Canoga Park High School – SLC Impact Web viewCanoga Park High School. SLC Impact Report....

1/10/2008 Los Angeles Unified School District Canoga Park High School SLC Impact Report

Smaller Learning Communities

School SLC Impact Report

Submitted toLos Angeles Unified School District

I. SCHOOL SLC IMPACT REPORTRECOMMENDATION SIGN-OFF ROUTING SHEET

I. SCHOOL SLC IMPACT REPORT RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: CANOGA PARK HIGH SCHOOL

Total Number of SLCs Proposed: 3

________________________________ ________________________________Principal’s signature Date

_________________________________ ________________________________UTLA Chapter Chairperson’s signature Date

_________________________________ ________________________________School Site Council Chairperson‘s signature Date

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Submitted toLos Angeles Unified School District

II. COVER SHEET

Name of School: Canoga Park High School

Location Code: 8571

School SLC Contact: Name: Ms Georgene GregorianTitle: UTLA RepresentativeMailing Address: 6850 Topanga Canyon Blvd.

Canoga Park, CA 91303

Telephone: (818) 673-1300Fax: (818) 673-1300Email: [email protected]

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mailto:[email protected]



School SLC Impact ReportIII. TABLE OF CONTENTS

I. School SLC Impact Report Routing Sheet................................................................................1

II. Cover Sheet................................................................................................................................2

III. Table of Contents.......................................................................................................................3

IV. Areas of School Impact

1. School-wide Summary of SLC Design Proposals...................................................4

2. Planning and Organization.......................................................................................7

3. Space......................................................................................................................14

4. Time.......................................................................................................................16

5. Staffing...................................................................................................................19

6. School-wide Programs and Activities....................................................................24

7. Student Choice...................................................................................................... 28

8. Community Resources/Partnerships......................................................................29

9. Alterations to Facilities Proposed..........................................................................31

V. School Technical Assistance Checklist....................................................................................32

VI. Acknowledgements .................................................................................................................33

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IV. AREAS OF SCHOOL IMPACT

1. School-wide Summary of SLC Design Proposals

Summary of Small Learning Communities

No. SLC Name DescriptionMaximum Student

Enrollment1 Freshman

CenterDescription/Strategies/Plan of Action

The Freshman Center helps all incoming 9th graders acclimate to high school life, provides a challenging yet supportive learning environment, and assists them in advancing successfully to the 10th grade, as well as

preparing them to transfer to other SLCs.Incoming 9th grade students will be placed in core English and

Health/Life Skills classes, in addition to other required A-G courses. Not only will the coring of classes and instructors establish the necessary student-teacher relationships, it will encourage students to become

accountable for their work and form strong critical thinking skills and habits of mind to prepare them for the rigors of the their academic world. Instructors will work collaboratively to support the learning

environment.

The Freshman Center offers our students a wealth of incentives and interventions to throughout the year, so they experience the benefits of a

personalized, success-oriented education. In order to sustain parental involvement in their children’s academic success, the Freshman Center

will expand its school-to-family communication regarding academic requirements, activities, and community resources that may be beneficial

to them.

Justification for Strategies and Actions

Students who advance successfully from the 9th grade to the 10th grade stand a greater chance of graduating from high school than those who

drop out. To that end, the Freshman Center is committed to set the foundations of “rigor, relevance and relationships” with each 9th grader

to not only ensure full matriculation into the 10th grade, but also to increase the number of matriculating freshmen.

Date Approved by School Site Committee:

500bb

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Enrollment

2 PillarsSchool of

Humanities and Arts

Descriptions/Strategies/Plan of Action

This SLC for grades 10 – 12 will focus on thematically integrating arts and letters with science. We will use common themes in our standards-

based instruction to foster our sense of community and allow students to identify the connections among their courses. Each grade level has a

theme which will be carried out throughout 10th -12th grade by connecting the themes. We endeavor to show students how their studies

provide the foundational skills for “a variety of” careers. We have aligned Bloom’s taxonomy with Kaplan’s Universal Concepts to move students from analysis to synthesis by the twelfth grade. This sequence

combines rigor and community with the prerequisite skills necessary for college and careers.

Teachers who belong to the Pillars meet regularly to collaborate on standards-based, cross-curricular instruction. Students in English

Language Development and Special Education are fully supported by the Pillars. Student success is measured by multiple forms of

assessment; instructors will use results to continually inform and guide their teaching.

All students in the Pillars will be able to access all available courses at their grade level, including Honors and Advanced Placement. Academic enrichment, support and intervention will be available for all students.

In order to further connect academics with careers, the Pillars have tapped into a variety of community resources for the Building Assets

through Integrated Technology (B.A.I.T.) Academy. This academy assist students develop key technological skills while creating authentic projects for our school and the Canoga Park community – flyers,

podcasts of athletic events, web pages, etc.


Students must demonstrate critical thinking skills in a variety of disciplines and situations, as well as possess technological savvy to

compete in an increasingly complex world. High school graduates who possess solid analytical skills and strong technological capabilities will be well-prepared to “pursue” post-secondary achievements and make

positive, valuable contributions to both our community and our society as a whole.

Date Approved by School SLC Committee:

500

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Enrollment

3

RedwoodsSchool of Health

and Human Opportunities

Descriptions/Strategies/Plan of Action

The Redwoods is a grades 10 – 12 SLC that integrates health sciences, healing arts and human services into the curriculum. Students who

belong to the Redwoods will study the themes and concepts of medicine and health, and apply them to current and post-secondary achievements.

In the Redwoods, students will have the opportunity to discover the power of their contributions to society and making a positive impact in

the world.

Teachers who belong to the Redwoods meet regularly to collaborate on standards-based, cross-curricular instruction and strengthen community bonds with all students. Students in English Language Development and Special Education are fully supported by the Redwoods. Student success is measured by multiple forms of assessment; instructors use results to

continually inform and guide their teaching.

All students belonging to the Redwoods will be able to access all available courses at their grade level, including Honors and Advanced

Placement. Academic enrichment, support and intervention will be offered to all students. Core courses meet A-G requirements.

Additionally, Redwoods students will have the opportunity to study the world of Biotechnology/DNA, first aid, CPR training and other health

services through specialized academy classes. The Health Sciences Academy has a partnership with Kaiser Permanente Hospital in

Woodland Hills; our Academy students have obtained internships there, many of which have resulted in paying jobs.

500


The concepts of study presented by the Redwoods are fundamentals that students must acquire in order to succeed and thrive in a rapidly

progressing society. To study the complexities of language, mathematics, arts, science and medicine in an integrated fashion is to study life. The Redwoods’ standards-based curriculum will provide both the necessary rigor and relevance, teaching students how to inquire into their world

while connecting their backgrounds, interests and individual strengths to the learning process.

Date Approved by School SLC Committee:

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School SLC Impact ReportIV. AREAS OF SCHOOL IMPACT

Planning and Organization

Small Learning Community Name

Traditional or Track(s) Served(A, B, and/or C)

Timeline

Already Initiated(Yes/No)

Expected Date of SLC Initiation

(month/year)

Expected Date for a Fully Developed SLC

(month/year)

Freshman Center Traditional Yes N/A N/A

Pillars Traditional Yes N/A 09/08

Redwoods Traditional Yes N/A 09/08

Timeline for Rollout of SLCs

YEAR 1: REWIND

Canoga Park High School diligently began moving towards developing SLCs four years ago, and formed four fledgling groups: Freshman Center, Humanities, Health Sciences, and Technology. Members from each of these groups formed the original Design Team.

The Freshman Center was the first group to become a formal SLC, opening in 2005. We knew that we needed to specialize in meeting our freshmen’s academic needs by creating a distinct SLC for them, so that they could more successfully acclimate to high school life. Our Freshman Center has implemented a variety of intervention programs, incentive plans, curricular electives, and other systems to foster a culture of student success.

Wall-to-wall SLC implementation in grades 10 – 12 had always been our goal; our enrollment data corroborated our decision, as the student-to-staff ratio allowed us to foster the much-needed relationships and help our students “thrive and strive” to reach their academic and post-secondary goals and dreams. As the Design Team’s work progressed, they began developing curricular programs and gained school-based partnerships, most notably with Northrup-

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Grumman Engineering, Pierce College, DeVry Institute, and Kaiser-Permanente. The Team decided on creating three Academies as the SLCs: Arts and Letters (including Humanities), Health Sciences, and Math/Science/Technology. The Design Team met with the faculty to emphasize the urgency, significance and benefits of converting to a smaller, collaborative educational environment. Students were introduced to the Academies by the Lead Teachers, and selected their Academy via preference sheet. However, misconceptions regarding SLCs arose, which led to unforeseen challenges to SLC implementation. As a result, the faculty did not fully support the SLC work that needed to be continued. Despite this, however, the Design Team remained committed to building the Academies.

The setbacks kept coming. In the fall of 2005, we experienced a sudden decrease of 400 CAP students. This ultimately resulted in the displacement of 10 key faculty members, and forced us to lose momentum in SLC development. Additionally, we replaced the two administrators who left mid-year; one of our replacements was a brand-new APSCS. Setbacks continued during the summer of 2006, as the principal retired and the SLC Coordinator assumed the principalship at another school. We encountered numerous programming challenges to both student and teacher schedules; consequently, no teacher was aligned with an Academy, several crucial classes were cancelled, and two more teachers were displaced.

YEAR 2: REGROUP

The 2006-2007 school year became our time to regroup and revitalize our plans for Small Learning Communities. Our new principal selected an SLC Coordinator, and we reformed our Design Team to include more faculty members who desired to set our SLC implementation on a new path. The enrollment decrease forced us to streamline our three Academies into two broader, comprehensive SLCs that melded the academy themes. (By this time, we had already essentially “morphed” into a small school.) We decided to keep the overarching curricular focus from the previous Academies as a flexible foundation so that we wouldn’t necessarily have to reinvent the wheel in reforming the Communities. Additionally, since Canoga Park High has the smallest student enrollment of any comprehensive high school in LAUSD, and receives minimal additional financial assistance, our challenges to implement and sustain Communities and Career Tech strands forced us to constantly look “within” ourselves to be creatively resourceful with the time, talents and finances that were immediately available to us. We aimed to “keep the ‘can’ in Canoga” in every aspect of SLC development.

After we reformed our Design Team, we set about to reacquaint our faculty on the urgency, significance and benefits of SLCs. We held numerous meetings and conducted surveys to allow our faculty to select their preferred SLC. However, no matter how many different surveys we administered, most of our faculty kept aligning themselves to same-subject SLCs (e.g., math and science teachers opted to join the “math/science/technology” Community). We held a final “blind survey” for teachers, this time encouraging them to select their SLC based on whom they would most like to work with in their department. For survey purposes, the Coordinator changed the previous SLC names to “Coke” and “Pepsi”. After a few minor staffing adjustments, this final survey was successful.

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Several Design Team members attended the EduAlliance conference in February 2007, which led to a hard analysis of what could truly work for us in the best interest of our kids. Those Design Team members hosted the next Professional Development faculty session and presented a PowerPoint of our school’s traditions, heritage and “family values”. We unveiled the new names for our fledgling SLCs, names we believed best symbolized the beauty and legacy of Canoga Park High School: Pillars and Redwoods.

The “new” SLCs met during Banked Tuesdays to elect Lead Teachers, formulate Community visions, discuss core curriculum and career strand options, and get to know each other in their new group dynamics. Pillars and Redwoods members were also introduced to the Design Proposal and writing process by the Design Team members who belonged to their respective Communities. The Lead Teachers and SLC Coordinator met weekly with the principal to examine the progress on the visions and proposals, and plan the end-of-the-year SLC professional development workshops. Lead Teachers also met with our Director of School Redesign to discuss possible future local and city-wide partnerships for the Communities. The Lead teachers created a timeline in which to draft and revise the Design Proposals to meet the District’s approval deadline of October.

Towards the end of the year, our 9th, 10th and 11th graders selected their preferred SLC based on career interest surveys, and counselors have programmed students into their SLCs. Every effort was made to grant students’ first choices, while ensuring that equity and access issues are honored in the process.

YEAR 3: RESEARCH

We proposed to inquire into and act upon the following issues for the 2007 – 2008 school year:

Empower School Site Council to allocate authority to the communities when needed. Connect every community to the Parent Center. Incorporate more parents, community members and students into decision making

groups. Motivate Students by providing personalization and incentives. Keep the California State Standards at the forefront of our instruction. Foster vibrant, supportive working relationships with our colleagues. Seek relevant professional development and “school study” opportunities to enrich our

instructional practices and enhance our “top-down, side-to-side” communication throughout the SLCs.

Develop interdisciplinary instruction within the SLCs that align with each Community’s vision and mission.

Develop relevant career strands within each SLC. Establish technological options to fulfill student schedule needs and enhance digital skills

needed to succeed in and outside the classroom. Boldly pursue community and business partners and student internships. Investigate crucial components of SLCs, such as advisories, and determine the rationale

and relevance of adding such components into the SLC structure. Pursue ways to convert our existing campus into contiguous space within the next two

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years. Nurture vital parent contacts and relationships.

YEARS 4 and 5: REALIZATION

Canoga Park High School anticipates that all of our SLCs will be fully implemented and moving towards sustainability. We will corporately establish protocols to evaluate our curricular paths, programs, policies and processes for our SLCs, to determine the effectiveness of these aspects of our Communities as they relate to student success and make any changes as needed. We expect our SLCs to be fully implemented and maintained in these years. To that end, we endeavor to:

Revisit and revise interdisciplinary units within the SLC as needed, adhering to state content standards.

Maintain effective communication and harmonious relations with SLC members and all faculty.

Maintain other SLC components added after initial implementation (common planning time, advisories, etc.) and revise as necessary.

Continue to engage in relevant professional development opportunities. Add, maintain and/or revise career strands and pathways as needed Ensure maintenance and functionality of contiguous space. Increase our community and business partnerships, and seek more student internships and

externships through these avenues. Ensure funding from multiple sources to sustain SLCs. Continue to strengthen parent involvement in all aspects of SLC life.

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2. Planning and Organization

A. Number of SLCs per Track. For year-round schools, the chart below summarizes the total number of SLCs offered at the school by the calendar schedule.

Number of SLCs Total Number of SLCs

Track A N/A

Track B N/A

Track C N/A

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B. Configuration of Design Teams.

Small Learning Community Name

Design Team MembersName Title/Position

Freshman CenterPam GrellerLisa Weber

Caryn MichaelsDebbie Braham

Freshman CounselorSpecial Education Teacher

Freshman Center CoordinatorInstructional Coordinator

PillarsEllen Cohen

Georgene GregorianValerie Olenick

Elizabeth Holloway

English Teacher/Department ChairMath Teacher/Instructional Coach

Digital Imaging/Technology TeacherPillars Coordinator

RedwoodsTom Armstrong

Yadrea ContrerasNick Maccarone

Larry NoelMichael Cappella

E.S.L. TeacherForeign Language

Social Studies TeacherEnglish Teacher

Redwoods Coordinator

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C. DISPUTE RESOLUTION PROCESS

All conflicts that arise at Canoga Park High School will follow LAUSD and union contract guidelines wherever possible. In order to address issues that are not covered by the union contract SLC coordinators meet weekly in a (CBC) Community Building Council. This group attempts to identify possible conflicts before they occur and to formalize the resolution process. Our internal procedure for conflicts that occur adult to adult, and are not covered in the contract, is to first ask the CBC to discuss the issue at their next meeting and respond in writing. If this does not solve the issue, then it goes to the UTLA Chapter Chair and Principal to meet face to face with the conflicted adults and respond in writing. If this is unsuccessful, both written reports go to the School Site Council where a final decision is made.

STEP 1: MEDIATION

For all conflicts that can be covered by the union contract, the following process is in effect. Decisions will first be made locally within SLCs, according to the guidelines of the UTLA contract. For any parties involved in a conflict, he/she must request in writing an informal meeting within 3 days with the Administrator who oversees the SLC and the coordinator of the SLC, and/or the SLC conflict resolution committee. UTLA will be notified of the dispute, at the discretion of the principal at this stage. The SLC administrator will keep a written record of the meeting. A maximum time of 3 days will be allowed to resolve this issue.

STEP 2: ARBITRATION

If the conflict is unresolved at the first level, then within five days the conflicting parties must file a written formal letter with the Principal, the UTLA Chapter Chair and the SLC Coordinator. They will continue the investigation, examine relevant documents and decide on the issue at hand. All disputing parties must accept the decision made by the arbitrating committee. A decision regarding this issue will be made by consensus. If consensus cannot be reached, a decision of majority rule (50+1) will be deciding process. Appeals will be handled by Our School Site Council. We will ensure that our top priority for resolving conflicts is in the best interests of our students.


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3. Space

Facility Allocation among the SLCs.

Main Office/Administration

33.3 % 33.3 % 33.3 %

Attendance Office 33.3 % 33.3 % 33.3 %Counseling/Deans’

Offices33.3 % 33.3 % 33.3 %

Library 33.3 % 33.3 % 33.3 %100 Building 33.3 % 33.3 % 33.3 %200 Building 33.3 % 33.3 % 33.3 %300 Building 33.3 % 33.3 % 33.3 %400 Building 33.3 % 33.3 % 33.3 %500 Building 33.3 % 66.6 % 0 %600 Building 33.3 % 33.3 % 33.3 %

Oral Arts Room 33.3 % 33.3 % 33.3 %Auditorium 33.3 % 33.3 % 33.3 %

Choir/Music Room 33.3 % 33.3 % 33.3 %Cafeteria 33.3 % 33.3 % 33.3 %

Student Store 33.3 % 33.3 % 33.3 %Gyms, Courts and

Athletic Fields33.3 % 33.3 % 33.3 %

Freshman Center 100 % N/A N/AROTC 33.3 % 33.3 % 33.3 %

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4. Space

Facility Allocation Map among the SLCs

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Smaller Learning CommunitiesSchool SLC Impact Report

IV. AREAS OF SCHOOL IMPACT5. Time

A. Class/Bell Schedule. Sample class/bell schedules and a discussion of block scheduling can be found on the website at www.lausd.net/slc_schools.

Regular Schedule (Mondays, Wednesdays, Thursdays, and Fridays)

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http://www.lausd.net/slc_schools


Period Begin End Number of MinutesPeriod 1 7:50 AM 8:43 AM 53Period 2 8:50 AM 9:46 AM 56Nutrition 9:46 AM 10:02 AM 16Reading 10:09 AM 10:34 AM 25Period 3 1 0:34 AM 11:27 AM 53Period 4 11:34 AM 12:27 PM 53Lunch 12:27PM 1:02 PM 35Period 5 1:09PM 2:02 PM 53Period 6 2:09 PM 3: 02 PM. 53

Every Tuesday (exceptions for minimum days, to be determined, and state testing days in May)

Period Begin End Instructional MinutesPeriod 1 7:50 AM 8:33 AM 43Period 2 8:40 AM 9:25 AM 45Nutrition 9:25 AM 9:41 AM 16Reading 9:48 AM 10:12 AM 24Period 3 10: 12 AM 10:55 AM 43Period 4 11:02 AM 11:45 AM 43Lunch 11:45 AM 12:20 PM 35Period 5 12:27 PM 1:10PM 43Period 6 1:17 PM 2:00 PM 43

Minimum Days: To be determined

Period Begin End Instructional MinutesPeriod 1 7:50 AM 8:24 AM. 34Period 2 8:31 AM 9: 11 AM 40Reading 9:18 AM 9:36 AM 18Period 3 9:36 AM 10:10 AM 34Nutrition 10:10 AM 10:28 AM 18Period. 4 10:35 AM 11 :09 AM 34Period 5 11:16 AM 11:50 AM 34Period 6 11:57 AM 12:32 AM 35

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School SLC Impact ReportIV. AREAS OF SCHOOL IMPACTA. Time

School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation

Type of Training or

Collaboration

Intended Stakeholder

Duration & Frequency

Expected Schedule

(Month/Year)

Expected Outcomes

SLC Attribut

e1. To advance understanding of teachers, administrators, and other stakeholders of effective research-based instructional strategies for improving student achievement

(particularly those below grade level)

SDAIE All faculty Ongoing Ongoing

Improved academic

achievement for ELLs; increased

redesignation rates

3,5,7

Data analysis/data-driven

decision making

All faculty Ongoing OngoingRefine

instructional practices

3,5,7, 8

Jane Schaffer (Schoolwide

Writing Program)

All faculty Ongoing Ongoing

Emphasize State Writing

Standards; improve

students’ writing and analytical

skills

3, 5, 7

Best Practices All faculty Ongoing OngoingRefine

instructional practices

3,5.7,8

Differentiated Instruction All faculty Ongoing Ongoing

Student Achievement

across disciplines,

student abilities, etc.

3,5.7

ERWC (12th

Grade Expos. Comp.)

12th grade core subject teachers

(emphasis: English)

09/06 Ongoing Prepare students for college-level writing; refine instructional

practices

3,5.7

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Safe and Civil Schools

(Randy Sprick)All faculty 08/07 Ongoing

Improve classroom

management practices and techniques

3, 4, 5, 7, 8

District Instructional

Guides/Periodic

Assessments

English, Math, Science teachers 09/05 Ongoing

Adherence to State Standards

Refine instructional

practices through data analysis, re-

teaching, etc.

3, 5, 7

2. To provide teachers, administrators and other stakeholders with knowledge and skills they need to participate effectively in the development, expansion, or implementation of an SLC.

District Professional Development

All faculty Designated Tuesdays (2007 – 2008)

Successful establishment of

SLCs1, 2, 4, 6, 7, 8

Collaborative Instruction All faculty Ongoing Ongoing

Develop quality thematic

instruction; foster faculty relationships within SLCs

1 - 8

Conferences and

Workshops

All faculty and administration Ongoing 9/07 – 6/08

Improved understanding of SLC culture and

structure; refinement of instructional

practices

3,5.7

School Study Tours

All faculty and administrators Ongoing 9/07 – 6/08

Improved understanding of SLC culture and

structure; established PLCs

1 - 8

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6. Staffing

Name Title/Position Small Learning Communities (Percentage of Time)

Freshman Center

CenterPillars Redwoods

Ames R.O.T.C. 33.3 % 33.3 % 33.3 %Armstrong E.S.L./AcaDeca 16.6% 16.6% 66.7 %Blake Soc. Studies 33.3 % 66.7 %Boivin English/Drama 16.6% 66.7 % 16.6%Bowley R.O.T.C. 33.3 % 33.3 % 33.3 %Braham English 75 % 12.5 % 12.5 %Cabrera Health/Life Skills 100 %Cappella English 25% 75 %Carlos Math 33.3 % 66.7 %Casiano, M. Special Ed. 75%Cohen English 75% 25%Contreras For. Lang. 33.3 % 66.7 %Everett English 33.3% 66.7 %DePackh Soc. Studies/Lit. Coach 66.7 % 33.3 %

Dettenmaier Math 33.3 % 66.7 %Dixon Soc. Studies 66.7 %Buckly Phys. Ed. 33.3 % 33.3 % 33.3 %Edelman Science 50 % 50%Epstein Soc. Studies 66.7 % 33.3 %Finley Spec. Ed. 33.3 % 66.7 %Freehling E.S.L. 16.6% 66.7 % 16.6%Gillette Wood Shop 33.3 % 66.7 % 16.6%Gordon English 66.7% 16.6 % 16.6 %Gregorian Math/Coach 25% 50 % 25%Hartman Spec. Ed. 100 %Hernandez, J. Math 33.3 % 66.7 %

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Hernandez, M. Math 100%

Holloway, E. English 75% 25%Kaye English/Lit. Coach 66.7 % 16.6 % 16.6 %Kumar Science 66.7 % 33.3 %Levin (RSP) Spec. Ed. 100%Martino For. Lang. 33.3% 66.7 %Matthews Soc. Studies 33.3 % 66.7 %McLaughlin Science 33.3 % 66.7 %Michaels Health/Life Skills 100%Milaney Science 66.7 % 16.6 % 16.6%Moreno E.S.L. 66.7 % 16.6% 16.6 %Noel English 100%Baldiwala English 33.3 % 66.7 %Olenick Tech/Yearbook 66.7 % 33.3 %Palos Math 66.7 % 33.3 %Park Math 33.3 % 66.7 %Ralph Science 100%Rezai Spec. Ed. 16.6% 66.7 % 16.6%Rodriguez, J. E.S.L. 33.3 % 66.7 %Rodriquez, M. For. Lang. 66.7 % 33.3 %Rotnero For. Lang. 66.7 %Rose Spec. Ed. 16.6% 16.6 % 66.7 %Rosenberg English 66.7 % 33.3 %Sabolic (RSP) Spec. Ed. 100%Sauna E.S.L. 33.3 % 66.7 %Sheehan Art 33.3 % 33.3 % 33.3 %Smilanick Soc. Studies 33.3 % 66.7 %Smith Phys. Ed. 33.3 % 33.3 % 33.3 %Song Soc. Studies 33.3 % 66.7 %Takasugi Spec. Ed. 16.6 % 66.7 % 16.6%Tesh English/Journalism 66.7 % 16.6 % 16.6%Thomas Science 33.3 % 66.7 %Tibbetts Social Studies 33.3 % 66.7 %

Ton Math 100%Trouillon Special Ed. 66.7 % 16.6% 16.6 %Varay Spec. Ed. 33.3 % 66.7 %Villalobos Health/Life Skills 66.7 % 16.6% 16.6%Weber Spec. Ed. 66.7 % 16.6 % 16.6%Kobielusz Math 100%Young (RSP) Spec. Ed. 100%Kearns, Margaret Asst. Principal 100%

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Teiffer, David Asst. Principal 100%Hamashita, P. Principal 33.3 % 33.3 % 33.3 %Nakasone, J. APSCS 33.3 % 33.3 % 33.3 %Nagai, R. Asst. Principal 100%

Maiale, J. Dean 50% 50%Morris, L. Dean 100%

Greller Counselor 100%Oldaker, C. Counselor 50 % 50%Pecora, E. Counselor 100%Resnik, S. Counselor 50% 50%Nogy, M.(Mag.) Counselor/Career Center 25% 25%

Rosso, S. College Counselor 33.3 % 33.3 % 33.3 %

Heller, J. Athletic Director 33.3 % 33.3 % 33.3 %

Baeza Testing Coordinator 33.3 % 33.3 % 33.3 %

Marcus, H. Title I Coordinator 33.3 % 33.3 % 33.3 %

Aung Library Aide 33.3 % 33.3 % 33.3 %Avila SAA 33.3 % 33.3 % 33.3 %

Berns Psychologist 33.3 % 33.3 % 33.3 %Camaal Attendance Off. 33.3 % 33.3 % 33.3 %Camaro-Morales Title I 33.3 % 33.3 % 33.3 %Carroll Librarian 33.3 % 33.3 % 33.3 %Casillas Freshman Ctr 100%Drum Special Ed. 33.3 % 33.3 % 33.3 %Escobedo Main Office 33.3 % 33.3 % 33.3 %Gerber Registrar 33.3 % 33.3 % 33.3 %Hernandez, R. Financial Manager 33.3 % 33.3 % 33.3 %Hubbard D.O.T.S. 33.3 % 33.3 % 33.3 %Hughes Main Office 33.3 % 33.3 % 33.3 %Kemp Microcomputer

Technician33.3 % 33.3 % 33.3 %

Konantz Career Transition 50% 50%Martin Probation Officer 33.3 % 33.3 % 33.3 %Rodriguez Computer 33.3 % 33.3 % 33.3 %

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Santiago Parent Center 33.3 % 33.3 % 33.3 %Spigel Adapted P.E. 33.3 % 33.3 % 33.3%Stone Psychologist 33.3 % 33.3 % 33.3 %Sawalenko, J. Textbook Clerk 33.3 % 33.3 % 33.3 %Wasserman, M. Diploma Advocate

Advisor33.3 % 33.3 % 33.3 %

Watson Nurse 33.3 % 33.3 % 33.3 %Wilson Attend. Off. 33.3 % 33.3 % 33.3 %

Brandle Cafeteria Manager 33.3 % 33.3 % 33.3 %

Diyarza Grounds/Facilities 33.3 % 33.3 % 33.3 %Flores-Guevara Grounds/Facilities 33.3 % 33.3 % 33.3 %Moran, C. Plant Manager 33.3 % 33.3 % 33.3 %Forte Grounds/Facilities 33.3 % 33.3 % 33.3 %Hernandez, R Grounds/Facilities 33.3 % 33.3 % 33.3 %Lopez-Ruiz Grounds/Facilities 33.3 % 33.3 % 33.3 %Marasigan Grounds/Facilities 33.3 % 33.3 % 33.3 %Ortiz Grounds/Facilities 33.3 % 33.3 % 33.3 %Ramirez Grounds/Facilities 33.3 % 33.3 % 33.3 %Scamaldo Grounds/Facilities 33.3 % 33.3 % 33.3 %Tajimaroa Grounds/Facilities 33.3 % 33.3 % 33.3 %Valdivia Grounds/Facilities 33.3 % 33.3 % 33.3 %Watson Grounds/Facilities 33.3 % 33.3 % 33.3 %

Additional Notes:

Teachers: Currently, all of our faculty members have selected their preferred SLCs, including our Design Team members. Instructors who teach passport courses (e.g., music) will serve all SLCs. Each SLC recently elected Lead Teachers (based on UTLA contract requirements and the job description written by Design team members). Teachers who possess a K-9 credential will teach their subject matter in the Freshman Center. Any instructor who wishes to transfer to another SLC will be afforded the opportunity to apply, following provisions of the UTLA contract relating to such transfers.

SLC Leadership/Administrators: One administrator and one Lead Teacher are assigned to each of our SLCs. Each Lead Teacher receives one class period to coordinate the responsibilities within his or her respective SLC. Lead Teachers will be elected on a yearly basis by his or her respective SLC members.

Counselors and Deans: Canoga Park High School has four counselors, including one Special

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Education counselor, one ESL counselor, and one freshman counselor. Our freshman counselor will continue to service our ninth graders, while our ESL and Special Education counselors will “share” students throughout the SLCs in order to provide equity and access to all students.

One of our two deans will exclusively handle the disciplinary issues for our Freshman Center students; our other dean will handle students in our Pillars and Redwoods SLCs

School-wide Discipline Plan: . Our discipline plan will be consistent with newly established LAUSD policies and procedures. Additionally, CPHS has implemented a schoolwide discipline policy so that all SLC’s will be consistent..

Classified (including Clerical and Custodial): Our Freshman Center employs one full-time clerical person. In 2007 – 2008, we will investigate the opportunity to have at least one clerical position for each SLC. For now, all clerical and custodial staff will continue to provide service to the entire campus.

All Special Education assistants will align with the same SLC as their Special Education teacher.

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7. School-wide Programs and Activities

FRESHMAN CENTER

AP Classes N/A

Electives

Athletics, AVID, Band,Intro to Art, Intro to Computers, Foreign Language, Visual and Performing Arts

(including Drama and Play Production), ROTC, Wood Shop

MusicGuitar, Mex. Folk,

Choir, Instruments, Keyboard, Jazz Ensemble,Advanced Orchestra

Interventions See ChartAdult School N/A

ROP N/ACommunity-based organizations TBD

ESL ESL 1 – 4 (All ESL levels available to all students)

Special Ed.

Health/Life SkillsEnglish 9DRWCAlg. 1ICS

Adapted Phys. Ed.AVID Across all SLCsSAS Across all SLCs

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PILLARS

9TH Grade 10th grade 11th Grade 12th grade

AP Classes N/A N/A

AP English Language

AP US HistoryAP Spanish

Language/LiteratureAP Chemistry

AP English Literature

AP Government/Econ

AP PsychologyAP Spanish

Language/LiteratureAP CalculusAP StatisticsAP Physics

Electives N/A

Academic Decathlon, Athletics,

AVID 2, Band, Foreign Language,

Intro to Art,Intro to Computers,

Leadership, New Media, ROTC,

Visual and Performing Arts


AVID 3, Band,Intro Art, AP Studio

Art, Painting, Foreign Language,

Visual and Performing Arts,

Intro to Computers, New Media, Digital

Imaging, Information

Processing, ROTC


AVID 4, Band,Intro Art, Foreign Language, Visual

and Performing Arts, Intro to Computers,

ROTC

Music N/A

Guitar, Mex. Folk,Choir, Instruments,

Keyboard, Jazz Ensemble,

Advanced Orchestra



Advanced Orchestra



Advanced OrchestraInterventions See ChartAdult School N/A N/A N/A N/A

ROP N/A N/AGeneral Work

ExperienceCareer Explorations

General Work Experience

Career ExplorationsCommunity-

based organizations

N/A N/A N/A N/A

ESL All levels available to all students

All levels available to all students



Special Ed. N/A English 10World History

American Lit/CompUS History

Expository Composition/

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BiologyAlgebra I

English Lit./Modern Lit.

AVID Across all grades Across all grades Across all grades Across all gradesSAS Across all grades Across all grades Across all grades Across all grades

REDWOODS

9TH Grade 10th grade 11th Grade 12th grade

AP Classes N/A N/A

AP English Language

AP US HistoryAP Spanish

Language/LiteratureAP Chemistry

AP English Literature

AP Government/Econ

AP PsychologyAP Spanish

Language/LiteratureAP CalculusAP StatisticsAP Physics

Electives N/A


AVID 2, Band, Foreign Language,

Intro to Art,Intro to Computers,

Leadership, New Media, ROTC,

Visual and Performing Arts


AVID 3, Band,Intro Art, AP Studio

Art, Painting, Foreign Language,

Visual and Performing Arts,

Intro to Computers, New Media, Digital

Imaging, Information

Processing, ROTC


AVID 4, Band,Intro Art, Foreign Language, Visual

and Performing Arts, Intro to Computers,

ROTC

Music N/A



Advanced Orchestra



Advanced Orchestra



Advanced OrchestraInterventions See ChartAdult School N/A N/A N/A N/A

ROP N/A N/AGeneral Work

ExperienceCareer Explorations

General Work Experience

Career ExplorationsCommunity-

based organizations

N/A N/A N/A N/A

ESL N/A All levels available to all students



Special Ed. N/A English 10 American Lit/Comp Expository

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World HistoryBiology

Algebra IUS History

Composition/English Lit./Modern

Lit.

AVID Across all grades Across all grades Across all grades Across all gradesSAS Across all grades Across all grades Across all grades Across all grades

Small Learning Communities



School-wide Programs and Activities

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TARGETED STUDENTSLEARNING STRATEGIES

FOR READING/LANGUAGE ARTS

PROGRAM REQUIRED BY DISTRICT (YES/NO)

At-risk incoming freshmen Summer Bridges NoCAHSEE Retake Students

(Grades 10 – 12)CAHSEE Boot Camp/Beyond

the Bell (after school, Saturdays)

No

Students who read below the 25th – 30th percentile

DRWC (Language!) Yes

All freshmen (excluding SAS students)

Freshman Success (provides support within the school day) No

AVID Students College Tutors NoSpecial Education Learning Center No

All Students After-school tutoring NoAll at-risk students IMPACT support groups NoAll at-risk students Dropout Prevention Specialist Yes

TARGETED STUDENTS LEARNING STRATEGIES FOR MATHEMATICS

PROGRAM REQUIRED BY DISTRICT (YES/NO)

At-risk incoming freshmen Summer Bridges NoCAHSEE Retake Students

(Grades 10 – 12)CAHSEE Boot Camp/Beyond

the Bell (after school, Saturdays)

No

Math/Science Students (all grades)

R.E.A.C.H.E. Tutoring (UCLA students) No

All freshmen (excluding SAS students)

Freshman Success (provides support within the school day) No

AVID Students College Tutors NoSpecial Education Learning Center No

All students After-school tutoring NoAll at-risk students IMPACT support groups NoAll at-risk students Dropout Prevention Specialist Yes





7. Student Choice

Recruitment Plan

All ninth grade students enter the Freshman Center SLC and remain with that SLC for the entire year. However, students are introduced to their SLC options repeatedly and often; so that they transition smoothly . We reach out to the feeder middle school families and our community throughout the year. We present brochures, community picnics, and professionally-led parent center classes that share our facility with other schools and are open to the entire community. In March, we go to middle schools to recruit freshman and to meet with the middle school teachers. In May, we present our small learning communities to the incoming and outgoing freshman at our school through word of mouth through student representatives.

Our Pillars and Redwoods SLCs are open to all students in grades 10 - 12. All freshmen take a career survey and online career aptitude test as a part of their Life Skills coursework. This includes members of every special population on campus. Everyone meets with their counselor and discusses career options and aspirations. At this point, all students design a four-year plan. This past school year, we had a 9th grade student create a video and present it to the incoming 9th grade students to show them our small learning community options.

Students and families make their final SLC choices via career interest surveys. Every effort will be made to award the students their first choice as space and programming permits. Student enrollment is based on their choice. Students of all backgrounds and academic levels are accepted and welcomed into the SLC of their choice.

Transfer Policy

Any student who wished to transfer to another SLC must apply in writing to his/her counselor. Transfers will be handled on a case-by-case basis, and each transfer must have permission from

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both the student’s parent and administrative approval. Students may transfer only once during their time at Canoga Park High School, and decisions are made with the student’s best interest as the top criterion for the transfer.



8. Community Resources/Partnerships

A. Existing Community Resources/Partnerships:

Existing Community PartnersBy SLC Role/Use of Resource by SLC Target Date for Securing

Resource (Month/Year)

School-wide Partners (all SLCs)

Northrup-Grumman Engineering Monthly internship meetings for engineering/math/science/business

studentsSecured; ongoing

Pierce College College courses offered after school on CPHS campus

Secured; ongoing

Chamber of Commerce Business and community resources for school-wide programs and activities Ongoing

Boys and Girls Club of America Provide after-school enrichment programs for students

Currently secured; expected implementation date: 9/07

Freshman CenterEl Centre de Amistad Multilingual support and services for

students and familiesSecured; ongoing

Cultural Bridges Service/Support for students and families

Secured; ongoing

Mental Health Services Provides mental health services for students and families

Secured; ongoing

Pillars (BAIT Academy)

CSUN College coursework; art displays Secured; ongoing

Twin lmaging Labs Scan, archive and store documents to preserve and share works via website

and other communication pathsAgreed to support; date TBD

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Canoga Park Historical Society Apply primary and secondary source documents to create displays and

historiesSecured; date TBD

Richard Westcott/NBC Teach students to create podcasts Agreed to support; date TBDCanoga Camera Train in use of photography Agreed to support; date TBD

Redwoods

Kaiser Permanente Hospital, Woodland Hills

Internships, jobs for Health Science Academy students Secured; ongoing




8. Community Resources/PartnershipsB. Potential Community Resources/Partnerships:

Potential Community Partnersby SLC

Role/Use of Resource by SLC Target Date for Securing Resource (Month/Year)

School-wide Partners (all SLCs)

Canoga Park/West Hills Chamber of Commerce

Provide opportunities for student

service/work/interaction in the community

TBD

Other businesses and organizations TBD TBD

Freshman Center

Community businesses and organizations TBD TBD

Pillars

Madrid Theatre Workshops, performances TBDLos Angeles Music Center Workshops, performances TBD

Department of Cultural Affairs

Speakers, tours, etc. for academic and cultural

enrichmentTBD

Other community businesses Jobs, internships, etc. TBD

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Redwoods

Getty Center Exhibits, performances, speakers

TBD

Los Angeles County Museum of Arts and Sciences

Exhibits, performances, speakers TBD

Canoga-Owensmouth Historical Museum

Exhibits, speakers TBD

Other community businesses Jobs, internships, etc. TBDSmall Learning Communities



Facilities proposal for contiguous space

At this point in SLC development, planned physical alterations to our campus are in the beginning research stages. We met with Architects of Achievement in January 2007 to get preliminary findings and start the discussions for reconfiguring our campus. Additional discussions among the administration throughout the semester have led to the possibility of designating certain buildings for each Community, with teachers perhaps moving to different classrooms in the fall to facilitate a community learning environment. In surveying the school campus, we have determined that several smaller classrooms in our academic buildings can easily be earmarked for SLC collaboration centers.

As we progress further in SLC development, we will continue to research and plan with our faculty, administration, students, parents, community partners, and district personnel to determine the most effective processes for converting to contiguous space.

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School SLC Impact ReportV. SCHOOL TECHNICAL ASSISTANCE CHECKLIST

The Office of School Redesign will provide SLC Design Teams professional development and technical support. What are the greatest challenges that you can foresee at this time to completing your work? What assistance do you need? Please check all that apply and attach to your letter of intent.

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity X

Student outcomes

Matrix X

School to work transition

Academic requirements: A-G X

Content integration X

Assessments/evaluation x

Alterations to facilities X

Resilience building X

Youth development strategies X

Advisories X

Leadership roles X

Bell schedules

Contract issues/waivers

Best practices

Articulation

Budgets X

Sustainability X

Community partnerships X

Parent outreach and involvement X

Student outreach and involvement X

School staff outreach and involvement X

Union (UTLA) agreements

Working with the Local District X

Enrollment drop ; School reputation; Resistance to SLC development X




VI. ACKNOWLEDGEMENTS

Acknowledge, as appropriate, all staff, professional experts, community partners and others who have helped the school prepare, develop and implement small learning communities on campus and/or various sections of the SLC manual.

Administration: Pam Hamashita, Principal; Robert Nagai, Assistant Principal; Joey Nakasone, APSCS; Jose Contreras, Assistant Principal; Nancy Delgado, Assistant Principal.

SLC Design Team: Tom Armstrong, E.L.D.; Ellen Cohen, English; Carole Giacona, English; Georgene Gregorian, UTLA Chair/Math/Instructional Coach; Pam Greller, Freshman Center Counselor; Juan Hernandez, Math; Nick Maccarone, Social Studies; Valerie Olenick, Art/Technology; Gordon Ralph, Science; Andree Rezal, Special Education; Tammy Trouillon, Special Education; Lisa Weber, Special Education.

Faculty: Howard Marcus, Title I Coordinator; Caryn Michaels, Freshman Coordinator; Larry Noel, English; Sunny Park, Math; Lillian Ruben, Special Education; Richard Tibbetts, Social Studies.

District Personnel: Jean Brown Superintendent, Local District 1; Barbara Garry, High School Program Coordinator, Local District 1; Ron Oswald, Interim Director of High Schools, Local District 1; C.J. Foss, LAUSD Office of School Redesign/Local District 1.

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