
   3. Scaffolding Instruction
   4. Referral to Tutoring
   5. Bridge/Link “Summer Program”

                                             47
  San Pedro High School




                          San Pedro High Creative Expression House

                           Intervention Plan
Tier 3:
5% of Students in Creative Expression
COST – SST – 504 Plan – Diploma+
Program
LET-UP Program, PSW, IMPACT

Tier 2:
15% of Students in Creative Expression
SLC CPT - Department CPT – Informal
Partnerships [send to another class for the
day] – Mentoring – Everyone adopts “2”

Tier 1:
85% of Students in Creative Expression
Advisory – Saturday Detention – Boys &
Girls Club Tutoring – After School Tutoring
– Planners/Notebooks in all Classes
                                              The percentages above represent approximations of the
                                              number of students in the Creative Expression House that we
                                              expect may need varying degrees of intervention.
                                               48
San Pedro High School




                        San Pedro High Global Environment House

                         Intervention Plan
 Tier 3:
 5% of Students in Global Environment
 COST


 Tier 2:
 15% of Students in Global Environment
 Teacher Mentoring


 Tier 1:
 80-85% of Students in Global Environment
 Student-Teacher Compact – Scaffolding
 Classroom Instruction – Referrals to Tutoring
 – Possible Advisory 2 days per week within
 classes in an extended period.
                                                 The percentages above represent approximations of the
                                                 number of students in the Creative Expression House that we
                                                 expect may need varying degrees of intervention.


                                                 49
San Pedro High School


                San Pedro High Pirate Health and Fitness (PiFi) House

                        Intervention Plan
  Tier 3:
  5% of Students in PiFi
  SST, PSW, 504, IEP Referral, Diploma Plus
  Program, Let-Up, TUPE, Impact

  Tier 2:
  15% of Students in PiFi
  Personalization through CPT
  Individual student plans
  Instructional support, tutoring
  Documentation and monitoring

  Tier 1:
  80-85% of Students in PiFi
  As a House we design a Mentoring
  intervention program. The program targets in
  coming 9th graders it includes, Parent         The percentages above represent approximations of the
                                                 number of students in the Pirate Health and Fitness House
  meetings, weekly progress reports, tutoring    that we expect may need varying degrees of intervention.
  and any tools that will help the students

                                                 50
San Pedro High School
                        San Pedro High Pedro Action League House

                          Intervention Plan
 Tier 3:
 5% of Students in Pedro Action League
 COST – 5 students from PAL House

 Tier 2:
 15% of Students in Pedro Action League
 Student Success Team (SST)
 Teacher Mentoring Program – Adopt two students

 Tier 1:
 80-85% of Students in Pedro Action League
 Student-Teacher Compact
 Multi-Modality Instruction – Scaffolding
 Referral to Tutoring
 Bridge/Link ‘summer program’ w/Middle School
 Advisory during Professional Development Days

                                                  The percentages above represent approximations of the
                                                  number o students in the Pedro Action League House that we
                                                  expect may need varying degrees of intervention.




                                                  51
 San Pedro High School


 Appendix C: Single Plan for Student Achievement Accountability Matrix

 Educational Goals and Metrics

         The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational
         Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines.
 .
PI Corrective Action:                                         Annual Measurable Achievement Objective (AMAO) Goal:                        School Organization and Support Structure Goals:
 •   The school institutes and fully implements the            •  70%+ of English learners will score in the appropriate                   •   All schools will be organized to support the
     core curriculum that is based on State academic              performance range on the CST for English/language arts                       academic needs of students.
     content standards, including providing                       according to the District Progress Benchmarks for English                •  All schools will have effective support structures
     appropriate professional development based on                learners.                                                                   to address student needs that impact learning.
     scientifically-based research for all relevant staff,     •  70%+ of English learners will progress one ELD level per year.
     that offers substantial promise of improving              •  70%+ of English learners will score an overall ELD level of 4 or
     educational achievement for high priority pupils.            5 on the CELDT after 4-5 years of instruction.

Participation Rate                                 Proficiency Rate                                                                  Safe Schools
 •     The school will achieve a 95%               English/Language Arts                    Mathematics                                  • School must implement LAUSD Discipline Policy.
       participation rate for all state            Elementary and Middle Schools:           Elementary and Middle Schools:               • Staff and students must meet 95% attendance target
       assessments.                                 • The percentage of students             • The percentage of students                  each month.
 API                                                   scoring proficient or above on the      scoring proficient or above on the
•    All schools will meet the API goal of             California Standards Test (CST)         California Standards Test (CST)       Personalization/College Career Ready
     680 for the 2009-10 school year or                and the California Alternate            and the California Alternate              • Counseling provided to meet the A-G requirement
     increase by 1 point from the previous             Performance Assessment                  Performance Assessment (CAPA)               opportunities
     year. The API goal for 2010-2011 is               (CAPA) in English/ language arts        in Mathematics 2009-10 will equal         • Students are aware of college careers
     710 or show a 1 point growth from the             2009-10 will equal or exceed            or exceed 58.0% and for 2010-11           • School identified one of the following models:
     previous year.                                    56.8% and for 2010-11 will equal        will equal or exceed 68.5%.                   -Small Learning Community
                                                       or exceed 67.6%.                     High Schools:                                    -Personalized Learning Environment
Graduation Rate
                                                   High Schools:                             • The percentage of students                    -Professional Learning Community
High Schools:                                        • The percentage of students              scoring proficient or above on the    Parent Engagement
                                                       scoring proficient or above on the      10th grade administration of the          • School demonstrates increased and improved
• All schools will meet the Graduation
                                                       10th grade administration of the        CAHSEE and the California                   parent partnerships and welcoming environments
   Rate Criteria by meeting one of the
                                                       CAHSEE and the California               Alternate Performance                     • School provided meaningful training and learning for
   following options:
                                                       Alternate Performance                   Assessment (CAPA) in
  o Option 1: Have a graduation rate of at least                                                                                           parents on how to support the academic
                                                       Assessment (CAPA) in English/           Mathematics for 2009-10 will be
     83.2% for 2009-10.                                                                                                                    achievement in the home.
                                                       language arts for 2009-10 will be       equal or exceed 54.8% and for
  o Option 2: Show improvement in the rate from                                                                                          • School offers parents the opportunity to participate
                                                       equal or exceed 55.6% and for           2010-11 will equal or exceed
     2008-09 of at least 0.1%.                                                                                                             in councils, committees, and parent organizations.
                                                       2010-11 will equal or exceed            66.1%.
  o Option 3: Show improvement in the average                                                                                            • School provides information in a language that
                                                       66.7%.
     two-year graduation rate of a least 0.2%.                                                                                       1
                                                                                                                                           parents can understand.

 High Schools only:
                          List which Expected Schoolwide Learning Results (ESLRs) support the goals (if applicable):
        ESLRs             1. Students will be effective communicators who demonstrate personal, social, and civic responsibility. 2. Students will be self-directed,

                                                                                               52
San Pedro High School
                  inventive thinkers. 3. Students will be proficient in digital-age literacy. 4. Students will demonstrate high productivity, creating high-quality work.


List the WASC Recommendations that correspond with the Key Findings in the data page (if applicable).
           1. Implement and monitor effective assessment practices in all core content areas. Includes: systematic analysis of data and common expectations
               for performance to drive instructional decisions, course offerings, and professional development.
           2. Implement a system of accountability for attendance, minutes, and scheduling of staff, department, and SLC meetings.
           3. Evaluate the expectations of students and the rigor of curriculum in all classes against the requirements of the content standards and frameworks.
               Improve the correlation between grading practices and standards mastery.
           4. Develop a school wide culture of high learning expectations within the classroom through challenging learning experiences and higher order
               thinking skills.
           5. Clarify the role of leadership groups.
           6. Follow up, professional development, and monitoring should occur to ensure that the Uniform Classroom Procedures will impact effective
               classroom instruction, rigor, and expectations, and especially student learning. The Uniform Classroom Procedures need to support and stem
               from the school’s purpose and vision.
           7. Develop a site based system of academic interventions and preventions during the school day.
           8. Increase use of research-based instructional practices, including, but not limited to, formative assessment and differentiated instruction to
               enhance student engagement and teacher higher level thinking skills.
           9. Align the ESLRs with the vision and student learning. The leadership groups must focus on student learning and achievement of the ESLRs.
           10. Build professional relationships between departments and among faculty and staff.




                                                                                  53
San Pedro High School
                                                                                      Los Angeles Unified School District
                                                                           Single Plan for Student Achievement Accountability Matrix

                                                                                    High Academic Achievement Action Plan

             Accountabilities              LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                           Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                    List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                          Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                          Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                          supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                          and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                          standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                          implementing these strategies/activities.                                                                                                                                  support?
Increase the number of schools that meet               English            RTI2 Implementation:                                                SO46                               Reducing by 5% the percentage of                                    Administration           The Cohort 2
or exceed their API targets                           Learners            In order to facilitate and accelerate API                           VO94Stimulus                       students in the Far Below Basic and                                                          RtI2 training is
2008-09                                                                   growth, school will implement the data                              S539 N539                          Below Basic levels of the periodic                                  SLC Lead                 tentatively
                                            10%
282 out of 613 = 46%                                    Latino            based RTI 2 framework. Implementation                               S536 N536                          assessments in the following courses:                               Teachers                 scheduled to
                                                                          of RTI 2 framework will enable all students                         S176 Title III                                                                                                                  begin in
                                                      African             to receive instruction/intervention                                 N176 Title II                              •        English 9, 10, and 11                              Department               September
                                                     Americans            matched to their needs.                                                                                        •        World History 10                                   Chairs                   2010. Total
San Pedro High School’s API
                                                                                                                                              The following                              •        US History 11                                                               implementation
2008-2009                                               Socio-            School teams will utilize the four step                             resources will support                     •        Biology                                            Data Coach               of RtI2 is
                                                     Economically         problem solving process to:                                         this implementation                        •        Algebra 1                                                                   estimated as a
676                                                 Disadvantaged                                                                             as needed:                                 •        Geometry                                           Title I                  3 to 5 year
                                                                                  •        Identify performance/skill                                                                                                                                Coordinator              process.
                                                                                           deficits early in the school year                         Title I/EL
                                                                                  •        Design an intervention plan to                            Coordinator: To                                                                                 EL Coordinator
                                                                                           provide immediate support.                                assist the
                                                                                  •        Evaluate student progress                                 coordination of
                                                                                           through the use of formative                              professional
                                                                                           assessments at regular                                    development for
                                                                                           intervals.                                                RTI2
                                                                                                                                                     implementation.
                                                                          The improvement of instruction,
                                                                          especially for the lowest 20% of students                                  Sub- Days
                                                                          who are struggling academically, will                                      /Professional
                                                                          shrink the number of students in the Far                                   Development
                                                                          Below Basic and Below Basic quintile                                       teacher days will
                                                                          levels and allow the school to meet their                                  be needed to
                                                                          API growth targets, school-wide and for                                    free teachers to
                                                                          individual subgroups.                                                      attend trainings
                                                                                                                                                     and planning for
                                                                          The Cohort 2 RtI2 training is tentatively                                  the RTI
                                                                          scheduled to begin in September 2010.                                      implementation
                                                                          Total implementation of RtI2 is estimated                                  during the school
                                                                          as a 3 to 5 year process.                                                  day.

                                                                                                                                                     X or Z time to
                                                                                                                                                     pay teacher to
                                                                                                                               54
San Pedro High School
                                                                                         Los Angeles Unified School District
                                                                              Single Plan for Student Achievement Accountability Matrix

                                                                                       High Academic Achievement Action Plan

             Accountabilities                LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                       List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                             Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                             Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                             supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                             and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                             standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                             implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                                                        attend trainings
                                                                                                                                                        and planning
                                                                                                                                                        sessions for the
                                                                                                                                                        RTI
                                                                                                                                                        implementation
                                                                                                                                                        outside of the
                                                                                                                                                        normal teaching
                                                                                                                                                        basis.

Increase percentage of students in grades             English                Engagement (WASC:C2):                                               SO46                                                                                                   Administration           10/2009
2-11 scoring proficient or advanced on the                                                                                                                                          Grades 9 and 10:
                                                      Learners               Culturally Relevant and Responsive                                  VO94Stimulus                         • Increase the % of students scoring
                                                                                                                                                                                                                                                                                 through
CST in ELA and Math                                                          Education (CRRE) Domain 1: Knowledge                                S539 N539                                                                                              SLC Lead                 06/2011
                                                                                                                                                                                        proficient or above on the periodic
% Proficient/Advanced CST ELA by grade:               Latino                 and Experience Domain; How teachers                                 S536 N536                              assessments and CSTs                                            Teachers
             2008      2009      Change       10%                            engage students in learning:                                        S176 Title III
                                                      African                                                                                    N176 Title II                      Grade 11:                                                           Department
District     34%        38%        +4%
                                                      Americans              Staff will receive training in research                                                                 • Increase the % of students “ready for                            Chairs
                                                                                                                                                                                       college” on the Early Assessment
                                                                             based engagement strategies which                                   The following                         Program (EAP) of Readiness for College
Grade 9 –    31%        32%        +1%                Socio-                 cross all curricular areas to align with the                        resources will support                English                                                          Data Coach
Grade 10 –   29%        31%        +2%                Economically           learning styles of Standard English                                 this implementation
Grade 11 –   27%        31%        +4%                Disadvantaged          Learners, English Learners, Latino, and                             as needed:                         Grade 9-12:                                                         Title I
                                                                             African American subgroups. This will                                                                   • Increase the number of students on-track                         Coordinator
San Pedro HS % proficient/adv. CST ELA                                                                                                                                                 in terms of credits earned
                                                                             include professional development,                                          Contracted
             2008      2009       Change                                     implementation of strategies and                                           Instructional                                                                                   EL Coordinator
                                                                             monitoring of the implementation to                                        Services to hire
Grade 9 -     46         40%      -6                                         insure that all students are engaged and                                   UCLA to conduct
Grade 10 -    45         40%      -5                                         active participants in rigorous learning.                                  a series of
Grade 11 -    38         40%      +2                                         Key CRRE Components to be                                                  trainings on
                                                                             implemented:                                                               implementing
                                                                                                                                                        standards based
                                                                             4 Access Strategies:                                                       rigorous
                                                                                                                                                        instruction and
                                                                                     1.       Cooperative Learning                                      student
                                                                                                                                                        engagement.
                                                                                     2.       Instructional Conversations
                                                                                                                                                        Contracted
                                                                                     3.       Academic Language                                         Instructional
                                                                                                                                  55
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                      High Academic Achievement Action Plan

             Accountabilities                LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                      List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                            Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                            Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                            supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                            and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                            standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                            implementing these strategies/activities.                                                                                                                                  support?
                                                                                             Development                                               Services for
Increase percentage of students in grades                                                                                                              Pearson
2-11 scoring proficient or advanced on the                                          4.       Use of Advanced Graphic                                   Learning Team
CST in ELA and Math
                                                                                             Organizers                                                Training
(continued)
                                                                                                                                                       centered on
                                                                            CRRE implementation will include                                           implementation
                                                                            embedding of culturally relevant topics                                    of CRRE Access
                                                                            into instructional planning by content                                     Strategies.
                                                                            class.
                                                                                                                                                       Title I/EL
                                                                                                                                                       Coordinator: To
                                                                                                                                                       coordinate
                                                                                                                                                       professional
                                                                                                                                                       development and
                                                                                                                                                       monitoring of
                                                                                                                                                       CRRE
                                                                                                                                                       implementation.

                                                                                                                                                       Sub- Days
                                                                                                                                                       /Professional
                                                                                                                                                       Development
                                                                                                                                                       teacher days will
                                                                                                                                                       be needed to
                                                                                                                                                       free teachers to
                                                                                                                                                       attend trainings
                                                                                                                                                       and planning for
                                                                                                                                                       the CRRE
                                                                                                                                                       implementation
                                                                                                                                                       during the school
                                                                                                                                                       day.

                                                                                                                                                       X or Z time to
                                                                                                                                                       pay teacher to
                                                                                                                                                       attend trainings
                                                                                                                                                       and planning
                                                                                                                                                       sessions for the
                                                                                                                                 56
San Pedro High School
                                                                                         Los Angeles Unified School District
                                                                              Single Plan for Student Achievement Accountability Matrix

                                                                                       High Academic Achievement Action Plan

             Accountabilities                LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                       List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                             Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                             Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                             supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                             and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                             standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                             implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                                                        CRRE
Increase percentage of students in grades                                                                                                               implementation
2-11 scoring proficient or advanced on the                                                                                                              outside of the
CST in ELA and Math
                                                                                                                                                        normal teaching
(continued)
                                                                                                                                                        basis.

                                                                                                                                                        IMA and supplies            Reduce by 5% the percentage of
                                                                                                                                                        are needed to               students in the Far Below Basic and
                                                                                                                                                        provide materials           Below Basic levels of the periodic
                                                                                                                                                        and professional            assessments in the following courses:
                                                                                                                                                        development
                                                                                                                                                        resources for                       •        English 9, 10, and 11
                                                                                                                                                        CRRE                                •        World History 10
                                                                                                                                                        implementation.                     •        US History 11
                                                                                                                                                                                            •        Biology
                                                                                                                                                        Equipment,                          •        Algebra 1
                                                                                                                                                        including                           •        Geometry
                                                                                                                                                        computer
                                                                                                                                                        technology and
                                                                                                                                                        other audio                 Common formative assessments were
                                                                                                                                                        visual equipment            created and utilized to monitor progress
                                                                                                                                                        such as                     between periodic assessment to ensure
                                                                                                                                                        document                    progress and immediate adjustment to
                                                                                                                                                        readers, to                 instruction based on the data.
                                                                                                                                                        support CRRE
                                                                                                                                                        implementation              Reducing by 5% the percentage of
                                                                                                                                                                                    students in the Far Below Basic and
                                                          English            Fund CSR Teachers and auxiliaries to                                SO46                               Below Basic levels of the periodic                                  Administration
                                                         Learners            increase personalization of instruction                             VO94Stimulus                       assessments in the following courses:
                                                                             with the implementation of Culturally                               S539 N539                                                                                              SLC Lead
                                                           Latino            Relevant and Responsive Educational                                 S536 N536                                  •        English 9, 10, and 11                              Teachers
                                                                             [CRRE] Access Strategies for student                                S176 Title III
                                                         African             engagement.                                                         N176 Title II                                                                                          Department
                                                        Americans                                                                                                                                                                                       Chairs
                                                                                                                                                 The following
                                                      Socio-                                                                                     resources will support                                                                                 Data Coach
                                                                                                                                  57
San Pedro High School
                                                                     Los Angeles Unified School District
                                                          Single Plan for Student Achievement Accountability Matrix

                                                                   High Academic Achievement Action Plan

       Accountabilities   LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?
                                   Economically                                                                              this implementation
                                   Disadvantaged                                                                             as needed:                                                                                             Title I
                                                                                                                                                                                                                                    Coordinator
                                                                                                                                    CSR Teachers
                                                                                                                                    Auxiliary Periods                                                                               EL Coordinator
                                                                                                                                    Instructional               Reduce by 5% the percentage of EL
                                                                                                                                    Coach                       students in the Far Below Basic and
                                                                                                                                                                Below Basic levels of the periodic
                                      English            Implementation of Instructional Guides                              S046                               assessments in the following courses:                               Administration           10/2009
                                     Learners            and Concept Lessons in English 9,10,11                              V094                                                                                                                            through
                                                         and 12.                                                             S539                                       •        English 9, 10, and 11                              SLC Lead                 06/2011
                                       Latino                                                                                N539                                       •        World History 10                                   Teachers
                                                         The designed concept lessons include                                                                           •        US History 11
                                     African             rigorous standards based curriculum and                             IMA for CRRE                               •        Biology                                            Department
                                    Americans            have imbedded into them the research                                implementation                             •        Algebra 1                                          Chairs
                                                         based CRRE strategies including: the                                                                           •        Geometry
                                   Socio-                four Access Strategies:                                             IMA and equipment to                                                                                   Data Coach
                                   Economically                                                                              support the
                                   Disadvantaged                  1.      Advanced Graphic Organizers                        Accelerated Reader                                                                                     Title I
                                                                  2.      Instructional Conversations                        program                                                                                                Coordinator
                                                                  3.      Cooperative Learning
                                                                  4.      Academic Vocabulary                                Micro-computer                                                                                         EL Coordinator
                                                                                                                             support assistant to
                                                         In order to engage students, additional                             provide technical
                                                         lessons specific to each SLC will utilize                           assistance with
                                                         the same pedagogy and strategies to                                 computers and
                                                         address the standards.                                              printers

                                                         Expand the Accelerated Reader
                                                         computerized reading intervention
                                                         program to improve literacy among non-
                                                         proficient students. English department
                                                         will determine a common protocol to
                                                         implement the program to allow teacher                                                                 Reduce by 5% the percentage of EL
                                                         to work together to improve use of the                                                                 students in the Far Below Basic and
                                                         program to meet student needs..
                                                                                                              58
San Pedro High School
                                                                     Los Angeles Unified School District
                                                          Single Plan for Student Achievement Accountability Matrix

                                                                   High Academic Achievement Action Plan

       Accountabilities   LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?
                                      English            Implementation of High Point ELD                                    S536 N536                          Below Basic levels of the periodic                                  Administration           10/2009
                                     Learners            program and SDAIE strategies across the                             S176 Title III                     assessments in the following courses:                                                        through
                                                         curriculum.                                                                                                                                                                SLC Lead                 06/2011
                                                                                                                             IMA and equipment to                       •        English 9, 10, and 11                              Teachers
                                                         SDAIE strategies especially in the area of                          support High Point                         •        World History 10
                                                         comprehensible input and appropriate                                program and SDAIE                          •        US History 11                                      Department
                                                         lesson design overlap into the four CRRE                            strategies                                 •        Biology                                            Chairs
                                                         Access Strategies:                                                                                             •        Algebra 1
                                                                                                                                                                        •        Geometry                                           Data Coach
                                                                  1.      Advanced Graphic Organizers
                                                                  2.      Instructional Conversations                                                                                                                               Title I
                                                                  3.      Cooperative Learning                                                                                                                                      Coordinator
                                                                  4.      Academic Vocabulary
                                                                                                                                                                                                                                    EL Coordinator
                                                         In order to engage EL students in
                                                         rigorous instruction, the Access
                                                         Strategies and SDAIE strategies must be
                                                         implemented schoolwide across SLCs
                                                         and all curricular areas.

                                      English            Preparing for Reclassification Program                              S536, N536                                                                                             Administration
                                     Learners/           [PRP] Interventions Classes for EL                                  S176
                                       PRP               students who have been in the ELD                                                                                                                                          SLC Lead
                                                         program for 5 years or more and have still                                                                                                                                 Teachers
                                                         not re-classified.
                                                                                                                                                                                                                                    Department
                                                         Use of Advisories and Life Skills courses                                                                                                                                  Chairs
                                                         to provide such intervention courses with
                                                         data driven content to help PRPs to                                                                                                                                        Data Coach
                                                         reclassify.
                                                                                                                                                                                                                                    Title I
                                                                                                                                                                                                                                    Coordinator

                                                                                                                                                                                                                                    EL Coordinator



                                                                                                              59
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                      High Academic Achievement Action Plan

                Accountabilities             LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                      List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                            Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                            Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                            supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                            and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                            standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                            implementing these strategies/activities.                                                                                                                                  support?




Increase percentage of students in grades                 English           Implementation of Mathematics                                       S046                                                                                                   Administration           10/2009 –
9-11 scoring proficient or advanced on the               Learners           Instructional Guides and Concept Lessons                            V094                               Grades 9 - 11:                                                                               06/2011
CST in ELA and Math (continued)                                             in Algebra I and Geometry                                           S539                                • Increase the % of students scoring                               SLC Lead
% Proficient/Advanced CST Math by grade:                   Latino                                                                               N539                                  proficient or above on the periodic                              Teachers
                                                                            The designed concept lessons include                                                                      assessments and CSTs
                   2008     2009    Change
District           35%      37%      +2%                 African            rigorous standards based curriculum and                             CSR teachers to                    Grade 9-12:                                                         Department
                                              10%       Americans           have imbedded into them the research                                increase                            • Increase the number of students on-                              Chairs
                                                                            based CRRE strategies including: the four                           personalization                       track in terms of credits earned
Algebra 1   –      17%      19%       +2%                 Socio-            Access Strategies:                                                                                                                                                         Data Coach
Geometry    –      11%      14%       +3%              Economically                                                                             IMA to support CRRE
Algebra 2   –      13%      14%       +1%
HS Math     –      29%      30%       +1%
                                                      Disadvantaged                  1.      Advanced Graphic Organizers                        strategies                         Common formative assessments were                                   Title I
                                                                                     2.      Instructional Conversations                                                           created and utilized to monitor progress                            Coordinator
San Pedro HS                                                                         3.      Cooperative Learning                               Math Coach to train                between periodic assessment to ensure
                 2008     2009     Change                                            4.      Academic Vocabulary                                teachers                           progress and immediate adjustment to                                EL Coordinator
Algebra 1                                     10%                                                                                                                                  instruction based on the data.
Grade 9            7        8        +1                                     In order to engage students, additional                             The following
Grade 10           3        3         0                                     lessons specific to each SLC will utilize                           resources will support             Reducing by 5% the percentage of
                                                                            the same pedagogy and strategies to                                 this implementation as             students in the Far Below Basic and
Geometry
Grade 9           36       18        -18
                                                                            address the standards.                                              needed:                            Below Basic levels of the periodic
Grade 10          10        7         -3                                                                                                                                           assessments in the following courses:
Grade 11           0        3         +3                                                                                                        Contracted
                                                                                                                                                Instructional Services                     •        Algebra 1
Algebra 2                                                                                                                                       to hire UCLA to                            •        Geometry
Grade 9           46        47       +1                                                                                                         conduct a series of
Grade 10          32        42      +10                                                                                                         trainings on
Grade 11          10        19       +9                                                                                                         implementing
                                                                                                                                                standards based
                                                                                                                                                rigorous instruction
                                                                                                                                                and student
                                                                                                                                                engagement with
                                                                                                                                                common lesson
                                                                                                                                                design and
                                                                                                                                                assessments
                                                                                                                                 60
San Pedro High School
                                                                                       Los Angeles Unified School District
                                                                            Single Plan for Student Achievement Accountability Matrix

                                                                                     High Academic Achievement Action Plan

               Accountabilities            LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                           Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
% Proficient/Advanced CST Science and               English                Implementation of the Instructional Guides                          SO46                                                                                                   Administration           10/2009
Social Science:                                     Learners               and Model Lessons in Biology                                        VO94Stimulus                                                                                                                    through
                                                                                                                                               S539 N539                                                                                              SLC Lead                 06/2011
District:                                   10%
                                                    Latino                 The designed Model Lessons include                                  S536 N536                          Common formative assessments were                                   Teachers
                 2008      2009   Change
Biology           24%      24%       0%                                    rigorous standards based curriculum and                             S176 Title III                     created and utilized to monitor progress
Chemistry         12%      14%     +2%              African                have imbedded into them the research                                N176 Title II                      between periodic assessment to ensure                               Department
Earth Sci.        21%      26%     +5%              Americans              based CRRE strategies including: the four                                                              progress and immediate adjustment to                                Chairs
Physics           19%      20%     +1%                                     Access Strategies:                                                                                     instruction based on the data.
Integ. Sci1        7%       8%     +1%              Socio-                                                                                     The following                                                                                          Data Coach
Integ. Sci2        2%       0%      -2%             Economically                    1.      Advanced Graphic Organizers                        resources will support             Reducing by 5% the percentage of
Integ. Sci3        3%       7%     +4%              Disadvantaged                   2.      Instructional Conversations                        this implementation as             students in the Far Below Basic and                                 Title I
Soc. Sci.         23%      28%     +5%
                                                                                    3.      Cooperative Learning                               needed:                            Below Basic levels of the periodic                                  Coordinator
World Hist.       18%      23%     +4%
U.S. Hist.        25%      32%     +7%                                              4.      Academic Vocabulary                                      Contracted                   assessments in the following course:                                EL Coordinator
                                                                                                                                                     Instructional                     •     Biology
                                                                           In order to engage students, additional                                   Services to hire                                                                                 School Site
San Pedro HS:                                                              lessons specific to each SLC will utilize                                 UCLA to conduct                                                                                  Council
                  2008     2009   Change    10%                            the same pedagogy and strategies to                                       a series of
Biology                                                                    address the standards.                                                    trainings on
Grade 9            33       25      -8                                                                                                               implementing
Grade 10           32       38      +6
                                                                           To address the Biology standards the                                      standards based
Grade 11           37       24     -13
                                                                           Science department will create a                                          rigorous
Chemistry                                                                  curriculum map to allow all Biology                                       instruction and
Grade 10           32        37     +5                                     teachers to cover the tested standards                                    student
Grade 11           12       16      +4                                     and to make adjustment to instruction                                     engagement with
                                                                           during the school year.                                                   common lesson
Earth Science                                                                                                                                        design and
Grade 11           64       57      -7                                                                                                               assessments for
                                                                                                                                                     Biology.
Physics
Grade 11           62       67      +5
                                                                                                                                                      Contracted
Integ. Sci 1                                                                                                                                          Instructional
Grade 9             8        8       0                                                                                                                Services for
Grade 10            4        5      +1                                                                                                                Pearson Learning
Grade 11            10       5      -5                                                                                                                Team Training
                                                                                                                                                      centered on
                                                                                                                                                      implementation of
                                                                                                                                61
San Pedro High School
                                                                                         Los Angeles Unified School District
                                                                              Single Plan for Student Achievement Accountability Matrix

                                                                                       High Academic Achievement Action Plan

               Accountabilities              LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                       List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                             Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                             Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                             supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                             and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                             standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                             implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                                                        CRRE Access                                                                                                              10/2009
                                                      English                                                                                           Strategies with a                                                                                                        through
% Proficient/Advanced CST History / Social            Learners                                                                                          focus on                                                                                                                 06/2011
Science by grade:
                                                                             Implementation of Instructional Guides                                     implementing this           Common formative assessments will be
LAUSD:                                        10%     Latino                 and Concept Lessons in US History 11                                       protocol for future         created and utilized to monitor progress                            Administration
                                                                             and World History 10                                                       common planning             between periodic assessment to ensure
World History                                         African                                                                                           time in response            progress and immediate adjustment to                                SLC Lead
                    2008     2009   Change            Americans                                                                                         to lesson design            instruction based on the data.                                      Teachers
Grade 9             16%      19%     +3%
                                                                                                                                                        and
Grade 10            19%      24%     +5%
Grade 11             8%       8%      0%              Socio-                                                                                            assessments.                Reduce by 5% the percentage of students                             Department
                                                      Economically                                                                                                                  in the Far Below Basic and Below Basic                              Chairs
U.S. History                                          Disadvantaged                                                                                     Title I/EL                  levels of the periodic assessments in the
                    2008     2009   Change                                   The designed concept lessons include                                       Coordinator: To             following courses:                                                  Curriculum
Grade 11            25%      32%     +7%                                     rigorous standards based curriculum and                                    coordinate                                                                                      Council
                                                                             have imbedded into them the research                                       professional                        •        World History 10
                                                                             based CRRE strategies including: the four                                  development and                     •        US History 11
San Pedro HS:                                                                Access Strategies:                                                         monitoring of the
                                              10%                                                                                                       implementations.
World History                                                                         1.      Advanced Graphic Organizers
                   2008      2009   Change                                            2.      Instructional Conversations                               Sub- Days
                                                                                      3.      Cooperative Learning                                      /Professional
Grade 9             11        11     0                                                4.      Academic Vocabulary                                       Development
Grade 10            36        45    +9        10%
Grade 11            21        14    -7
                                                                                                                                                        teacher days will
                                                                             In order to engage students, additional                                    be needed to free
U.S. History                                                                 lessons specific to each SLC will utilize                                  teachers to attend
                                                                             the same pedagogy and strategies to                                        trainings and
Grade 11            45        47    +2                                       address the standards.                                                     planning for the
                                                                                                                                                        implementations
                                                                                                                                                        during the school
                                                                                                                                                        day.

                                                                                                                                                        X or Z time to pay
                                                                                                                                                        teacher to attend
                                                                                                                                                        trainings and
                                                                                                                                                        planning sessions
                                                                                                                                                        for the
                                                                                                                                  62
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                      High Academic Achievement Action Plan

              Accountabilities               LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                      List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                            Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                            Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                            supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                            and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                            standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                            implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                                                       implementations
% Proficient/Advanced CST History / Social                                                                                                             outside of the
Science by grade:                                                                                                                                      normal teaching
(continued)                                                                                                                                            basis.

                                                                                                                                                       IMA and supplies
                                                                                                                                                       are needed to
                                                                                                                                                       provide materials
                                                                                                                                                       and professional
                                                                                                                                                       development
                                                                                                                                                       resources for
                                                                                                                                                       strategy
                                                                                                                                                       implementation.


                                                                                                                                                    Equipment,
                                                                                                                                                    including
                                                                                                                                                    computer
                                                                                                                                                    technology and
                                                                                                                                                    other audio visual
                                                                                                                                                    equipment such
                                                                                                                                                    as document
                                                                                                                                                    readers, to
                                                                                                                                                    support strategy
                                                                                                                                                    implementation
Reduce the percentage of students in                      English           See RtI2 and CRRE Implementation                                    S046, 0A56                                                                                             Administration           10/2009
grades 2-11 scoring Far Below Basic and                  Learners           descriptors.                                                        V094                               CSTs will indicate that students scoring                            SLC Lead                 through
Below Basic on the CST in ELA and Math                                                                                                          S539                               BB or FBB will decrease by 10%                                      Teachers                 06/2011
                                               -10
                                                           Latino                                                                               N539
                  07-08    08-09   Change
ELA                33%      31%     -2%                                                                                                                                                                                                                Department
MATH               42%      40%     -2%                  African                                                                                IMA and equipment to                                                                                   Chairs
                                                        Americans                                                                               support RTI 2 and                                                                                      Data Coach
                                                                                                                                                CRRE programs                                                                                          Title I
                                                      Socio-                                                                                                                                                                                           Coordinator
                                                      Economically                                                                              Data Coach will
                                                      Disadvantaged                                                                             provide a roster of                                                                                    EL Coordinator
                                                                                                                                 63
San Pedro High School
                                                                                          Los Angeles Unified School District
                                                                               Single Plan for Student Achievement Accountability Matrix

                                                                                        High Academic Achievement Action Plan

             Accountabilities                  LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                               Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                        List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                              Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                              Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                              supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                              and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                              standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                              implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                                                  students who need
                                                                                                                                                  intervention

                                                                                                                                                  P.D. to train teachers
                                                                                                                                                  in RTI 2 and CRRE

Increase the number of students identified              GATE                                                                                      GATE Appropriation                                                                                     Administration           10/2009
as Gifted to a minimum of 6% of the school                                                                                                                                           • The number of state-identified gifted
                                                                                      •        Gifted Program Coordinator                         #4168                                                                                                                           through
site’s population.                                                                                                                                                                     students will increase in all subgroups
                                                        African                                will receive training in                                                                                                                                  SLC Lead                 06/2011
                                               varies
                                                        American                               screening and identifying                          Coordinating                                                                                           Teachers
District:                                        by
                                               school                                          potential GATE students in all                     Differential
                07-08      08-09 Change                                                        subgroups, including African                                                                                                                              Department
                 9.3%      9.2%   -.1%                                                         American students.                                 IMA                                                                                                    Chairs
                                                                                      •        Staff will develop educational
San Pedro High School is currently             varies                                          opportunities for students by                      X time: to allow                                                                                       Gifted
above the 6% minimum:                            by                                            searching and referring                            teachers to meet                                                                                       Coordinator
                                               school                                                                                             outside of the normal
                                                                                               students for identification in
                07-08 08-09 Change                                                             the different subgroup                             teaching basis for                                                                                     Counselors
                 17% 18.7% +1.7%                                                               categories.                                        training for GATE
      •     14.7% Latino                                                              •        Administrators and Gifted                          identification and                                                                                     Data Coach
      •     10.4% African American                                                             coordinator will ensure that                       lesson planning..
                                                                                               underrepresented groups will
Increase the total percentage of each site’s
African-American and Hispanic students                                                         not be excluded from the
identified as Gifted to a minimum of 6% of                                                     referral process.
each subgroup’s total population.                                                     •        CRRE Access Strategies will
                                                                                               be implemented to promote
District:       07-08   08-09 Change                                                           student achievement in all
African Americans 6.6% 6.6%    .0%                                                             subgroups.
Hispanic          6.9% 7.0%    .1%                                                    •        Provide differentiated
                                                                                               instruction for Gifted and
                                                                                               Talented students that builds
San Pedro HS     07-08 08-09 Change                                                            on the core curriculum and
African American 13.1% 14% +0.9%                                                               supplements it.
Hispanic         11.3% 13.5% +2.2%


                                                                                                                                   64
San Pedro High School
                                                                                          Los Angeles Unified School District
                                                                               Single Plan for Student Achievement Accountability Matrix

                                                                                        High Academic Achievement Action Plan

               Accountabilities               LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                              Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                        List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                              Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                              Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                              supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                              and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                              standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                              implementing these strategies/activities.                                                                                                                                  support?



Accelerate the performance for all African-            African-               See RtI2 and CRRE Implementation                                    S046,0A56                                                                                              Administration           10/2009
American, Hispanic, Standard English                   American               descriptors.                                                        V094, S539, N539                   Grades 9 - 11:                                                                               through
Learners, and Students with Disabilities                                                                                                                                                                                                                 SLC Lead                 06/2011
                                                                                                                                                                                      • Increase the % of students scoring
                                                       Hispanic
                                                                                                                                                   Sub- Days                            proficient or above on the periodic                              Teachers
Prof/Adv CST ELA Subgroups:
                                                       Standard                                                                                    /Professional                        assessments and CSTs in all
                     07-08   08-09   Change    10%     English Learners                                                                            Development                          subgroups                                                        Department
African American 25%          27%     +2%                                                                                                          teacher days will be                                                                                  Chairs
Hispanic              31%     33%     +2%              Students with                                                                               needed to free                    Grade 9-12:
English Learners 20%          23%     +3%              Disabilities                                                                                teachers to attend                 • Increase the number of students on-                              Data Coach
Sts. w/ Disabilities 11%      12%     +1%                                                                                                                                               track in terms of credits earned in all
                                                                                                                                                   trainings and
                                                                                                                                                   planning for the                     subgroups                                                        Title I
                                                                                                                                                   CRRE                                                                                                  Coordinator
                                                                                                                                                   implementation
                                                                                                                                                   during the school                                                                                     EL Coordinator
                                                                                                                                                   day.

                                                                                                                                                   X or Z time to pay
                                                                                                                                                   teacher to attend
                                                                                                                                                   trainings and
                                                                                                                                                   planning sessions
                                                                                                                                                   for the CRRE
                                                                                                                                                   implementation
                                                                                                                                                   outside of the normal
                                                                                                                                                   teaching basis.

Accelerate the performance of Standard                 African-               See RtI2 and CRRE Implementation                                    IMA and equipment to                                                                                   Administration           10/2009
English Learners (SEL)                                 American               descriptor.                                                         support RtI 2 and                  Grades 9 - 11:                                                                               through
                                                                                                                                                  CRRE instruction                    • Increase the % of SEL students                                   SLC Lead                 06/2011
                                               10%     Hispanic
                                                                                                                                                                                        scoring proficient or above on the                               Teachers
                                                       Standard                                                                                                                         periodic assessments and CSTs
                                                       English Learners                                                                                                                                                                                  Department
                                                                                                                                                                                                                                                         Chairs
                                                       Students with
                                                       Disabilities                                                                                                                                                                                      Data Coach
                                                                                                                                   65
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                      High Academic Achievement Action Plan

             Accountabilities               LAUSD     Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                            Target                                                                                                Funding Sources                                                                                        Responsible                  Date
                                                      List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                            Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                            Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                            supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                            and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                            standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                            implementing these strategies/activities.                                                                                                                                  support?




AMAO 1 – Meet or exceed the percentage               English                See Implementation of High Point and                                S536                                                                                                   Administration           10/2009
                                                                                                                                                                                   • ELD Portfolios (K-12)
of English Learners making annual                    Learners/              SDAIE strategies across the curriculum.                             N536                                                                                                                            through
progress in learning English                                                                                                                                                       • ELD Practicum/Into English Assessments
                                                     PRP                                                                                                                               (K-5)                                                           SLC Lead                 06/2011
                                             3%
                                                                            See PRP Interventions Classes                                       Fund an EL                         • High Point Curriculum/Assessments (6-12)                          Teachers
           07-08      08-09        Change
           54.8%      55.7%        +0.9%                                    descriptor.                                                         Coordinator to                     • CELDT
                                                                                                                                                implement training                 • ELSSA Data                                                        Department
2007-2008 State Target was 50.1%                                                                                                                programs and                                                                                           Chairs
2008-2009 State Target was 51.6%                                                                                                                intervention
2009-2010 State Target is 53.1%                                                                                                                                                                                                                        Data Coach

                                                                                                                                                                                                                                                       Title I
                                                                                                                                                                                                                                                       Coordinator

                                                                                                                                                                                                                                                       EL Coordinator


AMAO 2 – Meet or exceed the percentage               English                See Implementation of High Point and                                S536                                                                                                   Administration           10/2009
                                                                                                                                                                                   • See monitoring indicators for AMAO 1
of English Learners scoring early                    Learners/              SDAIE strategies across the curriculum.                             N536                                                                                                                            through
advanced and advanced on the CELDT                   PRP                                                                                                                                                                                               SLC Lead                 06/2011
                                                                            See PRP Interventions Classes                                                                                                                                              Teachers
% Early Adv/Adv                              5%
           07-08      08-09        Change                                   descriptor.
           36.3%      39.3%         +3%                                                                                                                                                                                                                Department
                                                                                                                                                                                                                                                       Chairs
2008-2009 State Target was 30.6%
2009-2010 State Target is 32.2%                                                                                                                                                                                                                        Data Coach

                                                                                                                                                                                                                                                       Title I
                                                                                                                                                                                                                                                       Coordinator

                                                                                                                                                                                                                                                       EL Coordinator
AMAO 3 – Meet or exceed the percentage               English                See Implementation of High Point and                                                                                                                                       Administration           10/2009
of English Learners scoring proficient or            Learners/              SDAIE strategies across the curriculum.                                                                Grades 9 - 11:                                                                               through
                                                                                                                                 66
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                      High Academic Achievement Action Plan

             Accountabilities                LAUSD     Subgroup(s)                           Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                             Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                      List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                            Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                            Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                            supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                            and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                            standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                            implementing these strategies/activities.                                                                                                                                  support?
advanced on the CST                                   PRP                                                                                                                             • Increase the % of EL students                                  SLC Lead                 06/2011
                                                                            See PRP Interventions Classes                                                                               scoring proficient or above on the                             Teachers
            07-08      08-09     Change                                     descriptor.                                                         S536                                    periodic assessments and CSTs
ELA          24.3       27.0     +2.7%
                                                                                                                                                N536                                                                                                   Department
Math         34.1       36.3     +2.1%
                                                                            See RtI2 and CRRE Implementation                                                                                                                                           Chairs
                                                                            descriptor.
                                                                                                                                                                                                                                                       Data Coach

                                                                                                                                                                                                                                                       Title I
                                                                                                                                                                                                                                                       Coordinator

                                                                                                                                                                                                                                                       EL Coordinator

Increase EL reclassification rates at the                English            See Implementation of High Point and                                S536                                                                                                   Administration           10/2009
                                                                                                                                                                                   • EL monitoring rosters, and where possible
elementary, middle, and high school levels    5%        Learners/           SDAIE strategies across the curriculum.                             N536                                                                                                                            through
                                                                                                                                                                                     EL students not moving or reclassifying
                                                          PRP                                                                                                                      • RFEP Monitoring Rosters                                           SLC Lead                 06/2011
            07-08      08-09      Change
                                                                            See PRP Interventions Classes                                                                                                                                              Teachers
EL           13.5       15.8       +2.3
MS           22.4       20.8       +8.4                                     descriptor.
HS           10.3       12.4       +2.1                                                                                                                                                                                                                Department
                                                                            See RtI2 and CRRE Implementation                                                                                                                                           Chairs
                                                                            descriptor.
                                                                                                                                                                                                                                                       Data Coach

                                                                                                                                                                                                                                                       Title I
                                                                                                                                                                                                                                                       Coordinator

                                                                                                                                                                                                                                                       EL Coordinator

Increase the percentage of SWD                        Students with         See RtI2 and CRRE Implementation                                    S046                                                                                                   Administration           10/2009
performing at Basic and beyond on the         35%      Disabilities         descriptor.                                                         S539                               Grades 9 - 11:                                                                               through
ELA and Math CSTs                             ELA                                                                                               N539                                • Increase the % of students with                                  SLC Lead                 06/2011
            07-08      08-09     Change       35%
                                                                                                                                                0A56                                  disabilities scoring proficient or above                         Teachers
ELA          25%        27%       +2%         Math                                                                                                                                    on the periodic assessments and
MATH         26%        27%       +1%                                                                                                           V094
                                                                                                                                                                                      CSTs                                                             Department
                                                                                                                                                 Sub- Days                          • Increase the % of students with                                  Chairs
                                                                                                                                                 /Professional                        disabilities passing the CAHSEE
                                                                                                                                 67
San Pedro High School
                                                                     Los Angeles Unified School District
                                                          Single Plan for Student Achievement Accountability Matrix

                                                                   High Academic Achievement Action Plan

       Accountabilities   LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during,         activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         and after the school day for students not meeting grade level       described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?
                                                                                                                              Development                                                                                           Data Coach
                                                                                                                              teacher days will be
                                                                                                                              needed to free                                                                                        Bridge
                                                                                                                              teachers to attend                                                                                    Coordinator
                                                                                                                              trainings and
                                                                                                                              planning for the
                                                                                                                              CRRE and RTI 2
                                                                                                                              implementation
                                                                                                                              during the school
                                                                                                                              day.

                                                                                                                              X or Z time to pay
                                                                                                                              teacher to attend
                                                                                                                              trainings and
                                                                                                                              planning sessions
                                                                                                                              for the CRRE and
                                                                                                                              RTI 2
                                                                                                                              implementation
                                                                                                                              outside of the normal
                                                                                                                              teaching basis.




                                                                                                              68
San Pedro High School
                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                                                 Graduation Rate

              Accountabilities              LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                            Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
Graduation rate will increase                        Hispanic              Hire a full-time PSA and Diploma Project                            S046                                                                                                   Administration           10/2009
                                             8%                                                                                                                                   • Increase graduation rate by subgroups (e.g.
                                                                           Counselor to identify and monitor students                          V094                                 ELs, AA, Latino/Hispanic)                                                                  through
LAUSD Graduation Rate:                               Socio-                who are at-risk for not meeting graduation                          S539                                                                                                   SLC Lead                 06/2011
                                                                                                                                                                                  • Decrease rate of drop-outs
                                                     economically          requirements                                                        N539                               • Increase the percentage of 9th to 10th grade                      Teachers
            06-07      07-08     Change
           67.1%       72.4%      +5.3%              Disadvantag                                                                                                                    students accumulating 55 credits
                                                     ed                    Counselors will develop an individualized                                                              • 4-year longitudinal graduation rate (9th grade                    Department
San Pedro HS Graduation Rate:                                              education plan for each student.                                                                         to graduation)                                                    Chairs
                                                     African
           06-07      07-08      Change              American              Conduct parent workshops to inform them                                                                                                                                    Data Coach
           78.1       79.2        +1.1%                                    about graduation requirements.
                                                     English                                                                                                                                                                                          Counselors
                                                     Learners

                                                     Students
                                                     with
                                                     Disabilities
Increase percent of 10th graders passing                                   See RtI2 and CRRE Implementation                                    S046                                                                                                   Administration           10/2009
both parts of CAHSEE on the first attempt                                                                                                                                         • Increased participation in CAHSEE
                                                     English               descriptor.                                                         V094                                 preparation                                                                                through
                                             6%      Learners                                                                                  S539                                                                                                   SLC Lead                 06/2011
LAUSD:
                                                                           All administrators and coordinators will be                         N539                                                                                                   Teachers
            07-08      08-09     Change
             57%        60%        +3%               Latino                assigned 10 to 12 at-risk students for
                                                                           mentoring.                                                                                                                                                                 Department
San Pedro H.S.:                                      African                                                                                                                                                                                          Chairs
                                                     Americans             CAHSEE warm up questions will be
            07-08      08-09     Change                                    provided to all staff members to use                                                                                                                                       Data Coach
             58%         70%      +12%               Socio-Econ.           during the six week period prior to the
                                                     Disadvantag           CAHSEE census.                                                                                                                                                             Title I
                                                     ed                                                                                                                                                                                               Coordinator
                                                                           The data coach will provide a list of
                                                                           students who are at risk for not meeting                                                                                                                                   EL
                                                                           CAHSEE proficiency. These students will                                                                                                                                    Coordinator
                                                                           participate in a CAHSEE prep class six
                                                                           weeks prior to the exam.                                                                                                                                                   Testing
                                                                                                                                                                                                                                                      Coordinator
                                                                           Grade 9 and Grade 10 advisories will
                                                                           focus on CAHSEE prep with the emphasis
                                                                                                                                69
San Pedro High School
                                                                                       Los Angeles Unified School District
                                                                            Single Plan for Student Achievement Accountability Matrix

                                                                                                                Graduation Rate

              Accountabilities             LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                           Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                    List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                          Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                          Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                          supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                          after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                          standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                          implementing these strategies/activities.                                                                                                                                  support?
                                                                          on the review of key mathematics
                                                                          standards targeted in the 10th grade
                                                                          standards.

                                                                          San Pedro HS will conduct 9th and 10th
                                                                          Grade CAHSEE Preparatory Classes
                                                                          utilizing the advisories for intervention
                                                                          purposes.

                                                                          To include:

                                                                                       Review of 6th and 7th grade
                                                                                       standards which comprise 85%
                                                                                       of the Mathematic section of
                                                                                       the CAHSEE
                                                                                       Test Preparation Activities to
                                                                                       ensure students are familiar
                                                                                       with the format and the
                                                                                       academic language used tin
                                                                                       the CAHSEE. .
Dropout rate will decrease.                         Socio-                Hire full-time PSA and Diploma Project                              S046                                                                                                   Administration           09/2009 –
                                                                                                                                                                                 Monitor students at risk:
                                            6%      economically          Counselors to identify and monitor                                                                                                                                                                  06/2011
                                                                                                                                                                                 • 85% of students are in attendance for 96% or
           06-07       07-08     Change             Disadvantag           students who are at-risk for not meeting                            V094                                                                                                   SLC Lead
                                                                                                                                                                                   more of the time
           31.7%      26.4%        -5.3%
                                                    ed                    graduation requirements                                                                                • Increase in pass rates in English and/or math                     Teachers
                                                                                                                                              S539                                 courses
San Pedro High School’s drop-out rate:              Hispanic              Counselors and DPC will develop                                                                        • Increase in number of students receiving an                       Department
                                                                          individualized credit recovery programs for                         N539                                 E or S in Work Habits or Cooperation                              Chairs
           06-07       07-08     Change             African               students in danger of not promoting to the                                                             • Increase attendance rates for both students
           19.2%       32.4%     +13.2%             American              next grade level                                                    E046                                 and teachers to 96%.                                              PSA

                                                    English               Staff will provide parent education                                 Materials and
                                                    Learners              workshops regarding requirements for                                supplies for parent
                                                                          matriculation and graduation                                        meetings,
                                                    Students                                                                                  conferences,
                                                    with                  Develop and monitor the school’s                                    workshops
                                                    Disabilities          Attendance Plan
                                                                                                                               70
San Pedro High School
                                                                      Los Angeles Unified School District
                                                           Single Plan for Student Achievement Accountability Matrix

                                                                                               Graduation Rate

       Accountabilities   LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?


                                                         Provide group and individual counseling
                                                         for students at risk of dropping out




                                                                                                              71
San Pedro High School
                                                                                          Los Angeles Unified School District
                                                                               Single Plan for Student Achievement Accountability Matrix

                                                                                          Personalization/College Career Ready

              Accountabilities              LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                            Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
Increase in the number of students                   Hispanic                                                                                  10th grade counseling              A-G enrollment and passing rates                                    Administration           09/2009 –
graduating having completed A-G                                            •       SPHS will implement LAUSD policy                            funds                              • Decrease the number of students receiving                                                  06-2011
requirements, and thus having their                  Socio-                        on A-G course offerings as the highs                                                             Fails in A-G courses by 10%.                                      SLC Lead
choice of a Career Pathway.                          economically                  school graduating requirements for                          4168                               • Increase the percent of students earning C's                      Teachers
                                             80%     Disadvantag                   the class of 2014                                           4025                                 or higher in A-G courses.
District:                                            ed                                                                                        A455                                                                                                   Department
                                                                           •       Counseling Department will focus on                                                                                                                                Chairs
            07-08     08-09        Change            African                       10th grade student awareness of A-G
             25%     TBD%          +__%              American                                                                                                                                                                                         Counselors
                                                                           •       Each SLC will support 9th – 11th
San Pedro HS students currently on track             English                       grade students through targeted
with A-G requirements:                               Learners                      intervention classes supporting ELA
                                                                                   and Math
10th grade    42%                                    Students
11th grade    27%                                    with                  •       Increase A-G course offerings
12th grade    27%                                    Disabilities                  focusing on 11th and 12th grade
Schoolwide    32%                                                                  electives

                                                                           •       Enhance SLC thematic electives that
                                                                                   support CTE and offer A-G credit

                                                                           •       SPHS has adopted a 7 period block
                                                                                   schedule effective 9/2010 to
                                                                                   increase instructional depth in A-G
                                                                                   classes.
Increase the enrollment in Advanced                  Hispanic                                                                                                                                                                                         Administration           09/2009 –
Placement course                                                                           Articulate the importance of                                                           Advanced Placement courses –                                                                 06-2011
                                             5%      Socio-                                Honors and AP classes to the                                                           • Increase Advanced Placement offerings                             SLC Lead
             07-08     08-09      Change
                                                     economically                          incoming 8th grade students                                                              at all high schools.                                              Teachers
             1.8%      1.9%         + .1%
                                             5%      Disadvantag                           Inform parents of the benefits                                                         • Increase the number of tests
Increase pass rates on AP tests                      ed                                    of AP courses at the 9th grade                                                           administered by 10%                                               Department
                                                                                           orientation/parent meetings.                                                           • Increase the number of subject matter                             Chairs
            07-08     08-09       Change             African                               All students interested in taking                                                        tests administered by:
            44.1%     TBD%        +TBD%              American                              an AP course are encouraged                                                                • At least 2 (if the school administers                         Counselors
                                                                                           to enroll in AP courses.                                                                     less than 15 subject matter tests)                            AP

                                                                                                                                72
San Pedro High School
                                                                                     Los Angeles Unified School District
                                                                          Single Plan for Student Achievement Accountability Matrix

                                                                                       Personalization/College Career Ready

         Accountabilities                LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                         Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                  List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                        Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                        Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                        supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                        after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                        standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                        implementing these strategies/activities.                                                                                                                                  support?
                                                  English                               Counselors will encourage all                                                                • At least 1 (if the school administers                       Coordinator
                                                  Learners                              students to challenge                                                                          less than 20 subject matter tests)
                                                                                        themselves by enrolling in AP
                                                  Students                              and will not exclude
                                                  with                                  underrepresented students
                                                  Disabilities                          from participation.
                                                                                        AVID students will take at least
                                                                                        one AP class in the 11th and
                                                                                        12th grades
                                                                                        Restructure SAS program to
                                                                                        strategically and equitably
                                                                                        enhance rigor and higher level
                                                                                        course offerings
   •   Increase students’ preparedness       •                                  •       Hold evening “College                                       4168                                                                                           Principal                09/2009 –
       for College Career Readiness                                                     Knowledge” workshops for                                    4025                                                                                                                    06-2011
                                                                                        parents and students                                        10th Grade                 Increased attendance at Parent                                      APSCS
                                                  Hispanic                      •       Provide Financial Aid                                       Counseling                 Workshops
                                                                                        workshops in the evening for                                Funds                                                                                          College
                                                  Socio-                                parents and students                                                                   Increased number of students applying                               Counselor
                                                  economically                  •       Presentations to all senior                                                            and being accepted to 4-year universities
                                                  Disadvantag                           social studies classes                                                                                                                                     Work
                                                  ed                                    regarding financial aid for                                                            Increased number of students taking the                             Experience
                                                                                        college                                                                                SAT and ACT                                                         Teacher
                                                  African                       •       College application workshops
                                                  American                              during the school day and after
                                                                                        school
                                                  English                       •       Personal statement writing
                                                  Learners                              workshops after school
                                                                                •       Trained peer college
                                                  Students                              counselors help disseminate
                                                  with                                  college information
                                                  Disabilities                  •       Educational Talent Search
                                                                                        program provided to interested
                                                                                        students (for college
                                                                                        awareness)

                                                                                                                             73
San Pedro High School
                                                                      Los Angeles Unified School District
                                                           Single Plan for Student Achievement Accountability Matrix

                                                                        Personalization/College Career Ready

       Accountabilities   LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?
                                                                 •       PSAT implemented schoolwide
                                                                         for all 10th graders
                                                                 •       ASVAB given each year for
                                                                         interested students
                                                                 •       College and career
                                                                         presentations given during the
                                                                         school day in the College and
                                                                         Career Center
                                                                 •       Northrop Grumman internship
                                                                         program for students who
                                                                         qualify
                                                                 •       “College Bound Dreams”
                                                                         program and AVID to promote
                                                                         college awareness
                                                                 •       Senior portfolio program to
                                                                         prepare students for job
                                                                         interviews
                                                                 •       DOTS program to provide job
                                                                         training for Students with
                                                                         Disabilities
                                                                 •       Work Investment Act program
                                                                         in College/Career Center for
                                                                         socio-economically
                                                                         disadvantaged students
                                                                 •       Career-related assemblies
                                                                         organized through SLCs
                                                                 •       SAT/ACT fee waivers provided
                                                                         to all low-income students who
                                                                         request them
                                                                 •       Work Experience class to
                                                                         provide credits and career
                                                                         awareness for students who
                                                                         have jobs
                                                                 •       Career Cruising program
                                                                         available to students in the
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                                                                      Los Angeles Unified School District
                                                           Single Plan for Student Achievement Accountability Matrix

                                                                        Personalization/College Career Ready

       Accountabilities   LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                          Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                   List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                         Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                         Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                         supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                         after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                         standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                         implementing these strategies/activities.                                                                                                                                  support?
                                                                         College/Career Center




                                                                                                              75
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                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                           Parent and Community Engagement

             Accountabilities            LAUSD       Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                         Target                                                                                                  Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
As indicated on the annual School         At least   Hispanic              Offer workshops for parents to teach them                           E046                                                                                                   Principal                09/2009 –
Experience Survey for parents (School      90% of                                                                                                                                 • Increased response rates – every school
                                                                           how to access grades and attendance                                                                      should be at a rate of 40% of selected                            SSC Chair                06-2011
Report Card), the majority of parents     parents    Socio-                online                                                                                                                                                                     CEAC Chair
“strongly agree” or “agree” that          respond                                                                                                                                   parents returning surveys in 2009-10.
                                                     economically                                                                                                                 • Welcoming environment and                                         ELAC Chair
  • there are opportunities for parent   “Strongly
      involvement                        agree” or   Disadvantag           Provide college information workshops for                                                                opportunities to participate – every
  • they feel welcome at this school       “agree”   ed                    parents in the evening (financial aid,                                                                   elementary school should be at 90% in 2009-                       Title I
                                                                           college requirements, college deadlines,                                                                 10. Every secondary school should be at                           Coordinator
  • there is a high level of reported
                                                     African               A-G requirements)                                                                                        80%.
      involvement at the school, as
                                                     American                                                                                                                     • Parent home involvement should be at 90%                          Bilingual
      indicated on the annual School
                                                                                                                                                                                    for elementary schools and 80% for
      Experience Survey for Parents                                        Hold AVID Site Team meetings once                                                                                                                                          Coordinator
                                                                                                                                                                                    secondary schools in 2009-10. School
      (School Report Card).                          English               monthly for communication between AVID                                                                   involvement should be at 70% for
                                                     Learners              parents, students, and teachers in                                                                       elementary schools and at 50% for                                 AVID
                                                                           instructional strategies, activities, 4-year                                                             secondary schools in 2009-10.                                     Coordinator
                                                     Students              plan                                                                                                   • Parent centers – for schools that have
                                                     with                                                                                                                           accepted funding for parent centers, parent                       College
                                                     Disabilities          Make volunteer opportunities more                                                                        center awareness and participation should be                      Counselor
                                                                           available and improve volunteer outreach                                                                 at 80% in 2009-10.
                                                                           through the Parent Center                                                                              • Communication – Communication should                              APSCS
                                                                                                                                                                                    be at 90% for elementary schools and 80%
                                                                                                                                                                                    for secondary schools in 2009-10.
                                                                           Announce volunteer opportunities and                                                                                                                                       Counselors
                                                                           parent workshops through school website,
                                                                           flyers, email, and Connect Ed

                                                                           Review and update a plan yearly for
                                                                           increased attendance at Back to School
                                                                           Night/Open House and PHBAO
                                                                           conferences

                                                                           Promote new location and hours of the
                                                                           Parent Center; survey parents on what
                                                                           their vision and need is for the Parent
                                                                           Center




                                                                                                                                76
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                                                                                                Los Angeles Unified School District
                                                                                     Single Plan for Student Achievement Accountability Matrix

                                                                                                                             Safe Schools

              Accountabilities                   LAUSD       Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                                 Target                                                                                                  Funding Sources                                                                                        Responsible                  Date
                                                             List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                                   Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                                   Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                                   supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                                   after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                                   standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                                   implementing these strategies/activities.                                                                                                                                  support?
The majority of students “strongly agree” or      At least   Hispanic              San Pedro High implements the SAFE                                  3023                                                                                                   Administration           09/2009-
                                                                                                                                                                                          • Increased and improved parent partnerships
“agree” that they feel safe in their school as    90% of                           and CIVIL Schools program for                                                                                                                                                                       06/2011
                                                                                                                                                                                            and welcoming environments
indicated on the annual School Experience        students    Socio-econ.           schoolwide discipline.                                                                                                                                                     SLC Lead
                                                                                                                                                                                          • Increased external partnerships to support
Survey for Students (School Report Card)         respond
                                                             Disadvantag                                                                                                                    instructional incentives and parent                               Teachers
                                                 “strongly
                                                  agree”     ed                    Teachers will be at their door prior to each                                                             participation support
                                                 or agree                          class, directing students accordingly.                                                                 • Increased clear and accurate, updated                             Department
                                                             African                                                                                                                        communication regarding school policy and                         Chairs
                                                             American              No students will be issued a pass during                                                                 procedures, between school and home
                                                                                   the first and last 10 minutes of class.                                                                • Increased clear and accurate, updated                             Deans
                                                                                                                                                                                            communication regarding school policy and
                                                             English                                                                                                                        procedures, between school and home
                                                             Learners              Tardy sweeps will be held each period.                                                                                                                                     Counselors

                                                             Students w/           All areas of campus will be supervised                                                                                                                                     Impact
                                                             Disabilities          during nutrition and lunch, and before/after                                                                                                                               Coordinator
                                                                                   school.
                                                                                                                                                                                                                                                              TUPE
                                                                                   All exit gates except one will be locked                                                                                                                                   Coordinator
                                                                                   after the start of school.

                                                                                   All students must carry a current school
                                                                                   I.D. card.

                                                                                   All components of the safety standards
                                                                                   checklist in BUL-N-58 will be
                                                                                   implemented.
Decrease the number of suspensions                           Hispanic                                                                                  V094                                                                                                   Administration           09/2009 –
                                                                                                                                                                                          • Decrease non-mandatory suspension rates
                                                   25%                             Create a structured, coordinated behavior                                                                                                                                  Deans                    06-2011
                                                                                                                                                                                            at all schools by 25%.
06-07       07-08        08-09     Change                    Socio-econ.           plan specific to the student, based on                              Fund a PSW 3 days                  • Increase the number of preventive school-
83,542     75,049        TBD        TBD
                                                             Disadvantag           assessment                                                          per week to counsel                  wide discipline plans that are effectively
                                                             ed                                                                                        at-risk students                     implemented                                                       SLC Lead
                                                                                   Monitor the student’s behavior with daily                                                              • Team Implementation Checklist                                     Teachers
                                                             African               or weekly report cards and attendance                               Fund a full-time                   • Increase use of Discipline Policy Rubric of
                                                             American              checks                                                              school psychologist to               Implementation by Support Staff for all cohort                    Department
                                                                                                                                                       develop behavior                     schools                                                           Chairs
                                                             English               Refer the student to his/her counselor or                           plans

                                                                                                                                        77
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                                                                                        Los Angeles Unified School District
                                                                             Single Plan for Student Achievement Accountability Matrix

                                                                                                                     Safe Schools

             Accountabilities               LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                            Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
                                                     Learners              the school’s PSW for individual or group
                                                                           counseling
                                                     Students w/
                                                     Disabilities          Invite and encourage parents to come to
                                                                           the school to provide additional support
                                                                           and supervision

                                                                           Offer detention or Saturday school as an
                                                                           alternative to suspension
Increase attendance of staff and students                                  Fund a full-time PSA and Diploma Project                            S046                                                                                                   Administration           09/2009 –
                                                                                                                                                                                  • Increase attendance incentives/rewards
                                                                           Counselor to provide counseling and                                                                      systems                                                                                    06/2011
           07-08       08-09      Change     96%                           intervention for at-risk students                                   V094                                                                                                   SLC Lead
                                                                                                                                                                                  • School-wide recognition
Students: 93.99%       TBD         TBD       96%
                                                                                                                                                                                  • Increase attendance incentives/rewards                            Teachers
Staff:       93%       TBD         TBD
                                                                           Implement a schoolwide attendance                                   Title I program will                 systems
                                                                           incentive policy (i.e. good attendance is                           fund a full-time PSA               • School-wide recognition                                           Department
                                                                           required to participate in prom, graduation                         and DPC                                                                                                Chairs
                                                                           ceremony)
                                                                                                                                               Fund a full-time nurse                                                                                 PSA, DPC
                                                                           Create a positive school environment                                to reduce absences
                                                                                                                                               due to illness                                                                                         Deans
                                                                           Have attendance incentive programs for
                                                                           both students and teachers (raffles,
                                                                           prizes, certificates, recognition events)

                                                                           Assign mentors to students with low
                                                                           attendance

                                                                           PSA, DPC, and counseling staff will
                                                                           provide individual and group counseling

                                                                           Workshops for parents on attendance
                                                                           laws and policies

                                                                           Work with the City Attorney’s office and
                                                                           campus police to reduce truancy

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                                                                                 Los Angeles Unified School District
                                                                      Single Plan for Student Achievement Accountability Matrix

                                                                                                           Safe Schools

              Accountabilities              LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                            Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                     List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                           Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                           Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                           supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                           after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                           standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                           implementing these strategies/activities.                                                                                                                                  support?
Increase in the number of Title 1 Schools                English           San Pedro HS will conduct 9th and 10                                S046                                                                                                   Administration           09/2009 –
                                                                                                                                                                                  • Schools meet CST annual measurable
meeting AYP for two consecutive years                   Learners           Grade CAHSEE Preparatory Classes                                                                                                                                                                    06/2011
                                                                                                                                                                                    objective targets or
                                                                           utilizing Advisory Period for intervention                          V094                               • Decrease by at least 10 percent the                               SLC Lead
                                                          Latino
                                                                           purposes.                                                                                                percentage of students performing below                           Teachers
                                                     Socio-                                                                                    N539                                 proficient level in either ELA or math from the
                                                     Economically          To include:                                                                                              preceding school year                                             Department
                                                     Disadvantaged                                                                             S539                               • Schools meet or exceed 95% participation                          Chairs
                                                                                                                                                                                    rate
                                                                                   •       Review of 6 and 7 grade Math
                                                                                                                                                                                  • Schools meet or exceed API target
                                                                                           standards which comprise                            IMA for materials                                                                                      Data Coach
                                                                                                                                                                                  • Schools meet or exceed graduation rate
                                                                                           85%of the Mathematics section                                                            target
                                                                                           of the CAHSEE                                       Master Schedule will                                                                                   Title I
                                                                                   •       Test Preparation Activities to                      change to a 7 period                                                                                   Coordinator
                                                                                           insure students are familiar                        block schedule
                                                                                           with the format and the                                                                                                                                    EL
                                                                                           academic language used in the                                                                                                                              Coordinator
                                                                                           CAHSEE.

                                                                           See Graduation Rate Strategy Section

                                                                           See Dropout Rate Strategy Section
Decrease in the number of Title 1 Schools                                  See Above                                                           See above                                                                                              See above                09/2009 –
                                                                                                                                                                                  • Schools meet CST annual measurable
In PI status                                                                                                                                                                                                                                                                   06/2011
                                                                                                                                                                                    objective targets or
                                                                                                                                                                                  • Decrease by at least 10 percent the
                                                                                                                                                                                    percentage of students performing below
                                                                                                                                                                                    proficient level in either ELA or math from the
                                                                                                                                                                                    preceding school year
                                                                                                                                                                                  • Schools meet or exceed 95% participation
                                                                                                                                                                                    rate
                                                                                                                                                                                  • Schools meet or exceed API target
                                                                                                                                                                                  • Schools meet or exceed graduation rate
                                                                                                                                                                                    target




                                                                                                                                                                                                                                                                         79
San Pedro High School
                                                                              Los Angeles Unified School District
                                                                   Single Plan for Student Achievement Accountability Matrix

                                                                                                        Safe Schools

             Accountabilities            LAUSD    Subgroup(s)                            Strategies/Activities                               Resources/Proposed                          Means of Evaluating Progress                                   Staff              Start/Completion
                                         Target                                                                                               Funding Sources                                                                                        Responsible                  Date
                                                  List the subgroups.   Identify strategies/activities that will improve English Language                                      What interim measures/assessments (i.e. Periodic
                                                                        Development (ELD), English Language Arts (ELA),                     Identify the resources needed to   Assessments, school-based assessments, student work and             Who participates and/    Indicate when the
                                                                        Mathematics, Science, and Social Studies. Describe the              implement the strategies,          grades) both formal and informal will be the indicators to          or who is responsible    strategy will be
                                                                        supplemental intervention services provided before, during, and     activities, and/or support         measure the effectiveness of the strategies/activities which will   for monitoring of the    implemented and
                                                                        after the school day for students not meeting grade level           described in the left hand         lead to LAUSD’s accountabilities?                                   specific strategies/     projected date of
                                                                        standards. Include support personnel that will assist in            column.                                                                                                activities and/or        completion.
                                                                        implementing these strategies/activities.                                                                                                                                  support?
Increase in the number of QEIA schools                                  N/A                                                                                                    • ⅔ implementation of Class Size Reduction
meeting annual targets
                                                                                                                                                                                 target
                                                                                                                                                                               • ⅔ implementation of 300:1 student to
                                                                                                                                                                                 counselor ratio.




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                        81
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                        82
San Pedro High School

Appendix D: SLC Plans

                                             San Pedro High School Business Academy
                                                 SLC Plan: 8 Success Benchmarks
Vision Statement: The Business Academy will pursue an accessible and comprehensive A-G course of study that provides the student with
the skills needed to be successful in high school, college and the workplace. The focus of our Academy is the education of students in
decision-making, productive habits, and ethical practices as they relate to finances, business, technology, and economic empowerment.

Underlying Strategies and Plan of Action
• Students engage in personal and practical strategies of success such as time management, self-discipline, work habits and study skills,
  and ethical behavior. Participants are exposed to leadership, social, financial, and organizational skills through guest speaker
  presentations and personal interactions with managers, entrepreneurs, and other community professionals.
• Students have the opportunity to explore roles such as case analyst, financial adviser and various other individual and group
  responsibilities. They will do this by taking ownership of their academic successes and making the connection to the real world through
  video mock interviews, tutorials and community interactions.
• Students are supported by all stakeholders, including parents, teachers, the students themselves, and community partners.

Upon graduation, students will have demonstrated the ability to:
• Provide proof of progress toward their career goals in their electronic portfolio.
• Complete the Culminating Project that consecutively builds on learned skills.
• Positively market themselves by demonstrating effective communication skills in their business cards and Podcast.
• Incorporate technology in resumes and other presentation/planning skills.
• Effectively manage time and personal responsibilities by meeting deadlines and achieving benchmarks.
• Access online databases and local experts among other business resources through research, collaboration and networking.

1. Vision Benchmarks
• We envision the focus of our Academy to be the educating of students in making practical business decisions, and using productive
    habits and ethical practices. The vision was created by a collaboration of all stakeholders within the Academy during Professional
    Development time. Edits and revisions were processed with teachers and staff through an open publication of all six house visions.
• Monitoring the vision will be maintained through future professional development sessions.
• Details of the Vision's goals and objectives will be analyzed regularly and revised as needed for relevance, realistic completion, and

                                                                                                                                           83
San Pedro High School

    availability of school and community resources. Such vision monitoring will require regular collaboration and planning with SLC
    stakeholders.
•   The goal of all SLC teachers at San Pedro High School is to adhere to state standards and WASC processes, and comply with district
    initiatives. This is a parallel and overlapping process that is being analyzed on a regular basis through professional developments, student
    interventions, guidance programs, and after-school community involvement and opportunities.
•   The SLC team has been driven by the overall San Pedro High School / WASC vision and all decisions (budget, student conduct,
    facilities, master schedule, student programming, student behavior, community-based safety) are based on adherence to this vision. Since
    particular House visions are in line with the overall school vision, budgets are relatively in line with particular visions.
•   Allocation of the budget, since the implementation of the 5-year grant, has been determined by various leadership groups, depending on
    the issue and time frame. These groups have included the SLC Leadership Team, SLC Design Team, School Site Council, SLC
    Academy Leaders, an administrator, the SLC coordinator, the School Site Council, or a full-faculty vote. All finance books are open to
    stakeholders, and leaders are regularly informed of costs and distributions. Budget decisions are guided by the vision.
•   Partnerships have been ongoing for many years. Parents are included through regular Boosters meetings, academic information meetings,
    and individual academic counseling. Employers are included through work experience classes and post-secondary institutions are
    regularly linked through the college center. School-wide outreach to businesses for invitations to partner along SLC themes began in
    February 2007.

2. Identity Benchmarks
• The unique academy identity for each House was created by surveying staff and students. Parents and community members will
    collaborate with staff and students regarding how to focus instruction across the Academy toward academic improvement and inclusion
    of the identity into effective teaching strategies. (See Benchmarks #4 and #7.)
• Our Academy will create a 'Direction Wall,' updated each semester for students to pin their business cards to articulate their interests and
    focus in their education. Students will create their own personal logo for the business cards to visualize their personal life mission with a
    business direction. As a model, we will prominently display our Academy Motto as an inspiration towards our thematic education. We
    will utilize student contests to develop our Business Anthem and support personalization and Academy unity, student choice and input.
• All of San Pedro High School is equitably divided into 6 groups of approximately 500 students each, plus 2 Magnets with a total of about
    450 students. Incoming 9th graders will provide their 1st, 2nd, and 3rd choice Academy selection to counselors, who will equitably divide
    these students while still respecting their top 3 choices. The Academy selection from the student determines which counselor s/he will
    have over the remaining 4 years. It was the decision of the administration and governing SLC bodies to keep all elective classes open to
    the entire school; therefore, these courses will not be specific to only one SLC. New courses that meet district and college requirements
    may be created in order to meet the interests of the students in a specific House, and would be open for enrollment by students in any
    House.


                                                                                                                                              84
San Pedro High School

•   Rigorous, standards-based curriculum, instruction, and assessment will continue to be a priority for all of San Pedro High School. With
    WASC as the driving guide toward meeting these standards, SLC teams will collaborate with Departments to keep content and
    instruction a priority while integrating thematic curriculum and project options. (Detailed in Benchmark #8)
•   The comprehension and articulation of the Academy vision will occur through personalization and project-based learning assemblies
    geared towards culminating projects. Resources will be recommended to students along the lines of ethics and best business practices. 1

•   Students will demonstrate comprehension of the vision by completing a business-related project. People must make choices. Choices
    have both benefits and costs, and risks must be evaluated before acting. The following Benchmarks outline how students will be applying
    these visions and articulate the specific learning activities and skills practiced. Parents and community partners will be educated toward
    these tasks by attending monthly scheduled informational and collaboratively-focused meetings (See Benchmark #7 for a description of
    meetings).
•   Since San Pedro will experienced wall-to-wall Houses for the first time in the Fall 2007, it became a priority of the APSCS to develop
    the Master Schedule so that students remain with core teachers within their House. Core courses for the 2007-08 school year included
    English, Health / Life Skills, and first-semesters Algebra I for 9th graders, English and World History for 10th graders, and English and
    U.S. History for 11th grade. 9th and 10th grade Physical Education courses and Inter-Coordinated Science courses will serve groupings of
    2 Houses as best as possible. All Math courses (except first-semester Algebra I for in-coming 9th) and other courses that are not plentiful
    enough to service each House or grouping of 2 Houses will remain open to students of every House as a Passport course. If students
    cannot enroll in a course within their own House, then the next priority is to enroll him/her in the House that is paired with their own.
    The purpose of this pairing of Houses (3 groups of 2 Houses each) is to keep elective passport courses as closely grouped as possible.

3. Equity and Access Benchmarks
Academy activities that address students of all cultures and diversities include assemblies that address cultural dance and cultural history;
pep rallies provided for all athletic teams; Club Booth Day Fairs that highlight student talents, interests, and cultures; and Community and
Career Outreach Fairs that provide student connections to real-world opportunities.

Specifically, these activities may include opportunities for membership in organizations such as the Hispanic Chamber of Commerce 2 ,
contributing articles to Hispanic Business Magazine 3 , Black Enterprise Magazine 4 , Akwesasne Notes (a Native American Publication), and
involvement in business Case Studies to target appropriate market segments.

1 Business Ethics: A Manual for Managing a Responsible Business Enterprise in Emerging Market Economies. (Available online as a free download.)
  http://www.trade.gov/goodgovernance/business_ethics/manual.asp
2 www.ushcc.com/
3 www.hispanicbusiness.com

                                                                                                                                                  85
San Pedro High School


Students are admitted into an SLC House by providing them a SLC brochure upon admission that asks for a 1st, 2nd, and 3rd choice
preference for SLC. Students will then be granted one of their top 3 choices based on equitable distribution according to ethnicity and
gender. Students will also be assigned a counselor according to their House choice.

As a comprehensive accredited high school, San Pedro offers all A-G course requirements, 5 including Honors, Advancement Placement, and
a variety of elective courses that will be available to all students, regardless of which House they belong to. New course requests specific to a
House theme may be considered in the future based on State Standards alignment, schedule flexibility, and student need.

As a comprehensive accredited high school, San Pedro will offer all A-G course requirements, including Honors, Advanced Placement, and
a variety of elective courses that will be available to all students, regardless of which House they belong to.

Proposals from 'Architects for Achievement' regarding contiguous space is presently being analyzed. Based upon recommendations by
Central LAUSD SLC Facilities division, San Pedro High SLC House representatives, Administrators, support staff, parents and SPHS
students have participated in school visitations and planning discussions. The purpose of these visitations and discussions is to determine
how facility space will be organized and enhanced for SLC purposes.

Meanwhile, the contiguous space focus will be on how the 6 selected Lead Teachers, who will have one period off per day in addition to
their conference period, will work in close proximity to the House Administrator and House Counselor. The leadership team will need to be
available to the Lead Teacher, understanding that the one period off will require access to the Leadership Team.

San Pedro High teachers underwent a process of equitable distribution of qualified staff among 6 SLC'S through each department according
to seniority and course need within each SLC. This process was facilitated by Department Chairs. Elective passport teachers are assigned to
specific SLC Houses for the purpose of planning; however, their course offering will be available for any student on campus to access.

4. Personalization Benchmarks
San Pedro High School will facilitate academic instruction that connects to real-world experience through partnerships with community
businesses and agencies that include guest presentations, field trips, job shadowing, project learning, internships, and community service
hours. Students will apply the knowledge gained through academic courses to real-world experiences (See Benchmark #7). Such connections
and culminating activities enhance student interests and experiences, and will motivate them to attain a future career.

4 www.blackenterprise.com
5 A-G Coursework Defined: http://www.universityofcalifornia.edu/admissions/undergrad_adm/paths_to_adm/freshman/subject_reqs.html

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Classroom strategies that represent the diversity of learners include culturally relevant materials; homogeneous grouping, AVID strategies of
note-taking (see sample Cornell Notes 6 ), Socratic Seminars, Academy agreement on agenda use, parent and student contact by use of a form
like Jotta-Call Telephone Message Book, individual pacing plans, Student Information Sheet and Parent Contact scaffolding, deductive
reasoning, literary analysis, kinesthetic movement and object manipulation, auditory processing, and self-reflection. We will incorporate
graphic organizers that can be used cross-curricular. The AVID program coordinator has also provided AVID strategy training during
Professional Development of curriculum to core curriculum teachers. Teachers are also attending workshops to better incorporate AVID
methodologies across content areas within the SLC.

One classroom strategy example is the development of a Podcast focused our field trips to Junior Achievement Finance Park. 7 Videos of job
interviews and mock interviews and peer tutorials on business topics will be incorporated within the curriculum and uploaded to the Internet.
Videos of job interviews and mock interviews and peer tutorials on business topics will be incorporated within the curriculum and uploaded
to the Internet. We will train using Token Economies as rewards and develop classroom management techniques that encourage team effort
among students.

Teachers have been or are scheduled to be trained in District-mandated directives that address diverse learning needs. Utilization of the team
teaching model will assist teachers in supporting students with learning disabilities. English Learner certifications (CLAD, BCLAD,
AB2913) address culturally relevant and linguistically appropriate strategies. San Pedro employs a Special Education coordinator and
English Learner coordinator to oversee such requirements and address the needs and accountability of all types of learners. The evaluation of
effective strategies by both SLC's and Departments will include analyzing disaggregated data from CST tests, suspension rates, attendance
rates, promotion rates, course failure rates, and use of the Balanced Scorecard. Strategies will be modified as needed based upon data and
student and parent evaluations.

Strategies that focus on grade level and post-secondary transitions include counselor guidance and instruction that is reiterated through
students' accountability to classroom teachers, peer mentoring, and instructional assemblies. Counselors meet annually with grade level
classes and individually with their "counselees" to inform and remind students of requirements for promotion and completion of culminating
activities. Teachers support these requirements by reiterating their validity and value as they apply to specific coursework and by
incorporating Academy agreed strategies and graphic organizers. Since all SLC House will contain equitable distributions of 9th through 12th


6 Cornell Note Taking System (PDF Document)
  http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf
7 Junior Achievement Finance Park Field Trips Podcast
  http://sanpedrohs.org/apps/podcasts/show_channel.jsp?pcOwnerREC_ID=u34978&rn=3539308

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grades, upper grade level students within each House will act as Peer Mentors to lower grade level students through class discussions and
role modeling. 9th graders will specifically be targeted for mentoring by members of the Peer Counseling Class, and LetUP programs. 8

The SLC services approximately 500 students who will be known personally by approximately ten core academic teachers within the SLC,
and who will be taught by designated core teachers over the entire 4 year period. Passport teachers, who regularly service students from all
Houses, will make connections with their students through ice-breaker activities that make reference to House goals. Students will also have
the same counselor over the 4 year period, which allows for consistency of guidance. Academic and college counselors work with students
to formulate a 4-year plan and post-secondary goals. Counselors will also visit classrooms to instruct students on A-G requirements.
Through English teachers, students complete portfolios and culminating activities that are required for graduation. Role models will include
teachers, counselors, and out-of-class personnel, as well as community agency adults who connect with students through after-school
programs, weekly Impact student support groups, and monthly Community Leadership Connection meeting.

Academic and behavioral interventions are regularly provided by teachers, counselors, Lead Teachers, School Psychologist, Nurse, Diploma
Project Adviser, Title I Coordinator, CAHSEE Intervention Coordinator, AVID and volunteer Tutors, Impact Coordinator, and community
agency providers.

School-wide academic interventions include a 'Diploma Project Adviser' who is employed full-time to intervene with 9th graders students
who are failing courses; a CAHSEE after-school prep class for 10th and 11th grade students who have either failed CAHSEE or want to
insure success; a CAHSEE 'Boot Camp' for Seniors who still need to pass the test; a Summer Bridge program for in-coming 9th graders
whose English and Math grades and test scores are far below basic; on-going after-school tutoring by AVID students and volunteer teachers;
and a new after-school intervention program provided through Beyond the Bell.

School-wide Behavioral interventions include the Impact Drug Education and crisis support groups; the LetUP Violence Prevention
program; individual behavior plans included in IEPs; peer counseling; student-led classroom discussions on behavior and choices; conflict
mediation by Deans and Counselors to prevent fights; collaborative START to address students in need; and counseling and referral services
provided by Counselors, the school Psychologist, and the Pupil Services and Attendance Counselor.

House-specific interventions include having Lead Teachers provide classroom assistance through student workshops on organization and
study skills; computer-based tutorials in math including Carnegie Cognitive Tutor; the use of Token Economies as a classroom management
strategy; referrals to Peer Counseling; involvement in semester projects and community service hours.


8 SPHS LetUP http://www.sanpedrohs.org/apps/podcasts/show_channel.jsp?pcOwnerREC_ID=&rn=6097901

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Monthly outreach activities by teachers, community members, and parents will focus on school and community resources. Parents will be
invited to monthly Student Led Conferences and parent led Local Expertise Presentations, and Family Finance Seminars by personal contact,
direct phone calls, and Internet communication. Students will be introduced to community agency and business services through guest
lectures, distribution of brochures, field trips, and job/internship opportunities to encourage connection with after-school resources.

These agencies are listed in Benchmark #7. Beyond the Bell and Title I also supports each SLC through after-school activities and
interventions such as hours toward their culminating project. Fun activities such as Business Movie Shows will incorporate fund raising with
classic business films such as Citizen Kane, Fountainhead, Death of a Salesman, etc. to provide educational interest and incorporation of
business ideas within entertainment.

5. Standards-Based Benchmarks
As a comprehensive accredited high school, San Pedro offers all A-G course requirements, including Honors, Advanced Placement, and a
variety of elective courses that will be available to all students, regardless of which House they belong to. WASC, ESL's, and SLC
Benchmarks are aligned to address student needs. Content standards are regularly addressed through department trainings.

Instruction and learning that specifically supports the SLC theme of business-like decision making and productive habits. Cross-curricular
strategies, project-based learning, and course-specific content learning will be applied in English and technical writing, in math by budget
constraint equations (as demonstrated in the Finance Park video documentaries 9 ), in science and physical education and by caloric energy,
and in social science and economics by the analysis of market mechanism of supply and demand.

Multiple forms of assessment to meet standards includes standardized tests, individual and group work, oral presentations, unit tests, essays,
project based learning, benchmark assignments, regular classwork, and home work. Students receive at least two grades per week in each
course from content standard-aligned assessments such as homework completion, classwork completion, class participation, completion of
agendas and notebooks, daily readiness with materials and required uniforms (P.E. And ROTC), and tests. At the culmination of units
students should create PowerPoint presentations, case studies, and demonstrate that they are building their electronic portfolio. 10

Teachers of core academic subjects from both the high school and middle school meet yearly to articulate instruction so that all standards are
covered in a distributive and equitable form across all grade levels and subject matter in order to prepare students for their post-secondary
education and business careers: accountants, managers, supervisors, financial analysts, stock brokers, economists, marketing consultants, etc.

9 Budget Constraint Equations and the Finance Park Video Documentaries:
   http://sanpedrohs.org/apps/podcasts/show_channel.jsp?pcOwnerREC_ID=u34978&rn=3539308
10 Maintenance of electronic portfolios shall be the responsibility of the student. Students may store samples of their work on USB-compatible media (e.g., flash drives,
   removable drives). These are available for as little as $5 apiece at local office supply stores.

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Source documents included in electronic portfolio are applications, letters of recommendations, testimonials, etc. Professional development
workshops that address this need will be taken concurrently with middle and high school staff. The College and Career Center office staff
provides regular visits by college representatives who personally guide students through information and through an e-mail database that is
collected with the incoming survey of parents. Career opportunities are posted regularly and supplemented by guest lectures and talks by
local experts. Career Adviser assists students with work permit forms, interview processes, and academic courses that support their specific
career interests.

Learning is supported by instructional technology through various forms. One computer is available in every classroom, portable full-class
sets of laptops are available upon request, the Library and College Center has a combined total of 15 computers that are available throughout
the day, and 3 classrooms are fully equipped with computers for course instruction.

A proposal to School Site Council (SSC) in regards to one-time-per-student block grant funding includes a recommendation to purchase
additional technical equipment such as updated printers and LCD projectors to provide continued support and enhanced visual and hands-on
learning. Examples of software students will likely use toward their culminating project within their core classes include: Excel,
PowerPoint, Word, Quicken and other supportive software. With the advent of open source software that runs on the major operating
systems, students can also utilize full-featured office software alternatives for free. 11

Analysis of student work takes place at least twice yearly through English and Science Performance Assessments, and regularly in Art,
Music and Theater. Student work is currently reviewed through Department and Benchmark Assessment meetings. Review of student work
will become a SLC Academy priority when scheduling allows for common planning time for SLCs. As of April 2007, the faculty voted not
to experiment with a Block Schedule which would allow common planning time; therefore, alternative methods of attaining additional
planning time will be evaluated.

During our curricular meetings, we will use the case study method to analyze student work and to make interdisciplinary connections toward
culminating projects. Once monthly, those curricular meetings will be led by teachers to provide accountability and leadership to show
application of Business Academy philosophy into daily classroom activities.

6. Accountability & Leadership Benchmarks



11 Sun Microsystems offers Open Office, a full-featured office suite that may be downloaded for free:
   www.OpenOffice.org

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The leadership plan for each SLC includes a core team of one administrator, one Lead Teacher, and one counselor. The SLC has the full
support of administrators who are each assigned to one House, and who have fully participated in SLC Professional Developments to assist
with the planning of each SLC.

The full-time SLC coordinator is responsible for disseminating ideas, completing reports, and facilitating school-wide SLC processes and
meetings among and between the House teams. The need for this coordinator position will be evaluated annually over the length of the grant,
with a tapering off of allotted time so that San Pedro High SLCs become self-sustaining. By the end of the 5-year grant period, a change-
agent/coordinator will not be required and each administrator will take full charge of each SLC Academy.

The SLC Design Team and Lead Teachers meet frequently with the SLC Coordinator and at least every other week with the core team to
collaborate for the success of the SLC. This includes planning and facilitation of Professional Developments, Student and Staff Surveys,
Student Activities, and Intervention and Prevention Plans.

External support of the SLC includes attendance to district and sanctioned High School Reform conferences and attendance to SLC model
schools and workshops. District staff has been readily available for questions and Professional Development processing.

The SLC coordinator and core leadership team will communicate regularly through school e-mails, mailboxes, personal conferences, and
subscription to a House Internet discussion group. Each team member maintains an open-door policy of collegiality and collaboration by
demonstrating active participation in meetings. Administrators meet together periodically as needed to plan and communicate the school-
wide vision and needs, and common conference periods of Lead Teachers assist the collaborative planning process.

Many internal surveys have been provided to both teachers and students to assess understanding, readiness, and willingness regarding
implementation of SLC concepts. Surveys within each SLC include Culminating Project Reviews, which are used to direct students towards
their culminating task. External evaluations and surveys have also been conducted by federal “West Ed” evaluators and by district “Public
Works” evaluators. Results of surveys and evaluations are reviewed to determine progressive steps toward student personalization and
academic success goals.

Bulletin 1600 plans have been discussed by the SLC Academy team through Professional Development sessions so that everyone has
opportunities for input. Plans will continue to be modified and adapted as the team deems necessary and as time allows for more thorough
development of ideas. Common planning time will greatly assist with this ongoing development of shared decision-making. SLC teams will
work collaboratively with Department Chairs so that both academic content, and personalization and strategies across content areas, will be
equitably addressed.


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The evaluation of the SLC will consist of analyzing disaggregated data from CST tests, suspension rates, attendance rates, promotion rates,
and course failure rates to evaluate effective strategies across content areas. Content-specific teaching and evaluation will continue to be
processed through academic departments, and professional development.

District and federal evaluators have been involved in evaluating the effectiveness of SLCs since Spring 2006. This evaluation has included
parent input, including the use of parent access to roll book through ISIS. As detailed decisions are made as to how partners and parents will
specifically support the SLC, then evaluations of their specific involvement will be processed through the SLC for the purpose of ongoing
student achievement. Students have been and will continue to be surveyed for their evaluative perspective of SLC success.

Annual parent meetings are held to provide information on state and district mandated discipline and academic requirements. Teachers are
informed of prior years' progress to determine progressive academic achievement steps. School Based Management holds annual Open
Community Meetings to invite overall school input, and Discipline committee meetings that are open to students and parents to evaluate
rules and procedures that govern student behavior.

7. Collaboration, Parent & Community Engagement Benchmarks
School-wide partnerships with the Parent Boosters organizations have long been established for the purpose of financial, volunteer and
scholarship support. The Boys and Girls Club provides after-school tutoring and guidance for homework, post-secondary admissions, and
job applications. Toberman Neighborhood Center Joint Efforts, and Family Resource Center provide individual and family counseling.

Recently, in December of 2009, San Pedro High School was honored to be recognized by both the Junior Achievement of Southern
California, Inc. (www.jasocal.org) for exemplary performance in multiple field trips of all grade levels to JA Finance Park. Special
commendations have been attributed by the President and Executive Vice President of Junior Achievement of Southern California to San
Pedro High School in video documentaries and in writing, respectively.

Additional opportunities for partnering with local businesses have stemmed from this, as San Pedro High School has made important
contacts with Operation Hope, The Academic Advantage and Work Source. Each of these organizations is available to service the San Pedro
area.

Other Current and Prospective SLC / Community Partnerships include:
   • Office of City Councilwoman Janice Hahn
   • San Pedro Democratic Club
   • Local Neighborhood Councils
   • YWCA Youth and Government Program

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   •   Washington Mutual Bank for internships, such as HIC
   •   SBA Offices and Downtown Business Association for mentoring
   •   Chamber of Commerce, Junior Chamber (JayCee), and Gaffey Business Watch Committee to provide lectures and guest speakers
   •   ReMax Real Estate for job shadowing
   •   Harry Bridges Institute and San Pedro Port Authority for field trips

The expertise of Community Partners is important in the development of projects and culminating activities. This scaffolding of the House
theme will be crucial for the establishment of a unique and cohesive identity. The Lead Teacher, SLC Administrators, and the SLC
Coordinator will be primarily responsible for creating and maintaining communication between the House and Community Partners.

Parents are included in the development of SLC planning and activities through regular school mailers, the SPHS website
(www.sanpedrohs.org), and phone master calls. Each student will also be required to take home a survey to connect interested parents and
local businesses to an e-mail contact list.

The Parent Center and Lady and Pirate Boosters organizations will act as conduits for communication to parents to include them in school
activities and SLC meetings for the purpose of decision-making processes. Elected parent representatives of School Based Management
(SBM), Compensatory Education Advisory Council (CEAC), and School Site Council (SSC) meet, discuss and vote on school-wide policies
and actions.

The Academy will hold open, invitational “Family Finances Night” organized by parents in which Local Expertise Presentations would be
created to help community members through education. As referenced earlier, we have made a key contact in Operation Hope, and they
would gladly participate with us in this area. The Academy will sponsor Student Led Conferences and Presentations toward education on
practical community issues, to be determined by student interest and community need.

Our SLC Flier provides information for student placement in an SLC. The flier provides descriptions of each Academy, along with
instructions for choices and personal student interests, is provided at all Parent Orientation meetings and to all in-coming 9th graders during
counselor visits to the middle school. The SLC Academy choice will determine which Counselor the student receives. Students will be
guaranteed one of their top 3 House choices.

During 2005-06, the elected SLC Leadership Team met during after-school hours, made key decisions that affected how the SLCs would be
initially set up, and published minutes of these meetings.



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During 2006-07, the Design Team, Lead Teachers, Administrators, and SLC Coordinator met in lieu of the 2005-06 Committee to plan
facilitation of 7 to 14 Professional Developments and 4 common Planning Time meetings so that all staff, rather than a representative
committee, could provide input in the SLC process.

Agendas of the PD meetings were published regularly, as well as results of the PD decision-making process. Agendas of the PD meetings
were published regularly, as well as results of the PD decision-making process.

During the 2007-08 school year, and for the remainder of the grant (June 2010), the elected SLC Leadership Team of 2005-06 is as needed
to make recommendations and decisions of the Leadership Team. It is the goal of all councils (SSC, SBM, CEAC); teams (SLC Leadership,
Departments, SLC Design, Lead Teachers, Counselors); Coordinators; Administrators; Parents, and Community members to work
collaboratively together toward overall school achievement.

8. Professional Development Benchmarks
For 2006-07, half of Professional Development sessions were committed to SLC planning, along with 4 meetings held during school time.
Additional training that enhances the collaborative decision-making process occurs throughout the year. Lead Teachers, Design Team
members, Administrators, Parents, Students, and Community members all attend designated SLC Conferences, SLC Model Schools, and
corresponding trainings such as AVID methodologies.

Bulletin 1600 plans have been collectively and collaboratively discussed by all SLC staff through Professional Development sessions so that
everyone has opportunities for input. Plans will continue to be modified and adapted as the House staff and leadership team deems
necessary and as time allows for more thorough development of ideas.

Classified and Teacher Aide staff regularly attend meetings. Other stakeholders, including parents, students, and community agency
members are formally invited for specific strategies, and meetings are regularly open to interested persons on a regular basis.

All Professional Developments are aligned to guidelines as provided by State Content Standards, Title I Program Improvement goals,
WASC Accreditation criteria, and SLC Benchmarks. The allocation and content of Professional Developments are to be approved by the
elected School Based Management (SBM) Council. Assessment results such as project-based learning, standardized tests, and benchmark
assignments are reviewed to analyze student understanding and to make adjustments to teaching styles to improve learning.

Our four monthly meetings that are available by a change in schedule will be separated into two House meetings to discuss general issues
and two curriculum-focused meetings, which would include teacher-demonstrated lesson plans. In general, the lead teacher will try to
schedule the topic and presenters of these meetings at least one month in advance.

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Personalization methodologies taught during PD include “Brain-Compatible” learning and the research and analysis of advisory curriculum
to meet student needs. Training by Counselors will help teachers understand the 4-year plan requirements so that teachers can enhance
student understanding and empower them toward taking ownership of their education. These trainings will include computer training,
strategic management retreats, multicultural and cognitive differentiation of instructional methodology for projects.

Tests and disaggregated data are analyzed when made available to determine which populations are not achieving at expected levels.
Professional Developments are geared to interpret the data and modify teaching strategies and actions to address student needs.

                                              Communication House – SLC Plan Extract

Vision: The Communication House will pursue an accessible and comprehensive A-G course of study that uses various modes of
communication that foster verbal sharing, enhanced listening, and the utilization of evolving technological skills to become better learners,
informed citizens, and responsible contributors in a multicultural, technologically advanced society.

Vision Benchmarks:
• The vision was created by a collaboration of all stakeholders within the House during professional development (PD). Monitoring of the
   vision will be maintained through future PD sessions. Details of the goals and objectives will be analyzed regularly and revised as
   needed.
• Partnerships have been ongoing for many years. Parents are included through regular Boosters meetings, academic information meetings,
   and individual academic counseling. School-wide outreach to businesses for invitations to partner along SLC themes began in February,
   2007.

Identity Benchmarks:
• The unique academic identity for Communications House was created by surveying staff and students. Incoming 9th graders will provide
   their 1st, 2nd, and 3rd choice SLC selection to counselors who will equitably divide students respecting their top 3 choices. All electives
   are open to the entire student body. Students will comprehend and articulate the House vision through personalization and project-based
   learning.
• Students will focus on gaining skills in the areas of written, verbal, and technological communication. Learning strategies that address
   written communication styles include the ability to recognize and write in the areas of persuasion, exposition, literary analysis, and
   creative expression. Verbal strategies will include the facilitation of improved interpersonal communication, encouraging academic
   inquiry and developing public speaking skills. Technological strategies include the utilization of Internet resources, compiling an
   electronic portfolio, and the ability to design and publish visual projects.

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Standards-Based Curriculum Benchmarks:
• Students participate in A-G course offerings including advanced placement and a variety of elective offerings. Curriculum is aligned
   with WASC ESLR’s to address various student needs. Instruction and learning will include cross-curricular strategies, project-based
   and collaborative learning, and connections with real-world experience.
• All House teachers utilize AVID research-based strategies that follow a WICR model (writing, inquiry, collaboration and reading). They
   employ weekly reflective learning logs, require daily agendas, the ability to take Cornell notes and facilitate student skill in recognizing
   the vocabulary of Blooms and Costa’s levels of thinking and questioning to more readily formulate rigorous interaction with subject
   matter.
• Teachers participate in UCLA lesson design training to develop lessons employing a variety of learning strategies to engage the students.
   Both formative and summative assessments are included in lesson design. Teachers engage in differentiated instruction and utilize
   collaborative groups and reciprocal learning. Rigorous standards based curriculum, instruction, and assessment continues to be a priority
   for all San Pedro High School. SLC House teachers will meet regularly to discuss student work. Students will be encouraged to develop
   an electronic portfolio to encompass their body of work through each successive grade level.

Accountability and Leadership Benchmarks:
• The leadership team includes a core group of one administrator, one counselor, and one lead teacher. The teams meet frequently and plan
   collaboratively. The lead teacher is also a member of the school-wide Academic Curriculum Council that guides academic decisions for
   the school. Communication House members meet during professional development time or after-school to make decisions, discuss
   students, curriculum, projects and real-world connections. All minutes and important messages are regularly emailed to house members.

Equity and Access Benchmarks:
• Students are exposed to SLC choices when they are in the 8th grade. Teams visit the school with presentations and brochures delineating
  the SLC options. Students are given fliers that indicate a 1st, 2nd or 3rd choice. Students are granted one of their top three choices based on
  an equitable distribution of ethnicity and gender. Staff is also equitably distributed across each SLC.
• Project based learning is forecasted for the future and new courses may be developed specific to the theme of Communication. House
  activities that address students of all cultures and diversities include pep rallies that highlight student achievement, assemblies and field
  trips to provide student connection with real-world experiences. All students follow a comprehensive A-G course sequence and have
  access to AP classes, sports, clubs and other extra-curricular experiences.

Personalization Benchmarks:



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•   The House will be located in contiguous space and is in the process of developing a logo and branding. Staff is encouraged to wear a
    blue Communication polo shirt every Thursday. Students participate in House-themed assemblies and field trips. A pep rally for student
    achievement is held in the spring and students who pass the CAHSEE are given certificates recognizing varying levels of competency
    from passing to advanced proficiency. The counselor and lead teacher visit classrooms to recognize and highlight student success.
•   A pyramid of intervention is planned to further enhance student success. The initial step is engagement in each classroom through the use
    of various instructional strategies and techniques to address differentiation. The second step is for identified at-risk students to be
    mentored by House staff. These students will receive more intensive interaction with teachers and counselor to further enhance success.
    The third tier of the intervention pyramid will be for highest-risk students who have not successfully benefited from prior interventions.
    Those students will be referred to the COST committee for further intervention.

Collaboration, Parent & Community Engagement Benchmarks:
• Parent partnerships currently exist with Pirate Boosters organizations for volunteer and financial support. The Documentary Rocks film
   class engages in support with the International Documentary Association. Additional partnerships will be sought with local newspapers,
   cable TV businesses and nearby colleges. Collaboration will be achieved as teachers are in contiguous space and have common planning
   time to further promote personalization and thematic curricular paths. Parents have access to Internet correspondence and SLC
   brochures.

Professional Development Benchmarks:
• All Bulletin 1600 plans have been collaboratively discussed by all SLC staff through PD sessions. Sessions are aligned to state
   guidelines, the Single School Plan for Student Achievement, WASC criteria, and SLC Benchmarks.
• Lead Teacher and Counselors attend periodic SLC conferences and visit other schools for modeling/mentoring. All teachers will be
   trained with UCLA lesson design and teaching strategies. Ongoing collaboration and planning for teachers and staff occur during
   professional development time Tuesday mornings.

                                                  HOUSE OF CREATIVE EXPRESSION
                                                         SLC Plan Extract

Vision Statement: The House of Creative Expression (CE) will pursue an accessible and comprehensive course of study that provides every
student exposure to the leadership, social, and technical skills necessary to achieve success in the field of the visual, performing, and
technical arts. Students will explore the arts industry sector through hands-on experiences, guest speakers, and personal interactions with
professionals in the community.

Identity Benchmarks:

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•   Creative Expressions was one of six top choices of a staff and student survey. Students choose from electives courses that address the
    theme of Creativity: Photography, Animation, Graphic Design, Drama, Band, Jazz Ensemble, Dance Choreography, Stage Design, etc.
•   A highly visible Bulletin Board for teachers and students to comprehend and articulate the House Vision and will highlight achievements
    and display creative works.
•   The House vision and activities are posted on the schools website.
•   Parents and community partners attend regularly scheduled information and collaboratively-focused meetings through Parent
    Orientations, Back-to-School Night, Open House, Parent-Teacher Conferences, and specific Professional Developments targeted toward
    parent/community outreach to inform and make decisions based on district mandates, student progress, and evaluation of practices.

Equity and Access Benchmarks:
• Activities addressing students of all cultures and diversities include cultural dance and cultural history assemblies, pep rallies for athletic
   teams, participation in Club Booth Day Fairs, and Community/Career Outreach Fairs.
• Incoming students are provided with the House brochure and asked to make 1st, 2nd and 3rd choices. Students are granted one of their top
   3 choices based on equitable distribution according to ethnicity and gender. Students are also assigned a counselor according to their
   House choice.
• All courses are available to all students, regardless of their House.
• Contiguous space for each House will begin during the 2009-2010 school year.
• Equitable distribution of qualified staff according to seniority and course need within each House was facilitated by department chairs.

Personalization Benchmarks:
• Teachers engage in ongoing training in District-mandated directives that focus on visual, written, performing, and technical creativity to
   facilitate confidence and practical applications to real world situations.
• CE House and departments evaluate effective strategies by analyzing student data in all aspects of school life, and are modified based
   upon data analysis and other factors.
• The House counselor articulates with feeder schools to program incoming 9th graders.
• Grade level and post-secondary transitions include guidance from the CE counselor, peer mentoring and instructional assemblies geared
   to senior responsibilities.
• All students are personally known by approximately ten CE core academic teachers. Teachers and staff act as role models and
   community agency adults connect with students through after-school programs.
• A monthly House publication highlights student achievements, creative works and students in the news.
• Academic and behavioral interventions are regularly provided by House teachers and school-wide personnel, with various programs
   designed to intervene with students

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•   Referral services are provided by the school psychologist, PSW counselor and DPA counselor. AVID intervention is mandated for
    students at risk.
•   Monthly outreach activities focus on school and community resources, and parents are invited via personal contact, direct phone calls,
    and internet communication.
•   Guest lectures, brochures, field trips, and job/internship opportunities encourage student connections.
•   Teachers use classroom strategies that represent the diversity of learners

Standards-Based Benchmarks:
• A-G course requirements, Honors, Advanced Placement, and a variety of elective courses are available to all students, regardless of the
   House to which they belong.
• Rigorous standards-based curriculum, instruction, and assessment continue to be a priority.
• Instruction and learning that specifically supports the SLC theme of Creativity include project-based learning, arts contests in
   photography, ceramics, computer graphics, painting, and drawing.
• Multiple weekly forms of assessment to meet standards include individual and group work, oral presentations of acquired knowledge,
   written end-of-unit tests, standardized tests, benchmark assessments, class work, and homework.
• Learning is supported by instructional technology through various forms. At least one computer id available in every classroom, portable
   full-class sets of laptops are available upon request,
• Analysis of student work takes place a minimum of twice yearly through Performance Assessments.

Accountability & Leadership Benchmarks:
• The leadership plan for each SLC includes a team of one administrator, one lead teacher and one counselor. The CE House has the full
   support of its assigned administrator.
• The SLC Design Team, Lead Teacher and SLC Coordinator meet regularly to collaborate for the success of the SLC.
• External support of the SLC includes attendance to district conferences and SLC model schools.
• The SLC coordinator and leadership team communicate regularly through meetings, emails, and personal conferences.
• Teachers and students have completed internal surveys to assess understanding, readiness, and willingness to implement SLC concepts.

Collaboration, Parent & Community Engagement Benchmarks:
• School-wide partnerships with Parent Boosters organizations for the purpose of financial, volunteer, and scholarship support.
• SLC-Community partnerships include access and interface with business resources.
• Parents are included in the development of SLC planning and activities through regular school mailers, the SPHS website and Connect
   Ed master calls.

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•   The Parent Center and Lady and Pirate Boosters act as conduits for communication to parents.

Professional Development (PD) Benchmarks:
• PD sessions are regularly committed to SLC planning and analysis of test and disaggregated data, and training on the collaborative
   decision-making process occurs throughout the year.
• PD sessions are focused on interpreting the data and modifying teaching strategies and delivery of instruction to address student needs
• All Bulletin 1600 plans have been discussed by the entire House during PD sessions.
• PD sessions are aligned to guidelines as provided by state content standards, the SPSA action plan, WASC criteria and SLC benchmarks.
• Allocation of the content of PDs are approved by the elected School Based Management Council.
• Personalized methodologies taught during PD include brain compatible learning and the research and analysis of advisory curriculum to
   meet student needs.


                                                     Global/Environmental SLC Plans

VISION/MISSION:
The Global/Environmental Small Learning Community will encourage students to become positive, active participants in their school and
community. Upon graduation, the students will have been given the opportunity to take active roles in their community as they develop into
informed world citizens. Students will explore various community service and environmental organizations through a variety of methods
including: hands on experiences through volunteer opportunities; listening to speakers sharing information and ideas about the community,
city, state, or global issues; and job-shadowing or internship opportunities. Students in this SLC will demonstrate their care and concern for
people, other living things, and their global environment through an advocacy program and curriculum. Students will be supported in this
education by all stakeholders at San Pedro High School including: teachers, administrators, parents, other students, and community partners.

Students within this SLC will pursue a comprehensive A-G course of study. In addition students will:
-Take responsibility for a specific area of their learning environment
-Participate in interdisciplinary projects
-Volunteer in various community service organizations
-Take an active role in global/environmental issues either by participating in volunteer organizations such as Greenpeace, Heal the Bay, The
Sierra Club, or World Wildlife Fund or investigating issues such as global warming, deforestation, or aquaculture




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Students in the Global/Environmental House will have completed at least 40 hours of community service by graduation. Parents will be
informed of this requirement through the parent-teacher compact that will be mailed home to each student and their parents.

Core teachers have developed a set of over-arching questions to be the guiding force at each grade-level. All students will have one common
question: “How are humans dependent on their environment?” as the unifying : Teachers utilize lessons from a common textbook, The No
Waste Anthology, as they pertain to their particular subject. Speakers from outside agencies are brought in to meet with students and discuss
important issues such as recycling, and ocean oil reclamation.

Professional developments within the SLC focus on developing essay topics and /or presentations, participating in contests, research, field
trips, guest lecturers, and community support, and involvement. All GE teachers have had training in the AVID research-based W.I.C.R
(writing, inquiry, collaboration, and reading) model which they have agreed to use at least once a week.

We have a school-wide partnership advisory board that consists of the lead-teacher, the counselor, the administrator, and community based
organizations. The board meets on the first Thursday of the month to discuss how these organizations can aid in the delivery of the themes
to the small learning community .ITEP, The Cabrillo Marine Aquarium, The U.S. Coast Guard, and SA Recycling are a few of our members.

IDENTITY BENCHMARKS: PERSONALIZATION
New ninth graders to our SLC were welcomed by a committee of teachers. They were given the opportunity to tie-dye shirts to wear on
Thursdays. All students are encouraged to wear the house color of green every Thursday. The opening assembly was held for all ninth and
tenth-graders where the movie “WALL-E” was shown to introduce this year’s theme of “Reduce, Recycle, Re-use”. A school-wide
recycling project in partnership with SA recycling will begin in early December. All students who received a grade of “C” or better in all
their academic classes for their five-week progress report were recognized publicly by the lead teacher and/or counselor. One hundred thirty
students had the opportunity to attend the “Environmental Youth Conference” at the Los Angeles Convention Center in early November.

The Global/Environmental House has adopted a pyramid of interventions for its students this academic year. The first step is to increase
engagement in the regular classroom through the use of a variety of instructional strategies. The second step is for each SLC teacher and
faculty member to select and mentor at least five at-risk students for the semester. These students will receive more personalized interaction
with a teacher and this will enable the student to be more successful. The third tier of the pyramid will be for those students who do not
benefit from the teacher mentoring. They will be referred to the COST Committee for further intervention.

The school will be moving to contiguous space and we are in the process of developing logos and branding. The SLC will have its own area
for the students to congregate as well as its own offices for the administrator, the secretary, and the counselor.


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RIGOROUS STANDARDS- BASED CURRICULUM:
San Pedro offers all A-G course requirements including honors, advanced placement, and a variety of elective offerings. WASC ESLR’s
and SLC projects and benchmarks are aligned both to standards and areas of student need. Instruction and learning that specifically supports
the environmental theme includes cross-curricular strategies, project-based learning, and real world hands-on experiences.
With the UCLA lesson design training, teachers are creating lessons with a variety of learning strategies designed to engage the students.
Both formative and summative assessments are beginning to be part of the lesson design. All teachers have had training in Blooms and Costa
levels of questioning and are incorporating the strategies in their daily lessons. Our teachers are participating in professional learning
communities (Pierson) where core-alike teachers are developing new lessons using scaffolding and differentiated instruction techniques.

Students have access to a college counselor, a work experience coordinator, and college representatives to help them explore post-secondary
options. Speakers are regularly brought in to give our students the knowledge about environmental careers.

Our over-arching questions help focus our students on our theme but are tied into each specific course requirement’s standards.

English teachers in the SLC meet regularly to discuss student work. Portfolios are created in the ninth grade and are carried over through
each successive grade-level. The core teachers have common conference periods which help facilitate the communication between teachers
as well as the creation of thematically based lessons.
ACCOUNTABILITY & LEADERSHIP:
The leadership plan for our SLC includes a core team of one administrator, one Lead Teacher, and one counselor. These teams meet
frequently and plan collaboratively. Each lead teacher also is part of the school-wide Academic Curriculum Council which makes academic
decisions for the school. The SLC meets during professional development times to make decisions and discuss students and curriculum or at
after-school meetings. All minutes or important messages are regularly e mailed to the house members.

EQUITY AND ACCESS:
Students are able to choose their SLC when they are in the 8th grade. They are given fliers or brochures that ask for 1rst, 2nd, or 3rd choice.
Students are then granted one of their top 3 choices based on equitable distribution based on ethnicity and gender. Staff is also equitably
distributed across each SLC. New course requests specific to the house theme may be created in the future. House activities that address
students of all cultures and diversities include assemblies, fairs that highlight students talents and abilities, and career or community outreach
that provide student connections to real-world opportunities. All students receive comprehensive A-G courses and have access to honors,
AP, and sports programs.

COLLABORATION, PARENT & COMMUNITY ENGAGEMENT BENCHMARKS:


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The SLC lead teacher, administrator, and counselor are responsible for regular parent house communication. All parents will receive a
parent-school compact where service hour requirements are outlined. The creation of the business advisory board that meets on the first
Thursday of every month has enabled the SLC to network with businesses and organizations that provide opportunities for our students. The
Parent Center and the various booster clubs act as conduits for communication to parents to include them in school activities and SLC
events. Parents were invited to a meeting to discuss their child’s poor academic grades in November. In December parents of students with
excessive absences will attend a truancy prevention meeting. An Earth Day Fair is being planned for parents and community partners in
April. The students will showcase all SLC themed projects and assignments at this time.

                                                  Global/Environmental SLC Plans

VISION/MISSION:
The Global/Environmental Small Learning Community will encourage students to become positive, active participants in their school and
community. Upon graduation, the students will have been given the opportunity to take active roles in their community as they develop into
informed world citizens. Students will explore various community service and environmental organizations through a variety of methods
including: hands on experiences through volunteer opportunities; listening to speakers sharing information and ideas about the community,
city, state, or global issues; and job-shadowing or internship opportunities. Students in this SLC will demonstrate their care and concern for
people, other living things, and their global environment through an advocacy program and curriculum. Students will be supported in this
education by all stakeholders at San Pedro High School including: teachers, administrators, parents, other students, and community partners.

Students within this SLC will pursue a comprehensive A-G course of study. In addition students will:
-Take responsibility for a specific area of their learning environment
-Participate in interdisciplinary projects
-Volunteer in various community service organizations
-Take an active role in global/environmental issues either by participating in volunteer organizations such as Greenpeace, Heal the Bay, The
Sierra Club, or World Wildlife Fund or investigating issues such as global warming, deforestation, or aquaculture

Students in the Global/Environmental House will have completed at least 40 hours of community service by graduation. Parents will be
informed of this requirement through the parent-teacher compact that will be mailed home to each student and their parents.

Core teachers have developed a set of over-arching questions to be the guiding force at each grade-level. All students will have one common
question: “How are humans dependent on their environment?” as the unifying : Teachers utilize lessons from a common textbook, The No
Waste Anthology, as they pertain to their particular subject. Speakers from outside agencies are brought in to meet with students and discuss
important issues such as recycling, and ocean oil reclamation.

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Professional developments within the SLC focus on developing essay topics and /or presentations, participating in contests, research, field
trips, guest lecturers, and community support, and involvement. All GE teachers have had training in the AVID research-based W.I.C.R
(writing, inquiry, collaboration, and reading) model which they have agreed to use at least once a week.

We have a school-wide partnership advisory board that consists of the lead-teacher, the counselor, the administrator, and community based
organizations. The board meets on the first Thursday of the month to discuss how these organizations can aid in the delivery of the themes
to the small learning community .ITEP, The Cabrillo Marine Aquarium, The U.S. Coast Guard, and SA Recycling are a few of our members.

IDENTITY BENCHMARKS: PERSONALIZATION
New ninth graders to our SLC were welcomed by a committee of teachers. They were given the opportunity to tie-dye shirts to wear on
Thursdays. All students are encouraged to wear the house color of green every Thursday. N opening assembly was held for all ninth and
tenth-graders where the movie “WALL-E” was shown to introduce this year’s theme of “Reduce, Recycle, Re-use”. A school-wide
recycling project in partnership with SA recycling will begin in early December. All students who received a grade of “C” or better in all
their academic classes for their five-week progress report were recognized publicly by the lead teacher and/or counselor. One hundred thirty
students had the opportunity to attend the “Environmental Youth Conference” at the Los Angeles Convention Center in early November.

The Global/Environmental House has adopted a pyramid of interventions for its students this academic year. The first step is to increase
engagement in the regular classroom through the use of a variety of instructional strategies. The second step is for each SLC teacher and
faculty member to select and mentor at least five at-risk students for the semester. These students will receive more personalized interaction
with a teacher and this will enable the student to be more successful. The third tier of the pyramid will be for those students who do not
benefit from the teacher mentoring. They will be referred to the COST Committee for further intervention.

The school will be moving to contiguous space and we are in the process of developing logos and branding. The SLC will have its own area
for the students to congregate as well as its own offices for the administrator, the secretary, and the counselor.

RIGOROUS STANDARDS- BASED CURRICULUM:
San Pedro offers all A-G course requirements including honors, advanced placement, and a variety of elective offerings. WASC ESLR’s
and SLC projects and benchmarks are aligned both to standards and areas of student need. Instruction and learning that specifically supports
the environmental theme includes cross-curricular strategies, project-based learning, and real world hands-on experiences.

With the UCLA lesson design training, teachers are creating lessons with a variety of learning strategies designed to engage the students.
Both formative and summative assessments are beginning to be part of the lesson design. All teachers have had training in Blooms and Costa

                                                                                                                                           104
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levels of questioning and are incorporating the strategies in their daily lessons. Our teachers are participating in professional learning
communities (Pierson) where core-alike teachers are developing new lessons using scaffolding and differentiated instruction techniques.

Students have access to a college counselor, a work experience coordinator, and college representatives to help them explore post-secondary
options. Speakers are regularly brought in to give our students the knowledge about environmental careers.

Our over-arching questions help focus our students on our theme but are tied into each specific course requirement’s standards.

English teachers in the SLC meet regularly to discuss student work. Portfolios are created in the ninth grade and are carried over through
each successive grade-level. The core teachers have common conference periods which help facilitate the communication between teachers
as well as the creation of thematically based lessons.

ACCOUNTABILITY & LEADERSHIP:
The leadership plan for our SLC includes a core team of one administrator, one Lead Teacher, and one counselor. These teams meet
frequently and plan collaboratively. Each lead teacher also is part of the school-wide Academic Curriculum Council which makes academic
decisions for the school. The SLC meets during professional development times to make decisions and discuss students and curriculum or at
after-school meetings. All minutes or important messages are regularly e mailed to the house members.

EQUITY AND ACCESS:
Students are able to choose their SLC when they are in the 8th grade. They are given fliers or brochures that ask for 1rst, 2nd, or 3rd choice.
Students are then granted one of their top 3 choices based on equitable distribution based on ethnicity and gender. Staff is also equitably
distributed across each SLC. New course requests specific to the house theme may be created in the future. House activities that address
students of all cultures and diversities include assemblies, fairs that highlight students talents and abilities, and career or community outreach
that provide student connections to real-world opportunities. All students receive comprehensive A-G courses and have access to honors,
AP, and sports programs.

COLLABORATION, PARENT & COMMUNITY ENGAGEMENT BENCHMARKS:
The SLC lead teacher, administrator, and counselor are responsible for regular parent house communication. All parents will receive a
parent-school compact where service hour requirements are outlined. The creation of the business advisory board that meets on the first
Thursday of every month has enabled the SLC to network with businesses and organizations that provide opportunities for our students. The
Parent Center and the various booster clubs act as conduits for communication to parents to include them in school activities and SLC
events. Parents were invited to a meeting to discuss their child’s poor academic grades in November. In December parents of students with


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excessive absences will attend a truancy prevention meeting. An Earth Day Fair is being planned for parents and community partners in
April. The students will showcase all SLC themed projects and assignments at this time.


                                                         PEDRO ACTION LEAGUE
                                                             The PAL House

VISION/MISSION STATEMENT:

Mission – The more knowledge we possess the more our school and community can progress. (Phillip Bell – PAL English teacher)
Vision– We believe:
o All students deserve to be surrounded by professional adults who believe they are capable of high achievement.
o All students deserve to be surrounded by a culture of high expectations with a rich array of career pathways that are in conjunction with
   rigorous academics and lends itself to community connections via internships.
o All students deserve an amalgam of educational and thematic instruction centered on personalization with genuine guidance to ensure
   academic success.
o Public Services creates avenues for understanding ones civic responsibility.
o Review our parallel and overlapping process—curriculum and instruction—as a house in accordance with both district and WASC
   recommendations.

Vision Benchmarks/Justification:
The PAL house vision and mission were developed during 2006-2007 through a collaboration of stakeholders within the Pedro Action
League during professional development time. Since then, both the mission and vision have been reviewed through surveys and yearly
Gallery-Walks, in which teachers provided insight via post-its.

The PAL house envisions a successful house as one that provides thematic instruction. Examples of thematic-based/related ideas include:
field trips, service organization tours, guest lectures, presentations, and essays in regards to students internships/volunteering/service work.
An example would be elections where PAL students would organize and run school-wide elections as well as volunteer as pool workers.
Professional development will be geared toward interpreting data, which is generated from thematic instruction so as to modify teaching
strategies and address student needs.

Student Intervention:


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       The PAL house has developed a pyramid of interventions. This three-staged process is aimed at improving student-teacher
       relationships through a series of interactions. In the first stage (tier 1) the PAL house address 80-85% of the students needs through:
       Teacher Student Compacts, Various forms of delivering instruction (technology), Scaffolding, and tutoring (teacher referral).

IDENTITY BENCHMARKS: PERSONALIZATION
The PAL House was created through various forms of qualitative data such as stakeholder survey’s and teacher data forms (Reflections &
survey’s). Parents and community partnerships will collaborate with PAL staff to provide focused instruction toward academic
improvement including service-based learning.

Incoming ninth graders were greeted at registration at the beginning of the year by SPHS staff and provided their 1st, 2nd, and 3rd choice with
regard to house selection. In addition, all ninth graders attended an assembly introducing them to the school and the various services
available on campus.

The PAL house has developed a pyramid of intervention. This three-tiered process is aimed at improving student-teacher relationships
through a series of interactions, those of which are guided by consistency and several agreed upon teaching methods.

San Pedro High School will be moving into contiguous space to further personalize Small Learning Communities and enhance student
success. During this process the branding of buildings and the designing of logos will also be further developed. The PAL house will have
their own area for students to gather as an area to show-off or display current and thematic-based projects along with offices for the
administrator, the secretary, the counselor, and the lead teacher.

EQUITY AND ACCESS BENCHMARKS
Students are able to choose their SLC with they are in 8th grade. They are given fliers and brochures that request their 1st, 2nd, and 3rd house
choice. Students are then granted their top 3 choices based on equitable distribution, such as ethnicity and gender. Staff is also equitably
distributed amongst the six houses. New courses that are thematically tied into the house will be offered in the future. House activities that
address students of all cultures and diversities include assemblies, fairs that highlight student talents and abilities, and internship
opportunities. All students receive comprehensive A-G courses and have access to honors, Advanced Placement (AP), and athletic
programs.

PERSONALIZATION BENCHMARKS
San Pedro High School will facilitate academic instruction that connects to real-world experiences through partnerships with community
businesses and agencies that include service hours and internships. Students will apply the knowledge gained through academic courses.


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ACCOUNTABILITY AND LEADERSHIP
The PAL house leadership team consists of a core group of 1 administrator, 1 counselor, and 1 lead teacher. This core meets weekly (during
lunch) with other PAL teachers to discuss mentoring and teaching strategies as related to the pyramid of intervention. Each lead teacher is
also part of the Academic Curriculum Council, which makes academic decisions for the school. The PAL house also meets during
professional development time to make decisions and discuss students and curriculum or ideas to improve student success.

COLLABORATION, PARENT AND COMMUNITY ENGAGEMENT BENCHMARKS
The SLC lead teacher, administrator, and counselor are responsible for regular parent house communication. All parents will receive a
parent-student-teacher compact where service-hour requirements are outlined. In addition, currently, the PAL house works with the Boy’s
and Girl’s club to provide free tutoring for all SPHS students. The Parent Center and the various booster clubs act as affiliates through the
PAL house to provide consistent communication to parents. Parents have been invited to attend a special attendance meeting for students
who are chronically absent. These parents work in conjunction with the district to improve student attendance. A canned-food and toy drive
will be sponsored by the PAL house this December to assist our local partnerships i.e. Foster Care, Toberman house and local shelters. In
February the PAL house will be hosting an assembly to showcase teachers and introduce themed assignments including, but not limited to,
the Student Teacher compact and service hours requirements.

Partnerships have been and continue to be harvested within the PAL house. These partnerships will yield internships once the house theme
is solidified. Parents are included in the development of the SLC planning and activities through regular school mailers, the San Pedro High
School website (www.sanpedrohs.com), and phone master calls.

PROFESSIONAL DEVELOPMENT
The PAL house has conducted all required Professional Developments including several unscheduled after-school, lunch, and early morning
meetings. In 2005 – 2006, the elected SLC leader took initiative and developed PAL ideas and continued these ideas into the 2006 – 2007
year. In addition, the PAL house established a Design team to assist with development of PAL’s personalization.

During the 2007 – 2008 Snap Shots and the Mentoring program were two key components added to the PAL house. All PAL teachers
participate in observing two other cross-discipline teachers and reflecting on those observations for the purpose of improving instruction and
student success. The PAL house also held several after-school (1-hour) meetings where both the Lead Teacher and the Counselor engaged
willing PAL teachers in a dialogue centered on student success via teaching strategies.

During the 2008-2009 The PAL house continues to participate in Snap Shots and the Mentoring Program. A student Success Team has also
been created and is currently being utilized with the counselor overseeing the process and follow through. After-school tutoring with the


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Boy’s and Girl’s club (on the San Pedro campus) has also been added to the PAL house as both a partnership and a referral option for
teachers with struggling PAL students.

All SLC staff through Professional Development sessions, have collectively and collaboratively discussed bulletin 1600 plans so that
everyone has opportunities for input. Plans will continue to be modified and adopted as the house staff and leadership team deem necessary.

                                            Pirate Health and Fitness House (PiFi)
1. Unifying Vision/Identity
The Pirate Health and Fitness House will pursue an accessible and comprehensive A – G course of study that provides an awareness of
physical, mental and nutritional well being by linking our students and their families to educational, community services and partners. Our
house comprehensive program will allow student’s access to “Career Pathways” focusing on, Support Services, Therapeutic Services, Food
Services and Nutrition.

Vision Benchmarks – The PiFi house vision was created by a collaboration of all stakeholders within the House during Professional
Development. Edits and revisions were processed with teachers and staff. Monitoring of the vision will be maintained through future
professional development sessions. Details of the Vision’s goals and objectives will be analyzed regularly and revised as needed for
relevance, realistic completion, and availability of school and community resources. Such vision monitoring will require regular common
planning time with SLC teachers, or a minimum of summer planning time.

Identity Benchmarks – The unique academic identity for each House was created by surveying staff and students. Parents and community
members will collaborate with staff and students regarding a clear focus towards academic improvement and inclusion of the identity into
effective teaching strategies revolving around healthy lifestyles.

2. Rigorous Standards-Based Curriculum, Instruction & Assessment
   Rigorous standards-based curriculum, instruction, and assessment will continue to be a priority for the PiFi house. SLC teams will
collaborate with Departments to keep content and instruction a priority while including concepts of the mind, body, and wellness. San Pedro
High school offers all A-G course requirements, including Honors, Advanced Placement, and a variety of elective courses that will be
available to all students, regardless of which House they belong too.

3. Equity and Access – House activities that will address students of all cultures and diversities include health fairs that display and
introduce the three areas of health, and display student talents and interests. Such activities will reach-out and invite the community and


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connect students to real-world opportunities that relate to healthy living. Students will have access to the A-G course requirements. San
Pedro High School is equitably divided into 6 Houses with approximately 500 students in each, plus two Magnet programs.

4. Personalization - . San Pedro High School is equitably divided into 6 Houses with approximately 500 students in each, plus two Magnet
programs. The PiFi House members decided to be Mentors to the 9th graders along with an Academic Contract. The Mentees will be
monitored every week and will include Weekly Progress Reports.

5. Accountability and Distributed Leadership – The leadership for each SLC includes a core team of one Administrator, one Lead
Teacher, and one Counselor. The SLC has the full support of administrators who are each assigned to one House, and who have fully
participated in SLC Professional Development to assist with the planning of each SLC.

6. Collaboration/Parent and Community Engagement – School-wide partnerships with the Parent Boosters organizations have long been
established for the purpose of financial, volunteer, and scholarship support. SLC/Community partnerships will include agencies and
businesses, such as, Little Co. of Mary, Los Palos Convalescent Home, Harbor Free Clinic, and Kaiser Permanente Harbor City facility.
They will provide support for the House Identity through lectures, field trips, House activities, job shadowing, and/or internships. Parents
are included in the development of SLC planning and activities through regular school mailers, the SPHS website and master phone calls.
The Parent Center and Lady and Pirate Boosters organizations will act as conduits for communication to parents to include them in school
activities and SLC meetings for the purpose of decision-making processes.

7. Professional Development – professional Development issues within The Pirate Health and Fitness House will focus on collaboration,
more specifically within each grade level, to develop an annual culminating end of the year event/project aimed at classroom, district, and
state curriculum mastery. Professional Development time will be utilized in collaboration with campus clubs and community members to
bring guest lectures and field trips to students to enhance curriculum.




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Appendix E: A-G Pathways




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Appendix F: School Calendar




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Appendix G: Professional Development Calendar

                                                Professional Development Calendar
                                                      2010-2011School Year

                                              Professional Development Opportunities
                                       Date/Hours Date/Hours                                                Total
          PD September                  8 – 6 hours 9 – 6 hours                                              12
          Pupil Free Day September     10 – 3 hours                                                           3
          Pupil Free Day February       7 – 3 hours                                                           3
          3 Shortened Days TBD               3 hours                                                          3
                                                  Professional Development Fridays
          Month                        1st Friday     2nd Friday    3rd Friday   4th Friday  5th Friday
          September                                                  17 – 1 hour 24 – 1 hour                 2
          October                         1 – 1 hour     8 – 1 hour 15 – 1 hour 22 – 1 hour 29 – 1 hour      5
          November                        5 – 1 hour 12 – 1 hour 19 – 1 hour                                 3
          December                        3 – 1 hour 10 – 1 hour 17 – 1 hour                                 3
          January                                       14 – 1 hour 21 – 1 hour 28 – 1 hour                  3
          February                        4 – 1 hour 11 – 1 hour 18 – 1 hour 25 – 1 hour                     4
          March                           4 – 1 hour 11 – 1 hour 18 – 1 hour 25 – 1 hour                     4
          April                           1 – 1 hour     8 – 1 hour 15 – 1 hour               29 – 1 hour    4
          May                             6 – 1 hour 13 – 1 hour 20 – 1 hour 27 – 1 hour                     4
          June                            3 – 1 hour 10 – 1 hour 17 – 1 hour 24 – 1 hour                     4
                                                                                                             57
                               Total




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Appendix H: Program Improvement Data




                                               QuickTime™ and a
                                                 decompressor
                                       are needed to see this picture.




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Appendix I: Letters of Support




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                        116
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                        117
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                        118
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                        119
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                        120
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                        121
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                        122
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                        123
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Appendix J: Community Partners
              Name:                        Organization:                                   Contact Information:
              Bair, Bonnie                 International Trade Education Program Inc.      3786 La Crescenta Ave Suite 103, Glendale
              bonniebair@itepinc.org       Chief Operating Officer                         California 91208
                                                                                           818-249-6281 | (F) 818-249-9670
              Barker, Robert               Los Angeles Harbor College                      Los Angeles Harbor College
              barkerrb@lahc.edu            Student Recruitment Coordinator                 1111 Figueroa Pl
                                                                                           Wilmington CA 90744
                                                                                           310-233-4327
              Dreizler, Robin              El Camino College                               16007 Crenshaw Blvd
              rdreizle@elcamino.edu        Student Recruitment                             Torrance CA 90506
                                                                                           310-532-3670
              Greene, David                San Pedro Democratic Club                       1536 W 25th St #214
              dgdavidgreene@yahoo.com      President                                       San Pedro CA 90732
                                                                                           310-381-9899
              Lansing, Mike                Boys and Girls Club, Los Angeles Harbor         1200 S Cabrillo Ave
              mikel@bgclaharbor.org                                                        San Pedro CA 90731
                                                                                           310-833-1322 (F) 310 8334235
              Lockhart, Gloria             Toberman Neighborhood Center                    131 N.Grand Ave.
              glockhart@toberman.org       www.toberman.org                                San Pedro, CA 90731-2035
                                                                                           310-832-1145 x120
              Lumpkin, Michael             International Documentary Association           1201 W. 5th Street
              www.documentary.org          Executive Director                              Los Angeles, CA 90017
                                           www.documentary.org                             213-534-3600
              Rowen, Carol                 International Trade Education Programs, Inc.    3786 La Crescenta Ave.
                                           Executive Director                              Glendale California 91208
                                           www.ITEPinc.org                                 818-249-6281 | (F) 818-249-9670
              Scollo, Dr. Joseph           California State University at Dominguz Hills   1000 E. Victoria Street
                                           Co-Director, Urban School Leaders               Carson, CA 90747
                                                                                           310-243-3524
              Sheble, Pamela               California YMCA Youth & Government              2000 Alameda Sute 128
                                           Associate Executive Director                    San Mateo, CA 94403
                                                                                           650-522-9622 (F) 650-522-9626
              Townsend, Camilla            San Pedro Chamber of Commerce                   390 West 7th Street, San Pedro, CA 90731
              wgoing@sanpedrochamber.org                                                   310-832-7272
              Turner, Julie                YMCA of Los Angeles                             301 S. Bandini St.
              julieturner@ymcala.org                                                       San Pedro, CA 90731
                                                                                           310-832-4211
              White, Margo                 Junior Achievement                              6250 Forest Lawn Drive
                                           Executive Vice President                        Los Angeles, CA 90068
                                           www.jasocal.org                                 323-957-1818 (F) 323-957-0585




                                                                                                                                       126
   San Pedro High School




   Appendix K: Governance Flow Chart



School Based Management Council:                  Parent Advisory Council:             School Site Council:
Representative decision making council:           Advises principal regarding school   Advisory council established for
student discipline, Professional Development      program. Council formed by           decisions regarding Title 1 funds and
Banked Time, Budget (IMA, State textbook,         elected members of our councils.     Single Plan for Student Achievement
   )
   Pedro Action            Business SLC        Pirate Health       Communicati         Creative              Global
   League SLC              Advisory            & Fitness           on SLC              Expression            Environment
   Advisory                Council             SLC Advisory        Advisory            SLC Advisory          SLC Advisory
   Council                 Duties:             Council             Council             Council               Council
   Duties:                 Junior              Duties:             Duties:             Duties:               Duties:
   To facilitate           Achievement         To facilitate       To facilitate       to facilitate         ITEP –
   and connect             partnership         and connect         and connect         and connect           established
   SLC to                  established-        SLC to              SLC to              SLC to                advisory
   community/bu            Council to          community           community/          community/bu          council
   siness partners         expand                                  business            siness partner        Council to
                           community                               partner                                   expand
                           business                                                                          community/
                           partnerships                                                                      business
                                                                                                             partnerships


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San Pedro High School
Appendix L: Administrative Organizational Chart




                                                        San Pedro High School
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