HOLLYWOOD HIGH SCHOOL - d2ct263enury6r.cloudfront.net · Submitted to the WASC Visiting Committee...

HOLLYWOOD HIGH SCHOOLSPRING 2012 REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

Submitted to the WASC Visiting Committee by

HOLLYWOOD HIGH SCHOOL,LOS ANGELES UNIFIED SCHOOL DISTRICT

John Deasy, SuperintendentDale Vigil, Local District 4 Superintendent

RosaMaria Hernandez, Local District 4 Principal LeaderJaime Morales, Principal

http://www.hollywoodhighschool.net

WASC Committee:James Carmicle, WASC Coordinator

Laura Cavalli, Title III CoachCarolyn Fagan, SLC Lead

Florentino Jauregui, Title I/EL CoordinatorSalvador Hermosillo, Math Teacher

Alice Nezu, RSP Teacher/NMA CoordinatorRay Miller, Data Coordinator

Alejandra Sanchez, Assistant PrincipalMichael Ulmer, UTLA Chapter Chair

WASC Focus Group Leaders:Laura Cavalli

Carolyn FaganFlorentino Jauregui

Salvador Hermosillo

WASC Home Group/SLC Leaders:Kelly Bender, TCA/AVID

Judith Bridges, PAMCarolyn Fagan, NMA/CAA

Emily Taron, SASDenise Ramirez, School Administrative Assistant

Administration:Jeanette Burns, Assistant PrincipalTadeo Climaco, Assistant Principal

Alejandra Sanchez, Assistant PrincipalMarco Tolj, Assistant Principal

Coordinators:Florentino Jauregui, Title I/EL Coordinator

Jennifer Loew, Bridge CoordinatorRaymond Miller, Data CoordinatorStormy Sacks, Magnet Coordinator

Department Leaders:Geoffrey Buck, MathLaura Cavalli, ELA

Betsy Eschrich, ScienceNeil Fitzpatrick, History

Ana Estangui, World LanguagesViktorija Lejko Lacan, ESL

Freddie Thompson, Physical EducationSusan Von Manske, Special Education



Hollywood High School has undergone several significant changes since the 2009 WASC visit. These changes are outlined in the School Wide Action Plan and the Single Plan for Student Achievement, and have driven the collaborative work of the school’s various stakeholders. The following three-year review reflects the ways in which the school community has applied self reflection and collaboration to implement the suggestions for critical areas in the 2009 report. This work has been integral in the continued development of a positive school culture that addresses the many needs of our students.

The following specific areas of growth were recommended by the 2009 WASC visiting committee:

1. Designing curriculum and instructional programs that are research-based and that cater to the specific needs of our students

2. Strengthening and refining the implementation of the Small Learning Communities Initiatives

3. Implementing a schoolwide assessment system which includes calibration to ensure rigor and relevance in all classes

4. Aligning the school’s pacing plans and common assessments with the Los Angeles Unified School District’s standardized Periodic Assessments

5. Incorporating procedures to monitor the effectiveness of professional development

6. Refining the curriculum in advisory classes to increase personalization within each Small Learning Community

7. Gauging the effectiveness of outreach efforts to engage parents in all school activities

The data in the WASC Progress Report reflects an increase in student performance, including increased proficiency for specific subgroups. Continued use of data to drive instructional and behavioral programs on the campus is reflected through the faculty’s use of MyData, departmental analysis of test scores, and SLC-based analysis of student progress, including grade reports and attendance data. SLCs have continued to personalize their programs and offer data-driven instruction and intervention to best support their students.

While the school has undergone structural changes, including the reconfiguration of some of our SLCs, due to district budget cuts, we have continued to make great strides in providing a cutting-edge curriculum that develops academic and social skills, incorporates technology, highlights twenty-first century skills, and ensures that our students meet our Expected School Wide Results to become critical thinkers and effective communicators. The personalized education we provide our students is research based and data-driven, and meets state and district mandates. As a school community, we continue to refine our curricular programs and enrich our students’ educational experience by building community partnerships to ensure that our students are college and career ready.

Hollywood High School

WASC Progress Report Executive

Table of Contents Page

Section I: School and Community Profile

Section II: Significant School Changes and Developments

Section III: School Process

Section IV: Schoolwide Action Plan Update Action Plan Goals Critical Areas for Follow up

Appendix A: HHS Action Plans

Appendix B: SLC Actions Plans

Appendix C: Achievement Data by Content Areas

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2012 WASC PROGRESS REPORT Table of Contents

I. School and Community Profile

Hollywood High School is located on a city block in Hollywood near the heart of Los Angeles, in the geographical center of a metropolitan area of over ten million people. The area served by the school is located in a part of the city considered to be the entertainment capital of the world. Our attendance area is a combination of commercial and residential zones with families representing a wide cross section of the socioeconomic spectrum. Economically, our student population ranges from upper middle class to economically disadvantaged, but the majority (77% of our students), qualify for the free or reduced lunch program.

Hollywood High is a comprehensive senior high school with a student population of 1,670 students in a 9th to 12th grade configuration. Our feeder schools, Le Conte Middle School and Bancroft Middle School, send approximately 200 students to our freshmen class. The rest of our students in the freshmen class come from other areas of the city through applications to our Performing Arts Magnet Program, as well as through applications received by our School for Advanced Studies. Another factor contributing to the minor instability of student enrollment numbers may be the accelerated gentrification of the area that forces families of limited resources to migrate to more affordable areas elsewhere. Hollywood High School has sought to ameliorate the effects of reduced student enrollment by augmenting the number of student permits which allow students outside the attendance area to enroll in our School for Advanced Studies. The school also requested a number of Open Enrollment permits that allow students outside our attendance area to enroll at our school. On the other hand, due to a better academic reputation in the area, as well as the economic uncertainty that many families are currently experiencing, there is a growing tendency of private school students wishing to return to neighborhood public schools such as Hollywood High. Since 2008, Hollywood High has operated using a traditional single-track schedule, and the Small Learning Community model as the organizational base of our campus. While unique in their design, our small learning communities share the same goals of providing students with more relevant and rigorous personalized instruction.

The Teaching Career Academy (TCA) has been in existence at Hollywood High School since 2004. The overall goal of the academy is to foster an appreciation for rigorous learning and teaching. The Teaching Career Academy achieves these goals through interdisciplinary lessons, tutoring elementary students once per week at local elementary schools and by organizing college readiness field trips. TCA believes that these activities increase student efficacy, empowers all students, and assists underachievers in becoming achievers, thereby creating a humane society through life-long teaching and learning. The Advancement Via Individual Determination (AVID) program has been a part of Hollywood High School for the last six years and is part of the Teaching Career Academy as of this year. The mission of this program is to assist students-especially C-average students who have not competed a high level of proficiency in a college preparatory program-to succeed in a rigorous curriculum and enroll in a four-year college.

The New Media Academy/Culinary Arts Academy Small Learning Community is still in the process of defining its full identity. This newly reconfigured Small Learning Community now houses two cohort-based New Media and Culinary Arts Academies, with the expectation of expanding the new media program next school year. Students who are in these cohorts travel in grade level groups between their content and career based elective classes and work on interdisciplinary projects. Then they apply their learning through authentic projects. In addition to these cohorts, this SLC strives to offer an academically rigorous four-year program for all of its students, which prepares them for their post-secondary college and career plans. SLC-wide plans for the upcoming school year include grade-level college visits, community service projects and job shadow experience.

HOLLYWOOD HIGH SCHOOL WASC PROGRESS REPORT 2012

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The Hollywood High School Performing Arts Magnet (PAM) enables its students to study the arts with rigor and structure, and to realize the value the arts play in the human experience. Students acquire and extend their knowledge, and develop their potential for lifelong amateur or professional endeavors in the arts. Students recognize the arts as an essential part of the curriculum and as an important component in the enrichment of their lives.

The School for Advanced Studies or SAS, is part of a statewide program that was implemented to improve educational options and increase professional training to support the development of gifted and talented youth. SAS offers an intensive, articulated academic program in which both innovative and traditional courses are taught. The course content is modified to meet the achievement levels of the students and their capacity or learning. At Hollywood High School, SAS provides students with the opportunity to take honors courses, as well as Advanced Placement (AP) courses for upper level students who meet the course prerequisites. Courses are offered in a cluster/SLC format where students share common classes and teachers. This allows for collaboration across the curriculum and a greater degree of personalization between teachers and students. SAS maintains flexibility in programming students who meet course prerequisites. The SAS program is open to all students in the Los Angeles Unified School District who are committed to high academic achievement. The application period is during the month of May each year. Applications and campus tours are available throughout the year. Group tours and informational meetings take place during the spring semester. Figure 1 provides a break down of the number of students by grade level in each of the four small learning communities.

Figure 1: Student Distribution by SLCNewMediaAcademy/CulinaryArtsAcademy

PerformingArtsMagnet

TeachingCareerAcademy/AVID

SchoolforAdvancedStudies

9thGrade 157 136 180 13810thGrade 113 90 109 14911thGrade 83 68 77 12812thGrade 64 55 49 105TOTAL 417 349 415 520

Due to its worldwide fame, the city of Hollywood has become the first stop for thousands of new immigrants from all over the world. Our student body is composed of a multitude of nationalities where families may speak up to thirty-one different languages other than English. Some of the languages most commonly spoken at home include Spanish, Armenian, Filipino (Tagalog), and Russian. Our student body is 71% Latino; 10% White; 11% African American; 7% Asian/Filipino, and includes traces of other ethnicities (Figure 2) Despite the significant decrease in enrollment due to the school boundary restructuring of 2008-2009, the student population and ethnic distribution of our student body has remained relatively constant. Based on the data, there has been a consistent trend in the Latino student population remaining at approximately 70% throughout the years. Hollywood High School experiences diversity on more than just an ethnic level. 12% of our students are classified as Gifted; 11% as Special Education; and 20% are English Learners.

Figure 2: Student Demographics Ethnicity 2008 2009 2010 2011

Asian 225 166 124 127AmericanIndian/AlaskaNative 9 6 9 7Black 229 198 190 180Hispanic 2336 1516 1229 1220PaciMicIslander 7 4 10 10White 309 217 171 179Total 3115 2107 1733 1723


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Hollywood High School has a very experienced faculty (Figure 3). Specifically, 75% percent of our teachers have taught at HHS for more than six years. Ninety-three percent of the faculty is tenured with permanent status. When given the opportunity, staff chooses to remain at the school and individuals work hard as a team to adapt to changes in student population, district and state initiatives, mandates and regulations. The experience and stability of the staff greatly contribute to the school culture and academic achievement enjoyed in the last three years. The large percentage of teachers with more than ten years of teaching experience is also indicative of the reduction in force by Los Angeles Unified School District (LAUSD) because of budget cuts. An examination of the demographic breakdown of the faculty reveals that the ethnic background does not mirror that of the student body (Figure 4). Even though our staff is ethnically diverse, it does not mirror our student population proportionately. Conversely, three fifths of the administration is Latino.


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Figure 6: HHS StaffStaff

Teachers 72

Regional Occupational Programs Teachers

3

Junior Reserve Officers’ Training Corps Instructors

2

Resources Specialist Program Teachers

3

Special Day Program Teachers 7

Clerical Personnel 8

Parent Representatives 2

Counselors 6

Custodian Personnel 4

Campus Aides 6

Cafeteria Personnel 10

Special Education Assistants 17

Teacher Assistants 6

Microcomputer Technicians 1.5

Librarian 1

Student Support Services 7

Administrators 5

Figure 4: Faculty DemographicsEthnicity # %

Asian 10 9.50%

Black 7 9.50%

Hispanic 26 24.80%

White 62 59%

Figure 3: Years of Teaching ExperienceYears #ofTeachers

1year 42‐5years 46‐10years 1911+years 59

At Hollywood High all stakeholders strive to advance a culture of academic discourse, critical thinking, leadership, mutual respect, community service and involvement. Our school motto: “Achieve the Honorable” is the guiding light in our efforts to envision the best in everyone, whether that is in the academic, athletic, or personal domains. We believe in a school culture of communication and cooperation that in turn will help our students acquire a well-rounded education.

Mission “To Achieve the Honorable” Hollywood High School empowers students to optimize their potential while respecting individual needs and producing intellectual and ethical participants in a diverse society.

VisionIt is the mission of our school to provide every student with a challenging education that promotes lifelong learning and prepares students to achieve success and thrive in a global community.

Expected Schoolwide Learning ResultsHollywood High School has agreed on two expected School Wide Learning Results (ESLRs). We envision a quality instructional program that will prepare students to be effective communicators and critical thinkers.

Our Beliefs 1. All children want to learn and succeed.2. Everybody has the innate desire to learn, discover, and apply.3. If all teachers provide the tools to learn, students will achieve.4. All students are capable of making meaningful contributions to our society.5. The development of interdisciplinary inquiry skills is important.6. Comparing cultures and teaching tolerance are an integral part of a modern, global education.7. All stakeholders are invested in academic success.8. A meaningful curriculum makes the difference.9. Empowering students to believe that they have the ability to become successful participants in a global

society is of the utmost importance.

School Status:

Program Improvement (PI) Year 5+Hollywood High is an identified Program Improvement School currently in the ninth year of PI status. Two years ago, Hollywood High School achieved Safe Harbor by meeting all eighteen criteria established in Adequate Yearly Progress (AYP) standards. Unfortunately, the school was unable to sustain this improvement for a second year and thus remains on PI status. In order to meet AYP criteria again, there is a combination of content area and subgroups where academic progress must dramatically improve in the following areas: Mathematics, Special Education, and English Learners. In response to these identified areas of need, our school has embarked on the California Linked Learning Initiative to better prepare our students for college and the workplace. Linked Learning transforms students’ high school experience by combining strong academics, demanding technical education, and real world experience that helps students gain an advantage in high school, post-secondary education, and careers. Linked Learning students follow industry-themed pathways in a wide range of fields, such as engineering, arts and media, biomedicine and health. These pathways prepare high school students for career and a full range of post secondary options, including attending a two or four-year college or university, an apprenticeship, entering the military, and formal employment training. We are part of the Local District 4 (LD4) six schools selected to be Linked Learning schoolwide next school year. The main instructional


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methodology under this initiative is Project-Based Learning, which allows students, especially the ones cited above, more ways to engage in and demonstrate their learning in multiple ways.

Project-Based Learning is a rigorous and relevant student-centered instructional model that supports inquiry and autonomous learning through the practice of 21st Century skills and the integration of curricular material, thematic instruction, and analysis of community issues. The needs of diverse learners is supported through differentiated instruction. Some teachers have started to organize in cohorts that share the same students and common planning periods where instructional practices, curriculum development, and student achievement are thoroughly discussed. This effective teaching practice is starting to produce gains in student attendance, grades, and hopefully state evaluations when results become available.

Title IHollywood High School’s annual funding includes approximately $900,000 because 70% of our students qualify for the Free or Reduced Federal Lunch Program. Most of this funding is utilized to supplement additional services to all students. This funding has been critical in the school’s efforts to maintain support while LAUSD is drastically cutting resources to schools from its General Fund. Some of Hollywood’s key staff members who provide direct support to at-risk students have their salaries partially or fully funded from Title I. These employees include the School Nurse, Psychologist, Diploma Project Advisor (support for student graduation), Microcomputer Support Assistant, Bridge Coordinator (Special Ed. Services), Categorical Programs Coordinator, Educational Aides, and Teacher Assistants. The remainder of this funding is utilized to procure instructional supplementary materials for all students, funding student field trips, and supporting teacher conference attendance and parent educational workshops.

Quality Education Investment Act SchoolHollywood High has also been the recipient of QEIA (Quality Improvement Investment Act) state monies in the last three years. QEIA is a State of California grant that Hollywood High received through a lottery of applicant schools that placed in the first two deciles of academic performance at that time.

QEIA has allowed Hollywood High to hire class size reduction teachers to lower the average class size to less than twenty-four overall in core academic classes. In fact, almost a third of our teachers’ salaries are paid with QEIA funding. This grant also allows us to hire more counselors and keep the ratio of students to counselors to less than 300:1. In return, we as a school had to meet the State’s Academic Performance Index (API) expected growth, maintain a Teacher Experience Index of 6.8 years, certify all teachers under No Child Left Behind (NCLB) standards, provide forty hours of professional development to our teachers every year of funding, and keep our school in satisfactory repair every time it is inspected.

Our initial analysis indicates that lower class size, more counselors, better qualified and experienced teachers, and comprehensive and targeted professional development have set the foundation for increased academic achievement and a more positive school climate. If we continue to meet QEIA standards every year, this funding will last until the 2014-2015 school year. QEIA provides close to $1.6 million for our school. Losing this funding without finding alternative sources to keep our current status quo will certainly have devastating effects on our academic program and negatively impact the morale of our students and staff. Our only alternative is the search for sizable grants and the expectations that the newly Linked Learning Initiative (we just became a Linked Learning School) will provide funding to avoid a debacle in three years.


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School Data: Achieving the Honorable

Hollywood High School is part of a cohort of schools in LAUSD Local District 4 that began its adoption of Response to Instruction and Intervention (RtI2) in the 2010-2011 academic year. This systemic multi-tiered framework of instruction and intervention is based on five essential components; tri-tiered pyramid of instruction and intervention, Problem-Solving Process, Data-Based Decision-Making, Academic Engaged Time, and Professional Development. The implementation of the five essential components began in 2010-2011 with the creation of tier two and tier three intervention in English Language Arts and Mathematics. The other four elements have been incorporated into other initiatives that the school is pursuing. Data Based Decision Making, Problem Solving Process and Academic Engaged Time have all been incorporated into the Professional Development Tuesdays that our Small Learning Communities (SLCs) implement. It is important to note, however, that the language used to describe these elements may vary depending on the SLC. It is our assessment that these efforts have begun to bear fruit in addressing the academic and social and emotional needs of our students. Furthermore, these initiatives have had a marked impact on our standardized testing scores.

Academic Performance Index (API)

Over the past three years, Hollywood High School has gained 126 Academic Performance Index (API) points (Figure 6). By comparison, the LAUSD API grew by forty-five points and the State of California grew thirty-six points. Our growth represents nearly three times that of LAUSD during that time period and three and a half times that of the state as a whole. Even at this rate of growth, Hollywood has still not matched the current average API score of the State of California (778) falling short by thirty-nine points. The faculty, staff, and families are proud of these gains but focused on strategic ways to help every student experience positive growth.

Figure 6: Comparison of Academic Performance Index (API)20072008 200809 200910 201011

HOLLYWOODHS 613 701 728 739LAUSD 683 694 709 728STATEofCA 742 755 767 778

In the last three years, all subgroups have increased in their API (Figure 7). Our largest student population Hispanic and Socioeconomically Disadvantaged students improved steadily with gains of forty-two and thirty-nine points respectively. Our African-American students experienced an eighty-seven point increase between 08-09 and 09-10, remaining at the same API score in 2010-11. English Learners only gained a total of seven points over the three year period. Improvement of instruction for all students, especially for English Learners is an ongoing concern at Hollywood High School. Since 2010-11 we have implemented a year-long series of professional development sessions for our faculty and staff to support the development of SDAIE practices in our classrooms. This year we are instituting project-based learning schoolwide as a means to improve student-to-student and student-to-teacher communication and interaction.


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Figure 7: API Growth by Subgroups in the Last Three Years NumericallySigniMicant

20082009 20092010 20102011

Schoolwide 701 728 739AfricanAmerican Yes 658 745 745Asian No 827 867Filipino No 850 846Hispanic/Latino Yes 684 708 726White No 749 763 742SocioeconomicallyDisadvantaged

Yes 705 732 744

EnglishLearners Yes 624 628 631StudentswithDisabilities No 440 485 460

The CST ELA proficiency target data (Figure 8) shows significant gains schoolwide and for most numerically significant subgroups in the last three years. The English learner subgroup has shown a slower growth in this area. As measured by NCLB, ELA proficiency was achieved by all subgroups except African American students in 2008-2009; however, the following year, 2009-10, neither the school as a whole nor any of the subgroups met that year’s target of 55.6% except the African American subgroup which achieved 69.4%. The 2010-2011 target of 66.7% eluded all subgroups as well as the school as a whole with Hispanic and Socioeconomically Disadvantaged students achieving the highest proficiency at 61.1% and 61.3% respectively.

The CST Math Percent Proficient data shows that Hollywood High School has not met its target since 2008-2009 (Figure 9). In 2010-11 every significant group improved from the previous year. The African American subgroup is the only group that has consistently improved over the last two years. The school presently is approximately at the same level that it was in 2008-09. The trend is that all subgroups are improving as the target also rises. The critical need seems to be the English Learner subgroup with the lowest percent above proficient.

Figure 8: CST ELA Percent Proficient and Advanced-Numerically Significant Groups AMOs.YearwithTarget

GrowthSchoolwide African

AmericanHispanic/Latino Socioeconomically

DisadvantagedEnglishLearners

200809Target44.5% 52.9 45.5 50.9 50.6 31.6200910Target55.6% 51.1 69.4 45.4 52.3 20.8201011Target66.7% 62.1 56.8 61.1 61.3 31.4GrowthOverLastThreeYears

+9.2 +11.3 +10.2 +10.7 ‐0.2

Figure 9: CST Mathematics Percent Proficient and Advanced-Numerically Significant Groups AMOsYearandTarget Schoolwide African

AmericanHispanic/Latino Socioeconomically

DisadvantagedEnglishLearner

200809Target43.5% 54.7 37.5 51.7 54.1 40.7200910Target54.8% 47.2 38.9 42.3 46.9 21.7201011Target66.1% 54.3 50 53.6 54.6 31.3GrowthOverThreeYears

‐0.4 +12.5 +1.9 +0.5 ‐9.4


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California Standards Test ImprovementsThe table below (Figure 10) reflects the significant improvements that occurred at Hollywood High School last year with respect to the CST’s across content areas.

Figure 10: CST ImprovementsCourse #Tested %ADV%PROF%BASIC%BB%FBB CHANGEINPROF/ADV

200910201011ChgCHANGEINBB/FBB200910201011Chg

ELAGr9

553 21.5%30.9%27.8%13.0%6.7% 55.3%52.4%‐2.9 20.9%19.7%‐1.2

ELAGr10

376 22.6%24.5%34.3%12.0%6.6% 45.0%47.1%2.1 21.5%18.6%‐2.9

ELAGr11

262 22.1%29.4%30.5%9.9%8.0%

56.2%51.5%‐4.7 21.9%17.9%‐4.0

AlgebraI

320 1.9%12.2%21.3%34.7%30.0%

11.3%14.1%2.8 67.8%64.7%‐3.1

Geometry 441 3.4%14.5%25.2%35.1%21.8%

22.4%17.9%‐4.5 57.6%56.9%‐0.7

AlgebraII

258 7.0%17.4%23.3%26.7%25.6% 17.4%24.4%7.0 64.7%52.3%‐12.4

HSMath 130 11.5%19.2%22.3%30.8%16.2% 31.2%30.8%‐0.4

41.8%47.0%5.2

WorldHistory

433 22.2%26.8%24.7%11.5%14.8% 35.0%49.0%14.0 36.5%26.3%‐10.2

USHistory 262 19.5%29.8%29.0%11.5%10.3% 48.7%49.2%0.5 18.5%21.8%3.3

LifeScience

369 22.2%23.3%35.5%8.9%10.0%

41.8%45.5%3.7 23.7%18.9%‐4.8

Biology 494 25.9%24.9%27.7%10.7%10.7% 41.8%50.8%9.0 21.9%21.4%‐0.5

Chemistry 263 6.8%17.9%37.3%22.4%15.6% 26.6%24.7%‐1.9 32.3%38.0%5.7

Physics 58 12.1%34.5%39.7%5.2%8.6% 55.6%46.6%‐9.0 6.6%13.8%7.2

IntScience

248 1.6%11.7%44.8%23.0%19.0% 7.5%13.3%5.8 54.8%42.0%‐12.8

English Language Arts (ELA), a four-year requirement, has the lowest percentage of students at below basic and far below basic of any other content area at Hollywood High School. Almost a quarter of each grade level subject areas in ELA scored advanced. Nearly a third of each grade level in ELA subject area scored proficient. These two levels combined account for about 50% of all ELA students at HHS. At the 10th grade level, we have consistent growth in all California Standards Test bands as well as growth in the proficient and advanced band. About one half of our student body at each grade level in ELA performs at the basic level with the potential of moving toward proficient and advanced as evidenced by the growth of 21% in the tenth grade.

Hollywood High School students have also demonstrated improvement with respect to the percentage of students moving into the proficient or advanced performing bands. For instance, in Algebra II students show a 7.0% increase and Algebra 1 had a 2.8% increase. We also reduced the percent of students scoring at below basic and far below basic levels including a 12.4% in Algebra II, and a 3.1% drop in Algebra 1. In our mathematics classes, almost 25% of students are scoring basic. Despite the measurable improvements made, about 50% of students in math in general are scoring below basic and far below basic. A particular concern is in geometry where there was a drop of 4.5% in the number of students scoring proficient and advanced. We are addressing this need by assigning geometry classes to our strongest teachers. The percent of students scoring in the proficient and advanced bands ranges from 14.1% in Algebra I to 30% in high school math.


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Data shows that in both courses, World History and US History, close to 50% of students are scoring in the proficient or advanced bands. In fact, we were able to increase the percent of students in the proficient and advanced bands by 14.% in the World History course; furthermore, we decreased our number of BB / FBB students by 10.2% . In spite of all this growth, we still have about 25% of students in both courses performing at the basic level band. This is an area of concern to us. As evidenced in the US History data, fewer students moved out of the lower performance bands. It is our intent to continue to refine our instructional practice to meet the needs of struggling students.

In science, over 45% of our students are performing at proficient or advanced band in life science, biology and physics. Also, an average of 38% of students are performing at the basic level in life science, chemistry, physics, and Integrated Coordinated Science (ICS). The most significant increase in the advanced and proficient bands has occurred in life science, biology and inter-coordinated science. These three courses also experienced significant drops in the below basic and far below basis, specifically Inter-Coordinated Science with a -12.8%. For example, in ICS there was a greater improvement where students moved from BB/FBB to a 12% gain and 44.0% basic. The areas of concern are chemistry and physics. In chemistry, a decrease of 1.9% in proficient and advanced while in physics the decrease in these same levels was 9%, which indicates that the students in chemistry and physics need additional support. The Science Department is providing the additional support in tutoring before and after school. Teachers are using strategies such as one-on-one differentiated instruction, scaffolding strategies, group work, and project-based learning.

While standardized testing is one measure of student progress, there are a variety of indicators the faculty examines in order to gage progress towards meeting schoolwide goals. Some of these measures include college readiness data, CAHSEE results, attendance information and the fitness gram.

Hollywood High School strives to prepare students for a successful transition to post-secondary life. Data is reviewed to determine student preparedness for the academic rigor of college level course work. One factor related to college readiness is the number of students who are on track for graduation by successfully completing A-G coursework (Figure 11). At Hollywood High School, the number of 9th and 10th grade students on track for graduation steadily improved from 2008-2009 and 2010-2011. Conversely, the number of 11th and 12th grade students on track for graduation decreased.

The Diploma Project Counselor is a dropout prevention expert who develops and coordinates intervention services focusing on improving the graduation rates and decreasing the dropout rates. Intervention services include but are not limited to monitoring student attendance, home visits, monitoring student academic achievements, developing and implementing an individual student graduation/credit recovery plan, and connecting students to appropriate resources or Alternative Educational programs. The Diploma Project counselor also develops and coordinates interventions for parents of at-risk students through parent education workshops and group/individual conferences. Furthermore, the Diploma Project Counselor coordinates and facilitates the Coordination of Services Team and the Student Success Team on a regular basis.


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Figure 11: College Readiness Based on Percent of Students on Track Taking A-G Courses

200809 200910 201011 ChangeinaYear

9thGrade 25.80% 31.90% 39.30% +7.410thGrade

35.00% 32.00% 41.20% +9.2

11thGrade

35.10% 42.60% 42.30% ‐0.3

12thGrade

18.50% 13.90% 12.50% ‐1.4

Additionally, the statistics regarding participation in Advanced Placement (AP) coursework provides data about college readiness (Figure 12). The number of students taking AP classes at Hollywood High School has slightly decreased but the number of students passing these courses has improved since 2008-2009. A point of concern is data indicating that between 2009-2010 and 2010-2011 the percentage of students earning a grade of “C” or better in AP course rose from 49.8% to 76%. By comparison, the percentage of qualifying AP exam scores decreased by 2.1% suggesting a need to review how closely course content and assessment aligns with expectations.

CAHSEE

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) Act. The CAHSEE includes English Language Arts and Mathematics components. Student scores are reported as performance levels. Hollywood High School’s passage and proficiency rates for both English Language Arts and Mathematics have seen a steady improvement over the last four years (Figure 13). Although proficiency rates are not currently at the level required to meet AYP, they have almost doubled since 2008. Hollywood High School administration and staff have employed a number of strategies including targeted advisory intervention and after-school programs to help support proficiency rates. Figure 14 shows the percent of students who have passed both tests in the last three years.There has been a steady improvement in the passing rate for tenth and eleventh graders; however, the number of 12th grade students who are unable to pass the CAHSEE has remained at approximately 10% demonstrating a need to more closely examine possible intervention strategies.

Figure 13: CAHSEE Results 10th Grade Census

Year Tested %Pass ELA % Prof ELA Tested % Pass Math % Prof Math

2011 359 83.80% 61.00% 370 82.40% 53.00%

2010 331 80.70% 49.80% 330 75.50% 45.80%

2009 413 79.40% 50.80% 419 77.80% 52.50%

2008 696 69.70% 33.60% 698 63.90% 29.10%

Figure 14: CAHSEE Passing Both Tests by the End of the YearYear 10 11 12

2008 59.60% 79.50% 92.10%

2009 73.00% 78.90% 88.80%

2010 73.00% 86.20% 87.70%

2011 75.30% 89.10% 90.80%


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Figure 12: Advanced Placement Courses2008-09 2009-2010 2010-11 Change

in a Year% of students taking AP courses

25.90% 19.00% 18.90% -0.1

% of students with a C or better in AP courses

52.50% 49.80% 76.00% +26.2

% of Qualifying Exam Scores

21.20% 28.30% 26.20% -2.1

AttendanceThe overall trend at Hollywood High School demonstrates an improvement in attendance. The ability to establish personalized instruction through the small learning community model has been noted as a likely factor in attendance improvement. A point of concern however, is that each year there is an average decrease of 2% from September to June.

Figure 15: Three-Year Attendance Data

Figure 16: Attendance Two-Year Comparison by Month

Hollywood High School has been selected to receive the support of an Attendance Improvement Counselor (AIC) who will focus on early identification and prevention strategies for our ninth grade students. This Pupil Services and Attendance position will focus on attendance improvement for all students in the ninth grade. Such duties will include analyzing and sharing schoolwide and grade level specific student attendance data with all staff and students (through classroom visits and staff presentations), assisting with the Attendance and Dropout Prevention plan development, evaluating and enhancing school wide attendance incentive programs, intervention efforts, and communication with parents and other community partners to encourage student attendance. This pilot program is designed to support the school’s progress towards meeting the Superintendent’s Performance Meter target for attendance.

Suspensions Suspensions at Hollywood High School have increased from 2009 to 2011, with the greatest number occurring at the ninth grade level and the lowest amount at the eleventh grade (Figure 17). Possible explanations and basis for further analysis include the disparity include the relative immaturity level of incoming ninth grade students and their lack of familiarity with Hollywood High School behavioral expectations.


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2008 2009 2010 201188.51% 90.22% 92.40% 92.50%

Figure 17: Three-Year Suspension Comparison

Grade

Number of Suspension Events

Number of Suspension Events

Number of Suspension Days

Number of Suspension Days

2009-10 2010-11 2009-10 2010-11

Grade 9

Grade 10

Grade 11

Grade 12

Overall

Change Over Two Full Years

50 71 76 123

21 31 38 57

22 22 29 35

19 30 30 45

112 154 173 260

37.50% 50.30%

Fitness GramAchievement for students in physical education classes is measured in part by their performance on the Fitness Gram Test every year. From the 2008-2009 to the 2009-2010 school year, there was a slight increase in the percentage of students who scored above 50% in all six subtests.

Figure 18: Percent of Students in Healthy Fitness Zone (HFZ)Aerobic Capacity

Body Composition

Abdominal Strength

Trunk Extensor

Upper Body Strength

Flexibility

2008-09 39% 48% 52% 71% 47% 74%

2009-10 53% 55% 59% 74% 59% 74%

Addressing the Needs of Diverse Subgroups

Students with Special NeedsHollywood High School serves approximately 150 students with special needs. Twenty students participate in an alternative curriculum and take the California Alternative Performance Assessment (CAPA). The remaining students are served in special day class (SDP), emotionally disturbed (ED), and resource (RSP) programs, with more than half of the students in the least restrictive resource program. Some of the students receive multiple designated instructional services. The students who receive the alternative curriculum and take the CAPA are not included in these scores.

Some of our students receive multiple designated instructional services. Approximately 140 students receive Special Education services. Seventy students are enrolled in our SDP classes which include community based instruction (CBI) and mentally retarded mild (MRM) classes. Eighty students receive services through the resource program and we also offer other specific designated instructional services (DIS), as specified in a student‘s Individual Education Plan (IEP). Adaptive Physical Education (APE), Language and Speech (LAS), and Pupil Counseling (PUC) are the different types of itinerant services offered at Hollywood High School.

There are four categories of Special Education classes at Hollywood High School serving our students with IEPs (Figure 19):


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The CBI Program (Community Based Instruction) is a program designed for students with severe developmental delays or mental retardation who need intensive instruction in functional and daily living skills. The goal of the program is to provide hands on learning activities at all age levels to help students acquire skills to live as independently as possible. This program includes considerable off campus learning opportunities.

The MRM (Mentally Retarded Mild) Program is for students with mental retardation. These students work on academic skills using an alternate curriculum. Students in this program are usually on track to receive a certificate of completion when they finish the graduation requirements based on their IEP.

The SDP (Special Day Program) classes serve students who, because of their disabilities, cannot participate in general education classes for a majority of the school day. Students in this program participate in the core curriculum with the accommodations listed in their IEP. These self-contained classes provide more intensive support compared to a general education setting. As appropriate, students enrolled in special day program classes interact with their general education peers through academic, non-academic and extracurricular activities.

The RSP (Resource Specialist Program) provides instruction and services to students with disabilities assigned to the general education classroom for the majority of the school day. The goal of the resource specialist program is to enable students with disabilities to succeed in the general education environment. The program provides assistance in a variety of ways depending on the needs of a particular student. The services in the RSP program are delivered in a variety of models. Through co-teaching, co-planning and direct instruction in the Learning Center, our students are served according to their needs as indicated on their IEPs. Our school offers two Learning Centers, which allow for direct instruction when needed.

The Special Education Department at Hollywood High School works closely with families, administration, and general education staff. This collaborative approach is one reason why Hollywood High School students with special needs have experienced significant progress. Additionally, all of the special education teachers are highly qualified. We have held CST and CAHSEE prep classes specifically designed for special education students, and all classrooms follow a model classroom approach and incorporate the ESLRs in teaching. There are clear and consistent expectations of the students. The use of SDAIE strategies is inherent in teaching Students with Disabilities. The Special Education Department teachers meet weekly to discuss concerns for individual students. The department also communicates daily through email. The proper completion of paperwork specifically related to special education students and communication between IEP team members is largely due to the facilitation of the designated Special Education Coordinator. The Special Education Coordinator also acts as liaison between teachers, parents and students and coordinates all the paraprofessionals to ensure that all classroom teachers are supported.


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Designated Instruction Services

# of Students

Pupil Counseling

15

Deaf and Hard of Hearing

5

Adapted PE 7

Language and Speech

12

School Mental Health

1

Visually Handicapped

none

Program # of Teachers

# of Students

CBI

MRM

SDP

RSP

ED

1 8

1 12

4 50

3 79

1 1

Figure 19: Special Education Programs

English Learners

Hollywood High School currently serves 324 English Learners. As Figure 20 shows, this population has decreased in numbers for the last two years. Approximately 18% of them are in ESL classes and 82% are in the preparation for redesignation program (PRP) and are waiting to meet the reclassification criteria. Fifty-three percent of our ELs have been in the LAUSD system for less than five years while 47% of them are considered long-term ELs with more than six years at LAUSD. Most ELs are concentrated in two of our SLCs (TCA/AVID and NMA/CAA) because the programs offered by those two SLCs do not require an application process and special criteria.

Figure 20: Student Population by Language ClassificationSchool Year English Learners Reclassified English

ProficientInitially Fluent

English ProficientEnglish Only

2008-09 563 971 174 404

2009-10 389 800 155 382

2010-11 324 831 155 382

According to Figure 21, fifty percent of our ELs passed both mathematics and English CASHEE tests last year. A larger number of our ELs pass CAHSEE with a proficient score in math than in English. The rate of passage in ELA for newcomers (zero to three years in school) and long-term ELs (more than six years in school) is proportionately similar, which implies that the longer students are classified as English learners, the harder it is for them to reach high levels of proficiency. However, more long-term ELs score proficient in math than in ELA.

Figure 21: CAHSEE Results for English Learners in 2010-11

Number of Years in School

Tested in ELA

Passed ELA Proficient ELA

Tested in Math

Passed Math Proficient Math

0-3 years 33 15 2 33 19 6

4-5 years 25 17 3 25 18 6

6 or more years

126 61 2 126 51 14

Total 186 95 7 186 89 26

In regard to CST scores, our ELs experienced a significant gain three years ago (Figure 22); however, the scores dropped in both math and ELA two years ago. In 2010-11, our students were able to improve by 10.6% in ELA and 9.6 % in math compared to 2009-10. The EL focus in professional development, first good teaching practice, CST prep during advisory, department meetings and SLC time as well as our coaching support (math coach, Title III coach, EL intervention coach) contributed to the new increase in our scores. We are confident that this trend will continue in the years to come as we commit to our concerted effort to better serve this population.


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Figure 22: Percent of English Learners Scoring Proficient and Advanced in CSTs2008-09 2009-10 2010-11

CST ELA 31.60% 20.80% 31.40%

CST MATH 40.70% 21.70% 31.30%

Even though half of our students (831) have reclassified as fluent English proficient (RFEP), the reclassification rate for the remaining ELs in our school dropped from 9.6% to 4.9% in 2009-2010 and then to 0% in 2011 (Figure 23). Problems with reporting and monitoring of student progress were noted as factors in the decline. Improvement in this area is a major priority. In response to the perceived need, we opened a part-time EL intervention lab three years ago to support students in the same way that the learning lab supports special education students. In addition, an instructional focus group of 9th grade ELA teachers was implemented to embed EL strategies in the 9th grade curriculum to support incoming students.

Figure 23: Reclassification RateSchool Year # ELs # Reclassified % Reclassified

2008-2009 1,033 99 9.60%

2009-2010 492 24 4.90%

2010- 2011 351 0 0%

Hollywood High School has embarked on an English learner focus for the last two years, which includes promoting more awareness about who these students are and what they need. Our teachers have engaged in targeted professional development and progress monitoring of these students in each SLC. In 2010-11, our faculty participated in three professional development sessions facilitated by our Title III Coach, who serves as the resource provided by the district to directly work with long-term English learners support at our site. State and district accountabilities, categories of ELs, SDAIE components, language objectives/functions, and SDAIE lesson design were the main topics. With the assistance of the part-time EL intervention coach, the school offered two additional professional development days, which provided teachers the opportunity to showcase differentiated instructional strategies. In addition, teachers had the opportunity to analyze how our ELs are performing according to the three No Child Left Behind accountabilities, to learn how the CELDT measures language proficiency, and to emphasize the need to raise the reclassification rate. This year our teachers and teacher assistants participated in a session to learn how to interpret their own EL monitoring rosters and implications for their planning to support this population. They also learned about RFEP students in their classes who still need language and academic support.

Academic and Social Support Services

School LibraryThe library resources at Hollywood High School provide major academic support for the students and teachers. Hollywood Senior High Library is staffed by a credentialed teacher librarian who assists


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teachers and students throughout the day. The library is open to students before school at 7:30 A.M., nutrition, lunch, and after school until 3:30 P.M. Moreover, students frequently visit the library independently using passes during class periods, to type papers, check out reading materials or conduct research. Three to four students per period are also assigned to the library practice course in which they are trained to assist the teacher librarian with library procedures.

There are twenty-five desktop computers and fifteen laptops in the library that provide access to the internet and Microsoft Office Suite. The teacher librarian maintains a library web site (uhlibrary.net) that acts as a portal from both home and school access to the library online catalog, the Digital Library online subscription databases, research help documents, authoritative web sites and other school appropriate resources for both students and teachers. The library’s flexible hours, computers, and online resources allow students the resources needed to complete school assignments and to explore their own interests.

Throughout the year, a variety of classes visit the library to conduct research and receive information about literacy skills to learn how to best access, and evaluate a wide range of information sources. For example, every ninth grade English class attends a library orientation in the fall in which they conduct a scavenger hunt introducing them to all the library resources. In addition, most of the senior English classes also visit the library to conduct research for senior research projects. The teacher librarian is the Hollywood High School student email sub-administrator who is responsible for issuing LAUSD email accounts to ninth graders who have the appropriate Authorization Use Policy (AUP) forms on file. These email addresses allow students to access the LAUSD Digital Library subscription resources from home. It also provides the students a professional e-mail address to save and send documents to their teachers and other students.

The library collection is in need of updating and the teacher librarian is in the process of eliminating out-of-date materials in order to make way for newer resources. In conjunction with the administration, the teacher librarian is also exploring implementing the web-based Accelerated Reader program with the English and/or Advisory classes.

TechnologyHollywood High School has a wide range of technological resources that instructors use to provide engaging and differentiated instruction. Two of our most valuable resources are the updated wi-fi for the school-wide wireless network and a recent fiber-optic conversion upgrade. Key instructional tools include eighty MacBooks for teachers, eighty-five LCD projectors, eighty-five document readers, and ten smart boards. Students have access to five computer labs including our state of the art film production lab, seven mobile computer labs and thirty iPads. The school website is an important source of communication for the entire school community. Teacher websites can be accessed via links on the school website. Homework and other important information is updated in a timely manner for students and families to view together.

Community PartnersIn addition to media and library resources, Hollywood High School works with a variety of community partners to provide additional schoolwide support for students focusing on the social and emotional needs of our population. Additionally, several support groups have been established by our highly qualified staff.


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Children’s Hospital Los AngelesCHLA provides individual counseling once a week for students who are referred by teachers and/or counselors for substance abuse, and individual mental health services. Project NATEEN (Networking Advocacy Teaching Empowerment Education and Nurturing) provides education on campus about healthy sexual relationships. Home Safe is a project that provides parenting education to students who are or are about to become parents.

Aviva Family and Children’s ServicesAVIVA Family and Children’s Services offer students and families school-site individual therapy, psychiatric evaluation and family sessions, Medi-Cal and/ or healthy family insurance.

Home Safe/Vista Del Mar Home Safe/Vista Del Mar specializes in Teen-Parent Case Managing and Counseling and a school-based Teen-Parent Group.

Kaiser-Permanente Hospital/Saban Free ClinicThe Saban Free Clinic deals with general medicine issues, pregnancy testing and STD testing and treatment.

The Lesbian, Gay, Bisexual and Transgender Support Group is a school-based initiative that holds weekly support meetings.

The Cognitive Behavior Group is a school-based initiative that addresses anger management and behavior issues of students who are experiencing difficult situations.

The Grief Support Group meets on a weekly basis and helps students who are dealing with family deaths and the grieving process.

Literacy, Arts, Culture, Education and Recreation (L.A.C.E.R.)LACER's mission is to provide underserved middle and high school youth with an arts and literacy based after-school program which includes visual art, music, dance, film, academic support, enrichment activities and a variety of sports in a safe and caring environment. The LACER After-School Program is a non-profit organization that provides free arts and literacy based on after-school activities for students throughout Los Angeles. Now in four middle schools and two high schools, the nationally recognized (Coming Up Taller Award 2003) LACER After-School Program provides thousands of youths a safe and productive place to be after school.

At Hollywood HIgh School, L.A.C.E.R. provides after-school tutoring, SAT Prep courses, music classes, off-season sports conditioning, theater tech, film classes and driver's education classes. All classes are free and open to all Hollywood High students. L.A.C.E.R. is the sole sponsor for the HHS Cheer Team and the HHS Drumline and provides additional funding to the HHS vocal group H2O and the Performing Arts Magnet musicals. The L.A.C.E.R. After School Program provides additional performance opportunities for students in the arts as well as free field trips. Last year L.A.C.E.R. served almost 800 students at HHS.

Family InvolvementHollywood High School staff recognizes the essential role parents and families have in creating a successful learning environment. A variety of activities and practices have been established in an effort to


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http://www.pcah.gov/pdf/1998-2008%20COMING%20UP%20TALLER%20AWARDS.pdf




create meaningful ways for parents to be active participants in their children’s education and the life of the school. A Parent Summit was held last spring where there was a variety of presentations and workshops driven by parent interest. The workshops included topics such as the California A - G requirements and high school graduation requirements, the financial aid application process, the application process for two- and four-year colleges, as well as nutrition and healthy eating habits for teens. Parent have also been given opportunities to develop and improve computer skills. Last year’s computer classes included three-hour sessions one day per week for six weeks. We had a beginners class the first six weeks, which taught parents basic computer functions and how to access the Internet and e-mail. In the second session, the parents learned how to create Power Point presentations. We also provided flash drives so they could learn how to store the presentations and any photos or data they may need. We had about twenty-five parents attend both of the sessions. These classes were offered in partnership with Beyond the Bell; we provided the location, parents and equipment and they provided the instructor and translator.

Another successful means of developing stronger communication occurs via the monthly "Coffee with the Principal" meetings. This was established three years ago and the meetings are held in the staff lounge from 8:30 to 10:00 A.M. This is an informal meeting where the parents can talk to the principal, ask questions or get clarification on different topics of interest. Some of the issues that come up are student grades, attendance and behavior. Our principal, Mr. Morales, also brings in guest speakers, usually someone who works on campus such as the Counseling staff, Healthy Start Coordinator, School Nurse or an LAUSD Police Officer. He does this so that the parents can become acquainted with the people on campus who can help them or their student when any issue comes up. Average attendance for these meetings typically ranges from thirty to forty parents.


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II. Significant Changes and/or Developments

Hollywood High school has experienced a series of significant changes or developments which required the school to adapt so that we would continue to meet the needs of our students. Among the most important changes are:

I. Funding Changes at the District and School Level:Over the past three years, Los Angeles Unified School District (LAUSD) has experienced an ongoing fiscal crisis that has directly affected Hollywood High School, resulting in the restructuring of some positions and the reallocation of funding to accommodate the needs of our different programs.

Changes in staffing because of recent budget cuts include the combination of assignments for the Diploma Project Counselor and Pupil Services and Attendance Counselor positions, as well as the Title I and Bilingual Coordinator positions. Additionally, with the exception of the Title III Coach, which is funded through LAUSD rather than the school, the district is no longer funding coaching positions. The school has therefore lost the math and literacy Coaches, but maintained, through school-based funding, the English Learner Intervention teacher to oversee the Language Lab in the last two years. Other positions that have been affected by the budget crisis include the loss of the school’s Testing Coordinator, two teaching assistants, and the reduction of the Magnet Coordinator to a part-time position. This year, the school also lost its textbook room clerk and reduced the hours of the staff managing the copy room. It has therefore been a challenge to continue providing these basic services to students and staff.

District-level budget cuts have also resulted in the loss of custodial and security personnel. Presently, there are only two custodians on duty during school hours. To balance this loss, brooms were distributed to all classrooms and extra trash bags have been made available upon request so that faculty members can continue to maintain a clean learning environment on campus.

Hollywood High School is fortunate to receive funding through a Quality Education Investment Act (QEIA) grant. This grant, in addition to allowing for continued professional development for faculty members, provides for class-size reduction in core content area classes, keeping the student-teacher ratio in content classes to no more than 27:1 and the student-counselor ratio at 300:1. The reduced enrollment results in increased attention to individual student needs, and facilitates the implementation of strategies like Project-Based Learning (PBL). On the other hand, due to QEIA’s strict requirements for class size, the student numbers for foreign language and other elective classes have increased.

The significant cuts in districtwide spending for summer school means there are now limited opportunities for students to recover credits. To address this, Hollywood High School has used local school funding to provide intervention classes during the school day, and during Saturday school, which was offered in the last two years.

Finally, declining enrollment affects school funding, resulting in the loss of some resources. To address these losses, teachers and administrators have sought additional means of funding. Our students get after-school academic support and enrichment classes through the LACER program at no cost for the school. Grant applications through such programs as Donors Choose and Adopt-a-Classroom have allowed for additional technology and classroom materials for students. A number of teachers have attended field trips by soliciting outside funding for transportation and meals for participating students. Academic programs on campus that receive state or grant funds, such as the New Media Academy (NMA), have allocated budget lines for instructional materials, including supplemental textbooks. In


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addition, because of its convenient location to many of Hollywood’s attractions, the school has been able to rent out its facilities during off-school hours, which has resulted in additional funding for athletics, the school newspaper, field trips, and extra-curricular activities, including productions by our Performing Arts Magnet (PAM) students.

II. Enrollment:Changes in our local community have contributed to the declining enrollment for Hollywood High School since 2009. Construction of large corporate and residential structures has increased the average cost of living for the area, making it difficult for many families to maintain residency. The close proximity of three competing high schools, while offering families other options, exacerbates the declining enrollment at Hollywood High School. Online and charter schools also offer students alternatives, which may account for a fraction of the decrease in our enrollment. Our transient population is also an important factor, as Hollywood has a large number of facilities for homeless and/or runaway teenagers. Students in these facilities come and go, thus impacting our enrollment.

Helen Bernstein High School added its first senior class, which reduced our senior class enrollment in the 2009/2010 school year. In opening Helen Bernstein High School, Los Angeles Unified School District not only changed and reduced the attendance boundaries for Hollywood High School, but also reduced the percentage of students coming from the area middle schools. Compounding this situation Hollywood High School presently does not have a designated feeder school that feeds its entire eighth grade population into our school.

To recruit students, Hollywood High School arranges visits to the feeder middle schools to inform prospective students about the different small learning communities (SLCs) and programs housed on our campus. The SLC lead teachers and selected students conduct short multimedia presentations explaining what their SLCs offer. Brochures are distributed to parents and students at the middle school as well. Hollywood High School has also responded to a decrease in enrollment by increasing the number of student permits to attract qualified students from elsewhere into the School for Advanced Studies, and requested a number of “open seats” designated for enrolling students who do not live within the attendance area.

In addition to our recruitment efforts, Hollywood High School makes a concerted effort to ensure that those students who are new enrollees feel welcomed and can easily acclimate to the school environment. During the summer, Hollywood conducts “Sheik Camp,” an orientation for incoming 9th graders and their families. This happens on a Saturday morning, and tends to draw a large number of attendees. In addition to getting general school information, there are student-led tours and opportunities for incoming freshmen to find their lockers, purchase their required physical education clothes, take their ID photos, draft their schedules and meet their potential classmates so they feel comfortable on the first day of school.

III. Reconfiguration of Small Learning Communities:At the time that the small learning communities (SLCs) were conceived, the student population was 3,200. The following year, we implemented the SLC model. The home-based enrollment declined while the students with permits in the School for Advanced Studies and Magnet programs increased, presenting a need to merge SLCs in order to better serve our students; therefore, the Performing Arts Magnet and School for Advanced Studies students have remained in the same programs. In the other SLCs, students belonging to the Social Justice Academy and the Advancement Via Individual Determination (AVID) program (this one formerly a part of the Media and Technology SLC), have joined with the Teaching Career Academy. The remaining Media and Technology (MET) and Health Nutrition Arts and Sciences


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(HNAS) students are now part of the New Media/Culinary Arts SLC. This restructuring offers a higher level of personalization and consistency for teacher collaboration. Given that we are in the early stages of the restructuring process, pure teaching lines, student cohort and common conference periods are yet to be fully implemented.

The master schedule has been adjusted in an attempt to meet the specific needs of each SLC and the Project-Based Learning initiative. Many of the teachers who share students are afforded common planning time to plan both interdisciplinary projects and address specific student needs. With the changes to the master schedule, students in the New Media Academy and Culinary Arts (NMA/CAA) program are scheduled in cohorts, wherein they travel together between two to four content classes as well as a career or technical elective.

Overall, the restructuring of the SLCs has made it easier within the data system to follow specific improvement in students’ performance. Specifically, students who are part of TCA/AVID and NMA/CAA have each been classified with a specific student code. This coding within the data system facilitates scheduling and the monitoring of student grades, attendance and test scores.

IV. District and School-Based Initiatives:Since the 2010-11 school year, LAUSD has made a commitment to specific educational goals including metacognition, speaking, writing and Project-Based Learning (PBL). Hollywood High School is one of six schools in Local District 4 participating in the Linked Learning partnership to implement Project-Based Learning and interdisciplinary planning. With the goal of combining relevance and rigor through theme-based academies, Linked Learning uses PBL as a means of offering authentic assessment across the curriculum. Currently at Hollywood High School, the New Media Academy is working toward certification as a Linked Learning School.

On a schoolwide level, Project-Based Learning is in the beginning phases of implementation. Teams of teachers from each SLC participated in PBL training with the Buck Institute in August of 2011, and will be sharing projects with their colleagues over the course of the school year. An additional cohort of thirty-five teachers at Hollywood High School will be fully trained in PBL strategies by the end of the fall semester 2011. These teachers will develop and implement at least one project in the spring.

The district’s emphasis on Linked Learning and Project-Based Learning is a change that has been implemented in the 2011-12 school year. As the SLCs are at the beginning of this change, each community is still collecting data to demonstrate its impact on improving student achievement. Teachers will have the opportunity to experience incorporating projects into their instruction, thus increasing meaningful learning in the classroom. To best support full implementation of interdisciplinary projects, the administration is furthering its efforts to schedule common planning time among cohorts of teachers who share students. Presently, there are twelve teachers who share common planning time and are implementing PBL across curricular areas.

Professional development time has been allotted to address issues that may arise with PBL. This includes ensuring that curricular and project pacing encompasses the entirety of course content with coverage that is adequate to meet the needs of diverse learners such as EL students. Faculty also works during professional development time to ensure that in the process of implementing PBL, instruction continues to be informed by multiple measures of assessment to ensure that students are mastering both California State content standards as well as Twenty-First Century collaborative skills.

The New Media Academy (NMA) is in its second full year of implementing interdisciplinary Project-


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Based Learning serving students in grades nine-twelve, and has implemented interdisciplinary projects in all core content areas as well as in a technical elective. NMA faculty reports increases in student motivation as evidenced through improved attendance, and classroom skills, particularly in self-advocacy, among its students.

V. Professional DevelopmentThe Instructional Coordinated Council (ICC) is the body that analyzes data and student needs to make decisions about the content of schoolwide professional development. For instance, ICC analyzed data and designed professional development which included information specific to SDAIE strategies, Project Based Learning, and Response to Intervention and Instruction (RtI2). During ICC meetings, all SLC lead teachers, department chairs, instructional coaches, coordinators and administrators are given the opportunity to share progress, challenges and focus for instructional practices.

Learning Teams were discontinued as a professional development focus during 2010-2011 for two reasons. First, budget cuts resulted in the end of the contract that LAUSD had with Pearson Education Publishing Company at the end of the 2002-2010 year. This left Hollywood High School without the services of a professional consultant. Second, Local District 4 began the implementation of a new initiative, Project-Based Learning, in all of its schools as a way to provide students with more relevant and rigorous learning experiences and authentic means of demonstrating learning. For Hollywood High School, PBL has been a natural progression from Learning Teams, as teacher collaboration has moved from a content specific to an interdisciplinary approach during SLC time.

Since interdisciplinary collaboration has been a goal for the school, more professional development time has been allotted to SLCs in the last two years. However, there is a need for department meetings that address pacing plans and alignment of curriculum to state and district assessments.

Professional Development continues at the SLC level, and is focused on the operational and curricular functions of each community. This year, with the reconfiguration of the SLCs, some PD time is devoted to the development of a community identity that includes academic rigor as a major component.

In addition to the refinement of SLC identities, SLC-based PD time is devoted to curriculum and instruction. Teams of teachers implement RtI2 strategies continually to target specific struggling students and develop action plans for support. The Learning Team model, formerly used within departments, is now being implemented in an interdisciplinary structure through the SLCs.

This year, PBL is a major component of all SLC PD time, with teachers working collaboratively to implement projects that provide academic rigor and authentic assessment to enrich their standards-based curriculum. While much of the planning for projects may happen in an collaborative spirit, the projects themselves are typically implemented by individual teachers with the exception of those involved in NMA/CAA.

Ongoing SDAIE training, both schoolwide and SLC-based, helps teachers to identify the needs of specific students and implement strategies in the classroom accordingly. This is also true for the implementation of the RtI2 model, which identifies and targets our at-risk students at the end of each progress or grade reporting period. This has direct implications for instruction through reteaching and the use of targeted strategies.


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III. School Process

The Hollywood High School Single Plan for Student Achievement serves as the primary source for identifying the instructional goals of our school, implementing the professional development focus of faculty and stakeholders, administering the budgetary decisions made by all school bodies, and determining and addressing students’ instructional needs based on analysis of reliable data. The Single Plan for Student Achievement is a collaborative document which incorporates input from all curricular stakeholders. It also includes the process used for analyzing student achievement data, measures the effectiveness of improvement strategies, uses state and site goals measurement tools to ascertain critical causes of student underachievement, and identifies achievement goals and key program and improvement strategies that align with the Los Angeles Unified School District Local Education Agency plan. This document defines timelines, personnel responsible, proposed expenditures, and funding sources used to implement the Plan. It is important to understand that incorporating the Hollywood High School Action Plan with the Single Plan for Student Achievement assures that the monitoring of one complements the other, that is, if one is monitored, the other is necessarily monitored as well. This monitoring is necessary to specifically define how areas of improvement, critical needs and resources, means to assess improvement, and comprehensive monitoring is designed and implemented to successfully meet the following goals:

• improving literacy and building mathematical skills

• closing the achievement gap by five percent for all subgroups each successive year

• providing targeted professional development based on the instructional needs of students as identified by relevant data

• increasing parent involvement and communication among all stakeholders

The process of melding together the Single Plan for Student Achievement and the Hollywood High School Action plan is accomplished by the inclusion of comments and collaborative feedback from all stakeholders during the preparation for the visiting committee of the Western Association of Schools and Colleges in March 2012. It is necessary to read, review, and synthesize these comments and responses in a schoolwide collaborative process that incorporates our school’s School Site Council. The School Site Council is the decision-making body that approves categorical budgets, oversees funding from the Quality Education Investment Act, and assumes responsibility for the monitoring and implementation of goals and achievements as stated in both the School Action Plan and the Single Plan for Student Achievement. The School Site Council meets every month and spends time in at least three meetings a year to review the Single Plan for Student Achievement. This Council includes representation of various stakeholders such as teachers, counselors, coordinators, administrators, parents, and students and meets to ascertain compliance with achievable goals and verify the procedures needed for measuring students’ academic success.

In the last two years, the content area departments participated in the reviewing of the Hollywood High School Single Plan for Student Achievement. Teachers in departments reflected on the Single Plan for Student Achievement by reviewing and adding or deleting information in their individual sections of responsibility as needed; they also generated two to three instructional strategies to improve student achievement, with an emphasis on how to assure the continued success of our English Learners. The four-step process included analyzing student achievement data, measuring the effectiveness of current improvement strategies using state tools to determine critical causes of student underachievement, identifying achievement goals and key program improvement strategies that align with the Los Angeles


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Unified School District Local Education Agency Plan, determining timelines, personnel responsible, proposed expenditures, and identifying funding sources to implement the Plan. The additional three steps taken by the department teachers and other stakeholders included recommending the Single Plan for Student Achievement to the local governing board, and implementing and monitoring implementation of the plan. At a professional development department meeting on March 22, 2011, evidence was provided of the Adequate Yearly Progress Criteria for 2008, 2009, and 2010, the three-year performance bands in English Language Arts and Mathematics, and information about those areas was presented as part of the annual measurable objectives for 2010.

In June 2011, stakeholders met to reflect on the Western Association of Schools and Colleges 2009 visit to determine the data and protocols needed for the review process in the 2011-2012 school year (see Table 1). The School Leadership Team was formed to prepare for our three-year revisit, and included administration, James Carmicle, the Western Association of Schools and Colleges Committee Coordinator; Laura Cavalli, the Title III Coach; Carolyn Fagan, Small Learning Community Lead Teacher; Florentino Jauregui, Title One/English Learner Coordinator; Salvador Hermosillo, Math Teacher; Alice Nezu, Resource Specialist and New Media Academy Coordinator, Ray Miller, Student Data Coordinator, and Michael Ulmer, United Teachers Los Angeles Chapter Chair. Our School Leadership Team collaborated with many school instructional, management, and budgetary bodies to make certain that goals were met through monitoring of both the Single Plan for Student Achievement and the Hollywood High School Action Plan. The School Leadership Team met on August 25, 2011 to plan the implementation of schoolwide meetings and goals for determining what stakeholders would review and what actions would be taken during the preparation for the visit. This collaborative effort included monthly meetings to discuss data generated at professional development days, faculty meetings, and other such pertinent meetings, and one of its missions was to describe how the school would monitor the activities and strategies in the accountability matrix and report the findings to all stakeholder groups.

The Leadership Team also decided how the goals and criteria feedback would be divided among stakeholders, chose which Leadership Team members would conduct which specific Focus Group meetings, and determined the process for examining data and respective revisions to be made by members of the four small learning communities (Home Groups), the instructional departments, and groups organized by Western Association of Schools and Colleges focus on schoolwide criteria for learning (Focus Groups). The Team’s job was to prioritize the Hollywood High School Action Plan professional development time to assure that faculty and stakeholders were given the time and resources to meet the obligations of the task. The School Leadership Team ensured that faculty was provided data analysis of the school profile, and during each Home, Department, and Focus Group meeting, staff was involved in the synthesis of implications, interpretations, trends, patterns, critical academic needs, and significant developments from Chapter One and Chapter Two of the report due to the Western Association of Schools and Colleges. The Small Learning Communities met at least once a month to analyze and synthesize relevant achievement data and participate in group discussions to verify student outcomes through the collection of evidence of how the students Expected Schoolwide Learning Results and Model Classroom Criteria are met. They also synthesized the progress made and determined additional steps needed to follow up on each critical area of need. Meetings were also regularly scheduled for department chairpersons to meet with teachers and for Focus Group leaders to present stakeholders with a forum to provide comments about five areas of schoolwide projected growth. These areas include school organization, school curriculum for standards-based student learning, instruction for standards-based student learning, assessment and accountability for standards-based student learning, and school culture and support for student personal and academic growth. Teachers were given an opportunity to choose which specific focus groups they felt would best suit their contributions for gathering evidence, examining data, and offering suggestions and solutions for their particular chosen area of focus. There were additional meetings scheduled early in the school year to address revisions of


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Chapter Three and Chapter Four. Those meetings included preparation for the Mock Review classroom visits and interviews based on findings in all four chapter reports. The Mock Review comments, the itinerary for the visiting committee, and practice questions and prompts were in place as tools to clearly define the expectations and to meet the goals of the Western Association of Schools and Colleges visit in March 2012.

Progress that has been made by Hollywood High School about the upcoming visit by the Western Association of Schools and Colleges was shared schoolwide during faculty meetings, parent meetings, stakeholder meetings of the small learning communities, department meetings, and focus groups as well as the school’s director of high schools and the local district superintendent. School Based Management (which met bi-weekly), the Instructional Curriculum Council, and the English Learner Advisory Committee and the Compensatory Education Advisory Committees participated in regular Western Association of Schools and Colleges updates, which included the timeline and progress for the writing of the chapters. This has been a collaborative process between the stakeholders, the Leadership Team, the Coordinator, and the Administrators to collect, review, revise, synthesize and refine comments from all stakeholders at the school site.

Table1:HollywoodHighSchoolTimelineforWASCRevisit2012

Meeting PointPerson Topic

6/11/11WholeGroupMeeting Ms.Sanchez ReVlectiononCriticalAreasofNeed;howmuchhaveweprogressed?

8/26/11WASCLeadershipTeamMeeting Ms.Sanchez Three‐YearProgressReport,RolesandResponsibilities,WASCTimeline,PupilFreeDayWASCReviewPlanning

9/6/11PupilFreeDay Administration/Mr.Carmicle Three‐YearProgressReview(Dates,Timeline),WASCCriteriaReviewandFocusGroupSelection

9/13HomeGroup/SLCMtg SLCLeads Synthesisofimplications,interpretations,trends,patterns,andcriticalacademicneeds(ChapterOne)

9/20DepartmentMtg(AfterSchool)

DepartmentChairs Synthesisofimplications,interpretations,trends,patterns,andcriticalacademicneeds(ChapterOne)

9/27/11WASCLeadershipTeamMeeting(Afterschool)

Sanchez/Carmicle SynthesisoffeedbackforChapterOne/ChapterTwoSigniVicantDevelopments

10/13/11WASCLeadershipTeamMeeting

Sanchez/Carmicle FinishCSTImprovementsNarrativeforChapterOne

10/25/11FocusGroupMeeting FocusGroupFacilitators SynthesisoffeedbackforChapterOneandTwoinrelationtoWASCcriteriaandstudentoutcomes


Sanchez/Carmicle ActionPlanGoalsAccomplishmentsandEvidenceinrelationtogoalsbySLCsanddepartments

11/8/11HomeGroup/SLCMtg SLCLeads ESLRsandModelClassroom(collectionofevidence)SynthesisofupdateforActionPlangoals,accomplishmentsandevidence

11/15/11DepartmentMtg(AfterSchool) DepartmentChairs SynthesisofupdateforActionPlangoals,accomplishmentsandevidence


Sanchez/Carmicle ReviseChapter2ReviewActionPlanGoals,Accomplishmentsandevidenceinrelationtogoals

11/22/11FocusGroupMtg FocusGroupFacilitators ReviewGoal4AccomplishmentandevidenceSynthesisofprogresstofollowuponeachcriticalarea


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12/13/11HomeGroup/SLCMtg SLCLeads SLCSpeciVicActionPlanforCriticalAreas#3,#4and#7

1/12/12WASCLeadershipTeamMtg Sanchez/Carmicle ChapterThreeRevisions

1/14/12WASCLeadershipTeamMtg Sanchez/Carmicle Chapter4Revisions

1/31/12HomeGroup/SLCMtg SLCLeads SLCSpeciVicActionPlanforCriticalAreas#3,#4and#7

2/2/12WASCLeadershipTeamMeeting Sanchez/Carmicle ChapterThreeandFourRevisions;FocusGroupPlanning

2/14/12FocusGroupMtg FocusGroupFacilitators FeedbackforChaptersThreeandFour

2/16/12WASCLeadershipTeamMeeting Sanchez/Carmicle PrepforMockReview‐classroomvisitsandinterviews/ConVirmedon10/25/11

2/23/12MOCKReview Sanchez/Carmicle/Admin ClassroomVisitsandInterviews

3/8/12Period‐By‐PeriodWASCMtg Carmicle/Morales/Sanchez

Mockreviewfeedback;itineraryfortheWASCvisit;practicequestionsandprompts;modelclassroomreVlection

3/13/12WASCLeadershipTeamMeeting Sanchez/Carmicle WASCVisitPrep

3/25‐27 OFFICIALWASCVISIT


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IV. Schoolwide Action Plan Update

Goal I: Improve Literacy and Build Mathematical Skills.

Critical Need: Our data indicates that students are not meeting basic levels of mastery in English/Language Arts and Mathematics

Recommendation #1: It is strongly recommended that the focus of the curriculum and instruction programs at Hollywood High School be more focused on research-based models as opposed to its very broad scope in current existence.

Recommendation #5: The committee recommends that the school align site pacing guides and common assessments with District Periodic Assessments. The committee further recommends that Periodic Assessments be implemented across all core academic areas and include all teachers in those areas.

All small learning communities (SLCs) have made a concerted effort to achieve improved literacy and mathematical skills as evidenced by gains in California Standards Test (CST) scores for both English Language Arts (ELA) and math between 2009-10 and 2010-11. Both content areas have shown decreases in the number of students scoring at the Below Basic /Far Below Basic level for all courses tested except high school math. This improvement is attributed to a shared SLC focus of strengthening initial content instruction through the development of a model classroom profile. Although the model classroom profile varies in response to the needs of each SLC student body, all profiles share specific features such as the adherence to a standards-based curriculum. For ninth and tenth grade math and ELA teachers, the commitment to standard based instruction also includes the implementation of course-specific LAUSD instructional components. The effectiveness of these units of instruction is measured quarterly by district periodic assessments. Math and English teachers in each SLC are provided with the data derived from each assessment available through Corek12 so they may pinpoint areas of mastery and weakness.

At regular intervals, small learning communities use professional development time to analyze student data such as standardized test scores, attendance, and course marks. Using similar protocols that are refined within each SLC, teachers work in teams to identify students who are showing weak academic growth. Discussions focus on the students’ relative strengths and weaknesses across content areas as

MATHCALIFORNIASTANDARDSTESTS(CST)(201011) CHANGE IN PROF/ADV CHANGE IN BB/FBB

#Tested %ADV%PROF%BASIC%BB%FBB 200910201011Chg 200910201011Chg

AlgebraI 320 1.9%12.2%21.3%34.7%30.0% 11.3%14.1%2.8 67.8%64.7%‐3.1

Geometry 441 3.4%14.5%25.2%35.1%21.8% 22.4%17.9%‐4.5 57.6%56.9%‐0.7

AlgebraII 258 7.0%17.4%23.3%26.7%25.6% 17.4%24.4%7.0 64.7%52.3%‐12.4HSMath 130 11.5%19.2%22.3%30.8%16.2% 31.2%30.8%‐0.4 41.8%47.0%5.2

ELACALIFORNIASTANDARDSTESTS(CST)(201011)

CHANGEINPROF/ADV CHANGEINBB/FBB


ELAGr9 553 21.5%30.9%27.8%13.0%6.7% 55.3%52.4%‐2.9 20.9%19.7%‐1.2

ELAGr10 376 22.6%24.5%34.3%12.0%6.6% 45.0%47.1%2.1 21.5%18.6%‐2.9

ELAGr11 262 22.1%29.4%30.5%9.9%8.0% 56.2%51.5%‐4.7 21.9%17.9%‐4.0


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well as supports that may already be in place. Team members make specific suggestions for intervention such as individual conferencing, reseating of students, tutoring, and parent phone calls. Each member accepts an intervention role on behalf of the student being discussed, and a follow up is conducted at the end of the next marks reporting period to ensure that the support provided has been effective. In many cases students respond well to the direct intervention provided by these collaborative teams; however, when needed the SLC counselor, the SLC administrator, and schoolwide services such as Coordination of Services Team (COST), Student Success Team (STT) and Healthy Start serve as additional resources to support student achievement and well being.

California Standards Test (CST) data for English shows that roughly half of each grade level from ninth through eleventh are scoring at Proficient or Advanced levels with nearly a quarter of all students of each grade level scoring Advanced. At the opposite end of the spectrum, during the last three years, the number of students scoring at Far Below Basic has diminished to single digits at all three grade levels. Improvements in ninth and tenth grade can be linked to teacher follow up on district periodic assessments as well as the California High School Exit Exam (CAHSEE) Diagnostic assessment where, as in the case of our 10th grade Advancement Via Individual Determination (AVID) cohort, the teacher’s instructional response to data improved that group’s results of 42.6% at Far Below Basic by 15% as measured on a subsequent periodic assessment for the same standard. On a larger scale, the Title III Coach, the part-time English Learner Intervention Teacher and several ninth grade teachers working in an informal collaboration decided to create an instructional focus on developing their students’ understanding of connotation and denotation. At the end of the first instruction component, the periodic assessment results reflecting that skill, Reading 1.2, showed an improvement of 2.5% to achieve 56.3% as a schoolwide average. Encouraged, these teachers continued with the focus and increased the gain to 17.3% over the previous year for the same standard on the next periodic assessment. These examples represent demonstrations of instructional precision by teachers who study and respond to the achievement data of their students.

In math, CST data for this goal shows that our greatest success has been in moving our Algebra 2 students into Proficient/Advanced performance bands with a 7% improvement. Algebra 1 has also shown some gains in both the Advanced/Proficient bands as well as the Below Basic/Far Below Basic bands. Gains in both courses are the result of a collaborative agreement among Algebra I and II teachers to conscientiously adhere to the standard sets outlined in the district instructional guides. On several occasions, algebra and geometry teachers reviewed periodic assessment scores together in content teams to evaluate the effectiveness of instruction that supports and links key standards within each curriculum. In a more extended discussion the department acknowledged that review of algebra and geometry remains essential for students in higher level math classes whose skills in these areas are tested on the CST for High School Summative Math. Additionally, math achievement data of newly enrolled ninth graders is now carefully studied to provide optimal programing which potentially includes a math shadow class. Students selected to be in the shadow classes receive additional exposure to the algebra curriculum as well as individualized remediation in basic numeracy through our computer based ALEKS program. Due to the concern at the slow rate of growth in Algebra 1, geometry, and Algebra 2, the math faculty acknowledges that more professional development time by department is necessary to evaluate student achievement results and develop more cohesive instruction accordingly.


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The gains achieved on the 2010-2011 CST in the Social Studies Department eclipsed those of any other single course at Hollywood High School. World History achieved an increase of 14% of students moving into the Advanced and Proficient bands with a decrease of -10.2% of students in the Below Basic and Far Below Basic band. World History teachers with extensive knowledge of both content and standards-based instruction supported gains in literacy at Hollywood High School by providing content and instructional delivery that applied relevance to daily course work. Students were challenged to think critically and to continually make connections between the course content and their daily lives. For instance, in the New Media Academy, history and English Language Arts teachers are collaborating to extend the possibilities of critical thinking through the intermingling of literature and history in shared projects and assessments.

The CST scores for biology show just over 50% of all students tested at Advanced or Proficient performance bands. This is a 9% increase from the previous year. In addition, there was a small decrease (.5%) in the number of students scoring at Below Basic or Far Below Basic. Considered together, these results represent significant growth which is important because biology includes the largest group of students tested among all the sciences. Student scores in InterCoordinated Science (ICS) also improved with -12.8% fewer students scoring at below Basic and Far Below Basic, while at the same time 5.8% more students scored at the Advanced and Proficient levels. The improvement in ICS is particularly promising for the science department since it represents the greatest improvement for the department, and in this case includes a group of students who typically struggle in this subject.

The results for chemistry were less favorable with the majority of students scoring at either Basic (37.3%) or Below Basic and Far Below Basic (38.0%). Only 24.7% of students scored at Advanced and Proficient levels which was a decrease of -1.9% from the previous year. Of concern in chemistry is the slippage of 5.7% of students tested into the Below Basic and Far Below Basic bands. Similarly, in physics the number of students in the Advanced and Proficient bands fell by -9.0% while the number of students in the Below Basic and Far Below Basic bands grew by 7.2%. Based on the strength displayed in biology and ICS by freshmen and sophomores, the science department is working to develop improved levels of proficiency in chemistry and physics, and in addition, is working to encourage higher enrollment in upper level science courses at Hollywood High School.

HISTORYCALIFORNIASTANDARDSTESTS(CST)(201011) CHANGE IN PROF/ADV CHANGE IN BB/FBB


WorldHistory433 22.2%26.8%24.7%11.5%14.8% 35.0%49.0%14.0 36.5%26.3%‐10.2USHistory 262 19.5%29.8%29.0%11.5%10.3% 48.7%49.2%0.5 18.5%21.8%3.3

SCIENCECALIFORNIASTANDARDSTESTS(CST)(201011)

CHANGEINPROF/ADV CHANGEINBB/FBB


LifeScience 369 22.2%23.3%35.5%8.9%10.0% 41.8%45.5%3.7 23.7%18.9%‐4.8

Biology 494 25.9%24.9%27.7%10.7%10.7% 41.8%50.8%9.0 21.9%21.4%‐0.5

Chemistry 263 6.8%17.9%37.3%22.4%15.6% 26.6%24.7%‐1.9 32.3%38.0%5.7

Physics 58 12.1%34.5%39.7%5.2%8.6% 55.6%46.6%‐9.0 6.6%13.8%7.2

IntScience 248 1.6%11.7%44.8%23.0%19.0% 7.5%13.3%5.8 54.8%42.0%‐12.8


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The Foreign Language Department promoted literacy and helped students make connections between their first and second languages by providing transferable learning in sentence structure, syntax, idioms and cognates. In addition, foreign language class students were exposed to activities that require data analysis and interpreting charts and graphs. By completing projects requiring elaborate surveys and currency conversions, students improved their mathematical skills and discovered the importance of math in real life.

Goal 2: Close the achievement gap by 5% for all subgroups each successive year.

Critical Need: All subgroups (particularly English Learner and Special Education) need specialized intervention and individualized instruction in order to bridge the achievement gap.


Recommendation # 4: The committee recommends that the school continue to strengthen and refine the implementation of the Small Learning Community Initiative. This will enhance the personalization of the education experience for all students at Hollywood High School.

Figure 26: CSTELAPercentProVicientandAdvanced‐NumericallySigniVicantGroupsAMOs.YearandTarget Schoolwide AfricanAmerican Hispanic/Latino Socioeconomically

DisadvantagedEnglishLearners

200809Target44.5% 52.9 45.5 50.9 50.6 31.6200910Target55.6% 51.1 69.4 45.4 52.3 20.8201011Target66.7% 62.1 56.8 61.1 61.3 31.4GrowthOverThreeYears +9.2 +11.3 +10.2 +10.7 ‐0.2

Figure 27: CSTMathematicsPercentProVicientandAdvanced‐NumericallySigniVicantGroupsAMOsYearandTarget Schoolwide AfricanAmerican Hispanic/Latino Socioeconomically

DisadvantagedEnglishLearner

200809Target43.5% 54.70% 37.50% 51.70% 54.10% 40.70%200910Target54.8% 47.20% 38.90% 42.30% 46.90% 21.70%201011Target66.1% 54.30% 50.00% 53.60% 54.60% 31.30%GrowthOverThreeYears ‐0.4 +12.5 +1.9 +0.5 ‐9.4

The CST ELA proficiency target data (Figure 26) shows significant gains schoolwide and for most numerically significant subgroups in the last three years. The English learner subgroup has shown a slower growth in this area. As measured by No Child Left Behind (NCLB), English Language Arts (ELA) proficiency was achieved by all subgroups except African American students in 2008-2009; however, the following year, 2009-10, neither the school as a whole nor any of the subgroups met that year’s target of 55.6% except the African American subgroup which achieved 69.4%. The 2010-2011 target of 66.7% eluded all subgroups as well as the school as a whole with Hispanic and Socioeconomically Disadvantaged students achieving the highest proficiency at 61.1% and 61.3% respectively.

The CST Math Percent Proficient data shows (Figure 27) that Hollywood High School has not met its target since 2008-2009. In 2010-11 every significant group improved from the previous year. The African American subgroup is the only group that has consistently improved over the last two years. The school presently is approximately at the same level that it was in 2008-09. The trend is that all subgroups are improving as the target also rises. While the Hispanic and Socioeconomically Disadvantaged subgroups


30

have sustained limited growth, the critical need is the English Learner(EL) subgroup with the lowest percent above proficient.

In considering the performance of the African American subgroup on both the California Standards Test (CST) in English and in math, this group is now achieving double digit gains in both English and math, which is an improvement that surpasses any other subgroup and even the school as a whole. Since the majority of African American students belong to our Performing Arts Magnet, it is very likely that efforts in this small learning community (SLC) to support students’ academic and social learning have led to this improvement. Specifically, this SLC used advisory time to promote a ‘can do’ attitude along with California High School Exit Exam (CAHSEE) and CST prep in a series of interactive sessions provided by the math and Title III coaches along with the part-time English Learner Intervention teacher.

The gains over the last two year made by our students with disabilities mirror those made by our general population with the most significant improvement being the shift of almost 18% of special education students out of the CST Far Below Basic to higher levels of proficiency in English Language Arts (ELA). Several interventions have supported these improvements. They include administering literacy assessments to all students, including Special Education students, in the Social Justice/TCA Small Learning Community to help teachers identify students with reading difficulty. Special Education students with significant reading difficulty have been provided a double block of the “Language!” curriculum. Both Resource and Special Day Program teachers have made a concerted effort to maintain a high level of instructional rigor by continually reviewing curriculum and revising academic strategies to maximize student engagement. The use of a mobile computer lab has been very effective in supporting this subgroup in the classroom. For example, the virtual dissection program used by our Special Day Program Biology teacher enables students to reinforce their learning by allowing them to review their work after completing a lesson.

Students who qualify for special education services have demonstrated growth over the past three years. CST results for history between 2009 and 2011 show that almost nine percent of our special

Figure 28: Math CST for Students with Disabilities in the Last Two Years

2009-10 2010-11Change in 1

YearAdv 1.10% 1.20% +0.1Prof 3.40% 4.70% +1.3Basic 11.40% 10.50% -0.9BB 42% 48.80% +6.8FBB 42% 34.90% -7.1

Figure 29: Science CST for Students with Disabilities in the Last Two Years

2009-10 2010-11Change in 1

YearAdv 3.50% 3.80% -0.3Prof 7.10% 6.40% -0.7Basic 14.10% 29.50% +15.4BB 31.80% 28.20% -3.6FBB 43.50% 32.10% -11.4

Figure 30: ELA CST for Students with Disabilities in the Last Two Years

2009-10 2010-11Change in 1

YearAdv 3.40% 2% -1.4Prof 4.50% 12.20% +7.7Basic 23.60% 26.50% +2.9BB 29.20% 37.80% +8.6FBB 39.30% 21.40% -17.9

Figure 31: History CST for Students with Disabilities in the Last Two Years

2009-10 2010-11Change in 1

YearAdv 7.50% 6% -1.5Prof 7.50% 6% -1.5Basic 13.20% 22% +8.8BB 28.30% 24% -4.3FBB 43.40% 42% -1.4


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education students moved up to the Basic band on the CST from Below Basic and Far Below Basic bands. In math, seven percent of our students moved up from Far Below Basic to Below Basic. Significant gains were made in science as well where more than 15% of our students moved from Far Below Basic and Below Basic into the Basic performance band.

There have been many contributing elements to this success such as the effort by Special Day Program teachers to ensure that the modified curriculum taught in their program is reflective of core content standards and includes a high level of rigor. Vocabulary development and graphic organizers serve as key strategies to help students understand and retain course material. Special Day Program teachers have been very deliberate in providing an instructional emphasis on critical thinking that has helped students integrate historical, political, and conceptual learning.

The resource program and learning center often serve as a model for visiting schools throughout Los Angeles. The resource faculty has successfully implemented a collaborative model of instructional delivery with general education teachers through co-teaching and co-planning. The Learning Center provides an elective course that meets graduation requirements. This course provides special education students with time to work individually with resource teachers on targeted skill remediation, review of general education course work, and extended time for exams and assignments. The Learning Center is equipped with a laptop computer lab and wireless internet access that have been essential in assisting students with targeted skill instruction, homework completion, research skills and transition planning.

Currently in all small learning communities(SLC), Special Education teachers are providing a network of coverage to support successful student engagement so that as each SLC moves further into the Project- Based Learning initiative, the needs of special education students will be anticipated and addressed. On the whole, the Special Education department is working to ensure that all students who receive services benefit fully from the personalization provided in the various communities and academies at Hollywood High School.

Figure 32: Science CST for English Learners in the Last Two Years

2009-10 2010-11Change in 1

Year

Adv 0.0% 2.3% +2.3

Prof 6.01% 5.6% -0.41

Basic 14.21% 15.8% +1.59

BB 31.69% 31.6% -0.09

FBB 48.09% 44.6% -3.49

Figure 33: History CST for English Learners in the Last Two Years

2009-10 2010-11 Change in 1 Year

Adv 0.0% 0.8% +0.8

Prof 4.3% 6.7% +2.4

Basic 15.2% 16.7% +1.5

BB 27.2% 16.7% -10.5

FBB 53.3% 59.2% +5.9

Figure 34: ELA CST for English Learners in the Last Two Years

2009-10 2010-11 Change in 1 Year

Adv 0.0% 0.0% 0

Prof 3.3% 1.1% -2.2

Basic 16.7% 23.1% +6.4

BB 44.4% 38.2% -6.2

FBB 35.6% 37.6% +2

Figure 35: Math CST for English Learners in the Last Two Years

2009-10 2010-11 Change in 1 Year

Adv 0.0% 0.5% +0.5

Prof 4.0% 3.3% -0.7

Basic 10.3% 12.6% +2.3

BB 41.1% 46.7% +5.6

FBB 44.6% 36.8% -7.8


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CST data shows that of all the significant sub groups, English Learners (ELs) have experienced the greatest difficulty during the reorganization of Hollywood High into small learning communities. While there has been some movement out of Below Basic and Far Below Basic especially in math and science, English learners continue to backslide from Basic and too few have been able to reach and maintain Proficient or Advanced status. In trying to identify the major concerns of this subgroup, several important factors emerge. First, according to No Child Left Behind (NCLB) guidelines, this group includes a wide range of students including newcomers to the United States, as well as long term English learners or LTELs who were born in the United States and have attended public schools for nine to twelve years without achieving English language proficiency. Additionally, the EL subgroup also includes Re-designated Fluent English Proficient (RFEPs) who are students who have achieved English language proficiency according to the state California English Language Development Test (CELDT) criteria but remain classified as English Learners for two additional years thereafter while they are expected to gain Proficient status or above on the California Standards Test (CST). The challenge posed by the diversity of language and content need within this subgroup is further complicated by the sheer number of students who fall within its parameters. With all the qualifying factors considered this subgroup includes 590 students or over one-third of our student body.

The plan to address the achievement gap experienced by our English Learners involves a multilevel response which includes active support within the classroom by teachers as well as strategically placed teacher assistants. Hollywood High School in conjunction with LAUSD, is also participating in an extensive professional development initiative that includes all teachers and a majority of our paraprofessionals. Anchored by three schoolwide professional development sessions over the course of the 2010-11 school year, teachers examined schoolwide data and learned the components of Specially Designed Academic Instruction in English (SDAIE) in support of our ELs. The small learning communities extended this focus by examining the levels of proficiency and need within their individual EL populations. Each SLC further engaged in discussion to identify optimal learning strategies such as the use of graphic organizers with reciprocal teaching and scaffolded instruction using summarization and Cornell note taking. In early October 2011, schoolwide professional development helped teachers review the previous year’s PD and build an understanding of the demands of the California English Language development Test (CELDT). Teachers took additional strategies and practice materials back to their SLCs where they planned and provided practice for students in preparation for the CELDT test. In December 2011, teachers met again to evaluate their students’ current academic performance by checking for growth from the previous year’s CST. In targeted small group professional development, teachers learned how to navigate the district database, MyData, to find areas of potential academic shortfall for EL students. Similar follow up meetings to guide instruction and CST prep are planned to take place during the spring semester in 2012.

During the past three years, there has been a strong schoolwide effort to support the development of academic vocabulary which is widely supported by the SLCs during advisory period. As a result of the combination of schoolwide and SLC efforts to support language development and learning among our EL students, teachers are beginning to integrate more opportunities for student interaction during class with the intention of not only strengthening language acquisition but providing a more secure platform for our ELs to access the Hollywood High ESLRs of critical thinking and effective communication. Limited class sizes of no more than twenty-seven students in core content classes are funded through a Quality Education Investment Act (QEIA) grant; that funding is helping to facilitate this shift in instruction. The introduction of Project-Based Learning offers an additional individualized opportunity for EL students to develop and practice listening, speaking, reading and writing skills with their grade level counterparts and teachers using content based material. Students traveling together in interdisciplinary cohorts in Advancement Via Individual Determination (AVID), New Media Academy, and the Culinary Arts Academy tenth grade have ample opportunities to apply shared vocabulary and concepts in different classes.


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Intervention remains an important element in the response plan for the EL subgroup. On a schoolwide scale, teachers meet to score and analyze results of the CAHSEE Diagnostic assessment for ninth and tenth grade math and English. Student essays written for the ELA periodic assessments are also calibrated and scored collaboratively. These activities give teachers an understanding of the levels of proficiency schoolwide and by grade level. When good first teaching in the classroom falls short of meeting the needs of EL students, teachers in all SLCs have specific support services available. Hollywood High School funds an English Learner Lab with a part-time EL intervention teacher to work with students individually on classroom assignments in a manner similar to the Learning Lab for Resource students. In the English Learner Lab, students receive essential support for language intensive assignments such as the senior project. The Math Lab is the home of shadow classes for students, including ELs, who struggle in math. Along with academic intervention from an expert teacher, math shadow class students have the support of a teacher assistant who is specifically assigned to the lab to meet the language needs of ELs. The Title III Access to Core coach funded by LAUSD is also available on site to work with teachers and in classrooms with EL students.

Goal 3: Provide targeted professional development based on the instructional needs of students as identified by relevant data.

Critical Need: Though varied and prolific, professional development opportunities need to be more focused, research-based, and data-based. Instructional strategies also need to be implemented on a schoolwide basis.

Recommendation #1: It is strongly recommended that the focus of the curriculum and instruction programs at Hollywood High School be more focused on research-based models as opposed to its very broad scope in current existence. Recommendation #2: It is strongly recommended that the school expand the implementation of Learning Teams in order to achieve schoolwide use of research-based instructional strategies for all students and to use student achievement data to inform practice and modify instructions. Recommendation #3: It is strongly recommended that the school utilize a schoolwide assessment system to track student achievement and to use the assessment data to inform instructional practice and to modify those practices where the data indicate those changes should be made. A process for assessing student work that includes calibration to ensure rigor and relevance in all classes should be addressed in each SLC. Recommendation #6: The committee recommends that the school develop a monitoring and follow-up procedure to ensure that the many and varied professional development activities are effective. Recommendation #7: The committee recommends that the school develop curriculum for its new advisory class and implement the curriculum consistently schoolwide.

During the evolution of small learning communities at Hollywood High School in the last three years, professional development has been strategically aligned to the focus of each small learning community (SLC) and has been guided by the instructional and social emotional needs of the students within each community. Professional development activities in the small learning communities focus on good first teaching and clear expectations for learning by offering teachers personalized strategies to check for student understanding. In addition, teachers have received instructional tools to access multiple levels of inquiry which include Specially Designed Academic Instruction in English (SDAIE) support and ongoing assessment through reciprocal teaching. The goal of professional development has been to assist in developing and refining instruction at continually higher levels in order to ensure that our students have expanding access to critical thinking and effective communication, our expected schoolwide learning results.

Three years ago in the initial stage of small learning communities (SLC) development, SLC teachers created a personalized approach to instruction by considering student achievement data through a thematic lens. Parallel to the development of curriculum that aligned to student interest in each SLC, teachers planned and implemented lesson study units based on state standard driven curriculum that focused on identified areas of instructional need. Learning teams, organized by department and grade level, allowed teachers to maximize and share their content knowledge and at the same time identified


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the most effective instructional strategies for students in their particular small learning community. From the knowledge base shared through learning teams, each small learning community worked to develop anindividualized set of best practices that would be embodied into a model classroom profile appropriate to meet the needs of each SLC student body. Since the learning teams shared instructional strategies schoolwide, the best practices selected by each SLC shared common features; however, the personalization aspect of each community remained in place.

In the summer before the 2010-11 school year, Hollywood HS presented a five-day professional development institute funded by the Quality Education Investment Act (QEIA). The purpose of the institute was to deepen the knowledge base of teachers in the components of Response to Instruction and Intervention (RTI2), a research-based instructional framework adopted by LAUSD. Features of each tier of instruction from Tier 1 Good First Teaching to Tier2 Intervention and Tier 3 Intensive Intervention were outlined and expanded. Teachers learned how our Advancement Via Individual Determination (AVID) program refines inquiry-based instruction and how Gifted and Talented Education (GATE) teachers use Bloom’s Taxonomy to develop levels of questioning as part of good first teaching. Additionally, teachers learned how math and English shadow classes in conjunction with grade level content courses support struggling students as part of our Tier 2 intervention program. They also learned how schoolwide support systems such as the Learning Center for Special Education and the English Learning Lab function as Tier 2 services within our SLC framework. Teachers were also reminded of other support systems such as Coordination of Services Team (COST), Student Success Team (SST), Language Appraisal Team (LAT) and the district sponsored schoolwide behavior support program that serve as features of Tier 3 Intensive Intervention. The institute served the double purpose of refreshing and deepening teachers’ knowledge of research-based pedagogy while creating an opportunity for the faculty to renew their understanding of the school’s mission and vision. In all, the institute successfully launched a school year that would yield an impressive thirty-eight point Academic Performance Index gain.

During the school year following the summer institute, the small learning communities devoted professional development time to build on the personalization work of the previous year. In addition, Hollywood focused schoolwide professional development on improving access to instruction for our largest sub group, EL Learners. Teachers were introduced to language objectives and language functions as a means of improving the quality of student interaction in the classroom. This particular feature of instruction was identified as a critical need not only for EL students but for all students at Hollywood in preparation for the rollout of a new district initiative, Project-Based Learning.

During 2010-11, Project-Based Learning (PBL) began as a small cohort of seven teachers in the New Media Academy who received continuous training and support throughout the school year from the Small School Center of Los Angeles. In the spring of 2011 the entire faculty was introduced to this highly interactive method of instruction through project presentations from the New Media Academy students. Interdisciplinary learning was also featured in this professional development session as teachers saw how twelfth grade English and history teachers aligned their curricula to create cohesive lesson plans. The professional development presentation gave the faculty the opportunity to ask questions about Project- Based Learning and get direct feedback from participating New Media Academy students and teachers. Before the start of the 2011-12 school year, a cohort of thirty teachers was trained in Project-Based Learning protocols. Additional preparation for Project-Based Learning took place in department meetings in the spring of 2011 as teachers looked at differentiated instruction by content area.

In addition to serving as a forum to discuss instruction based on content standards, department meetings have been an important venue for data analysis of student achievement by content area in the


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last three years. Core content departments meet to look at CST results at the beginning of the year in order to identify key areas for instructional focus. Later, departments check for growth in periodic assessment results. Math and ELA teachers also derive information from the ninth and tenth grade CAHSEE Diagnostic assessments which is used to develop multiple layers of intervention. ELA teachers meet by grade level to calibrate and score the essay portions of periodic assessments and the ELA CAHSEE Diagnostic for ninth and tenth grade. During these meetings teachers develop key understandings about the academic needs of their students that drive instruction and add focus to CST prep.

Through schoolwide professional development, all teachers at Hollywood High are steadily gaining proficiency in data driven decision making, and as a school we are learning that we need to sharpen our skills in data development. During a period-by-period MyData session in December, we discovered that in order to pinpoint successful practices more effectively to meet the diverse needs of our EL students, we must learn how to disaggregate student achievement data with greater precision. This organic growth in data analysis is a result of continued practice that we believe will yield continued API growth and add focus to project planning for success in twenty-first century skills among our students.

Table 2. Hollywood High School Professional Development Overview 2009-2012

2009-10 2010-11 2011-12

SLC Meetings:*Operational and Instructional SLC Topics: Senior Projects, Student Needs, Interdisciplinary Collaboration, other concerns*Data AnalysisClass RostersCST 2009 BaselineStudent Focus List

SLC Meetings:* Model Classroom* Senior Project Support* Sharing Best Practices* *Interdisciplinary Collaboration* *Designing Intervention for Students with Ds and Fs

at every marking period ( personalization)* *Data Analysis: Class Rosters, CST Data Analysis

2010 Baseline, Adopt a Student Protocol

SLC Meetings:*Project-Based Learning: Introduction*Senior Projects*Interdisciplinary Collaboration*Model Classroom*Designing Intervention for Students with Ds and Fs at every marking period (personalization)*Data Analysis: Class Rosters, CST Data Analysis 2010 Baseline, Adopt a Student Protocol*Embedded Response to Intervention 2 :Multi-tiered framework of service and support; Data-Based Decision Making; Problem-Solving Process; Using data to drive standards-based instruction

ILT Meetings:Learning Teams by CourseLT Step 1: Identifying a Common Student Need.LT Step 2: Formulate an Objective for Each Need and Identify Student Work to be Analyzed.LT Step 3: Identify and adopt an instructional focus to address each need.LT Step 4: Plan and complete the necessary preparation to try the instructional focus in the classroom or school setting.Step 5: Delivery InstructionStep 6: Analyze DataStep 6: Re-assessTwo cycles were completed by some teams.

HHS Summer Institute on 8/30, 8/31, 9/1, 9/2, 9/7WASC Overview: school vision and mission Response to Intervention RTI 2Tier 1: First Good Teaching ( schoolwide strategies from AVID and ELA, technology sessions, schoolwide and SLC data analysis), Tier 2 Intervention Overview (EL Lab, Learning Center, shadow classes), Tier 3 (COST, SST, special education services, schoolwide positive behavior support)SLC Planning: model classroom schoolwide strategies, SLC data analysis, instructional focus

Project-Based Learning Summer Institute 8/29-8/31A cohort of 30 teachers were trained by the Buck Institute during the summer. They developed one project for the first semester and are expected to develop a second project before the end of the school year. PD Day on 9/1 SLC teams had the opportunity to plan how to introduce PBL in their SLCs, learned more about 21st Century Skills, interdisciplinary collaboration/PBL through the New Media Academy.Another cohort of 35 teachers will be trained on PBL by the end of the second semester.Seven New Media Academy teachers have received continuous training by the Small School Center of LA on PBL in last year.


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2009-10 2010-11 2011-12

English Learner Focus

* Three SDAIE sessions were facilitated by our Title III Coach ( language functions and objectives; SDAIE components, SDAIE lesson planning)

* PD Day on 4/1/11: differentiated instruction by content areas, PBL Introduction by New Media Academy, and two technology sessions.

* PD Day on 6/11/11: Achievement Measures for ELs ( Reclassification Criteria, CELDT Overview, Other Achievement Data), WASC Recommendations- Where are we now?

English Learner Focus

Period-By-Period PD on 10/10/11: Interpreting EL Monitoring Rosters, Implications for Instructional Support, Re-designated Fluent English Proficient Students at HHS- What academic support do they need? Other strategies to support students in PBL?

Period-By Period PD On 12/8/11:MyData application CST Prep- Identifying ELs and RFEPs who need support by looking at the last two years of CSTs scores in every content area.

Department MeetingEnglish Learner Periodic assessments and CST data

Single Plan for Student Achievement Update to improve EL performance achievement in math and

ELA

CST Prep: Identify schoolwide areas of concerns in which students are having problems.

Department MeetingsDepartments analyze achievement data by synthesizing implications, interpretations, trends, patterns, and critical academic needs to update the school profile.

Reflection on the HHS Action Plan goals, citing accomplishments and evidence

CST Prep: Identify schoolwide areas of concerns in

which students are having problems.

Single Plan for Student Achievement Update to

improve EL performance achievement in math and ELA

Goal 4: Increase parent involvement and increase communication among all stakeholders.

Critical Need: More parental involvement is needed at HHS. Also, all stakeholders need to be informed of involvement opportunities and be included in the governance activities of the school.

Recommendation #8: The committee recommends that the school continue to strengthen outreach efforts to parents of all students.

School-Based Management (SBM), the English Learner Advisory Committee (ELAC), the Compensatory Education Advisory Committee (CEAC), and the School Site Council (SSC) are proactive vehicles for parents to express themselves in both schoolwide budget and calendar event decisions. The school has improved its parent attendance at meetings from twenty parents to forty parents, a 100% increase; parent participation has also increased in the last three years for Back-To-School Night, Predominantly Hispanic, Black, Asian, and Other (PHBAO) Parent Conference Nights and the school’s Open House events, all of which are district-mandated parent involvement activities (Figure 35). The small learning communities present their respective curriculum focus areas during Back-To-School Night at the beginning of each school year, where teachers introduce themselves and present instructional and behavioral expectations and evidence of student work. Parents of our special education students are highly involved in decision-making opportunities through the Individual Educational Plan process. Our Parent Center is a resource not just for parents to communicate with teachers, but to receive translation and interpretation of marks students receive in their courses as well as behavioral concerns.

Figure 36: Attendance at Parent EventsParent Event 2010-11 2011-12

Back-to School Night in October

PHBAO in the Fall

PHBAO in the Spring

349 797

1105 1003

853 TBD


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The School Report Card is mailed to all parents of Hollywood High School students, and informs them of important data about attendance data, graduation rate, behavioral and safety data and the school’s Academic Performance Index (API) and Adequate Yearly Progress (AYP) scores. The school principal Mr. Morales reviews the results and the implication of those results with faculty, parents and other stakeholders in October of every year. Parents also receive a packet at the beginning of the year that contains contact information for the school, emergency cards for our students to complete, a School Wide Positive Behavior Plan (SWPBS), and other such documents that are important to their understanding of how the school effectively communicates with parents, including flyers that are distributed in student advisory classes announcing school events and invitations to school programs.

Monthly newsletters about test preparation, health issues, mechanisms students use to cope with peers, and other such important topics for parents are published by the Title One/English Learner office and are available both in electronic and print formats in English and Spanish. Our parents received certificates for completing coursework in computer workshops offered Saturdays in the 2009-2010 school year and then during six Thursday mornings during the following year. Other such parent workshops offered included our first Parent Summit, held last spring. The goal of that successful summit was to increase parent involvement by involving various stakeholders who presented at the summit, including community partners, teachers and service providers of our school, and college representatives who focused on increasing awareness about the college application process. Our Parent-Teacher-Student Association (PTSA) is entering its second year and growing steadily, offering stakeholders an additional opportunity to participate and influence school matters.

Teachers may place phone calls or write e-mails directly to parents and that improves parent-teacher communication since homework and student behavior issues can be addressed. The Connect Ed phone calls made to parents is another consistent method of communicating concerns that affect students. The school website, hollywoodhighschool.net features an online master calendar and other news and announcements that promote school events; many teachers also write their own blogs so students may access assignments and class requirements, such as syllabi, class rules, and school protocol. Teachers communicate to parents that all class information is posted on the blog. School Loop is a new web site that will supplant our present Blackboard site and is scheduled to be operational in the 2012-2013 school year.

There are various other events planned for parents that facilitate their understanding and contribution to student success goals at Hollywood High School. Our School for Advanced Studies (SAS) programs, featuring students who are gifted and talented, meets once in the fall and once in the spring semester. At that meeting, our gifted coordinator reviews the program’s budget, instructional goals, and program objectives. Our college counselor speaks to parents about the college application process, and to that end, two college information nights for parents and students are planned during the 2011-2012 school year; one night addresses juniors and seniors, the other freshmen and sophomores to promote a college-readiness culture for our students. There is also an informational meeting in the spring to promote awareness of our Advanced Placement program and an NCAA Scholarship for student athletes. Each year in August, new students participate in “Sheik Camp,” an orientation designed to acquaint incoming new students and their parents to school protocol and academic and behavioral expectations. Parents and students may purchase PE clothing, obtain locker assignments, tour the campus, sign up for clubs and school activities in addition to learning about school policies. Our attendance for the incoming student orientation has increased in the last three years, including over 400 parents and students who attended the latest meeting. A Hollywood High School Prospective Student Open House is held each May and flyers inviting parents and students in the local community are mailed to prospective enrollees.


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There have also been program-specific events that are highly attended by parents in valuable venues such as:

The Performing Arts Magnet (PAM) has conducted social events such as the fall 2011 “Meet ‘n Greet” where food was served to parents and the Magnet vocal group “H2O” performed, allowing an opportunity for parents, teachers and students to mingle and raise awareness of upcoming events and relevant issues. The PAM has also produced and posted online a high-quality student created video of recent dance, dramatic, and musical performances. The evidence is on the Hollywood High web site (hollywoodhighschool.net). The video is also shown at the Open House each fall to attract new students and for parents to enroll their students for the following fall. The Performing Arts Magnet has also conducted at-risk outreach called PAM Intervention in Spring of 2011 to help students at risk.

The New Media Academy (NMA) held its first NMA Awards Ceremony to celebrate the accomplishment and progress of the students in this program. Parents, teachers and students participated in this event in June 2011.

The Hollywood HS Advancement Via Individual Determination (AVID) Program receives continued support from our students’ parents through their involvement in our annual and monthly events. Our parents serve as chaperones on our fieldtrips to local colleges and universities, and the annual Knott's Berry Farm and Magic Mountain events. Furthermore, we have strong participation in our annual AVID Awards Ceremony where our students are acknowledged for their academic and athletic accomplishments, and our parents are acknowledged for their contributions as chaperones and for their donations and participation in our AVID Club's food sales. Finally, AVID has partnered with Community Business and conducts a monthly fundraiser at Shakey's Pizza where our parents and family members attend. At these events we conduct mini-workshops to train our parents in AVID academic strategies and raise funds to support our AVID activities and Senior Scholarship.

WASC Recommendations from 2009

Hollywood High School is still working on fully implementing all of the recommendations of the WASC 2009 committee. However, important strides have been made as indicated below.

1. It is strongly recommended that the focus of the curriculum and instruction programs atHollywood High School need to be more focused on research-based models as opposed to its very broad scope in current existence.

In 2009 teachers were introduced to planning and implementing effective lessons through Learning Teams, a seven step protocol adopted by LAUSD and facilitated at multiple levels by Pearson Education. Working in grade level content specific teams, teachers completed two cycles of the protocol as follows: After choosing a common student need and identifying a learning objective, teachers plan and deliver a co-constructed lesson or set of lessons. Afterwards they analyze evidence of student learning to determine whether their objectives have been met. Based on the decision of the group, the lesson is either revised and retaught, or a new student need is selected and the cycle begins again.

Concurrent with Learning Team professional development in 2009, teachers at Hollywood High were introduced to data-driven decision making through the district data base, MyData. Professional Development sessions utilizing this data base are focused on researching the academic issues of at-risk


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students within the small learning communities to ensure that these students’ specific needs were addressed in preparation for the California Standards Test. This data-driven focus is currently in its third year with teachers demonstrating growing sophistication in using data. At the same time the district data base is also improving, making student information more easily accessible.

In a different data format, core content area teachers have formative assessment data available on the district Corek12 website. Professional development supporting the analysis of the data generated by these assessments was offered during the summer institute prior to the 2010-11 school year. Periodic assessments are given quarterly in math, science, English and World History and are designed to illuminate the strengths and weaknesses of student achievement at various levels. Analysis for periodic assessments and the California High School Exit Exam (CAHSEE) diagnostic assessment for English is used by some teachers in partnership with the Access to Core Coach to develop remediation in the classroom. The math department currently uses the ALEKS math program to provide personalized intervention for students enrolled in shadow classes.

All faculty have participated in professional development to learn about how to select appropriate Specially Designed Academic Instruction in English (SDAIE) strategies to meet the diverse needs of our English Learners. Successful practices such as reciprocal teaching, and methods of checking for understanding have been presented in schoolwide professional development. Hollywood High uses the district adopted High Point curriculum for our ESL students. Teachers using High Point attend a five-day intensive training session presented by LAUSD.

Hollywood High School is one of six schools in Local District 4 participating in the Linked Learning partnership to implement Project-Based Learning and interdisciplinary planning. This initiative also focuses on connecting student academic experiences with career/community development pathways. With the goal of combining relevance and rigor through theme-based academies, Linked Learning uses Project-Based Learning as a means of offering authentic assessment across the curriculum. This methodology also encourages students and teachers to collaborate on models that will demonstrate performance outcomes, such as critical thinking and effective communication, which represent Hollywood High’s Expected Schoolwide Learning Results. Project-Based Learning training occurred in the summer of 2011, and included a follow-up meeting. During the 2011-12 school year, all small learning communities are beginning to implement Project-Based Learning. The Project-Based Learning initiative is currently fully implemented in the New Media Academy Small Learning Community.

2. It is strongly recommended that the school expand the implementation of Learning Teams in order to achieve school wide use of research-based instructional strategies for all students and to use student achievement data to inform practice and modify instruction.

In 2009 teachers were introduced to Learning Teams and course-specific teams completed two cycles of this protocol which focused on data driven instruction in a cycle of development, delivery, and reflection. All teachers participated in the Learning Teams initiative in grade and content alike teams with the result that some teachers integrated the practice into their own teaching models. However, Learning Teams were discontinued as a professional development focus when budget restrictions made continued participation impossible. A new initiative, Project-Based Learning, was introduced in all Local District 4 high schools as a way to provide students with rigorous and relevant experiences to demonstrate learning. PBL is a natural evolutionary step from Learning Teams, since the teacher collaboration has moved from content-specific to an interdisciplinary approach during SLC professional development time. In 2011-12, all small learning communities are building common instructional practices using Project-Based Learning as a vehicle. This methodology facilitates student research and merges curriculum with actual experience.


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3. It is strongly recommended that the school utilize a schoolwide assessment system to track student achievement and to use the assessment data to inform instructional practice and to modify those practices where the data indicate those changes should be made. A process for assessing student work that includes calibration to ensure rigor and relevance in all classes should be addressed in each SLC.

In 2009-10, core content areas analyzed periodic assessment data by department. Since then scoring of the student writing portions of the English Language Arts (ELA) periodic assessments and the ELA CAHSEE Diagnostic is done collaboratively in grade alike teacher groups to ensure calibration of writing scores matched to rubrics created to assess student work. All core content teachers may access their own periodic assessment scores individually from the Corek12 website. This website and the MyData district website provides teachers with specific achievement data that can be used for lesson planning as well as classroom intervention. The Access to Core Coach distributes English periodic assessment class scores with analysis that highlight instructional opportunities for all participating ELA teachers. The administrator in charge of intervention facilitates follow up teacher meetings for the CAHSEE Diagnostic for both English and math where detailed analysis provided instructional focus to promote improvement on the census CAHSEE. Responses drawn from meeting evaluations suggest that teachers value the opportunity to look closely at student assessment results, and would like to have the continued support of this activity on a consistent basis.

In the last three years, all staff members collaborated in the judging and scoring of senior projects in their respective small learning communities. Every twelfth grade student at Hollywood High School is expected to complete and present a comprehensive research project which aims to prepare them for college level competency. This school wide qualitative assessment complements the statistical analysis done for the California Standards Tests and CAHSEE by providing our faculty with additional information to guide instruction. We anticipate that Project-Based Learning will supplement our qualitative knowledge base at all grade levels.

All small learning communities have created action plans for this critical area in order to formalize protocols and opportunities to look at student work and data to ensure rigor and relevance during SLC professional development time. (See Attachment B)

4.The committee recommends that the school continue to strengthen and refine the implementation of the Small Learning Community Initiative. This will enhance the personalization of the education experience for all students at Hollywood High School.

The decline in local enrollment since 2009 has necessitated reconfiguring two of our SLC’s, while the number of students participating in programs requiring permits has increased. These changes have required adjustments in some of our programs. For example, the AVID program, once a part of the Media and Technology SLC, is now a part of the Teaching Career Academy. The Media and Technology (MET) and Health Nutrition Arts and Sciences (HNAS) students are now part of the New Media/Culinary Arts SLC.This restructuring offers a higher level of personalization and consistency for collaboration. Since we are at the beginning stages of this process, pure teaching lines, student cohorts and common conference periods are yet to be fully implemented. The New Media Academy, with nine teachers, serves as a model of a fully developed small learning community academy featuring student cohorts, student rosters that are pure to the small learning community and common teacher conference periods. The full implementation of the SLC model within this academy benefits both teachers and students by the cohesiveness of personalization; however, elements of personalization such as the monitoring of student achievement and well being exists in every SLC where continual collaboration between teachers and counselors facilitates the resolution of academic and behavioral issues for all students at Hollywood High.


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Since this critical area continues to be a work in progress and every SLC has diverse needs, every small learning community has developed an action plan to direct its respective refinement at this point (See Appendix B).

5.The committee recommends that the school align site pacing guides and common assessments with District Periodic Assessments. The committee further recommends that Periodic Assessments be implemented across all core content areas and include all teachers in those areas.

Since 2009 participation in administering periodic assessments has improved in all core content areas to the extent that in English Language Arts, for example, the participation rate is equal to the CST. Currently most content teachers are aware of the expectations of the district pacing guides, and most teachers understand how the guides, the assessments, and the CST all correlate. Some teachers, however, still struggle to maximize learning results while managing the intensive demands of covering the content of the required curriculum. By having the opportunity to collaboratively discuss the outcomes of their instruction, as evidenced by periodic assessments results, teachers learn more effective ways to manage the pacing of their curriculum. Therefore, when given the opportunity, content teachers have found it beneficial to meet and discuss how they can most effectively manage their curriculum in order to nurture the highest levels of achievement for their students. These conversations, conducted at the content level, have the effect of ‘cross-pollinating’ the SLC’s with content specific best practices. This activity also ensures greater equity in access for all students as the highest levels of professional experience among our faculty are shared throughout the school.

6.The committee recommends that the school develop a monitoring and follow-up procedure to ensure that the many and varied professional development activities are effective.

All professional stakeholders at Hollywood High School participate in monitoring the effectiveness of professional development activities through a growing understanding of data driven decision making. As such, the outcome of each professional development activity, either at the SLC level or school wide, informs the next by creating a cohesive link in our professional learning.

Sparked by the underperformance of a major subgroup, Hollywood embarked on a school wide initiative to address the issues of EL Learners on our campus. During the last two years, teachers working in varied grouping formats explored EL data and achievement criteria using school wide, SLC, and content specific lenses. In combination with the EL initiative, teachers used professional development time in each SLC to evaluate the performance potential of at-risk students. Through professional development meetings that provided targeted data inquiry, teachers in all SLC’s ‘adopted’ at-risk students, including EL’s, and committed to focus in-class intervention to provide academic recovery for these students. In SLC professional development, teachers collaborated with counselors as they reviewed attendance data and strategized intervention measures. Each SLC devoted time to developing advisory period curriculum aimed at improving their students Twenty-First Century skills and providing access to college and community. All of these professional development efforts focus on increasing student achievement and all rely on a continuum of data analysis to check for student progress which was used as the measure of success.

On another level, Hollywood High School administration is overseeing the development of Local District 4 initiatives by organizing training through the Buck Institute and monitoring the development of projects during SLC professional development time. The schoolwide Project-Based Learning initiative mirrors the New Media Academy pilot that has been guided by a Small School/Linked Learning coach provided by the district.


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The InterCoordinated Council, composed of department chairs, SLC lead teachers, Access to Core Coach, coordinators and school administration, meets to analyze data and discuss the effectiveness of past schoolwide professional development meetings in order to make improvements for future professional development. Agendas from these meetings along with evaluations from all professional development activities are compiled and maintained as reference.

To measure the effectiveness of professional development on an individual level, administrators conduct classroom observations and create documentation in the form of feedback and evaluation to support the growth of individual members of the faculty.

7. The committee recommends that the school develop curriculum for its new advisory class and implement the curriculum consistently school wide.

Advisory is used as a forum to increase communication among all students. It is a venue to disseminate information such as leadership activities, attendance, report cards, assemblies, behavioral expectations, and other important information. In the last three years CST test prep has been conducted during the advisory period. During that period the Performing Arts Magnet planned and implemented extended test prep which showed particularly successful CST results among its African American sub group. This year the Magnet is planning to add peer tutoring for algebra and geometry with capable upper level math students supporting their ninth and tenth grade counterparts under the supervision of the Magnet math faculty and advisory teachers. The School for Advanced Studies has also invested extensive planning time in developing advisory curriculum. Through it, students are given an opportunity to develop skills in areas such as test taking, time management, public speaking, college culture and basic manners. School for Advanced Studies has also used the peer tutoring model as a means of encouraging upper grade level and lower grade level students to develop friendships and share interests and goals. All SLC’s have developed advisory curriculum that has common features school wide, yet each SLC curriculum features personalization specific to the needs and interests of the students within that SLC. Although there are strong examples in each SLC, consistent schoolwide implementation is still in the developing stages. Therefore, every small learning community has developed an action plan to address this critical area (See Appendix B).

8. The committee recommends that the school continue to strengthen outreach efforts to parents of all students.

Hollywood High uses a variety of strategies to involve parents/guardians and community in the teaching and learning process for the students. With the availability of technology and the media the school has a good rapport with parents, community and other stakeholders. Parents were involved in the most recent parent survey to determine the date and time for all meetings and conferences held at this school.

School Attendance. The school uses Blackboard Connect-ED which allows immediate communication with student, families and community. Hollywood High uses this system to customize messages for events, reminders, activities, and or emergency notifications. Teachers use this system to send preprogrammed messages allowing for more frequent communications and updates. Attendance calls are made for all students twice a day to alert the parents/ guardians of unexcused tardies and absences.

Hollywood High School is in the process of converting ED Net into the internet-based communication system called School Loop which allows parents to register as active partners in the teaching/learning processes, where they can receive accurate and immediate up-to-date information on counseling, mark reporting, calendars and academic information.


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Direct Parent Communication. Parents are encouraged to attend: Open House, Predominantly Hispanic, Black, Asian, and Others (PHBAO) Night, Back-To-School activities, Small Learning Community Meetings, and Grade Level Conferences. Back-To-School activities are conducted during school hours where parents have the opportunity to meet their child’s teacher and observe student participation, pacing of the lesson, and activities that encourage diverse learning.

Coffee with the principal allows parents to discuss concerns about academic performances of their child in a non-threatening environment where the focus on school culture can be discussed with all suggestions embraced and considered.


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Hollywood High School—Schoolwide Action Plan APPENDIX A

1

HOLLYWOOD HIGH SCHOOL ACTION PLAN 2009-2010

Rationale—Critical Need: Our data indicate that students are not meeting basic levels of mastery in English/Language Arts and mathematics.

ESLRs Addressed: Effective Communicators & Critical Thinkers

TASKS

RESPONSIBLE PERSON(S) INVOLVED

RESOURCES MEANS TO ASSESS

IMPROVEMENT TIMELINE MONITORING

Implement schoolwide Learning Teams.

Administrators SLC Lead Teachers Department Chairs Literacy Coach Math Coach Teachers

District Title I QEIA English Learner Program

CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Common Assessments Degrees of Reading Power (DRP) Learning Team Demonstration Lessons

2009-ongoing

Administrators Data Team Instructional Coordinated Council (ICC)

Modify and/or develop pacing plans for all core content areas based on district curriculum.


Title I QEIA English Learner Program

Completed Pacing Plans

2009-2010


Implementation of pacing plans for all core content areas.



CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Common Assessments Degrees of Reading Power (DRP)

2009-ongoing


Goal 1 (Area of Improvement): Improve literacy and build mathematical skills.


2

HOLLYWOOD HIGH SCHOOL ACTION PLAN

Rationale—Critical Need: All subgroups (particularly English Learner and Special Education) need specialized intervention and individualized instruction in order to bridge the achievement gap.


TASKS




Identify students who are in need of intervention.



CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Common Assessments Degrees of Reading Power (DRP) Grade-Level Promotion

2009-ongoing


Provide additional instructional support for students in need of intervention—English Learner Lab, Writing Lab, Math Lab, Learning Center, and Read 180.

Administrators Intervention Specialist Intervention Teachers Literacy Coach Math Coach



2009-ongoing


Implement shadow classes with differentiated curriculum and instruction for 9th grade math and English classes.




2009-ongoing


Implement co-teaching and collaboration practices for teachers of Special Education students.

Administrators SLC Lead Teachers Department Chairs Literacy Coach Math Coach Bridge Coordinator Teachers


CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Common Assessments IEP Goals Degrees of Reading Power (DRP)

2009-ongoing


Goal 2 (Area of Improvement): Close the achievement gap by 5% for all subgroups each successive year.


3

TASKS




Implement Newcomers’ Group/Center for newly-arrived English Learners.

Administrators SLC Lead Teachers Department Chairs EL Coordinator EL Coach EL Advisory Teachers


CELDT Scores ESL Portfolios Redesignation Rate

2010-ongoing



4


Rationale—Critical Need: Though varied and prolific professional development opportunities need to be more focused, research-based, and data-based. Instructional strategies also need to be implemented on a school-wide basis.


TASKS




Implement professional development instructional strategies which address identified critical academic needs.



CST CAHSEE Periodic Assessments Common Assessments Degrees of Reading Power (DRP)

2009-ongoing


Provide professional development in research-based instructional practice.



Periodic Assessments Common Assessments Administrative Observations Peer Observations

2009-ongoing


Professional development training of staff on utlization of schoolwide assessment system to track student achievement.

Administrators SLC Lead Teachers Department Chairs Data Coach Literacy Coach Math Coach Teachers


CST Scoring Analysis CAHSEE Scoring Analysis Marks Reporting Analysis Periodic Assessments Analysis Common Assessments Analysis

2009-ongoing


Develop Advisory Curriculum for each SLC.

Administrators SLC Lead Teachers Teachers


SLC Advisory Curricula

2009-ongoing

Administrators SLC Lead Teachers MyData Reports

Goal 3 (Area of Improvement): Provide targeted professional development based on the instructional needs of students as identified by relevant data.


5


Rationale—Critical Need: More parental involvement is needed at HHS. Also, all stakeholders need to be informed of involvement opportunities and be included in the governance activities of the school.


TASKS




Increase attendance in parent advisory committee meetings (ELAC, CEAC, SSC).

Administrators EL Coordinator Title I Coordinator Community Representatives Teachers


Agendas for ELAC, CEAC, SSC Sign-In Sheets for ELAC, CEAC, SSC Parent Surveys

2009-ongoing

Administrators EL Coordinator Title I Coordinator

Increase amount and variety of parent workshops and trainings based on parent survey responses.

Administrators EL Coordinator Title I Coordinator Community Representatives


Agendas for workshops Sign-In Sheets for workshops Parent Surveys

2009-ongoing


Continue and increase communication with parents (ConnectEd, Monthly Parent Newsletter, letters, and fliers home).

Administrators EL Coordinator Title I Coordinator Community Representatives Parent Volunteers Teachers


Parent Newsletter Parent Letters Parent Fliers Marquee Messages

2009-ongoing


Goal 4 (Area of Improvement): Increase parent involvement and increase communication among all stakeholders.

APPENDIX A

Hollywood High School Action Plan 2010-11

1


Rationale—Critical Need: Our data indicate that students are not meeting basic levels of mastery in English/Language Arts and mathematics.


TASKS




Every SLC develops its own instructional focus to support literacy and numercy.


District Title I QEIA English Learner Program

CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Common Assessments Degrees of Reading Power (DRP) Learning Team Demonstration Lessons

2009-ongoing


Modify and/or develop pacing plans for all core content areas based on district curriculum.



Completed Pacing Plans

2009-2010


Implementation of pacing plans for all core content areas.




2009-ongoing



APPENDIX A


2


Rationale—Critical Need: All subgroups (particularly English Learner and Special Education) need specialized intervention and individualized instruction in order to bridge the achievement gap.


TASKS




Identify students who are in need of intervention.

Administrators SLC Lead Teachers Department Chairs Title III Coach Math Coach Teachers


CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Degrees of Reading Power (DRP) Course Marks Grade-Level Promotion

2010-ongoing

Administrators Instructional Coordinated Council (ICC) SLC Leads Counselors

Provide additional instructional support for students in need of intervention—English Learner Lab, Learning Center, and Read 180.

Administrators Intervention Specialist Intervention Teachers Title III Coach Math Coach


CST CAHSEE Periodic Assessments Course Marks Degrees of Reading Power (DRP)

2010-ongoing

Administrators Instructional Coordinated Council (ICC)

Implement shadow classes with differentiated curriculum and instruction for 9th grade math and English classes.



CST Early Assessment Program (EAP) CAHSEE Periodic Assessments Degrees of Reading Power (DRP)

2010ongoing



Administrators SLC Lead Teachers Department Chairs Math Coach Special Education Coordinator Teachers


CST CAHSEE Periodic Assessments IEP Goals CELDT Scores Reclassification Rate

2010-ongoing

Administrators Instructional Coordinated Council (ICC) Special Education Coordinator

Goal 2 (Area of Improvement): Close the achievement gap by 5% for all subgroups each successive year.

APPENDIX A


3

TASKS




Implement schoolwide, data-driven professional development sessions to better understand the needs of our ELs and thus better address their needs across content areas, grade levels and SLCs.

Administrators SLC Leads Department Chairs Title I Coordinator EL Coordinator Title III Coach Part-Time EL Intervention Teacher

Title I QEIA English Learner Program Title III Coach EL Coordinator Part-Time EL Intervention Teacher

CEDT Scores Reclassification Rate Evaluations and Feedback Forms CST Periodic Assessments CAHSEE

2010-ongoing

Administrators Instructional Coordinated Council (ICC) EL Coordinator Title III Coach SLC Leads

APPENDIX A


4


Rationale—Critical Need: Though varied and prolific professional development opportunities need to be more focused, research-based, and data-based. Instructional strategies also need to be implemented on a schoolwide basis.


TASKS




Implement professional development instructional strategies which address identified critical academic needs.



CST CAHSEE Periodic Assessments

2010-ongoing




Title I QEIA English Learner Program Title III Coach

Periodic Assessments Administrative Observations Peer Observations

2010-ongoing


Professional development training of staff on utlization of schoolwide assessment system to track student achievement.


Title I QEIA English Learner Program Data Coordinator My Data system

CST Scoring Analysis CAHSEE Scoring Analysis Marks Reporting Analysis Periodic Assessments Analysis

2010-ongoing


Develop Advisory Curriculum for each SLC.

Administrators SLC Lead Teachers Teachers


SLC Advisory Curricula

2010-ongoing

Administrators SLC Lead Teachers


APPENDIX A


5


Rationale—Critical Need: More parental involvement is needed at HHS. Also, all stakeholders need to be informed of involvement opportunities and be included in the governance activities of the school.


TASKS




Increase attendance in parent advisory committee meetings (ELAC, CEAC, SSC).

Administrators EL Coordinator Title I Coordinator Community Representatives Teachers


Agendas for ELAC, CEAC, SSC Sign-In Sheets for ELAC, CEAC, SSC Parent Surveys

2010-ongoing



Administrators EL Coordinator Title I Coordinator Community Representatives


Agendas for workshops Sign-In Sheets for workshops Parent Surveys

2010-ongoing



Administrators EL Coordinator Title I Coordinator Community Representatives Parent Volunteers Teachers


Parent Newsletter Parent Letters Parent Fliers Marquee Messages HHS Website

2010-ongoing



HOLLYWOODHIGHSCHOOLACTIONPLAN20112012


Critical Need: Our data indicates that students are not meeting basic levels of mastery in English/Language Arts and mathematics


Recommendation #5: The committee recommends that the school align site pacing guides and common assessments with District Periodic Assessments. The committee further recommends that Periodic Assessments be implemented across all core academic areas and include all teachers in those areas.

OBJECTIVES RESPONSIBLE PERSON(S) INVOLVED

RESOURCES MEANS TO ASSESS IMPROVEMENT TIMELINE MONITORING

Begin the implementation of Project Based Learning methodology in all SLCs by initially training 30 teachers.

AdministratorsSLC Lead TeachersDepartment ChairsTitle III CoachTeachers

DistrictTitle IQEIAEnglish Learner ProgramSmall School Center CoachCalifornia Partnership Academy GrantLinked Learning Grant

CSTEarly Assessment Program (EAP)CAHSEEPeriodic AssessmentsProject Planning Overview TemplatesAnalysis of Student Work

2011-ongoing AdministratorsInstructional Coordinated Council (ICC)SLC Leads

Based on district curriculum and state standards, fully implement pacing plans in content areas where pacing plan aligns with the ninth and tenth grade LAUSD Secondary Periodic assessment and begin curriculum pacing plans for other grades levels based on LAUSD Guidelines for Instruction document.


Title IQEIAEnglish Learner Program

Completed Pacing Plans For Core Content AreasPeriodic Assessments Results

2011-2012 AdministratorsInstructional Coordinated Council (ICC)SLC Leads Department Chairs

Actualize pacing plans for content areas that are aligned with the LAUSD Secondary Periodic Assessments; ascertain that pacing plan scope and sequence content and skills are implemented by all teachers.



CSTCAHSEEPeriodic Assessments

2011-2012 AdministratorsInstructional Coordinated Council (ICC)SLC LeadsDepartment Chairs


1

HOLLYWOODHIGHSCHOOLACTIONPLAN20112012Goal 2 (Area of Improvement): Close the achievement gap by 5% for all subgroups each successive year.

Critical Need: All subgroups (particularly English Learner and Special Education) need specialized intervention and individualized instruction in order to bridge the achievement gap.


Recommendation # 4: The committee recommends that the school continue to strengthen and refine the implementation of the Small Learning Community Initiative. This will enhance the personalization of the education experience for all students at Hollywood High School.



Actively support students who need additional intervention assistance in core content areas and across grade levels during SLC time.

AdministratorsSLC Lead TeachersDepartment ChairsTitle I/EL CoordinatorTitle III CoachPart-Time EL Intervention TeacherTeachersSpecial Education Coordinator

Title IQEIAEnglish Learner ProgramTitle I/EL CoordinatorTitle III CoachPart-time EL Intervention TeacherData Coordinator

CSTEarly Assessment Program (EAP)CAHSEEPeriodic AssessmentsAcademic Course MarksGrade-Level PromotionCELDT ScoresIndividualized Educational Plan (IEP) Goals

2011-ongoingAdministratorsInstructional Coordinated Council (ICC)Title I/EL CoordinatorSLC LeadsTitle III CoachSpecial Education Coordinator

Continue instructional support for students in need of intervention with curriculum programs that enhance regular classroom instruction.

AdministratorsSLC Lead TeachersDepartment ChairsTitle I/EL CoordinatorTitle III CoachPart-time EL Intervention TeacherTeachersSpecial Education Coordinator

Title IQEIAEnglish Learner ProgramTitle I/EL CoordinatorTitle III CoachPart-time EL Intervention TeacherData Coordinator

CSTEarly Assessment Program (EAP)CAHSEEPeriodic AssessmentsAcademic Course MarksGrade-Level PromotionCELDT ScoresIndividualized Educational Plans

2011-ongoingAdministratorsInstructional Coordinated Council (ICC)Title I/EL CoordinatorSLC LeadsTitle III CoachSpecial Education Coordinator


2



Expand Implementation of shadow classes that use differentiated curriculum and instruction for 9th grade math and English classes and provide time for teachers of regular English and math classes and teachers of shadow classes to collaborate

AdministratorsIntervention SpecialistTitle I/EL CoordinatorTitle III Coach

Title IQEIAEnglish Learner ProgramTitle I/EL CoordinatorTitle III CoachPart-time EL Intervention Teacher

CSTCAHSEEPeriodic AssessmentsCEDLT scores

2012-13 AdministratorsIntervention SpecialistTitle I/EL Coordinator


AdministratorsSLC Lead TeachersDepartment ChairsSpecial Education CoordinatorTeachers

Title IQEIAEnglish Learner ProgramSpecial Education Coordinator

CSTEarly Assessment Program (EAP)CAHSEEPeriodic AssessmentsIEP GoalsPBL Collaboration

2011-ongoing AdministratorsInstructional Coordinated Council (ICC)Special Education Coordinator

Implement schoolwide, data-driven professional development sessions to better understand the needs of our ELs and thus better address their needs across content areas, grade levels and SLCs.

AdministratorsSLC LeadsDepartment ChairsTitle I/EL CoordinatorTitle III CoachPart-Time EL Intervention Teacher

Title IQEIAEnglish Learner ProgramTitle I/EL CoordinatorTitle III CoordinatorData Coordinator

CST CAHSEECELDT ScoresPeriodic AssessmentsEL Monitoring SystemReclassification RateESL PortfoliosRedesignation Rate

2011-ongoing AdministratorsInstructional Coordinated Council (ICC)Title I/EL CoordinatorTitle III Coach


3



Critical Need: Though varied and prolific, professional development opportunities need to be more focused, research-based, and data-based. Instructional strategies also need to be implemented on a schoolwide basis.

Recommendation #1: It is strongly recommended that the focus of the curriculum and instruction programs at Hollywood High School be more focused on research-based models as opposed to its very broad scope in current existence. Recommendation #2: It is strongly recommended that the school expand the implementation of Learning Teams in order to achieve schoolwide use of research-based instructional strategies for all students and to use student achievement data to inform practice and modify instructions. Recommendation #3: It is strongly recommended that the school utilize a schoolwide assessment system to track student achievement and to use the assessment data to inform instructional practice and to modify those practices where the data indicate those changes should be made. A process for assessing student work that includes calibration to ensure rigor and relevance in all classes should be addressed in each SLC. Recommendation #6: The committee recommends that the school develop a monitoring and follow-up procedure to ensure that the many and varied professional development activities are effective. Recommendation #7: The committee recommends that the school develop curriculum for its new advisory class and implement the curriculum consistently schoolwide.

OBJECTIVESRESPONSIBLE

PERSON(S) INVOLVED


Develop successful instructional strategies used in teacher in-service meetings that have identified and further addressed goals of academic proficiency for all core discipline areas.



CSTCAHSEEPeriodic AssessmentsAcademic Course Marks

2011-ongoingAdministratorsInstructional Coordinated Council (ICC) and SLC Leads



Title IQEIAEnglish Learner ProgramLAUSD My Data systemBuck Institute

Periodic AssessmentsCommon AssessmentsAdministrative ObservationsPeer Observations


Continue providing professional development training of staff on utilization of schoolwide assessment system to track student achievement. (MyData)

AdministratorsSLC Lead TeachersDepartment ChairsTitle III CoachData CoordinatorTeachers

Title IQEIAEnglish Learner ProgramData CoordinatorLAUSD My Data system

CST Scoring AnalysisCAHSEE Scoring AnalysisCourse Marks Reporting AnalysisPeriodic Assessments Analysis


Advisory curriculum is instituted with regular feedback from teachers about successes and further enhancements for goals not yet met.

AdministratorsSLC Lead TeachersTeachers

Title IQEIAEnglish Learner Program LibrarianMicrocomputer Technicians

SLC-Specific Action PlansAccelerated Reader Report Analysis

2011-12AdministratorsSLC Lead TeachersLibrarian


4



Critical Need: More parental involvement is needed at HHS. Also, all stakeholders need to be informed of involvement opportunities and be included in the governance activities of the school.

Recommendation #8: The committee recommends that the school continue to strengthen outreach efforts to parents of all students.

TASKS RESPONSIBLE PERSON(S) INVOLVED


Increase attendance in parent advisory committee meetings (ELAC, CEAC, SSC), as well as parent conference nights and SLC parent events throughout the year.

AdministratorsSLC LeadsTitle I /EL CoordinatorCommunity RepresentativesTeachersCounselors

Title IQEIAEnglish Learner ProgramCounselors

Agendas for ELAC, CEAC, SSCSign-In Sheets for ELAC, CEAC, SSCParent SurveysSign-ins for Parent Conferences and events

2011-ongoing AdministratorsTitle I/EL CoordinatorSLC Leads


AdministratorsTitle I/EL CoordinatorCommunity Representatives


Agendas for workshopsSign-In Sheets for workshopsParent SurveysSign-ins for Parent Conferences and events

2011-ongoing AdministratorsTitle I/EL Coordinator


AdministratorsSLC LeadsTitle I /EL CoordinatorCommunity RepresentativesParent VolunteersTeachers


Parent NewsletterParent LettersParent FliersMarquee MessagesHHS Website

2011-ongoing AdministratorsTitle I/EL CoordinatorSLC Leads


5

APPENDIX B

SLC-SPECIFIC ACTION PLANS FOR CRITICAL AREAS

N M A / C A A - S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S

HOLLYWOOD HIGH SCHOOL 2012 1

Critical Area #7: The committee recommends that the school develop curriculum for its new advisory class and implement the

curriculum consistently schoolwide.

Objective: Develop specific activities to be implemented in advisories across the SLC that address academic skills, including goal setting and self advocacy.

Strategy Responsible Person(s)

Involved

Resources Means to Assess

Improvement

Timeline Monitoring of

Implementation

- Order Accelerated Reader (AR)

subscriptions and train teachers as a

first step in using SSR

-Begin implementation of AR in

selected advisories

-Use Academic Vocabulary handouts

-Whitham/Sanchez

-6 SLC teachers

-Ms. Lacan

All SLC teachers

-Technicians

-Librarian

-Handouts

- Records of student AR

participation/test scores

-Records of

teacher/classroom

participation in weekly

vocabulary

December 2011- March

2012

Ms. Sanchez, AP

Ms. Whitham, Librarian

Ms. Fagan, SLC Lead

Ms. Lacan, Academic

Vocabulary Point Person

- Use CST release questions as test

prep

-Continue use of AR in selected

advisories

-Administration

Department Chairs

SLC teacher

-6 SLC teachers

-CST Release

Questions

packet

-Library

Technology

- CST Test Results

- Records of student AR

participation/test scores

April 2012- June 2012 Ms. Sanchez, AP

Ms. Fagan, SLC Lead

Ms. Whitham, Librarian

WHEN THE NEW SEQUENCE OF

CTE COURSES IS DETERMINED,

THE ADVISORY FOCUS WILL BE

REVISITED.

2012-2013 School Year


HOLLYWOOD HIGH SCHOOL 2

Critical Area #3: It is strongly recommended that the school utilize a schoolwide assessment system to track student achievement and to use the

assessment data to inform instructional practice and to modify those practices where the data indicate those changes should be made. A process

for assessing student work that includes calibration to ensure rigor and relevance in all classes should be addressed in each SLC.

Objective: Develop or reinstate protocols for examining student work across the curriculum, including class work (for example, the products created through

PBL) and standardized test scores.


Involved


Improvement


Implementation

-Grade senior projects across

curricular areas

-History pilots common

assessments

-Discussion Protocol -PBL

-All SLC Members

-History Teachers

-Buck Inst. Participants

Senior Project

Rubric

Test Banks

Critical

Friends

Protocol

-Establishing baselines

for all strategies

-First Common

Assessment submission

-Feedback forms when

protocols are used


2012

-Assistant Principal

-SLC Lead

-History Teachers

-Math begins developing common

assessments

-Maldonado/

Domingo/Lerner/

Kranz, Math Teachers

Test Banks

Core K-12

- Establishing baselines

for all strategies

- First Common

Assessment Submission

April 2012- June 2012 -Assistant Principal

-SLC Lead

-MathTeachers

Develop departmental common

assessments to be used in the SLC

Remaining Science and

ELA Teachers in the SLC

Test Banks

Core K-12

-Establishing baselines

for all strategies

First Common

Assessment Submission

2012-2013 School Year -Assistant Principal

-SLC Lead

-Science and ELA

Teachers



Critical Area #4: The committee recommends that the school continue to strengthen and refine the implementation of the Small Learning

Community Initiative. This will enhance the personalization of the educational experience for all students at Hollywood High School.

Objective: Given the reconfiguration of SLCs, and the emerging identity of our community, NMA/CAA will develop a cogent and cohesive identity that

incorporates CTE courses, meets A-G requirements, and addresses the unique needs of our student population.


Involved


Improvement


Implementation

- Meet with CTE advisors to review

possible A-G courses – specifically

media or business

-Present CTE possibilities to SLC

stakeholders

-Presentation to SLC members

about STEAM model

-Examine possibility of ROP-funded

position for 2012-2013

-Morales and Sanchez

-Morales, Sanchez,

Fagan and SLC

committee

Morales/Sanchez

District CTE Advisors

A-G Approved CTE and

STEAM courses

CTE and STEAM Course

Descriptions

Three possible sequences

of courses

LAUSD ROP Office

SLC teachers make

a decision for

2012/13

December 2011-

March 2012

Mr. Morales, Principal

Ms. Sanchez, AP

Dr. Burns, APSCS

SLC Committee

Ms. Fagan, SLC Lead




Involved


Improvement


Implementation

- SLC makes a final decision

regarding pathway/ sequence of

courses

- Development of matrix

-Impacted teachers begin working

on curricular mapping

-SLC committee and

SLC members

- Ms. Sanchez, AP

- Ms. Fagan, SLC Lead

- Mr. Aldana,

Counselor

-Ms. Nezu, NMA

Coord.

-Dr. Burns, APSCS

Selected teachers and

Sanchez

Options Presentations

List of Students

Preference Sheets

Sequence of Courses

Small School Center

Coach

Decision is reached

Matrix is

compatible with

NMA and Culinary

Arts

Impacted teachers

meet twice before

the end of the

school year

March 6, 2012

May 2012- June

2012

Principal

SLC AP

SLC Committee

SLC Lead

APSCS

Counselor

Once the administration is certain

that ROP will assign a ROP/CTE

teacher, the curriculum

development will continue.

Further planning will happen to

merge career pathways/themes

within this SLC.

2012-2013 School

Year

P A M - S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S




Objective: The PAM SLC objective is to develop standardized lesson plans for all of our advisory classes.

Strategy Responsible

Person(s) Involved

Resources Means to Assess Improvement Timeline Monitoring of Implementation

Peer tutoring where excelling

students in core subjects tutor

struggling students during

advisory.

Advisory teachers

and the students

Textbooks,

workbooks,

worksheets and

videos, i.e.,

"yourteacher.com

/math"

Personalized informal/form

al assessments in advisory;

monitor students’

improvement by grades


2012 Wednesdays and

Fridays in advisory

Dr. Burns, AP

Ms. Bridges, SLC Lead Advisory

teachers

Core content teachers will trade

advisories across the curriculum.

For example, math and English

advisory teachers will exchange

classes to teach their subject

area.

Advisory teachers

who teach a core

subject: English,

math, science, etc.

Worksheets,

workbooks,

textbooks,

computers,

technology,

ted.org.,etc.

Original student work,

student feedback, informal

assessments, formal

assessments, grade level

assessments, tests and

quizzes

April 2012- June 2012

Dr. Burns, AP


teachers

Content Area Teachers

Teachers will develop study

strategies that support student

success in learning.

Teachers Computers,

graphic organizers

Computer projects, graphic

organizers, and portfolios

Organization, thoroughness,

quality, etc.


Dr. Burns, AP


teachers



Critical Area #3: It is strongly recommended that the school utilize a schoolwide assessment system to track student achievement and to use

the assessment data to inform instructional practice and to modify those practices where the data indicate those changes should be made. A

process for assessing student work that includes calibration to ensure rigor and relevance in all classes should be addressed in each SLC.

Objective: The PAM SLC is in the process of developing schoolwide assessments in the core curriculum.

Strategy Responsible Person(s) Involved


Teachers will utilize MyData,

CAHSEE diagnostic tests, the

district assessments, and

conferences with colleagues to

plan meaningful instructional

strategies, including alignment of

curriculum among the core

subject teachers.

Teachers

Counselor

Resource Teacher

MyData

CST

CAHSEE

Periodic

Assessment

released tests and

practice tests

SLC meetings

Student test scores on the

CAHSEE, district

assessments, the CSTs and

report cards


2012

Dr. Burns, AP

Ms. Bridges, SLC Leads

Department Chairs

SCL teachers

The teachers will develop pacing

plans to align curriculum within

core subject areas.

Core Content

Teachers in PAM

SLC teachers

District pacing

plan, assessments,

standards and

input from

colleagues to

develop pacing

plans for

respective subject

areas.

Improvements in student

scores

April 2012- June 2012 Dr. Burns, AP

Ms. Bridges, SLC Lead

Department Chairs

SLC Teachers

The teachers will develop

Project-Based Learning teams to

ensure SLC wide coherence and

cross curriculum instruction.

Core Content

Teachers in PAM

SLC teachers

The BIE.org

website for ideas

in creating

projects

Other teachers’

projects

Improvement in student

scores

2012-2013 School Year Dr. Burns, AP


SLC Teachers




Community Initiative. This will enhance the personalization of the educational experience for all students at Hollywood High School.

Objective: The objective of the PAM SLC is to personalize the instruction for each student to incorporate the performing arts into

the core curriculum.

Strategy Responsible

Person(s) Involved


Increase student/parent and

student/teacher intervention and

tutoring.

All SLC teachers in

advisories and

subject areas

Advisory, the

Lacer Program,

and

teacher/student

tutoring.

Daily progress reports,

grades and weekly progress

reports.


2012

Dr. Burns, AP


PAM Teachers

The use of the service learning

requirement where the student is

required to perform 15 hours of

service on a dance, music and/or

theatre production per semester

Advisory teachers,

the counselor, and

the directors of the

shows.

Advisory time,

overseen by the

production

directors, the

advisory teachers,

the counselor and

facilitated by the

Community Arts

Organizations

Student surveys and faculty

assessment of greater

student involvement,

sign offs from directors

April 2012- June 2012 Dr. Burns, AP

Mrs. Payne, Counselor


Production Directors

The strategy is to implement in

advisory monthly or weekly

"table talks" or "circle talks"

where the teacher facilitates

student exchanges, role playing

and cooperative learning.

Advisory teachers

and core content

teachers

Advisory classes

and online and

video resources

Teacher observation and

student generated prompts

along with the advisory

teacher's rubrics and surveys

2012-2013 School Year Dr. Burns, AP


SLC teachers

S A S - S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S




Objective: The School for Advanced Studies continues to enhance its existing curriculum to help students to become more responsible,

to encourage them to think critically and communicate effectively, and to succeed academically.


Involved


Improvement


Implementation

- Help students complete their

service learning requirements

-9th Grade Advisory

Teachers

Websites to

find places to

volunteer

Dosomething.

org is a good

resource

We need to find better

resources to find

volunteer opportunities

Ninth graders are

perhaps too young to

find opportunities on

their own

December 2011-

March 2012

Advisory Teacher and

Counselor

- Mock UC College Application

Activity

-College Counselor

-Advisory Teacher

-Counselor

College

admission

tools on the

internet

As this is a one time

requirement, some

students can complete

this requirement in

tenth –twelfth grades

Student participation

April 2012- June 2012 Advisory Teacher

-Start student portfolio in junior

year

-Check list of A-G requirements

-College Counselor

-Advisory Teacher

-Student Participation


Advisory Teacher






Objective: Increase the consistency of rigor and relevance in all SAS classes trough peer observation, the use of the critical friends

protocol to examine student work, analyze standardized test scores including CST’s and PA’s/grades analysis/Periodic Assessments and

develop common syllabi in all content areas.


Involved


Improvement


Implementation

Reinstate the peer observation

check list which will calibrate the

traits of model classrooms

All SAS Members

SAS

Observation

Notes Check

List

Reflection on visits

Tally what was “seen

and heard”

December 2011-

March 2012 and

beyond

All SLC Members

Meet quarterly to review grade

analysis

Review Periodic Assessment

results and determine strategies

to strengthen weaknesses

Use Critical Friends Protocol to

measure student work

All SAS Members Critical

Friends

Protocol

Review data to look for

improvements

April 2012- June 2012 All SLC Members

Develop departmental common

syllabi to be used within SAS

All SAS Members Review of data/grades 2012-2013 School Year

Ongoing

All SLC Members




Community Initiative. This will enhance the personalization of the education experience for all students at Hollywood High School.

Objective: Prepare students for four-year college eligibility.


Involved


Improvement


Implementation

Research college majors

Research colleges

USC/UCLA/Pepperdine field trips

SAS Advisory

Teachers

SAS Coordinator

Advisory

curriculum

written by

Lange

Advisory blogs? 2012-2013 School Year Administrative

supervision

9-12 Advisory Program to use info

provided by college counselor

PSAT analysis

MY ROAD Program

Advisory Teachers

Counselors

PSAT scores Mr. Lange has done

some advisories

December 2011-

March 2012

College Counselor

-Counselor individually programs

students in class (English)

or...

can they see a student at least

once a year?

Counselor April 2012- June 2012 Counselor




Involved


Improvement


Implementation

College field trips

(this might not happen in advisory)

What will replace Life Skills?

Peer counseling elective?

College Counselor

Lead Teachers

SAS Funding College Counselor

T C A / A V I D - S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S


Critical Area #4: The committee recommends that the school continue to strengthen and refine the implementation of the Small

Learning Community Initiative. This will enhance the personalization of the education experience for all students at Hollywood High

School

Objective: TCA will continue to build on past successes by incorporating more student/parent centered activities.


Involved


Improvement


Implementation

Analysis of at-risk students

Clubs

Assemblies (promotion)

Entire SLC

Administration

Progress

reports

Student progress December 2011- March

2012

Mr. Climaco, AP

Ms. Bender, SLC Lead

Assemblies (promotion)

Job Fair

Parent outreach (in-service)

VonManske (w/help)

Mr. Ayala

Healthy Start

Parent turnout at

conferences

Parent volunteers

April 2012- June 2012 Mr. Climaco

Ms. Bender

E-mail bank (parent)

Credit deficiency check and recovery

Advisory teachers

Mr. Arevalo

ConnectED

Progress reports

Student promotion 2012-2013 School Year Mr. Climaco

Ms. Bender

T C A / A V I D S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S





Objective: Develop or reinstate protocols for examining student work across the curriculum, including class work (for example, the products created through PBL)

and standardized test scores.


Involved


Improvement


Implementation

Continued study use of Periodic

Assessment data

Continued use of MYDATA

Redo finals and midterms based on

CST blueprints

Teachers who have

P.A.s to administer

Teachers &

Administration

Teachers

LAUSD.net

Data from

Performance

Assignments

Counselor

CST Release

Questions

*Review Q & A from

Performance Assignment

results


2012

Lead

Teacher/Administrator

T C A / A V I D - S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S



Involved


Improvement


Implementation

Review previous years CST

scores for weak areas

Use Report Cards and class

assessments

Use CST release questions in

class on regular basis

Focus on students who are on

the verge of achieving the next

band of CST scores

Write essays based on primary

source documents

Re-teach areas of need

following assessments

Use results of CAHSEE

Diagnostic

All teachers who give

CST tests

Teacher/Counselor

Teachers

Teachers

History teachers

Intervention

Coordinator

CST Data

ISIS

CST Blueprint

My DATA

Textbooks

PowerPoints

CAHSEE

Review test results

from weak areas

Test scores

Student progress

CST scores

CST scores

Department rubric for

essay

CST practice

CAHSEE results

April 2012- June 2012 Lead Teacher

Administration

Daily Dispatch with simple

examples for review

Design Rubrics within

Department/SLC

Teachers

Teachers

CST

Questions

Rubistar

rubrics

Adopted

Texts

Dispatches & quizzes

Student writing

samples

2012-2013 School

Year

Lead Teacher

Administration

T C A / A V I D S P E C I F I C A C T I O N P L A N F O R C R I T I C A L A R E A S




Objective: Increase consistency of activities and create a cohesive grading system within advisories.


Involved


Improvement


Implementation

Increase grade level understanding of

graduation requirements and college

requirements

Ms Cardenas

Mr. Arevalo

Forms

Worksheets

Organizers


2012

Mr. Climaco, AP

Ms. Bender, SLC Lead

Clarifying grading system for

Advisory and creation of Advisory

Notebooks to track student work

Mr. Munoz

Composition

Notebooks

Grading of notebooks April 2012- June 2012 Mr. Climaco

Ms. Bender

Use of Accelerated Reader program

in each advisory with the

expectation each TCA student has a

“reading book” with them

every day in each class to build a

culture of reading in our SLC

Ms. Gomez Librarian

Ms. Zarate

AR scores

Reading book “check”

2012-2013 School Year Mr. Climaco

Ms. Bender

English Language Arts

In terms of performance bands on the CST in ELA, a slight gain of 2% was achieved by tenth grade students between 2009-10 and 2010-11 from 45% Advanced or Proficient to 47%. During the same period backsliding occurred in both the ninth and eleventh grades. Ninth grade lost 4.3% going from 55.3% Advanced or Proficient to 51%, and eleventh grade slid 5.3% from 56.2% to 51%. While reaching proficiency targets and preventing backsliding is a concern in ELA, we are very pleased and proud of student growth out of the lower bands on the CST. Between 2009-10 and 2010-11 the numbers of students at the Below Basic and Far Below Basic levels were reduced at all grade levels (9th -0.9%,10th -2.5%, 11th -3.9%). Although we believe we are on the right track, the data clearly shows that our instruction does not serve each subgroup equally. We need to find additional supports for our African American and EL students so that the achievement gap between these subgroups and the school as a whole diminishes completely. In 2010-11 we implemented a year-long series of professional development sessions for our faculty and staff to support the development of SDAIE practices in our classrooms. This year we are instituting Project-Based Learning schoolwide as a means to improve student-to-student and student-to-teacher communication and interaction. Improvement of instruction for all students and especially for English Learners and Speakers of Non Standard English is an ongoing concern at Hollywood High.

Tested Adv% Prof% Basic% BB% FBB% ChangeinProf/Adv ChangeinBB/FBB

09101011Change 09101011Change

ELA9th 553 22% 31% 28% 13% 7%55.3%51%‐4.3 20.9%20%‐0.9

ELA10th 376 23% 24% 34% 12% 7%45.0%47%+2 21.5%19%‐2.5

ELA11th 262 22% 29% 31% 10% 8%56.2%51%‐5.3 21.9%18%‐3.9

CST Math

Ninth grade students have improved over the last two years in Algebra I courses. The biggest improvement is the percentage of students exiting the FBB band and moving to higher performance bands. However the fact that 62% are Below Basic is a cause for concern. While the percentage of 10th grade students at Advanced and Proficient levels has decreased over the last two years, there has been an 18% reduction in FBB.

AlgebraI9thGrade200809 20092010 20102011 Growthin2Years

#Tested 231 283 291Adv% 0% 1% 2% +2Prof% 9% 12% 13% +4Basic% 14% 22% 23% +9BB% 36% 34% 33% ‐3FBB% 40% 31% 29% ‐11

HOLLYWOOD HIGH SCHOOL APPENDIX C

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AlgebraI10thGrade200809 20092010 20102011 Growthin2Years

#Tested 34 35 24

Adv% 3% 0% 0% ‐3Prof% 6% 0% 4% ‐2Basic% 3% 17% 8% +5BB% 32% 57% 50% +18FBB% 56% 26% 38% ‐18

Algebra II 11th Grade200809 20092010 20102011 Growthin2Years

#Tested 15 13 31Adv% 27% 15% 13% ‐14Prof% 13% 15% 23% +10Basic% 13% 8% 32% +19BB% 27% 23% 29% +2FBB% 20% 28% 3% ‐17

Over the last three years, there has been a slight improvement in CST geometry scores, especially at the Basic level for all grade levels. Since 2009-10 , there has been a large increase in the number of students in 9th grade geometry. It is this group of students who are showing the most improvement. In the 10th and 11th grade there has been little growth and actually an increase in the number of students at FBB. The critical need is especially at the 11th grade where there has been no growth at the Advanced and Proficient levels for the past three years.

Geometry 9th Grade200809 20092010 20102011 Growthin2Years

#Tested 182 162 229

Adv% 8% 10% 7% ‐1

Prof% 15% 30% 22% +7

Basic% 16% 23% 29% +13

BB% 43% 28% 29% ‐14

FBB% 16% 9% 13% ‐3

Geometry10thGrade2008-09 2009-2010 2010-2011 Growth in 2 Years

# Tested 187 153 184

Adv % 2% 1% 0% -2

Prof% 5% 9% 7% +2

Basic% 12% 21% 23% +11

BB% 49% 37% 40% -9

FBB% 32% 33% 30% +2


2

Geometry11thGrade2008-09 2009-2010 2010-2011 Growth in 2 Years

# Tested 48 46 30

Adv % 0% 0% 0% 0

Prof% 0% 0% 0% 0

Basic% 4% 7% 10% +6

BB% 54% 65% 47% -13

FBB% 42% 28% 43% +1

There has been a 100% increase in the number of 9th graders taking Algebra II, while the number of 10th and 11th graders has decreased. More 10th graders are performing at the Advanced level than for the other grades, while there has been an increase of 11th graders performing at the FBB level. Thus, 11th graders are showing a need for intervention. The trend seems to be that the freshmen and sophomores are performing at higher levels than the juniors. The middle schools seem to be doing a good job in preparing 9th graders for Algebra II.


#Tested 175 119 139Adv% 2% 9% 10% +8Prof% 22% 18% 22% 0Basic% 27% 24% 25% ‐2BB% 25% 29% 22% ‐3FBB% 23% 19% 20% ‐3


#Tested 122 109 89

Adv% 0% 1% 0% 0

Prof% 1% 5% 8% +7

Basic% 28% 12% 17% ‐11

BB% 35% 39% 33% ‐2

FBB% 36% 43% 43% +7

CST History Social Science

Examination of CST data for Social Studies indicates that there has been a significant increase in test scores related to World History and U.S. History over the last three academic years. Results reveal that there was an increase of 18% (from 12% to 30%) in the number of students scoring Advanced in the 9th grade CST World History Exam in the year 2010-2011 when compared to the 2009-2010 year. Results in the Proficient performance band echo this progress with an increase of 4% in the 9th grade and 7% in the 10th grade for the same assessment. Furthermore, and most encouraging, data indicates that students in lower performing bands are also showing an improvement over previous years. The improvements range


3

from a statically minimal 1% to a robust 8% in the Basic, Below Basic, and Far Below Basic Performing Bands for this assessment.

WorldHistory2009109th

Grade2010119th

GradeChangein1

Year20091010thGrade

20101110thGrade

Changein1Year

#Tested 177 210 209 223

Advanced% 12% 30% +18 14% 14% 0ProGicient% 23% 27% +4 20% 27% +7Basic% 29% 22% ‐7 28% 27% ‐1BB% 15% 7% ‐8 17% 16% ‐1FBB% 21% 14% ‐7 20% 16% ‐4

U.S. History CST data mirrors that of World History in its volume and depth. Numbers point to an increase of 10% in the Advanced performance band over the last three years (from 9% in 2008-2009 to 19% in 2010-2011). In the Proficient performance band, the increase in the same period is 5%. There was also a decrease in the lower performing bands: 5% in Basic, -9% in Below Basic and -2% in Far Below Basic. All these indicators demonstrate a positive outcome to a schoolwide effort to address the needs of our students. The Social Studies Department remains committed to continue examining data to drive instruction in all classrooms. We also understand that there are subgroups that continue to need our support and require special attention, namely, our English Learners who showed minimal or no significant statistical improvement in last year’s results.

U.S.History#Tested Advanced% ProGicient% Basic% BB% FBB%

2008‐09 352 9% 25% 34% 20% 12%

2009‐10 330 15% 27% 35% 17% 6%2010‐11 262 19% 30% 29% 11% 10%Changein2years +10 +5 ‐5 ‐9 ‐2

Science

The majority of tenth grade chemistry students were in the range of Basic (42%- 45%), while the percentage in the Advanced and Proficient bands has been single digit in the last three years. The 11th grade chemistry students showed a 10% increase in Advanced and Proficient levels; a concern is moving students out of the lowest performance bands.

CST Chemistry 10th GradeYearand#Tested Adv% Prof% Basic% BB% FBB%

200809#166 7% 23% 42% 16% 11%200910#134 8% 21% 47% 14% 10%201011#183 4% 21% 45% 19% 11%


4

CST Chemistry 11th GradeYearand#Tested

Adv% Prof% Basic% BB% FBB%

200809#120 4% 9% 31% 28% 28%200910#105 10% 15% 32% 24% 19%201011#69

14% 12% 17% 30% 26%

In terms of performance on CST Physics, there was no improvement of students moving from Below Basic (BB)/ Far-Below-Basic (FBB) to Proficiency levels. This is an area of great concern. The Science Department is reviewing data to develop strategies for improving student performance.

CSTPhysics#Tested Adv% Prof% Basic% BB% FBB%

200809 48 17% 27% 31% 15% 10%200910 87 11% 45% 38% 3% 2%201011 54 11% 36% 42% 6% 6%Growthin1Year

0 ‐11 +4 +3 +4

In Inter-Coordinated Science, the ninth grade students have made progress in the past two years, with a significant decrease in the Below Basic and Far Below Basic levels; however, the percentage of students in the Advanced or Proficient bands remains consistently low.

ICS Tested Adv% Prof% Basic% BB% FBB%

2008-09 190 0% 3% 32% 28% 37%

2009-10 175 2% 6% 37% 26% 29%

2010-11 228 2% 12% 44% 23% 19%

Growth in 1 year

0 +6 +7 -3 -10

There have been improvements in CST Biology, especially at the BB for all grade levels. The percentage of 9th grade and 11th grade students in Advanced and Proficient levels has slightly increased over a three- year period. The 9th grade increased 17%, while the 11th grade increased 21%. In the tenth grade, there has been a slight increase in the Advanced and Proficient levels of 2% in the tenth grade.


5

Biology 9th Gr200809 200910 201011

9thGrade#Tested223

9thGrade#tested270

9thGrade#Tested296

GrowthOver2Years

Adv% 13% 23% 30% +17Prof% 29% 25% 26% ‐3Basic% 34% 33% 24% ‐10BB% 17% 10% 10% ‐1FBB% 7% 9% 10% +3

Biology 10th Gr200809 200910 201011

10thGrade#Tested201

10thGrade#tested131

10thGrade#Tested131

GrowthOver2Years

Adv% 7% 8% 10% +3Prof% 20% 20% 21% +1Basic% 35% 45% 39% +4BB% 20% 12% 15% ‐5FBB% 18% 15% 15% ‐3

Biology 11th Gr200809 200910 201011

11thGrade#Tested103

11thGrade#tested33

11thGrade#Tested67

GrowthOver2Years

Adv% 18% 18% 39% +21Prof% 26% 33% 28% +2Basic% 33% 27% 24% ‐9BB% 16% 15% 3% ‐13FBB% 7% 6% 6% ‐1


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HOLLYWOOD HIGH SCHOOL - d2ct263enury6r.cloudfront.net · Submitted to the WASC Visiting Committee...

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