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Phineas Banning

High School

Mid-Cycle Progress Report

1527 Lakme Avenue

Wilmington, California 90744

Phone: (310) 847-3700

Fax: (310) 830-5515

February 29 – March 1, 2016

Accrediting Commission for Schools

Western Association of Schools and Colleges

2016 WASC Mid-Cycle Progress Report

Visiting Committee for Phineas Banning High School

Chairperson

Dr. Mark Capritto Director of Education/Principal

Members

Ms. Guenevere Butler Teacher on Special Assignment/Formative Assessment

San Dieguito Union High School District

Mr. Lawrence Gamble Teacher

Santa Barbara Unified School District

Mrs. Teresa Haga Assistant Principal

Palm Springs Unified School District


Los Angeles Unified School District

Board of Education

President

Steve Zimmer District 4

Members

George McKenna District 1

Mónica García District 2

Scott Schmerelson District 3

Ref Rodriguez District 5

Mónica Ratliff District 6

Richard Vladovic District 7


Los Angeles Unified School District

District Administration

Michelle King Superintendent of Schools

Christopher Downing Local District South Superintendent

Dr. James Noble Administrator of Operations, Local District South

Terry Ball Director of High Schools, Local District South


Phineas Banning High School Leadership Team

Administrative Team

Rudy Mendoza ~ Principal Willis Rodgers ~ Assistant Principal

Pamela Gartrell Jackson ~ Assistant Principal, SCS

Mary Argandoña ~ Assistant Principal

Gricelda Espinoza ~ Assistant Principal

Shirley Guzman ~ Assistant Principal

Focus on Learning Chairpersons

Alan Seigel, Chair

Daisy Lee, Co-Chair

Department Chairpersons

Gloria Dyson~ Career and Technical Education

Fatima Bacus and Gemma Davison ~ English

Carmen Vargas~ Foreign Language

Armando Jimenez and Dominic Lakey~ Math

Alan Seigel ~ Performing Arts

Rita Maltos ~ Health and Physical Education

Mary Bane ~ Science

Joseph Mendoza ~ Social Studies

Arnoldo Vargas ~ Visual Arts

Small Learning Communities Lead Teachers

Jogie Strom ~ College Incentive Program (CIP)

Essie White ~ Communications, Arts, & Leadership (CAL)

Mary Bane ~ Pilot Academy of Technology and Health Science (PATHS)

Sonia Tecson ~ Global Environmental Science Academy (GESA)

Leticia Finley ~ International Trade Academy (ITA)

Marlene Mendez ~ Global Safety & Security (GSS)

Moira Pitt ~ Maritime Agriculture Tourism Cuisine Hospitality Academy (MATCH)


Focus Groups

ENGLISH MATH SCIENCE, PE & HEALTH SOCIAL SCIENCE FOREIGN LANG, CTE, & ARTS

BACUS, FATIMA ALVAREZ, LOURDES ALAM, ZUBEDA ALEXANDER, CASSANDRA BRITT, CHERYL

CAPORALE, LOIS BERDUGO, CESAR BANE, MARY CASTILLO, DAN CALEON, CARMELITA

CURTIS, JENNIFER CHADEE, SINTRA BOLDER, JAMES CONTE, DEBORAH CHAVEZ, MARIO

DAVISON, GEMMA ELELEME, IBEZIMAKO DUARTE, LILIA DUENAS, MONETTE DYSON, GLORIA

DEVLIN, LENORE FINLEY, CINDY GONZALEZ, JOHN EVANS, JEFF ESPINOSA, EDGAR

FURUYA, JANET GARIBAY, REYNALDO HANNA, MICHAEL HAWKINS, SHANNON FINLEY, LETICIA

HERVEY, KHARY JIMENEZ, ARMANDO HERNANDEZ, HERBERT JACKSON, MALLISSA FINLEY, RICHARD

HOSIER, DAVID KOLAROV, MICHAEL HERNANDEZ, NANCY JIMENEZ, MANUEL HUEZO, RUDY

JACINTO, DAVID LAKEY, DOMINIC HUNT, RUBINIM JONES, MICHAEL KULUSICH, KRISTA

JACKSON, HARRY LEE, DAISY LAURA, MICHAEL LISCHER, MARCI LIM VICKI

KENNEDY, DONAL MAGDALENO, LUZ MALTOS, RITA MENDEZ, MARLENE MARIANO, PATRICK

MADISON, TAMARA RIOS, ENRIQUE MARTINEZ, YVETTE MENDOZA, JOSEPH MARTINET, CLARE

PILON, CLAUDIA SISAY, AMADU MATUS, PATRICIA MOORE, LINDA MC ALPINE, MARY

PITT, MOIRA STROM, JOGIE MC GINLEY, DAGMAR OLSON, SCOTT MORALES, ELENILSON

RETANA, ADELA VARGAS, LUIS ALBERTO MEADE, DUDLEY ORTIZ, JAVIER NAREZ, GABRIELA

RODRIGUEZ, CATHERINE YAMAGUCHI, DANNY NGO, HA THUY OSORIO, JENNIFER PAULI, TERESA

RODRIGUEZ, LUCIA YOGI, YUTAKA PEREZ, JONATHAN ROBINSON, ESTELLA RAMIREZ FERNANDEZ, ARACE

RODRIGUEZ, PAULA GUZMAN, SHIRLEY (ADMIN) SANDOVA,L FRANK MENDOZA, RUDY (ADMIN) RODARTE NAVA, MAYRA

SCHMIDT, ERIKA

TECSON, SONIA

RODRIGUEZ, BERNARDO

SEIGEL, ALAN

JACKSON, PAMELA (ADMIN)

SIGALA, ADRIANA

SMITH, CHERRISA

RODGERS, WILLIS (ADMIN)

VARGAS, ARNOLD

TONEFF, ALEXANDER

VARGAS, MARIA DEL CARMEN

WANG, JOAN

ARGANDONA, MARY (ADMIN)

WHITE, ESSIE

WILLIAMS, MARK

ESPINOZA, GRICELDA (ADMIN)


Table of Contents

I. Student/Community Profile ........................................................................ 8

II. Significant Changes and Developments ......................................................... 27

III. Ongoing School Improvement .................................................................... 48

IV. Progress on Critical Areas for Follow-up/Schoolwide Action Plan ........................ 50

V. Schoolwide Action Plan Refinements ........................................................... 60

Attachments

Glossary of Terms

Copy of Bell Schedules (Fall 2015 and Spring 2016)

Copy of Professional Development Calendars (2013-14, 2014-15, and 2015-16 (living

document and continues to change based on the needs of the Instructional Program)

2014 Schoolwide Action Plan

ESBM Organizational Chart

SLC Organizational Chart


SECTION I: Student/Community Profile Data

Include the following:

● An updated student/community profile that includes the following: a brief, general

description of the school and its programs; the school’s vision, mission, and learner

outcomes; student and faculty/staff demographics; and student achievement data

for a three-year period.

● An updated summary of data with implications, identified critical learner needs,

and important questions for staff discussion.

Note: Use the current student/community profile and summary that has been updated

annually since the last full visit and other annual progress reports. (See Task 1 of the

Focus on Learning manual.)

SCHOOL PROFILE

Wilmington High School, the precursor of Phineas Banning High School (PBHS), opened on

the corner of Avalon Boulevard and Pacific Coast Highway in 1925. The school name was

changed to honor Phineas Banning who, in the late 1800s, was one of the founders of the Port

of Los Angeles and the city of Wilmington—named by Phineas Banning after his Delaware

home town--that surrounds it. The landmark red brick, ivy-covered building provided

educational opportunities for generations of students until the 1971 Sylmar earthquake caused

its demolition.

In 1975, after three years of construction, a new 2500 seat facility opened with a Lakme

Avenue address and updates including a rebuilt main structure, a new gym, and a swimming

pool.

Changing demographics in the 1990s, and an increasing immigrant population, made the

school a mix of immigrants, children of immigrants, and generations of PBHS alumni.

Through the years, PBHS alumni graduated into successful careers in medicine, law,

education, professional athletics, and other respected fields. The growing international trade

and the petroleum industry nearby is the backbone of the community.

Currently, Latino students in grades nine through twelve are the majority population of Phineas

Banning High School, located in ‘the Heart of the Harbor’—the southern tip of the city of Los

Angeles. Surrounded by several refineries, the ports of Los Angeles and Long Beach, the

school serves a blue-collar, working class community with a substantially economically

disadvantaged population. Many of the students’ parents work for these industries and others in

the Los Angeles industrial harbor vicinity. Most students live in Wilmington; others come

from Carson, just north of Wilmington.

PBHS also includes the College Incentive Program Magnet, a school within a school, which

specializes in college preparedness for 9-12th grade students. The goal of the Banning Magnet

Program is to provide the students with a strong academic foundation that will ensure success


at the college level and is designed to help students establish college preparation goals for

themselves and then to assist them in every way possible to achieve those goals. Students

share a common special interest - the desire to attend a college or university after high school.

The Magnet serves students in grades 9 through 12 and works closely with representatives

from the UC and CSU systems to provide assistance with applications, financial aid, and areas

of study. Students are programmed into Honors and/or AP (Advanced Placement) English,

Math, Science, Social Studies, and Foreign Language classes and participate in other classes

and all activities in the larger school. Discipline, a nurturing atmosphere, dedicated staff,

small classes, and friendly student body contribute to the students' success.

In 2006, the school and Magnet took advantage of a districtwide program to divide into Small

Learning Communities with specific post-secondary career foci. CAL (Communications, Arts,

Leadership) and PATHS (Pilot Academy of Technology and Health Science) were created and

joined the four established PORT academies (Global Safety & Security-GSS, Global

Environmental Science Academy-GESA, Maritime Agriculture, Tourism, Cuisine, Hospitality-

MATCH, International Trade Academy-ITA) to provide personalized educational opportunities

to all students. Additionally, the Freshman Academy was created for all ninth grade students

with the goal of preparing students for high school success when they matriculated into tenth

grade. At the end of 2013-2014, the Freshman Academy was folded into the existing SLCs due

to projected reduced enrollment (co-located school) and staffing.

At the end of the 2011-2012 school year, the school experienced an administrative shake-up,

and the loss of QEIA funding. A new team of administrators were hired for the next school

year. In the spring of 2012, PBHS was placed into Public School Choice 4.0, a Los Angeles

Unified School District mandate, which allowed the school to re-invent itself through a year-

long self-study and resulting action plan in which specific goals were developed to drive the

delivery of instruction and raise student achievement. Concurrently, a separate group of

teachers submitted, and were granted, an alternative plan for a new small school to share space

within the Banning complex with an educational focus different from that of PBHS. Both

schools fell under Zone of Choice, a LAUSD a strategy to increase the number of personalized

educational options available to students in specific geographical areas that students are eligible

to apply for. PHBS’ plan was approved and became operational during 2013-2014; however,

the co-located school’s plan was conditionally approved and it was made a Small Learning

Community attached to PBHS for one year. Beginning in 2014-2015 the co-located school

separated from PBHS with the exception of some operational issues.

Although PBHS has experienced state and district-wide budget cuts, the loss of QEIA funding,

and declining student enrollment and significant personnel changes—including the cumulative

loss of over 50 teachers through displacement or Reduction-in-force, a corner has been turned.

For the past two years, student enrollment has increased beyond district projections allowing

for a slow, yet steady increase in teaching positions

At the end of Spring, 2015, LAUSD realigned its local districts. PBHS had been in the

Superintendent's Intensive Support and Innovation Center (ISIC), a special district formed to


provide a laser-like focus on instruction while separately providing its 132 schools with strong

support in the areas of operations and parent/community engagement. The school was under

the supervision of a director who reported to an assistant superintendent, with operational,

financial, and curricular support. The realignment beginning in 2015-2016 placed PBHS the

newly created Local District South with a new set of administrative and support personnel and

the advantage of being linked geographically with district schools and a continuity of services.

STUDENT DEMOGRAPHICS AND PROGRAMS

As of December 2015, PBHS serves 1995 students, mainly Latino, in grades 9 through 12 in

Wilmington, the southern tip of the city of Los Angeles. Known as the “Heart of the Harbor,”

Wilmington is a blue-collar, working class community with a large economically disadvantaged

population. It is surrounded by the ports of Los Angeles and Long Beach and refineries. Many

of our students’ parents are employed at the port and refineries, and in other industries

throughout the Los Angeles harbor and vicinity.

Of the 1995 students, the ethnic breakdown is 93.5% Hispanic (+2.8% since 2012-13), 1.9%

White (-2.1%); 1.5% African-American (-0.7%); 1.5% Pacific Islander (the same); 1.7%

other.


Free & Reduced Lunch Program (Title I)

There was a 19.6% increase in Title I students from 62.8% in 2013 to 82.4% in 2014. This

increase in students receiving free and reduced lunch also allowed PBHS to become a

schoolwide Title I school with the College Board. This meant that all students taking the

Advanced Placement tests were able to do so at the significantly reduced rate of $5 per test

which contributed to the increased enrollment in AP courses (data shown under Advanced

Placement). Additionally, this allowed PBHS to administer the PSAT free of charge to all 10th

and 11th grade students thus furthering its efforts to promote a college-going culture. There

was a 6.5% decline from 82.4% in 2014 to 75.9% in 2015 due to the new district-wide

implementation of MiSiS which severely affected accurate capturing and reporting of data.

However, the high percentage of students that continue to receive free and reduced lunch

allowed PBHS to continue offering the PSAT free of charge to all 10th and 11th grade students

this past October.

Title I: 2014-15

Title I: 2013-14


Title I: 2012-13

Students with Disabilities

The enrollment of students with disabilities (SWD) increased since the last self-study. Despite

the increase in the percentage of SWD, PBHS provided additional support and services to its

SWD due in large part to the higher available Title I funds. The improved performance by

SWD is evidenced in the improved English Language Arts and Mathematics passing rates on

the California High School Exit Exam (more on this under CAHSEE).

Home Language

Seventy percent (70%) of the students have a home language other than English. Fifty-five

percent (55%) are Limited English Proficient or Reclassified Fluent English Proficient. The

percentage of English Learners has been declining due, in part, to the improved reclassification

rates.


.

Residence


Of those enrolled, 91% are residents of Wilmington and the remaining 9% commute from the

neighboring cities of Carson, Gardena, Harbor City, Huntington Park, Lakewood, Lomita,

Long Beach, Manhattan Beach, San Pedro and Torrance.

Enrollment by Grade-Level

Three years ago during the 2013-14 school year, PBHS began to transition into two schools

within the same location. The district forecast predicted a significant loss of enrollment and

thus a reduction in staffing. However, since then PBHS has strengthened its academic

programs which have resulted in a steady increase of enrollment. In fact, the 9th graders have

the largest enrollment -- accounting for 29% of the total enrollment.


CERTIFICATED DEMOGRAPHICS (Teachers, Administrators, Pupil Services)

PBHS Staff has continued to decline since funding cuts, declining enrollment due to the

expansion of charter schools, and the “split” of the school three years ago. The demographic

distribution, years of service and experience remain similar.

The PBHS Staff numbers have remained steady with similar education level distribution. Due

to budget cuts, declining enrollment, and the “split” of the school three years ago, the total

number of certificated staff also declined; however, the distribution of certificated staff with

similar education level remained the same.

PBHS has made a concerted effort to ensure that core and elective classes are NCLB

compliant. Due to budget cuts and fluctuating enrollment, staffing has also fluctuated which

impacted compliance. Specifically, the actual enrollment by CBEDS reporting date at the

beginning of each school year exceeded the projected e-cast forecast from the end of the


previous school year by 5.09% (125 students) in 2013, 28.64% (458 students) in 2014, and

25.09% (401 students) in 2015. The increase in enrollment resulted in substitute staffing until

NCLB compliance staff were hired.

Graduation Rates:


The State of California implemented a new method to calculate the graduation rate since the

last self-study. While the goal is to improve the schoolwide cohort graduation rate, special

attention was placed in providing support for the English Learners and Students with

Disabilities. To that end, there was a slight increase in the schoolwide graduation rate and

noticeable increase in the English Learners and Students with Disabilities graduation rates from

Class of 2013 to Class of 2014 Cohort. The State has not released the Class of 2015 Cohort

graduation rates; however, district-wide report indicates that PBHS’s schoolwide graduation

rate improved significantly by 7.3% from the 74.90% in 2014 to 82.20% in 2015.

Early Assessment Program (EAP):

It is not possible to ascertain if the improved college-going culture fostered at PBHS is

reflected in the 2015 EAP results. Since the last self-study, the California Standardized Tests

(CST) was suspended in 2014 and subsequently replaced with the Smarter Balanced

Assessment Consortium (SBAC) in 2015. Whereas previous students had the option of taking

the additional fifteen (15) CST questions in order to participate in the EAP and obtain a score,

the EAP is now “built-in” into the SBAC test. To that end, the EAP results in 2015 is

inclusive of 100% of those who took the SBAC as compared to “only” those students


interested in applying to the California State University system prior to 2014. In addition, the

“new” EAP has added a “Conditionally Ready” category for English.

Advanced Placement:


The number of students enrolled in AP classes increased 6.43%, from 15.32% in 2013 to

21.75% in 2015 despite fluctuating enrollment. The number of students passing exams with a

score of 3 or higher remains the same.

Smarter Balanced Summative Assessments:

Since the last self-study, the California Standardized Tests (CST) was suspended in 2014 and

subsequently replaced with the Smarter Balanced Assessment Consortium (SBAC) in 2015. It

is not possible to ascertain at this time if there is improvement since the last self-study. The

2015 results are shown below. This baseline data helps PBHS in developing an improved data-

driven professional development that is aligned with the Common Core State Standards.


California High School Exit Exam (CAHSEE):

PBHS’s CAHSEE passing rates have steadily increased since the last WASC self-study. In

2013, the schoolwide Math passing rate was below the State, County and District levels. By

2015, the schoolwide Math passing rate surpassed all three. Similarly, the English Language

Arts passing rate was below the State and County, and in 2015 the schoolwide English

Language Arts passing rate surpassed all three. The passing rates for Students with

Disabilities, English Learners, Reclassified Fluent-English Proficient, and Economically

disadvantaged subgroups have also improved in both English Language Arts and Mathematics

since the last self-study.


California Physical Fitness Report (FitnessGram):

PBHS strives to improve both the academic and physical well-being of its students. Since

2013, the percent of students meeting the overall passing requirement for the California

Healthy Fitness Zone increased 11% from 46% in 2013 to 55% in 2015.

California English Language Development Test (CELDT)

The percent of Redesignated Fluent-English-Proficient (RFEP) students improved 5.8% from

8.7% in 2014 to 14.5% in 2015. As a result of this increased redesignation, the percentage of

English Learners is declining. Of the students who remain English Learners, about half have

Individualized Educational Plan (IEP) or Students with Disabilities (SWD). According to

PBHS monitoring records, 58 students have been part of the English Learner Program and

enrolled in a U.S. school two years or fewer. For the majority of these students, they are

learning to speak, read, and write in English for the first time, while very few (less than 5)

have learned formal English at schools in their home country. All 58 are students either


belongs to the Structured English Immersion Program (ELD 1-2) or the Mainstream Education

Program (ELD 3-4). There are 66 students who have been in the U.S. for 3 years or fewer.

RFEP Students: 2014-15

RFEP Students: 2013-14

CELDT Data: 2014-15

CELDT Data: 2013-14


Dropout Rate

PBHS’s dropout rate has decreased by 1.7% from 5.3% in 2014 to 3.6% in 2015 since the last

self-study. The dropout rate is lower than that of the district, but higher than the County and

State rates. However, PBHS is closing the gap between the lowest rate (that of the State) by

0.9% from 1.4% in 2014 to 0.5% in 2015.

2014-15

2013-14


Suspension Rates

PBHS’s suspension rate has decreased by 0.2% from 1.5% in 2014 to 1.3% in 2015. PBHS’s

suspension rates have been lower than that of the County and State rates since the last self-

study.


Expulsion Rates

PBHS’s expulsion has improved from two (2) students in 2014 to none in 2015. PBHS’s

suspension rates have been lower than that of the County and State rates since the last self-

study.

Monthly Attendance Rates

PBHS’s monthly attendance rates in 2014-15 and 2013-14 were at or above 96%. PBHS’s

attendance rates were higher at the beginning of the 2014-15 school year than the previous

year. The monthly attendance rates tapered as the school year came to a close.


SECTION II: Significant Changes and Developments

● Include a description of any significant changes and/or developments, i.e., program

additions since the last full visit, changes in student enrollment, staffing changes.

● Describe the impact these changes and/or developments have had on the school and/or

specific curricular programs.

One thing has been consistent at PBHS over the past several years: change! PBHS did not just

survive these changes, it rose to them...faced them with diligent efforts, and is now bearing the

fruits of those efforts. Since the last WASC self-study, from the top down to the school level,

the LAUSD has reorganized, mandated programs have come and gone, administrative and

support personnel have left or have been reassigned, local districts have been realigned,

CAHSEE has been suspended/SBAC has begun, common core state standards have been

adopted, and LAUSD mandates have been instituted. Through it all, however, the teaching and

administrative staff forged ahead--taking it all in stride and adapting to the next thing. The

faculty and staff of PBHS have come together to move the school forward.

* REED/HABITS OF MIND: In 2014-2015 PBHS and 37 other district middle and high

schools, were chosen to participate in the Reed Investment Schools Agreement, the result of a

legal settlement between Reed v. State of California, et al. Thirty-three of the Investment

Schools were selected based on high teacher turnover rates, and 4 were selected based on high

student drop-out rates, and all of which had an API rank of 3 or below. The primary goal of

the settlement is to improve the education provided to students at these schools, as measured by

academic performance, and promote stability by decreasing teacher turnover and decreasing

student drop-out rates at high schools.

Per the Investment Schools (Reed) Agreement, schools were charged with providing all

certificated staff, including teachers, administrators, coordinators, full time counselors, etc.,

with an additional 40 hours of professional development (PD) over and above regular

professional development in the spring semester of 2014-2015. The Modules I – IV of the

professional development were designed by district personnel (Investing in Teacher Practice to

Maximize Student Learning), and implemented at Investment Schools site to meet the needs of

the school leaders, teachers, and students.

Compliance with Reed now drives instruction at PBHS. The staff attended several Saturday

and unassigned-day1 trainings where school data was analyzed to collaboratively identify areas

of need, gain an understanding of the underlying causes of a high school dropout, gain an

understanding of how student exposure to persistent stress and trauma reveals itself in the

classroom, examined the character that enables students to succeed against the odds, and

examined Art Costa and Bena Kalick’s Habits of Mind (HOM) which are designed to leverage

student success. The strategies that support the HOM were presented to the staff and faculty at

the above mentioned PDs. During these PDs, teacher’s gained an understanding that these HOMs

1 The unassigned days were two days in September that traditionally have been the Jewish High Holy days.


are essential character attributes for success, and that they can be taught. They collaboratively

brainstormed ways in which to incorporate the HOM character attributes in their classroom

practices and lessons, and they continue to be incorporated on a regular basis.

Before the end of the 2014-2015 school year, PBHS’s Leadership Team attended a vendor fair

to select a provider for the additional 20 hours of PD that were to be completed before

December 18, 2015. UCLA Center X Professional Learning Services was the preferred vendor,

and a professional development plan was developed and approved by the district. The PD

continued the work of the Habits of Mind and the use of the strategies that develop habits of

mind in our students that was begun in the spring semester of 2014-2015. During Spring,

2016, a district Reed committee will evaluate the school’s progress.

* LOCAL DISTRICT RECONFIGURATION: In October, 2014, Superintendent John

Deasy resigned from the district and Ramon Cortines was assigned Interim Superintendent.

Subsequently, several key administrative and support personnel from the district, some of

whom were directly responsible for Intensive Support and Innovation Center (ISIC)-the district

in which PBHS was placed-and the Public School Choice office resigned or were reassigned.

The shuffle of employees (which included the local district Director) and the challenges in

adjusting to communication, clear direction, and consistency, caused some obstacles for the

PBHS administrative staff and faculty.

At the end of 2014-2015 school year, the ISIC district was disbanded and PBHS was placed

into the newly reorganized Local District South. Renewed goals from the local district along

with new local district directors and administrative personnel have provided an opportunity for

the school to develop consistent direction. Developing positive relationships with local district

and central staff and working collaboratively have allowed for resolution of many challenges.

An added bonus is that it is now more efficient for PBHS to work with area elementary and

middle schools to create an articulation program that brings cohesiveness to the middle and

high schools educational programs.

* CO-LOCATION/ZONE OF CHOICE: As a result of the district’s Public School Choice

(PSC) process, PBHS was placed into the Zone of Choice (ZOC)--a district strategy to enable

parents to choose a small school setting for their children. It is a strategy to increase the

number of personalized educational options available to students. Zones of Choice are

geographic areas comprised of multiple high school options. As part of the Public School

Choice 4.0 process, a group of now former Banning HS teachers developed a plan which was

ultimately approved for a new comprehensive high school and Magnet school to be co-located

on the PBHS campus--a configuration that does not exist anywhere else in the district. The goal

of the new school was to enroll an equal amount of students as PBHS within 4 years (1200

students each--9 through 12). The implementation process was rocky-as noted in the last self-

study-when that new school became a Small Learning Community within PBHS, although with

autonomy over staffing, curriculum, a separate bell schedule, administration, and shared

facilities. Co-location meetings between the two design teams took place in order to mitigate

some of the resultant problems and to negotiate for space, resources, etc.; however, in 2014 it

was decided that only the two principals and director would meet to resolve challenges.


In 2014-2015, the small learning community achieved small school status (not a Pilot School or

Charter). Being co-located created security, administration, classroom space, shared resources,

and student and teacher culture (on both campuses) challenges. As a result, the PBHS bell

schedule has had to be modified several times to accommodate the co-located school’s lunch

schedule and passing periods. At present, the co-located school has not reached its projected

enrollment goals which benefitted PBHS. However, many teachers and administrators are

concerned that classrooms have not been allotted equitably—with PBHS having larger class

sizes, but smaller classrooms in many cases. The ISIC District determined that lack of

contiguous space between the two schools was not going to be a problem and allowed the co-

located school to keep classrooms (especially science classrooms) on the third floor of the main

building while PBHS has maintained classrooms in the ‘S-Building’ across campus. Because of

this configuration, and with differing passing and lunch periods, supervision challenges have

arisen, along with noise and territory problems. Currently, Local District South Operations

are investigating the co-location challenges and may offer solutions to minimize the problems

and maximize efficiency, and to revisit the contiguous space of both schools.

* STUDENT INFORMATION SYSTEM/MiSis: The ‘MiSis Crisis, documented fully by the

media, caused many problems getting students into correct classes, balancing classes, taking

attendance, getting accurate reports, and more. The transition of data from the old Student

Information System (SIS) to the new system (MiSis) proved to be difficult in many areas

including class programming, attendance, enrollment, grades, and transcripts. Although many

of the glitches and bugs were worked out, challenges with the system still exist.

2014-2015 began with many overcrowded classes. Counselors and staff sent from LAUSD

worked feverishly trying to correct inaccuracies, prepare accurate transcripts and ensure that

students were placed into the right classes. The district defines grade-level by earned credits,

and because some of the credits did not roll over to MiSis student grade-levels were not

accurately updated (for example, summer school credits and Community College credits did

not roll over) which resulted in some students being enrolled in wrong classes. The counselors,

along with designated district personnel, spent much time in Fall, 2014 aligning district credits

to ensure that graduating seniors had accurate records, transcripts, college and scholarship

applications, and eventual graduation.

Attendance records were (and in some cases still are) inaccurate due to numerous glitches in

the system, with teachers having to take attendance the old fashioned way—on paper—which,

ultimately the district did not trust. Teachers often had to go back through paper records to re-

input attendance. The district also did not trust enrollment figures which resulted in several

hand-counts of enrolled students. This affected staffing, as PBHS had an influx of students

over the enrollment for ECast, and was short teaching positions, an issue which did not get

resolved until Spring, 2015.

District personnel continue to work on MiSis problems--solving older glitches and uncovering

new ones such as the inability to withdraw students from the system. However, through it all,

PBHS staff, faculty, and students were resilient, and adapted and accommodated the service

interruptions, inefficiencies, lack of training, and related frustrations so that engaging and

rigorous instruction could continue.


STAFFING: Each spring, the district provides a projection of enrollment for the upcoming

school year through an ECast forecast. This projection is based on the transient rate and trends

over previous years of students living in the Banning zone. For the past two years, due to the

co-location with another comprehensive high school, the ECasts have been below the actual

number of students enrolling on the first day of school. The E-Cast projected enrollment

provides the teaching allocation and determines displacement numbers of teachers at the end of

the spring semester. In Spring 2014, twelve teachers were displaced. Higher enrollment in the

fall of 2014 caused severe teaching position shortages. Because of inaccurate MiSis data, it

took the district until December, 2014 to allow additional positions for the school. Hiring of

additional teachers took place in January; however, some positions remained unfilled due to

teachers not being available for hire.

PBHS began the 2014-2015 school year short-staffed based on increased actual student

enrollment and a low district E-Cast projected enrollment from the previous spring. The low

ECast was affected largely on the projection that the co-located school would achieve their

enrollment goals which would have lower enrollment at PBHS. Through a major recruiting

effort, PBHS was able to sustain and grow student enrollment. However, coupled with the

MiSis inconsistencies, the district needed manual monitoring of enrollment for the fall

semester.

To accommodate the lower projected enrollment ECast forecast, the district mandated teacher

displacements for 2014-2015. Anticipating a higher than expected enrollment, the School Site

Council funded several positions through Title I for class size reduction. The Principal was

able to appeal the projected Ecast forecast and obtain support from the LAUSD Superintendent

who provided additional teaching positions, however the positions were not made available

until the closing days of the fall semester. Spring 2015 began with several positions which

were unable to be filled with permanent teachers resulting in long-term substitutes being put

into place in core areas. In addition, the school was granted an extra position under the Reed

settlement.

Anticipating a lower than expected E-Cast for 2015-2016, the School Site Council once again

approved several class size reduction (CSR) teaching positions which ameliorated the need to

displace teachers, and two Reed teaching positions, the Principal appealed the Ecast Forecast

and the Superintendent provided additional teaching positions. Once again, Fall, 2015

enrollment was higher than the forecast and shortly after ‘norm day’ (the 5th Friday of the

school year), the district approved four additional positions (Foreign Language, Science, Math,

and English Language Arts) to alleviate class size challenges.

The Reed Settlement allowed the school an additional Counseling position, an Administrator,

and an additional PSA solely for fifty ninth grade and a PSW focused on foster care students.

Currently, the school is staffed based on district norms.

* SCHOOL SCHEDULE: In 2014-2015, and as a tenet of the district-approved PSC plan,

PBHS adopted a 7-period block schedule day designed to provide intervention and credit

recovery during the school day and improve the graduation rate. The roll-out was negatively

affected by the previously mentioned MiSis crisis, staffing deficiencies, and lack of teacher


training. Whereas professional development about teaching on the block was to be built in to

the transition, last minute funding shortfalls, and a union-led boycott of summer professional

development caused many teachers to be unprepared for the challenges of the new schedule—

an issue that still exists during the 2015-2016 school year as several teachers are questioning

the need or efficacy of the block schedule and 7th period. Athletics, which had been moved to

after school, was reinstated to seventh period in Spring, 2015. For 2015-2016, there are still

academic classes, athletics, and electives during 7th period; however, very few teachers have

seventh period as a conference period allowing many classes to have smaller enrollment.

Currently, these issues, including examination of various bell schedules, are being discussed in

the Scheduling Committee and ILT to allow for 7th period to run effectively for all students.

The school, however, is committed to this configuration through Public School Choice 4.0 for

the next two years.

* SPECIAL EDUCATION: A Special Education Advisor position was made available

through REED. This helped PBHS process IEPs and service Special Education students more

efficiently which, in turn, allowed for PBHS to earn a Special Education District Certificate of

Recognition for Compliant IEPS for 2014 and 2015. Increased collaboration between the

Special Education Advisor and Special Education paraprofessional supervisor has increased

efficiency of the program. The following have been enacted in an effort to streamline the

department:

● Special Education Dept. PDs: including New Alg2 and Foreign Language Waivers,

New Common Core Goal Bank

● Special Education Advisor is Trainer of Surrogate Parents

● IEP Calendars have been updated and processes and protocols have been instituted for

efficiency

● Extraneous IEP Calendars

● RSP Schedule

● Itinerant Support Procedure

● Special Education Student of the Month

● Schedule for bilingual paraprofessionals (interpretation) for IEP meetings.

● PD for Special Education paraprofessionals: positive interaction with students, District

policies, review Special Education Paraprofessional Handbook contractual obligations,

facilitating Habits of Mind, and Wellness (maintaining balance, promoting continued

education and professionalism), assist in facilitating Behavior Support Plans and

Classroom management through interaction with Special Education teachers

● Transportation Schedule includes: students assigned to specific paraprofessionals to

ensure safe student transport to/from school/home

● Emergency Plan for disruptions in transportation have been processed

*CORE WAIVER CREDIT RECOVERY: In the spring of 2014-2015, CORE Waiver Credit

Recovery program to eligible 9th thru 12 grade students was instituted. During the 60 hour, 5-

unit, eight week program, 10 sections in core academic areas of ELA, Social Studies, and

Science were offered, and serviced 168 students. Classes were held after school Monday

through Friday, with three Saturday sessions.


The success of the spring CORE Waiver Credit Recovery program led to opening a second

session in the winter of 2015-2016 which was focused on the academic needs of the Class of

2016. Eligible 12th grade students were encouraged by their counselors to enroll in the credit

recovery session. 49 students enrolled and attended the intensive five week program that began

the last week of the fall semester, ran through the winter holiday break, and ended the second

week of the second semester.

Interested teachers submitted an application and course syllabus, and attended an orientation

meeting led by the Principal. Teachers were informed that they would be responsible for

providing the necessary curriculum for the course and that teacher-created materials and

textbooks would be used as part of the curriculum for both of these two CORE Waiver Credit

Recovery sessions.

There is a plan to continue to offer CORE Waiver Credit Recovery sessions in Spring, 2016.

*COMMUNITIES OF PRACTICE: PBHS became a Focus school because it did not meet its

API growth target in 2013. For the past two years, PBHS, Carson High School, and Curtiss

Middle School have partnered as Focus schools, developed similar plans to support a low-

performing sub-group, and shared results. In the 2014-15 school year, the three schools

focused their Communities of Practice (CoP) plan on Special Education students. In 2015-

2016, the focus shifted to English learners with special needs because 40% of all EL students

are in the Special Education population.

In reviewing SBAC data, PBHS looked closely at the English Learner population. Based on

SBAC, SRI, and student work analysis, English Learners including those with special needs

are below the standard in reading and writing claims/targets. They lack the skills to cite

appropriate textual evidence and explain the significance of textual evidence.

The focus of the Communities of Practice plan is to increase student achievement through

teacher collaboration, and professional development. As a result, short term, intermediate

term, and long term goals have been established. A copy of the COP plan will be made

available upon request.

* TITLE ONE: During Fall, 2014, Title I accounted for 100% of students submitting Meal

Applications. This effort resulted in PBHS being the only school in LAUSD ISIC district to

double its Title I funding which allowed the School Site Council (SSC) to approve the

purchase of (4) Class Reduction Teachers (CRT). SSC approved two additional days for the

school nurse and two additional days for the Pupil Services Advisor (PSA) and Psychiatric

Social Worker (PSW). SSC also approved expanded ELA and Math tutoring, and credit

recovery classes. There were approximately 500 students served in tenth through twelfth

grades. There were also dedicated classes for Special Ed and EL students. These classes served

approximately 80 students. Student success was reflected in increased graduation rates, passing

grades in core subject areas, and CAHSEE passing rates.

2014-2015 was the first year of the MiSis system. PBHS physically was able to account for

100% of students in the Meal Application process but MiSis only recognized 72%. This

discrepancy affected funding because less money was received for Title I funded student


academic support programs. After disputing the district’s Title I ranking, this year the district

reevaluated our data and adjusted the PBHS Title I ranking to provide an additional allotment

of Title I money for the adjusted ranking.

In 2015-2016, most MiSis problems were solved. Title I had 100% student accountability for

both PBHS Magnet (College Incentive Program/CIP) and PBHS regular school--approximately

two thousand (2,000) students combined. The school received the highest accountability score

for a large urban comprehensive high school that did not automatically qualify for Title I funds

in our new local district.

EQUIPMENT AUDIT: In 2013-2014, a physical technical equipment audit was

performed through the Office of the LAUSD Inspector General. This audit requested all

technical equipment be inspected and accounted for regardless of the fund or the

amount of purchase. This was a five day process in which every piece of technical

equipment was physically checked and accounted for by a team of six forensic district

accountants. PBHS was recognized during the school board review of the forensic

accounting process by the Office of the Inspector General as the exemplary LAUSD

school for its record keeping and care of the equipment. PBHS participated in an

additional physical inventory at the end of 2014-2015 to ensure that all Title I and

QEIA grant equipment that resided in the co-located school was returned for PBHS

student use. This technical equipment included laptops, iPads, media carts, etc.

FEDERAL PROGRAM MONITORING (FPM) -In 2014-2015 PBHS participated in

the LAUSD audit of Federal programs through the Federal Program Monitoring (FPM)

audit. This was an extensive yearlong process that included all compliance areas of the

Title I program. PBHS was selected to perform an electronic audit where all Title I

documents were scanned and electronically uploaded to submit to the LAUSD Federal

Programs offices where the documents were reviewed before being sent to the state

Federal Programs office. PBHS was one of the first schools in LAUSD to complete the

FPM process and receive 100% compliance on process.

PARENT INVOLVEMENT OPPORTUNITIES: - In the past three years Title I

increased parent involvement in the monthly Coffee with the Principal parent meetings

from 5 to 25 parents. We have involved new parents in the School Site Council (SSC)

for the past three years. This year, media-led outreach through parent-initiated and

maintained Facebook and Twitter accounts were developed. The school is developing a

social media presence through a school-maintained Twitter account, Associated Student

Body twitter, Mighty Marching Pilots Facebook page, and Pilot center twitter.

Additionally, many teachers are using Remind 101 which parents and students can

access. All social media must follow district guidelines for social media.

COFFEE WITH THE PRINCIPAL: Serves as the main face-to-face communication

with an increasing number of parents--in English and Spanish. One morning each

month, parents are able to meet with the administrative staff in a collegial environment

information relating to the school and students are discussed. Participants are

encouraged to ask questions and comment on student, community, and school concerns.


This also serves as the main communication/information gathering activity for the

WASC process. The WASC Co-coordinators and administrative staff have presented

PowerPoint presentations on the purpose and importance of the WASC process,

introduced and reviewed the SLO with parents, and reviewed and solicited input on the

WASC action plan. Other activities for Coffee with the Principal have included the

college admission process, A-G requirements, school data, financial aid, and other

relevant information for parents to make informed decisions regarding their child’s

education and success in high school.

* TARGETED STUDENT POPULATION PROGRAM: All schools with English learners

(ELs) must provide an EL program that meets Federal and State mandates and is in alignment

with the Los Angeles Unified School District’s (LAUSD) English Learner Master Plan.

Additionally, LAUSD is monitored regularly by the California Department of Education

(CDE) through the Federal Program Monitoring (FPM) review process.

The school-site Targeted Student Population (TSP) Program Adviser and A TSP Administrator

assist the principal in maintaining a comprehensive, instructionally effective and compliant

program that accelerates the academic achievement of English learners, low income and foster

youth. The adviser and administrator work collaboratively with other support staff to support

these groups of students, their parents, and other stakeholders.

Targeted Student Population (TSP) Adviser: The English Learner Coordinator’s role has

changed to TSP Adviser. This role was created two years ago to align with the FPM funding to

support a larger group of underrepresented students. The TSP Adviser serves as the English

Learner Designee, providing support to English Learners, including their teachers and parents.

As an EL Designee, the TSP Adviser ensures that the English Learner Program meets Federal

and State mandates and is aligned to LAUSD’s English Learner Master Plan.

Targeted Student Population (TSP) Administrator: The Targeted Student Population Student

Population (TSP) Administrator assists the principal in maintaining a comprehensive,

instructionally effective and compliant program that accelerates the academic achievement of

English Learners, low income, and foster youth. One of the primary roles is to supervise and

monitor the instructional program so that the teachers receive the development, support, and

guidance to ensure the achievement of this targeted population.

Support for English Learners

English Learner Population: In the past three years, the population of English Learners has

decreased for reasons that may include Reclassification, students graduating, and a co-located

school. The breakdown of our students this year is as follows:

224 English Learner Student Population

110 Students in the Special Education Program

114 in Regular Education Program

Alternative Curriculum Students

11 Community Based Instruction (CBI)


13 Intellectually Disabled

A-G Coursework (students on track for graduation)

21 General Education (RSP)

65 Specific Learning Disability

56 Students in Newcomer Programs (Structured English Immersion or Mainstream)

58 Regular Education

Changes in Reclassification Criteria: As some standardized tests have phased out, the

English Learner Program has transitioned to different criteria for students to meet the

Basic skills requirements. In order to reclassify to Reclassified Fluent English

Proficient (RFEP), students in Los Angeles Unified School District must fulfill the first

three criteria at the same time.

1. CELDT = overall score of 4 or 5

● Listening: score of 3, 4, or 5

● Speaking: score of 3, 4, or 5

● Reading: score of 3, 4, or 5

● Writing: score of 3, 4, or 5

2. Teacher Evaluation

Final semester grade of “C” or better in English/ELA (English/ELA = A-G credit) OR

LTEL course (Literacy and Language or Advance ELD)

3. Basic Skills Assessment

9th – 12th Grade

SRI College and Career (Basic, Proficient, or Advanced) OR 10-12th Grade CAHSEE

ELA (Passing score of 350 or above)

4. Parent Approval

SRI Testing: Last year, the SRI test became the Basic Skills assessment for students in

grade nine, since students in grades 10 to 12 still took the CAHSEE exam. In 2015-

2016, SRI testing became the Basic Skills assessment for all English Learners in grades

9-12. Of those students who took the test, 22% scored a Basic or Above on the exam.

As a result, professional development in Spring, 2016 for reading and writing specific

to English Learners will be provided.

Pilot Test: LAS Links: The Multicultural and Multilingual Education Department

(MMED) of LAUSD chose PBHS as one of the secondary schools to pilot the

Language LAS Links Online® from November to March of the 2014-2015 school year.

At the high school level, the LAS Links was designed to assess grades 9–12 English

language proficiency using a secure online testing platform. At PBHS, all students, with

the exception of those on an alternative curriculum, participated. With the findings, the

District focused its attention on Constructive Conversation to improve the


communication and language development of English Learners. 260 English learners

were assessed when their spoken and written responses were captured electronically

allowing teachers to score the responses from most computers. Reading and writing

selected-response items were also captured electronically and scored automatically,

theoretically allowing teachers to turn test results into immediate classroom results and

helps schools meet ESEA accountability and reporting requirements.

Since this was a pilot program, there were some glitches in the system in regards to the

on-line assessment program. The time it took to assess the students often took five or

more sessions. The software would sometimes freeze and kick students out of the

system. Finally, grading became an issue when the teachers went to grade the

assessments on-line. The average time for grading the assessment(s) was approximately

1-2 assessments per hour. With over 250 assessments

The Title III Coach at Banning stepped in to grade around 50% of the teachers’

assessments and reassigned the balance to the teachers of English learners who had

completed their own grading earlier. Results were reported to MMED in March and

recommended the LAS Links system not be utilized in its current state.

During the 2015-2016 school year, Banning High School has not had to give the LAS

Links Assessment again. At present, the LAS Links Assessment system is still being

refined for the LAUSD use. .

LTEL Teachers: As of this school year, four new teachers joined the LTEL program.

Teachers have received support from the English Learner Program team on campus and

through the district professional developments on ELD standards, Smart Start Lessons,

Constructive Conversations, and SDAIE strategies.

After school tutoring: All English Learners and RFEP (Re-designated Fluent English

Proficient) students who are not meeting adequate progress within two years are offered

after school tutoring services four days a week for two hours each day. Student are

provided with language and homework support.

English Language Development (ELD) 1-4 Outreach: Within the last two years, we

have noted and responded to the great need of socio-emotional support among our

newcomer population or students who have been enrolled in U.S. schools fewer than

five years. This is based on classroom behavior, grades, and parent conferences. These

students have come with so many traumatic experiences: learning to live in a new

country and society, having to learn a new language, emotional abuse and neglect,

experiences of separation, reuniting with or separating from a parent for the first time

in many years, sexual and physical abuse, and/or living in poverty.

With these traumas, challenges, and setbacks, students are not able to focus on school,

and are unable to become college and career-ready. Ultimately, many drop out of

school. In response to this situation, an outreach program was developed that includes

students and their families in order to help these families feel a sense of belonging to

PBHS and the community.


These programs will give the newcomers the encouragement to stay in school, despite

the lack of English proficiency. The goal is for students to develop a sense of belonging

at school, have a basic understanding of the college application process, and graduate

from high school.

Making Connections, Building Relationships program consists of three components:

Language Acquisition through the arts, parenting classes, and family dance. Both

student and parent groups will showcase what they have learned at a culminating event

planned at the end of the program.

By offering intervention and support to students who are part of the Structured

Immersion Programs (students in ELD1-2) and Mainstream Program (students in ELD

3-4) in language development and family connections, 50% of the targeted students will

matriculate to the next grade after passing their academic classes. This targeted group is

projected to be on track to graduate by the end of June, 2017.

Assemblies and Field Trips for the Structured English Immersion (SEI) program:

Assemblies inform the newcomer population (students taking ELD 1-4 courses) about

the support that they have in the school, including academic counselors, PSA

counselors, school psychologist, pilot center, and college counseling specific to AB540.

The assemblies assist students with assimilation into a possibly different school system

by introducing them to the support team that is ready to help them navigate through

school and maintain a positive transition to their school experience in the United States

to ultimately be successful.

All ELD 1-4 students have had the opportunity to visit museums such as the Getty

Center, Getty Villa, and the Gene Autry Museum in an effort to expose them to

different educational experiences and provide language support.

Why Try: Students in the Structured English Immersion program (students taking ELD

1-2) have been offered additional counseling support through an eight-week counseling

support program known as Why Try, which is conducted in Spanish by the PSA

counselor, TSP Adviser, and PSW intern. This program is geared toward building

resilience within ELD 1-4 students by giving them coping strategies for dealing with

everyday obstacles with personalized language support to a small group of 12 students.

Meeting once a week for approximately one hour for 8 sessions per semester, students

check-in by way of journaling or giving an oral contribution, review and discuss the

day’s topic/activity, and check out by contributing how they may feel or know how to

handle the specific coping strategy. After piloting this program for the first time, we

found it very beneficial when students reported that the Why Try program was

beneficial to them and they felt more confident to navigate the school system with those

coping strategies. This program will continue with a new group as well as adding on a

gender-specific group to focus on relevant issues.

Language in Action Program: Partnership with Beyond the Bell and arc: For the past

four years, we have partnered with an afterschool program specific to newcomer


students in ELD 1-4 classes. Each year, students take part in learning how to develop

college research papers and deliver presentations. Ultimately, their projects are

presented in a culminating event at a university campus, joined by other students in the

same situation in the greater Los Angeles area.

For the first time in the second semester, a team of arc (formerly Good Sports Plus, an

after school and experiential education provider that bridges the opportunity gap by

creating transformational learning opportunities that empower youth to realize their full

potential) representatives guided students through the research process regarding

information about different colleges, their history, and their entrance requirements. At

the end of a three-week cycle, ELD students presented their findings in our English

Learner culminating event.

These experiences have not only given our students the opportunity to continue their

English language development, but more importantly, it has provided another level of

understanding of a system that they may continue to pursue. Over 90% of those

students who participated in ARC during the 2014-15 school year returned to school

this year.

Language Acquisitions through the Arts-ELD 1-4 Students will take an intersession art

course after school as an opportunity to receive A-G course credit. It will provide

afterschool enrichment to enhance reading, speaking, listening and writing in English

for students who are new to schools in the U.S. Art teachers will develop lessons and

activities focused on language development.

Parenting Classes- In partnership with Local District South’s Parent Unit, parents will

receive personalized assistance in supporting their children through a series of

workshops and parenting classes.

Family Dance- In order to improve parenting skills, improve relationships, and

strengthen bonds between child and parental-figure a family dance program will be

developed that emulates the Luna Dance Institute and the research-based study

conducted by Warburton et.al. , which has successfully strengthened the bond of family

members, strengthening students to succeed.

Parents and students will engage in 6 workshops that will enable parents and students to

build and strengthen their bond, which will allow students to be successful in their

academics.

LTEL Courses and TITLE III Coach: During the 2015-2016 school year, PBHS’s Long

Term English Learner Course teachers (LTEL) meet to work on the Start Smart Lesson

Study Cycle called the Banning Action Research Project. In order to engage in the

project, the LTEL teachers study, plan, teach, reflect, and revise the lessons created by

the Central LAUSD Multilingual, Multicultural Education Office. These fifteen Start

Smart Lessons are designed to be part of the Designated LTEL course curriculum and

can be taught to both the Literacy and Language and the Advanced ELD courses


The Title III Coach provides instructional support specific to the LTEL teachers

through coaching, consulting, training, modeling, lesson planning, student work

analysis, and conducts weekly lesson study meetings. Best practices such as

cooperative learning and Jeff Zweirs’s Four Constructive Conversation Skills are part of

the focus of these meetings as well as a deep understanding of these new lessons’

content and their alignment to the new English Language Development Common Core

Standards. Students have opportunities to obtain peer and teacher rubric guided

feedback. As part of the cycle, these LTEL students are monitored through the student

work generated through these Start Smart Lessons. In addition, these students and all

English Learners (EL) are monitored throughout the year to support their success in the

classroom and to make sure they are meeting reclassification criteria.

Professional Development focused on English Learners: Professional Development

focused on the new ELD standards has been ongoing for the past three years. The

Local district has also offered opportunities for teachers to align their lessons with the

ELD standards.

All PBHS teachers participated in a professional development that deepened their

knowledge of the new ELD Common Core Standards and introduced the Four

Constructive Conversation Skills and their application/integration into content courses

such as English Language Arts, Science, Social Science, and Mathematics.

In the fall of 2015, the six LTEL teachers participated in three specific professional

developments that were focused on the new English Language Development Standards

and the Start Smart Lesson content. These professional developments took place after

school and the teachers deepened their knowledge of the new ELD Common Core

Standards, the Four Constructive Conversations Skills as well as the Start Smart Lesson

content.

Support for Foster Youth: A designated Psychiatric Social Worker (PSW) works with the

Foster Youth Achievement Program, the population of students who are under supervision of

the Department of Children and Family Services (DCFS). PBHS has twelve foster youth

enrolled--a higher than normal average of a comprehensive high school of comparable size.

These youth may reside in a foster home, be placed in a relative’s home, or are being

supervised while in the care of their parents. The youth are targeted to ensure that their

academic and emotional needs are being met during the time they are being supervised by the

DCFS. Some of the youth have wraparound teams to support the family, some struggle with

depression, anxiety, and have a difficult time focusing due to their situation. Some of the

youth are behind in academic credits due to having multiple home placements, and this position

examines the possibility that students may qualify for AB216, which allows youth to graduate

with fewer credits due to their circumstances.

Many of the youth that apply to college are eligible for available grants and scholarships and

getting this information to them is of paramount importance.


In addition to working with the Foster Youth, the PSW works with students who are struggling

with emotional situations such as anger management, school issues, family issues, peer issues,

depression and other emotional issues that can impact a student during high school. Students

are self-referred or referred from a staff at the school when concerns are raised about their

mental health. Giving referrals to mental health services and connecting with family members

help to facilitate student getting the services they need.

* EDGENUITY: Edgenuity, a blended learning course with instruction using an online model

of delivery, was initiated in Fall, 2015 to allow for credit recovery for students deficient in

core academic classes. 110 students enrolled in sections of math, English, social studies, and

health. These classes are targeted to the Class of 2016 to focus on senior graduation rate.

Subject-credentialed teachers provide direct individual and small group instruction to help

students through initial lessons. The model used is a prescriptive model in which students can

demonstrate mastery of a content area and move on if successful.

The program is intended to promote student reflection using collaborative tools to reveal and

clarify students’ conceptual understanding and thinking, planning and creative processes. It

customizes and personalizes learning activities to address diverse learning styles, working

strategies, and abilities using digital tools and resources. It allows students to demonstrate

fluency in technology systems and transfer current knowledge to new technologies and

situations. It addresses the diverse needs of all learners by using learner-centered strategies

providing equitable access to appropriate digital tools and resources.

* MARITIME SCHOLARS PROGRAM: The Maritime Scholars Program began at PBHS in

2014-2015. It is designed to support the development of gifted and talented youth. Sponsored

by industry partner International Trade Education Programs (ITEP), Phillips 66, and the

Pacific Battleship Center, students share common classes and teachers which allows for

collaboration across the curriculum and a greater degree of personalization between teachers

and students. The goal of the program is to encourage students to be active learners, well-

rounded individuals, and engaged citizens.

Currently, there are two cohorts of 27 students-one in tenth grade, the other 9th grade. This

past October, 100 % of the scholars took the PSAT and the entire tenth grade cohort is

enrolled in Advanced Placement World History. Students will take a full load of Advanced

Placement classes throughout their 4 years at PBHS. Currently, students participate in an

Underwater Robotics program which culminated last year with an Underwater Robotics

Challenge where students launched their designed and built robots from the Battleship Iowa,

stationed on the waterfront in neighboring San Pedro.

Admission to the selective program is by application which includes middle school academic

grades and test scores, and a review by an in-school committee. As part of the recruitment

process at area middle schools, students attend an informational dinner and meet current

students.

*LAFD FIREFIGHTER MAGNET: 2015-2016 is a planning year for this new magnet

program slated to begin in Fall, 2016. There are currently no magnet programs in LAUSD that


have this thematic emphasis; however, there is an overwhelming interest from students to

participate in a program that emphasizes firefighting and the related career fields. As Los

Angeles Unified School District’s goal to graduate all students college-and-career-ready, this

magnet will provide students the tools, training and information to follow their goals to get into

the field of firefighters and first responders. Working with the Los Angeles Fire Department

for planning and implementation, the program will be open to ninth and tenth graders who

have gone through the district’s Magnet school application process.

The LAFD Firefighter Magnet will be defined by civic engagement career, readiness, and

student achievement. The LAFD is an integral component of the civic life of residents of Los

Angeles. It is through daily interaction with the men and women of LAFD that our students

will have the opportunity to deepen their connection with the civic life of the city. The

program will provide career readiness opportunities, mentors, thematic curriculum, and job

shadowing at LAFD locations throughout the city.

* RESTORATIVE JUSTICE: Since becoming a Restorative Justice demonstration site in

2014, PBHS has provided an introduction to Restorative Justice to 95% of the certificated

faculty, administration and staff. Restorative Justice emphasizes empathy, team building and

diffusing disruptive behavior. PBHS continues to monitor, review and report discipline data.

The Office of Data and Accountability, along with School of Operations and Discipline and

Expulsion Support Unit works closely with the site in regular review and analysis to report

discipline data on a monthly basis designed to increase positive behavior intervention supports.

In the 2014-15, academic school year, the plan offered and conducted Tier I and Tier II

training to at least 95% of certificated/classified staff. The certificated staff members trained

to assist in the facilitation of the Tier II training includes the Restorative Justice Teacher

Advisor, Dean, and Psychiatric Social Worker. Serving as the Restorative Justice Team, Tier

II trainers support the entire school staff in Repairing the Harm and Re-entry Circles. Since

2015, Restorative Justice at PBHS established goals to have: (1) By 2014-2015, 95% training

completion for certificated and classified staff in the Introduction of Restorative Justice; (2) By

2015-2016, 70% of teachers being trained in community building circles, empathy and

diffusing disruptive behavior; (3) By 2016-2017, 50% of staff utilizing on a consistent basis,

(at least two days a week) restorative justice practices and strategies resulting in a reduction of

loss instructional days caused by being pushed out of class and/or suspensions.

Continuing and throughout the 2015-2016, the Restorative Justice Teacher Adviser (RJTA)

provides direct instruction and training to staff and students in all Tiers and components of

Restorative Justice strategies and practices. The trainings are approved using the site systemic

process which includes an approval from the Instructional Leadership Team and Professional

Development Committee. The restorative justice trainings are based on current School wide

Positive Behavior Intervention Supports which are aligned to the Discipline Foundation Policy.

In order to contribute to ongoing success with discipline policies and practices at PBHS,

Restorative Justice also includes planning and implementation of these comprehensive

strategies: (a) Continuous review of discipline data; (b) Process for increasing and promoting

school climate and improving targeted and selected discipline incidences; (c) Monitoring and


evaluating the goals of the restorative justice implementation using the rubric of

implementation (ROI) developed by central office School of Operations. Restorative Justice at

PBHS also includes a universal community building process for students of protected

populations (i.e. Foster, Group Home, Homeless, etc.) and parent/guardian training in

restorative justice.

* LA-LAUSD COLLABORATIVE SCHOOLS: PBHS is a member of the UCLA-LAUSD

Collaborative Schools program which consists of schools coming together quarterly to discuss

ways to help the African American population towards college readiness. The following four

areas of focus are being implemented this year: building a college going culture, giving

African American students instructional support, teaching students resiliency, and encouraging

parent engagement.

Students are encouraged to take AP courses, and all students take the PSAT. 100% of the

tenth and eleventh grade students took the PSAT for the 2015-2016 academic year. More

specific to our African American population, on December 2, 2015 Sabrina Johnson, the

coordinator of the Early Academic Program at UC Irvine, met with our African American

students to discuss college admission requirements and the importance of earning good grades.

Furthermore, the African American students are encouraged to visit the “Pilot Center” to learn

about the different universities.

Teachers attend professional developments regularly to improve instructional support in the

classroom. The grades of the students are reviewed to identify the students who are struggling

and tutoring is provided for those students.

The Restorative Justice practices are implemented to help with the students who are having

behavioral and, or discipline problems. Also, counselors come together and identify students

who are struggling emotionally and academically by holding Coordination of Services Team

(COST) and Student Success Teams (SST) meetings. During the meetings strategies are

discussed on how to help struggling students.

*THE ITEP/BANNING PARTNERSHIP-International Trade Education Programs (ITEP) is

a non-profit intermediary that brings confidence, choice, and opportunity to students. Through

partnerships with local businesses, industry and community groups, ITEP prepares high school

students for diverse career opportunities in high-growth job sectors including advanced

manufacturing, engineering technology, business, and finance. The organization develops

innovative programs that integrate internships and career mentoring with the curriculum of

high schools throughout southern California. More than 300 industry leaders serve as board

members, speakers, mentors, and internship providers to engage and prepare youth for

tomorrow’s workplace.

ITEP’s partnership with PBHS was born over 16 years ago when past Port of Los Angeles

Commissioner, Carol Rowen, saw a need to connect the underserved youth of Wilmington to

the careers and resources of the nation’s busiest port. The partnership began with the creation

of the International Trade Academy, which aimed to expose students to careers in the trade,

transportation and logistics industries. Today, ITA remains one of ITEP’s premiere academies


and PBHS remains the flagship school for ITEP, housing five career pathways, more than any

other school served.

Serving as an intermediary, ITEP leverages community partnerships and industry volunteers to

augment school curriculum with interactive experiences that allow students to learn career

skills from adult mentors and actively participate in professional environments. ITEP programs

at PBHS guide students toward positive choices, supportive community partners, and

rewarding careers. ITEP’s framework emphasizes the need to build students' sense of

competence, self-determination and connections with others encouraging students to succeed

by:

ITEP currently supports summer bridge programs to ease the transition into 9th grade; a

structured internship program to ease the transition from student to employee; and an Alumni

Association to provide support for job searches and professional development post high school

graduation.

ITEP includes parent orientations in order to involve families in the education process. Parents

learn about the pathways and the internship program and are invited to culmination events

including the Underwater Robotics Program Competition, the Internship culmination, and the

ITEP Scholarship Dinner.

ITEP develops and maintains strong connections with community resources by leveraging

industry leaders. ITEP currently maintains relationships with dozens of business associations,

which provides ITEP access to hundreds of individuals interested in supporting students

through industry coaching and internships. ITEP has relationships with the Harbor Association

of Industry and Commerce, the Wilmington Chamber of Commerce, L.A. Harbor College,

and the Harbor City/Harbor Gateway, through which students receive a plethora of

opportunities and benefits from their community.

Major programming for PBHS students include:

• 9th & 10th Grade - GPS Your Future Career Expo, United States Coast Guard Day of

Discovery, Guest Speaker Series, Study Tours

• 11th Grade - Parent Orientations, Industry Coaching (Mentorship), Work Readiness

Internship Workshops, Job Shadow Day, Project Consultation by Industry Professionals

• 12th Grade – Paid Summer Internships, Assistance with college applications, Senior

Capstone Projects, ITEP Scholarships, Annual Scholarship Dinner

ITEP’s most impactful program continues to be the summer internship program, which has

successfully placed hundreds of PBHS students over the years into highly sought after

professional environments to earn real-world work experience and a pay check! Qualifying

students are employed for six weeks by ITEP’s industry partners, including Marine Exchange,

Cal Cartage, Port of Los Angeles, San Pedro Chamber of Commerce, California State

University Dominguez Hills, and JMC2 Civil Engineering. The program offers students a


series of preparation workshops over the course of one year that includes job training before

students are finally placed.

One of the most unique aspects of the partnership between ITEP and PBHS are the academy

specific advisory boards that each of the five pathways have. Each pathway has an advisory

board comprised of business professionals. Members meet monthly to discuss ideas for

programming, ways to connect resources directly to students and faculty, provide feedback on

student projects, prepare students for business competitions, set up field trips, bring in guest

speakers and act as mentors.

Advisory boards have also helped design and sustain signature field trips for the academies.

PASHA Stevedoring Terminal has sponsored ITA seniors each year on a trip to Washington

D.C. to participate in the National Youth Leadership Forum. Metro Shores has sponsored

GSS sophomores each year on a weeklong trip to Cal Maritime Academy where they earn their

STCW certificate. Valero has sponsored the annual GESA trip to Catalina and Potential

Industries has helped sponsor the MATCH academy’s annual trip to the 4H leadership

conference.

PBHS students emerging from ITEP’s programs are motivated and aware of both the effort it

takes to succeed in their chosen career as well as their own potential to achieve that future.

They have role models to inspire them, a strong connection to their community, and a clear

vision of the path they want to take. This impact is expressed through more students qualifying

for summer internships, higher graduation rates, enrollment in higher education and training,

and improved career opportunities.

* BREAKFAST-IN-THE-CLASSROOM (BIC): LAUSD adopted this federal program

several years ago and PBHS was to begin in 2014-2015. PBHS prepared by adding it into the

bell schedule since BIC is considered instructional time. The first 20 minutes of 1st and 4th

periods were designated for BIC. The district had set a date on which BIC would start;

however, logistical snags and misinformation from LAUSD Food Services created too many

challenges for the school and school site decision was made to postpone BIC until issues could

be resolved. As a result, the bell schedule was altered for the Spring, 2015 semester and BIC

was eliminated for the school year.

Beginning in Fall, 2015 ‘Grab and Go’ breakfast was provided to students before school from

food carts located outside the main building and at the end of the ‘breezeway’. Because of the

small number of students participating, the district requested PBHS once again alter its bell

schedule for Spring, 2016 to allow students to participate in BIC during instructional time.

* LIBRARY: The library is undergoing a renaissance. Administration, faculty, staff, and, as

of fall 2015, a new Teacher Librarian (TL), are working to make the library a student friendly

hub of literacy and learning. The Teacher Librarian has published “The Banning Library

Bulletin” for teachers/staff and “The Banning Library Buzz” for students to keep everyone up

to date on changes and happenings in the library and to create a sense of excitement about

literacy and learning. Both newsletters will be ongoing. The TL has also been sending out


emails to both whole staff and selected groups with information ranging from local interest, to

curriculum and instruction, to general interest.

As of August 17, 2015 the library is now open from 7:15 am until 3:45 pm, with some

extended hours, and during Pilot Break and lunch. Students can do homework, work on

projects, read, check books in and out, meet up with friends, and use the computers and

printer. Students can also be found playing chess or board games. Supplies are available for

students to assist them with their assignments. So many students are using the library that it

necessitated a second sign in sheet. Students have complained that the lines to sign in at break

and lunch were too long. Upwards of 40 students can be found in the library during these

times.

Activities and events promote literacy through the library. The “Caught Reading” program

gives students a coupon that can be redeemed for a small prize in the library. As of November,

over 80 students were rewarded. There was also the “Banning HS 5 Book Challenge” and a

bookmark design contest-all tied into International Literacy Day. The library also celebrated

Banned Books Week.

In Fall, 2015, three or four days a week, after school, PBHS’s English learners meet in the

library for tutoring and to work on homework. Clubs also use the library as a meeting space.

The Banning Book Club meets weekly. The Banning Bible Club held a huge meeting attended

by over 50 students. Adults, too, are using the library. There is a weekly calendar meeting,

with the out of classroom personnel. There have been Special Education and ELD professional

development sessions after school in the library. There have been two “coffee and sweets”

socials sponsored by the Teacher Librarian that will continue monthly to build morale and

encourage faculty and staff to come to the library. Student sign-in sheets and a teacher

schedule book are maintained to document library usage.

Whole classes often schedule times to visit the library. English, Social Studies, Spanish,

Science, and other classes have come to do research, create power points, use Engrade, take

computerized tests, engage in debates, and many other activities. The Teacher Librarian held

orientations for 9th grade English classes to orient students to using the library and has

presented mini lessons on the LAUSD Digital Library. The DOTS program regularly uses the

library for presentations for special education students who will be transitioning to post high

school training and jobs. There is a core group of 6 student volunteers who have been trained

to run the circulation desk at break and lunch.

Book circulation has increased dramatically indicating there is more reading going on! More

books were checked out in the first 3 months of the 2015-2016 school year than were checked

out all of last year. The Scholastic Book Fair is held each semester. Students have the

opportunity to purchase books through monthly scholastic book orders as well.

Beginning before the fall 2015 semester, the TL reconfigured the library space to be less stuffy

and more creative for learning. The library has new displays designed to engage students


which are changed regularly. There have been displays for Banned Books Week,

Latino/Hispanic Heritage Month, LGBT History month, Native American History month,

poetry, How to Land Your First Job, Good Books You Might Have Missed, Thanksgiving.

One of the library’s most elaborate efforts was for Dia de los Muertos, a joint project between

the TL and a Spanish teacher and her classes. The library was decorated with two large and

dozens of smaller ofrendas, or altars. Classes visited the library to see the work and learn

about the traditions and symbolism of this day.

Libraries in LAUSD have not had significant, consistent funding since 2002. This has resulted

in a library collection that is aged and outdated. A collection analysis conducted by the Teacher

Librarian revealed areas that are grossly outdated. The teacher librarian is weeding to remove

obsolete, offensive, inaccurate, unattractive books. Shelves continue to be shifted and

rearranged to make all books organized and accessible to students and staff. The TL has

submitted a small book order, a first step in building a more up-to-date collection. She is

writing grants to obtain more recent and relevant titles. The TL presented CCSS aligned

proposals for new books and other materials to the School Site Council which approved the

request at the December meeting. LAUSD Library Services has also been sending a small

number of new, shelf-ready books to help develop the collection. A grant from the Molina

Foundation in November of 2015 allowed receipt of several hundred books to be given away to

students, in an effort to increase the number of books in students’ homes.

As the collection is brought up-to-date the issue of the non-working/obsolete security system

will need to be addressed. The system is electro-magnetic and needs to be replaced. Recently,

LAUSD library services conducted a survey regarding security systems, suggesting a

possibility that the district will provide some or all the funds needed to replace non-functional

systems.

In the works are a “maker space” where students will be able to engage in creative activities

such as origami, knitting, STEM projects, collage, Lego design, and other building and

tinkering that interests them. There is a possibility of a Library Practice class in future school

years.

The TL also helps coordinate and implement the distribution of textbooks at the beginning and

end of the school year.

* LINKED LEARNING: In 2013-2014, PBHS’s Port Academies were awarded the Youth

Career Connect (YCC) grant. As part of this grant, The Port Academies became a Linked

Learning Small Learning Community and began implementation of the deliverables.

Linked Learning is an approach that changes students’ high school experience by bringing

together strong academics, demanding career and technical education, and real-world

experience to help students gain an advantage in high school, post-secondary education, and

careers.


In July 2014, a Linked Learning Summer Bridge program was held for 40 incoming 9th

students, and current 10th grade students. The program introduces incoming ninth graders to

the expectations of high school, the business and finance pathway, and curriculum for college

and career readiness. In July, 2015 the program grew to 80 participating students. The

program culminated in a marketing presentation for a business in the Wilmington community

which required students to meet business owners and then present their findings to the industry

partners.

While the YCC grant provided funding opportunities to implement project-based learning

(PBL) across the Port Academies, it came with many challenges as well. From the beginning

there was no clear communication or training on the compliance items and/or requirements of

the grant. A sentiment of “playing catch-up” on the deliverables of the grant grew out of not

having an Instructional Coach or Work Based Learning Advisor present at the school site until

October of 2014. Largely due to these areas of concern, in the fall of 2015, PBHS made the

decision to withdraw from the grant. The decision to pull out of the grant has not hindered the

level of commitment that our teachers and administrative staff give to the students of the Port

Academies. Through the partnership with the Port of Los Angeles and ITEP, students in the

Port Academies have continued to participate in many college and industry tours, internships,

industry coaching, Virtual Enterprise competitions, and business entrepreneurship. Each of the

academies have active Advisory Boards that participate in coaching students in college and

career readiness soft skills such as networking, pitching business ideas, interviewing

techniques, financial literacy, among many other skills.


SECTION III: Ongoing School Improvement

● Describe the process of engagement of all stakeholders in review of the student

achievement data and the implementation and monitoring of the school-wide action

plan.

● Describe the process used to prepare the progress report.

As a result of the 2013-2014 WASC self-study, PBHS received Probationary status. An appeal

was prepared and submitted in Fall, 2014 which allowed the school to reexamine the overall

WASC Self-study process citing evidence for the appeal. Many of the stakeholders were

involved in this process. During Spring, 2015 the appeal was granted and PBHS received a full

6 year term with a 2 day mid-cycle visit in the 2nd year. With the 2 day visit scheduled in close

proximity to the appeal process, there was thought given to asking for a postponement of the

visit for one year. After careful consideration, it was decided that PBHS would accept the term

and preparation began for the mid-cycle revisit.

During the summer of 2015, the WASC Coordinator met with the Administrator in charge of

WASC and the Principal to formulate plans for the incorporation of WASC into the

professional development calendar and for inclusion of all stakeholder groups. The

Instructional Leadership Team (ILT) is charged with maintaining the Professional Development

calendar, and WASC has been the lynchpin of all professional development. It was decided

that everything we do is WASC related, and this point is made at department and SLC

meetings, as well as all professional developments and faculty meetings. Additionally, the ILT

has developed a process for reviewing student work using Critical Friends protocols and for

aligning WASC evidence within classrooms.

A WASC presentation to the faculty about the process was made at the opening faculty

meeting. Subsequently, the faculty and staff, though PLCs (department-home groups, SLCs-

focus groups) has reviewed the Critical Areas for Follow-up and has submitted feedback which

is incorporated into this report. Special Ed aides and classified staff were made aware of the

process and provided feedback from their perspective as well. WASC updates have been

provided at all faculty meetings, School Site Council meetings (SSC), and Expanded School

Based Management (ESBM) governance meetings. At each of these meetings, questions are

answered, and information sought in order to complete the report.

A team headed by an administrator and out-of-classroom personnel collated information and

wrote the narrative for each of the Areas of Growth based on feedback from WASC

professional development meetings by home and focus groups.

The principal and out of classroom staff have incorporated WASC information and sought

feedback from parents through Title I meetings, ELAC meetings, and Coffee With the

Principal (CWP) meetings. In October, November, December, and January, CWP meetings

was dedicated for WASC updates, and feedback on the Critical Areas for Follow-Up. Parents

were encouraged to participate in committees, and some do through SSC and ESBM; however,

there is difficulty in getting attendance at other meetings due to parent work schedules, etc. We


recognize this is a challenge and the school is continuously working to address it by sending

meeting information through Connect-Ed phone calls, website, marquis, flyers and letters. We

are considering looking into Remind101 as an added option for informing parents of activities

and meetings.

A group made up of students from various groups including leadership/student government,

SLC councils, Maritime Scholars, Band/Drill, Library, Visual/Performing Arts, etc. will meet

to discuss the WASC process and provide information and feedback to the WASC writing

team.

The information collected from the groups is funneled through the WASC Coordinator and Co-

Coordinator. Out of classroom personnel and administrators are charged with acquiring

information and writing various sections as necessary so that all aspects of the school are

included in the process.

Differentiated online surveys through Survey Monkey of the certificated faculty, classified

staff, parents, and students were conducted in December. Students and parents were surveyed

on the effectiveness of the Schoolwide Learner Outcomes (SLO), and faculty and staff were

surveyed on the areas of growth. The results were analyzed and used to gauge the progress on

the Critical Areas for Follow-Up and Schoolwide Action Plan. Another finding from the parent

survey is many of the parents are lacking in computer literacy skills.

On January 11, 2016, the beginning of the new semester, the faculty reviewed and evaluated

the faculty/staff survey and section 2 of the WASC document. Additional feedback was

provided to the report writers and clarifications were made. Over 95% of the faculty was

present for this exercise and each focus group provided feedback to the report.


SECTION IV: Progress on Critical Areas for Follow-up/School-wide Action Plan

● Provide analytical comments on the accomplishment of each school-wide action plan

section referencing the critical areas for follow-up addressed through each section;

provide supporting evidence, including how each area has impacted student

achievement.

● If any critical areas for follow-up were not included in the school’s action plan, indicate

what actions have been taken to address this issue and provide supporting evidence,

including the impact on student achievement.

Note: The school’s school-wide action plan should have incorporated all the critical areas of

follow-up or major recommendations that were stated in the last self-study visiting

committee report.

1. Revision of SLO to correlate with rigor, 21st century learning skills and Common Core

Standards is needed and must be attached to measurable progress indicators in order to guide

schoolwide action plan.

The Schoolwide Learner Outcomes (SLO) were revised in 2014 at the suggestion of the

previous WASC Self-Study Visiting Team who suggested that the rewrite include

understandable, measurable objectives. Upon schoolwide approval of the SLO, the school

published the SLO on classroom posters to be displayed throughout the school, including

common areas. Teachers were asked to include the SLO in their unit and lesson planning. The

SLO have been added to the PBHS Home page and are prominently displayed on banners

throughout the first floor of the main building. The Portlight, the student newspaper, displays

the SLO in most of its editions. A suggestion was made by the PBHS WASC committee to

include the SLO weekly during the daily student announcements, and students in a WASC

focus group felt that this would be effective. This will begin in Spring, 2016.

As part of the WASC professional developments for school year 2015-2016, teachers

reviewed, responded, and evaluated the SLO in terms of their effectiveness. Similarly, the

SLO were presented to the parents who participate in Coffee with the Principal. Professional

development agendas have a SLO or Area of Growth listed as the focus, thus allowing PDs to

be aligned with WASC recommendations. The school has made a concerted effort to focus on

the SLO as part of the vision and mission...and all instruction is related to them. In the second

year of the current SLO, teachers felt that not enough time has elapsed to revise the SLO

further although examination of them will be an ongoing yearly project.

During faculty meetings and professional development, teachers have shared that they are

incorporating the Student Learner Outcomes into their daily and weekly lesson objectives.

2. Collaboratively, inclusive of all stakeholders, develop a very clear vision, mission and

measurable action plan to guide work of the school with self-imposed, periodic progress

monitoring.


The PBHS Mission and Vision were developed during the Public School Choice 4.0 process in

2011-2012. The following year (2012-2013), PBHS began its most recent WASC Self-Study.

At that time the vision and mission statements were modified with the inclusion of the 4

Why’s—developed during staff development prior to the start of school in September, 2013.

These 4 Why’s were highly promoted with T-Shirt Tuesdays and with a PowerPoint review on

each professional development agenda throughout the 2013-2014 school year.

During the 2012-2013 WASC Self-study process, Schoolwide Learner Outcomes were

developed and implemented and replaced the Expected Schoolwide Learning Results (ESLRs).

After receiving feedback from the WASC Visiting Team, the SLO were again revised by the

staff in order to ensure that they were measurable.

Circumstances dictated that the school continue the WASC process in 2013-2014. The

mission, vision, and SLO were, once again, reviewed. Subsequently, the direction of

instruction is driven by the goals heretofore described.

The Public School 4.0 process, of which PBHS is in the fourth year, has a built-in yearly

review process. However, with all of the opportunities for the PBHS educational community to

participate and review the instructional program as set forth in the WASC document, SPSA,

and Public School Choice process there is still confusion among some of the staff. Despite the

faculty meetings and professional developments where these documents and their relationship

has been explained and discussed, some teachers feel that confusion exists. A reliable process

for monitoring and review will be developed.

Although several faculty members said that the vision and mission are measurable and clear,

there is still a need to refine and update the vision, mission and action plans as federal, state,

and district mandates are instituted, and to ensure that these changes to the plans be inclusive

of all stakeholders who choose to be involved and to encourage those stakeholders who choose

not to participate in the process by communicating its importance..

All stakeholder groups are involved in the development and implementation of all aspects of

the process. Parents from a wide array of the school community need to understand the goals

of the school. Outreach to disparate parent groups, in addition to those who participate in

Parent Center activities, governance boards, Title I and ELAC meetings, Expanded School

Based Management (ESBM), School Site Council (SSC), monthly Coffee with the Principal

meetings, etc. is imperative. Parents are encouraged to participate in Back to School Night,

Open House, banquets, awards assemblies, and other activities and the goals should be

addressed at each of the meetings. A parent survey was developed.

Better communication with classified staff is needed. They must be involved in the process as

they are an integral part of the school. Recently, a meeting was held to begin the process of

incorporating classified staff’s ideas and to inform them of the process, goals, mission, and

vision; however, there was limited participating in the online schoolwide survey by this group.


Student groups have been incorporated into the process as well. The leadership class, SLC

councils, clubs, and a random group of students who do not necessarily participate in activities

have been called upon for feedback. The principal holds meetings with each grade level each

semester and goes over the SLO, mission, and vision for students. SLO posters are posted in

most classrooms—with the goal of each classroom and public area—and teachers are advised to

incorporate the SLO into their delivery of instruction. A student survey was conducted to elicit

attitudes about school and education at PBHS.

Clear communication is essential to the success of the vision, mission, and SLO. Use of

LAUSD email, faculty meetings, Professional Development meetings, Daily student

announcements, the principal’s Bits and Pieces publication, and ConnectEd phone calls are

being utilized to communicate with all groups.

3. Increased rigor is needed in all content areas for all students.

During a professional development held on September 28, 2015, faculty and para-professionals

completed a survey for input on all seven (7) critical areas for follow-up. Of those surveyed,

47 responded to Critical Area for Follow-Up #3 with the following distribution:

● 33 stated that while improvements may be observed in the classroom, there remains to

be a need to continue to increase rigor in all content areas for all students;

● 12 stated that there are sufficient observable improvements of increased rigor; and

● 2 stated that learners are provided rigorous instruction and this is now strength and not

a critical area for follow-up.

There was consensus that every educational institution should continuously strive to improve

rigor in the classroom. Additional professional development and lesson plan improvements are

being developed to transition to and reflect the Common Core State Standards (CCSS)2 through

trainings on Depths of Knowledge, Habits of Mind, and Performance Task lessons to meet the

rigors of SBAC. These trainings will lead to rigor being applied consistently and observably

from classroom to classroom. Teacher buy-in and support for all learners to progress and meet

high expectations is important. While focus on the implementation of the CCSS is on the

English and math departments, all content areas are understanding their role in the CCSS and

participate in the school’s adoption of reading across the curriculum. Additionally, The Public

School Choice plan calls for implementation of Project-Based Learning (PBL) to increase

rigor. Several teachers have been sent to trainings focused on PBL and this continues to be a

focus for the school.

The math department is using a new curriculum (Springboard) which is more rigorous, but

more training is needed for teachers to fully and effectively implement the program. These

trainings will lead to the development of more rigorous lessons that are interactive and geared

to multiple learning styles. Learners also need to be able to justify or support their course of

action in solving algebraic problems which points to a great need to increase metacognitive

2 Now known as California State Standards


practices through Habits of Mind (HOM).

Schoolwide, the needs to be able to read and write across the curriculum and consistently use

academic language are being addressed through professional developments and trainings the

staff is participating in. Anecdotally, and through test data, several of the staff feel that many

students are below grade level in reading and writing and do not work to their potential. There

is also a need for smaller class sizes in order to provide learners with much needed support

especially with regard to critical analysis questions. While increasing rigor is critical, it must

be rooted in data, be gradual, and be scaffolded. And, it should always be implemented with

student engagement and personalization in mind.

Implementation of increased rigor: Some teachers and administrators suggested that an

observable rigorous classroom should include an emphasis on why and how not just what,

when, and where. In addition, there should be differentiated instructional strategies that

support all learners, less direct instruction, and increased collaborative learning, development

of thematic lessons specific to the SLCs, and hands-on learning opportunities. To facilitate

real-life learning exposure for the students, more field trips should be offered. Peer (teacher)

observations and feedback will be implemented to validate and improve rigorous instruction

and high expectations.

PBHS has several Career Technical Education (CTE) programs in place and will be increasing

these opportunities in the future. CTE provides students with technical training to prepare for a

successful career. The structured training each student receives gives him or her the tools

needed to be successful in a job after high school and/or further his or her postsecondary

education, whether technical school, two-year college, or four-year college. Each student is

encouraged to explore various areas of study to develop the essential skills to feel competent in

entering today's competitive job market.

CTE Career Pathways available to students

Industry Sector Career Pathways

Arts, Media & Entertainment Design, Visual & Media Arts

Business & Finance International Business

Health Science & Medical Technology Patient Care

Hospitality, Tourism, & Recreation Food Service & Hospitality

Marketing, Sales & Service Entrepreneurship & Self Employment

Transportation Systems Diagnostics, Service & Repair

4. Establish and enforce high expectations for all stakeholders, including fostering a strong

sense of pride in their academic surroundings.


In terms of high expectations and school pride for all stakeholders, there is evidence to support

strengths and tangible progress, as well as growth areas in relation to the establishment and

execution of high expectations, and fostering a sense of school pride for all stakeholders.

Faculty discussions centered around three main areas: 1) Parent Involvement 2) School

Pride/Sense of Ownership and 3) Behavioral Expectations/Academic Rigor. While it has been

observed that parent participation is increasing in some settings (9th grade orientation, other

parent events) there is a need for improvement.

It was voiced that some teachers feel the lack of consistent, ongoing parent involvement is one

of the major problems in addressing this critical area, and that focusing on getting parents

more involved will both enable the school to raise expectations, and increase school pride.

School pride is evidenced in high student participation in a wide variety of clubs (UCLA health

careers, bible, chess, book, anime, etc.) band, cheer, drill team, and sports. Leadership

students and various staff members welcome all stakeholders daily with the Pledge of

Allegiance, announcements, upcoming events and encouragement to be on time, work hard,

and achieve. Students all over campus can be seen stopping wherever they are to acknowledge

the pledge. Increased campus cleanliness is also evidence that the students take pride in and

feel ownership of the campus. Students pick up their trash on campus, and the Teacher

Librarian said the students who use the library treat their surroundings with respect. Library

procedures/hours/orientation have been established and usage and circulation have both

increased. Students are using the library before and after school in increasing numbers.

The PBHS student attendance rate has improved due to timely submittal of attendance by

teachers, and the Attendance Discrepancy Reports that are submitted to correct attendance. The

PSA makes welcome announcements every morning before school, and reward students for

excellent attendance weekly. Improved attendance shows greater student engagement and can

also be interpreted as reflecting successful efforts at raising expectations and increasing school

pride.

Efforts are being made to reach out to middle school students from Dodson, Carnegie, Curtiss,

and Wilmington to increase community connections, in effect to “sell” PBHS to potential

students based on the many positive things that are happening on campus.

PBHS has a strong alumni presence, including current administration, current and former

faculty, parents, and the alumni club which enhances school spirit and pride.

Professional developments focus on increased use of academic language, communication skills,

and critical thinking. Some teachers expressed concern that a small number of teachers are in

need of additional classroom management training and some do not enforce school rules

consistently. This is addressed by administration as necessary. New teachers have mentor

teachers to provide support. Overall, there is agreement that some SLCs/academies do better

than others and is an area of focus.


Department members have ideas and strategies to build on strengths, and address deficiencies

to improve this critical area. A step-by step plan has been developed for Professional

Developments and content area meetings with the goal to better align SBAC tasks. Using the

Engrade system to its full extent is one way to increase parental involvement, and increase

student accountability. Further refinement of a schoolwide grading policy is another step that

could be implemented. Continuing to focus on the CCSS, differentiation, and common

assessments and grading are other ways to align and raise academic expectations. Continuing

the conversation in professional development on what constitutes rigorous curriculum and

instruction is necessary.

This recursive process that the English department is engaging in continues to reveal the

varying perceptions of school culture, and allows an open discussion of these perceptions, with

individuals sharing, comparing, and analyzing observations of what is happening on campus. It

enables teachers to work towards a common language to address critical areas, develop a

strategic plan to address growth areas and celebrate and build on successes.

All content area departments are in process of aligning curriculum to meet the demands of

Common Core. The Science department is in the awareness year of the new state curriculum

known as the New Generation Science Standards (NGSS). Teachers are beginning to attend

district offered professional development to familiarize themselves with NGSS, develop

curriculum, sample lessons, and curriculum maps. Space has been limited for science

classrooms and lack of running water in classrooms has hampered the ability of science

teachers to set up additional labs due to the co-located school--which Local District South is

currently studying.

The social studies teachers stated that they lack clear direction but want to succeed in providing

rigorous instruction. The social studies department has been at the forefront of incorporating

technology into instruction and this past summer the school was re-wired for increased network

capability. Several social studies teachers (and others as well) are able to provide instruction

using technology and have demonstrated these lessons to the department. Several social studies

teachers have laptop or iPad carts in their classrooms which students use to enhance their

studies.

5. Enhance common assessment practices within and across curricular departments to

effectively guide and adjust instructional practices to raise student achievement and mastery of

the SLO.

The Instructional Leadership Team (ILT) was formed during the Public School Choice 4.0

process in 2011-2012. Since the last WASC visit, the ILT has developed a purpose: To design

an effective instructional program for students through teams of professionals engaged in

continuous inquiry and collaborative planning, including professional development. After

assessing the ILT and evaluating data (including SBAC, student grades, student work samples,

observations, teacher reflections, WASC PD feedback) the ILT leadership developed short,

intermediate, and long term-goals. The ILT Leadership has since moved forward with

developing Problem-Solving Cycles within the ILT, teachers of Long Term English Learners,


9th Grade ELA, and Algebra 1 focus groups in order to reach short, intermediate and long-

term goals.

Short-Term Goals:

* Provide professional development and lesson design support to English and Math teachers of

11th grade students in preparation for SBAC

* Develop lessons that will increase the level of support for English Learners and Students with

Disabilities, and make content in all classes, especially in ELA and Math more accessible

* Increase collaboration among teachers of ELs/SWD using action research/lesson study as the

protocol for increasing teacher collaboration

* Provide professional development and lesson planning time for teachers to learn to design

and implement performance tasks

* Continue to provide training, professional development, and time for planning instruction as

teachers utilize the Digital Library, Test Operations Management System (TOMS), and

MyData

Intermediate Goals:

* Increase teacher collaboration among teachers of ELs/SWD using action research/lesson

study as the protocol for increasing teacher collaboration

* Provide professional development and planning time for teachers to learn to design and

implement performance tasks

* Build capacity within the Instructional Leadership Team by conducting a book study around

Kelly Gallagher’s In the Best Interest of Students: Staying True to What Works in the ELA

Classroom; and Common Core Math in a PLC: High School.

Long-Term Goals:

* Increase teacher collaboration among teachers, especially teachers of English Learners and

Students with Disabilities, using action research/lesson study as the protocol for increasing

teacher collaboration

* Provide professional development and planning time for teachers to learn to design and

implement performance tasks

* Increase the number of students by 5% who will score at the At Standard or Above Standard

levels on the SBAC assessment

The Instructional Leadership Team (ILT) focused its Professional Developments around


Reading and Writing across the curriculum.

The ILT meets weekly to analyze data, set measurable goals, and develop professional

developments for their departments and SLCs. It is the ILT’s responsibility to provide support

to department chairpersons and Small Learning Community lead teachers to build the

capacities of their departments and SLCs through relevant PD and teacher-designed

assessments. ILT leaders support the department chairpersons and SLC lead teachers who

deliver professional development in their respective cohorts, using Critical Friends Protocol.

In professional development sessions, teachers continue to evaluate student work and develop

lessons that enhance instruction and that will enable students to access all content material. It is

planned that before the end of each Problem-Solving Cycle, teachers conduct peer observations

known as Pilot Walks. During this time, teachers will evaluate the progress of students reading

and writing in all disciplines and make recommendations for the next steps to enhance common

units and assessments.

Two focus groups were identified to support the enhancement of common units and

assessments: 9th grade ELA teachers and Algebra One teachers. These focus groups have been

meeting during and after the school day to review and analyze Smarter Balanced data pertinent

to the school, district, subgroups, etc. The teams have reviewed and analyzed

grade/department/subject periodic assessments to interpret and set goals for common units.

Team members will continue to share ideas for student success, assessments, best practices,

interventions, and develop text sets that will incorporate Fiction and Expository pieces of

writing. Additionally, lessons will be developed to include text-dependent questions and/or

prompt, leading to higher levels of DOK and featuring Close Reading strategies that

incorporate annotations of both visual and written works.

Teachers reconvene to review and reflect on the data collected from student lessons and writing

samples. They debrief their observations, reflect on their teaching experiences, and provide

student data based on their writing samples. The group discusses the implications of their

findings and outline potential next steps based on the data. Conferences such as UCI Writing

Project, Kelly Gallagher, and UCLA Center X were scheduled for the focus groups as a way

to support teacher-developed lessons and instructional practices to support all students,

especially English Learners.

English Learner Lesson Study Cycles to support their access to curriculum. Since the

beginning of the 2015-16 school year, the Title III Instructional Coach has worked closely with

teachers of Long-Term English Learners (LTELs) and LTELs with Disabilities in developing

lessons to support English Learners’ Constructive Conversation Skills. She has met

individually with LTEL teachers, developed and planned lessons to fit the needs of each class,

collected immediate data results, shared and discussed it with the teachers, and provided

follow-up lessons to support the students’ needs.

As a follow-up, Professional Development around Constructive Conversations and the


application of these skills in Core subjects (Science, Math, ELA, and History) was delivered to

the entire faculty. Teachers learned to use the four key strategies to building students’

constructive conversation skills: Create, Clarify, Fortify, and Negotiate based on placemats

containing features and prompts for developing those skills (Common Core Standards in

diverse classrooms: Essential practices for developing academic language and disciplinary

literacy (Zwiers, O’Hara, & Pritchard, 2014). Support and follow-up for these strategies will

continue throughout the school year.

Lesson Study Cycles will continue to happen throughout the school year on a monthly basis.

During this time, they will continue to analyze data, develop common units, and assess student

work in order to support English Learners in accessing the content. Following the planning of

collaborative lessons, teachers will observe each other teaching the lessons and debrief their

observations.

The Title III Instructional Coordinator and TSP Adviser will have attended numerous trainings

(such as a 6-part series conducted by Kelly Gallagher specific to Reading and Writing,

NCTE’s “Connecting Assessment Data to Everyday Instructional Planning”, NCTE’s

Investigation: Argumentation, BEAL, and other district-offered Professional development)

focused around reading intervention in order to provide continuous training and support to

teachers of English Learners.

6. Instill and reinforce a sense of ownership and respect for the BHS campus to provide an

environment where all students take pride and learn to respect and accept themselves and

others.

“Pilot Pride means respect for all others…” The daily announcements end with this

catchphrase every day and it is a constant reinforcement of the high expectations the school has

for the students. This does not preclude some behavioral challenges, but overall the school is

calm. Administrators expect teachers to stand by their doors before school and during passing

periods in order for there to be an adult presence in the hallways. Students are expected to

remain in classrooms for the entire period with hall passes limited to emergencies only. This

rule is generally followed, although there are some teachers who are encouraged to attend

additional classroom management training and are provided collegial support. The

administration has set a respectful tone in dealing with students and adults on campus and this

has generally worked to calm things down.

The school has become cleaner as well. The expectation is that students pick up their trash and

deposit it into receptacles. This year the students have largely met that expectation. There is

much less trash on the ground after lunch and Pilot Break as there has been in previous years.

Even though there has been a reduction in the number of Building and Grounds workers,

classrooms are swept regularly, although not daily. A new challenge will arise as a result of

Breakfast-in-the-Classroom, but there is a plan in place for dealing with maintenance issues. A

recurring student complaint is the condition of the restrooms and the sometime lack of

necessities.


LAUSD has adopted the Positive Behavior approach to handling problems and the school is

being trained in Restorative Justice. Not all teachers have bought into this approach and often

suffer consequences of student defiance. The district has sought to eliminate classroom

suspensions and the school has been working toward this goal.

7. Collaboratively communicate, develop, and implement a consistent schoolwide positive

behavioral and instruction intervention support system which provides and articulates

appropriate high expectations, consequences, and is supported, monitored and enforced by all

stakeholders.

Upon collaborative evaluation of this critical area by the departments it was found that the

majority of the stakeholders felt that this was an area that still needed work and improvement.

The school has implemented the Restorative Justice program as mandated by the district as the

discipline vehicle. There have been a few school wide professional development sessions on

Restorative Justice but there is still a need for additional training regarding the program. The

concerns voiced were as follows: 1) no clear communication on expectations and consequences

to student behavior on campus, 2) clarification is needed on how to use the referral system in

MiSis, 3) teachers need additional clarification with the protocol of the referral process for

students with discipline issues., 4)teachers need additional clarification on how the progressive

discipline system and the restorative justice program work together to improve discipline

issues, and 5) there is a lack of feedback to the teacher on student referrals. Additionally, the

student dress code and rules about electronics in the classroom are complicated and outdated

and therefore not enforced by all. Not all teachers have the same system to promote positive

behavior in the classroom. Students have socioeconomic problems that lead low self-esteem

and discipline problems.

As a result of this collaborative self-reflection the departments collectively agreed to a school

wide plan of action that would address the needed expressed by the teachers. The discipline

committee, the restorative justice administrator the ILT committee should lead the conversation

to involve all stakeholders to accomplish the following: 1) revise the dress and electronic code

expectations and consequences, 2)create a uniform discipline in the classroom protocol and a

consequences plan to be implemented by all teachers, 3) peer mentor teachers by SLC or

PLC to assist teachers that need support with classroom discipline, 4) Provide professional

development to all teachers on the MiSis documentation process, and the out of class student

referral process and protocol, 5) create a clear communication protocol for teachers and

stakeholders to receive feedback and follow up on student discipline action, 6) investigate a

way to increase parent support and parent involvement with student discipline and

consequences, 7) create a student to student mentor program overseen by a teacher mentor lead

by the student leadership and personalized by the SLC to provide guidance and support to all

students to help build student capacity, a sense of belonging and, self-esteem.


SECTION V: School-wide Action Plan Refinements

● Comment on the refinements made to the single school-wide action plan since the last self-study visit to reflect school-wide

progress and/or newly identified issues.

● Include a copy of the school’s latest updated school-wide action plan.

PBHS is committed to improving student achievement and preparing all students to be college and career ready while providing a

nurturing environment for student social-emotional development.

The WASC Schoolwide Action Plan was re-developed to reflect the current Critical Areas of Need as mentioned in the Self-Study

Visiting Committee Report. This plan is aligned with the recommendations of the WASC Visiting Committee, the Banning

Schoolwide Public School Choice 4.0 (PSC) Implementation and Monitoring Plan, and the Single Plan for Student Achievement

(SPSA).

Goal #1 – Increase Student Academic Achievement:

Continue to:

● Build teacher capacity in the effective use of access strategies that support student

learning through Professional Learning Communities (PLC)

● Build teacher capacity in assessment literacy and formative assessment, especially

in the development of lessons focused on the Common Core State Standards (CCSS) – Use of data, including writing in

SBAC, EAP, Interim Assessments, and student samples

Goal #2 – Increase Student Engagement:

Continue to:

● Increase student academic and school engagement

● Foster a strong sense of school pride in all students, including respect for self and others

Goal #3– Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive

Learning Environment:

Continue to:


● Strengthen and reorganize, as needed, the SLCs to ensure that the school is responsive to the individual needs of all

students.

● Provide remediation, credit recovery, and enrichment through the SLC structure.

Goal #4 – Create a culture of collaboration and communication among all stakeholders to guide the work of the school in meeting

the identified SLO:

Continue to:

● Strengthen schoolwide collaboration and communication to ensure that the identified SLO are met by all students graduating

from PBHS.

● Strengthen the governance and progress monitoring to include all stakeholders in implementing the action plan and guiding

the work of the school.

NOTE: Source of Funding, SLO, Persons Responsible, and Resources remain the same as the original Action Plan.

Goal #1 – Increasing Student Academic Achievement: Phineas Banning High School will establish and enforce academic rigor across

all content areas to ensure that all students have equitable access to A-G courses, master the CCSS, and are “college and career

ready” when they graduate.

Rationale: In support of our district’s vision of 100% college prepared and career ready, we recognize the importance of supporting

all students in reaching proficiency and 100 percent graduation. In order to do so, it is important to ensure that all students receive a

rigorous College Preparatory curriculum that will help them be successful.

Growth Targets (2014 - 2020):

● AYP(Grade 10) – Increase % Proficient

● CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) by 12%

● High School Graduation and College Eligibility: Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort

Dropout Rate (%) by 12%

● Increase Students on Track for Meeting A-G Requirements (%) by 12%; Increase students Ready for College (EAP) by 12%.

● Attendance – Increase % of students with 96% or higher attendance by 12%

Increase % of staff with 96% or higher attendance by 12%


Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; Local District

(LD) South Instructional Goals

Progress Monitoring Tools: SBAC Test Results, or like assessment

Report Progress: Faculty Meetings

School and District Performance Meter benchmarks

Department and SLC Meetings

UC/CSU A-G completion

Instructional Leadership Team (ILT)

Grade Data

Site Council (SPSA), ESBM

Suspension & Expulsion Data

Coffee With Principal, Boosters, ELAC

Pilot Walks (non-evaluative peer observations) School Board (SPSA)

Tasks Progress Since Self-Study Monitoring thru Next Self-Study

1a) Continue to build teacher capacity in the effective use

of SDAIE & Access Strategies that support student

learning through Professional Learning Communities

(PLC)

- Provide training in the use of the “Critical Friends”

protocols and Data Driven Dialogue through the PLCs

- Implement “Trainer of Trainers” collaborative model

in “Critical Friends” protocols to support content and

academy PLCs

-Identify critical student learning needs; develop,

Continuous use and PD in

“Critical Friends,” Data Driven

Dialogue through the PLCs and

SLCs to support increased

mastery in the utilization of the

three focus strategies

(SDAIE/Access Strategies), the

Reed Modules 1 -4 strategies,

Habits of Mind; Depths of

Knowledge (DOK) and

constructive conversations in

lesson design and delivery.

Ongoing with continual analysis

throughout the schoolyear;

continuous PD (see PD Calendar).



implement and assess course, grade level and schoolwide

programs to ensure student academic success.

1b) Continue to implement a PD calendar that provides

time weekly for teachers in content area PLCs, and/or

SLCs, to focus on the implementation of state standards

and the selected SDAIE/Access Strategies that support

student learning

- Add to media library, models of effective use of

Academic Language Development, Advanced Graphic

Organizers, Instructional Conversations through

Cooperative Learning Groups and state standards lessons

-PD topics to include Teacher Growth Development

Cycle, State Standards (to include writing across the

curriculum), teaching on the block/lesson design, and the

sharing of best practices focused on academic rigor and

high expectations

Administrative Classroom

Observations

Increased mastery in the

utilization of the three focus

strategies (SDAIE/Access

Strategies); the Reed Modules

1 -4 strategies, Habits of

Mind; Depths of Knowledge

(DOK) and constructive

conversations in lesson design

and delivery.

Positive teacher reflections on

PD evaluations on

experiences, and

implementation of strategies

Increased use of library

Increased teacher

collaboration

Ongoing with continual

analysis throughout the

schoolyear; continuous PD

(see PD Calendars from 2013-

14, 2014-15, and 2015-16

which is a “living” document

that is monitored and modified

based on the needs of the

school).

In discussion to restore Pilot

Walks

1c) Continue to build teacher capacity in assessment

literacy and formative assessments, in the development of

and implementation of common lessons and assessments

focused on state standards

-Use data to guide PLCs and SLCs in designing and

implementing lessons

PD to increase mastery in the








Ongoing with continual

analysis throughout the

schoolyear; continuous PD

(see PD Calendars from 2013-

14, 2014-15, and 2015-16

which is a “living” document

that is monitored and modified

based on the needs of the



- Ensure that there is time during the weekly PD for

content and academy PLCs to review schoolwide,

classroom, and individual data to identify problems,

plan, and reexamine data.

- Develop a shared meaning of data and the ability to

access data from various sources

and delivery.

Prior to the suspension of CST

and CAHSEE, teachers

utilized data-driven instruction

to plan lessons that addressed

the standards-based

curriculum.

The mission of the ILT was

evaluated and redefined to

address PD needs to strongly

support teachers and

instruction.

school).

Teachers are familiarizing

themselves with the SBAC and

Interim Assessments with

plans to standardize use of

Interim Assessment data to

drive instruction

Goal #2 Increasing Student Academic Engagement: Phineas Banning High School will foster a strong sense of pride in all students,

and instill and reinforce a sense of ownership and respect for the BHS campus, themselves, and others.

Rationale: We believe in our district’s strategy of ensuring a safe, caring, and nurturing environment for all youth, and recognize

that the more students are engaged in their academic and social-emotional needs the greater their opportunities for success in school

and beyond.


● AYP(Grade 10) – Increase % Proficiency rates in SBAC results by 10%

● CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMO1) by 10%

● High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease

Cohort Dropout Rate (%) by 12%

● Increase Students on Track for Meeting A-G Requirements (%) by 12%

● Increase % of Students Ready for College (EAP) by 12%


● Attendance – Increase % of students with 96% or higher attendance by 12%

● Increase % of staff with 96% or higher attendance by 12%


South Instructional Goals

Progress Monitoring Tools: Attendance data, Grade data, Restorative Justice data, SBAC Test Results, or like assessment






School Site Council (SPSA), ESBM


Coffee With Principal

ELAC, Title 1 Parent meetings

Pilot Walks (non-evaluative peer observations)


2a) Ongoing discussion: Assess, and develop as needed,

schoolwide programs that provide greater personalization

to meet individual learning needs of students and increase

student engagement.

- Identify advisory and mentoring programs to provide

support, personalization, communication, and relationships

to all students.

2016 Student Survey using

SurveyMonkey

o 39.22% of the student

body responded as of

1/25/16 (printout of

SurveyMonkey analyzes

will be provided on the

visit)

Ongoing with documentation per

meeting agenda and notes.

Bi-annual Counselor meetings

with students



- Offer a summer bridge program for incoming students

- Offer a variety of extra-curricular activities for students

to be involved on campus.

- Establish follow-up A-G counseling for students in

grades 10th – 12th

- Recruit and train selected student mentors from each

SLC over the summer using the “B Crew” model.

- Continue to offer a credit recovery program for all

students.

Increase in students

successfully completing A-G

courses

Increase English Learners

successful completion of all

criteria for Reclassification as

Fluent English Proficient

(RFEP)

Increase mastery in the








and delivery.

Quality parent involvement

and engagement to support

student achievement

Annual Fall and Spring semester

club sign-ups

2b) Continue to implement practices, programs and

policies that promote social emotional learning and instill a

sense of belonging and pride

- Continue to offer group sessions of “Why Try”, grief

counseling, and young adult group counseling

- Revisit and assess current student contracts (student dress

See 2a above

A part-time PSW offers

support for foster youth

The PSA and PSW, together

with additional interns from

the University of Southern

California meet weekly with

students in crisis to provide

In August, PSW and PSA to make

contact with students needing

services from the previous year

In the fall begin support groups

and ongoing weekly support group

meetings



code, parent-student compact, etc.)

- Reassess the progressive discipline policy

- Assess and revise, as necessary, a sequenced and aligned

technical CTE program so that it is available to all

students

- Continue to partner with corporations that offer student

internships and community beautification programs

- Develop both SLC and schoolwide reward and

recognition program for positive behavior and excellent

and improved attendance.

- Continue attendance incentives to increase

attendance(weekly attendance raffles, poster contests,

monthly perfect attendance certificates)

- Awards recognition assemblies for perfect and improved

attendance

- Provide a safe, clean, and orderly environment that

supports and nurtures teaching and learning

additional support

Leadership class provides

diverse activities, ranging

from promoting Class/Grade-

Level activities to school-wide

recognitions and celebrations.

Student versus Faculty events

help promote positive

relationship between students

and faculty.

SST and COST meetings to

assess the behavioral and

emotional needs of some

students

o Referrals to PSA, PSW

and other support

groups, if necessary

Best of Buddies program

connects general education

students with Students with

Disabilities (severe)

Making Connections Program

supports student transition to

the United States

2c) Identify and target students needing interventions, and

credit recovery

- Identify students who are at risk of failing core

courses

Increased teacher access to

data: grades, attendance,

progress toward graduation,

SBAC scores, EL monitoring,

Fall, and ongoing with

documentation of students needing

interventions, interventions

offered, and evaluation of their



- Continue to make available additional online courses

- Coordinate services to address the individual needs of

students and families through the Coordination of

Service Team (COST) process

- Utilize the Student Success Team (SST) process to

identify and address the needs of students at risk socially

and emotionally

- Create a systematic intervention program to identify

students early in the schoolyear

- Support, and offer incentives, to students in extra-

curricular activities

-Continue to offer Tier II, Tier III courses, and courses

for credit recovery in the Master Schedule.

- Continue to Identify (and train if needed) teachers for

the Tier II, Tier III, and online courses to ensure

curriculum and instruction addresses the needs of all

struggling students.

-Develop, and revise as necessary, the “Maritime

Scholars” program for enrichment beginning in the

ninth grade.

- Create a student Representative Council with members

from each SLC-Magnet to address student concerns,

and communicate and coordinate student activities

IEPs, behavior

Increased success rates (scores

on common assessments and

final course marks, Interim

Assessments, SBAC scores) in

Algebra I, English 9 and 10.

An increase in teachers

communicating to parents

regarding summative and

formative data of student

progress.

effectiveness.

Maritime Scholars Gifted Program

began the fall of 2014, with

ongoing documentation


Goal #3 – Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive

Learning Environment:

Phineas Banning High School will design and implement support systems and intervention programs addressing the individual needs

of all students to ensure student personalization and academic success.

Rationale: The results of the WASC Self Study indicate that many students lack motivation and do not see a connection between

learning, school success, and their futures. Currently, the SLC structure at Banning High School does not provide the formal

mechanisms to ensure that every student is consistently supported and mentored by an adult on the campus. SLCs must better-

address the individual needs of students, linking their learning to college and career readiness, personal interests, and mastery of

SBAC and the SLO.


- AYP(Grade 10 and 11) – Increase % Proficiency in SBAC results by 10%

-CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO 1) by 12%

-High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease Cohort


-Increase Students on Track for Meeting A-G Requirements (%) by 32% 12% 44%

-Increase % of Students Ready for College (EAP) by 12%

-Attendance – Increase % of students with 96% or higher attendance by 12%

-Increase % of staff with 96% or higher attendance by 12%



Progress Monitoring Tools: SBAC Test Results, or like assessment, Grade Data, Suspension & Expulsion Data







Grade Data

Site Council (SPSA)

ESBM

Title I & ELAC meetings


School Board (SPSA)


3a) Continue to develop and improve the Small Learning

Communities (SLC) to include the anticipated enrollment

changes in coming years.

· Clearly articulate and incorporate cross-curricular

projects, project-based and worked-based learning, and

ties to industry to support student engagement and

positive school culture

In process of developing and

implementing new Fire

Academy Magnet.

Maritime Scholars program

began 2014-15

New advisory board for

PATHS

Investigating STEAM

program for CAL & PATHS

Some training has begun with

PBL for teachers

Underwater Robotics program

for Maritime Scholars

One teacher is trained in

Project Lead the Way and is

implementing curriculum

Linked Learning training


throughout the schoolyear led by

ILT.



· Provide opportunities within the SLC to develop

strong student leadership, and activities that are an

extension of the theme and focus of the SLC and

Magnet school.

·Strengthen and expand business/community-

based student mentoring programs across all SLCs

Department and SLC

participation in 8th grade

Recruitment Fair

Students participate in

competitions:

o Virtual Enterprise at

Long Beach Trade

Show

o Project Echo at UCLA

o Fast Business Pitch at

Cal State Fullerton

o Underwater Robotics

competition

ITEP Industry coaching

sessions

Internships through Port of

Los Angeles

Linked Learning Summer

Bridge program

Student/Business partner

networking mixers

3b) Provide remediation, credit recovery, and enrichment Edgenuity after school and Fall, with continual analysis



through the SLC to ensure mastery of the state standards

and the SLO.

·Identify student interests, A-G course offerings,

Advanced Placement and honors courses to prioritize

the areas for restructuring of SLCs.

·Prioritize the PD time, to ensure that the SLC staff

meets regularly (twice a month) to complete the

problem-solving cycle

· Strengthen Tier I Instruction, and offer Tier II and

Tier III intervention courses that support student needs.

· Match interventions with the needs of the students,

including resources for AP exam preparation.

·Provide time during the school day for remediation

and intervention, credit recovery, or enrichment

· Monitor interventions and remediation for successful

implementation

· Continue and expand Beyond the Bell after school

programs

Saturday sessions for credit

recovery

CORE Waiver credit recovery

Recuitment Fair

Some AP teachers recruit

students for their classes

Monthly after school SLC

Operations meetings were

scheduled during Fall, 2015.

SLC meetings were added to

the PD calendar

Bell schedule reconfigured to

include 7th period for

intervention.

Credit recovery offered after

school and Saturday

Winter intersession offered

during holiday beak

throughout each schoolyear

Still and area of growth



· Continue to offer dual-enrollment classes through

community colleges

· Expand the opportunity for credit recovery to include

online courses such as Edgenuity

Goal #4 – Create a Culture of Collaboration and Communication among all Stakeholders to Guide the work of the School in

Meeting the Identified the SLO:

Phineas Banning High will collaboratively communicate, develop, and implement a consistent schoolwide positive behavioral and

instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is

supported, monitored and enforced by all stakeholders.

Rationale: As evidenced by the self-study process, teachers continue to need training and opportunities to work collaboratively to

deepen their knowledge and understanding of classroom practices, the use of identified instructional methodologies, and establish a

common language around high expectations, and student consequences.


- AYP(Grade 10) – Increase % Proficiency rates in SBAC results by 10%

- CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO 1) by 12%

- High School Graduation and College Eligibility –Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease Cohort


-Increase Students on Track for Meeting A-G Requirements (%) by12%

Increase % of Students Ready for College (EAP) by 12%

- Attendance – Increase % of students with 96% or higher attendance by 12%

Increase % of staff with 96% or higher attendance by 12%




Progress Monitoring Tools: SBAC Test Results, or like assessment Report Progress: Faculty

Meetings





Grade Data

Site Council (SPSA)


Coffee with Principal, ELAC, Title I meetings


School Board (SPSA)


4a) Continue to Collaboratively, develop, and implement a

consistent schoolwide positive behavioral and instruction

intervention support system which provides and articulates

appropriate high expectations, consequences, and is

supported, monitored and enforced

- Continue to develop a system and train stakeholders on

how to monitor and enforce positive classroom management

- Continue to provide workshops and newsletters that share

tools to support academic success

- Communicate ways students can access healthy lifestyles

Restorative Justice

implemented; teachers

trained.

Positive Behavioral

Committee formed to replace

Discipline Committee

through ESBM

Positive Behavior Support

plan written to replace

‘progressive discipline plan.

Will be implemented in

Spring, 2016.

Ongoing with documentation per

meeting agendas and notes

Monthly meeting of Positive

Behavior Committee

Ongoing: Principal’s Bits and

Pieces newsletter

Ongoing: Library Media

Teacher newsletters



Librarian newsletter for

teachers and for students

developed by Teacher

Librarian

Breakfast in Classroom

implemented 2015-16

Principal meets with each

grade level each semester to

discuss discipline, SLO,

academics, etc.

Camphel Productions multi-

media presentations to all

students yearly

4b) Continue to collaboratively, develop a clear vision,

mission and measurable action plan to guide the work of the

school.

· Develop a PD calendar that provides time weekly

for teachers to meet in content area PLCs and/or SLCs

· Focus the PD calendar topics on the

implementation and monitoring of the schoolwide action

plan

Examined SLO, mission, and

vision as part of WASC

process.

Rewrote SLO

ILT refocused and developed

plan clarifying its role

Reconfigured ILT examined

and updated PD calendar

August, and ongoing with

documentation per meeting

agendas and notes

Ongoing evaluation

4c) Continue to increase parent participation in activities that

support student academic achievement

- Develop a system of communication to increase parent

participation in advisory committee meetings, Back-to-

School Night/Open House and PLBAO conferences

Continue to increase

participation in Back-to-

school Night/Open

House/PLBAO

Coffee with the Principal and

ELAC monthly meetings

Engrade communication

Ongoing, periodic evaluation of

participation data



- Continue to inform parents of volunteer opportunities

- Create a system for receiving feedback from all

stakeholders

- Establish a system in which the modes of communication

are two-way between and within stakeholder groups.

- Facilitate parent registration for the new LAUSD Parent

Portal access through email

Remind 101

ConnectEd

Some social media by parents

and teachers

Flyers and paper

communication, marquee,

website

Some parent email from

website

Recruitment Fair

Evaluation and comment

forms

Parent Center

100% Title I Participation;

89.6% qualified

School Experience Survey

Making Connections EL

program

WASC parent survey

4d) Foster the development of a collegial school culture that

is collaborative in nature and focused on problem solving.

· Strengthen PLCs, and continue to provide support

and build capacity among teacher leaders

· Continue with teacher led and developed PD on

trainings

· Augment staff recognition: attendance, teacher

appreciation, kudos, etc.

· Strengthen schoolwide programs to provide greater

Reed PDs

PLC professional

developments

ILT-led professional

development sessions

ESBM and SSC

Faculty Holiday party

Teacher attendance

recognition at faculty





personalization for all stakeholders meetings

Recognition of achievements

at faculty meetings

4e) Strengthen governance and progress monitoring,

including all stakeholders

· Continue to develop the committees under ESBM in

ensuring representations from all stakeholder groups

· Establish a system of communication, including

ConnectEd, outdoor Marquee notices, the school website,

parent letters, emails, and individual contact

· Publish meeting dates, agendas and minutes

Monthly ESBM and SSC

meetings

Monthly Scheduling and

Positive Behavior Committee

meetings

Monthly department and SLC

operations meetings began

Fall, 2015

Agendas are posted online

and in Main Office

Continued use of ConnectEd,

marquee, social media, and

email




Glossary of Terms

AB216 California Assembly Bill 216

AB540 California Assembly Bill 540

ACT American College Testing

AMAO Annual Measurable Achievement Objective

AMAO 1 Making annual progress in learning English

AMAO 2 Attaining English proficient level on the CELDT

AMAO 3 Meeting AYP requirements for the EL student group

AP Advanced Placement

API Academic Performance Index

AYP Adequate Yearly Progress

BEAL Building Educator Assessment Literacy

BIC Breakfast in the Classroom

CAHSEE California High School Exit Exam

CAL Communications, Arts, Leadership

CBEDS California Basic Educational Data System

CCSS Common Core State Standards

CDE California Department of Education

CELDT California English Language Development Test

CIP College Incentive Program Magnet

CoP Communities of Practice

CORE California Office to Reform Education

COST Coordination of Services Team

CRT Class Reduction Teachers

CSR Class Size Reduction

CST California Standardized Tests

CSU California State University

CTE Career Technical Education

CWP Coffee with the Principal

DCFS Department of Children and Family Services

DOK Depth of Knowledge

DOTS District Office of Transition Services

EAP Early Assessment Program

E-Cast LAUSD's Electronic School Enrollment Forecast Process

Edgenuity An online credit recovery program

EL English Learner

ELA English Language Arts

ELAC English Learner Advisory Committee

ELD English Language Development Program


ELD 1-2 Structured English Immersion Program

ELD 3-4 Mainstream Education Program

EO English Only

ESBM Expanded School Based Management

ESEA Elementary and Secondary Education Act

FitnessGram California Physical Fitness Report

FPM Federal Program Monitoring

GESA Global Environmental Science Academy

GSS Global Safety & Security

HOM Habits of Mind

IEP Individualized Education Program

ILT Instructional Leadership Team

ISIC Intensive Support and Innovation Center

ISIC Intensive Support and Innovation Center

ITA International Trade Academy

ITEP International Trade Education Programs

LAFD Los Angeles Fire Department

LAP Language in Action Program

LAUSD Los Angeles Unified School District

LD Local District South

LEP Limited English Proficient

LTEL Long-Term English Learner

MATCH Maritime Agriculture, Tourism, Cuisine, Hospitality

MiSiS My Integrated Student Information System

MMED Multicultural and Multilingual Education Department

MyData LAUSD's Data Collection System

NCLB No Child Left Behind

NCTE National Council of Teachers of English

NGSS New Generation Science Standards

PATHS Pilot Academy of Technology and Health Science

PBHS Phineas Banning High School

PBL Project-Based Learning

PD Professional Development

PLC Professional Learning Community

PORT Port of Los Angeles Academies at PBHS

PSA Pupil Services and Attendance Counselor

PSAT Preliminary Scholastic Aptitude Test

PSC Public School Choice 4.0

PSW Psychiatric Social Worker

QEIA Quality Education Investment Act

REED Reed Investment Schools Agreement


RFEP Reclassified Fluent English Proficient

RJTA Restorative Justice Teacher Adviser

SAT Scholastic Aptitude Test

SBAC Smarter Balanced Assessment Consortium

SDAIE Specially Designed Academic Instruction in English

SEI Structured English Immersion

SIS Student Information System

SLC Small Learning Community

SLO Schoolwide Learner Outcomes

SPSA Single Plan for Student Achievement

SRI Scholastic Reading Inventory

SSC School Site Council

SST Student Success Teams

STEM Science, Technology, Engineering and Math

SWD Students with Disabilities

The Portlight School/Student Newspaper

Title I Free & Reduced Lunch Program

TL Teacher Librarian

TOMS Test Operations Management System

TSP Targeted Student Population

UC University of California

UCI University of California at Irvine

UCLA University of California at Los Angeles

WASC Western Association of Schools and Colleges

YCC Youth Career Connect

ZOC Zone of Choice


2015-16 Bell Schedules

SPRING 2016 *Breakfast in the Classroom

PD Monday Regular Day

Start End Period Min Start End Period Min

8:00 8:51 1 *51 8:00 9:53 1 / 4 *113

8:57 9:31 2 34 9:53 10:08 Pilot Break 15

9:37 10:11 3 34 10:14 11:50 2 / 5 96

10:17 10:51 4 34 11:50 12:20 Lunch 30

10:57 11:31 5 34 12:26 2:02 3 / 6 96

11:31 12:01 Lunch 30 2:08 3:02 7 54

12:07 12:41 6 34 In-Class Minutes 359

12:47 1:17 7 30 Passing Minutes 18

In-Class Minutes 251 Total Instructional Minutes 377

Passing Minutes 36

Total Instructional Minutes 287

FALL 2015 PD Mondays Regular Day

Start End Period Min Start End Period Min

7:40 7:50 Grab-n-Go 10 7:40 7:50 Grab-n-Go 10

8:00 8:35 1 35 8:00 8:06 1/4 – Announcements 6

8:41 9:15 2 34 8:06 9:46 1 / 4 100

9:21 9:55 3 34 9:46 10:01 Pilot Break 15

10:01 10:35 4 34 10:07 11:47 2 / 5 100

10:35 11:05 Lunch 30 11:47 12:17 Lunch 30

11:11 11:17 5-Rule of the Week 6 12:23 2:03 3 / 6 100

11:17 11:51 5 34 2:09 3:02 7 53

11:57 12:31 6 34 In-Class Minutes 359

12:37 1:17 7 40 Passing Minutes 18

In-Class Minutes 251 Total Instructional Minutes 377

Passing Minutes 36

Total Instructional Minutes 287

Phineas Banning High School “Focus On Learning”

Professional Development Calendar 2013 – 2014

1:17 – 2:47PM

Date Meeting Group Topic/Task

01-08-13 Schoolwide Home Groups

Meet School-wide for an overview of the WASC Self-Study Process

Breakout to Home Groups (by SLC) to review on the last self-study (2008) and revisit (2011) Areas of Strength and Critical Areas for Follow

02-05-13 Home Groups Review and Revise Vision and Mission statements

Fill out Faculty Focus Group Preference Sheets

09-17-13 Home Groups Home Group identified as English, Math, Social Science, Science and Electives 1&2

09-24-13 Focus Groups Using the Critical Friends Group (CFG) protocols, teachers will be lead and trained in the use of the ATLAS Protocol for looking at student work.

The facilitators will be teachers who were trained during the summer CFG PDs.

10-15-13 Focus Groups Begin writing assignments in small groups.

Each small group is to select a “typist” who will compile the small group’s thoughts and comments

Each small group is expected to write two paragraphs responding to each prompt in their section

The typist from each small group will then electronically forward their collaborative work to the Focus Group Chairperson

The Focus Group Chairperson will then compile (cut-and-paste) all the paragraphs to be copied for the following week’s PD

11-12-13 Focus Groups Focus Groups will review the October 15, 2013 notes and collaborate to begin writing responses to WASC prompts

11-19-13 Home Groups Using Think-Pair-Share, Focus Groups will begin responding to the Examination of Student Work prompts

Each Focus Group will generate a list of teachers who will volunteer to bring sample student work responsive to the Examination of Student Work prompts to be examined during the 12-03-13 PD

All teachers will bring at least one student work to be reviewed on 12-3-13

12-10-13 Focus Groups Each Focus Group will be divided into small writing groups

Each small writing group will identity a facilitator

Small writing groups within the Focus Groups will read, review, and write the first draft of their assigned writing prompts

Each small group will develop four (4) strengths and four (4) weaknesses with supporting evidences



1:17 – 2:47PM


Small group facilitators will electronic submit to the Focus Group Leads their narratives and evidences to their assigned writing prompts

Focus Group Lead and Support Writer will synthesize all small group submissions and electronically submit draft to Alan Seigel ([email protected]) by 3:00 pm on Friday, December 13

12-20-13 Focus Groups Using Critical Friends Atlas Protocol, Focus Groups will read, review, and revise the first draft of their assigned writing prompts

Focus Groups will synthesize the small groups’ strengths and weaknesses with supporting evidences and compile Focus Group list of 4 strengths and 4 weaknesses

Leader and Support Writer will synthesize and electronically submit revised draft to Alan Seigel ([email protected]) by 3:00 pm on Friday, November 15

01-14-14 Full Staff Experts in the area of Common Core State Standards (CCSS) will lead an overall CCSS training for the entire faculty.

The faculty will have a better understanding of the CCSS, the instructional implications, and school-wide expectations.

01-21-14 Department Using Critical Friends Protocols, teachers will meet by department to continue the CCSS training from the previous week. Department chairpersons will lead the PD and facilitate/apply the learning to their perspective departments.

Guiding questions: o What does the CCSS look like in our department?

Curriculum and Instruction Lessons and lesson planning

o How will we adapt our teaching and lessons?

01-28-14 Department

(Continue from previous PD)

Using Critical Friends Protocols, teachers will meet by department to continue the CCSS training from the previous week. Department chairpersons will lead the PD and facilitate/apply the learning to their perspective departments.

Guiding questions: o What does a Common Core Lesson look like on a block

schedule? Core departments and non-core departments

o How will I adapt my lesson planning to fit a block schedule?

mailto:[email protected]

mailto:[email protected]



1:17 – 2:47PM


02-11-14 Professional Learning Community (PLC)

Using Critical Friends Protocols, teachers will meet in their PLCs to continue applying the CCSS training from the previous weeks. In PLCs, teachers will adapt the learning to their content areas.


schedule? Content areas

o How will I adapt my lesson planning to fit a block schedule?

02-18-14 PLC (Continue from previous PD)

Using Critical Friends Protocols, teachers will meet in their PLCs to continue applying the CCSS training from the previous weeks. In PLCs, teachers will adapt the learning to their content areas.


schedule? Content areas

How will I adapt my lesson planning to fit a block schedule?

02-25-14 WASC In preparation for the WASC visit (March 2nd – 5th), there will be a Review & Preview for the entire staff and faculty. The final version of Banning’s Self-Study will be shared as well as the school-wide expectations.

03-11-14 CAHSEE The faculty will receive a comprehensive training in preparation for the administration of the CAHSEE.

04-01-14 Department Using Critical Friends Protocols, teachers will meet by department to model CCSS lessons that were created during previous PDs. Department chairpersons will facilitate the PD.

o On the block-Modeling

Per X per –CST Training CCSS

2014-15 PD Calendar

1st Semester

DATE

SCHEDULE PD FORMAT (School, SLC, Dept.)

PD TOPIC

8/12/14

CAHSEE Tuesday N/A

N/A

8/19/14

PD Tuesday School District

Moving from Why to How Intro to PLC model

8/26/14

PD Tuesday Dept. Working as a PLC

9/2/14

Red N/A District

N/A

9/9/14

PD Tuesday School ELD Session #1 & CELDT Awareness

9/16/14

PD Tuesday Dept. District

Dept. Action Plans & PLC Work

9/23/14

Black N/A N/A

9/30/14

PD Tuesday School District

Breakfast in the Classroom

10/7/14

CAHSEE Tuesday N/A N/A

10/14/14

PD Tuesday SLC District

Introduction of new staff, Mission and Vision, Planning for the year

10/21/14

PD Tuesday School ELD Session #2/ Working with Parents PD

10/28/14

PD Tuesday Dept. District

Continue with PLC work Interim Assessments Review and Plan

11/4/14

CAHSEE Tuesday N/A N/A

11/11/14

NO SCHOOL N/A N/A

11/18/14

PD Tuesday SLC District

Reviewing the SPSA

11/25/14

NO SCHOOL N/A N/A

12/2/14

PD Tuesday Dept. Interim Assessments – Discuss Data Review Interim assessment for Spring

12/9/14

Special PD (Black) Dept. District

12/16/14

Final Exams N/A N/A

12/17/14 PD SLC Recruitment Planning

12/18/14 PD District Chemical Safety/Blood-born Pathogens

12/19/14 PD SLC Planning for 2nd Semester

Approved by: Mr. Mendoza and Mr. Siegel

2014-15 PD Calendar

2nd Semester

DATE*

SCHEDULE PD FORMAT (School, SLC, Dept.)

PD TOPIC

1/12/15

All Periods PD Monday

School Technology in the Classroom Mr. J. Mendoza

1/19/15

Holiday No PD

4-day Week

1/26/15


Dept. PLC Planning cycle Using Critical Friends Protocols

2/2/15


School

Questioning ISIC

2/9/15


SLC SLC PD

2/16/15

Holiday No PD

4-day Week

2/23/15


Dept.

3/2/15


School ELD- Session #3 and 4

3/9/15


School CAHSEE Training

3/16/15

All Periods CAHSEE Tuesday

SLC

CAHSEE Census

3/23/15


Dept. PLC Planning cycle Using Critical Friends Protocols

3/30/15

Spring Break NO SCHOOL

N/A

N/A

4/6/15

Holiday

No PD 4-day Week

4/13/15


School Restorative Justice REED Module 3

4/20/15

All Periods

No PD N/A

4/27/15

All Periods No PD N/A

5/4/15


5/11/15 All Periods No PD

CAHSEE Make-up

5/18/15


5/25/15

All Periods No PD 4-day Week

6/1/15

Finals No PD N/A

New Monday PD Dates approved by ESBM 12/8/14 Revised 4/9/15

Approved by: Mr. Mendoza and Mr. Siegel

Updated: 10/01/15 ILT Meeting

Phineas Banning High School 2015-16 PD Calendar

1st

Semester

DATE SCHEDULE PD FORMAT

(School, SLC, Dept.) PD TOPIC/COMMENTS

8/17/15

Pupil Free

No PD Monday

8/17/15 Monday – Pupil Free Day 8/18/15 Tuesday – First Day of Instruction

8/24/15

PD Monday Department WASC Interim Assessments and Dept. Plans

8/31/15

Red No PD Monday

9/4/15 Friday – Admissions Day - Holiday

9/7/15

HOLIDAY No School

No PD Monday

9/7/15 Monday – Labor Day Holiday

9/14/15

REED School

9/14/15 Monday – Unassigned Day REED PD – Habits of Mind Session #1

9/21/15

Red No PD Monday

9/23/15 Wednesday – Unassigned Day

9/23/15 REED PD School 9/23/15 Wednesday – Unassigned Day Habits of Mind Session #2

9/28/15

PD Monday Department-School WASC -

10/5/15

PD Monday SLC WASC PORT – Linked Learning

10/12/15

Red No PD Monday

Special Calendar for the week due to PSAT schedule Wednesday (10/14)

10/19/15

PD Monday School ELD Session #1/WASC

10/26/15

PD Monday Department

11/2/15

PD Monday SLC

11/7/15 REED PD School Habits of Mind Session #3

11/9/15

Red No PD Monday

11/11/15 Wednesday – Veterans’ Day Holiday

11/16/15

PD Monday School ELD Session #2

Updated: 10/01/15 ILT Meeting



11/23/15

NO SCHOOL No PD Monday

11/23-11/27 - Thanksgiving Week

11/30/15

PD Monday Department

12/7/15

PD Monday SLC

12/14/15

Finals No PD Monday

Special Calendar for Finals

KEY: Department SLC School REED No Professional Development

ADDITIONAL PD DATES: ILT Meetings – Every Thursday at 3:15 – 4:15 PM

Chemical Safety and Blood borne Pathogens Training

9/14, 9/23 and 11/7 Reed Investment (8am – 3pm)

Phineas Banning High School 2015-16 PD Calendar

November – spring 2015



11/16/15 PD Monday

Schoolwide (WH) Stage: Plan

Begin Cycle 1 1. Overview of PD Cycle 2. Performance Task Overview 3. Claims and Targets Overview

11/30/15 PD Monday Schoolwide (WH) Stage: Plan

Cycle 1 1. Claims and Targets review 2. Criteria for a good performance task 3. Overview of Argumentation

12/7/15 PD Monday Department (various classrooms)

Stage: Plan

Cycle 1 1. DOK 2. Considerations for Task Planning 3. TDQ

1/11/16 All Periods No PD Monday First Day of Second Semester

1/18/16 HOLIDAY No School

No PD Monday 1/18/16 MLK HOLIDAY

1/11/16 Schoolwide (WH)

1. WASC

1/25/16

PD Monday

Stage: Plan and Act Cycle 1 1. Review our professional development

focus 2. Depth of Knowledge in Performance

Tasks, Part 2 3. Practice Raising the Rigor in a

Performance Task

2/1/16

PD Monday Stage: Plan and Act Cycle 1

1. Study an argumentative task/study/lesson aligned to CSS or NGSS

2. Begin to plan a common argumentative lesson in subject/grade-level cohorts

2/8/16 PD Monday Stage: Plan and Act Cycle 1 1. Task Planning time 2. Differentiation and support for ELs

and SWDs

2/15/16 HOLIDAY No School No PD Monday 2/15/16 Presidents’ Day

2/22/16 PD Monday Stage: Assess/Reflect and

Adjust

Cycle 1 1. Task Planning time 2. ATLAS Protocol on developed

performance task



3/2/16 PD Friday Due to WASC Visit

Stage: Reflect and Adjust; Set Goals

Close Cycle 1 and Next Steps for Cycle 2 1. ATLAS Protocol on student Samples 2. Considerations for Task Planning


Begin Cycle 2 1. Considerations for Task Planning


Cycle 2 1. TDQ 2. Task Planning time

3/21/16 SPRING BREAK

3/28/16 UNASSIGNED DAY No School

No PD Monday 3/18/16 UNASSIGNED DAY

4/4/16 PD Monday Stage: Plan and Act Cycle 2

1. Study an argumentative task/study/lesson aligned to CSS or NGSS

2. Begin to plan a common lesson in subject/grade-level cohorts


Adjust

Cycle 2 1. Task Planning time

4/18/16 PD Monday Stage: Assess Cycle 2 1. Task Planning time


Adjust

Cycle 2 1. ATLAS Protocol on developed

performance task

5/2/16 PD Monday Stage: Reflect and Adjust; Set Goals

Cycle 2 1. ATLAS Protocol on student Samples 2. Next Steps for 2016-17

5/9/16 PD Monday By PLC (Various Locations)

Stage: Plan

Next Steps for 2016-2017


Stage: Plan

Next Steps for 2016-2017TBA by ILT


Stage: Plan

Next Steps for 2016-2017 TBA by ILT

5/30/16 HOLIDAY No School

No PD Monday 5/30/16 Memorial Day

6/6/16 Finals’ Week No PD Monday 6/6/16 RED Finals

KEY: Department SLC School REED No Professional Development

ADDITIONAL PD DATES: ILT Meetings – Every Thursday at 3:15 – 4:15 PM in Room 118

Chemical Safety and Blood borne Pathogens Training

i

Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020

Phineas Banning High School is committed to improving student achievement and preparing all students to be college and career ready while providing a nurturing environment for student social-emotional development. Phineas Banning High has re-developed the WASC Schoolwide Action Plan to reflect the current Critical Areas of Need as mentioned in the Self-Study Visiting Committee Report. This plan is in alignment with the recommendations of the WASC Visiting Committee, the Banning Schoolwide Public School Choice 4.0 (PSC) Implementation and Monitoring Plan, and the Single Plan for Student Achievement (SPSA).

Goal #1 – IncreaseStudentAcademic Achievement:

Build teacher capacity in the effective use of access strategies that support student learning through Professional Learning Communities (PLC)

Build teacher capacity in assessment literacy and formative assessment, especially in the development of lessons focused on the Common Core State Standards (CCSS) – Use ofdata, including writing in CAHSEE, EAP, Periodic Assessments, and student samples

Goal #2 – IncreaseStudent Engagement:

Increase student academic and school engagement.

Foster a strong sense of school pride in all students, including respect for self and others. .

Goal #3– Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive Learning Environment:

Strengthen and reorganize, as needed, the SLCs to ensure that the school is responsive to the individual needs of all students.

Provide remediation, credit recovery, and enrichment through the SLC structure.

Goal #4 – Create a culture of collaboration and communication among all stakeholders to guide the work of the school in meeting the identified SLOs:

Strengthen schoolwide collaboration and communication to ensure that the identified SLOs are met by all students graduating from Phineas Banning High.

Strengthen the governance and progress monitoring to include all stakeholders in implementing the action plan and guiding the work of the school.

ii


Goal #1 – IncreasingStudentAcademic Achievement: Phineas Banning High School will establish and enforce academic rigor across all content areas to ensure that all students have equitable access to A-G courses, master the CCSS, and are “college and career ready” when they graduate. Rationale:In support of our district’s vision of 100% college prepared and career ready, we recognize the importance of supporting all students in reachingproficiency and 100 percent graduation. In order to do so, it is important to ensure that all students receive a rigorous College Preparatory curriculum that will help them be successful. Growth Targets (2014 - 2020):

AYP(Grade 10) – Increase % Proficient on CAHSEE ELA 21.18%, and CAHSEE Mathematics 17.71%

CAHSEE – Increase % of 10th graders passing CAHSEE ELA and/or Mathematics by 12%

CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) 12%

High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort Dropout Rate (%) 12% Increase Students on Track for Meeting A-G Requirements (%) 32% 12% 44% Increase % of Students Ready for College (EAP) 12%

Attendance – Increase % of students with 96% or higher attendance 12% Increase % of staff with 96% or higher attendance 12%

Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC

Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement

Student Learner Outcomes (SLOs): Phineas Banning High School graduates will be: Prepared for post-secondary opportunities

Invested in their education & Inspired to succeed

Life-long Learners

Optimistic and Oriented towards their goals

Technologically Proficient

Socially Responsible Community Members

iii

Task Person(s) Responsible:

Timeline: Resources: Monitoring & Reporting

1a) Continue to build teacher capacity in the effective use of SDAIE & Access Strategies that support student learning through Professional Learning Communities (PLC)

Provide training in the use of the “Critical Friends” protocols and Data Driven Dialogue through the PLCs

Implement “Trainer of Trainers” collaborative model in “Critical Friends” protocols to support content and academy PLCs

Identify critical student learning needs; develop, implement and assess course, grade level and schoolwide programs to ensure student academic success.

Administration ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team LASDI Consultant Problem Solving/Data Coach Title I Coordinator Title III Coach TSP Advisor

Ongoing with continual analysis throughout the school year

Collaboration

Common Core State Standards

Common Lessons and Assessments

Critical Friends Protocols

Department and SLC meetings

ELD/LTEL Instructional Strategies

LAUSD EL Master Plan

Media Library

Pilot Walks

School Investment Stabilization and Enhancement Program

Teacher Reflective Journals

PD Calendar

Websites for classroom content

School Report Card

School Data Summary Page

10 and 15 week Mark Analysis

Performance Meter

Pilot Walks – non-evaluative peer observations

Administrative Classroom Observations

Increased mastery in the utilization of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.

Positive teacher reflections on PD evaluations on experiences, and implementation of strategies

1b) Continue to implement a PD calendar that provides time weekly for teachers in content area PLCs, and/or SLCs, to focus on the implementation of CCSS and the selected SDAIE/Access Strategies that support student learning

Add to media library, models of effective use of Academic Language Development, Advanced Graphic Organizers, Instructional Conversations through Cooperative Learning Groups and CCSS lessons

Administration ESBM ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team Library Media Teacher Teachers Title I Coordinator Title III Coach TSP Advisor LASDI Consultant

Ongoing with documentation per meeting agenda and notes. Development of PD calendar every spring semester prior to the school year of implementation, and revisited throughout the school year. PD calendar ratified by ESBM every spring semester. Begin weekly PDs in August, 2014, and ongoing.

Collaboration





District Instructional Experts



Media Library

Pilot Walks




Positive teacher reflections on PD evaluations on experiences, and implementation of strategies

Increased use of media

iv

PD topics to include Teacher Growth Development Cycle, Common Core State Standards (to include writing across the curriculum), teaching on the block/lesson design, and the sharing of best practices focused on academic rigor and high expectations

Professional Development is documented in SPSA annually.

School Investment Stabilization and Enhancement Program

TGDC


PD Calendar


library

Increased teacher collaboration

1c) Continue to build teacher capacity in assessment literacy and formative assessments, in the development of and implementation of common lessons and assessments focused on the CCSS –

Use data to guide PLCs and SLCs in designing and implementing CCSS lessons

Ensure that there is time during the weekly PD for content and academy PLCs to review schoolwide, classroom, and individual data to identify problems, plan, and reexamine data.

Develop a shared meaning of data and the ability to access data from various sources

Administration ESBM ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team Library Media Teacher Teachers Title I Coordinator Title III Coach TSP Advisor LASDI Consultant

Ongoing with documentation per meeting agenda and notes.

CAHSEE Diagnostic

CELDT/CAHSEE Scores

Collaboration


Common Lessons

Common Formative and Summative Assessments

CUM and IEP Files


Data Analysis




Engrade

ISIS School-Max

Media Library

Pilot Walks

TGDC

PD Calendar

PD and Conference Attendance

WELIGENT

Websites and Internet

LAUSD Report Card

LAUSD Data Summary Page


LAUSD Performance Framework




Positive teacher reflections (PD evaluations) on the building of capacity, the collaborative experience, and implementing strategies to support student learning

v


Goal #2 Increasing Student Academic Engagement:Phineas Banning High School will foster a strong sense of pride in all students, and instill and reinforce a sense of ownership and respect for the BHS campus,themselves, and others. Rationale:We believe in our districts strategy of ensuring a safe, caring, and nurturing environment for all youth, and recognize that the more students are engaged in their academic and social-emotional needs the greater their opportunities for success in school and beyond. Growth Targets (2014 - 2020):






Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC

Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement

Student Learner Outcomes:Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members

vi

Task Person(s) Responsible:

Timeline: Resources: Monitoring and Reporting

2a) Assess, and develop as needed, schoolwide programs that provide greater personalization to meet individual learning needs of students and increase student engagement.

Identify advisory and mentoring programs to provide support, personalization, communication, and relationships to all students.

Offer a summer bridge program for incoming students

Offer a variety of extra-curricular activities for students to be involved on campus.

Establish follow-up A-G counseling for students in grades 10th – 12th

Recruit and train selected student mentors from each SLC over the summer using the “B Crew” model.

Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parents Peer Counselors PSA and PSW School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor

Ongoing with documentation per meeting agenda and notes. Annual Fall and Spring semester club sign-ups

Attendance Records

CAHSEE Diagnostic

CELDT/CAHSEE Scores

Collaboration


Common Lessons


CUM and IEP Files

Data Analysis




Engrade

ISIS School-Max

Media Library

Pilot Walks

Progressive Discipline Plan

Student Clubs and organizations

Student Leadership

Suspensions and Discipline Records


Increase in students successfully completing A-G courses

Increase English Learners successful completion of all criteria for Reclassification as Fluent English Proficient (RFEP)

Increase mastery in the use of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.

Quality parent involvement and engagement to support student achievement

2b) Continue to implement practices, programs and policies that promote social emotional learning and instill a sense of belonging and pride.

Reinstate the AVID program at BHS

Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals

August, 2014 PSW and PSA to make contact with students needing services from the previous year Fall, 2014 begin to plan for AVID elective; Spring, 2015 recruit students for the AVID

Attendance Records

AVID Curriculum

Collaboration


Common Lessons

Common Formative and

LAUSD Report Card





vii

Continue to offer group sessions of “WHY Try”, grief counseling, and young adult group counseling

Revisit and assess current student contracts (student dress code, parent-student compact, etc.)

Reassess the progressive discipline policy

Assess and revise, as necessary, a sequenced and aligned technical CTE program so that it is available to all students

Research and make available additional online courses

Develop both SLC and school-wide reward and recognition program for positive behavior and excellent/improved attendance.

Implementing monthly campus beautification activities culminating in a spring Summerfest

Continue attendance

incentives to increase

attendance(weekly

attendance raffles, poster

contests, monthly perfect

attendance certificates) Awards recognition

assemblies for perfect and

improved attendance Provide a safe, clean, and

orderly environment that

Parents Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title One Coordinator Title III Coach TSP Advisor

elective course; Summer 2015 send a team of teachers to the AVID Institute AVID elective courses will continue to grow Fall, 2014 begin support groups and ongoing

Summative Assessments

CUM and IEP Files

Data Analysis




Engrade

Faculty Meetings

ISIS School-Max

Media Library

Pilot Walks



Suspensions and Discipline Records



Student survey responses

Student leadership meetings

viii

supports and nurtures

teaching and learning 2c) Identify and target students needing interventions, and credit recovery

Identify students who are at risk of failing core courses

Coordinate services to

address the individual

needs of students and

families through the

Coordination of Service

Team (COST) process Utilize the Student Success

Team (SST) process to

identify and address the

needs of students at risk

socially and emotionally Create a systematic

intervention program to identify students early in the school year

Support,and offer incentives, to students in extra-curricular activities

Continue to offer Tier II, Tier III courses, and courses for credit recovery in the Master Schedule.

Identify (and train if needed) teachers for the Tier II, Tier III, and online courses to ensure curriculum and instruction addresses the needs of all struggling students

Develop, and revise as necessary, the “Maritime

Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Parents Para-professionals PSA and PSW School Psychologist SLC Lead Teachers Teachers Title I Coordinator Title III Coach TSP Advisor

Fall, and ongoing with documentation of students needing interventions, interventions offered, and evaluation of their effectiveness. Maritime Scholars to begin the fall of 2014, with ongoing documentation

Attendance Records

CAHSEE Diagnostic

CELDT/CAHSEE Scores

Collaboration



COST and SST

CUM and IEP Files

Data Analysis




Engrade

ISIS School-Max

LAT

Media Library

Pilot Walks

TGDC

PD Calendar

PD and Conference Attendance


WELIGENT

Increased teacher access to data: grades, attendance, progress toward graduation, CCSS scores, CAHSEE scores, EL monitoring, IEPs, behavior

Increased success rates (scores on common assessments and final course marks, Periodic Assessments, CCSS scores, CAHSEE proficiency rate) in Algebra I, English 9 and 10.

An increase in teachers communicating to parents regarding summative and formative data of student progress.

ix

Scholars” program for enrichment beginning in the ninth grade.

Create a student Representative Council with members from each SLC-Magnet to address student concerns, and communicate and coordinate student activities

x


Goal #3 – Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive Learning Environment: Phineas Banning High School will design and implement support systems and intervention programs addressing the individual needs of all students to ensure student personalization and academic success. Rationale:The results of the WASC Self Study indicate that many students lack motivation and do not see a connection between learning, school success, and their futures. Currently, the SLC structure at Banning High School does not provide the formal mechanisms to ensure that every student is consistently supported and mentored by an adult on the campus. SLCs must better-address the individual needs of students, linking their learning to college and career readiness, personal interests, and mastery of the CCSS and SLOs. Growth Targets (2014 - 2020):






Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement

Student Learner Outcomes:Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members

xi

Task: Person(s) Responsible:

Timeline: Resources: Monitoring and Reporting

3a) Continue to develop and improve the Small Learning Communities (SLC) to include the anticipated enrollment changes in coming years.

Reassess and strengthen the linked learning pathways to meet the needs of the SLC changes

Clearly articulate and incorporate cross-curricular projects, project-based and worked-based learning, and ties to industry to support student engagement and positive school culture

Provide opportunities within the SLC to develop strong student leadership, and activities that are an extension of the theme and focus of the SLC and Magnet school.

Strengthen and expand a business/community-based student mentoring programs across all SLCs

Increase parent participation in the SLC governance boards

Academic Counselors Administration – APSCS Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor

Ongoing with continual analysis throughout the school year

Collaboration






ESBM


Media Library

Pilot Walks

SLC Plans


PD Calendar


Administrative Observations

Coffee with the Principal/ELAC

ILT

ESBMM


PLC and SLC meetings

Principal’s Bits and Pieces

SSC

SLC Governance Board

Student survey responses

Student Representative Council from each SLC meetings

Student selection of SLC through Zone of Choice

3b) Provide remediation, credit recovery, and enrichment through the SLC to ensure mastery of the CCSS and the SLOs.

Academic Counselors Administration Instructional Leadership Team (ILT) ISIC/District Experts

Fall, 2014 with continual analysis throughout each school year

Collaboration



Annual Surveys of all stakeholders

Increased participation in student activities

Increasedenrollmentin

xii

Identify student interests, A-G course offerings, Advanced Placement and honors courses to prioritize the areas for restructuring of SLCs.

Implement student-led conferences within SLCs

Prioritize the PD time, to ensure that the SLC staff meets regularly (twice a month) to complete the problem-solving cycle

Strengthen Tier I Instruction, and offer Tier II and Tier III intervention courses that support student needs.

Match interventions with the needs of the students, including resources for AP exam preparation.

Provide time during the school day for remediation and intervention, credit recovery, or enrichment

Monitor interventions and remediation for successful implementation

Continue and expand Beyond the Bell after school programs

Continue to offer dual-enrollment classes through community colleges

Expand the opportunity for credit recovery to include online courses such as APEX

LASDI Consultant PSA and PSW Problem Solving Data Coach School Psychologist Department Chairpersons, and PLC Leads SLC Lead Teachers Students Teachers Title I Coordinator Title III Coach TSP Advisor






Media Library

Pilot Walks

TGDC


PD Calendar


interventions and credit recovery courses

Positive growth in schoolwide student data

Increase in students completing Tier II and Tier III courses

Increase in students matriculating to next grade level

Increased graduation rate

xiii


Goal #4 – Create a Culture of Collaboration and Communication among all Stakeholders to Guide the work of the School in Meeting the Identified the SLOs: Phineas Banning High will collaboratively communicate, develop, and implement a consistent schoolwide positive behavioral and instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is supported, monitored and enforced by all stakeholders. Rationale: As evidenced by the self-study process, teachers continue to need training and opportunities to work collaboratively to deepen their knowledge and understanding of classroom practices, the use of identified instructionalmethodologies, and establish a common language around high expectations, and student consequences. Growth Targets (2014 - 2020):






Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement

Student Learner Outcomes: Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members

xiv

Task: Person(s) Responsible:

Timeline: Resources: Monitoring & Reporting

4a) Collaboratively, develop, and implement a consistent schoolwide positive behavioral and instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is supported, monitored and enforced

Set up a system and train stakeholders on how to monitor and enforce positive classroom management

Continue to provide workshops and newsletters that share tools to support academic success

Communicate ways students can access healthy lifestyles

Academic Counselors Administration Athletic Coaches Club Advisors Department Chairpersons Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parent Volunteers Parent Resource Liaison PSA and PSW School Nurse School Psychologist SLC Lead Teachers SSC Students Teachers Title I Coordinator Title III Coach TSP Advisor

Ongoing with documentation per meeting agendas and notes Fall, 2014 send out first copy of Banning Soundings newsletter

Attendance Records

Back-To-School/Open House Conferences

Beyond the Bell After School Program

Coffee with the Principal, and ELAC Meetings

College Night

Collaboration


Club Banquets and Assemblies

ConnectEd



Engrade

Faculty Meetings

ISIS School-Max

Media Library

Parent Center

Pilot Walks

PIQE

PLBAO Conferences


School Website Senior Awards Night


Student Led Conferences

Theater Arts Performances

Decrease in percentage of D’s and Fails

Increased percentage of A’s, B’s, and C’s

Increase in students meeting A-G requirements

AYP Results

CAHSEE/CST Data

CELDT Data

CAPA/CMA Data

SBAC Data

PSAT/SAT/ACT Data

AP Exam Scores

Fitness Gram Data

Student, teacher, and parent surveys

Increased parent conference attendance

4b) Continue to collaboratively, develop a clear vision, mission and

Academic Counselors Administration Instructional Leadership Team

August, 2014 and ongoing with documentation

Collaboration


LAUSD Report Card


xv

measurable action plan to guide the work of the school.

Develop a PD calendar that provides time weekly for teachers to meet in content area PLCs and/or SLCs

Focus the PD calendar topics on the implementation and monitoring of the schoolwide action plan

(ILT) Parent Volunteers Parent Resource Liaison PSA and PSW School Nurse School Psychologist SLC Lead Teachers SSC Teachers Title I Coordinator Title III Coach TSP Advisor

per meeting agendas and notes Ongoing evaluation




EL Master Plan

ESBM

Faculty Meetings

Media Library

SLC Plans

SPSA


PD Calendar




Pilot Walks – non-evaluative teacher Classroom Observations


4c) Collaboratively, continue to address the substantial change of a second school (BACIS) co-located on the Banning campus.

Establish a coordinating council team that will meet regularly to discuss the changing needs of Banning as BACIS continues to grow.

Continue the Co-Location Complex Committee meetings to discuss the operations of two separate schools on one campus.

Continue establishing clear communication guidelines to effectively operate two separate schools on one campus.

Disseminate information to all stakeholders

(Banning and BACIS) Principals Teacher representatives ISIC Director of Instruction ISIC Director of Operations ISIC Instructional Experts Parents SLC Lead Teachers SSC Students

Co-Location Complex Committee started in spring of 2014, and ongoing with support and guidance from the ESC ISIC.

BHS Schoolwide PSC 4.0 Plan

ESBM Documents

Faculty Meetings

ISIC Director

Memorandum of Understanding (MOU)

SSC

SPSA

WASC Action Plan

Agendas and minutes from the Co-Location Complex Committee meetings

ISIC Director

Banning and BACIS Principals

School governance boards

xvi

regularly

4d) Continue to increase parent participation in activities that support student academic achievement

Develop a system of communication to increase parent participation in advisory committee meetings, Back-to-School Night/Open House and PLBAO conferences

Continue to inform parents of volunteer opportunities

Create a system for receiving feedback from all stakeholders

Establish a system in which the modes of communication are two-way between and within stakeholder groups.

Implementation of student led conferences

Facilitate parent registration for the new LAUSD Parent Portal access through email

Academic Counselors Administration Athletic Coaches ESC District - ISIC Instructional Leadership Team (ILT) Parent Resource Liaison Parent Volunteers PIQE Representatives PLC Leads PSA and PSW SSC School Psychologist SLC Lead Teachers Students Teachers Title I Coordinator Title III Coach TSP Advisor

August 2014, and ongoing with documentation and periodic evaluation of participation data

Attendance Records

Back-To-School/Open House Conferences

Beyond the Bell After School Program

Coffee with the Principal, and ELAC Meetings

College Night

Collaboration


Club Banquets and Assemblies

ConnectEd



District Parent Portal Expert

Engrade

Faculty Meetings

ISIS School-Max

Media Library

Marquee

MiSIS

Parent Center

Parent Sign-In Sheets

Pilot Walks

PIQE

PLBAO Conferences


SSC/ESBM

School Website Senior Awards Night

SPSA


Records of participation from Back-to-school Night/Open House/PLBAO

Records of participation from Coffee with the Principal/ELAC

Parent and student survey results

SARC

Records of participation from Parent Center activities

Parent Volunteer roster

PIQE Enrollment Records

SSC

School website usage

Email communication with teachers and school personnel

Parent Portal

xvii

Student Led Conferences

Theater Arts Performances

4e) Foster the development of a collegial school culture that is collaborative in nature and focused on problem solving.

Strengthen PLCs, and continue to provide support and build capacity among teacher leaders

Expand instructional walks/Pilot Walks to include more teacher participation

Continue with teacher led and developed PD on trainings, SDAIE

Augment staff recognition: attendance, teacher appreciation, kudos, etc.

Strengthen schoolwide programs to provide greater personalization for all stakeholders

Academic Counselors Administration – APSCS Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parents Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor

Ongoing with continual analysis throughout each school year

Advisory Curricula

Collaboration






ESBM


Media Library

Pilot Walks

SLC Plans


PD Calendar


Annual Surveys of all stakeholders

Increased participation in student activities

Increased enrollment in interventions and credit recovery courses

Positive growth in schoolwide student data

Increase in students completing Tier II and Tier III courses

Increase in students matriculating to next grade level

Increased graduation rate

4f) Strengthen governance and progress monitoring, including all stakeholders

Continue to develop the committees under ESBM in ensuring representations from all stakeholder groups

Formulate the by-laws for ESBM

Establish a system of communication, including ConnectEd, outdoor

Marquee notices, the

school website, parent

letters, emails, and

ESBM Elected Members Leadership Advisor Parents Parent Resource Liaison Principal Students Teachers Technology Coordinator UTLA Chapter Chair

Ongoing with continual analysis throughout each school year

BHS Schoolwide PSC 4.0

ConnectEd

Collaboration


District Parent Involvement Unit

ESC ISIC

LAUSD District website

ESBM Governance

MiSIS

Roberts Rules of Order

SPSA

SLC Plans

School Technology Plan

Records of agendas, minutes from meetings

Parent, teacher, and student survey results

SARC

SSC

SPSA

School website usage

Email communication with teachers and school personnel

Parent Portal

WASC Action Plan

BHS Schoolwide PSC 4.0

xviii

individual contact Publish meeting dates,

agendas and minutes

PD Calendar

WASC Action Plan

ESBM Leadership Diagram

Leadership Team

Composition of the Leadership Council 8 Certificated (Includes OTC) 2 Students Principal Assistant Principal 2 Parent/Community 2 Non-Certificated

ESBM Sub-Committees By-laws Budget Calendar Hiring Instructional Leadership Team Professional Development School Discipline/Safety Technology

OPERATIONS INSTRUCTION

Curriculum Activities Discipline Bell Schedule PD Hiring School

Equipment Funds/Money Evaluations

SSC Categorical

Program Budgets

ADA Donations 4170 IMA

ESBM Sub

Committee

Leadership Class Beyond the Bell -

Boys and Girls Club

ILT – Teacher Hiring ESBM - Admin


Positive Behavior Support Committee

CORE Waiver REED

Investment

Grants CPA

Small Learning Communities (SLCs) at Banning

Phineas Banning High School Organization & Management Plan

Los Angeles Unified School District Intensive Support and Innovation Center (ISIC)

Operations Budget

Facilities

Phineas Banning High School

Principal Administration

Parent Center Instructional

Community Partnerships

Beyond the Bell Boys and Girls Club

School Site Council, ESBMM, Instructional Leadership Team, Community Advisory Boards

The Port of Banning

(Grades 9 – 12) Global Environmental Science Academy

(GESA) Global Safety &Security

(GSS) InternationalTradeAcademy

(ITA) Maritime Academy of Tourism, Cuisine and Hospitality

(MATCH)

School of Culture, Arts & Leadership

(CAL)

(Grades 9 – 12)

Communications Arts & Leadership

Pilot Academy of Technology &

Health Sciences (PATHS)

(Grades 9 – 12)

Architecture

Computer Business

Computer Repair

Engineering

Medical/Sports Therapy

Banning High School Magnet

Program

(Grades 9 – 12)

College Incentive Program (CIP) Humanities Theme

Co-Location

Complex Committee

Banning/BACIS

ISIC Director

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