Phineas Banning High School WASC/CDE Self-Study Report

Phineas Banning High School WASC/CDE Self-Study Report

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PHINEAS BANNING HIGH SCHOOL

1527 Lakme Avenue

Wilmington, California 90744

Los Angeles Unified School District

SELF-STUDY REPORT

March 3-5, 2013

WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition


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LOS ANGELES UNIFIED SCHOOL DISTRICT


WASC ACCREDITATION SELF STUDY MARCH 2-5, 2014

ACCREDITING COMMISSION FOR SCHOOLS WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

CALIFORNIA DEPARTMENT OF EDUCATION

Mrs. Bijou Sandra Beltran, Chairperson Principal, Pacifica High School, Oxnard, CA

Mrs. Rebecca C. Buettner

Director of Assessment and Accountability (retired), Camarillo, CA

Ms. Brianna Davis Social Science Teacher/WASC Self-Study Coordinator, Pacifica High School, Oxnard, CA

Mr. Jeff Giles

Vice Principal, Warren High School, Downey, CA

Mrs. Kellee Lyons Teacher, Walnut High School, Walnut, CA

Mr. Matt Markstone

Teacher, Santa Maria High School, Santa Maria, CA

Mrs. Jannett Perales Assistant Principal, Student Services, San Gabriel High School

Mrs. Eva Serrato

Assistant Principal, San Bernardino, CA


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INTENSIVE SUPPORT AND INNOVATION CENTER

Tommy Chang, Instructional Area Superintendent

Travis Collier, Instructional Director


Rudy Mendoza, Principal

Gricelda Espinoza, Instructional Specialist

Pamela Jackson, Assistant Principal

Willis Rodgers, Assistant Principal

Beverly Pendleton, Assistant Principal

Paul Valanis, Instructional Specialist, BACIS

Fonna Bishop, LASDI Consultant

Daisy Lee, WASC Co-Coordinator

Alan Seigel, WASC Co-Coordinator


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TABLE OF CONTENTS

Preface ................................................................................................................................... 5

Chapter I: Student/Community Profile and Supporting Data and Findings ........................ 8

Chapter II: Progress Report ................................................................................................... 27

Chapter III: Student/Community Profile — Overall Summary from Analysis of

Profile Data and Progress .................................................................................. 37

Chapter IV: Self-Study Findings

A: Organization: Vision and Purpose, Governance, Leadership and Staff,

and Resources ................................................................................................ 39

B: Standards-based Student Learning: Curriculum .................................................. 76

C: Standards-based Student Learning: Instruction ................................................... 113

D: Standards-based Student Learning: Assessment and Accountability ................. 131

E: School Culture and Support for Student Personal and Academic Growth .......... 141

Prioritized Areas of Growth Needs from Categories A through E ............................. 158

Chapter V: Schoolwide Action Plan ...................................................................................... 159

Appendices (Attachments as a Separate Binder)

Banning Academies of Creative and Innovative Sciences (BACIS) ........................................ 174


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Preface

VISION STATEMENT

Phineas Banning High School students (BHS) are effective communicators who have read widely

across the academic disciplines and evaluated and interpreted written and media materials

throughout a rigorous, comprehensive curriculum by developing the ability to respond

appropriately in speaking and writing. The PBHS graduate will be ready for the challenges of ever-

changing societal and technological development in which they will utilize critical thinking skills

while being able to evaluate and analyze proficiently and solve problems creatively. The PBHS

student will utilize technology not only as a communication medium but as a research,

presentation and problem-solving medium.

MISSION STATEMENT

Phineas Banning High School’s mission encompasses ‘The 4 Whys’-a shared commitment

developed collaboratively by teachers and staff:

1. We believe that education is the pathway for young individuals to evolve into positive

influence in society through a passion for learning and the development of shared values.

2. We share the love of learning to empower students who will advocate for themselves and

become well rounded and successful so that they may ‘pay it forward’ as we are paying it

forward.

3. We are driven by creating an environment of hope and success that supports learning by

creating lifelong learners and problem solvers, broadening the student’s experiences and

their view of the world, helping students reach their full potential, both personally and

academically, and by inspiring students to ‘pay it forward’ and give back to the community.

4. We mentor students to foster a school culture that empowers students to be academically

and socially responsible citizens.

SCHOOLWIDE LEARNING OBJECTIVES (SLO)

Phineas Banning High School will prepare its graduates to be:

1. Critical Thinkers who will analyze and evaluate data, use evidence to contrast different

sides of an issue, develop hypotheses, predict outcomes, and draw conclusions, apply

problem solving skills and logical thinking processes to life situations.

2. Effective Communicators who will read, comprehend, and interpret a variety of written

materials, write and speak effectively using the formal conventions of standard English;

listen and comprehend oral language and respond appropriately; collaborate effectively


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with others; and use technology to enhance communication; and utilize technology not

only as a communication medium but as a research, presentation, and problem solving

medium.

3. Socially responsible community members who will understand and display the rights and

responsibilities of life in a democracy and service to the community, demonstrate tolerance

and respect for the diversity of our culture, create positive post-secondary and educational

goals, and promote healthy life choices for themselves and their environment.

SCHOOL PROFILE

Wilmington High School, the precursor of Phineas Banning High School, 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 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—updated to include a rebuilt main structure, a new gym and swimming pool.

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

the school a mix of immigrants, children of immigrants, and generations of Banning High School

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

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

became the backbone of a developing petroleum industry nearby.

In 2006, Banning High School and its College Incentive Magnet took advantage of a district-

wide program to divide into Small Learning Communities with specific post-secondary career

foci. Two small learning communities (CAL and PATHS) joined the four PORT academies 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 the 2011-2012 school year, the school experienced an administrative shake-up, with

a new team of administrators hired for 2012-2013. In the spring of 2012, Banning High School 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 which drives the delivery of instruction at Banning. Concurrently, a

group of teachers submitted an alternative plan for a new small school to share space within the

Banning area with an educational focus different from Banning High School. Toward the end of the

2012-2013 school year, the LAUSD superintendent decided that BACIS (Banning Academy of

Creative Innovative Science), the ‘new school,’ would become a separate SLC within Banning High

School and would operate semi-autonomously with ninth grade students for one year while it

develops into a new comprehensive high school on the Banning High School campus. Currently, it


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operates on its own bell schedule and with a separate Instructional Specialist who reports to the

Banning High School principal and the ISIC mini-district director.

For the past few years, budget cuts, the loss of QEIA funding and declining student enrollment

have resulted in significant changes in personnel. The loss of QEIA resulted in the loss of more than

20 teaching positions, which caused increased class sizes and workloads. Further displacements

and reduction in force (RIFs) in certificated, administrative, and classified staffing have greatly

impacted the school. District-wide instructional mandates have caused curricular realignments,

including the shift to Common Core standards and increased emphasis on English Learners.

Currently, Latino students in grades nine through twelve are the majority population of 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. Banning High School is in the Intensive Support and Innovation Center mini-district

within the boundaries of the Los Angeles Unified School District.

WASC HISTORY

Prior WASC accreditations involved all stakeholders on campus and members of the community.

Since the 2010-2011 revisit, the school has experienced drastic changes in personnel and a new

focus on the curriculum and instructional program. The result of the 2012-2013 Public School

Choice 4.0 process—a three-year development process--is the driving force for this year’s WASC

self-study. Since the last revisit over the past two years, the school spent many hours looking at

progress, setbacks, and significant developments and has instituted a three-year plan to stabilize

and increase instructional success. The staff, students, and community are highly invested in the

instructional program, and in creating a school where high expectations and student achievement

are the norm.


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Chapter I: Student/Community Profile and Supporting Data and Findings

A. Prepare a Student/Community Profile. Include data and findings for the following:

• Demographic data, including the refined schoolwide learner outcomes

• Disaggregated and interpreted student outcome data

• Perception data summaries, if any.

Established in 1925, Phineas Banning High School currently serves 2,800 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.

The community profile is as follows: According to the 2010 Census, the average household income

is $51,000 a year; 64.24% are female-headed families; 55.45 % of the adults did not complete high

school; 9.57% of adults have graduated from college (including AA and BA degrees).

Student demographics as of 2011-2012: 90.7% Latino students; 4.0% White; 2.2% African-

American; 1.5% Pacific Islander; 1.6% other. 1366 of the students are enrolled in the free and

reduced lunch program. More than 600 students of the 3066 students in 2011-2012 have a home

language other than English. There are 433 Special Education students currently enrolled and 201

of them are English Learners.

In 2007, Banning HS celebrated having met its AYP requirement for the previous two years,

allowing the school to exit Program Improvement Year 5. Increasing student achievement,

implementing the school restructuring plan and parental involvement were the school’s main

focus, while continuing to work to build leadership capacity of all stakeholders. In 2005, Banning

used the newly acquired Smaller Learning Community (SLC) grant to allow teachers to visit schools

with SLCs to research different programs and an SLC plan was developed and approved by the

district. In 2006, the master schedule was restructured to support teacher collaboration and to

assign students to their SLC at least four periods a day for personalization. In the Fall of 2006, the

school year began with “wall-to-wall” SLCs. In that same year, the school received a Quality

Education Investment Act (QEIA) grant that was used to reduce class size in the core subjects,

increase academic counseling support, and provide Professional Development (PD) training for

teachers.

In the Fall of 2007, there was a significant change in leadership with a new principal and three new

assistant principals. The new leadership had a different vision for BHS which did not include the

full implementation of the 2006 SLC Plan or the continuation of programs such as AVID,

college/career support, the “Banning Way” for the Freshman Academy and lowered academic

counseling support or coaching for literacy and access to core. Loss of programs and frequent

changes in focus have resulted in a fluctuation in graduation/dropout, California High School Exit


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Exam (CAHSEE) passage and proficiency, California Standards Test (CST) in Mathematics, and

English Learner (EL) reclassification rates. As a result of not meeting the A-G and Algebra I

benchmarks, Banning HS lost its QEIA funding in Spring of 2012.

In August 2012, a new principal and three new assistant principals were assigned to Banning HS.

The new principal, Rudy Mendoza, was part of the 2003-2007 leadership team that guided Banning

HS out of Program Improvement, through the development of SLCs and the Freshman Academy.

Additionally, Mr. Mendoza, successfully led Gardena High School through Public School Choice 1.0.

With new leadership, the Planning Team is confident that the school will move forward making

significant progress in meeting its goals on the performance and achievement goals.

Student Demographic Data

2013 2012 2011 2010 2009 2008

Schoolwide Enrollment 2767 3066 3392 3330 3366 3508Hispanic or Latino of Any Race 2600 2778 3061 3032 2994 3082American Indian or Alaska Native, Not Hispanic 7 10 7 5 6 3Asian, Not Hispanic 6 10 11 7 8 11Pacific Islander, Not Hispanic 31 45 57 59 61 64Filipino, Not Hispanic 20 30 43 21 45 71African American, Not Hispanic 50 68 139 147 186 210White, Not Hispanic 42 123 55 39 50 54Two or More Races, Not Hispanic 0 0 1 0 16 13Not Report 11 2 18 20 0 0

Certificated Demographic Data (Teachers, Administrators, Pupil Services) Demographics,

Experience, and Educational Level

During the first three years since the 2008 WASC Self Study, BHS Staff numbers have remained

the same with similar demographic distribution and educational levels. Due to budget cuts and

declining enrollment, the total number of certificated staff also declined. However, the

demographic distribution and educational levels remained the same.

Certificated Staff Demographics 2013 2012 2011 2010 2009 2008

American Indian or Alaska Native 1 2 2 2 2 2

Asian 12 13 11 12 12 12

Pacific Islander 1 1 1 1 1 1

Filipino 11 11 11 13 11 10

Hispanic or Latino of Any Race 36 45 52 57 56 56

African American 20 21 21 21 21 18

White (Not Hispanic) 46 56 64 71 74 76

Multiple or No Response 0 3 1 0 0 0

Total 127 152 163 177 177 175


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Certificated Staff Service & Experience

201

3

201

2

201

1

201

0

Average Years of Service 15.4 12.6 11.7 11.6

Average Years in District 14.9 12.3 11.7 11.4

Number of First Year Staff 2 1 2 0

Number of Second Year Staff 0 3 1 2

During the first three years since the 2008 WASC Self Study, BHS Staff numbers have remained

the same with similar education level distribution. Due to budget cuts and declining

enrollment, the total number of certificated staff also declined; however, the distribution of

certificated staff with similar education level remained the same.

Certificated Staff Education Level 2013 2012 2011 2010 2009 2008

Doctorate 2 2 2 1 2 3

Master's Degree + 30 53 63 67 60 51 44

Master's Degree 5 5 8 17 17 23

Baccalaureate + 30 55 70 73 72 75 66

Baccalaureate 6 7 12 27 32 39

None Reported 6 5 1 0 0 0

Total 127 152 163 177 177 175

BHS has made a concerted effort to ensure that core and elective classes are NCLB compliant.

Due to budget cuts and declining enrollment, staffing has fluctuated with also resulted in

fluctuating compliance. However, in 2012, BHS achieved its best NCLB compliant classes with

100% in English, Math, Art, Dance, Drama, Music and Foreign Language, while achieving over

91.55% in Science and 98.33% in Social Science.


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NCLB Core and Compliant

Classes by Subject Area

Special

Education English Math Science

Art, Dance,

Drama, Music

Foreign

Language

Social

Science Others

2006-07 Number of Classes 0 137 107 66 39 48 70 0

2006-07 Number Compliant 0 131 87 51 37 43 70 0

2006-07 Percent Compliant 95.62% 81.31% 77.27% 94.87% 89.58% 100.00%



2007-08 Percent Compliant 32.56% 92.20% 84.16% 100.00% 100.00% 100.00% 100.00%










2009-10 Data Not Available on the CDE Website

Strengths in the data:

The majority of the Banning High School staff has worked collaboratively to ensure positive

accomplishment for student achievement over the past five years. Teachers and support staff have

made strides in motivating students to achieve proficiency in all content areas, maintaining a focus

on personal responsibility and academic growth, including excellent attendance, focus on

graduation and beyond, maintaining a safe and clean environment, and increasing parent and

community involvement. Over the past five years, PBHS faculty has concentrated on meeting

district, CST, CAHSEE and QEIA benchmarks.

Graduation Rates:

Prior to last year, 2010 was the last year that PBHS met its AYP graduation rate. In 2011 and 2012,

PBHS did not meet any one of its three graduation rate targets. However, in 2013, PBHS improved

11.31% from 67.68% in 2012 to 78.99% in 2013. In addition, the graduation rate improved 17.89%

from 61.10% to 78.99% from the last WASC Self-Study Visit in 2008.


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Early Assessment Program:

In creating a college-going environment, student participation in the Early Assessment Program

with varying results indicted in the charts below.

The English participation rate fluctuated,

beginning with a high of 100% in 2008,

dropping to 91% in 2010, and ending with 94%

in 2013.

The Math participation rate began with 74%

in 2008, followed by a high of 94% in 2009.

The rate dropped and remained steady

ending at 78% in 2013.


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California High School Exit Exam (CAHSEE):

CAHSEE participation rates in both English Language Arts and Mathematics for all significant

subgroups have been above the AYP-mandated 95% with the exception of students with

disabilities (SWD) between 2008 and 2013. During this time period, SWD numbers have

fluctuated from being numerically significant to not numerically significant and therefore not

included in the AYP.

Statewide and Districtwide CAHSEE passing rates have been above the schoolwide passing. The

schoolwide English Language Arts passing rates have fluctuated during the past six years; two of

the six years were below the districtwide passing rates. However, the ELA passing rates improved

from 70% in 2008 to 78% in 2013 with its biggest growth of 5% from 2012 to 2013. The schoolwide

Mathematics passing rates were at or above the districtwide mathematics passing rates in five of

the past six years; improving from 72% in 2008 to 77% in 2013.


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The schoolwide CAHSEE English Language Arts proficiency rates fluctuated during the past six years

but improved 14.5% from 32.40% in 2008 to 46.90% in 2013. Although the proficient rates of

significant subgroups also fluctuated during this period, there was tremendous growth in every

subgroup with English Learners as the most improved subgroup gaining 27.1% from 19.10% in

2008 to 46.20% in 2013. With only a minute drop in three areas, the Mathematics proficiency

rates steadily improved over the past six years in every significant subgroup. The schoolwide

mathematics proficiency rate improved 18.3% from 33.6% in 2008 to 51.90% in 2013. The most

significant mathematics proficient rate growth was again the English Learners, more than doubling

the rate thus gaining 26.2% from 23.50% in 2008 to 49.7% in 2013.

During the 2012-2013 school year, Principal Mendoza challenged all tenth graders (the

demographics that significantly determine the school’s AYP benchmarks) to successfully complete

the CAHSEE, resulting in 99.99% participation rate and meeting AYP Safe Harbor proficiency rates

in both English Language Arts and Mathematics. All subgroups exceeded the AYP ELA Safe Harbor

benchmarks. The Mathematics proficiency rates improved in all subgroups with only the English

Learners meeting its AYP Safe Harbor benchmark.


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The English Learner (EL) population is 16% of the 2800 student body. Of the 441 EL students, 41

are in ESL, and 400 are Long Term ELs. Of that, 46% of ELs have Individualized Educational

Programs (IEPs). The concern is that students may be over-identified as having special needs due

to a language barrier. However, ELs have been making incremental growth toward proficiency in

ELA leading toward re-classification as Fluent English Proficient (RFEP) and graduation rate. The

RFEP rate for 2011-2012 was 10.7%. The EL student population met the API Subgroup Growth

target for the past three years and achieved a 31.3% proficiency rate in ELA, meeting the AYP Safe

Harbor. To achieve this growth, students participated in pull-out interventions by ELA teachers,

Saturday and after-school CAHSEE interventions, monthly teacher PLC meetings, and alignment of

pacing plans with focus lessons on specific skills related to the CST power standards. Scheduling

students into sheltered sections has also increased proficiency levels.


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SPECIAL EDUCATION: Fifteen percent of the overall school population (433 students) are students

with disabilities. These students play a significant role in the school’s overall AYP and API. In the

past five years students with disabilities gained 53 API points. For the past several years, the

curriculum program for these students has been modified to become more rigorous. In 2012-2013,

Algebra 2 and Chemistry (A-G courses) were added to the course offerings of the SLD program,

enabling more students to meet the college requirement. In 2008-2009, Physics was added to the

specific learning disability program. For the past three years, students with disabilities were

making progress; however, once waivers were granted by the state, student scores on the CAHSEE

either flat lined or decreased. The percent passing has fluctuated for the past four years, and the

percent scoring proficient has decreased 5.7%. BHS will support EL students who have an IEP with

High Point in order to support their English Language development, specifically in reading and

comprehension.

California Physical Fitness Report (FitnessGram)

Since 2010, the percent of students meeting overall passing requirement for the California Healthy

Fitness Zone declined from 56% in 2010 to 33% in 2012. However, BHS improved 13% from 33% in 2012

to 46% in 2013, and 12% overall since the last WASC Self-Study Visit from 34% in 2008 to 46% in 2013.


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ATTENDANCE:

School attendance has increased over the past three years with a 16% growth in students

attending school 96% + in 2012. PSA counselors have encouraged students to attend school every

day and have offered incentives for attendance. They have also made home visits as necessary,

and held assemblies and parent meetings to explain the importance of attending school every day,

required students to sign mandatory attendance contracts; and held raffles, recognition and

awards assemblies. Suspensions have also decreased to below the district average. In 2011-2012,

days lost due to suspensions dropped by 171, a 2.4% average. Teachers have worked on classroom

management and progressive discipline which has led to a safer campus.

BHS is a beacon in the Wilmington community. Generations of families have attended the school,

show their support and have an affinity for the school. Fifteen teachers on the staff are alumni, the

Principal is an alumnus, and several staff members either attended Banning or are the parents of

students who attended.


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BHS staff, students and parents generally feel that the campus is safe. The 2010-11 School

Experience Survey and School Review Summary revealed 87% of staff, 81% of students, and 77% of

parents feel the campus is safe. The community, through Public School Choice and other meetings

has expressed that they want the campus to continue to be a ‘safe haven’ where their children

learn respect and tolerance for others. The parents/community members are concerned that if

BHS is divided into separate schools the cohesion and trust that bonds the community will be lost.

According to the School Experience Survey, 89% of the parents-an increase of 12% from 2008-feel

welcome on campus. 85% feel that BHS offers opportunities to participate in councils and parent

organizations. The Parent Center, with members of over fifteen years, offers workshops, volunteer

opportunities, referrals to outside agencies, and parent advisory committees. The English Learners

Advisory Committee (ELAC) participation rate has increased since 2008. The PORT SLC has a

successful advisory committee that includes parents and business community members.

California Standards Tests (CST) and Academic Performance Index (API)

As a measure of progress, CST scores have been rising in ELA and math as this has been the focus

for the past five years. Math teachers and English teachers have formed grade level and/or course

level Professional Learning Communities (PLC) to review data and develop a direction for

improving scores and student achievement. As a result, proficiency in CST ELA has increased 18% in

the past five years with the English teachers providing targeted CST lessons, before and after

school tutoring, participating in grade level PLCs, providing support for periodic assessments, and

monitoring student data. Similarly, math students increased 8% in proficiency. Algebra I has

increased 6% with math teachers offering, course-level purity, and targeted in-class, before and

after school tutoring. In both areas, teachers shared testing results information with students and

at content area meetings. Additionally, the number of Below Basic and Far Below Basic has fallen

with more students achieving Basic and above rankings. While the overall English Language Arts

and Mathematics proficiency levels improved from 2008 and 2012, similar to statewide results, the

CST scores declined in 2013. The exception to the 2013 scores is the significant 10% gain in the

Algebra I Proficient and Advanced rates from 14% in 2012 to 24% in 2013.


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The Academic Performance Index (API) also rose with rising CST scores with the exception of

2013. BHS and the statewide trend of lower API and CST scores in 2013 could be attributed to

the new focus on Common Core standards.


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While there have been increases in CST proficiency rates, a majority of students are falling below

proficiency. In 2011-2012, 61% were below proficiency in ELA; 79% were below proficiency in

math; 86% in Algebra I; 83% of Students with Special Needs scored below proficiency. For first time

tenth grade CAHSEE test takers in 2011-2012, 62.8% scored below proficient in ELA which was a

8.4% increase over the previous year. Of the tenth graders taking the CAHSEE that same year, 53.3

% scored below proficient in math, Further, first time CAHSEE pass rate dropped 2% last year. In

2011-2012, 62.8% of ELs were below proficient on CAHSEE ELA. This is an increase of 12.2% over

the previous years. 68.4% of Long-Term English Learners (6+years in U.S. schools) did not pass the

CAHSEE and of those who did pass, none scored proficient.


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% PROFICIENT or ADVANCED

(Green is GOOD)2010

% Prof. - Adv.

2011 %

Prof. - Adv.

2012 %

Prof. - Adv.

2013 %

Prof. - Adv.

% DIFF Prof. - Adv. '12 to

'13English-Language Arts - 9th Grade 31 30 38 33 (5)English-Language Arts - 10th Grade 28 33 36 42 6English-Language Arts - 11th Grade 35 33 47 32 (15)General Math 0 21 18 0 (18)Algebra I 12 8 14 24 10Geometry 9 16 26 19 (7)Algebra II 18 10 20 13 (7)High School Summative Math (Trig/Stat/Cal) 34 37 36 29 (7)World History 19 28 25 20 (5)U.S. History - 11th Grade 34 37 47 32 (15)Life Science - 10th Grade 28 39 38 35 (3)Biology 23 34 24 28 4Chemistry 7 9 12 9 (3)Earth Science 34 11 9 33 24Physics 14 19 22 9 (13)ICS 1 11 7 7 9 2

% FBB or BB (RED IS GOOD!) 2010 % BB -

FBB

2011 % BB -

FBB

2012 % BB -

FBB

2013 % BB -

FBB

% DIFF BB - FBB

'12 to '13

English-Language Arts - 9th Grade 39 38 26 32 6English-Language Arts - 10th Grade 34 31 27 22 (5)English-Language Arts - 11th Grade 30 31 19 31 12General Math 0 45 47 38 (9)Algebra I 69 74 58 56 (2)Geometry 72 60 37 53 16Algebra II 50 66 48 68 20High School Summative Math (Trig/Stat/Cal) 34 29 29 37 8World History 51 44 48 52 4U.S. History - 11th Grade 39 31 20 38 18Life Science - 10th Grade 32 29 30 29 (1)Biology 42 32 37 36 (1)Chemistry 65 56 52 51 (1)Earth Science 33 59 91 39 (52)Physics 30 42 41 48 7ICS 1 49 51 52 46 (6)


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Student coursework reflects high failure rates in 2012-2013. In English Language Arts (ELA) 9B, 18%

of students failed; 19% received Ds; 18% of ELA 10B students received a fail; 17% received a D;

Algebra 1B had a failure rate of 40%, while 14% received Ds; 43% of students failed math tutorial;

14% a D. Algebra 2A showed a failure rate of Fails and Ds of 30% each; Algebra 2B showed failure

rates of 25% for Fail and Ds. Some teachers used other computer-based programs such as Moodle

and Engrade to give students the opportunity to retake tests and raise their grades; however,

these programs are geared toward students who can self-teach via a computer monitor. Those

students who struggle with literacy may continue to struggle with content. Intervention programs

were inconsistent and were offered during and after school. Several of the programs were in place

for only one to two years and were not monitored for accountability or analyzed for success. The

number of ELA intervention sections offered varied from year-to-year. Beginning in 2013-2014, the

curricular focus has focused on realigning to Common Core. District and schoolwide professional

development using Critical Friends Protocols to provide classroom rigor has been instituted.

Although school suspensions are low, ninth grade students are suspended at a disproportionate

rate (56%). Although high behavioral expectations are set during 9th grade orientation and

reiterated throughout the year, additional structures need to be in place to monitor student

behavior.

Although ‘clean’ was part of the previous administration’s motto (‘800, Clean, Safe’), 45% of

students and 36% of staff feel the campus is not clean; however, these percentages are down due

to loss of QEIA, reduction of campus security personnel, office personnel, and B &G workers.

Student PA announcements every day remind students to throw their trash into trash cans,

however classrooms are not swept as often as they had been in the past. Many students are no

longer in classrooms in their designated SLC area which has resulted in less ‘ownership’ to their

space.

Parental attendance at meetings, conferences, and advisory committees is minimal where

explanations of A-G courses, graduation requirements, SLC orientations, and college readiness are

discussed. This leads to an uninformed community and students are left ‘on their own’ to make

important decisions about their education. Fewer than 50 of the same parents are involved in

campus committees and advisory boards at school. Many of these parents are not English fluent

and experience language barriers. Non-Latino parent involvement is predominantly relegated to a

strong athletic booster club, many of whom are BHS graduates. According to the School

Experience Survey, 63% of the parents who responded to the survey do not talk with teachers

about their children. Approximately 15% of parents attend Open House or PHBAO conferences.

TRENDS- Data results have not been consistent. Fluctuations in increase and decrease rates in the

areas of CST math, graduation/dropout, matriculation, CAHSEE first-time pass and proficiency, and

EL RFEP exist which is the result of an inconsistent focus and plan of action. Inconsistent protocols

and lack of data analysis training has caused inconsistent results in test areas and programming. As

part of the Year 2 Public School Choice Implementation process, the SLCs will be restructured and

strengthened to allow for purity in the alignment of the Master Schedule, and that will include


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intervention classes, enrichment, and advisories. After school and Saturday interventions have

exceeded expectations and in-school interventions are a focus.

BHS continues to improve its ADA. The number of students with 96%+ attendance has increased

and student suspensions have decreased. Since the opening of school in August, teachers are

noticing increased tardiness and disruptive behavior with more referrals to counselors and support

staff. This is due to decrease in support staff and increase in class size and is primarily focused in

the ninth grade. Through the PSC process, outreach to parents and community is improving.

Cultural factors influence parent support opportunities also.

CAUSES-Growth in ELA was a result of grade level PLC meetings to discuss periodic assessment

data, CST data analysis, the design and administration of common assessments, CORE K-12,

student incentives, and overall testing focus. Similarly, math and Algebra I data increases are a

result of teacher collaboration. Algebra I classes were given a second teacher to assist with

instruction and classroom management and students were provided in-class tutoring by out-of-

classroom personnel.

There was inconsistent use of technology to drive instruction-technology such as Moodle, APEX,

ALEKS, and Revolution Prep, and a limited use of data to drive instruction and create effective

interventions. During the 2011-2012 school year, Specially Designed Academic Instruction in

English (SDAIE) was the focus of the Professional Development at BHS. However, the result of

classroom observations indicate that those strategies are not being consistently utilized by the

majority of classroom teachers.

QEIA allowed for additional personnel and equipment. Although School Site Council approved

many requisitions there was not an evaluation to assess the effectiveness. Low counselor to

student ratio of 300 to 1, low teacher to student ratio, an increase in intervention programs during

and beyond the instructional day, instructional coaching support in the four core content areas,

Response to Instruction and Intervention (RTI2) Coach, two Psychiatric Social Workers (PSW)

dedicated to support the social and emotional well-being of students, and two Pupil Services and

Attendance (PSA counselors dedicated to the improvement of student attendance are major

contributing factors that saw the BHS Graduation rate increase.

While more positions were funded through QEIA, there was an inconsistency in the number of

positions of instructional support personnel funded from year to year. This led to an irregularity in

the types of services that were offered each year. Positions eliminated include the following: social

studies coach, RTI Coach, Literacy Coach, an ELL counselor, a PSW counselor, Career Counselor,

several academic counseling positions, reduced SLC Lead Teacher positions. These changes, not

necessarily based on data and not necessarily based on student need, impacted student social,

emotional, and academic support. It also hampered the ability to monitor student progress and

success of the support that was provided.

Student led programs such as Let-UP and B-Crew allowed students to become involved in the

overall success of the school by providing support to struggling students and mentoring by older


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students to ninth graders. Both programs were eliminated by the previous administration, but B-

Crew was returned in Fall, 2013.

The school and the parents has been slow to form advisory committees for most of the SLCs;

however, with the restructuring of the SLCs, forming these committees will be a priority. Also,

losing the Compensatory Education Advisory Committee (CEAC) fund has caused a reduction in

support from parents and community. Low parental participation and challenges to

communication hinder progress and student achievement.

ISSUES/CHALLENGES TO ADDRESS WEAKNESS/AREAS OF CONCERNS-The loss of QEIA is a major

factor in the determining the future of BHS. Adjusting to a significant drop in staff and faculty has

led to increased teacher-student ratio in classrooms thus affecting intervention opportunities, and

opportunities for credit recovery which may have a negative impact on test scores.

Loss of counseling support for students is a major area of concern. Interventions for students with

attendance and/or behavior issues in light of less funding sources will be an obstacle to overcome.

Behavioral modifications and classroom management to lessen suspensions especially in the ninth

grade are integral parts of the program.

Maintaining a safe and clean environment with fewer staff presents challenges. Enlisting the

support of parents and students in creating high expectations for behavior and respect for the

school facility is of paramount importance.

Generalized obstacles to implementing the plan include low morale resulting from years of budget

cuts which have led to increased class sizes, loss of enthusiastic, innovative and motivated faculty

members from RIFs and displacements, loss of funding and support staff, re-organization of the

school following an administrative change, and lack of trust in the changing policies of the district.

Inaccurate information, rumors, and lack of professional collaboration often hinder the

improvement process.


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Chapter II: Progress Report

Summarize progress on each section of the current schoolwide action plan that incorporated all

schoolwide critical areas of follow-up from the last full self-study and all intervening visits.

Since the 2011 WASC midterm visit, significant changes have occurred at Banning High School and

within the Los Angeles Unified School District. In the district’s re-organization, BHS was placed into

the Intensive Support and Innovation Center (ISIC) Education Service Center (ESC), one of five local

ESCs designed to provide support to address the district’s goal of ‘college-prepared and career

ready’. Under the purview of ISIC, BHS was identified as a ‘Public School Choice 4.0 school by the

Los Angeles Unified School Board. This identification was based upon its status as an

underperforming school. As a result, Banning High School was charged with developing a plan to

address how the school would transform itself by refocusing priorities to improve student

achievement.

As part of the Public School Choice process, a significant self-study ensued and resulted in a plan

that restructures the course of educational practices at the school. Approved by the LAUSD

superintendent, the three-year plan-developed collaboratively by a team comprised of teachers,

classified staff, administrators, and parents provides solid, achievable goals for school

improvement. The 2013-2014 school year is the first ‘implementation year’ in which the faculty

and staff adopted specific goals including:

• A new governance system (ESBM: Expanded School Based Management),

• Building teacher capacity in instructional methodologies and data analysis

• Structural Support for Personalization through Small Learning Communities

• Structural Support for Personalization – Response to Instruction and Intervention (RTI²)

Each teacher signed a commitment form after agreeing to follow the plan.

While Banning High School has experienced many changes, the following have had a significant

impact since the last full self-study in 2008:

1. The administrative team has changed twice since 2008, with our current principal now in

his second year. All three assistant principals assumed their positions since the last WASC

midterm visit.

2. A full-time Instructional Specialist was hired in July, 2013 to support the schoolwide

instructional program and the transition into Common Core State Standards (CCSS).

3. The following out-of-classroom support personnel have assumed their positions at the

beginning of the 2013-2014 school year: Title I Coordinator, ELL Coordinator, Access-to-

Core Instructional Coach, a new Counselor, and the Psychiatric Social Worker.

4. An Access-to-Core Instructional Coach has been assigned by the district to support the

instructional program for Long-Term English Learners (LTEL).

5. An Instructional Leadership Team (ILT) was established in the fall of 2013 to provide

continuous feedback concerning professional development and instruction in the

classroom, and to assist in the monitoring of the initiatives outlined in the Public School

Choice plan.


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6. Small Learning Communities have been restructured to accommodate the drop in

enrollment.

7. After having exited Program Improvement (PI) Year 5 status, Banning fell back into PI status

eventually becoming a PI 5 school, leading to being identified as a PSC 4.0 school in the fall,

2012.

8. As a result of the Public School Choice 4.0 process, a new instructionally autonomous SLC,

Banning Academy of Creative and Innovative Science (BACIS), was established in May, 2013

with district plans for it to become a separate small school on the campus of Banning High

School in 2014 – 2015 school year.

9. Implementation of Professional Learning Communities has taken place through the use of

“Critical Friends” Group protocols.

10. At the end of the 2011-2012 school year, BHS lost the Quality Education Investment Act

(QEIA) grant due to not meeting the academic performance benchmarks. This led to

significant cuts in personnel that were fully or partially funded through this grant: 23

teacher positions, instructional support staff, 10 counseling positions, and campus

supervision aides.

11. Athletic teams were moved to a 7th period (after school) allowing for student athletes to

take an extra A-G courses and intervention and/or credit recovery during the school day.

12. The bridge coordinator position no longer exists due to district budget cuts.

13. A seven period block bell schedule was approved by the faculty to allow for intervention,

credit recovery, and enrichment within the school day. It will be implemented in the fall of

2014.

14. The level of articulation has increased with local feeder schools in the past year and a half.

15. Since the fall of 2012, the school receives the assistance of a consultant from the Los

Angeles School Development Institute (LASDI) to assist with the implementation of the

Banning Schoolwide PSC 4.0 plan. LASDI has also provided support for special education.

16. With the decreases in student enrollment, there have also been significant decreases in the

number of certificated staff.

17. The Academic Performance Index (API) for Banning High School has increased from 561 in

the 2007-2008 school year, to 665 in 2012-2013 school year. This is a 104-point increase

since the last full WASC visit.

18. Seventy-two percent of the students in grades 9-12 have achieved an attendance rate of 96

percent or better.

19. The reclassification rate for English learners has increased to11.8 percent.

20. The school has experienced a continued high participation rate on the CAHSEE, and an

increase in school-wide CAHSEE passing rate of 70% in 2008 to 78% in 2013.

21. Banning has recently received district Common Core and CORE Waiver funding to support

the instructional program for the implementation of Common Core State Standards.

The new administrative team is dedicated to realigning priorities based on reduced funding,

leading the Public School Choice 4.0 process, and healing a faculty that was divided by Public

School Choice, job insecurity due to changes in district and school leadership priorities that

resulted in low teacher morale.


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In 2013-2014, the focus at BHS is on a new beginning. The opportunity to re-create the school,

build a robust culture of professional development around teacher capacity, the formation of

Professional Learning Communities in which Critical Friends Protocols are used to increase teacher

leadership opportunities, focus on English Learners and special education, and building

professional and collaborative staff relationships are the goals.

Although there is uncertainty about the state and district testing plans, the transition to Common

Core has had a strong beginning with teacher leaders at the helm. All core departments at BHS

now have their own Instructional Action Plan focused on Common Core and connected to the

SPSA, the PSC Plan, and the WASC Schoolwide Action Plan to support the critical academic needs

of Banning students.

WASC Recommendations

The WASC visiting team conducted a full review of the self-study in the spring of 2008 and left

several recommendations for follow-up. Two additional recommendations were made after the

WASC midterm visit in the spring of 2011. The following recommendations have been

implemented, with the goal of bringing about improved student achievement.

2008, Growth Target #1 – The Banning High School culture is characterized by trust and

professionalism and has a focus on continuous school improvement; however, there is a need to

continue to promote rigor and the use of higher order thinking.

Since the last WASC midterm visit, the school has undergone significant changes in the make-up of

the staff and faculty. However, there has been a recent resurgence in the schools leadership to

building capacity among its teachers, counselors, and out-of-classroom personnel.

Through funds received from the district to support the implementation of the PSC 4.0 plan,

department chairs, SLC Leads, administrators, and out-of-classroom personnel were trained using

the Trainer of Trainers model by Community Partners on the “Critical Friends” protocols. This team

of educators came together in the fall of 2013 to form the Instructional Leadership Team (ILT), and

meets weekly to develop and monitor professional development and the PSC 4.0 implementation

plan to ensure that rigor and higher order thinking strategies are a continued instructional practice

within the classroom.

Members from the ILT developed and presented a two-day summer PD (August 5and 6, 2013) for

all teachers and administrators. In the course of this PD, the staff and faculty refocused and

committed themselves to the school mission and the Schoolwide PSC 4.0 Plan by exploring Simon

Sinek’s “Golden Circle” which led to the development of Banning’s Four Working Why’s. All

participants in the two-day PD received a Banning PD Binder and composition book in which to

keep a running record of all documents and handouts, as well a record of their meta-cognitive

growth. In keeping the Why in mind, faculty meetings and PD’s open with these Why’s holding our

instructional commitment, including rigor and the use of higher order thinking strategies, at the

forefront.


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Through the leadership of the ILT, the professional development calendar is focused on

implementation of SDAIE and Access Strategies with a beginning focus on Academic Language

Development, Professional Learning Communities (collegial collaborations), classroom

observations (Pilot Walks) and looking at student work, and Common Core. The Critical Friends

protocols are used as a tool to facilitate teacher conversations around classroom instruction and

student work within a non-threatening environment. PD is held on a weekly basis; teachers saw

the need to meet on a regular basis and approved an increase in PD days.

With the implementation of Common Core State Standards (CCSS), there is more of a commitment

by all content areas to incorporate English and Math CCSS, and academic language into their

curriculum. All core departments have an Instructional Action Plan that focusses on CCSS and

aligns with Banning’s instructional plans (PSC 4.0; SPSA; WASC).

Since the last WASC visit, classroom size increased significantly across all content areas due to

district budget cuts, an increase in district norms, and the loss of the QEIA grant that funded an

extra 17 teaching positions. These changes also impacted support personnel as well.

SDAIE has been a school and district focus for several years. The district’s renewed focus on

reclassification has been mandated for all schools. Although BHS has had SDAIE as a professional

development focus, a renewed professional development team, along with the Title III coach and

Bilingual Coordinator have renewed the commitment by showing practical applications of SDAIE

strategies in classroom use through period-by-period PDs. Teachers have new understanding of

the importance of SDAIE in the classroom, and of using collaborative groupings to get students to

use language to express themselves in an academic way.

Teachers are generally satisfied with the new focus on Professional Development and the

strategies that they may use in the classroom immediately. Several teachers have reported the

successes they have by changing their practice to include what they have learned in professional

development and the rigor they are able to achieve with them.

Since the last WASC visit, some of the Small Learning Communities (SLC) have continued to thrive

while others have slowed in their progress. In the coming two years, one of the key priorities of the

PSC 4.0 plan is to revamp and rebuild those SLCs who have been struggling to move their plans

forward. This priority has also been written into the WASC Actin Plan as one of the goals.

The math and the English departments have made a concerted effort to increase literacy and

numeracy, and complex thinking through the development of common lesson and assessments.

Teachers in all departments continue to improve in promoting rigor and higher order thinking skills

on a regular basis.

Athletics was also moved to 7th period (after school) allowing student athletes to enroll in an extra

A-G course and/or retake a course for credit recovery.


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Increased overall use of technology, provided teacher training on effectively incorporating

technology, and increased the variety of technology used in the classroom which leads to

improved student participation and accountability.

Science increased the amount of laboratory equipment in the department in order to increase the

opportunity for students to analyze collected data, perform more experiments and hands-on

activities. Also, core curricular classes have been expanded to include 9th grade science for some

freshmen.

2008, Growth Target #2 – It is recommended that Banning High School continue to develop and

revise instructional practices to increase the number of students who demonstrate proficiency in

the areas of ELA and mathematics.

Many of the same strategies implemented to address Critical Area #1(growth target 1) also

addressed Critical Area #2 (growth target 2). In addition, the school implemented the following:

Teachers have collaborated, developed and administered common formative assessments in

mathematics and English. Assessments were scored by subject/grade level teachers, using an

agreed upon rubric. Analyzed data results led to improved instruction to raise student outcomes.

With the shift to CCSS, the math and English departments have met outside of the school-day to

continue their work in collaboration but now with a focus on Common Core.

Intervention programs across core subjects targeted English Learners and Standard English

Learners who were within 2 - 3 questions of proficiency on the CST‘s and CAHSEE.

The recent changes to the district English Learner Master Plan has led to the offering of new

courses and sections of English Language Development (ELD) classes. Previously titled English as a

Second Language (ESL) courses have been renamed to ELD levels 1 – 4. These courses are offered

to English Learners (EL) who have been identified as ELs for less than five years. There are two new

courses offered for those Long-term English Learners (LTELs) who have been identified five or

more years. It is mandated that these students (general education and special education) be

enrolled in the new LTEL courses: Advanced ELD, and Language and Literacy. Thirteen percent of

our total student enrollment is identified as ELs, of this number 95% of them are enrolled in the

mandated ELD and LTEL courses. Those students not enrolled in these sections are taking A-G

graduation requirements or are enrolled in alternative curriculum classes.

The ELL Coordinator and Access to Core Coach developed CELDT informational assemblies for

students, and followed up with test preparation to support student proficiency. They also provided

teacher training on instructional practices that support CELDT test preparation, and better prepare

ELs for the Reclassification as Fluent English Proficient.

Day and Evening CAHSEE informational assemblies were held by the Problem/Solving Data

Coordinator for parents and students. The assemblies were followed with the offering of CAHSEE

intervention classes sponsored by Beyond the Bell (and the Boys and Girls Club of Wilmington).


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These classes are taught before and after school, and on Saturdays by Banning teachers. The total

enrollment for this year’s CAHSEE interventions surpassed the expectation, with 252 total currently

enrolled and others expressing interest.

Science teachers recognize the effectiveness of utilizing a variety of instructional strategies to

accommodate all learners. After examining student formative and summative data, science

teachers reflect on their practices and create lessons to address the areas of need.

Social studies department has been developing and revising its instructional practices to increase

academic rigor in order to meet all the students’ needs. A cohort of social science teachers,

including our Access to Core and administrator, attended professional development training at the

district offices in CCSS. This training is ongoing and is offered in collaboration with USC.

The Career and Technology Education department support the ELA curriculum by incorporating

essays and using primary language support such as graphic organizers, word walls, workbooks, and

review of vocabulary. Mathematics is also supported by CTE through student assignments that

require the creation of charts and tables.

Over all, the focus of teacher collaboration is to develop and implement lesson plans that include

instructional practices on culturally relevant pedagogy, SDAIE and Access Strategies while

differentiating instruction that benefit all learners.

2008, Growth Target #3 – There is a need for Banning High School to establish a clear

communication system among and between various governing boards and groups and to provide

a means for two - way communication within the school.

Since the last WASC visit, great improvements been made by Banning in the area of

communication. The school website is the central source of communication for information. Most

information presented to teachers at PDs is uploaded onto the website for teacher accessibility.

There is an increase in use of email for school-wide communication, Connect Ed phone calls go out

to all stakeholders with school-wide information on PD, testing, Back-to-School Night and PLBAO

conferences. The more traditional flyer and memoranda continue to be distributed to teachers via

their mail boxes, as well as daily student announcements on athletics and student activities.

SSC and ESBM (the new model selected from the PSC process) governing bodies post minutes and

agendas on the web-site to keep all of the stakeholders informed of the school-wide decisions. In

addition, weekly collaborations between administration and the ILT helps maintain an on-going

communication between and among the school leadership and stakeholders.

Weekly ILT meetings provide information to the department chairpersons, SLC Lead teachers, and

out-of-classroom personnel which is then shared with department and SLC members during

professional development meetings. These weekly meetings with the ILT have improved two-way

communication. Technology such as Engrade (an online instructional tool), Google Docs, the school


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website and teacher created websites has greatly helped with the improvement of communication

to all stakeholders.

The Principal makes regular announcements to teachers and students alike with necessary district

information, and or accolades received. During his monthly Coffee with the Principal gathering, he

listens to parent and community concerns and shares school-wide data and or information with

the stakeholders. He publishes a monthly newsletter titled “Bits and Pieces” that is distributed to

all staff and faculty.

Growth Target #4 – There is a need for a school-wide system to increase use of MyData to

interpret and manage the data to modify curriculum, instruction and assessments.

On -going efforts to perfect the data analysis system including the use of a more consistent data

format (SIS printout), a more user friendly data site (MyData), and an open dialogue with certain

departments initiating the conversations continues to be in progress. Other strategies in

development are:

The math and the English departments have made a concerted effort to increase literacy and

numeracy, and complex thinking through the development of common lesson, assessments, and

pacing plans. The structure of the periodic assessments (PA) provided by LAUSD have changed

since the district move into Common Core. Another change in the PAs is that the scoring of them is

to occur in-house, the district is not following the results of the assessments.

District math data is used to schedule incoming freshmen who are struggling with mathematics

into the Math Tutorial course, this course it taken in conjunction with Algebra I.

English and math teachers have routinely examined periodic assessments, CST and CAHSEE results,

and other data to evaluate their own performance, identify students’ strengths and weaknesses,

make modifications to core curriculum, and target students for intervention and remediation.

Throughout the years, the teachers have standardized their grading practices and discovered

strengths and weaknesses in their practices.

This year, data was used to create CAHSEE intervention classes in the special education

department during the school-day to support the instructional needs of students to passing the

CAHSEE exam. Other CAHSEE interventions being offered are the CAHSEE intervention classes

sponsored by Beyond the Bell (and the Boys and Girls Club of Wilmington). These classes are

taught before and after school, and on Saturdays by Banning teachers.


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Growth Target #5 – There is a need to evaluate and assess intervention programs in order to

determine their effectiveness in increasing student achievement while establishing formal

processes for selecting and placing students within these programs with consideration given to

identification, placement and attendance.

Since the last visit, Banning has made significant progress toward providing intervention programs,

particularly with regard to CAHSEE support.

Under the leadership of the Principal and the APSCS, the school follows district policy in placing

students within the various instructional programs on campus. When placing students,

consideration is given to student summative and formative assessments data, district instructional

mandates, and the analysis of course marks.

District policy on the new English Learner Master Plan is strictly followed when assigning students

to the recently created LTEL and ELD courses. The recent changes to the district English Learner

Master Plan has led to the offering of new courses and sections of English Language Development

(ELD) classes. The ELL Coordinator and Access to Core Coach work closely with the counseling staff

and the APSCS to provide data analysis and support for EL placements.

Growth Target #6 – It is recommended that BHS develop a systematic process by which

achievement of the SLOs is assessed and integrated into standards-based instruction and aligned

with the culture of the school.

In the fall of 2013, Banning staff and faculty reworked and adopted a new version of the

Schoolwide Learner Outcomes (SLOs). The SLOs are aligned with the school vision and purpose.

• 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

The staff and faculty work diligently to incorporate the SLOs into the school curriculum. Several

departments, academies and groups on campus make reference to the SLOs and how it drives the

curriculum. The practice of looking at data continues to be an area of improvement with some

departments leading the charge over others.

Many teachers continue to imbed the SLOs into their instruction through labs, classroom projects

and experiments, and classroom discussions. In some classes students contrast different sides of a

problem or issue, create hypotheses, and draw conclusions based on evidence promoting critical

thinking skills.

Instructional units have been developed in some departments to encourage thought and

discussion of contemporary issues that responsible citizens should address


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With a reorganized counseling department and newly instituted policies, program changes have

been minimized. The preliminary master schedule, which is completed by May 1, is predicated on

student need, district policy, and A-G required courses and counselors have the responsibility of

ensuring that the students within their caseload are programmed correctly. Counselors use the

data from MyData, standardized tests as available, ELD, Special Education and grade data to

program students accurately. Counselors meet with students each spring and program the classes

that are needed in order to successfully meet graduation requirements. They also support

students in continuing their post-secondary education or vocational goals, which is a school SLO.

Various SLCs participate in a range of activities that require community service hours, and apply

critical thinking skill to real life situations. The students within their SLCs also have the opportunity

to experience internships that reinforce the life situation concept of the SLOs. All students

The Principal, and his administration team, promotes teachers’ use of the SLOs in everyday

classroom practices through schoolwide announcements, school memoranda, and teacher

recognitions at faculty meetings. Opportunities are provided for the faculty to use various

programs to measure achievement of the SLOs.

Growth Target #7 – While Banning has significantly increased supervision on campus; there is a

need to increase staff involvement in the area of campus safety.

Banning continues to believe that campus safety is pivotal to the success of the instructional

program, and is an area of importance to all stakeholders. A clean and safe campus provides a

place where students feel a sense of pride and safety in their school surroundings, thereby

creating an environment where all are expected to achieve to their fullest potential.

Since the last WASC visit, due to district and state budget cuts, and the loss of the QEIA grant,

there has been a significant reduction in the number of school campus safety personnel. Currently,

there are three full-time campus supervision aides and one half-time, one school dean, one

probation officer, two LASPD police officers. The creation of a new position, Campus Safety and

Operations Coordinator was created to support the administration in overseeing school safety.

Banning has a zero tolerance policy for acts of violence, and students are suspended for these

violations.

Nonetheless, with the Principal leading the charge, there is a clear expectation that campus

supervision is part of everyone’s responsibility. All administrators, out-of-classroom personnel, and

campus aides supervise the campus before school, during class passing periods, at lunch, and after

school. Parent volunteers are an added layer of support with their assistance in supervision

throughout the school day. There is regular communication between radio carrying personnel to

help manage and maintain campus safety.


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The administration, out-of-classroom personnel, and campus aides also help to clear students from

hallways and get them into classrooms. Many teachers stand at their doorways and provide

assistance with the clearing of the hallways which helps to maintain campus safety.

2010, Growth Target #8 – It is important that the staff continue to integrate higher order

thinking skills across the curriculum, through a variety of instructional strategies.

Since our last WASC visit, the staff has made concerted efforts to continue to integrate higher

order thinking skills across all curricula. This has been done through an improvement in teacher

instructional practices.

Through the PSC process, the instructional program has established a focus two key priority areas

are:#1 – Building Teacher Capacity in the effective use of Access Strategies that Support Student

Learning through Professional Learning Communities (PLC); and #2 – Building Teacher Capacity in

Assessment Literacy and Formative Assessment – Use of Data.

Weekly PDs are written into the 2013-2014 PD schedule addressing the need for teacher training

and opportunities to work collaboratively on a regular basis. The PD schedule allows for all

teachers to meet every Tuesday utilizing the Professional Learning Community (PLC) model. This

teacher collaboration time was developed from time built into the district banked professional

development time and from redistributing time from minimum and shortened days.

The ELL Coordinator and the Access to Core Coach meet regularly with the administration to

discuss the instructional foci, and plan for the monthly SDAIE and Access Strategies period-by-

period PDs; the entire faculty participates in the period-by-period PDs. To date, the focus of these

PDs has been on the instructional implications of Academic Language Development, and the use of

SDAIE methods that give students greater access to the content.

2010, Growth Target #9 – There is a need to continue to check for understanding, on a daily

basis, to increase student academic achievement in the classroom.

Teachers are following a problem-solving cycle that includes analysis, planning, implementation,

and reflection of each of the selected SDAIE/Access Strategies. A meta-cognitive opportunity is

built into each of the PDs, and teachers are encouraged to write their reflections into their PD

binders/composition books that were given to them at the opening August 5th and 6th PD.

Under the direction of the Instructional Leadership Team (ILT), teachers are developing a media

library that includes examples of the effective use of the Academic Language Development,

Advanced Graphic Organizers, and Instructional Conversations through Cooperative Learning

Groups.

For the first time in over 10 years, teachers willingly opened their doors to have colleagues come in

for non-evaluative Pilot Walks. The collegial feedback that resulted from these walks was shared

with the participating teachers, as well as the ILT. This feedback was used by the English Language


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Learner (ELL) Coordinator and Access to Core Coach to plan period-by-period SDAIE professional

development focused on the observed areas for growth.


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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and

Progress

Provide an overall summary from the analysis of the profile data

• Based on past progress and current data, explain the implications of the data with

respect to student performance.

• Select two to three critical learner needs based on the data, noting the correlated

schoolwide learner outcomes.

• List important questions that have been raised by the analysis of the student

performance, demographic, and perception data to be used by Home and Focus

Groups in their study.

Based on the analysis of the data from Chapter I, the team has formulated four central

issues/challenges that are hindering the school from improving student learning and achieving the

vision of successful future graduates:

• Providing opportunities for intervention, enrichment, and credit recovery during the

school day for all students.

With budget cuts and the loss of QEIA, students may have lost the opportunities to attend summer

school, community college, night school, or even Saturday and after school Interventions. Also, the

high failure rate and low proficiency in ELA and Math stresses a real need for intervention during

the school day and a focus on CTE classes for linked learning. Increasing advanced courses is also

needed to challenge those students who are meeting or exceeding proficiency levels. The

matriculation rate for ninth grade students to tenth grade and for all students will be a focus. The

2x8 block schedule, strong SLC personalization, and better monitoring of academic progress should

provide opportunities to help modify this.

• Providing support, personalization, communication, and relationships to all students in

order to motivate and develop responsible members of the community.

Through the observations of members and the school survey, the PSC team concludes that many

students are not motivated and don’t see a connection to learning and their futures. This has

become a problem with students taking ownership in the school because they may not feel that

there’s an adult who really knows them. SLCs need to better address the individual needs of

students linked to career interests. Advisory and mentoring programs are a crucial component to

focusing on career choices and pathways. To maintain the focus on improving attendance, BHS

must focus on motivation, engagement, and learning linked to interests. SLC pathways must be

strengthened to allow for achievement and academic growth. Maximizing and promoting school

leadership and mentoring programs to foster a positive environment, especially in ninth grade, will

create a culture of responsibility and respect. To effectively communicate with parents and the

community whose home language is not English, a need to access oral interpretation and written

translation of school information is critical. Establishing systems to effectively update parent

contact information in light of reduced clerical support is a challenge. Increased use of the online


40

grading program (Engrade) will allow for intercommunication between teacher, student, and

parent.

• Developing a Professional Learning Community that is collaborative and data-driven in

instructional planning and accountability.

Some departments have begun the work of Professional Learning Communities, but need the tools

to be more effective and efficient in their work. It is imperative to focus on content by

departments and cross-curricular teaching by SLCs. Furthermore, the work of Critical Friends is

needed to provide support, protocols, focus on data, create goals, and make time to properly

implement and assess interventions to enable student success. Reduced opportunities for

professional development during the school day, on Saturdays, and during vacation days will be a

challenge to navigate and offer less time for teacher collaboration than in the past. Data-driven

instructional planning and accountability is a challenge as is the need for implementation of

research-based instructional strategies, standards-based instruction, and intervention programs

offered during the school day.

• Engaging parents, families, and communities in supporting the academic and social

development of all students, linking learning to life beyond high school as college-

prepared and career-ready graduates.

The school surveys clearly state that there is a need to have families more directly involved. BHS

needs to find ways to overcome language barriers and open up more avenues to have contact with

parents. It is a challenge to engage a community that doesn’t feel that they have the expertise in

education and/or that it trusts educators to make the right educational decisions for their children.


41

Chapter IV: Self-Study Findings

For each criterion, respond to the indicators and related prompts for each criterion and note the

supporting evidence. Refer to the areas to analyze and examine in determining the degree to

which the criterion is being met.

For each category, provide the following: (1) the identification of strengths and (2) the

identification of prioritized growth areas

Note: The five criteria categories are:

A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

B. Standards-based Student Learning: Curriculum

C. Standards-based Student Learning: Instruction

D. Standards-based Student Learning: Assessment and Accountability

E. School Culture and Support for Student Personal and Academic Growth

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff,

and Resources

Prompt: Evaluate the degree to which the development of the school’s statements has been

impacted by pertinent student/community profile data, identified future global competencies, and

current educational research.

Findings Supporting Evidence

Phineas Banning High School is a collaborative learning community

that recognizes the value of each and every student. The school

encourages inquiry, personal and global responsibility, and

encourages individual creativity and the development of the skills

needed for students to become productive members of a

constantly evolving technological society. Equally important is the

development of moral awareness and an understanding and

appreciation for social and cultural diversity.

The faculty and staff of Banning High School(BHS) are dedicated to

creating a forward looking school that will encourages students to

understand and appreciate diverse cultures, develop moral

awareness, and learn to become effective communicators, critical

thinkers, problem solvers, and technologically literate citizens of

the 21st Century. Banning students learn to focus and apply these

skills to prepare for college and career readiness.

In the fall of 2013, Banning staff and faculty reworked and adopted

a new version of the Student Learner Outcomes (SLOs). The SLOs

are aligned with the school vision and purpose.

• Banning SLOs

• Faculty Agenda

• Sign-In Sheets

• Common Core State

Standards

• PSC 4.0 Website

• Banning’s Schoolwide Public

School Choice 4.0 Plan

• PSC 4.0 Design Group

Members

• Sign-In Sheets

• Agendas

• Previous CST results

• Support provided to teachers

by the access-to-core coach

• Pacing plans

• Instructional guides and

concept lessons

• Lesson study groups

• Department Periodic

Assessments

• Small Learning Community


42

• 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

Banning is strongly invested in graduating one-hundred percent of

its students and raising the number of students who continue to

demonstrate proficiency in the four content areas. Efforts are

focused on teaching a diverse student body using research-based

instructional practices, with a strong emphasis on Specially

Designed Academic Instruction in English (SDAIE) and Access

Strategies, data-driven instruction, and the implementation of the

Common Core State Standards (CCSS).

The following is a brief description of Banning’s participation in

LAUSDs Public School Choice 4.0 school reform program, and the

development of the new Banning Schoolwide Instructional Plan.

At the end of the 2011-2012 school year, BHS became part of the

Los Angeles Unified School District’s ‘Public School Choice 4.0’

school reform program. Stakeholders were given the opportunity

to create comprehensive plans that addressed the areas of

weakness in order to create an effective model that supports

student achievement. This competitive process allowed groups of

teachers to submit alternate curricular and governance plans.

Initially, several groups of teachers formed to create their own

plans. When a new principal was named at the end of June, 2012, a

‘school wide’ group formed which then incorporated the majority

of the smaller groups joined together to develop a “school-wide

plan”. Two small groups combined to write a plan for a separate

school, Banning Academy of Creative and Integrated Science

Plans

• Seven-period, block bell

schedule

• Long-Term English Learner

(LTEL) Classes

• Math Tutorial support class

• CAHSEE Intervention (Beyond

the Bell)


43

(BACIS).

With the guidance of the new principal and the consultant from

Los Angeles School Design Institute (LASDI), a collaborative group

of teachers, administrators, parents, and staff formed a Design

Team to complete self-study. This team examined three previous

years of data and progress, anecdotal data, programs, curriculum,

instruction, assessment, and governance/organization issues along

with an investigation of current educational research and

literature. Every aspect of the school was studied as well as

business trends, community data, and trends in education. Weekly

after school design team meetings reviewed information including

studies of bell schedules, block scheduling, intervention programs,

and effective SLC programs. As part of the process, a new vision

and mission were developed and— based on data, consultation

with district personnel, community members, and educators—a

comprehensive three-year plan was developed. The document was

submitted to the Superintendent’s committee in October 2012

with an evaluative decision to be made in January, 2013.

In January, the BHS Design Team was informed that their plan was

approved, with modifications. The evaluators and superintendent

expressed concern that the plan was too broad with the school

attempting to implement too many changes and programs. The

Design Team was required to complete a needs assessment with

the support of an outside consultant, district support staff, and

administrators to include classroom observations, interviews with

students, staff, and parents, and further data study. The needs-

assessment revealed additional strengths and weaknesses at the

school and provided information for the development of a 3-year

Implementation and Monitoring plan. This strategic plan includes 4

‘Key Priority Areas’ which now drive the school’s governance and

instructional plan. The areas are: Key Priority #1—Building Teacher

Capacity in the effective use of Access Strategies that support

student learning through Professional Learning Communities (PLC);

Key Priority # 2-Building teacher capacity in assessment literacy

and formative assessment-use of data; Key Priority #3-Structural

Support for personalization through Small Learning Communities

(SLC); Key Priority #4—Structural Support for Personalization-


44

Response to Intervention (RTI2).

The Public School Choice plan provides for the implementation of a

new governance model. The design team examined each of the

district-approved models and determined that ‘Expanded School

Based Management (ESBM)’ was the best match for BHS in

implementing the PSC plan. The ESBM model is based on six

elements including local control of ADA and categorical funding

(per pupil funding), hiring of administrative, certificated, and

classified personnel, control over curriculum, control over

professional development, and control over bell schedules. This is

accomplished through shared decision-making among the

stakeholders in an effort to give teachers, administration,

classified, students, and parent’s autonomy and voice in the

operation of the school.

BHS is in the first year of ESBM implementation, establishing an

ESBM committee with elected members who meet at least once a

month to discuss and reach consensus on issues, often with

recommendations from subcommittees.

• The hiring subcommittee has met to interview potential

candidates for teaching and an administrative position.

• The discipline committee meets to discuss and review the

school’s discipline policy including tardy/attendance, dress

code, and other issues.

• The scheduling committee developed a revised bell schedule for

spring semester, and the new 2014-2015 block schedule which

was presented to the faculty and approved by vote.

• The Professional Development committee has been active in

revamping professional development within the school.

Meeting each Thursday as part of the Instructional Leadership

Team which consists of Content Area Chairpeople, SLC leads,

and coordinators, the committee has opened professional

development to in-house experts who facilitate meetings using

the Critical Friends protocols.


45

• The ESBM committee has discussed categorical funding and the

Instructional Materials Account based on student needs for

intervention and teacher professional development.

In 2006/07, BHS was one of the first schools within the LAUSD to

reconfigure into wall-to-wall Small Learning Communities (SLC) to

raise student achievement and improve student engagement

through personalized instruction. We developed SLCs to help

students focus on academic and career pathways to prepare them

for post-graduate success. In addition, the staff and faculty have

adopted a seven-period block bell schedule to be implemented in

2014/15 school year. This bell schedule will allow for students to

take credit-recovery and/or enrichment courses during the school

day assisting them to better meet the A-G criteria for graduation.

As BHS continues to further implement the Schoolwide PSC 4.0

Plan, Key Priority #3 (or Goal #3 in the WASC Action Plan) –

Strengthen current Structures (Small Learning Communities) in

Order to Provide a Highly Personalized and Supportive Learning

Environment – SLCs will be further redeveloped and realigned to

better meet the instructional needs of all students.

The Los Angeles Unified School District Board of Education, the

Office of the Superintendent, and the Intensive Support and

Innovation Center (ISIC) have actively supported our efforts to

improve student achievement through the following: (a) support

and guidance provided to the principal during weekly visits by the

Instructional Director, (b) support provided to the school by the

Office of School Operations, and (c) curricular support and

professional development modules provided by the Office of

Curriculum, Instruction, and School Support. Our efforts have also

been supported by the ISIC Educational Service Center through the

support of the staff of the Operations Center, the staff of the

Instructional Center, and the staff of the Parent & Community

Engagement Center. Also, the Instructional Director has provided

guidance and support in the development of the Community of

Practice for secondary ISIC principals.

Prompt: Evaluate the effectiveness of the processes.


The process of ensuring involvement from all stakeholders is PSC 4 Plan


46

highly effective in that the vision and purpose is shared by the

majority of the Banning community. All teachers signed a

commitment form at the end of the 2013 school year in which

they agreed to abide by the Public School Choice document.

Community meetings were held on campus to inform the

public of the changes taking place at BHS. Industry partners

attended the community meetings and met with the principal

and key contacts from the PORT. Presentations by the principal

and the local district were made to the local Wilmington

Community Council which allowed for questions and

comments. The principal reviews the Implementation Plan

goals at faculty meetings. The teacher led committees and

professional development meetings focus on the four priorities

set forth within the plan. The principal interfaces with ASB

Student Leadership class to reiterate the goals.

PSC Memo of Understanding

Zone of Choice agenda

Zone of Choice feedback forms

ILT Meeting Agenda

Professional Development

PowerPoints

Prompt: Evaluate the degree to which the school ensures that students, parents, and other

members of the school’s community understand and are committed to the school’s vision, mission,

and schoolwide learner outcomes.


School Site Council, a committee elected by faculty, staff,

parents, and students meets monthly to discuss categorical and

bi-lingual funding as it pertains to the SPSA. Decisions are made

that align to the SPSA and Public School Choice plan to ensure

the effective use of funds to meet the schoolwide goals of

effective instruction and SLOs.

Parents are encouraged to participate in the school beyond the

traditional Back-to-school and Open House nights. An outreach

effort has been made to garner the participation of larger

numbers of parents. Several of the SLCs are developing

governance boards which will rely on parent input and offer

opportunities for parent participation. The Parent Center

advocates for parents and students especially for non-English

speaking parents and works closely with ESBM and School Site

Council. Coffee with the Principal, English Learner Advisory

Committee (ELAC), Parent Institute for Quality Education

(PIQE), and athletic Booster Club are avenues for parental

involvement.

SSC Agendas/Minutes

SPSA

Categorical Budgets

PSA Implementation Plan

Back-to-school & Open House

Flyers, records, sign-ins

Agendas

Posters

PORT Curriculum

Student Rosters

Brochure

Parent Sign-in sheets

ESBM Agendas/Minutes

Sign-ins


47

Several of the SLCs continue to developing relationships with

corporate and community partners and local colleges and

universities. The PORT SLC is supported by International Trade

Education Program (ITEP) and several major corporations

operating out of the Port of Los Angeles and surrounding

vicinity. Los Angeles Harbor College works with the PATHS and

PORT SCLs developing classes and programs.

The Maritime Scholars program for 9th

grade is a new program

designed for new ninth graders who have a 3.5 gpa or above

and/or are identified GATE. This college preparatory program is

modeled after the Schools for Advanced Studies and students

will be in cohorts that will prepare students for Honors, Pre-

Advanced Placement, and Advanced Placement courses.

Because the ESBM committee is in its first year, there is still a

need for communicating and developing a better

understanding among the stakeholders regarding the operation

of committees and their responsibilities. Enlisting teachers to

serve on committees and participate in governance is an on-

going process.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide

involvement.


BHS teachers and administrators meet to regularly review data

and make necessary adjustments to the curriculum and Public

School Choice plan. At the end of 2013-2014, there will be a

review process to examine the results of the first year of the

implementation plan and make recommendations for revision.

Providing timely communication among stakeholders is

paramount to resolving differences before they become

problems. Teachers are encouraged to voice concerns at faculty

meetings, union meetings, and to the governance boards. Since

the school is in transition with many changes in operations,

instruction, and instruction, the administration is focused on

reinforcing policies and procedures based on Public School

Choice. The efforts to resolve differences is largely the result of


calendar/Agenda

SPSA

Faculty Meeting Agenda

ESBM Agenda

SSC Agenda

ILT Agenda

Meeting Agenda

Bits and Pieces


Memoranda

Meeting Agenda

ILT Agenda

ESBM Agenda

SSC Agenda


48

the administrative team, with input from the Design Team.

The principal conducts weekly formal meetings with the

administrative leadership team to discuss operational and

instructional issues.

The principal publishes a bi-weekly ‘Bits and Pieces’ in which

the faculty is informed of concerns and issues.

Information is disseminated to faculty in a monthly

informational after-school faculty meeting. District and school

site Memoranda is distributed as necessary. Teachers have

online access to the LAUSD website to read district policies and

memoranda.

The principal works with the UTLA Chapter Chair to discuss and

resolve issues which are then communicated to teachers as

necessary.

The administration attempts to build cohesion through

consensus. Whereas the many changes at the school, including

a new governance system, the Public School Choice plan, and

the addition of a new SLC with the goal of developing into a

comprehensive high school, have caused challenges, positive

attitude changes are developing. The administration confronts

challenge and works to ‘iron out’ differences in a supportive,

positive way.

Weekly Instructional Leadership Team meetings evaluate

professional development, resolve challenges and discuss

future professional development opportunities. The teacher

team is made up of Department Chairpersons, Small Learning

Community Lead teachers, Coordinators, and administration.

Through ESBM, teacher committees are charged with

discussing issues and presenting ideas for solution which is

then brought to the larger ESBM body for discussion and

approval.

In 2013, BHS was selected to participate in the LASDI

Leadership Institute, an organization which supports and

mentors principal and teacher leader teams at PSC schools

through the implementation process. LASDI leadership, a joint

venture between LAUSD, United Teachers Los Angeles (UTLA)

and Associated Administrators Los Angeles (AALA) designates

the principal, UTLA Chapter Chair, and a LASDI consultant. The

ILT Agenda

ESBM Agenda

LASDI Mission Statement


49

LASDI consultant provides support, guidance, and assistance in

implementing and reviewing the progress of the Public School

Choice plans pertaining to curriculum, school culture,

professional development, family and community engagement,

and school operations. The resources of the LASDI consultant

provide clear, effective guidance and support in the

implementation of the plan.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition,

and specific duties of the governing board, including the frequency and regularity of board meetings

are clear.


Banning High School has a functioning governance structure

that has delineated lines of responsibility and authority. The

governance structure is designed to promote effective

functions of staff members at all levels. The governing boards

help to monitor implementation of the Student Learner

Outcomes (SLO) on an instructional level.

The Public School Choice plan provided for the implementation

of a new governance model. The design team examined each of

the district-approved models and determined that ‘Expanded

School Based Management (ESBM)’ was the best match for BHS

in implementing the PSC plan because it provides more

autonomy over LAUSD policy. The ESBM model is based on six

elements including local control of ADA and categorical funding

(per pupil funding), hiring of administrative, certificated, and

classified personnel, control over curriculum, control over

professional development, and control over bell schedules. This

is accomplished through shared decision-making among the

stakeholders in an effort to give teachers, administration,

classified, students, and parent’s autonomy and voice in the

operation of the school.

BHS is in the first year of ESBM implementation, establishing an

ESBM committee with elected members from the faculty, staff,

students, and parents who meet at least once a month to

discuss and reach consensus on issues, often with

recommendations from subcommittees.

BHS Schoolwide PSC 4.0 Plan

BHS SPSA

BHS Website

District Policy

ESBM Agendas

ESBM Minutes

ESBM Model

ESBM MOU

ESBM Sign-In Sheets

ILT Agendas

ILT Minutes

ILT Sign-In Sheets

Minutes/Agendas

PD Calendar

Sign-In Sheets

SLC Agenda

SLC Sign-In Sheets

SSC Agenda/Minutes

SSC Agendas

SSC Minutes

SSC Sign-In Sheets


50

• The hiring subcommittee has met to interview potential

candidates for teaching and an administrative position.

• The discipline committee meets to discuss and review the

school’s discipline policy including tardy/attendance, dress

code, and other issues.

• The scheduling committee developed a revised bell schedule

for spring semester, and the new 2014-2015 block

schedule which was presented to the faculty and approved

by vote.

• The Instructional Leadership Team (ILT) functions as the

Professional Development committee, and has been active

in revamping professional development within the school.

The ILT meets each Thursday and consists of Content Area

Chairpeople, SLC leads, and coordinators. The committee

has opened up professional development to in-house

experts who facilitate meetings using the Critical Friends

protocols.

• The ESBM committee has discussed categorical funding and

the Instructional Materials Account based on student

needs for intervention and teacher professional

development...

School Site Council, a committee elected by faculty, staff,

parents, and students meets monthly to discuss categorical

budgets, instructional requests, and various programs as it

pertains to the SPSA. Collaborative decisions are made that

align with the SPSA and Public School Choice plan to ensure the

effective use of funds to meet the schoolwide goals of effective

instruction and SLOs.

School Site Council (SSC) meets on the first Monday afternoon

of every month. The agenda is posted online and at the staff

sign-in table in the main office. All stakeholders are welcome to

attend. The principal receives input from the SSC as

documented by the meeting agenda and minutes.


51

ESBM meets on the second Monday afternoon of every month.

Similarly, the agenda is posted online and at the sign-in

counter.

The Instructional Leadership Team (ILT) consists of the

principal, assistant principals, instructional specialist, access-to-

core coach, department chairs, program coordinators, and SLC

Lead teachers. Members of the ILT discuss and review

instructional policies to achieve the best possible outcomes for

our students. This includes testing schedules, class offerings,

and the purchase of instructional materials. The ILT addresses

long-term objectives and short-term goals that meet the

changing needs and demographics of students. The ILT also

collects feedback and disseminates information to the staff.

Through weekly professional development and Critical Friends

training, the faculty has worked together to identify and reach

consensus on the best means for carrying out the policies. The

governing board also monitors results and approves the Single

Plan for Student Achievement.

Administrative positions are filled according to LAUSD district

policy in conjunction with ESBM. For 2013-2014 there are three

assistant principals and an Instructional Specialist for BHS;

BACIS has an administrator who reports both to the BHS

principal (operations) and ISIC Director (curriculum).

For this year, subcommittees have been meeting on an as-

needed basis. The Scheduling Committee has met on several

different occasions to discuss the testing bell schedule, finals

bell schedule, and the recently adopted block bell schedule

that will be implemented in the fall of 2014.

Several of the SLCs are developing relationships with corporate

and community partners and local colleges and universities.

The PORT SLC is supported by International Trade Education

Program (ITEP) and several major corporations operating out of

the Port of Los Angeles and surrounding vicinity. Los Angeles

Harbor College works with the PATHS and PORT SCLs

developing classes and programs. The Maritime Scholars

program for 9th

grade is a partnership with ITEP and will create

cohorts of GATE students recruited from the local feeder

schools in a model that emulates the School for Advanced


52

Studies.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and

schoolwide learner outcomes through its programs and operations.


The district approved Public School Choice document guides the

policies, vision, mission, and schoolwide learner outcomes. At the

end of the 2013 semester, the SPSA was revised to align with the

PSC document. All curricular, Instructional, and operational issues

filter through these documents. Decision-making by the

governance committees and administration are filtered through

the PSC and SPSA plans.

Because the ESBM committee is in its first year, there is still a

need for communicating and developing a better understanding

among the stakeholders regarding the operation of committees

and their responsibilities. Enlisting teachers to serve on

committees and participate in governance is an on-going process.

Public School Choice

Document

ESBM

Prompt: Evaluate the ways the school community and parents are informed as to how they can

participate in the school’s governance.


Parents are encouraged to participate in the school beyond the

traditional Back-to-school and Open House nights. An outreach

effort has been made to garner the participation of larger

numbers of parents to serve on governance committees.

Several of the SLCs are developing governance boards which

will rely on parent input and offer opportunities for parent

participation. The Parent Center advocates for parents and

students especially for non-English speaking parents and works

closely with ESBM and School Site Council. Coffee with the

Principal, English Learner Advisory Committee (ELAC), Parent

Institute for Quality Education (PIQE), and athletic Booster Club

are avenues for parental involvement.

ELAC Meetings

Coffee with Principal

School Site Council

SLC Governance


53

Prompt: Evaluate the processes for involving the governing board in the regular review and

refinement of the school’s vision, mission, and schoolwide learner outcomes.


The Public School Choice process allowed for a 3 year

implementation. A yearly evaluation and analysis is part of that

process with changes made as a result of data analysis. All

governing bodies, administration, and teacher leaders will be

involved in the process. Changes that affect the SPSA will be

presented to the School Site Council for approval.

Public School Choice Plan

SPSA

ESBM Meeting

Agenda/Minutes

SSC Meeting Agenda/Minutes

Prompt: Determine whether there is clear understanding about the relationship between the

governing board and the responsibilities of the professional staff and how that understanding is

developed and maintained.


The administration attempts to build cohesion through

consensus. Whereas the many changes at the school, including

a new governance system, the Public School Choice plan, and

the addition of a new SLC with the goal of developing into a

comprehensive high school, have caused challenges, positive

attitude changes are developing. The administration confronts

challenge and works to ‘iron out’ differences in a supportive,

positive way.

ESBM was approved by a substantial majority of the faculty in

the Spring of 2013. Several faculty meetings were held to

provide information in order to make an informed decision.

ESBM is highly encouraged by UTLA in order to give autonomy

to the school. Teachers were encouraged to view the

documents on the UTLA website as well as talk with teachers

from schools that have implemented ESBM.

During Fall, 2013, subcommittees were formed and several

teachers signed up to serve on these committees. Meetings are

open to all and teachers can email feedback to committee

members.

BHS teachers and administrators meet to regularly review data

ESBM


Calendar/Agenda

Faculty Meeting Sign-in sheets

Meeting minutes


54

and make necessary adjustments to the curriculum and Public

School Choice plan. At the end of 2013-2014, there will be a

review process to examine the results of the first year of the

implementation plan and make recommendations for revision.

Providing timely communication among stakeholders is

paramount to resolving differences before they become

problems. Teachers are encouraged to voice concerns at faculty

meetings, union meetings, and to the governance boards. Since

the school is in transition with many changes in operations,

instruction, and instruction, the administration is focused on

reinforcing policies and procedures based on Public School

Choice. Efforts to resolve differences is largely the result of the

administrative team, with input from the Design Team.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures

carried out by the governing board.


Teachers are encouraged to become part of the governance

process through faculty meetings and email communication.

The ILT, a leadership team has emerged that meets regularly to

discuss issues that relates to professional development. The

department chairs and SLC lead teachers who attend the ILT

meetings relay information to their constituents.

School Site Council and ESBM distribute agendas on-line and at

the sign-in table. There is a need to post the minutes in a

timely manner on the website.


ILT Meeting Agendas

ILT Meeting Sign-in sheets

ESBM Agenda

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and

conflict resolution procedures.


The current administration has set a tone of collaboration,

professionalism, and respect with a focus on the benefit to

students.

Decisions in ESBM are made by consensus. Issues are brought


Bits & Pieces Newsletter

ESBM

SSC Agenda/Minutes

UTLA Chapter Meetings


55

forward and discussed in a non-threatening manner. The tone

set by the leadership is one of collaboration and respect.

Meeting norms reflect cooperation.

Decisions in School Site Council are made by majority vote of a

quorum. The council follows parliamentary procedure and is

highly structured. Where possible, the council reaches

consensus and votes accordingly.

Teachers are encouraged to voice opinions and concerns

publicly and the administration responds promptly. Changes in

policy can be brought to ESBM or, in financial matters, to

School Site Council. Contractual concerns are brought to the

UTLA Chapter Chair who meets regularly with the principal to

discuss and resolve issues.

LASDI Consultant serves as a resource to Principal and UTLA

Chapter Chair in meeting the goal of creating a collaborative

culture and distributive leadership.

ESBM

LASDI Mission

Prompt: Comment on the degree to which this criterion is being addressed.


Students in leadership and student council participate in the

decision making process of School Site Council and ESBM.

Student voices are heard through participation in surveys,

communicating to teacher sponsors, and SLC councils. The

principal and assistant principals are visible and accessible to

students, concerned, and responsive to student needs and

concerns. The administration stresses the importance of

student achievement in developing curriculum, instruction, and

general focus.

Supervision Schedule

ESBM Agenda

SSC Agenda

Leadership Class

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one

or more of the identified critical learner needs.


Student needs and input, along with feedback from all

stakeholders is taken into consideration during the planning

processes. Whenever possible, recommendations or changes

are implemented.

ESBM

SSC


56

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-

based, collaborative and fosters the commitment of the stakeholders, including the staff, students,

parents, and business community.


As the driving force of the school, the SPSA was aligned to the

Public School Choice Schoolwide Plan and provides the focus

for all school related functions, curriculum, and professional

development. Both of these plans have become the basis for

the WASC self-study. With the goal of a coherent, consistent

plan for student achievement.

Throughout the year, regular references to the Public School

Choice document are made by administrators at faculty

meetings, and at professional development and WASC

meetings. The plans are on the school’s website.

The PSC plan is the basis for all decisions regarding curriculum,

instruction, and operations. The PSC and The Single Plan for

Student Achievement (SPSA) are directly connected to the

Schoolwide Learner Outcomes (SLOs) and drive collaborative

planning and decision-making by leadership and staff.

Embedded in this collaborative model is the strong

commitment to provide a number of opportunities for staff to

work together especially through PLCs using Critical Friends

protocols. Multiple measures are used to collect and examine

data to correlate it to our SPSA and are tightly aligned to our

projected outcomes.

The SLOs were developed with input from all stakeholders.

Student data is regularly collected and analyzed. The SLOs were

reviewed in Spring, 2013 followed by modifications and

stakeholder approval in the Fall, 2013.

The business community is highly involved through ITEP which

sponsors the PORT SLC and the Maritime Scholars Program and

has provided some curricululm. ITEP and the local companies

within the organization such as Valero Oil, and other Port of

Los Angeles companies provide many opportunities for

SPSA

Public School Choice 4.0

PD Calendar


57

students to gain business experience while still in high school.

Regular field trips to the companies, interview workshops,

speakers, a yearly Washington, DC field trip, and other real-

world activities are an integral part of industry involvement.

Parents are invited to be visible on the campus and many

utilize the active Parent Center. “Coffee with the Principal” is a

monthly opportunity for the principal to meet with parents and

discuss school issues and to encourage parents to voice

concerns and ask questions. The ELAC meetings, Title I parent

meetings and PIQE are formal avenues for parent involvement.

Each year, parents are urged to run for a position on Expanded

School Based Management Model (ESBMM) and School Site

Council which meet monthly.

The Wilmington community is a small town within a large city.

Many alumni live and/or work in the community or are

attached to the town through family and friends. Many are

supportive of the school and some go back decades and

remembering the school’s pre-1971 earthquake destruction.

Large numbers of community members support the athletic

teams. Many BHS teachers, including the principal, graduated

from Banning and have institutional memory of the school and

its traditions.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner and

career readiness needs, schoolwide learner outcomes, and academic and career readiness standards

are incorporated into the plan and impact the development, implementation, and monitoring of the

plan?


Through the combined efforts of our Administration,

Instructional Specialist, Access-to-Core Coach, program

coordinators, and our ILT, the staff is able to analyze academic

achievement. Professional development focuses on evaluating

student achievement levels and improving the daily delivery of

rigorous instruction. Special emphasis has been placed upon

the use of SDAIE strategies, the creation and implementation

of pacing plans, and implementation of common lessons and

assessments. Strategies for checking for understanding, writing

Agendas and sign-in sheets

CCSS Teacher Sign-ups

ELAC Meetings

Grade Reports

ILT Meetings

ISIC Training

MyData

PD Calendar

PIQE Meetings


58

across the curriculum, and the use of instructional guides are

also emphasized.

The school leadership and staff meet weekly to make decisions

and initiate activities and interventions that focus on all

students achieving the school-wide learner outcomes and

academic standards. The Problem Solving/Data Coach assists in

providing data from the results of previous CAHSEE, CELDT,

CSTs, periodic assessments, and classroom grades. These

results are used to evaluate successes and failures, and to

generate adjustments and improvements to instructional

programs. This work is done on a schoolwide, SLC, and

departmental level.

As the district continues in its implementation of Common Core

State Standards (CCSS), Banning is making sure that the staff

are well versed in the new academic standards. Several cohorts

of teachers have attended the ISIC Educational Service Center

sponsored CCSS trainings.

There are a number of opportunities for stakeholders to

collaborate and work together. Parent nights are held for

families of English language learners, and ASB hosts fundraisers

and other activities for students and their families involved in

local activities. In addition, parents meet for IEP meetings,

PLBAO Parent Conferences, individual parent-teacher

conferences, and Back to School Night.

The Public School Choice plan involved members from all

content areas, SLCs, Career Technical Education, classified staff,

parents, and community. Most of this group still meets

regularly to review and refine needs related to the plan.

Professional Development by department has focused on

curriculum and instruction in the core content areas, and the

electives, CTE, and PE departments meet to discuss and review

curriculum and instruction as it is related to the core.

The Single Plan for Student Achievement (SPSA) outlines site

goals and is aligned with SLOs. This document outlines an

action plan for school goals and how the categorical dollars will

be spent. Critical academic needs are generated through

detailed data disaggregation. These critical areas shift year by

Public School Choice plans

Schoolwide Data

SPSA

SSC Meeting Agenda

WASC Plans


59

year, but data is routinely collected and analyzed by staff to

drive changes. Multiple measures of data correlate with the

SPSA. Academic grades, discipline data, graduation rates, and

local and state assessment data are examined to generate the

SPSA. Data drives planning and the projected outcomes and

goals.

Prompt: Evaluate the degree to which the allocation of all resources supports the implementation,

monitoring, and accomplishment of the Single Plan for Student Achievement.


Monitoring and refinement of the Single Plan for Student

Achievement (SPSA) is begun at the beginning of each school

year, and is an ongoing process. Testing results and

benchmarks are communicated to the faculty on a regular and

timely basis. The school’s planning process is collaborative and

there is input by staff, parents and students. The School Site

Council reviews achievement data and modifies the SPSA to

allocate resources to academically support those students who

are economically disadvantaged.

The SPSA outlines site goals and is aligned with SLOs. This

document outlines an action plan for school goals and how the

categorical dollars will be spent. Critical academic needs are

generated through detailed data disaggregation. These critical

areas shift year by year, but data is routinely collected and

analyzed by staff to drive changes. Multiple measures of data

correlate with the SPSA. Academic grades, discipline data,

graduation rates, and local and state assessment data are

examined to generate the SPSA. Data drives planning and the

projected outcomes and goals.

The budgets are carefully managed with a focus on improving

student achievement. Since the last WASC visit, the school’s

financial situation has changed, reflecting the loss of QEIA that

reduced class size, provided additional support services,

instructional materials, and supported professional

development. Recently, the school site received new funding

from LAUSD - The Common Core and CORE Waiver funds.

Categorical Budgets

CC and CORE Waiver Budgets

Grade records

LAUSD District policy

Meeting records

MyData Online Tool

PD Agendas


calendar

PSC 4.0 Plan

Single Plan for Student

Achievement

SPSA

WASC Action Plan


60

These funds are to support instruction and the implementation

of the CCSS.

Categorical funds are also allocated to support staffing,

professional development, curricular trips, and instructional

materials and supplies. The staff meets during professional

development time to analyze achievement data and discuss

instructional strategies to meet the needs of all students.

The SPSA, PSC 4.0, and WASC action plan are aligned and

annually reviewed to ensure that funding supports the goals

and activities of the plans. These plans are updated with

regular input from staff and parents.



A major, collaborative schoolwide effort to increase Title I

funds was made at the beginning of 2013-2014. BHS increased

to 87% for Title I funding as opposed to 63% in 2012-2013.

Similar to the SPSA, the Public School Choice Implementation

plan is monitored and revised based on data evaluation. School

Site Council monitors categorical funding and makes decisions

based on the instructional needs of students and professional

development needs of teachers.

Lunch Applications

ConnectEd messages

Teacher Memoranda




The focus led to an increase in funding which allows BHS to

provide additional opportunities for teacher training,

supplemental materials, and interventions.

Categorical Budgets

PD Attendance

Requisitions/Orders


61

Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory

requirements of current and potential staff for all programs, including all types of online instruction

and specialized programs such as college/career preparation.


The priority of the Los Angeles Unified School District (LAUSD)

is to ensure that every student is taught by a highly effective

teacher in a safe and instructionally rich learning environment.

The District seeks fully certified, NCLB compliant educators who

are experts in their content area, innovative, pedagogically

strong, and professionally committed to the welfare and

demonstrated academic growth of all students.

Drawing from the district employment list, candidates are

interviewed by a panel of teachers, administrators, parents,

and students. This panel uses vetted questions and a rubric

system to rank the candidates that will best fit the school’s and

community’s needs.

Banning High School follows the procedures and policies of

LAUSD in cooperation with the United Teachers Los Angeles

(UTLA) collective bargaining agreement.

Our staff and faculty comply with the No Child Left Behind Act,

which requires a highly qualified teacher in every classroom.

The school district provides information and training

opportunities to assist our faculty in meeting these

requirements. This includes training in Specially Designed

Academic Instruction in English (SDAIE), cross-cultural,

language, and academic development (CLAD) training, special

education training, Gifted and Talented Education (GATE)

training, and Advanced Placement (AP) certification and

training.

Teachers who teach Advanced Placement courses are provided

additional training and require AP certification per the College

Board. Teachers of GATE students are encouraged to attend

workshops. Special Education teachers are provided with

district trainings in several areas and are able to attend non-

LAUSD trainings. Common Core training is a major focus of

professional development and is provided by district experts.

LAUSD District Hiring Policy

LAUSD Website

LAUSD/UTLA Collective

Bargaining Agreement

PD Calendar

Sign in Sheets/Agendas

District Professional

Development

LAUSD District Policy


62

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online

instruction, are qualified based on staff background, training, and preparation are qualified for their

responsibilities.


BHS strives to ensure that the majority of teachers are

certificated and are teaching within their subject areas per

California state rules and LAUSD district policy. Many teachers

are dual-credentialed or have supplemental credentials

allowing them to teach in additional subject areas. Hiring

decisions are made by adhering to LAUSD/UTLA collective

bargaining agreement; therefore, teachers are chosen to

interview and be hired based on lists of displaced or RIFd

teachers throughout the district.

Recognizing that well-trained teachers help “build a better

future,” the District is committed to providing professional

development opportunities for teachers to continue their

education and professional growth. Teachers participating in

certain professional development programs and in-service

training classes may earn credits toward salary advancement.

District-sponsored professional development include: BTSA,

Mentor teacher program, salary point credit classes, among

other programs.

BHS is configured into four SLCs and a Magnet Program and an

additional SLC that is focusing on becoming its own

comprehensive high school. The faculty is allocated to each

SLC and vacancies are filled with new hires based on the

process described above. With the evolution and progression

of ESBM and the growth of the new school BACIS, the re-

alignment of faculty will be needed. The process is governed

by ESBM, the LAUSD/UTLA Bargaining Agreement, and Public

School Choice Memo of Understanding.

School-wide, departmental and SLC professional developments

work congruently to ensure that both new and returning

faculty are following District and school policies and are

BHS Teacher Roster

Certification Compliance Forms

Choices Brochure

CTE District Plan

District Professional

Development

GATE Compliance Form

LAUSD Hiring Policy



Master Schedule

PD Calendar/Agenda

PSC MOU

SARC

SLC Plans


63

complying with the required certifications and trainings.

Staff credentials and certifications are monitored by both the

district and BHS administration. BHS’s staff is highly qualified.

All teachers are credentialed in their subject areas and NCLB

compliant. All teachers, per district policy, are certified to each

English learners through CLAD, BCLAD. Several teachers have a

master’s degree or higher and/or certificates to teach outside

their credential area.

Teachers of ROP-funded career/industry focused classes must

have additional ROP credentials and professional expertise

Teachers of GATE classes have Gifted Professional

Development hours verified and monitored by the GATE

Coordinator.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation

process to ensure all staff are qualified and prepared or their responsibilities, including any type of

online instruction.


BHS teachers assigned positions based on student needs. State

and district budget cuts, and the loss of QEIA grant, have

resulted in increased class sizes following district norms. Since

the last WASC visit, many teachers have been displaced due to

a reduced student enrollment, budget cuts, and the

implementation of BACIS, a new instructionally autonomous

SLC within BHS.

Teachers new to BHS meet with the principal and staff prior to

beginning their assignment. Although there is no clear

orientation process for new teachers, some content Area

Chairpersons provide pacing plans and curriculum to new

teachers and teachers pair up with colleagues to receive

information. The administrator assigned to new teachers a held

New Teacher Meeting at the beginning of the fall semester

(2013). The Banning Schoolwide PSC 4.0 Plan and the School

Discipline Policy was shared with the teachers. An effort to

continue to meet periodically has been attempted but to date

BHS PSC 4.0 Plan

BTSA Website

Master Schedule

New Teacher Meeting Agenda


School Discipline Policy

Sign-In Sheet

Teacher Roster


64

most communication has happened via email or face-to-face.

There is a need to strengthen the new teacher orientation

system and schedule regular ongoing meetings.

Through the years, Banning has had many Nationally Board

Certified (NBC) teachers. These NBC teachers have, and do,

serve as mentors to new and experienced teachers looking to

strengthen their teaching craft.

Teachers new to the district are required to join the Beginning

Teacher Support and Assessment (BTSA) and are provided with

a BTSA provider who is a master teacher within the school.

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and

handbooks that define responsibilities, operational practices, decision-making processes, and

relationships of leadership and staff. Determine the degree of clarity and understanding of these by

administration and faculty.


The BHS website houses teacher resources which are available

for reference. The resources include a faculty handbook that

includes both school and District policies and procedures, and

various forms.

A faculty meeting opens each school year where policies and

procedures are reviewed and disseminated to the faculty as a

whole. This meeting reviews dates, trainings, administrative

responsibilities, faculty and classroom expectations (teacher

and students), and behavior and dress codes. The

Administrative positions, roles and responsibilities are

distributed at the beginning of the school year.

Uniform complaint procedures are distributed, representatives

appointed, and memos posted in public areas.

Teachers are required to certify online ‘Child Abuse Training’

each year per district policy. Certificates are kept on file with

administration. Each classroom has a posting for complaint

procedures for sexual harassment and abuse, and bullying.

Textbook compliance is mandatory through the Williams

Consent decree. The consent decree extends to classroom and

school maintenance and safety. The Consent Decree has a

BHS website

LAUSD website

District policy and procedures

BHS Administrative Duties

Opening and Closing Bulletin



65

process for filing complaints which is posted in each classroom.

Departments (PLC) hold regular meetings to plan, distribute,

and monitor district periodic assessment data, and to continue

the planning and pacing cycle. Teachers also meet in SLC

configurations to develop and support personalization activities

for students.

Prompt: How effective are the existing structures for internal communication, planning, and

resolving differences?


School information is disseminated through schoolwide

ConnectEd emails and phone calls, daily public-address

announcements, the school website, the weekly bulletin,

weekly administrative meetings, and the Principal’s “Bits and

Pieces” newsletter. Information is also disseminated through

ESBM monthly meetings; weekly ILT meetings; monthly English

Learner Advisory Council; and monthly School Site Council

meetings. Each of the different councils has representatives

from staff, administration, parents, students, the community,

and/or business partners. Information is also disseminated

through meetings of academic departments and SLCs.

The staff and faculty also receive regular communication

through district emails, monthly faculty meetings, professional

development trainings, hardcopy memoranda. Training and

development to provide ESBM and SSC meeting agendum and

minutes via the school’s website is forthcoming.

Professional Learning Communities are being formed.

Currently, content area departments meet through

professional development. Small Learning Communities meet

infrequently; however, as part of the PSC plan, redeveloping

and refocusing the SLCs will take place over the next few years.

The English Language Arts department meets by grade level

PLCs to plan examine and analyze data and plan curriculum;

the math department PLCs meet by content area.

Regular internal emails communicate meeting reminders and

Bits and Pieces Newsletter

ConnectEd message log

Departmental Action Plans

Departmental Professional

Development Agendas

District Memos

ESBM Agenda

Meeting Agenda


Agendas

PSC Implementation Plan

Sign in sheets, agenda

SSC Agenda

Technology Plan

UTLA Meeting Agenda


66

information to all stakeholders.

Technology trainings are held to assist teachers and faculty

using technology such as the Engrade Pro grading program,

iPads, and Connect Ed so that teachers effectively

communicate and make communication easier.

Union information is relayed from elected representatives by

email and at lunch meetings. The Union representative also

meets with the Principal weekly to foster communication.

Prompt: To what extent does the school leadership regularly review the existing processes to

determine the degree to which actions of the leadership and staff focus on successful student

learning?


Leadership and staff are involved in ongoing research or data-

based correlated professional development that focuses on

identified student learning needs. A team of lead teachers and

administrators attended a 5-day summer institute provided by

the Intensive Support and Innovative Center (ISIC) that focused

on leadership, instructional coaching, positive relationship

building, and Common Core state standards. A follow-up

professional development to further provide support for the

four core content areas in common core was held during the

winter break. The trained teams are leading professional

development at the school.

Leadership and staff are involved in ongoing research or data-

based research to meet student learning needs. This is done

through Expanded School Base Management (ESBM), the ILT

Professional Development Committee and Specially Designed

Academic Instruction in English (SDAIE).

ILT Meeting Agendas

Summer Institute District


(ISIC)

PD Meeting agendas


67

A5. Leadership and Staff Criterion

Prompt: How effective is the support of professional development/learning? Provide evidence and

examples.


Through the Public School Choice plan, professional

development is a priority. The LAUSD mandates 14 days for

Professional Development, and BHS has developed a schedule

to allow for additional 12 Tuesday professional development.

Period-by-Period professional development focuses on

practical classroom application of SDAIE strategies as well as

other topics to be determined by the ILT

Beginning with the 2013-2014 school year, BHS adopted the

Critical Friends protocols as a way of increasing the

effectiveness of the delivery of education. Many teachers met

during the summer of 2013 to learn the protocols, and who

then became ‘teacher of teachers’ at the end of summer

faculty professional development. By modeling the protocols

and allowing faculty to practice them, many teachers have

become comfortable incorporating the strategies into their

classroom delivery. Faculty facilitators which include

department chairs, SLC lead teachers, faculty volunteers, and

out-of-classroom personnel utilize these strategies throughout

their presentations. The WASC meetings have incorporated

these protocols as well. Administration has encouraged and

supported the use of the protocols during faculty meetings and

classroom observations. Many teachers have become adept at

utilizing these strategies in the delivery of instruction.

The number of English Learners moving from ‘Non-English

Proficient’ to ‘English Proficient’ has increased. The

measureable results of our SDAIE training is the high number of

English Second Language (ESL) students from non-English

proficient to English proficient has had a positive impact on

student learning.

Building on academic language development is a primary focus

across the curriculum. Students are encouraged to participate

CELDT Data

Critical Friends Protocols

EL Data

Lesson Plans

PD Agendas/Sign-in sheets

PD Calendar/Agendas

PD Handouts

PSC Implementation plan

Student work samples

WASC meeting agendas


68

in group activities that allow opportunities to verbally respond

while developing vocabulary skills. SDAIE strategies are being

incorporated into lesson plans to enhance student learning.

With the adoption of common core this year, students are

writing and responding in many of their classes.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of

professional development, coaching, and mentoring on student performance. Provide evidence

about whether the professional development/learning has had a positive impact on student

learning.


PD Coaching and mentoring has had a positive effect on

student performance. Teacher response to trainings has been

positive. Teachers signed up for ‘Pilot Walks’ and there is more

buy-in to incorporating SDAIE strategies into instruction.

Pilot Walks

Classroom Observations

PD Evaluations

Conclusions



Teacher capacity has increased per the PSC plan. Teachers are

taking ownership of professional development and schoolwide

ESBM committees.

ESBM Meeting/Agenda

PD Evaluations




Increased teacher involvement and confidence in the

schoolwide plan and committees allows for more voices to be

heard in instructional and school planning.

ESBM Agendas


69

A6. Resources Criterion

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student

achievement of the critical learner needs, the schoolwide learner outcomes, the academic

standards, and the college- and career-readiness standards. Additionally, comment on the extent to

which leadership and staff are involved in the resource allocation decisions. What impact has the

process for the allocation of resources made on student learning?


Budgeting and resources are aligned to the school’s mission,

vision, and critical needs of students. Money for staffing is

provided by the district; however, additional funding is

available through Categorical funds for teacher professional

development, substitute coverage for professional

development, and resources. Spending requests submitted to

School Site Council must be aligned to critical learner needs

and must be justified by adherence to curricular standards.

Intervention programs and CAHSEE prep are funded through

categorical funds. The decisions regarding funding of programs

are made by the School Site Council where teachers, parents,

administrators, and students are able to voice concerns,

provided information and given time for discussion.

A schoolwide needs-assessment involving all stakeholders is

conducted as a first step to developing the school budget. The

budget is aligned to the SPSA, Public School Choice plan, and

the WASC plan. The ELAC Parent Council makes

recommendations to School Site Council regarding the English

Learner categorical budgets.

The administrative staff, Instructional Leadership Team (ILT),

English Learners Advisory Council (ELAC), School Site Council

(SSC), Expanded School Based Management (ESBM), and

academic departments work together to develop the Single

Plan for Student Achievement and make recommendations on

categorical budgets. The finalized plan and budgets are then

submitted to the School Site Council for discussion and final

approval.

Budgets for Instructional Materials funds originating from the

District general fund are determined during monthly meetings

ELAC Meeting Agendas

ELAC Parent Council

Engrade

ESBM

LAUSD Budgeting policy

LAUSD Memorandum

LAUSD Textbook Policy

Maintenance Records

Master Schedule

PSC Plan

SLC Plan

SPSA

SSC Meeting Agendas

Technology Plan

Title 1 Memos

Williams Consent Decree


70

of the Expanded School Based Management. Special meetings

are called as needed when urgent issues arise.

An attempt to allocate classrooms based on contiguous space

for SLCs has caused reconfiguration of classrooms. With the

advent of the new SLC and their focus on science classrooms,

many teachers on the third floor of the main building were

displaced. Traffic patterns for students were disrupted at the

beginning of the school year and caused a tardy problem for

some students.

The College Incentive Magnet has been relocated from the

third floor to the bungalows and S building to allow for

contiguous space.

Some classrooms were not designed for the large number of

students assigned to them which has caused some health and

safety concerns.

The science classrooms on the third floor were designated for

the new SLC which has caused some displacement for BHS

science teachers. The requirement for sinks for biology classes

has also caused some displacement and loss of permanent

laboratory facilities.

Budget cuts have eliminated several Building and Maintenance

positions (B&G); therefore, some of classrooms are not cleaned

daily. Some teachers have assumed responsibility for

maintaining classroom cleanliness and safety.

Some classrooms in the main building are used nightly for adult

school which presents maintenance challenges as well.

BHS has a large inventory of working technology. The QEIA

grant allowed the school to purchase numerous computers,

laptops, mini-computers, and iPads for student use. Each

classroom has a media cart consisting of a DVD/VCR, LCD

projector, document camera, and stereo speakers. Some

classrooms have SmartBoards and ENO boards. Equipment is

maintained through the IMC (Instructional Media Center) by

students and computer technicians. The IMC is also the center


71

for reprographics and other office-related technology.

Computers and printers are available in all classrooms for

students and teachers. Several computer labs are maintained

for credit recovery, interventions programs, and CAHSEE prep.

Through QEIA funds and with an eye toward the future, the

science department purchased supplies and equipment to

enhance student learning through labs.

Textbooks are provided by the LAUSD. The Williams Consent

Decree mandates each student have a textbook for each core

class.

Teachers have been trained in the use of technology and for

incorporating it into the classroom. Many teachers were issued

iPads and training was provided in effective use. Teachers were

asked to submit requests for programs to be used on the iPad

to enhance student learning.

The Engrade grading program is being used by many teachers

and allows for student and parent access to grades.

Textbooks are issued regularly at the beginning of each

semester. District schools share textbooks to fill in shortages.

Supplemental materials are purchased by departments through

IMA or categorical funds. Teachers share resources where

possible. Technology has allowed for the sharing of PowerPoint

lessons and other curricular materials.

Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for

developing an annual budget, conducting an annual audit, and at all times conducting quality

business and accounting practices, including protections against mishandling of institutional funds.

(Note: Some of this may be more district-based than school-based.)


The district provides training to coordinators over categorical

budgets. District policies and procedures support the school

site budgets. The Educational Service Center Fiscal Specialist

meets regularly with the principal and categorical funds

coordinators to review the budget, examine current school

instructional plans to make adjustments as necessary. The

LAUSD Categorical Budgets

Memos


72

district provides oversight on budgeting matters.

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide

learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide

learner outcomes, the educational program, and the health and safety needs of students?


As a result of the Public School Choice process the classrooms

were reconfigured to accommodate the new SLC. The new SLC

has been housed on the third floor where most of the science

classrooms are located. The magnet teachers who were on the

third floor were moved to the bungalows and S building.

Contiguous space for the SLCs was taken into consideration

wherever possible and accommodations for science classrooms

were made to allow for sinks for Biology classes.

Special Education classrooms were relocated to the first floor

of the main building.

The facility contains a theater/auditorium, multi-purpose room,

cafeteria, penthouse, and physical education facilities which

are used for school and community events.


MOU

Master Schedule

School Map

Instructional Materials and Equipment

Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining

adequate instructional materials and equipment, such as technology tools and software, the

support systems for technology, software, textbooks, other printed materials, manipulatives, and

laboratory materials for instruction including online.

Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate

technology and software for all instruction, including online.


BHS has a large inventory of working technology. The QEIA

grant allowed the school to purchase numerous computers,

laptops, mini-computers, and iPads for student use. Each

classroom has a media cart consisting of a DVD/VCR, LCD

projector, document camera, and stereo speakers. Some

classrooms have SmartBoards and ENO boards. Equipment is

LAUSD Memoranda


SPSA

SSC Agenda

Technology Plan

Williams Consent Decree


73

maintained through the IMC (Instructional Media Center) by

students and computer technicians. The IMC is also the center

for reprographics and other office-related technology.

Computers and printers are available in all classrooms for

students and teachers. Several computer labs are maintained

for credit recovery, interventions programs, and CAHSEE prep.

Through QEIA funds and with an eye toward the future, the

science department purchased supplies and equipment to

enhance student learning through labs.

Textbooks are provided by the LAUSD. The Williams Consent

Decree mandates each student have a textbook for each core

class.

Teachers have been trained in the use of technology and for

incorporating it into the classroom. Many teachers were issued

iPads and training was provided in effective use. Teachers were

asked to submit requests for programs to be used on the iPad

to enhance student learning.

The Engrade grading program is being used by many teachers

and allows for student and parent access to grades.

Supplemental materials are purchased by departments through

IMA or categorical funds. Teachers share resources where

possible. Technology has allowed for the sharing of PowerPoint

lessons and other curricular materials.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional

development for a well-qualified staff. Include specifics if online, IB, and/or college career

preparation programs are in place.


LAUSD provides some of the professional development.

Currently, with the shift to Common Core, teachers are

participating in district-led conferences in order to align

teaching to common core.

The district provides Banked Time Tuesdays for professional

development that all must attend. Additionally, BHS has used

ILT Agenda

PD Calendar



PD Calendar

PD Calendar

ILT Meeting Agenda


74

time taken from minimum day allotments to increase the

number of Professional Development Tuesdays throughout the

year.

Using a ‘teachers teaching teachers’ approach, teachers

attended Critical Friends Protocol training during the summer

of 2013. Those teachers then structured two days of

professional development for the rest of the staff during the

week before school began in August.

BHS teachers participate in monthly period-by-period

professional development for English Language Development

and the use of Critical Friends protocols.

Some teachers participate in seminars, webinars, and other off-

site professional development; however, budget constraints

have limited this.

The math department has scheduled Saturday professional

development meetings for instructional planning.

Other departments have limited resources to meet after school

or on Saturdays to plan for instruction.


75

WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and

Resources:

Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is

being addressed. Then determine and prioritize the strengths and areas of growth for the

overall category.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:

Areas of Strength

School’s leadership meets regularly with stakeholders to disseminate information and obtain

feedback.

The school effectively spends categorical funds to support personnel, instructional,

technological, and student achievement needs based on data and input from various advisory

councils.

Collaborative leadership opportunities exist for stakeholders including ESBM, SSC, ILT, SLC lead

teachers and department chairs.

Through the Public School Choice process, the school has developed very clear vision and goals

that address the SLOs and guide the work of the school.

The administrative team, under the direction of the principal, follows a collaborative leadership

model supporting shared leadership for all stakeholder groups.

Communication among stakeholders has improved since the last WASC visit through the use of

website, email, ‘Bits and Pieces’, ConnectEd phone calls to stakeholders, memoranda, informative

faculty meetings.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:

Areas of Growth

The new committees under ESBM need to be further developed to include all stakeholders

with clearly communicated responsibilities and meeting dates and times.

ESBM needs to formulate by-laws for effective school governance.

The PD calendar needs to allow more time and opportunity for SLC collaboration.

The school needs to seek additional resources and partnerships through grants and community

outreach.

Clearer communication and guidelines are needed in order to effectively operate two separate

schools on the same campus.


76

Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that

supports the achievement of the academic standards and the schoolwide learner outcomes.

Through standards-based learning (what is taught and how it is taught), these are accomplished.

Indicators with Prompts

Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational

research related to the curricular areas in order to maintain a viable, meaningful instructional

program for students.

Prompt: Comment on the effective use of current educational research related to the curricular

areas to maintain a viable, meaningful instructional program for students. Examine the

effectiveness of how the school staff stay current and relevant and revise the curriculum

appropriately within the curricular review cycle.


Professional Development relies on current educational

research. The school has developed professional development

plans based on Marzano and Schmoker. The Public School

Choice document is based on recent educational research and

the district Professional Development mandates are aligned to

current educational research and trends. The faculty has been

trained in LAUSD’s Teaching and Learning Frameworks and is

being trained in Common Core. The faculty utilizes Critical

Friends Protocols in professional development and in the

classroom. Professional Development Calendar.

ILT Agenda

Summer Professional

Development Institute

LASDI Consultant

Prompt: Evaluate to what extent there are defined academic standards for each subject area,

course, and/or program (e.g., college/career) that meet state or national/international standards

and, where applicable, expectations within courses that meet the UC “a-g” requirements?


BHS teachers use research-based strategies such as SDAIE,

concept maps, graphic organizers, cooperative learning groups,

peer-to-peer review, and lunch and after-school tutoring.

Based on findings from the Public School Choice Plan, part of

this year’s implementation phase is to:

* Use school-wide data (including API, AYP, CELDT, SARC)

effectively and across all content areas. Some teachers have

accessed and analyzed common assessment data, such as

Periodic Assessments (PA) and other teacher developed

common assessments to guide instruction, but this problem-

Access to Core Coach

CST Data

EL Coordinator

ILT Meeting Agenda

PD Calendar

Periodic Assessment Data



77

solving cycle has not been consistent among the entire staff.

Both teacher and administrator focus groups indicated that

there is a school-wide awareness of the importance of using

data to inform decisions, but the practice has lacked

consistency in how to access and use data, set goals, and

monitor progress.

* Build teacher-capacity in assessment, literacy, and formative

assessment to provide the tools and the opportunities for

teachers and administrators to meet in collaborative groups

(PLCs) to review school-wide, classroom, and individual data to

identify problems, plan, implement, and reexamine data

(problem-solving cycles) in order to be responsive to the

students.

In order to address this priority, the following strategies will be

implemented:

• Ensure that there is time during the weekly PD for content

and academy PLCs to review school-wide, classroom, and

individual data to identify problems, plan, and reexamine data.

• Develop, within the school, a shared meaning of data and the

ability to access data from various sources.

• Train teachers in the use of the “Critical Friends” Data Driven

Dialogue through the PLCs, leading to a greater understanding

in how to use, and talk about, the data to inform and guide

their instructional practices within the classroom.

• Through the Focus Groups of WASC, academy PLCs will use

the “Critical Friends” Data Driven Dialogue protocols to

complete the problem-solving cycle, including the development

of an Action Plan as required for the 2013-2014 WASC self-

study.

• Experienced PLC teams will complete the problem-solving

cycle, develop common lessons, common assessments, and

interventions.

Progress in addressing this priority area will be monitored

informally on a monthly basis with a formal review conducted

twice a year by the ILT utilizing the School Review Rubric.

* BHS is personalizing the environment to ensure that the

school is responsive to the needs of all students including

remediation, credit recovery, and enrichment. The high failure

rate and low proficiency in ELA and MATH is reflected in the


78

63% four-year graduation rate, thus supporting the need for

intervention and credit recovery opportunities. To help

accomplish this, BHS will begin the process of strengthening

and redeveloping as necessary the Small Learning

Communities.

Currently, the school is examining and developing options for

remediation/intervention, credit recovery, or enrichment

beyond the school day.

The following strategies will be implemented:

• Strengthen Tier I Instruction

• Offer Tier II and Tier III intervention courses that support

student needs. Match interventions with the needs of the

students.

• Monitor interventions/remediation for successful

intervention.

• Provide time during the school day for

remediation/intervention, credit recovery, or enrichment while

ensuring that students have access to graduation

requirements.

• Expand the opportunity to credit recovery to include online

courses (APEX).

BHS Staff stays current regarding curriculum by attending

district and out-of-district CCSS (Common Core State

Standards) training and by administering district periodic

assessments that are aligned to CCSS.

Teachers revise curriculum appropriately to fit the needs of

each class.

Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills

taught, the academic standards, and the schoolwide learner outcomes.


BHS’ focus has been developing lessons based on the CA State

Content Standard s. Currently, with the implementation of the

Common Core State Standards roll-out, BHS is developing and

revising lessons to ensure that those standards are met.

Specifically, the four main areas of interest, English, Math,

Science, and Social Studies, have delineated academic goals

California Standards for English

Language Arts

California Standards for Foreign

Language

California Standards for Math

California Standards for Science


79

and instructional pathways to reach higher levels of student

proficiency. In addition to this, ROP classes are also aligned to

SLC focus in providing BHS students with the resources to fulfill

careers in industry. The goal is to graduate students who are

college-prepared and career ready.

LAUSD has aligned the graduation requirements to the UC “A-

G” requirements. BHS master schedule is developed to align

with these requirements.

SCIENCE

Teachers follow department-created pacing guides in Biology,

Chemistry, and Physics. All teachers use district-approved texts

which are aligned to the California state standards.

All teachers are transitioning from California state standards to

the Next Generation Science Standards (NGSS) and the

Common Core standards.

The guides, common periodic assessments, and aligned texts

are building coherence in the department by aligning

instructional practices to the California State Standards, NGSS,

and CCSS;.

Higher order thinking skills are nurtured through various hands-

on activities, projects, papers, and labs.

The science department is highly involved in Math,

Engineering, and Science Achievement (MESA), Science Bowl,

Chemistry Olympiad, and AP Readiness, which allows students

to further their interest in science.

Most science teachers have been trained in AVID and the use

of interactive notebooks.

Mathematics

The BHS Math Department supports high expectations for its

students. The Los Angeles Unified School District has exceeded

state requirements by mandating three years of college

preparatory math for graduation. Students must be enrolled in

math in grades 9 – 11. Additional courses are recommended

but Algebra 1, Algebra 2, and Geometry are the minimum

courses a student must take and pass. Many students received

Algebra 1 credit in middle school and must therefore take and

pass Math Analysis to fulfill their graduation requirement. The

department added Honors Statistics as an option for those

Common Core Standards

Department Meeting Agendas

Department Pacing Plans

ILT Meetings

LAUSD Common Core


LAUSD Master Plan

Lesson Plans

Master Schedule

PD Calendar

State Content Standards


80

students pursuing careers in which Statistics is a better

educational option than the Calculus pathway. Currently, all

schools in the local district use the same state-approved

textbook for all courses. Teachers supplement the textbook

with materials from other outside sources as necessary. Until

this year the state content standards were followed but as the

state moves into Common Core there is a need to move

towards aligning courses to the Common Core.

Subject matter teams comprised of instructors teaching the

same courses work together to establish pacing plans and

design summative assessments. These subject matter teams

have met to discuss ways to engage students, help them access

the curriculum, and how to check for understanding. Until this

year the District implanted common periodic assessments for

Algebra 1 and Geometry. Several members of the department

have attended Common Core informational/training at the

county or District level in preparation for new assessments.

Foreign Language

The curriculum is aligned to the World Language Content

Standards for California Public schools. Spanish and French

curricula provide students the necessary tools to develop

communicative proficiency.

Foreign language teachers use a variety of instructional

practices to make sure students acquire linguistic and cultural

proficiency in the different stages of their learning. When

teaching culture, teachers focus their lessons on the

relationship between the products and the practices of the

target culture. The goal is to allow students to make

connections and comparisons between languages and cultures.

There are three different programs in the school. The French

program includes levels 1, 2, 3, and AP French. The Spanish

program includes levels 1, 2, and 3, and the Spanish Speakers

program includes levels 1, 2, AP Spanish Language, and AP

Spanish Literature.

Teachers use real-world communication opportunities to assist

students in communicating effectively in real world situations;

these activities include interpersonal, interpretive and

presentational communication.


81

English Language Development

English Learners (ELs) are held to the same high expectations of

learning established for all students.

ELs develop full receptive and productive proficiencies in

English in the domain of listening, speaking, reading, and

writing.

ELs are taught challenging academic content that enables them

to meet performance standards in all content areas.

ELs receive instruction that builds on their previous education

and cognitive abilities and that reflects their language

proficiency levels.

ELs are evaluated with appropriate and valid assessment that

are aligned to state and local standards and that take into

account the language development stages and cultural

backgrounds of the students. The academic success of ELs is a

responsibility shared by all educators, the family, and the

community.

BHS offers a Structured English Immersion Program dedicated

to students beginning to learn English. Students are given the

appropriate support as they acquire English language skills

necessary to succeed in a mainstreamed English classroom.

Long Term English Learner courses (LTEL) are in the first year

of implementation. Limited English Proficient (LEP) students,

not including those in a structured immersion course, who

have not met all requirements for reclassification are placed

into a secondary English class, either Advanced English

Language Development or Language and Literacy. The course

chosen for them is determined by their CST results.

Furthermore, these two classes have recently been approved

for UC credit as listed on the UC Doorways. Teachers have

introduced the LTEL framework into the curricular programs,

drawing attention to the ELD standards, various aspects of the

LTEL framework, and building a bridge to the English Language

Arts program.

Write Source, Reader’s Handbook, and English 3D textbooks

are currently implemented in LTEL courses.

The EL instructional program offers many activities and

strategies used to motivate students that enable their success.

The instructional program offers collaboration among teachers,


82

where they meet regularly in PLC learning teams, separated by

SLCs, Departments, and other focus-groups, using the

Professional Learning Community model.

Teachers have been provided with data to inform their

instructional program as it pertains to their English learners.

English, LTEL, and ELD teachers were provided with training on

CELDT preparation and a pacing plan to support English

Learners. All teachers were provided with CELDT data and

strategies to inform their instructional program, supporting

students across the curriculum. Supplemental materials, as well

as professional development, are provided to teachers in order

to reinforce SDAIE strategies in instructional programs.

Teachers have followed a problem-solving cycle approach,

where SDAIE strategies are first being (re)taught, then, they are

given time to plan and implement the strategies learned in

their lessons/curriculum. Afterwards teachers execute Pilot

Walks or Demonstration days. Finally, teachers provide

feedback and reflections of their walks and their own delivery

of lessons as it pertains to SDAIE.

Supplemental materials are provided to content teachers to

support their instructional programs and reinforce SDAIE

strategies.

ELA (English Language Arts):

The English Language Arts Department’s focus is to deliver

standards-based instruction and is at the beginning stages of

implementing Common Core standards. To align lessons to

meet these standards teachers meet as part of a Grade-Level

Professional Learning Community. Teachers have met in these

PLCs to create interventions, align pacing plans and lessons,

create common assessments and final exams, look at student

work, and share data. Currently, collaboration is continuing in

PLCs during Professional Development days, align lessons and

instruction to meet CCSS criteria and prepare students for the

CCSS Smarter Balanced Assessments.

Ninth and 10th grade teachers are implementing CCSS focused

Periodic Assessments (PA). The majority of these teachers

attended two trainings to focus on administering the PA. Ninth

and 10th grade teachers will administer two CCSS- focused PAs

in 2013-2014, one being Argumentative and the other being

Expository.

Eleventh grade teachers are focusing on the Early Assessment


83

Program to better prepare students for the exam and post-

secondary work.

Prompt: Evaluate to what extent the examination of representative samples of student work and

snapshots of student engagement in learning demonstrate the implementation of a standards-

based curriculum and the addressing of the schoolwide learner outcomes.


BHS focus has been developing lessons based on the CA State

Content Standard s. Currently, with the implementation of the

Common Core State Standards roll-out, BHS is developing and

revising lessons to ensure that those standards are met.

Specifically, the four main areas of interest, English, Math,

Science, and Social Studies, have delineated academic goals

and instructional pathways to reach higher levels of student

proficiency. In addition to this, ROP classes are also aligned to

SLC focus in providing BHS students with the resources to fulfill

careers in industry. The goal is to graduate students who are

college-prepared and career ready.

LAUSD has aligned the graduation requirements to the UC “A-

G” requirements. BHS master schedule is developed to align

with these requirements.

SCIENCE

Teachers follow department-created pacing guides in Biology,

Chemistry, and Physics. All teachers use district-approved texts

which are aligned to the California state standards.

All teachers are transitioning from California state standards to

the Next Generation Science Standards (NGSS) and the

Common Core standards.

The guides, common periodic assessments, and aligned texts

are building coherence in the department by aligning

instructional practices to the California State Standards, NGSS,

and CCSS;.

Higher order thinking skills are nurtured through various hands-

on activities, projects, papers, and labs.

The science department is highly involved in Math,

Engineering, and Science Achievement (MESA), Science Bowl,

Chemistry Olympiad, and AP Readiness, which allows students

to further their interest in science.

Most science teachers have been trained in AVID and the use


Common Summative

Assessments

Content Action Plans

Department Meeting agendum

Master Schedule

New Generation Science

Standards

Pacing guides

State frameworks


84

of interactive notebooks.

Mathematics

The BHS Math Department supports high expectations for its

students. The Los Angeles Unified School District has exceeded

state requirements by mandating three years of college

preparatory math for graduation. Students must be enrolled in

math in grades 9 – 11. Additional courses are recommended

but Algebra 1, Algebra 2, and Geometry are the minimum

courses a student must take and pass. Many students received

Algebra 1 credit in middle school and must therefore take and

pass Math Analysis to fulfill their graduation requirement. The

department added Honors Statistics as an option for those

students pursuing careers in which Statistics is a better

educational option than the Calculus pathway. Currently, all

schools in the local district use the same state-approved

textbook for all courses. Teachers supplement the textbook

with materials from other outside sources as necessary. Until

this year the state content standards were followed but as the

state moves into Common Core there is a need to move

towards aligning courses to the Common Core.

Subject matter teams comprised of instructors teaching the

same courses work together to establish pacing plans and

design summative assessments. These subject matter teams

have met to discuss ways to engage students, help them access

the curriculum, and how to check for understanding. Until this

year the District implanted common periodic assessments for

Algebra 1 and Geometry. Several members of the department

have attended Common Core informational/training at the

county or District leve in preparation for new assessments.

Foreign Language

The curriculum is aligned to the World Language Content

Standards for California Public schools. Spanish and French

curricula provide students the necessary tools to develop

communicative proficiency.

Foreign language teachers use a variety of instructional

practices to make sure students acquire linguistic and cultural

proficiency in the different stages of their learning. When

teaching culture, teachers focus their lessons on the

relationship between the products and the practices of the


85

target culture. The goal is to allow students to make

connections and comparisons between languages and cultures.

There are three different programs in the school. The French

program includes levels 1, 2, 3, and AP French. The Spanish

program includes levels 1, 2, and 3, and the Spanish Speakers

program includes levels 1, 2, AP Spanish Language, and AP

Spanish Literature.

Teachers use real-world communication opportunities to assist

students in communicating effectively in real world situations;

these activities include interpersonal, interpretive and

presentational communication.

English Language Development

LAUSD has implemented a Master Plan program which follows

these guiding principles:

English Learners (ELs) are held to the same high expectations of

learning established for all students.

ELs develop full receptive and productive proficiencies in

English in the domain of listening, speaking, reading, and

writing.

ELs are taught challenging academic content that enables them

to meet performance standards in all content areas.

ELs receive instruction that builds on their previous education

and cognitive abilities and that reflects their language

proficiency levels.

ELs are evaluated with appropriate and valid assessment that

are aligned to state and local standards and that take into

account the language development stages and cultural

backgrounds of the students. The academic success of ELs is a

responsibility shared by all educators, the family, and the

community.

BHS offers a Structured English Immersion Program dedicated

to students beginning to learn English. Students are given the

appropriate support as they acquire English language skills

necessary to succeed in a mainstreamed English classroom.

Long Term English Learner courses (LTEL) are in the first year

of implementation. Limited English Proficient (LEP) students,

not including those in a structured immersion course, who

have not met all requirements for reclassification are placed


86

into a secondary English class, either Advanced English

Language Development or Language and Literacy. The course

chosen for them is determined by their CST results.

Furthermore, these two classes have recently been approved

for UC credit as listed on the UC Doorways. Teachers have

introduced the LTEL framework into the curricular programs,

drawing attention to the ELD standards, various aspects of the

LTEL framework, and building a bridge to the English Language

Arts program.

Write Source, Reader’s Handbook, and English 3D textbooks

are currently implemented in LTEL courses.

The EL instructional program offers many activities and

strategies used to motivate students that enable their success.

The instructional program offers collaboration among teachers,

where they meet regularly in PLC learning teams, separated by

SLCs, Departments, and other focus-groups, using the

Professional Learning Community model.

Teachers have been provided with data to inform their

instructional program as it pertains to their English learners.

English, LTEL, and ELD teachers were provided with training on

CELDT preparation and a pacing plan to support English

Learners. All teachers were provided with CELDT data and

strategies to inform their instructional program, supporting

students across the curriculum. Supplemental materials, as well

as professional development, are provided to teachers in order

to reinforce SDAIE strategies in instructional programs.

Teachers have followed a problem-solving cycle approach,

where SDAIE strategies are first being (re)taught, then, they are

given time to plan and implement the strategies learned in

their lessons/curriculum. Afterwards teachers execute Pilot

Walks or Demonstration days. Finally, teachers provide

feedback and reflections of their walks and their own delivery

of lessons as it pertains to SDAIE.

Supplemental materials are provided to content teachers to

support their instructional programs and reinforce SDAIE

strategies.

ELA (English Language Arts):

The English Language Arts Department’s focus is to deliver

standards-based instruction and is at the beginning stages of

implementing Common Core standards. To align lessons to

meet these standards teachers meet as part of a Grade-Level


87

Professional Learning Community. Teachers have met in these

PLCs to create interventions, align pacing plans and lessons,

create common assessments and final exams, look at student

work, and share data. Currently, collaboration is continuing in

PLCs during Professional Development days, align lessons and

instruction to meet CCSS criteria and prepare students for the

CCSS Smarter Balanced Assessments.

Ninth and 10th grade teachers are implementing CCSS focused

Periodic Assessments (PA). The majority of these teachers

attended two trainings to focus on administering the PA. Ninth

and 10th grade teachers will administer two CCSS- focused PAs

in 2013-2014, one being Argumentative and the other being

Expository.

Eleventh grade teachers are focusing on the Early Assessment

Program to better prepare students for the exam and post-

secondary work.

CAREER TECHNICAL EDUCATION

Career Technical Education (CTE) programs are aligned to the

Career Technical Model curriculum standards and framework

adopted by the State of California, including courses through

Regional Occupational Programs. The CTE Standards for all

CTE Courses are now aligned with the Common Core.

CTE Programs at Banning:

• Build student competence in technical skills and in core

academic subjects, as appropriate, through applied, contextual,

and integrated instruction in a coherent sequence of courses

that lead to technical skill proficiency

• Demonstrate the need for proficiency in reading and

comprehension, mathematics, science, and technology

• Emphasize the necessity to have the ability to communicate in

reading, writing, speaking, listening, and numeration skills

• Identify the knowledge, skills, and attitudes needed to enter

and successfully complete an apprenticeship program

• A series of work-based learning opportunities that begin with

mentoring and job shadowing and evolve into intensive

internships, school-based enterprises, or virtual

apprenticeships

• Prepare students for a regular high school diploma


88

• Where possible and appropriate, prepare students to meet

subject requirements for admission to the California State

University and University of California systems

• Contribute to an understanding of the occupational field of

the academy

• Provide an integrated core curriculum that meets the

eligibility requirements for admission to the University of

California and the California State University systems and is

delivered through project-based learning and other engaging

instructional strategies that bring real-world context and

relevance to the curriculum where broad themes, interest

areas, and CTE are emphasized.

• CTE offers pathway courses that support career development

in all SLCs. Students work on projects and are often able to

implement what they have learned. Sports Therapy students

aid at all sporting event, auto Body students work on actual

cars, culinary Arts students enter competitions.

Employing Industry Sectors:

Information and Communication Technologies

Health Science and Medical Technology

Hospitality, Tourism, and Recreation

Transportation

Banning High School CTE/Courses :

Desktop Publishing 1-2

Sports Therapy 1-2 (Approved- A-G)

Food Science/ Catering

Auto Body 1-2

PERFORMING ARTS

As part of the UC/CSU graduation requirements, BHS offers

students the opportunity to take a standards-based performing

arts class.

The performing arts department offers standards-based

Beginning Theater, Theater Production, Stagecraft, and Dance

with the goal of an annual musical or dramatic performance

along with several showcase performances. The goal is to


89

enhance the department by building a vocal and instrumental

music program.

Students participate in all facets of theater production

including costume design, set design and construction, lighting,

sound, prop production, and marketing and take advantage of

state-of-the-art computer lighting and sound systems.

Students have access to a concurrent credit General Music class

(Music 101) taught by a Los Angeles Harbor College professor

in which they receive a basic music education.

KBHS is an FCC-approved radio station which students utilize to

provide announcements to the school and community (1 mile

radius of BHS).

VISUAL ARTS:

BHS offers a comprehensive, standards-based visual arts

program that includes Painting/Drawing, Ceramics,

Photography, and Advanced Placement Studio Art. Students

participate in two art shows each year including one

community display at Banning’s Landing and another within

BHS at the end of the school year. Students take field trips to

museums throughout the Los Angeles/Long Beach area that

includes a college tour of UCLA’s Art Department. Writing is an

integral part of the arts program.

SOCIAL STUDIES

The social studies department continues to develop and revise

instructional practices in an ongoing effort to meet increased

academic rigor and to meet the needs of all students. Teachers

require students to produce grammatically correct reports,

classwork, homework and PowerPoint presentations.

Additionally, the department continues to create opportunities

for the use of academic language in the classroom. Teachers

use the Socratic Seminar, classroom discussions with multiple

perspectives, classroom debate, speaking, and cooperative

learning to facilitate active learning. Presentations, speeches,

and simulations are also being used to enable students to

improve their communication skills both in writing and

speaking.

Teachers are using more compare and contrast, cause and

effect relationships, prediction of outcomes, evidence-based

research papers, expository writing assignments and the


90

completion of chronological time-lines to advance

understanding. More teachers are using case studies and

requiring students to

analyze primary sources. The social studies department, in

collaboration with USC Center for Active Learning in

International Studies that is an outreach project dedicated to

advancing teaching excellence in international studies.

Teachers continue to collaborate, develop and implement

lesson plans using SDAIE, Access Strategies, culturally relevant

pedagogy, realia, advanced graphic organizers, and Thinking

Maps to differentiate and scaffold lessons that benefit all

learners. Culminating tasks require written work such as essays,

research papers, and visual presentations.

Subject specific PLCs have helped to establish common pacing

plans, culminating activities and standards-based lessons.

The Social Studies department actively looks student data.

Using CST data, periodic assessment results, and classroom

grades, teachers are becoming more adept at interpreting data.

The information the data provides, helps drive classroom

practices.

There is a need for additional programs and procedures to be

incorporated such as more social studies CST interventions

(before, during and after school,) and more test prep in the

classroom.

Social studies teachers are working to incorporate CAHSEE

language arts and math strands in their classroom instruction.

Teachers have developed and used classroom tests that

resemble the standardized tests.

Social studies teachers also participate in school-wide

interventions focused on CST and CAHSEE, including facilitating

workshops, interventions, and boot-camps. Many social studies

teachers tutor before and after school.

Social studies teachers are participating in common core

professional development and Critical Friends training to

benefit student achievement.

Seniors are required to do a service learning project, and in

their economics class, students are required to participate in a

budget project which incorporates math and writing.


91

Although there have been many positive gains in the

instructional practices of the social studies department, it is

clear that more needs to be done, specially in the area of test

scores on state-mandated tests.

PHYSICAL EDUCATION

The Physical Education department has incorporated the

California State Physical Education Standards, core academic

interventions, and the ESLR’s into everyday classroom

practices. The requirement of the fitness gram has helped to

provide more academic direction and instruction in the P.E.

Program. Students are exposed to psycho-motor skills,

manipulative skills, anatomy, physiology, fitness, fitness levels,

and lifestyle choices. Physical Education teachers create lessons

that support all the academic core curriculum and incorporates

them into the P.E. standards.

Academic rigor and higher order thinking skills are also

incorporated throughout the lesson plans and activities.

Students are expected to read not only in their content area,

but are required to respond to the curriculum using a

combination of PE standards and ELA, math, science and social

studies standards.

Academic language in the form of classroom debates and class

discussion involving culturally relevant subjects such as obesity,

diabetes and Positive/healthy lifestyle choices are discussed.

Academic language is used in various ways to support core

instructions i.e. science vocabulary (physiology, anatomy, body

processes.) Students practice taking their heart rate, calculate

BMI, ratios, measurements, fitness and exercise intervals for

math. Reading and writing in the PE content area to support

ELA. Student are also exposed to sports, sporting events and

athletics throughout history supporting the Social Sciences.

Students are required to produce essays, posters that

incorporate not only what is being learned in the classroom but

must incorporate academic language in to each project.

Students are required to produce both group work and

individual work in the form of projects, collages, Powerpoints

and poster boards. In cooperative groups, student’s research

and coordinate projects, read in the content areas, study

physiology, the history of sports, athletics, and fitness.


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P.E. teachers engage and support students by:

Incorporating the ESLR’s into their lesson plans, Collaborative

planning using culturally relevant pedagogy based on the state

standards, Incorporation of 9th grade academy binders into

P.E. curriculum.

Cooperative learning activities include pairs, pair shares,

groups, group to group, teaming, and jigsaws to provide both

academic and kinesthetic learning. The department maintains

high classroom expectations, i.e. dressing for class,

participation, self-monitoring progress, provide leadership

positions within the class and rigorous lessons that involve

higher order and critical thinking skills.

Individual and group projects, classroom performance, and in

class labs that engage active learning using technology such as

video, Powerpoint presentations, and stopwatches are utilized

in class. Teachers use positive behavior support strategies,

provide extra credit activities, and participation points, points

for being properly dressed for class.

Physical Education teachers are routinely exposed to the CST

data and CAHSEE scores both in faculty and department

meetings which is used to incorporate core academic standards

in their classroom practices and assessments. For example:

Students monitor their own progress in class, 9th grader use

binders, fitness monitoring, and grade reports.

The Psychiatric Social Worker and the Pupil Services

Attendance counselors work with students to ensure access to

the curriculum in all areas:

PSYCHIATRIC SOCIAL WORKER

The Psychiatric Social Worker assigned to BHS three days per

week supports positive student connections with peers, family,

school and community by facilitating student development and

the ability to successfully deal with problems, crises, or

traumatic experiences. The goal is to foster resiliency by

promoting healthy relationships, self-reflection, and problem-

solving skills to optimize school success.

A large range of comprehensive services including prevention,

early intervention, and treatment services. Daily services

include: biopsychosocial assessments, individual, group (grief

group and pregnant/parenting teen group), and family therapy,


93

parent education, mental health consultation, evidence-based,

trauma specific practices, case management, conflict

mediation, crisis intervention, psychological first aid, threat

assessment and management, suicide assessment and

management, school-wide projects, resource development,

and community linkage/collaboration.

PUPIL SERVICES ATTENDANCE

A full-time PSA services the attendance and attendance-related

discipline issues with an RTI focus and three-pronged approach

which has resulted in increased attendance and school

participation:

• Targeted intervention includes individual counseling,

attendance contracts, family counseling, parent conferences

and counseling, consultations with teachers and staff to ensure

efficient and efeective interventions, home visits (dropout

recovery), IEP and SST meeting participation, Student

Attendance Review Team (SART) meetings, Student Attendance

Review Board (SARB) meetings, truancy letters, referrals to and

coordination with community and school resource, case

management, and crisis intervention.

• Selected intervention includes AVID Attendance target

Groups (Why Try counseling curriculum), Coordination of

Services Team (COST) meetings, District Attorney parent

meetings, Perfect attendance recognition, awards and

certificates, classroom visits, homeroom attendance

competitions, CAHSEE high risk attendance case management,

and referrals to alternative educational options and drop out

recovery.

• Universal interventions include attendance policy letters,

ConnectEd parent phone calls, PA weekly attendance

announcements, raffles/prizes for good, improved and perfect

attendance, community partnerships to solicit donations,

poster campaigns, Attendance Awareness Month, CAHSEE/CST

awareness month and motivational campaign, lunch

assemblies, Attendance Pep Rallys, Resource Coordinating

Team/Fair partnering with the PSW

• Communication of Attendance Data via

Newsletters/P.A/letters home

Congruence


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Alignment between academic objectives and student data

shown through multiple authentic assessments point to the

existence of a correlation between CA State Standards, as well

as other quality measures, such as CTE standards and

classroom instruction, at Banning HS. Currently, we are working

on also aligning our curriculum to the CCSS.

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students

through all courses/programs offered. The school examines the demographics and situation of

students throughout the class offerings. The school’s instructional practices and other activities

facilitate access and success for special needs students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all

programs. How do school staff define rigor, relevance, and coherence? To what extent do the

instructional practices of teachers and other activities facilitate access and success for special needs

students?

Prompt: Determine the extent to which key stakeholders are involved in the selection and

evaluation of the curriculum to ensure it matches the school’s mission and schoolwide learner

outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the

curriculum and the use of technology within the curriculum.


Alignment between academic objectives and student data

shown through multiple authentic assessments point to the

existence of a correlation between CA State Standards, as well

as other quality measures, such as CTE standards and

classroom instruction, at Banning HS. Currently, we are working

on also aligning our curriculum to the CCSS.

Lesson Plan

PD Agenda

Student Work

Additional Online Instruction Prompt: Determine the effectiveness of the school for outsourced

curriculum to maintain curricular integrity, reliability, and security.


APEX Credit Recovery is used after school from 2:50-4:50pm

with priority given to students in grades 11-12. Presently only

English Language Arts 9-11 are taught by a credentialed

teacher in a face to face setting. The credentialed teacher

assists them with the content and proctors their end of unit

tests. Students are able to pace themselves and use the online

hybrid course as an opportunity to recover credits to graduate

on schedule.

All students are assigned a coach whom is also their guidance

counselor. The APEX coach monitors their weekly progress to

ensure attendance and assignments are intact. In addition, to a

Weekly Progress Reports

Student Grades


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coach each student is provided a weekly progress report from

his/her APEX teacher for the parent to sign and acknowledge

progression. The APEX course usually takes 30+ hours for the

average student to complete the course.

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review

processes to ensure student needs are being met through the curriculum; include the exstent to

which there is involvement of key stakeholders:


Some departments and SLCs get together to review curriculum

and data, but we still need to include more time to meet within

our PLC’s and our SLCs to discuss and evaluate the

effectiveness of our curriculum and fully implement and align

our lessons and grading criteria. Our PD’s will need to include

days periodically where teachers have the opportunity to

collaborate both by department and by SLCs in order to review

student data throughout the school year.

Those departments that do look at data look at periodic

assessment results, CST scores, CELDT scores, CAHSEE Scores,

common assessment results, etc.

Meeting Agendas

Sign in sheets

Prompt: Share examples of articulation with feeder schools and local colleges and universities,

including comments on the regularity of their occurrence. What has been revealed through the

follow-up studies of graduates and others regarding the effectiveness of the curricular program?


Each fall, counselors and the APSCS attend parent meetings at

the feeder middle schools. During the Spring semester, BHS

puts on a ‘road show’ at the feeder middle schools in which

BHS students from leadership, band/drill, cheerleaders, clubs,

and activities present the student-related opportunities

available at BHS.

A recruitment fair on a Saturday morning in Spring is held in

which parents and students visit BHS and hear about the Small

Learning Communities and opportunities at the BHS complex.

Presentations are given by each SLC and teacher and student

representatives talk with students and parents and answer

questions about BHS.

The Pilot Center arranges for representatives from colleges and

universities to meet with students and arranges classroom

presentations. Students from University of California Irvine, Los

Angeles Harbor College, and California State University,

Dominguez Hills advise students and help through the college

application and financial aid processes.

APSCS

ILT Meeting Agenda

Pilot Center agenda

SLC Meeting Agenda


96

Recruiters from Fashion Institute of Design (FIDM) offer

lectures and activities for interested students and offers help

for students in the college application process.


97

B2. Curriculum Criterion

Prompt: How effective are the processes to allow all students to make appropriate choices and

pursue a full range of realistic college/career and/or other educational options? Discuss how the

school ensures effective opportunities for career exploration, preparation for postsecondary

education, and pre-technical training for all students.


BHS is extended into Small Learning Communities (SLCs). The

SLCs service students in grades 10 through 12 by providing an

interdisciplinary approach to learning that has a focus on

academic rigor, curriculum relevance, enhanced

relationships/personalization, and parent/community

involvement.

Each SLC serves students who are representative of the total

BHS population including gender, ethnicity, and special needs

(gifted, talented, English Learners (EL) and those with IEP’s);

provides a complete A-G sequence of courses including honors,

Advanced Placement classes, purity of classes (still a work in

progress), CTE pathways and counseling support; and utilizes

common pedagogy including research-based instructional

strategies and project-based learning.

The BHS Small Learning Communities include the following:

1. The Pilot Academy of Technology and Health Sciences

(PATHS) offers CTE, college courses, and

certification in architecture, computer repair,

computer business, engineering, and sports

therapy. The computer repair pathway prepares

students to use their learned skills to service all of

the technology equipment on campus. Upon

completion of the two-year college computer repair

program, students have not only obtained college

credits in computer repair, work-force ready skills,

and work experience, but they are also eligible to

take the A+ certification exam. Many return to BHS

as volunteers to help teach and train incoming

students to the program. Engineering pathway

students offers concurrent L.A. Harbor College

credit which allows them to continue the program

at L.A. Harbor College and upon graduation,

students then transfer to the partnership program

at Cal State University Los Angeles. There are also 3

CTE Courses are included as part of the pathways

for PATHS. One of them is the Sports Therapy

pathway which offers students courses in medical

terminology and sports therapy. Students become

Certificates of participation and skills certification

College credits

Focused strategies in practice

Internship opportunities

Mock interviews

PSC Plan

Recruitment Fair

SLC mission statements

SLC pathway courses

SLC specific projects (student work) and events

Zone of Choice


98

CPR and First-Aid certified, and they get hands-on

experience from assisting players and coaches at

BHS sporting events. Another of our CTE pathways

is the Auto Body courses which serve as an

introductory to engineering but also as its own

pathway for advanced students that want to pursue

a career in Auto Body. The Desktop Publishing

pathway offers students an introduction to

computer software and the chance to learn various

computer software elements through projects-

based learning. The Desktop Publishing courses

serve as an introductory course to the computer

repair, engineering, architecture, and health

pathways as technology is vital in all these fields.

PATHS also offers an introductory course, Exploring

Computer Science, which is offered through a

partnership through UCLA and focuses on most of

the pathways in PATHS, technology, engineering,

architecture, computer repair, computer software,

etc. This course is a “G” approved course.

2. The Communications, Arts, and Leadership SLC (CAL)

offers pathways in the visual and performing arts.

Students take classes in Art/drawing, Ceramics, and

Photography. Students visit local area museums and

UCLA’s Art Department, a tie into CalArts, and work

with local area artists. Although the music

department was disbanded several years ago, the

performing arts department offers Beginning

Theater, Theater Production, and Stagecraft with

the goal of an annual musical or dramatic

performance. Stagecraft students use up-to-date

theatrical computer systems in lighting and sound,

while designing and building sets for productions.

Students have the opportunity to expand their

writing skills in Journalism in which they produce a

print and on-line student newspaper. Additionally,

the YearBook class offers students practical

experience in creating, developing, and producing

the annual book.

3. The PORT Academy is the recipient of four California

Partnership Schools. International Trade Academy

(ITA) students choose a career pathway and take

predetermined courses that prepare them for

international careers and post-secondary


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education. Students gain the knowledge and skills

needed by business and industry. The Maritime

Agriculture Tourism Cuisine Hospitality (MATCH)

Academy provides a challenging and rigorous

curriculum that promotes academic excellence,

career technological education, and instruction on

the global movement of food to table, where

students prepare for entry-level jobs or post-

secondary education, leading to careers in

maritime, agriculture, tourism, cuisine, and

hospitality industries. The Global Safety and

Security (GSS) Academy enables students to explore

occupations and understand the dynamics of

keeping the world “safe” and “secure” with regards

to trade. The scope in which students are made

familiar is large and focused, but is not limited to

Home Land Security, City and State Disaster

Command and Control procedures, Immigration,

Police, Firefighting organizations, and the military.

Global Environmental and Science Academy (GESA)

students learn the specifics of world problems of

air, water, and soil. Students look at how human

decisions impact our future and how we respond to

the many critical issues of keeping our environment

safe now and in the future by looking at the exciting

and complex movement of materials and

manufacturing products in a safe and legal manner

around the globe. Students learn while taking field

trips and participating in special projects. This SLC

has the support of a very active advisory committee

which will become the model for the other SLCs.

4. The Freshman Academy provides a transition from

middle school to the career focused SLCs. The

Freshman Academy facilitates teacher collaboration

and promotes interaction and sense of community

among staff and students. It is divided into two

teacher teams allowing for increased

personalization and collaboration and stresses

academic skills and A-G courses. Studies indicate a

direct correlation between successful completion of

ninth grade courses and graduation from high

school. Therefore, the academy focuses on study

skills (which are in the beginning stages) through

AVID, personal responsibility, interventions in math


100

and English language arts, and college and career

awareness. Students experience common

instructional strategies (pedagogy) including

project-based learning and receive support for

CAHSEE and state testing. The Freshman Academy

hopes to adopt writing portfolios which will follow

students throughout their high school experience.

A-G electives such as Ethics, Geography, Reading for

Pleasure, Physical Science, and elective literature

courses will be developed to provide additional

literacy opportunities. A combination balanced 5-

credit Health/Exploration course focuses on college

and career exploration and culminates in the

selection of their future SLC. Multi–curricular

Project Based Learning prepares students for tenth

through twelfth grade matriculation. Student and

teacher use of technology is incorporated into each

aspect of the core curriculum. The Freshman

Academy has been allocated Computer-on-wheels

(COW) which includes iPADS, laptop computers, and

printers.

The BHS College Incentive Program Magnet Center functions as

a “school-within-a-school”, providing all of the attributes of a

small learning community. It will transition to a Humanities and

College Incentive Magnet Center with 500 students and an

increase of 4 teachers and a full time counselor to serve

students in grades 9-12 providing a rigorous A-G four year plan

in preparation for University of California attendance. The

Magnet Center focuses on 100% CAHSEE Proficiency and

academic excellence in the core content areas incorporating

AVID strategies. These strategies and skills will prepare

students for rigorous coursework and improve literacy and

math skills, grades, and opportunities for acceptance to higher

education. As part of the transition into a Humanities and

College Incentive Magnet Center, an advisory committee will

include parents, students, teachers, community, business and

academia partners to support student learning and bring

valuable resources to the program including sponsorships,

internships, and job shadowing. Relationships with private

universities will foster a four year plan that will guarantee

admission and scholarships for high achieving students in the

program. The Magnet Center will offer Honors, Advanced

Placement and Community College courses to augment

rigorous instruction and prepare students for college success.


101

Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and

monitoring a student’s personal learning plan, based upon a student's learning style and

college/career and/or other educational goals


BHS faculty feels that there is equal access to the entire

program. All of the classes are available to all students at some

point in their academic career. There are no significant barriers

to any groups of students and counselors are perceived as

doing a good job of matching students with their academic

needs. All of our students across our small learning

communities can access the core curriculum through college

preparatory and Advanced Placement classes.

Open access to the school program goes beyond classes and

course offerings. The College and Career Center is open to the

entire student community and hosts many special events like

“Cash for College” and guest speakers from local colleges.

When it comes to Individual Education Plans, students have

access in two different ways: through the formal Special

Education process and through the Student Study Team (SST)

process. When a student is referred to the Special Education

department, they go through a formal assessment process that

develops an IEP with the help of the school faculty, parents,

student, Special Education representative, and the school

psychologist. The Special Education Department monitors the

IEPs for special education students.

Student Study Teams also develop an Education Plan for

students, when needed. This is generally a less formal process

and aims to address specific needs or concerns that are

identified by teachers, students, parents, or the administration.

All students at BHS have a personal learning plan and

counselors meet with students several times throughout the

year to monitor their development and coach them with their

academic decision making.

Parents and students collaborate in the developing and

monitoring of student’s plan and learning in multiple ways in

addition to IEP and SST meetings. BHS uses an online grade

book that is accessible to both students and parents to monitor

progress. Quarterly progress reports are sent home and

followed up with parent/student/teacher conferences. BHS

also utilizes a phone system to send home personal messages

from teachers and school wide announcements.

Students’ personal learning plan is determined by progress and

● Engrade Pro Website and

Connect Ed service

● Special EducaXon

● Student Study Team rosters

and logs.

• College visit

• Course catalog

• Action plan per student in an

LAT

• Advisory plans

• Feedback to teachers

• First Aid & CPR Certification

• IEP and SST Action Plans

• Individual Graduation Plan

(IGP)

• Meeting agendas and minutes

• Parent & Student access

through their own account•

Parent access through own

account

• Parent sign-in sheets

• Reclassification awareness

and eligibility

• Sharing data with parents

through letters sent home

• Sharing data with students

through in-class presentations

• Sharing data with teachers

through PD

• Standards of Training

Certificate

• Student Passports to inform

teachers of modifications

• Students’ individualized

educational plans

• Support staff meetings &

action plans

• Watch Keeping for Seafarers

Certification


102

attendance monitoring, use of CST assessment data to

diagnose student academic support needs, career and personal

counseling offered, and IEP modification. The academy lead

teacher will discuss the report card marks with individual

academy teachers so that we can encourage and recommend

tutoring services offered after school through the Boys and

Girls Club and from our teachers, if needed. Parents are

contacted regarding student progress through parent

conferences or email. At the end of each semester recognition

and motivation incentives are offered, such as award

recognition assembly.

Adelante Mujer Latina

Parents participate in a conference field trip held at the

Pasadena City College.

Adelante Mujer Latina (AML) Conference is designed to inform,

encourage and inspire young girls to take school seriously, work

hard, make smart choices, think big, plan and prepare for the

future, and take advantage of every opportunity so that they

may achieve their career goals and have a positive impact in

their lives, their families and communities.

GSS College Initiative Program

Through the GSS College Initiative Program, the Lead Teacher

and GSS Staff members evaluate every student’s transcript

individually. The Lead Teacher and GSS Staff Members then

meet with each academy member individually in order to

identify the student’s college, career, and educational goals. An

individualized educational plan is then created and shared

among the student, teachers, and parents.

Engrade

Engrade is an online resource available to parents and

students. Engrade lets parents easily see all of their

son/daughters upcoming homework, assignment scores, class

grades, and attendance online as well as send private messages

to the teacher.

ISIS

The parents of LAUSD students can become more involved in

their children's education, using the new Family Module. This

online tool acts as a window into the daily lives of their

children. Using a computer connected to the Internet, parents

can log on at any time of the day to monitor their child’s

progress in school.

The Family Module provides parents with the knowledge

needed to quickly identify and solve problems that might

•My Data

announcements,

rosters

rubrics for effective

transitions


103

hinder their child's chances of success. Families no longer need

to feel in the dark about their children's academic status; the

Family Module lets them act, before it is too late.

Currently, parents can view child's attendance, view child's

grades (progress reports).

Monitoring allows parents to...

-Talk with their child about attendance or grades issues

-Praise efforts and accomplishments

-Discuss areas of improvement

-Communicate concerns early with teachers or counselors

Actively participate in intervention strategies

The EL coordinator and Title III coach monitor students'

progress in all content areas, meet with students as necessary,

academic requirements needed for reclassification. Besides the

importance of re-classification, both support specialists

maintain constant communication with students as well as

parents, informing them of the program options available to

students and the support provided to parents. Since the

bilingual coordinator in fluent in English and Spanish, parents

can receive direct assistance from her. Parents who speak

other languages besides Spanish (fewer than five) receive

communications through the Office of Curriculum, Instruction,

and School Support Multilingual and Multicultural Education

Department.

The English Learner Advisory Committee (ELAC) has been

established with 20 active members who are committed to

supporting EL students’ academic endeavors. This body

provides written recommendations to the School Site Council

(SSC). These recommendations are based on the California

English Language Development Test (CELDT) results, Adequate

Yearly Progress (AYP), Annual Performance Index (API), Annual

Measurable Achievement Objectives (AMAO), California

Standards Test (CST) results and the Superintendent’s

Performance Meter.

The Language Appraisal Team (LAT) at Banning High School,

“ensures that appropriate instruction, support, and

intervention strategies are provided to accelerate the language

progress of all English Learners including Long Term English

Learners and avoid over-identification for special education

services. The LAT also ensures that Reclassified Fluent English

Proficient students continue to make progress and achieve

academic proficiency after reclassification.” (taken from the

LAT Handbook)

Back to School


104

Back to School gives parents a glimpse of their child's daily life

at school and an opportunity to learn about the curriculum that

their children will visit throughout the school year. It is also an

opportunity for parents to establish open communication with

school administrators, teachers, and staff members. This event

provides the foundation for the collaborative effort needed to

motivate, support, and help our students execute their plan of

being successful students. Research shows that parent

involvement in schools helps students achieve more and

schools thrive.

Parent/Teacher Conferences

Parent teacher conferences help communicate to parents the

areas their child are excelling in. Conferences also afford

teachers the opportunity to give parents specific ideas of how

to improve upon their child’s performance in school. Such

Conferences have proven effective in increasing the likelihood

of academic success for students. Parents, students, and staff

to collaborate in developing and monitoring a student’s

personal learning plan, based upon a student's learning style

and college/career, and/or other educational goals.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for

monitoring and making appropriate changes in students' personal learning plans (e.g., classes and

programs).


The guidance counselors, PSA, and PSWs work collaboratively

to identify when a change in school placement is appropriate in

the event that an alternative school is in the student’s best

interest. The parent and student are provided with information

on their educational options.

COST is comprised of a team of Banning High School staff that

will work together to ensure that students are receiving proper

services. The COST team will discuss particular students who

are in need of specific interventions, generally pertaining to

resources in the community. The COST team meets regularly

as to prevent the duplication of services by support staff at

Banning High School. The COST team members are responsible

for providing feedback to designated parties such as

counselors, teachers, deans, and administrators.

COST Team Meetings &

Agendas


105

Post High School Transitions

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post

high school options.


Our Freshman advisory program, now in its first year, along

with Senior participation in B-Crew, promotes personalization

between teachers and students and younger students with

their older peers. The design is the result of collaboration

between teachers, counselors, and students. The program

allows advisors to check in with their students and focus

around attendance, grades, and progress toward graduation

requirements. B-Crew members present lessons for success in

the Freshmen classrooms. Advisors also periodically meet with

students, to discuss their schedules, transcripts, and BHS

graduation and A-G requirements.

All of the BHS classes demonstrate real-world applications of

their content but there are some classes that are more

oriented toward the world of employment than others. For

example, there are ROP classes at BHS that give students first

had experience with the applications of their learning.

Many of the other specialized classes on campus also provide

experiential learning techniques. Banning High School is made

up of several Small Learning Communities (SLCs). Each of these

SLCs has their own connection to real world applications.

Match participates in culinary competitions. The Visual Arts

department participates in student contests and the VA

students curate at least one community show and one student

show on campus. In the Performing arts students produce a

public show each year which provides real world experiences in

set building, acting, lighting, sound, and stage crew.

In addition to the SLC programs, all seniors are required to

complete a service learning project. They select a topic and

area of need and partner up with different community

organizations to complete their service learning hours and their

project.

Banning High School also has numerous clubs to meet the

special interests of students and get them involved with

helping the community.

Through our partnership with International Trade Education

Programs (ITEP), students are offered fieldtrip opportunities to

go on career and educational based field trips to businesses,

CSU/UC campuses and private institutions that cater to the

academy’s career pathways. In addition, career technical focus

Club Constitutions

Auto Body students repair and

paint real automotive vehicles.

BHS Advisory Curriculum

Career Pathways

Club Sign ups

College-level courses and

credits earned

Course Catalog

Desktop Publishing students

Dress for Success day

Government Class Syllabi

Internship opportunities

through HONDA and Northrup

Grumman. Also currently

working on a partnership with

IDEAL Designs for internship

opportunities for our

Architecture and Engineering

students.

Meeting agendas, sign-in

sheets, and student

applications

Service Learning Portfolios

Small Learning Communities

Student participation at various

events with real-world

opportunities

Support classes’ syllabi

Therapy and injury support at

all sports-related events and at


106

and academic applications are integrated throughout our

academy courses and curriculum through project based

learning. Our project based learning is between the academic

core classes and the Virtual Business course during their 12th

grade year. In their business class, they are taught the

components of opening a restaurant and incorporating the

core classes for their business plan, budget, and supply and

demand. As part of their culminating task, business and

community partners are invited to the culmination ceremony

to bridge the gap between the classroom and the “real world”.

The students have access to real work application of their

education interest through programs, fieldtrips and study tours

such as:

Keesel, Young & Logan (Mock Trial/Law Day)

The purpose of Law Day is to walk students through a mock

trial of a maritime law case. Throughout the course of the day,

students will act as plaintiffs, jurors, defendants, etc., and will

experience the excitement and swiftness of going through a

law case. Students' minds will be opened not only to law, but

also to international trade and the various career options

within that field. Students will also be given a brief history

lesson, and the mock trial case they have will talk about facts

from the Titanic.

National Youth Leadership Forum (Washington DC)

Founded in 1992, the National Youth Leadership Forum (NYLF)

is a tuition-based 501 (c)(3) nonprofit educational organization

established to help prepare extraordinary young people for

their professional careers. Headquartered in Washington, D.C.,

its mission is to bring various professions to life, empowering

outstanding young people with confidence to make well-

informed career choices. NYLF programs are held in nine cities

throughout the United States. Forums are offered in a wide

variety of career fields, such as defense, intelligence,

diplomacy, law, medicine and technology. Over 100,000 high

school and university students have attended NYLF programs.

Participants are nominated to attend a program by educators,

organization advisors, alumni, and participating institutions or

through classroom surveys. Students may also be admitted

through an application process. Program participants all

demonstrate strong academic abilities, leadership and a strong

interest in the career field being studied. NYLF is funded

through student tuition and is proud to offer need-based

scholarships.

after-school practices.

Work Readiness Certificates


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As a part of the Forum, students take part in a national security

decision-making process. The students and their colleagues are

assigned with roles of persons who play a part in making

national security decisions. Some examples include the

President, the Chairman of the Joing Chiefs of Staff, the

National Security Advisor, the Secretary of State and many

other significant players. In these roles, students debate the

United States actions and reactions to hypothetical situations

in different scenarios.

Port of Long Beach, MARAD ship

The U.S. Department of Transportation, Maritime

Administration will provide a tour of the MARAD ship docked at

the Port of Long Beach. After the tour of the boat, students will

be given a presentation about Marine Administration

functions. Students will learn about International Trade and be

able to identify the Marine Administration functions. After the

presentation students will have a chance for a “Q&A session”.

WTS International-LA Career Day

WTS-LA is an international professional organization dedicated

to the advancement of women in transportation. The goal of

the event is to expose high school girls to careers within the

transportation industry. Students will watch a video about

transportation careers, have a chance to learn about the

various market sectors within transportation focused on modes

of transport, and have an opportunity to talk one-on-one with

professionals currently working at all levels and in a variety of

disciplines within the transportation industry. Careers within

the transportation are varied, and include disciplines such as

business, finance, law, policy, governmental affairs,

contracting, marketing, engineering, architecture, planning,

design, construction, operations, maintenance, and art.

APL

APL provides customers around the world with container

transportation services through a network combining high-

quality intermodal operations with the state-of-the-art

information technology. Students will be given a guided tour

around the APL Company. Students will learn about

International Trade and be able to identify the difference

between labor & management. After the guided tour, students

will meet in the meeting room and have a chance for a “Q&A


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session”.

Ports America

Students will be conducting a study tour to the company.

Students will meet Mr.Walter Romanowski, President of JV

Container and have a roundtable discussion where they can ask

questions about his career and the company.

Ports America is proud to be the largest terminal operator and

stevedore in the United States, operating in more than 42 ports

and 80 locations. They provide clients with a distinct

competitive advantage, combining the flexibility of global

connection with the efficiency of local expertise. Ports America

is dedicated to customer satisfaction, consistently delivering

measurable results. And their commitment to safety in the

workplace is second to none.

GPS Your Future

In partnership with International Trade Education Programs

(ITEP) and Los Angeles Harbor College, California State

University, Dominguez Hills will help nearly 400 local at-risk

students discover global careers possibilities during the 4th

Annual “GPS Your Future” event. Established in 1999, the

nonprofit ITEP connects the classroom to the international

trade business community in order to develop career-ready,

college-prepared high school students. During GPS Your Future,

students will have the opportunity to explore global careers

and various educational/career pathways through an ITEP

alumni-led orientation, employer exhibits and breakout

sessions led by global industry professionals. Representatives

of small and large organizations in the transportation, logistics,

engineering, environmental services, fashion, finance, law, and

security (partial list) industries will share their perspectives on

the “Road to Success” during the exhibit and breakout sessions.

LA Youth @ Work

The Los Angeles Area Chamber of Commerce partners with

Mayor Garcetti, the City of Los Angeles, and the Workforce

Investment Board on HIRE LA’s Youth, a campaign focused on

connecting L.A.’s youth to employment opportunities. The

LAACC engages and encourages private sector employers to

extend entry-level job opportunities to young adults.

The Los Angeles Area Chamber of Commerce knows that youth

must be qualified, work-ready candidates in order to succeed in

private sector employment. LA Youth at Work [LAYAW], an


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initiative of the L.A. Area Chamber, trains and certifies HIRE

LA’s Youth applicants. Through the three Step LAYAW process,

candidates:

1. Achieve work-readiness at Job Skills Workshops by

passing rigorous training curriculum established by

human resource professionals.

2. Attend a mock interview where their success is judged

on punctuality, professional attire, document

completion and articulate interview skills.

Harbor Summer Internship Program

The Harbor Internship Program provides real world application

of the many work readiness skills students acquire through the

GSS and ITA Capstone Courses (i.e. Global Internet Trade,

Virtual Business, Business Organization). Resume writing, cover

letter writing, personal statement seminars, application

workshops, and mock interviews lie at the core of this program.

Not to mention that this program also provides students with

hands on paid job shadowing summer internships which

enhance our students real world application of their

educational interests.

Virtual Business Course

Using an international business model, students work as team

members in a simulated business firm. Students share the

opportunity to perform various business functions. Students

are also involved in decision making, critical thinking, and team

based activities.

Stock Market Game

The stock market game intends to reproduce most features of

the real stock market such as trading stocks. Students are able

to buy, sell, and trade stocks without the real financial risk.

Through this program our students are able to apply what they

learn in the classroom to the real world. Their participation in

this program enhances our students understanding of the stock

market and its application to the real world.

Global Internet Trade Course

This Global Internet Trade course familiarizes students with

theories and policies that guide international trade. Students

learn why international trade is important for the U.S. and

other nations, and they examine how it affects production,

profit and the economy. Students analyze trade policies that

differ from those that govern the U.S. This course is supported

by the International Economic Summit, which exposes student

to international trade issues and policy.


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Economic Summit

The Economic Summit is a simulation of the global economy. It

is an effective learning experience for high school and

university students on globalization, international relations and

economics. Student teams represent the nations of today's

world, compete for scarce resources, form strategic country

alliances, debate global issues, invest in long term development

projects, interact with global economic institutions, and seek to

stabilize and advance the global economy.

International Relations Course

This course focuses on current international relations issues at

hand. Students explore topics that are relevant.

High School Leadership Conference

The High School Leadership Conference affords our students

the opportunity to relate what they learn in the International

Relations Course to the real world. This conference provides

our students the opportunity to participate negotiate

responses to real-life crises scenarios during a full day of

deliberation sessions mentored by USC student volunteers in

today’s world as they relate to the United States. This course is

widely supported by the Center for Active Learning in

International Studies Department at USC. The curriculum is

intended to provide our students a real world application of

the world of International Relations.

College and Career Readiness

PATHS (Pilot Academy of Technology and Health Science) focus

is to offer students a college and career readiness opportunity

through the various career pathways offered. Upon the

completion of the 2-year Computer Repair program

(partnership with LA Harbor College), students are eligible to

take the exam to receive their A+ certification which qualifies

them to get a job in computer repair. The engineering and

architecture courses students take at Harbor College gives

students opportunities to use up-to-date technology to create

3-D images of a project before working on the physical product

of the project. Students in the college courses are held to the

same college-level expectations.

CTE Courses

PATHS students may also take CTE courses in Sports Therapy,

Auto Body, and Desktop Publishing, where students get real-

world, hands-on experience.

PATHS Council

PATHS Council, which meets weekly, focuses on fundraising for

PATHS specific events. The club is run by students, and has its


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own elected officials. Students in council learn about financing,

planning of events, running official meetings, communicating

with students, administration, teachers, parents, and

community businesses, etc.

Latina Women’s Conference

Every other year, for the last 4 years, about 50 PATHS female

students attend the Latina Women’s Conference in

Montebello, CA where students attend various workshops of

their choice ranging in topics from “Dress to Success” to

“Making it as a News Reporter”. Students are able to network

with successful Latina Women, ask questions, and also be

mentored for the day at a luncheon. Students hear various

motivational speeches from honored Latina Women.

Prompt: Evaluate ways the school ensures that all students have access to real world applications

of their educational interests in relationship to a rigorous, standards-based curriculum.


Pathways within the SLCs offer students real-world

applications. After presentations from all SLCs, 9th

grade

students choose the area of interest they will follow for their

remaining three years. All students are eligible to take

electives. All electives are “A-G’ and taught by credentialed

teachers.

Internship opportunities are offered through the PORT SLC and

students in eleventh grade are eligible to apply and must go

through a rigorous interview and selection process designed

and implemented by the corporate sponsors.

Recruitment Fair

Master Schedule

ITEP

Meeting Graduation Requirements

Prompt: Comment on the effectiveness of the academic support programs to ensure students are

meeting all requirements, including the CAHSEE.


For students who are not meeting credit requirements,

intervention courses are available. Some intervention programs

meet during the school day; however, students also have the

ability to take adult school classes or alternative placements to

get them on the graduation track.

Master Schedule

Boys/Girls Club

APSCS


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WASC Category B. Standards-based Student Learning: Curriculum:




overall category.

Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

BHS offers a variety of intervention and support programs to increase student success to meet

graduation requirements and be college prepared and career ready.

All students have access to A-G requirements including increased Advanced Placement courses.

English Language Arts in grades 9 and 10 and Algebra I have begun developing common lessons

and assessments that include Common Core standards.

The EL program has been aligned to the new District EL Master Plan.

Teachers follow department created pacing guides in science, mathematics, and ELA. Social

Studies is continuing to develop their pacing plans.

All students in all content areas have access to state-approved textbooks, technology, and

other supplemental resources appropriate to the content.

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth

There is a need to provide all students with a sequenced and aligned technical curriculum

including work-based learning, and CTE/ROP experience for career exploration.

All students need access to a rigorous curriculum in all content areas.

A need to increase student access to online courses exists.

There is a need to embed common core standards throughout the curriculum in all content

areas.


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Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards, the college- and career-readiness standards, and the

schoolwide learner outcomes, all students are involved in challenging and relevant learning

experiences.

Prompt: Comment on the degree to which all students are involved in challenging learning to

achieve the academic standards, the college- and career-readiness standards, and the schoolwide

learner outcomes. Include how observing students working and examining student work have

informed this understanding.


The administration, staff, and faculty of Phineas Banning High

School is dedicated to educating ethnically and economically

diverse urban youth in critical thinking and problem solving,

while also providing vocational and academic options to ensure

a successful transition to the future as responsible adults.-

Phineas Banning High School Mission

During the 2011-2012 school year, teachers participated in

extensive training on Specially Designed Academic Instruction

in English (SDAIE). As evidenced last year (2012-2013) by the

PSC 4.0 needs assessment process, this training had not been

fully embedded into classroom practice. The outcome of this

process lead to the imbedding of these strategies into

professional development (PD) trainings and classroom

instruction.

In the first semester of Banning’s schoolwide Public School

Choice (PSC) 4.0 implementation plan, the instructional

program has taken definite strides forward from previous years

in the use of SDAIE strategies and other methodologies that

support instruction which gives students greater access to the

content. The tone for these changes was set over a two-day

summer PD (August 5and 6, 2013) led by school-site teachers

and administrators alike. In the course of this PD, the staff and

faculty refocused and committed themselves to the school

mission and the Schoolwide PSC 4.0 Plan by exploring Simon

Sinek’s “Golden Circle” which led to the development of

Banning’s Four Working Why’s. All participants in the two-day

PD received a Banning PD Binder and composition book in

which to keep a running record of all documents and handouts,

Advanced ELD & L&L Pacing

Plan

Agendas/Minutes/Sign-in

sheets

AVID Methods

BHS Website

CCSS Saturday PDs

CELDT Test Preparation Plan

Class rosters


Computers/Multi-Media carts

Core Department Instructional

Plans

Critical Friends Binders

EL Compliance Accountability

Harbor College Partnership

ILT Minutes

iPads

Lesson Plans

Notes/Documentation

PD Agenda/Sign in sheets

PD Calendar


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as well a record of their meta-cognitive reflective growth. In

keeping the Why in mind, faculty meetings and PD’s open with

these Why’s holding our instructional commitment at the

forefront.

Banning’s Four Working Why’s:

1. We believe that education is the pathway for young

individuals to evolve into positive influences in society

through a passion for learning and the development of

shared values.

2. We are sharing the love of learning to empower students

that will advocate for themselves and become well-

rounded and successful…so that they may pay it forward as

we are paying it forward.

3. We are driven by creating an environment of hope and

success that supports learning; Creating lifelong learners

and problem solvers; Broadening the youth’s experiences

and their view of the world; Helping students reach their

full potential, both personally and academically; and

Inspiring students to “pay it forward” and give back to the

community.

4. We mentor students to foster a school culture that

empowers students to be academically and socially

responsible citizens.

During the 2013-14 school year, the instructional program has

predominantly focused on Banning’s Schoolwide PSC 4.0 Plan

Key Priorities 1 and 2. These key priority areas are:#1 –

Building Teacher Capacity in the effective use of Access

Strategies that Support Student Learning through Professional

Learning Communities (PLC); and #2 – Building Teacher

Capacity in Assessment Literacy and Formative Assessment –

Use of Data.

Key Priority #1 - Building Teacher Capacity in the effective use

of Access Strategies that Support Student Learning through

Professional Learning Communities (PLC). This focus is

supported by the district through the funding of a Title III

Access to Core Coach position. The following strategies have

been implemented to address this Key Priority:

• Instructional Leadership Team (ILT) was established fall

semester of the 2013 – 2014 school year. Its membership

includes: Administrators, Content Chairpersons, Academy

PD Handouts

PD Teacher Binders

Pilot Walks

Protocols handouts

PSC 4.0 Implementation Plan

PSC Needs Assessment

Reflection Books

School Matrix

School matrix

SDAIE Period-by-period sign in

sheets

Sign-in sheets

Sign-in Sheets

Sign-in sheets

Weekly Observation Plan

(Administrators)


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Lead Teachers, Access to Core Coach, Data/Problem

Solving Coach, ELL Coordinator, Title I Coordinator. This

team meets on weekly basis to develop and monitor PD

and the PSC implementation plan.

• Weekly PDs are written into the 2013-2014 PD schedule

addressing the need for teacher training and opportunities

to work collaboratively on a regular basis. The PD schedule

allows for all teachers to meet every Tuesday utilizing the

Professional Learning Community (PLC) model. This

teacher collaboration time was developed from time built

into the district banked professional development time

and from redistributing time from minimum and

shortened days.

• Some members of the ILT participated in a five-day “Critical

Friends” institute (Cohort 1) lead by the Community

Partners to build skills in collaboration and the use of time

efficient protocols. These leaders have become the

“Trainer of Trainers” for both content and academy

leaders.

• The “Critical Friends” protocols are used to look at student

work and school data to support collegial conversations

around the instructional needs of the school.

• As part of the initial work, a template for classroom

observations, known as “Pilot Walks”, was developed and

used during the teacher-to-teacher classroom

observations. The overall outcome of these observations

was shared with the Instructional Leadership Team(ILT)

and those teachers who volunteered to be observed.

Teachers have used this qualitative data and are applying

it to improve their instructional practice.

• For the first time in over 10 years, teachers willingly opened

their doors to have colleagues come in for non-evaluative

Pilot Walks. The collegial feedback that resulted from

these walks was shared with theparticipating teachers, as

well as theILT. This feedback was used by the English

Language Learner (ELL) Coordinator and Access to Core

Coach to plan period-by-period SDAIE professional

development focused on the observed areas for growth.

• The ELL Coordinator and the Access to Core Coach meet

regularly with the administration to discuss the

instructional foci, and plan for the monthly SDAIE and

Access Strategies period-by-period PDs; the entire faculty

participates in the period-by-period PDs. To date, the

focus of these PDs has been on the instructional


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implications of Academic Language Development, and the

use of SDAIE methods that give students greater access to

the content.

• Teachers are following a problem-solving cycle that includes

analysis, planning, implementation, and reflection of each

of the selected SDAIE/Access Strategies. A meta-cognitive

opportunity is built into each of the PDs, and teachers are

encouraged to write their reflections into their PD

binders/composition books that were given to them at the

opening August 5th

and 6th

PD.

• Under the direction of the ILT, teachers are developing a

media library that includes examples of the effective use

of the Academic Language Development, Advanced

Graphic Organizers, and Instructional Conversations

through Cooperative Learning Groups.

The Banning PSC 4.0 Key Priority #2 - Building Teacher Capacity

in Assessment Literacy and Formative Assessment – Use of

Data. The school Problem Solving Data Coach has led teacher

PDs on looking at schoolwide data (including API, AYP, CELDT,

SARC) and its implications on classroom instruction. Some

departments have accessed and analyzed common assessment

data, such as Periodic Assessments (PA) and other teacher

developed common assessments, to guide instruction, but this

problem-solving cycle is not consistent among the entire staff.

In order to address this priority the following strategies have

been implemented:

• Teachers were trained in the use of the “Critical Friends”

Data Driven Dialogue leading to a greater

understanding in how to use, and talk about, the data

to inform and guide their instructional practices within

the classroom.

• Through the use of “Critical Friends” protocols, teachers

have met in collaborative groups (PLCs) to review

student work using the problem-solving cycles in order

to be responsive to the students.

• The English Language Arts and Mathematics PLCs have

completed the problem-solving cycle, develop common

lessons on the new CCSS periodic assessments,

administered CCSS common assessments, and

interventions.

• All core departments have developed an Instructional

Action Plan that is focused on CCSS


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As Banning continues to move deeper into the implementation

of the PSC 4.0 Plan, a greater focus on Key Priorities 3 and 4

will be developed. These Key Priorities being:#3 – Strengthen

current Structures (Small Learning Communities) in Order to

Provide a Highly Personalized and Supportive Learning

Environment; and #4 – All Students will Graduate - Personalize

the Environment to Ensure that the School is Responsive to the

Needs of all Students Including Remediation, Credit Recovery,

and Enrichment.

Student Understanding of Learning Expectations

Indicator: The students know the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected

performance levels before beginning a new area of study; an example is the use of pacing guides for

online instruction.


Teachers distribute a syllabus to students at the beginning of

the school year, and again at the beginning of the second

semester. This includes goals and objectives, the standards to

be covered, the grading policy, and curriculum to be used. AP

teachers submit their syllabus to the College Board with

administrative approval.

Before beginning a new area of study, teachers make

connections to previous learning; they use an agenda to

communicate the lesson or unit of study.

While many students know the standards and expected

performance levels before beginning a new area of study, there

is a need to continue to improve in the frequency that it is

communicated.


Lesson Plans

Teacher syllabi

Prompt: How effectively do instructional staff members differentiate instruction, such as

integrating multimedia and technology? Evaluate the impact of this on student learning.


Many teachers are using some form of technology within the

classroom to deliver instruction. Some of these strategies

include the use of Engrade as an instructional and tutorial tool,

C.O.W. Sign-Out Form



118

multi-media technology carts, iPads and laptops, and Smart

Boards. Some teachers also have students develop PowerPoint

presentations to be delivered to their peers, and assign student

projects that involve internet-based research.

Some teacher classroom instructional practices include, but

are not limited to, the use of SDAIE (Specially Designed

Academic Instruction in English) strategies such as Exit

Tickets, Think-Ink-Pair-Share, scaffolding, differentiated

instruction for English Learners and students with special

needs, and incorporating different learning modalities. Other

strategies and techniques teachers use are checking for

understanding, graphic organizers such as Thinking Maps, T-

charts, and the integration of technology.

Lesson Plans

Pilot Walks

Teacher Rollbooks

Technology Plan

Student Perceptions

Prompt: Using interviews and dialogue with students, evaluate the extent to which students

understand the expected level of performance based on the standards and the schoolwide learner

outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the

student-teacher interaction based on student feedback.


Teams of teachers, including the Department Chairpersons,

have been attending district sponsored professional

development in CCSS for the past year and a half. Since

December, two cohorts of teachers and administrators (a

total of 32) have attended the local ESC Intensive Support

and Innovation Center (ISIC) PD on “Designing CCSS Aligned

Units of Study to Accelerate Academic Achievement for

Diverse Learners”. These trainings are two full-day trainings

with a follow-up date in which participants bring the unit of

study that was developed and implemented during the

second semester. Two more cohorts of teachers will be

attending these trainings in the coming weeks.

The change and refocus of the instructional program, which

came about due to the PSC 4.0 process, has opened the door

for building greater capacity among the teacher leadership

ranks. Department Chairpersons, with the support of their

colleagues, have developed departmental instructional

Action Plans that address the state and district move into

CCSS. The Action Plans were to include an objective and

Administrative Communication

Agendas and Minutes

AP Score Reports

Applications

Class Rosters


District Email

District Policy

EL Compliance Accountabilities

EL Master Plan

IEP Meeting Sign-In Sheets

ILT Agenda and Minutes

IMC Computer On Wheels List

Individual graduation Plan

Lesson Plans

PD Agenda and Sign-In Sheets

PD Calendar

PD Evaluations

Pilot Walks

PLC PDs

PSC Plan

RSP Assignments


119

departmental instructional priority; Action steps to achieve

and monitor the priority area(s); A timeline with and

estimated time of completion of each action step; and a

rationale and commitment to ensuring its completion. The

chairpersons were informed that funding has been allocated

to facilitate PD that supports the Action Plan outside of the

instructional day (before/after school, and/or on weekends).

The math department and the ELA department have begun

to meet outside of the instructional day to work on

developing common CCSS lessons, assessments, and

interventions.

Banning has been selected as one of the schools to pilot the

CCSS Smarter Balanced Assessments. In preparation for

these assessments, department chairpersons and teacher

instructional leads have developed PDs that explore the CCSS

and Smarter Balanced Assessments. These instructional

leaders then meet weekly at the ILT to report on the

successes and challenges of the PD, and collaborate on

strategies for improvement.

There is more teacher buy-in to the instructional program

and goals than there has been in recent years. Teacher

commitment and focus on the schoolwide priority of

improving instructional pedagogy is evident in the increased

number of teachers joining school committees, participating

in leadership roles, and in the “reflections” following each of

the PDs. Also, more teachers are asking to participate in

district trainings in the Advanced Placement (AP)

curriculums, and to teach AP courses – this leads to offering

more courses in AP for students.

Some teacher classroom instructional practices include, but

are not limited to, the use of SDAIE (Specially Designed

Academic Instruction in English) strategies such as Exit

Tickets, Think-Ink-Pair-Share, scaffolding, differentiated

instruction for English Learners and students with special

needs, and incorporating different learning modalities. Other

strategies and techniques teachers use are checking for

understanding, graphic organizers such as Thinking Maps, T-

charts, and the integration of technology.

School Matrix

Sign-In Sheets

Student IEPs

Student IGPs

Student Interviews

Student Rosters

Student Schedules

Student Sign Ups

Student Surveys


120

Many teachers are using some form of technology within the

classroom to deliver instruction. Some of these strategies

include the use of Engrade as an instructional and tutorial

tool, multi-media technology carts, iPads and laptops, and

Smart Boards. Some teachers also have students develop

PowerPoint presentations to be delivered to their peers, and

assign student projects that involve internet-based research.

This is a Common Core State Standards (CCSS)

implementation year for the mathematics and English

Language Arts departments. Several teachers, including

Resource Specialist Program (RSP) and Special Day Classroom

(SCD) teachers, in the departments have been trained in

CCSS, and are helping to lead the charge of training the rest

of their colleagues. In leading this charge, teachers are

collaborating more and more with colleagues inter and intra

departmentally which also includes teachers of students with

special needs. One of the major foci of their collaborations is

on the development of common CCSS lessons and

assessments. They are also working on differentiating

instructional techniques within the classroom.

There have been many changes in the make-up of our faculty

since our last WASC review. With these changes came a loss

in funding and teachers to sustain the AVID program.

Currently, there are about 20 teachers that were trained in

past years in the AVID methodologies. Some of the AVID

trained teachers continue to use the methodologies such as

Cornell note-taking, assignment logs, and modified tutorials

in their instructional practices. Currently, we are working

with the district AVID Coordinator to revive the AVID

Program at Banning.

The district is implementing its Long Term English Learner

(LTEL) courses this school year. These classes are mandated

for all English Learners (EL) in the General Education and

Special Education programs. Of Banning’s ELL student

population 95% of them are enrolled into these Tier II LTEL

intervention courses. There are some students who are not

enrolled in a LTEL course because of the priority for them to


121

take A-G courses needed for graduation.

In order to help prepare English Language Learners (ELLs) for

the Reclassification Fluent English Proficient (RFEP), all EL

students are tested at the beginning of the school year, or

within 30 days of their first enrollment to the district, and

placed in appropriate LTEL or English Language Development

(ELD) classes. The LTEL and ELD classes are specifically

designed by district instructional specialists to support

teachers and classroom instruction. These courses have

assigned curriculum that strongly supports the

implementation of SDAIE strategies to better meet the needs

of all ELL students. As another support for the RFEP process

of EL students, General Education and Special Education

teachers received extensive PD on the California English

Language Development Test (CELDT) from the ELL

Coordinator and Access to Core Coach. This test preparation

and teaching techniques support the instructional needs of

students who are in the preparation process to RFEP.

To further strengthen the instructional LTEL program,

General Education and Special Education teachers were

selected to teach these intervention courses. These teachers

participated in an intensive training on the curricula and

instructional practices led by district experts in the field. All

of the teachers have received district and school site training

in the new curriculum and instructional techniques. There

are also many teachers who team-teach with a RSP teacher

in their LTEL classes. The school ELL Coordinator and Access

to Core Coach also provide instructional support to the

teachers on a regular basis. This support comes in the form

of PDs in SDAIE strategies, classroom team-teaching, lesson

modeling, one-to-one student support, and student

interventions.

Special education teachers communicate regularly with

general education staff, offering suggestions and providing

support for students in a full inclusion setting. All students

with special needs have an Individualized Educational Plan

(IEP) that is tailored to meet their specific learning needs.

Those students requiring special accommodations, but who

do not qualify for the special education program, have their


122

needs met with 504 plans. Special education students have

equal access to all SLCs and instructional programs as

indicated by their IEPs.

Interventions are made available for all students on campus.

These interventions range from teachers offering

before/after school tutoring; CAHSEE intervention classes

offered before/after school and on Saturday mornings; APEX

credit recovery courses; and pull-in sessions (small group

tutoring) during the school day.

College level courses are offered at Banning after school for

students to take. Some students also take courses at the

local community college (Harbor College) as part of their high

school course load.

Advanced Placement and Honors courses continue to be

offered in the four core content areas as well as in foreign

language. Beginning last year, over (50) students were

recipients of the Seal of Bi-literacy in Spanish. Banning

expects to award another group of students the Seal of Bi-

literacy again this school year.

The after school Beyond the Bell program offers the

opportunity for intervention programs help those students

who do not meet standards or are in danger of failing. These

include CAHSEE preparation, after school tutoring programs,

CAHSEE boot camp, and the enrichment courses such as

Band and Drill Team, and Coed Cheer.


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C2. Instruction Criterion

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in

the delivery of the curriculum.


Banning staff and faculty recognize a need to continue to

strengthen the existing SLCs in order to better support the

personalization of student learning. These areas of focus are

part of the Banning’s Schoolwide PSC 4.0 Plan Key Priorities 3

and 4 and have been included in the WASC Schoolwide Action

Plan as goals. As we move forward with the implementation of

the PSC 4.0 Plan, a greater focus on Key Priorities 3 and 4 will

be developed and implemented; #3 – Strengthen current

Structures (Small Learning Communities) in Order to Provide a

Highly Personalized and Supportive Learning Environment; and

#4 – All Students will Graduate - Personalize the Environment

to Ensure that the School is Responsive to the Needs of all

Students Including Remediation, Credit Recovery, and

Enrichment.

Currently, through the Small Learning Community (SLC) model,

Professional Learning Communities (PLC), and club and athletic

sponsorships, Banning teachers incorporate a variety of

strategies and resources to actively engage students,

emphasize higher order thinking skills and take learning

experiences beyond the textbook and the classroom.

Some of the SLC academies offer a variety of community-based

projects, volunteer events, and industry based projects and

events. Through these experiences, students have the

opportunity to view real world professionals and learn new

skills that supplement the standards-based curriculum.

While direct instruction and lecture can be observed in some

classrooms throughout the day, many departments, including

electives, strive to expose students to other instructional

strategies such as Think-Ink-Pair-Share, Thinking Maps, and

other graphic organizers, cooperative groupings and learning

opportunities. In doing so, they use supplemental resources,

technology, and collegial collaboration to develop creative

lessons that engage students in higher-order thinking. Labs,

group projects, Cornell notes, project-based learning,

reciprocal teaching and student presentations are examples of

the different instructional techniques used to engage and

Academy Community Service

Log

Agendas


College Acceptance letters

Community Arts Partnerships

(CAP)

Engrade accounts

Field Trip rosters

Flyers/Posters

IMC Sign-out sheets

Lesson Plans

Library Sign-in records

PD Records

Pilot Center Sign-in sheets

Pilot Walks

PORT of LA

Remind 101 accounts

School website

Student assignments


124

challenge all students, including ELs and students with special

needs.

A full-time librarian offer classes and support in research and

library usage, and provides resources and opportunities for

increased educational experiences. Along with extensive sets of

encyclopedias, reference volumes, and reading materials, the

library contains many computers where internet research can

be performed.

Many of Banning’s teachers incorporate technology into a

variety of lessons by assigning internet research projects and

PowerPoint presentations where students incorporate the use

of music, graphics, and video into their presentations. Teachers

also administer online assessments such as quizzes and tests

through the use of Engrade, Google Docs, and teacher created

websites.

Teachers post assignments onto the school website for student

and parent access. They also use ConnectEd and Remind 101 to

send message reminders to students of upcoming deadlines,

assignments, and grade postings.

Every classroom is equipped with at least one computer with

internet access and a mounted television with DVD/VCR access.

Classroom technology resources include multimedia carts

containing an LCD projector, Elmo projector, DVD/VCR player

and speakers and overhead projectors. This equipment is

checked out to classrooms at the beginning of the school year

and returned at the end of the school year. Teachers also

access the available iPads, Camcorders and digital cameras for

student projects that take learning beyond the textbook. All

classes also have access to the Computer On Wheels (COW)

cart in order to perform internet research and computer

projects.

Teachers of the Community Based Instruction (CBI) alternative

curriculum program give assignments to students using the

internet for practical math experiences. These experiences give

students more hands-on opportunities at school.

Additional Online Instruction Prompt: Evaluate how teacher technology competencies are

assessed during online instruction.


125


Our Instructional Media Center (IMC) teacher serves in the

capacity of resident technology expert as well. He provides

periodic trainings for all staff and faculty in the use of on-line

rollbooks, Engrade, Easy GradePro, Google Docs, and Smart

Boards. He, and his IMC staff, assists teachers with varied

technological needs as they arise.

Many teachers have expertise in the use of technology, and

provide assistance to colleagues as well.

All Banning teachers maintain online attendance and an

electronic roll book.

Email Communications

Handouts

Sign in sheets

Teacher Memoranda

Prompt: Evaluate the extent to which representative samples of student work demonstrate student

use of materials and resources beyond the textbook; availability of and opportunities to access

data-based, original source documents and computer information networks; and experiences,

activities and resources which link students to the real world.


Some teachers assign service learning projects to students.

These projects give students an opportunity to build a

mentorship and relationships with members of the surrounding

communities. Students are encouraged to work closely with

government offices to strengthen their projects.

Though limited in scope, teachers supplement their instruction

by bringing in guest speakers to their classrooms, taking

students on local, as well as out of state, and international field

trips. In recent years, a group of students went on a field trip to

Washington DC; Over this past winter break (2013) another

group of students, teachers, and parents participated in a

week-long European fieldtrip to Italy that focused on European

architecture and art history. These learning opportunities

continue to be an option at Banning allowing students to

experience the real world while exposing them to college

educated professionals. For example, in business and

economics classes students participate in an Economic Summit.

Through the Pilot College and Career Center students are given

access and exposure to many different programs and guest

Academy Community Service

Log

Agendas


College Acceptance letters

Community Arts Partnerships

(CAP)

Email Communications

Engrade accounts

Field Trip rosters

Flyers/Posters

Handouts

IMC Sign-out sheets

Lesson Plans

Library Sign-in records

PD Records


126

speakers. The College/Career Counselor trains a team of

student peer counselors and works closely with them

throughout the school year. These peer counselors in turn are

assigned a group of their peers, usually seniors, to guide them

through the high school graduation process, and the college

application process including applying for scholarships and

student loans.

Through a variety of Port of Los Angeles business partnerships,

students have opportunities to view and interact with real

world professionals; complete community-based projects, and

learn new skills that supplement the standards-based

curriculum. During monthly meetings, students receive industry

coaching from business partners.

A university partnership with Cal Arts has been in existence for

the past five years. These types of partnerships give Banning

students opportunities to participate in internships that engage

students in experiences beyond the textbook. The university

partnerships have led to 8 of our students attending CalArts as

incoming freshmen.

Through teacher assigned photo projects, students on the

Yearbook Staff shadowed a professional photographer from

one of the local newspaper (The Daily Breeze) during this

seasons (2013-2014) school football games. This shadowing

was student initiated. The Yearbook class publishes the student

annual.

Across the curriculum, some teachers employ a variety of

project based instruction in order to stimulate critical thinking

skills and problem solving. Examples of research projects

include the creation of MicroSoft PowerPoint™ presentations,

surveys, brochures, and posters assignments. Teachers also

sponsor assemblies for guest speakers that are open for all

classes to attend.

Banning teachers continue to support and engage in the use a

variety of strategies and resources, including technology and

experiences beyond the textbook and the classroom by

sponsoring student clubs, specialty courses, and athletics.

Pilot Center Sign-in sheets

Pilot Walks

PORT of LA

Remind 101 accounts

School website

Sign in sheets

Student assignments

Teacher Memoranda


127

These kinds of courses/activities actively engage students,

emphasize higher order thinking skills, and help them succeed

at high levels.

• Banning’s journalism class publishes The Portlight, the

school newspaper. The paper is distributed periodically

schoolwide

• Students Run LA (SRLA) – SRLA Cares sponsors local and

citywide community projects in which Banning students

participate. Students also train on a daily basis to prepare

for the Los Angeles Marathon. In their preparation they

participate in many local races.

• The Year Book class is taught by one of our teachers.

Students enrolled in the class are responsible for all of the

photography and content that is included in the annual.

• Specialty honors and AP art classes expose students to the

• Theater and Stage Production classes give students a first

had experience in the performing arts, and the behind the

scenes preparations that go into a schoolwide production.

In the past several years, students have performed in and

created the scenery for the Grease, Guys and Dolls, the

Crucible, and Sound of Music. These productions are

produced by students with the guidance of teachers.

Students in the theater class have also participated in the

CSULB drama festival and several school showcases.

• As part of the Office Technology Class, students learn to

run and maintain 12 high volume photocopiers in the

school. They learn to inventory technological equipment,

update and repair computers and printers, and prepare

them for use in the classroom. Last year, the running the

Banning Radio Station was part of the Office of Technology

Class. This year due to a cut in computer tech assistance it

was cut from the course. Banning is looking forward to

being able to revive this portion of the course in the near


128

future.

• Relay for LIFE has been hosted at BHS for three years. It is

a cancer awareness walk in which Banning student part

take as volunteer walkers, and/or assists with the logistics

of the relay.

• LA Youth at Work – Certification Program is available to

students.

Over 30 clubs and student organizations are available for

students to join along with the award winning Marching Band

and Drill Team, Coed Cheerleading. A broad variety of athletics

(Soccer, Cross Country, Track and Field, Football, Volleyball,

Water Polo, Basketball, Baseball, and Softball) are also available

to both boys and girls at Banning High School.

Real World Experiences

Indicator: All students have access to career awareness, exploration and preparation that may

include such activities such as job shadowing, internships, apprenticeship programs, regional

occupational programs, on-the-job training programs, community projects and other real world

experiences and applications.

Prompt: Evaluate the degree to which the opportunities for access and involvement in a variety of

real world experiences are available and effective.


Students in the PORT Academy have extensive opportunities

for internships, job shadowing, regional occupational

programs, on-the job training through Culinary Arts.

CBI students learn vocation, recreation, domestic, and

functional skills through real-world experiences including

working for area retailers and on BHS campus.

All seniors produce a service-learning project as a graduation

requirement.

CAL SLC students have the opportunity to participate in the

Community Arts Partnership (CAP) program.

CAL Brochure

Curriculum Guide for Students

with Moderate to Severe

Disabilities

LAUSD Graduation

Requirements

PORT curriculum


129

Conclusions



Some students have extensive opportunities to participate in

real-world experiences. The challenge is providing equal

access to all students.

Curriculum

Course Offerings




The goal of the school and district is to graduate students

who are college prepared and career ready; therefore, it is

critical that learning opportunities be provided to all

students during their four year high school experience.

CCSS Standards

PSC Plan

Superintendent’s Plan


130

WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth

Needs

Review all the findings and supporting evidence regarding the extent to which each criterion

is being addressed. Then determine and prioritize the strengths and areas of growth for the

overall category.

Category C. Standards-based Student Learning: Instruction: Areas of Strength

Instructional Leadership Team provides continuous feedback concerning professional

development and instruction in the classroom and monitors progress in the implementation of

instructional priorities outlined in the Public School Choice plan.

There are increased student opportunities for instructional experiences beyond the classroom

including field trips, guest speakers, assemblies, performances, and internships.

The use of Critical Friends Protocols facilitate the work of the professional learning

communities.

There has been increased use of SDAIE and Access Strategies throughout the curriculum.

Teacher collaboration, as evidenced by Pilot Walks and sharing of best practices, has increased.

Category C. Standards-based Student Learning: Instruction: Areas of Growth

Continue to consistently implement SDAIE/Access Strategies with a focus on content,

connection, comprehensibility and interactions that enable students to access and master

rigorous core content.

Project-based Learning needs to be embedded throughout the instructional program.

Writing Across the Curriculum (WAC) as a Common Core standard needs to be included in all

content areas.

Real world experiences including business and industry partnerships need to be expanded

throughout all SLCs.


131

Category D: Standards-based Student Learning: Assessment and Accountability

Analysis must show distinctions that appear across the range of students (grade level, diverse

background, and abilities) and the variety of programs offered at the school.

D1 & D2. Assessment and Accountability Criteria

Prompt: Evaluate the effectiveness of the assessment processes.


The BHS staff uses federal, state, and district-wide assessments to

frequently disaggregate, analyze, and report student performance

data to parents and other stakeholders within the Banning High

School community. Teachers use formative and summative

assessments to monitor student achievement and guide classroom

instruction. Assessment results are analyzed by individual teachers

and then reported back to PLCs, students, and parents to provide

feedback regarding present levels of performance for how individual

students are progressing toward mastery of standards-based

objectives. Banning High School conveys each student’s degree of

achievement through progress reports, letters, report cards,

Engrade, Connect Ed, calls home, and Bilingual/Title I meetings.

Throughout the fall, the School Site Council and Instructional

Leadership Team (ILT) formally reviewed the data to monitor our

students’ progress.

District and site administration uses Aeries to compile and

disaggregate various sources of student data including grades, test

scores, discipline records, and demographics, as well as students’

schedule of classes and generates report cards. The collected and

disaggregated data from all standardized tests (CST, ACT, SAT, AP,

and CAHSEE) are compiled in Aeries and made available to all

teachers, administrators, the School Site Council, and the English

Learners Advisory Committee (ELAC). These stakeholders review the

data to identify learning trends that can help increase overall

achievement for all students.

At the beginning of each school year, the departments and

administration meet to review our standardized test data and

formulate our site goals such as intervention for CAHSEE and core

subject areas. The goals are created early in the fall term of the

school year and finalized around mid-December. Once they are

finalized, they are presented to the staff to help further focus

course learning targets and the corollary formative and summative

assessments

10th

grade students take the CAHSEE exam for the first time during

Administrator in charge of

testing

AP Results

AP student application

Bilingual Coordinator

CAHSEE Results

CAHSEE Results

CAPA Results

Class syllabus

Connect-Ed

Core K-12

Counseling Staff

CST Results

Department-wide final exams

District Assessments

ELD Standards

Engrade

Letters home

Marquee

Matrix

MyData

Pacing plans

Parent conference roster

Parent letters


132

spring. Parents are notified by the district of their student’s scores

and the next retake date for sections of the exam not passed. The

testing coordinator and the counseling staff communicate with

parents throughout the year to inform parents of upcoming exams.

Seniors are required to enroll in a CAHSEE prep class, and

information is also posted on the marquee. As a result of these

efforts, Banning’s participation rate on the CAHSEE has exceeded

the state 95% participation requirement for three consecutive

years.

BHS gives the California English Language Development Test

(CELDT). The results initially place our English Language Learners

(ELL) at the correct level of English language instruction. Their

language placement also determines the accommodations English

learners are entitled to on standardized exams such as the CAHSEE.

Results are used to measure students’ annual progress in the

acquisition of English proficiency. CELDT results influence our

reclassification rate. These results are shared with students,

parents, the district and faculty.

All teachers have been given a copy of the ELD standards and

informed that they must teach the ELD standards in conjunction

with the subject’s grade level standards.

Periodic Assessments are given twice a year in English, math. They

assess student mastery of the California Common Core Standards

for the respective subject area. Many BHS teachers include the

results of periodic assessments to calculate grades. In turn, results

are shared through progress reports and parent conferences.

Parent conferences are offered every semester through “Primarily

Hispanic, Black, Asian, Other” (PHBAO) conferences. These

conferences are held after school hours by teachers and counselors.

Back-to-School night is held early in the fall semester and Open

House is held in the spring. Parents are notified by phone of each

parent conference. These conferences provide an opportunity for

teachers to communicate their students’ strengths and weaknesses

to their parents. Progress reports are generated four times each

semester (eight times per year).

Counselors use student retention data as a guide for determining

which students to prioritize for interventions.

At the school level, teachers regularly give teacher-generated

assessments. The results of these exams are factored into students’

course grades. Banning High School then reports results to parents

via progress reports in the 5th, 10th, and 15th weeks which are

Parent sign-in sheets

Periodic Assessments

Phone Records

PLBAO


Professional Development by

department and by SLC

Professional Development (to

analyze data)

Progress Reports

Progress reports

PSAT

Report Cards

Retention Data

School Calendar

School memos

SDAIE

Student cumulative records

Teacher roll book

Teacher-generated

assessments

Testing Coordinator

Title III Coach


133

mailed to students’ homes.

The history and math departments have department-wide final

exams that teachers are encouraged to give. The exams assess

student mastery of the California Content Standards in the

respective subjects.

Teachers in other departments also give final exams at the end of

each semester.

In an effort to create a college-going culture among high school

students, LAUSD mandates and funds the PSAT for all tenth graders.

Banning High School encourages 9th and 11th grade students to

also take the PSAT. Fee waivers are available for students with

economic hardships. The College Board scores the exams and

returns the results to the school site. Students receive results in

their English classes, where their test booklets are returned to them

so they can review the questions and answers to identify areas of

strength and weakness as they prepare for the SAT exam.

BHS offers Advanced Placement (AP) exams in English Language,

English Literature, U.S. History, Chemistry, Spanish Language,

Spanish Literature, French Language and Culture, Calculus AB,

Biology, and Physics. The College Board sends AP Exam score results

to parents. Results are also reported to the district and are

accessible in the Decision Support System (DSS).

Basis for Determination of Performance Levels

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their

growth, and performance levels are determined.


Teachers regularly check that students understand information

through a variety of assessment tools, including written exams,

presentations, class discussions or questionnaires. Evaluations vary

from informal individual assessments and department-wide exams

to district and state standardized tests, such as the CST and

CAHSEE exam. Individual assessments are designed to

accommodate various learning styles by incorporating oral

questions, visual presentations, and technology-based and multi-

media presentations.

Students in art classes and some English classes create portfolios of

their work. Many classes use peer evaluation as a method of

assessment which enables students to gain a sense of ownership in

the evaluation process. For written exams, teachers use a

multitude of formats, including multiple choice, short answer,

Brigance

CST CAHSEE

Department-wide assessments

District and State assessments

Dolch Site Word List

DVR results

IEPs

Individual self-assessment

Informal math inventories


134

matching, essay, and Document Based Questions. The most

commonly used methods of individual assessments include

homework, lesson quizzes, and unit tests. These assessments also

enable teachers to assess their own teaching strategies and

determine information that needs to be re-taught or taught using a

different approach.

The faculty has gone through school wide professional

development in SDAIE strategies and teachers use a variety of

those strategies, such as, graphic organizers, mapping, white

boards, think pair share and brainstorming as formative

assessments within a lesson and use the feedback from students to

immediately modify the direction of the lesson.

Journals/reflections are also commonly used and are valuable in

guiding future lessons.

Special Education students are assessed annually to determine

their level of academic performance. The assessments differ based

on students’ special education designation. Resource Specialist

Program (RSP) students are tested with the Woodcock Johnson III,

a norm-based assessment battery. Special Day Program (SDP)

students are tested with the Kaufman Test of Educational

Achievement (KTEAII). Moderate Mental Retardation (MRM) and

Community Based Instruction (CBI) students are tested with the

Brigance Comprehensive Inventory of Basic Skills, a criterion-

referenced assessment.

The results of these assessments also drive the choice of

supplementary materials used for instruction and determine the

reading level of students with special needs. Special education

assistants offer extra support to students (mainly in special

education) who demonstrate academic needs. Supplementary

instructional materials are used in turn to address skill deficits.

Every four years, the Special Education department undergoes a

District Validation Review (DVR), conducted by LAUSD to ensure

that the Special Education program is in compliance with all

state and federal laws.

Teachers use individual and district test results to help guide their

methodology, varying their instruction to accommodate the many

learning styles.

KTEA II

Learning-style assessments

Lesson Plans

Performance assessments

Periodic Assessments

Pre-test for prior knowledge

San Diego Quick

Special Education files

Student portfolios

Student roster

Teacher roll book

Teacher-generated

assessments , syllabus , and roll

book

Woodcock Johnson III


135

3 & D4. Assessment and Accountability Criteria

The school with the support of the district and community has an assessment and monitoring

system to determine student progress toward achievement of the academic standards and the

schoolwide learner outcomes.

The assessment of student achievement in relation to the academic standards and the schoolwide

learner outcomes drives the school’s program, its regular evaluation and improvement, and the

allocation and usage of resources.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of

student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student

progress. Include district, board, staff, students, and parents.


Stakeholders at BHS belong to Small Learning Communities.

SLCs provide students, in a large comprehensive urban high

school, with a sense of community and individualized

instruction. Stakeholders utilize the protocols of Critical Friends

to examine student work, disaggregated data, and identify

trends in student performance and address areas of need.

Within the ISIC district, BHS has the top attendance record

(96.4%) due to the efforts of: improved use of ISIS to record

attendance, Pupil Service Advisor ( PSA) incentives and

Connect-Ed to increased school/home communication.

Increased use of technology.

The CELDT is used to gauge students’ second language

acquisition and determines our reclassification rate. El-Tel

classes serve as RTI/2 Tier II intervention.

The California Standards Test (CST) measures mastery of the

California Content Standards. The CSTs are given annually and

results are used to indicate student achievement.

The State of California requires all students to pass both the

English Language Arts and Math sections of the CAHSEE to earn

a high school diploma to ensure that all high school graduates

in California demonstrate competency in reading, writing, and

mathematics. The CAHSEE is administered in November to

students with 11th and 12th grade credits who have not yet

passed, and in March to all 10th graders as well as 11th and

12th graders who still need to pass the exam.

Guidance counselors regularly review student progress toward

graduation. Guidance counselors conduct conferences with

APIX, ALEKS, READ 180,

MOODLE, AGILE MIND,

Attendance records

CAHSEE Results (mailed, and

11th

& 12th

graders called in by

the testing coordinator)

CELDT scores

Conference informational flyer

Conference sign-in sheets

ConnectEd records

Critical Friends/PD

CST Results

EAP Results

Engrade

First year implementation of

LTEL classes

IGP plans

Intervention classes

Laptops and iPad carts

Lesson plans/CF Protocols

Reclassification data


136

parents to keep them informed of their students’ academic

needs. Counselors also give classroom presentations of

academic requirements and resources through their SLCs.

11th graders all take the California State University Early

Assessment Program (EAP) to assess preparedness for regular

Math and English university classes.

SLC plan/PD

Student participation

Student schedules

Survey results

Reporting Student Progress

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders

(governing board members, teachers, students, and parents) about student achievement of the

academic standards and the schoolwide learner outcomes.


Students receive progress reports at 5 weeks, 10 weeks, 15

weeks, and a final report card at 20 weeks. Back-to-school night

and Open House are aligned to the schedule to allow for

parents to receive results and talk with teachers.

Student grades are monitored by SLCs and departments during

professional development.

Parents and community have access to schoolwide data

through the LAUSD and California Department of Education

websites.

Industry partners providing internships and work-related

educational opportunities regularly monitor general results

with PORT SLC lead teachers.

The Principal includes general progress information with

parents at Coffee with the Principal’, ELAC meetings, and Title I

meetings, School Site Council, and ESBM. Teachers receive

general information through professional development and

faculty meetings

Back to School data

CDE Website

Coffee With Principal

ESBM Agenda

Faculty Meeting agenda

LAUSD website

Open House data

PORT SLC Mission Statement

SSC Agenda

Modifications Based on Assessment Results

Prompt: Comment on the overall effectiveness of how assessment results have caused changes in

the school program, professional development activities, and/or resource allocations,

demonstrating a results-driven continuous process. Examine examples and comment on the overall

effectiveness of changes in the online opportunities, professional development of the staff, and the

resource allocations to support student achievement and their needs.


Teachers align lesson content with the California Content

standards and then create evaluations to assess students’

understanding of the standards that were presented.

Beyond the Bell

Boys and Girls Club


137

California Content Standards are posted in classrooms. If

students do not perform well on class exams, teachers often

re-evaluate weaknesses in their presentation and re-teach

standards that were not mastered. Many teachers also

modify their lesson plans for future use.

The Small Learning Community approach allows teachers to

identify areas in which students struggle across the

disciplines and work collaboratively to address student

performance and address areas of need. SLCs enable

teachers to individualize instruction based on students’

needs and interests. Because of the autonomy SLCs offer,

classes and electives can be made specific to student

interest.

The Expected School-Wide Learning Results (ESLRs) and

content area standards are displayed in classrooms and

integrated in classroom lesson plans. Classrooms have an

agenda with the day’s activities and objectives for the posted

lesson. The daily agendas reflect the California Content

Standards.

When students fail to master content standards, a variety of

paths can be taken. The intervention begins with the teacher,

who will either re-teach the lesson if time permits or go back

and redesign the lesson for future classes. Teachers use

Engrade and Connect Ed (an informational automated

telephone system) to communicate with parents and inform

them of upcoming due dates, projects, and exams. Guidance

counselors work with students and their families to

recommend various remedial programs based on their current

academic and credit standing. If students continue to perform

below proficiency, outside intervention programs are available,

including several tutoring programs.

Schoolwide programs are created based on areas of academic

need. CAHSEE prep classes are offered to students who have

failed the CAHSEE exam or are at-risk of failing. Ninth grade

students who score Below Basic or Far Below Basic on the 8th

grade CST in Math and/or English are programmed in

additional academic classes to improve reading and/or math

skills. Students receive course credit toward graduation

requirements for these classes. The Twenty-First Century Boys

and Girls Club program offers after-school tutoring coupled

with extra-curricular activities that act as an attendance

incentive. To prepare 11th and 12th grade students for the

CAHSEE Prep and Intervention

California Content Standards

Class agenda


ConnectEd

CST Test results

Department Pacing plans

Departmental finals

Differentiated Instruction

Electives

Engrade

IEPs

LAUSD Instructional Support

Services

Lesson Plans

Master Program

Matrix

PD Agendas

Periodic Assessment Data

School Data

SLOs

SLOs posted

Student Rosters

Student Schedules

Student work

Teacher created assessments

Teacher Roll Books

Teacher sign-in

Technology-based lessons


138

CAHSEE, intensive tutoring before, during, and after school is

offered.

The Testing Coordinator interprets school-specific data,

including assessment results such as periodic assessments

and state mandated assessments and communicate their

findings to teachers.

Assessments are differentiated for multiple academic skill

levels and learning styles. In general, Banning teachers use

differentiated strategies and techniques to deliver

instruction to students to enhance the outcome on periodic

assessments, class tests, and state exams. Teachers share

rigorous standards-based Math and ELA lessons and

research-based differentiated instructional practices.

Some departments conduct periodic assessments which are

reviewed during professional development days. Physical

education department reviews Fitness Gram results during

professional development days. This data evaluation allows

teachers to reflect on additions, deletions, and/or alterations

to the curriculum.

The English Department regularly reviews the results of

Periodic Assessments and creates strategies to address areas of

need. Test results are used to determine the focus of lessons

and student projects. Teachers vary their methodology and

assessment techniques to ensure that the various learning

modalities are addressed and that students with different

learning styles are able to master the California Content

Standards.

Tutoring/Intervention

programs

Conclusions



CELDT is a significant assessment which is used as a criterion

for reclassification and determines growth in AMAO 1 and

AMAO 2. CELDT Training was provided to ELA and ELD teachers

as a professional development afterschool from 3:00 – 5:00 pm

for awareness, information and support to the teachers to

assist their students prepare for the exam. In addition, a

schoolwide CELDT awareness was provided to the whole staff.

In both PDs, the four domains were reviewed and strategies

were given.

CELDT Prep Program was implemented for two weeks in the

ELA and ELD classrooms with LEP students. A Pacing Plan was

Classroom observations

Learning Zone registration

Lesson Plan/Pacing Plan

PD Agendas

PD Sign-in sheets


139

created and used during this period to provide student

awareness of the CELDT, review and enhance skills. The

California English Language Development: Grades 9-12

Practice and Mastery workbook was used by each student to

review the skills necessary to improve on the CELDT results.

Teachers selected to teach the LTEL (Long Term English

Learners) Courses: Literacy and Language and/or Advance

English Language Development attended 3-day trainings and

continue to attend follow-up trainings sponsored by MMED

(Multilingual, Multicultural Education Department). Training

continues such that teachers are provided the support needed

to implement these new courses effectively. These courses

enroll EL students who have been in the EL program for five

years or more to assist them gain/strengthen skills needed to

successfully pass the CELDT, CST/CMA/CAHSEE, and their ELA

and LTEL Courses.

SDAIE PD is ongoing to all staff members during regular PD

days, afterschool, and period by period during the school day.

As part of the PD Cycle, a Pilot Walk is also implemented that

allows teachers to demonstrate best practices and teacher

observers to witness SDAIE strategies implemented in the

classrooms. Follow-up/Debrief of the Pilot Walk participants

was held to discuss the commendations and how to continue

to improve our instruction.

CAHSEE Prep is currently in development to assist our students

successfully pass the exam. This exam is not only a graduation

requirement but also criteria for reclassification. The Prep

Program will be implemented for six weeks before school,

during the school day as a pull-out, and afterschool.

In partnership with UCLA, an afterschool program exists to

assist ELD students in levels 1-4. The program provided

additional support to our students to increase English language

development.

Teachers hold informal tutoring programs before school, lunch

and afterschool to provide extra support to EL students. This is

a self-initiated volunteer program by the teachers.


140

WASC Category D. Standards-based Student Learning: Assessment and Accountability:


Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Strength

All students participate in the CAHSEE and almost all participate in other standardized tests.

Most teachers use a variety of assessments to evaluate student progress.

Opportunities for intervention and credit recovery are embedded in the master schedule.

Opportunities for academic tutoring, CAHSEE preparation, standardized test preparation are

offered before and after school, and on Saturdays.

Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Growth

Increase collaboration within departments to standardize the grading process.

PLC content teams need to continue to collaborate on creating common assessments.

There is a need to continue to increase teacher capacity in data analysis.

Continue to develop interventions that target 9th

and 10th

grade students who need additional

intervention in ELA and Algebra I.

There is a need offer resources for students to be able to access Advanced Placement testing.


141

Category E: School Culture and Support for Student Personal and Academic Growth

E1. School Culture Criterion

Prompt: Evaluate the strategies and processes for the regular involvement of parents and the

community, including being active partners in the teaching/learning process. Comment on the

effectiveness of involving non-English speaking parents and/or online parents.


BHS continually seeks new strategies to better include parents

and community as partners in the learning and teaching

process. Events are planned each year to encourage parents

and the community to become partners with teachers and staff

in their children’s learning. These include:

• 9th grade orientation for incoming 8

th graders

• Summer School Classes

• Back-to-School Night and Open House

• PLBAO conferences

• Ongoing conferences with counselors and parents

focusing on the Individualized Graduation Plan (IGP)

• Teacher communication with parents on student

expectations throughout the school year.

Parent Center-BHS’ Parent Center prides itself on volunteer

and other parent and community opportunities. The Parent

Resource Liaison coordinates with parent volunteers to assist

with daily school needs, especially with student supervision.

Furthermore, the Parent Center holds at least seven parent

workshops a month. A certified, off-campus psychologist also

gives emotional support to parents when situations have

become difficult. The Parent Center provides computer access

to both students and parents. Other support systems made

available to parents are immigration support, medical

workshops from Vasek Polak Health Clinic, Coalition of Black

Administrators (COBA), Western Regioinal Conference, and

Best Start Wilmington.

Parent Center Volunteers also take the time to mentor parents

and their children in various at-risk situations. PSA counselors,

Back to School Night Sign-In

Close ties with Politicians

(Janice Hahn, Gil Garcetti, and

Joe Buscaino)

ConnectEd

Council Meeting Agendas

Engrade

ESBM MOU

IGB

Letter to parents

Marquee notices

Master Plan Instructional

Program Options for Parents of

English Learners Meeting Log

Minutes from Each Governance

Boards

Monitoring of LTEL Students

Sign –In

Monitoring of RFEP Students

Notations and Signed Letters

New Traffic Lights

Parent Center Sign-In Sheets

Parent Conference Day Sign-In

Parent Conferences

Parent letters


142

the probation officer, deans, the psychiatric social worker, and

the Parent Center are in constant communication to maintain a

peaceful environment on campus.

The Parent Center is involved in the Wilmington Neighborhood

Council, Wilmington Chamber of Commerce, and businesses in

and around the community. With these involvements, the

school and communities work together to make the community

of Banning a safer, more involved group.

PIQE-Separate from those seven monthly workshops, BHS

adopted PIQE: Parent Institute for Quality Education. PIQE

offers nine weekly workshops, where parents and educators

build a bridge through collaboration to create an educational

relationship so their children can achieve their utmost

academic potential. Creating a college-going culture in low-

income and ethnically diverse parents is the main drive of this

program. In order to accommodate the schedules and fit family

needs, morning and evening workshops have been made

available to parents. Program topics include the following:

Benefits of Attending College; Exploring Career Options;

Common Core State Standards; Emotional Intelligence and

Student Success; Mapping and the Road to College; Finding the

Right College; and Discussing Financial Aid Options.

Coffee with the Principal-Once a month, Mr. Mendoza meets

with parents during “Coffee with the Principal” to discuss any

community, parent, or school concerns, events, successes, etc.

These monthly meetings have allowed parents to speak to Mr.

Mendoza in a more informal level, where concerns can be

addressed and resolved. School police, Assistant Principals,

coordinators, counselors, etc. attend these meetings to answer

any other questions that parents and the community may

have.

Governance Boards-BHS involves parents, students and

community in decision-making groups and follow the district’s

Policy Bulletins: School Site Council, English Learner Advisory

Committee, and ESBM.

School Site Council (SSC) meets once a month to develop and

adopt the Single Plan for Student Achievement, They also

respond to written recommendation from ELAC and SAC to

align goals, strategies, and categorical funds to the identified

instructional needs.

Parents of the English Learner Advisory Committee (ELAC) meet

Program Agendas

School Calendar

School Website

Sign-In Sheets

Student Goal Sheets with

parent signatures

Workshop Agenda

www.banninghs.org


143

at least once a month to offer solutions and recommendations

regarding the programs and services for English learners.

Expanded School Based Management (ESBM) gives the school

autonomy in several areas including Hiring, Curriculum,

Instructional Materials, and bell schedule in order to best meet

the needs of students. Elected parent representatives, along

with teachers, an administrator, staff, and students meet

monthly to collaborate on school related policies.

English Learner Parent Meetings-Parents continually receive

information regarding the English learner program through

meetings, Open House, and other Community Outreach Events.

Parents and students have had the opportunities to look at

individual student data and make individual goals towards

reclassification through classroom visitations, open house,

meetings, and conferences. Parents and students together

have been educated on the Reclassification process and

criteria. Coordinators have worked extensively to communicate

with students and parents on the importance and criteria of

Reclassifying to Fluent English Proficient. Parents of RFEP have

received written communication of the recommendations,

intervention, and tutoring opportunities made specific to their

children.

District Attorney Meeting-The PSA counselor along with the

District Attorney work together to meet with parents to discuss

Attendance Laws. The importance of attendance and the legal

ramifications of excessive absenteeism are discussed with at-

risk students in a mandatory meeting held annually.

School Website-The School Website offers a variety of

resources to parents and students, including access to

contacting teachers via e-mail. The Engrade online grading

system provides parents with grade information from

participating-teacher courses.

Prompt: How effective is the school use of community resources to support students, such as

professional services, business partnerships, and speakers?


Guest Speakers-Small Learning Communities have created

partnerships with companies and have provided opportunities

to support students. With these partnerships, students have

participated in field trips, guest speakers have spoken to

students about career options, and businesses have opened

Academic Jacket Awardees

Academy-focused class

presentations

Brochures


144

their facilities to allow students the opportunity to learn the

demands of different careers, as well as receive work

experience.

LAUSD leaders have visited the Leadership class as they voiced

their concerns that are important to the youth.

Youth Leadership groups visit students weekly to empower

students to get involved in community events.

The Visual Arts Department sponsors events that involve staff,

students, parents, and the community and that showcase

student work in ceramics, sculpture, drawing, photography,

and painting. The three shows are the annual invitation-only

Art Show at Paul’s Gallery in Torrance, an annual 5-week art

exhibit at Banning’s Landing Community Center, and an annual

Spring Art Exhibit at BHS in the spring. The culinary arts

students provide refreshments.

The Performing Arts Department, made up of Beginning

Theater, Theater Production, and Dance classes and club, and

Stage Crew, put on several music and dance showcases each

school year which culminates with the annual Spring musical.

Parents, students, and the community are welcome to attend

the performances.

Senior Awards Night honors outstanding seniors near the end

of each school year. Local business leaders, community

organizations, college representative, and city dignitaries honor

seniors with scholarships and awards for excellence in many

categories. Families of seniors, community leaders, and BHS

staff are invited to celebrate the achievements of seniors. The

BHS tradition of awarding ‘Academic Jackets’ takes place that

evening.

The parent center with the combined efforts of the on-campus

probation officer offers student workshops with guest speakers

from the community. Workshops like, “Dress for Success” and

“Teen Project” are provided for at-risk students so they can

obtain mentoring support. These workshops focus on anger

management, proper etiquette, and how to dress in academic

and other professional settings.

Business Personnel

Presentations

Event Programs & Photos

Flyers

Gene Autry Museum Field Trip

ITEP Presenters

Parent invitations

Performance programs

Posters/Flyers

Scholarships

Sign-Ins

Visits to Various Companies

Wilmington Community Center

Volunteers/Tutors

Youth in Action


145

Parent/Community and Student Achievement

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that

parents and school community understand student achievement of the academic

standards/schoolwide learner outcomes through the curricular/co-curricular program.


Parents participated in CAHSEE Awareness Meetings at the

beginning of the fall. These informational meetings informed

parents of the criteria in which the state uses to determine the

AYP, as well as present the current CAHSEE data and goals for

our school. Parents were able to understand the importance of

passing the CAHSEE.

Parents of English Learners have taken part in a Long-Term

English Learner (LTEL) Student Parent Meeting, where their

child’s/children’s Reclassification Criteria (CST, CAHSEE,

English/LTEL Course Grade, and CELDT scores) was analyzed to

make and understand the goals necessary to reclassify. By the

end of this meeting, parents understood reclassification

criteria, the purpose of LTEL Courses, and what their

child/children needed to accomplish in order to reclassify.

Attendance Sign-Ins

Sign-In


146

E2. School Culture Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is

characterized by trust, professionalism, high expectations for all students, and a focus on

continuous school improvement.


Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,

clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a

safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to

safety regulations including effective operating procedures for internet safety.


BHS’ Safe School Plan, which includes two volumes, prevention

programs and emergency preparedness and response, is

updated yearly. The emergency response team meets to review

the plan and their responsibilities. The line of command is

delineated and posted in the main office and on the district

website. Two emergency containers, clearly labeled, are

equipped with water, emergency kits and other emergency

items. These containers are inspected yearly by the district’s

Office of Environmental Health and Safety (OEHS) and expired

items are replaced in a timely fashion. Results of the inspection

and school ratings are posted on the district’s website. The

school is working diligently to clear safety and hazardous

citations and updates the initial report as violations are

corrected. Campus protection (formerly called lockdown), fire,

earthquake and ‘duck and drop in place’ drills are implemented

periodically.

In compliance with the Williams Decree, inspectors from our

LEA make a yearly unannounced visit to our school and inspect

every classroom for safety violations and unsafe conditions.

The report is reviewed by the plant manager and Assistant

Principal in charge of Facilities and a plan is worked out to

correct the violations throughout the year. Inspectors reserve

the right to return after 30 days to conduct a second

inspection. Teachers are encouraged to correct their safety

violations as well. The Building and Grounds (B&G) and

custodial staff work steadily to maintain the plant.

Collaboration Activities

Discipline Policy

Dress Code

Inspection report

LAPD

LAUSD School Police

LAUSD’s AUP Policy

LAUSD’s blocked sites

Memos

PD Presentations

PDs for Teachers

Plant Manager logs

Positive Behavior Expectations

Posted emergency routes

Principal’s newsletter

Professional Resource Books

read by Administrators on

building trust


147

The school works with local law enforcement to better ensure

the safety of all stakeholders. The local gang intervention

program has arranged gang related information stakeholders.

The local gang intervention program has arranged gang related

information from the neighborhood to be dispatched regularly.

Extra police patrols have been arranged by LAPD Harbor Patrol

Division in the morning. In an effort towards internal safety,

the APSCS and Youth Relations instituted a student leadership

group to resolve student conflicts.

Administration is focused on building trust and professionalism.

Committees and professional development meetings work with

specific meeting norms. Administrators make an effort to treat

all staff members with the utmost respect and expect the same

treatment in return. Building trust through Professional

Learning Communities (PLCs) is a key priority in which we all

strive to focus our energy.

Teachers have received the district’s progressive discipline

policy. Teachers make calls home to parents to address stage

one discipline issues.

Two deans and three campus police officers handle more

serious problems.

Campus Aides monitor the campus throughout the school day.

Parent volunteers assist with supervision before school,

between passing periods, during lunch, and after school.

Deans, school police, counselors, coordinators, administrators,

and some teachers supervise during lunch and between

periods to ensure safety.

Students are encouraged to keep their school clean in daily

announcements, as well as supervision staff asking them to

pick up their trash, clean their lunch areas, etc.

BHS ensures that students understand the Acceptable Use

Policy. LAUSD ensures that students are kept from accessing

websites that may not be appropriate for their use.

Safe School Plan

School and District memos

Schoolwide Drills

Weekly Professional

Development for

Administrators.


148

High Expectations/Concern for Students

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,

concern, and high expectations for students in an environment that honors individual differences

and is conducive to learning.


Students are encouraged to join clubs and activities, most of

which are sponsored by teachers. Many teachers open their

classrooms at lunch for students for tutoring, tutoring, and

clubs.

Many BHS teachers are also graduates of Banning, have ties

to the community, and are visible to the students outside of

school.

Teachers are encouraged to create rigorous lessons that

challenge and engage students.

Club sign-ups

Lesson plans

PD Agenda

Teacher roster

Atmosphere of Trust, Respect and Professionalism

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?


Teachers show respect to one another by collaborating in

professional developments, sharing best practices,

collaborating ideas, sharing frustrations, etc.

Those established Professional Learning Communities have

analyzed student data, offered solutions, decided on

common goals, designed common lessons, developed and

delivered interventions, etc.

Mostly positive evaluations from professional developments

reflect the level of respect presenters and staff members

have for one another, reflecting a high level respect.

Teachers coming to facilitators for materials and using the

strategies learned in professional developments show such a

high level of trust among one another.

The first round of peer observations was a very positive

activity in which teachers allowed their peers to visit

classrooms in search for evidence for Academic Language

Development. For the next round, facilitators found an

increase in participation.

Different groups of teachers have gathered on a weekly

basis, putting together potlucks to develop trusting

relationships with one another.

Department SLCs

PD Evaluations

Pilot Walks (Academic

Language Development)

Weekly collegial gatherings


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3 & E4. Student Support Criteria

Prompt: Evaluate the availability and the adequacy of services, including referral services, to

support students in such areas as health, career, and personal counseling and academic assistance,

including an individualized learning plan.


Students have many personal support services available. A

part-time Psychiatric Social Worker (PSW) provides health and

human services, including physical and mental health,

counseling, and/or case management to assist students in

reducing behaviors that interfere with learning.

Counselors address retention, redirection, and retrieval

procedures. Their target group is students who need attention

but are not served by other resources. Counselors focus on

attendance, failing grades, and easily ignored students. Tenth

through 12th

grade counselors nurture students by guiding

them through their Individual Learning Plan towards graduating

and post-secondary experiences.

The after school tutoring program, Beyond the Bell, Boys &

Girls Club 21st

Century Grant, and Title I help all students in

English and math. Counselors refer students to this program as

necessary.

Parent Center provides parenting classes in conjunction with

the Beyond the Bell program that are customized to needs of

the parents per request.

PSA Counselor, a social worker who assesses home, school,

personal, and the community factors, assists students to

overcome obstacles in school attendance. The PSA counselor

consults with teachers, administrators, and school staff

regarding the social and emotional needs of students and also

coordinates family, school, and community resources on behalf

of students.

A full-time College and Career counselor offers career and

college counseling including providing materials on

interviewing, resume development, assistance, financial aid,

and college applications.

The bilingual coordinator and Access to Core coaches make

themselves available to LTEL students for counseling and

support in any aspect: health, academic assistance, or personal

Appointment Calendar

Attendance records

Attendance rosters

Brochure

Caseload reports

CELDT Data

Confidential Sign-in sheets

Grade reports

Grief support group

IEPs & Passports

IEPs & Passports

Individual counseling

Nurse Office records

Parent Institute

Parent/Family intervention

Parent/Student conference

Phone records

PIQE

RSP Tracker

School Psychologist Services

Sign in sheets

Sign in sheets

Sign in sheets


150

counseling. Students who are almost ready to reclassify meet

with ELL Coordinator and Access to Core Coach to offer

academic assistance at least three times a semester after term

grades are out to discuss their academic progress and offer

support services for those who need the additional assistance.

The full time school nurse is funded from several sources and

maintains a positive environment for students who have

medical needs and need support.

Students receive support services for individual improvement

in their academic success through free after-school tutoring

programs and Saturday School for specific subjects and

preparation for the CAHSEE. Specific target groups are

encouraged to participate by counselors, coordinators, and

teachers.

Resource teachers monitor and evaluate learning needs and

share accomodations to help design lessons, and develop

multi-modal instruction for all students.

BHS has implemented the collaborative mainstreaming of

students within the Resource Specialist Program into the

General Education program. The faculty makes use of the

collaborative model, co-teaching, in assisting regular education

students with academic improvement as well as serving the

needs of students with Individual Education Plans.

Psychological Services through Special Education offers

assessments of Cognitive-Academic functioning, counseling,

and support services for physically challenged students as

designated in their Individualized Education Plans. Parent

participation is encouraged with open invitation to meetings,

educational conferences with teachers.

An on-site Probation Officer offers support and guidance for

court ordered and volunteer probation students.

Through SLCs, students have access to opportunities that range

from participating in student council, joining clubs sponsored

by SLC staff, and interviewing for internship or externships with

organizations affiliated with the SLC.

Sign-in sheets

SLC records

Student applications

Welligent

Welligent tracking


151

Direct Connections

Prompt: Evaluate the ways that there are direct connections between academic standards and

schoolwide learner outcomes and the allocation of resources to student support services, such as

counseling/advisory services, articulation services, and psychological and health services, or referral

services.


Review of data determines allocations of funds for support

services including PSA, PSW, School Nurse, School

Psychologist and College/Career Counselor.

Every year, small learning communities organize a student

articulation event for parents and students to familiarize

themselves with each of the programs available to students.

Students and parents learn about BHS and the choices

available for their upcoming year. Students and parents have

the opportunity to talk to teachers and students about

programs available in each school as well as get a tour of the

campus.

Lead teachers organize an assembly, explaining the different

Small Learning Communities and their programs, a small fair

is formed, displaying all the activities by each SLC with

teachers and student representatives, and parents and

students are treated to a small pancake breakfast, as well as

entertainment by the school’s band, drill and cheer teams.

8th

Grade Outreach Fair

Brochures

Brochures, Flyers

February 8th

, 2014

Flyers

SPSA

SSC Agenda

Strategies Used for Student Growth/Development

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff

to develop personalized approaches to learning and alternative instructional options which allow

access to and progress in the rigorous standards-based curriculum.


Small Learning Communities are being restructured to allow for

increased personalization for students. Using Common Core,

teachers will be developing Project-Based Learning modules,

and student-led conferences to personalize their instruction.

Individual Graduation Plans, developed by counselors and

students, lead the instructional program for students.

After a review of data including grades and test scores at SLC

and Content Area meetings, interventions are planned for

students who are having difficulty mastering content and/or

CCSS Professional Development

Counseling Office records

Counselor Records

Data Review

PSC Plan


152

have disciplinary issues.

Alternative placements offer some students the ability to

succeed outside of the comprehensive high school

environment.

Support Services and Learning

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support

services and related activities have a direct relationship to student involvement in learning,

e.g., within and outside the classroom. Evaluate the processes that are used to identify under-

performing or struggling students and the interventions to address these identified student learning

needs.


Teachers of GATE students must certify a certain amount of

professional development for the teaching of GATE students.

The Maritime Scholars program recruits 8th

grade students with

a 3.5 or better grade point average and/or are GATE students.

Intervention programs are planned based on data.

Grade and test score data is reviewed by counselors and

teachers and proper placements are made for students.

Students with emotional needs are referred to the proper

Human Service by teachers and/or counselors.

Counseling records

GATE Teacher records

PD Agenda

Equal Access to Curriculum and Support

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent

curriculum to all students? What have you learned from examining the demographics and

distribution of students throughout the class offerings (e.g., master class schedule and class

enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or

accelerated classes (e.g., summer, class periods beyond the traditional school day) on student

achievement?


All students have access to a challenging, relevant, and

coherent curriculum to all students. Based on data, grades,

and test scores, students are placed in A-G classes with a

focus on college preparation and career readiness.

Advanced Placement courses are available for all students .

Due to budget cuts, student access to enrichment during the

summer have been eliminated by the LAUSD.

Analysis of academic grade

distribution

Class enrollment

Master Schedule


153

High failure rates indicate the need for an alternative

schedule that provides opportunities for credit recovery and

intervention within the school day.

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student

involvement in curricular/co-curricular activities and student use of support services.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of

student involvement in curricular/co-curricular activities and student use of support services.


BHS students have the option to join almost thirty clubs and

councils on campus. Many of the clubs are connected to the

focus of the SLC. The SLC regularly reviews the activities of the

clubs and modifies and enhances the offerings. Advisors have

taken part in organizing and supporting students’ service in

these activities.

The ASB, through the Interclub Council, monitors the clubs and

maintains the club constitutions.

Class Councils-Students and advisors involved in these clubs

plan events and activities focused to bring school spirit among

each of the graduating classes (Freshmen, Sophomores, Juniors

and Seniors). Ultimately, the advisor and students plan class

spirit weeks, plan friendly class competitions, and coordinate

most senior class activities: banquets, senior dues, prom, some

graduation, picnics, etc.

SLC-Focused Councils- Each council is involved in planning

events and promoting SLC spirit within their programs, through

fundraising and team-building activities. Students have planned

field trips, recognition ceremonies, and banquets in these

councils, including a banquet to welcome new SLC students.

Anime Club-The Japanese Anime Club gathers weekly during

lunch to learn about Japanese Animated Film. They also discuss

the different elements of the film as well as the new trends in

this art form. For many of these students this is also a chance

to explore the Japanese culture and traditions and practice the

Japanese language. The Japanese Anime Club attends various

functions including the Pacific Media Expo, The Cherry Blossom

Festival and the Annual Los Angeles Anime Expo.

Helping Hands-Banning’s Helping Hands is a community service

AASU Brochure

Associated Student Body class

Athletic Schedule

Club Constitutions

PATHS SLC Plan

SLC Plans

Teacher Sponsors

Try Out Announcements


154

club. Its purpose is to help various facets of the community.

Their biggest function is helping to coordinate an Annual

Feeding of the Needy in Wilmington, California on

Thanksgiving. Students obtain monetary, food and clothing

donations and disperse items on Thanksgiving and during the

holiday season to those in need as well as local food banks and

soup kitchens. Students also fundraise and collect donations

for other causes including American Heart Association and

American Cancer Society.

CSF-The California Scholarship Federation is a state wide

organization that honors outstanding high school students. It

also provides opportunities for students to serve their

community. Each semester, students decide to help a particular

organization. During the fall semester the students have

repeatedly provided items for Operation Gratitude which

provides care packages to service men and women deployed

overseas. In the past two years we have sent over forty boxes

of items. During the spring semester, we have collected items

for the Ronald McDonald House located in Long Beach,

California as well items for Long Beach Animal Shelters. Over 20

boxes of items were collected last year.

MESA-The Mesa Club’s purpose is to encourage

underrepresented students to explore careers in the fields of

math, engineering or science. MESA looks at the various career

options as well as the latest trends in these subject area. Club

members participate in local competitions that pertain to these

subject areas. These competitions are held on the CSULB

Campus as well as UCLA. The club also takes a Harvey Mudd

College Tour. All activities allows students to get exposure to a

collegiate atmosphere.

Ecology Club-The goals and purposes of the Ecology Club

members are to help sustain the Earth’s resources. These

activities include developing and participating in a park clean-

up at Harbor City Recreation Center and Ken Malloy Harbor

Regional Center. Students also set up recycling containers in

classrooms and collect items weekly to be recycled. Their

biggest fundraising event is a Scavenger Hunt at the Park.

Youth and Government-The vision of the Youth and

Government Club is to give students a better understanding of

democracy and how the United States Government works. As a

group they create bills that later get passed. Special events

include BOB I and II. These are youth retreats held in Paso


155

Robles. These events help students meet other delegates

around California. Discussions are held on state government

policies. Youth and Government’s biggest activity takes place in

Sacramento where students debate bills and pass them during

a seven day period.

Boys and Girls Club-The Boys and Girls Club has groups working

on campus after school from 3:00 to 6:00 and at their site in

Wilmington. Students engage in various activities ranging from

academic tutoring, college preparation, to extracurricular

activities like dance and art.

African American Student Union-Sponsors of this program

ensure that they reach all African American students on

campus and mentor them throughout their high school career.

Different BHS staff, including clerical, teachers, administrators,

Educational Aides, etc. are tied to students and follow their

academic progress. Black History Month and other social

gathering events teach members about the many

accomplishments of African Americans.

New Life club provides a welcoming, supportive atmosphere

for Christian Students. A community pastor visits the club

weekly to preach the Word, encouraging them to maintain

their Walk with God.

Spanish Club-promotes interest and appreciation to the

Spanish-speaking world and its rich and diverse cultures. Events

such as Posadas, Dia de Los Muertos, Valentine’s Day events,

enrich students with an understanding of some very significant

events in the Spanish-speaking cultures.

Field Trips- Teachers, SLCs and other stakeholders work

diligently to provide college, career, and other types of

enrichment opportunities through field trips. Our students

have had the opportunity to visit many local college campuses

(CS Fullerton, CSU Dominguez Hills, UCLA, etc.), the Gene Autry

Museum, The Getty Museum, Catalina, California Science

Center, Washington DC, and Italy (Venice, Florence, Assisi,

Spoleto, and Rome).

Engineering-Since 1997, BHS and Los Angeles Harbor College

have had a partnership to bridge high school to college

readiness. PATHS adopted this program into its SLC and, with

the growing demand, has opened two sections (morning and

afternoon) for students to participate. Students receive duel

credit as they learn the basics of an Engineering program,


156

where they use a state-of-the art facility on Harbor College’s

campus to learn CAD drawings and DESIGNS for Machinery

create solid objects from designs, and manufacture model

pieces from Solid Works program. Students who decide to stay

in this program when they graduate from high school are able

to follow the Engineering program at Harbor College all the

way through its partnership to Cal State Los Angeles.

Architecture-PATHS also established a partnership with the

architecture program at Harbor College, receiving duel credit.

Students follow a similar pathway to Harbor College. Students

who finish this program will be able to follow the Architecture

pathway in which Harbor College has provided.

Computer Repair- In this partnership program with L.A. Harbor

College, students receive hands-on instruction and practice as

they complete a two-year program, in which prepares them for

the A+ Certification exam required to work in large and small

corporations and businesses.

Exploring Computer Sciences through UCLA Center X works

with teachers to provide lessons in computer science. With this

partnership, teachers receive training from UCLA to deliver

these courses.

BHS’ athletic program offers a myriad of opportunities for all

students to participate for a sport, including coed cheer. Band

and Drill Team, and Students run LA are other activities

available to students.

Men and Women’s team sports, Co-ed cheerleading, Band, Drill

Team, Students Run LA, Weight Training, and other available

activities made available for students.

Student Perceptions

Prompt: Comment on the student view of student support services after interviewing and

dialoguing with student representatives of the school population.


Students are generally aware of support services. Many take

advantage of Grief Counseling and the Pregnant and

Parenting Teen program. Counselors, PSA, PSW refer

students to community services for medical and mental

health resources.

Counselor records

Student Survey


157

WASC Category E. School Culture and Support for Student Personal and Academic Growth:




overall category.

Category E. School Culture and Support for Student Personal and Academic Growth:

Areas of Strength

The Parent Center is an established organization on campus. Many parents participate in the

different programs offered.

Banning provides a myriad of extracurricular activities for students including the effective after

school programs provided by the Wilmington Boys and Girls club.

Parents have a variety of opportunities for school involvement and communication.

Students have access to a wide variety of extracurricular activities and experiences.

Category E. School Culture and Support for Student Personal and Academic Growth:

Areas of Growth

The school needs to continue to create opportunities for parent involvement in the

teaching/learning process. The school needs to find ways to overcome language and cultural

barriers.

All students need a greater understanding of the connection between their learning and their

future lives and careers. The SLC pathways must be strengthened in order to better address

the individual needs of students linked to career interests.

The large counseling caseload does not ensure that every student is supported and mentored

by an adult on campus. Advisory and mentoring programs are crucial to providing the support

through the SLC structure.


158

Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

• Goal #1 - Building Teacher Capacity in the effective use of Access Strategies that

Support Student Learning through Professional Learning Communities (PLC).

• Goal #2 - Building 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 CAHSEE, EAP, Periodic Assessments, and

student samples.

• Goal #3 – Strengthen current Structures (Small Learning Communities) in Order to

Provide a Highly Personalized and Supportive Learning Environment.

• Goal #4 – All Students will Graduate - Personalize the Environment to Ensure that the

School is Responsive to the Needs of all Students Including Remediation, Credit

Recovery, and Enrichment.


159

Chapter V: Schoolwide Action Plan

Phineas Banning High School has developed the WASC Schoolwide Action Plan in alignment

with both the Banning Schoolwide Public School Choice 4.0 (PSC) Implementation and

Monitoring Plan, and the Single Plan for Student Achievement (SPSA). The WASC Action Plan

growth targets and goals were established as a result of much consideration to the feedback

received from the extensive need-assessment process experienced during the development of

the schoolwide PSC 4.0 plan.

The students of Phineas Banning High School will improve their mastery of English, math,

science, and social science as assessed by the California High School Exit Exam (CAHSEE), the

Common Core State Standards (CCSS), the California English Language Development Test

(CELDT), and the EAP. The number of students passing the CAHSEE in English Language Arts

(ELA) and mathematics will improve annually by 10%.

1A. Growth Target Area:

Goal #1 - Building Teacher Capacity in the effective use of Access Strategies that Support

Student Learning through Professional Learning Communities (PLC)

During the 2011-2012 school year, teachers participated in an extensive training on Specially

Designed Academic Instruction in English (SDAIE). As evidenced by the needs assessment

process, this training has not translated into classroom practice. The teachers continue to need

training and opportunities to work collaboratively on a regular basis in order to deepen their

knowledge and understanding of their classroom practice, observe, and reflect on the use of

identified SDAIE strategies (Academic Language Development, Advanced Graphic Organizers,

Instructional Conversations through Cooperative Learning Groups) that are proven to support

all student access to content.

The outcome of this process will be two-fold. First, the imbedding of these strategies will be

evident in the use of classroom instructional methodologies. Secondly, the overall quality of

instruction will improve positively impacting student learning and student academic success.

The synergistic relationship between classroom instruction and student learning will in turn

lead greater college and career readiness on the part of Banning students.

1B. Strategies to address the growth target area:

In order to address this priority the following strategies will be implemented:

• Instructional Leadership Team (ILT) has been established to include – Administrators,

Content Chairpersons, Academy Lead Teachers, Access to Core Coach, Data/Problem

Solving Coach, Math Coach, ELL Coordinator, Title I Coordinator. This team meets on

weekly to develop and monitor the Professional Development (PD) and

implementation.

• Develop, and revise as necessary, a PD calendar that provides time weekly for PD, utilizing

the Professional Learning Community (PLC) model. This teacher collaboration time has

been created from time built into the district banked professional development time

and from redistributing time from minimum and shortened days.


160

• In order to build skills in collaboration and the use of time efficient protocols, the ILT

participated in a five-day “Critical Friends” institute. These leaders will continue to train

new cohorts using the “Trainer of Trainers” model for both content and academy PLCs.

The first cohort completed their training during the summer, 2013.

• The continued development of teacher resources including the media library, the

template for “Pilot Walks” observation, and “Critical Friends” protocols and materials.

• The PLCs will follow a problem-solving cycle that includes analysis, planning,

implementation, and reflection of each of the three selected SDAIE/Access Strategies.

In summary, these strategies will support the teacher’s ability to work collaboratively and

efficiently on a regular basis in order to more effectively deliver classroom instruction.

Action steps to achieve & monitor this

priority:

Time of

Completion:

Lead person or organization

providing support:

Establish the ILT to include

administrators, instructional coaches,

coordinators, content chairpersons, and

SLC leads

August, 2013 -

ongoing


LASDI Consultant

Develop and implement a PD calendar

that provides time monthly for teachers

in content area PLCs to focus on the

implementation of the three selected

SDAIE/Access Strategies that support

student learning

August, 2013 -

Ongoing

Administrators

PD Committee Chairperson

Cohorts of members of the ILT will

continue to be trained in “Critical

Friends” to become “Trainer of Trainers”

in the collaborative model of a PLC and

in the use of protocols.

August, 2013 -

Ongoing

Rudy Mendoza, Principal and

Community Partners

Organization

LASDI Consultant

Under the direction of the ILT, teachers

will continue to develop a media library

that includes examples of the effective

use of Academic Language

Development, Advanced Graphic

Organizers, and Instructional

Conversations through Cooperative

Learning Groups.

Ongoing ISIC ELL Compliance

Coordinator

Administrators

ELL Coordinator

Library Media Teacher

Develop, and revise as needed, a

template for the peer instructional

observations (Pilot Walks), using

Teaching and Learning Framework

Standard 3: Delivery of Instruction.

The staff will decide on which standard

to focus on based on the findings from

December, 2013 -

Ongoing

LASDI Consultant

Content Area Chairpersons

ELL Coordinator

Title I Coordinator



161


priority:

Time of

Completion:


providing support:

observed needs of the Pilot Walks.

Continue trainings in CCSS for all

teachers in content PLCs, including the

use of “Critical Friends” protocols

August, 2013 -

Ongoing

Content Chairpersons,

Administrators, and

Coordinators (Trainer of

Trainers)

Through the ILT and period-by-period

PDs, review SDAIE and Access Strategies

with content chairpersons, academy

leads, administrators, and coordinators.

Monthly Access to Core Coach

ELL Coordinator

Review of SDAIE and Access Strategies in

content PLCs utilizing examples of model

lessons made available through the

media library

Ongoing Content Chairpersons,

Administrators, and


Trainers)

Develop, and revise as necessary, a plan

that includes a calendar and protocols

for structured peer observations (Pilot

Walks).

December, 2013 -

Ongoing

Administrators

ILT Members

Volunteer teachers

Train teachers in content PLCs in the

practice of peer observations, building

collegial trust, and the use of the peer

classroom observation template

August, 2013 -

Ongoing

Administrators

ELL Coordinator


Content chairpersons

Once a month, during PD time, content

PLCs will meet to look at lessons

considering the use of SDAIE /Access

Strategies in lesson delivery and debrief

observations of classrooms

Ongoing Administrators

Content chairpersons

Once a month, monitor PLC progress on

the implementation of “Critical Friends”

protocols, and the three identified

SDAIE/Access Strategies schoolwide

Ongoing Rudy Mendoza, Principal

Administrators

ILT Members

Complete a progress monitoring review

using the School Review Rubric in the

areas of Classroom Instruction,

Intellectual Engagement, Learning

Environment, Classroom Talk,

Assessment, PD, and Professional

Teaching Culture

June 2014 Travis Collier, Director


Selected ILT Members


162

Tracking Success: Which KEY Leading

Indicators for this goal will be tracked?

Dates for

Reviewing Leading

Indicator Data

Formally

Benchmark: You will be on

track if…

Increased mastery in the utilization of

the three focus strategies (SDAIE/Access

Strategies) in lesson design and delivery.

Bi-Annually During classroom

observations, there is

evidence of the use of the

SDAIE Access Strategies as

indicated in student work

posted in the classroom,

student engagement, seeing

and hearing academic

language, graphic organizers,

collaborative groups.

Results on the School Review

Rubric completed annually

will demonstrate growth from

Emerging and Approaching

Competence to Competent in

the areas of Classroom

Instruction, Intellectual

Engagement, and Classroom

Talk.

Teacher reflections (PD evaluations) are

positive about the building of capacity,

the collaborative experience, and

implementing strategies to support

student learning

Weekly by ILT

Members, and

Annual Formal

Assessment

Results on the School Review

Rubric will demonstrate

growth from Approaching

Competence to Competent in

the areas of Professional

Development and Culture

Increase in students successfully

completing courses

December 2013

and June 2014

There will be a 10% increase

of the number of students

successfully completing

courses with a “C” or better

Increase in English Learners successfully

completing all criteria for Reclassification

as Fluent English Proficient (RFEP)

December 2013,

February 2014, and

June 2014

20% of English Learners (EL)

will successfully meet the

criteria to RFEP (CELDT score,

ELA CST basic or above, and

ELA grade of C or above)


163

Resources Required for This Plan Funding Required Who will provide this

resource?

“Critical Friends” training Yes Community Partners

LASDI Consultant

Title III Access to Core Coach assigned full

time

Yes ISIC/District

Continued participation in ‘Critical

Friends’ group trainings for Content

Chairpersons, Academy leads,

Coordinators, and Administration.

Yes ISIC/District

Categorical Funds/PD (BHS)

Training for Pilot Walks, template use,

media library lessons, and SDAIE/access

strategies five days before opening of

the 2013-2014 school year

Yes ISIC/District


Goal #2 - Building 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 CAHSEE, EAP, Periodic Assessments, and student samples

In the past, teachers have received schoolwide data (including API, AYP, CELDT, SARC). Some

teachers have accessed and analyzed common assessment data, such as Periodic Assessments

(PA) and other teacher developed common assessments, to guide instruction, but this

problem-solving cycle was not consistent among the entire staff. Both teacher and

administrator focus groups indicate that there is there is a schoolwide awareness of the

importance of using data to inform decisions, but the practice has lacked consistency in how to

access and use data, set goals, and monitor progress.

So, this priority is to provide the tools and the opportunities for teachers and administrators to

meet in collaborative groups (PLCs) to review schoolwide, classroom, and individual data to

identify problems, plan, implement, and reexamine data (problem-solving cycles) in order to be

responsive to the students.



• 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, within the school, a shared meaning of data and the ability to access data from

various sources.

• Train teachers in the use of the “Critical Friends” Data Driven Dialogue (see attachment)

through the PLCs, leading to a greater understanding in how to use, and talk about, the


164

data to inform and guide their instructional practices within the classroom.

• During PD, academy PLCs will use the “Critical Friends” Data Driven Dialogue protocols to

complete the problem-solving cycle, supporting the goals set in the 2013 – 2014 WASC

Action Plan.

• Experienced PLC teams will complete the problem-solving cycle, develop common lessons,

common assessments, and interventions.

• Progress in addressing this priority area will be monitored informally on a monthly basis

with a formal review conducted twice a year by the ILT utilizing the School Review

Rubric.


priority:

Time of

Completion:


providing support:

Develop, and revise as necessary, a PD

calendar that provides time monthly for

teachers in content and academy PLCs

to review schoolwide, classroom, and

individual data to identify problems,

plan, and re-examine instructional

practice.

August, 2013 -

Ongoing

Administrators

Instructional Leadership Team

(ILT)

Continue to train the ILT through

“Critical Friends” protocols to be used

within the PLCs.


Community Partners

Organization

Trainer of Trainers

Continue training for all content and

academy PLCs in the use of “Critical

Friends” Data Driven Dialogue protocol

August, 2013 -

Ongoing

Administrators,

Content Chairpersons, and


Trainers)

Continue training in how to access and

use data from such sources as MyData,

Core K12, Engrade , Moodle, and SIS.

August, 2013 -

Ongoing

ILT Members

Problem Solving/Data Coach

Technology Coordinator

Administrators, coordinators,

counselors, and teachers will utilize

formative and summative data to

communicate student progress during

PHBAO and teacher conferences, Open

House and Back-to-School Night, and

other SLC parent activities.

Ongoing Administrators

Problem-solving/Data Coach

Academy PLCs will utilize the “Critical


to review the progress of all students in

Common Core State Standards (CCSS),

including Long Term English Learners

August 2013 -

Ongoing

Administrators

Academy Leads



165


priority:

Time of

Completion:


providing support:

(LTELs) and students with special needs.

Content PLCs will use the “Critical


to design a PD plan for the following

school year – 2014 - 2015

April, 2014 – June,

2014

Administrators

ILT Members


Experienced PLC teams in Algebra 1, 9th

and 10th

grade ELA will complete the

problem-solving cycle(s) and develop

common CCSS lessons, assessments, and

interventions.

Ongoing, through

June, 2015




ILT Members

Experienced PLC teams (Algebra 1, 9th

and 10th

ELA) will become “Trainers of

Trainers” and develop a template that

guides other content teams in

completing the problem solving cycle(s)

to develop common CCSS lessons,

assessments, and interventions.

Ongoing, through

June, 2015


ILT Members



The ILT will meet weekly to review

reflections from PDs, monitor progress,

and make modifications as necessary to

address the CCSS instructional priorities.


LASDI Consultant

Complete a progress monitoring review

using the School Review Rubric in the

areas of Ongoing use of Data, School

Practices, and Leadership

Annually Travis Collier, Director


ILT Members



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

Increased teacher access to data: grades,

attendance, progress toward graduation,

CCSS scores, CAHSEE scores, EL

monitoring, IEPs, behavior

May-June, 2014 -

Ongoing

70% of teachers are accessing

MyData, CoreK12, SIS,ISIS,

and/or Moodle

Teacher reflections are positive about

building capacity, the collaborative

experience, and increasing skills in

accessing and using data for lesson

planning and delivery of instruction

Weekly by

Leadership Team,

Formal Annual

Assessment

Results of the Schoolwide

Review Rubric will

demonstrate growth from

Approaching Competence to

Competent in the areas of

School Practices and

Leadership.


166



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

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.

Ongoing Using the problem solving

cycle, Algebra 1, 9th

and 10th

ELA PLCs will have completed

a portfolio of common lessons

and assessments including

formative and summative

data results.

Increase in ELs successfully completing

all criteria to RFEP

June, 2014,

December, 2015,

and February, 2015

20% of ELs and LTELs will

meet the criteria to RFEP

An increase in teachers communicating

to parents regarding summative and

formative data of student progress.

Ongoing A 30% increase in the percent

of parents who indicate that

they speak with teachers

regarding school work and

progress.


resource?

Critical Friends Training Yes Community Partners

Problem Solving/Data Coach Yes ISIC/District & Categorical

Funds

Title III Access to Core Coach Yes ISIC/District

CCSS Professional Development beyond

the school day (before or after school,

weekends, and/or holiday breaks) for

Algebra I, English 9, and English 10 PLCs

Yes ISIC/District & Categorical

Funds


Goal #3 – Strengthen current Structures (Small Learning Communities) in Order to Provide a

Highly Personalized and Supportive Learning Environment

The results of the needs assessment process, including observations and comments from the

student and parent focus groups, 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, career and personal interests.

Advisory and mentoring programs are a crucial component to providing a support,

personalization, communication, and relationships to all students. These priorities foster the


167

development of a collegial school culture that is collaborative in nature and focused on

problem solving.



• Using the WASC 2013-14 Self-Study processes, a needs assessment will be conducted to

identify student interests, the ability to provide personalization, A-G course offerings

(including CTE courses) to prioritize the areas for restructuring of SLCs.

• Prioritize the PD time, to ensure that the SLC staff meets regularly in their PLCs to

complete the problem-solving cycle (priority #1) based upon the needs assessment

results.

• The successful International Trade Education Program (ITEP) model, of parent and

community advisory boards, will be expanded to include a board for each of the SLCs,

including the Freshman Academy.

Freshman Academy will:

• Support the student transition from middle school to high school through a “Maritime

Connections” course to include: an introduction to high school, a mentorship program,

AVID strategies, career and college expectations and explorations, introduction/bridge

to the selection of academies (grades 10th

– 12th

).

• Re-implement the AVID Program beginning with the incoming freshman class. The AVID

methodologies will be offered as part of the “Maritime Connections” curriculum.

• Provide career exploration with a focus on the themes within the current SLCs, including

the California Partnership Academies (CPA).

• Offer academy personalization through student led conferences, teacher collaboration,

awards assemblies, student leadership component, and other team building activities

• Provide opportunities for Tier II, Tier III interventions, and enrichment.

• Develop mechanisms for increasing parent engagement and communication


priority:

Time of

Completion:


providing support:

Develop a PD calendar that provides time

monthly for teachers in SLCs to review

and redesign the SLCs in order to support

student learning through

personalization, connecting student

experiences/learning to college and

career pathways

May, 2014 Administration

PD Chairperson


ESBMM

Develop a bell schedule that provides

time for weekly PD.

June, 2014 Administration


ESBMM


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priority:

Time of

Completion:


providing support:

Master Program development including:

course and elective selection, rebuilding

of the prior year’s Master Program , and

a common planning period for ninth

grade teachers

June, 2014 Administration – APSCS


Jim Bryan, Master Program

Development Consultant

Develop a new course for the Freshman

Academy that will serve as an

introduction to high school, and as a

bridge to the existing academies in the

SLCs – ”Maritime Connections” (Life

Skills 21st

Century)

June, 2014 Principal

APSCS

Freshman Lead Teacher

Design the curriculum for the new ninth

grade “Maritime Connections” course to

include: AVID strategies, career and

college expectations and explorations,

introduction/bridge to the selection of

academies (grades 10th

– 12th

)

July, 2014 Administration

“Maritime Connections”

Teachers

AVID Coordinator

Career/College Counselor

Academy Leads

Create, and revise as necessary, an

application and selection process for 12th

grade students that will serve as mentors

to the ninth grade students during the

“Maritime Connections” elective

The current application for Peer

Counselors will be used as a model for

the application process.

June, 2014 -

Ongoing

AVID Coordinator

College/Career Counselor

Student Empowerment

Specialist

Train the selected student mentors over

the summer using the “B Crew” (ninth

grade student mentoring program)

model.

August, 2014 -

Ongoing

PSA Counselor

AVID Coordinator

Student Empowerment

Specialist

“Maritime Connections”

teachers

Conduct a schoolwide needs assessment

with all stakeholders to review student

interests, the ability to provide

personalization, A-G course offerings

(including CTE courses), and prioritize the

areas for restructuring of SLCs.

December, 2014 Rudy Mendoza, Principal

SLC Lead Teachers

Leadership Teacher

Parent Liaison

Use the results of the needs assessment

review to begin the process of

restructuring the SLCs as needed.

Ongoing though

June, 2015


APSCS

ILT

During their common planning period, December, 2014 ISIC/District Expert


169


priority:

Time of

Completion:


providing support:

the ninth grade teachers will be trained

in the practice of student-led

conferences and become Trainer of

Trainers for teachers in the SLCs grades

10th

– 12th

.

LASDI Consultant

Student Empowerment

Specialist

Community Partners

During the common planning period, and

using “Critical Friends” protocols, ninth

grade teachers will work collaboratively

to develop student personalization

around student-led conferences, awards

assemblies, AVID strategies, and other

team building activities.

Ongoing through

June, 2015

Administrators

Academy Leads

AVID Coordinator

LASDI Consultant



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

Successful completion of courses

(including results from course grades)

Quarterly Review -

Ongoing

An increase of 20% of

students meeting A-G

requirements.

An increase of 20% of ninth

grade students matriculating

into the 10th

grade.

Ninth grade student data (including

results from attendance, student

referrals and suspensions)

Bi-Annual –

December and

June

A 12% decrease in ninth grade

student referrals and

suspensions.

A continued increase in

attendance.

Schoolwide student data (including

results from student surveys, and

participation rates in student activities)

reflects that the student and adult

experience within the SLCs is highly

personalized.

Bi-Annual –

December and

June

A 10% increase in students

participating in student

activities.

A positive response to the

student survey regarding the

school providing a highly

personalized environment.

Quality parent involvement and

engagement to support student

achievement

Quarterly -

Ongoing

There will be an increase of

participation and attendance,

at conferences, parent

advisory boards, and parent

workshops.


170



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

A 20% increase in parents

responding to the School

Experience Survey, with 85%

positive response to the

opportunity to participate in

school organizations.

Increase in English Learners successfully

completing all criteria for Reclassification

as Fluent English Proficient (RFEP)

Ongoing 20% of ELs successfully meet

the criteria to RFEP


resource?

AVID Training for AVID Elective

teacher(s), AVID Content teacher(S), and

AVID Tutors


Funds

Student training of 12th

graders in “B

Crew” to serve as mentors to incoming

ninth grade students.


Funds

Student Empowerment Unit

Parent trainings – PIQE, Families in

Schools


Funds

Training for the Freshman Academy and

SLC advisory boards.

Yes ITEP Consultants


Goal #4 – All Students will Graduate - Personalize the Environment to Ensure that the School is

Responsive to the Needs of all Students Including Remediation, Credit Recovery, and

Enrichment.

The high failure rate and low proficiency in ELA and Math is reflected in the 63% four-year

cohort graduation rate. Thus, negatively impacting the four-year graduation rate. This supports

the need for intervention and credit recovery opportunities. Currently, students have fewer

options for remediation/intervention, credit recovery, or enrichment beyond the school day.



• Strengthen Tier I Instruction (see Key Priority #1)

• Offer Tier II and Tier III intervention courses that support student needs. Match

interventions with the needs of the students.

• Monitor interventions/remediation for successful implementation


171

• Provide time during the school day for remediation/intervention, credit recovery, or

enrichment while ensuring that students have access to graduation requirements.

• Expand the opportunity for credit recovery to include online courses (APEX)


priority:

Time of

Completion:


providing support:

Review, and adapt as necessary, an

alternative bell schedule that provides

additional time during the school day for

intervention, credit recovery, and

enrichment (4x4, 2x8, 7-period day).

December, 2014

and June 2015

Principal

ESBMM

UTLA Chapter Chair

Include Tier II, Tier III courses, and

courses for credit recovery (including

alternative instruction delivery systems

such as online – APEX) in the Master

Schedule Matrix.

Ongoing APSCS

Identify (and train if needed) teachers for

the Tier II, Tier III, and online courses to

ensure that the curriculum and

instruction addresses the academic needs

of all struggling students (LTELs, SWDs).

June, 2014 and

December, 2015

ISIC/District

ESC Access to Core

ELL Coordinator

Math Coach

Teachers teaching the

intervention/remediation courses will use

the “Critical Friends” Data Driven

Dialogue protocol to develop solutions

and responses to the needs that are

implied in the data.

After each grading

period

Math Coach


Title III Access to Core Coach

ELL Coordinator

Develop, and revise as necessary, the

“Maritime Scholars” program for

enrichment beginning in the ninth grade.

June, 2014 -

Ongoing

Principal

APSCS

College/Career Counselor

AP Teachers



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

Increase in intervention and credit

recovery opportunities being offered

during the school day to struggling

students.

Ongoing There will be a __% increase in

the matriculation and

graduation rates


completing courses, matriculating to

next grade level, and graduation rate

Bi-Annual -

Ongoing

There will be a 10% increase

of the number of students

successfully completing


172



Dates for

Reviewing Leading

Indicator Data

Formally


track if…

courses with a grade of “C” or

better


completing Tier II and Tier III courses.

June, 2014 -

Ongoing

__% of students enrolled in

the Tier II and Tier III courses

will pass with a grade of “C” or

better, leading to fewer

students needing these

courses.

Increase in ELs successfully completing

all criteria to RFEP

June 2014,

December, 2014

and February,

2015

20% of ELs will successfully

meet the criteria to RFEP


resource?

Teacher training in Tier II and Tier III

curriculum

Yes ISIC/District

Title III Access to Core Coach

Expertise of an Access to Core Coach –

SDAIE and Access Strategies

Yes ISIC/District


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Appendices (Attachments as a Separate Binder)

A. Results of student questionnaire/interviews

B. Results of parent/community questionnaire/interviews

C. Master schedule

D. Additional details of School Programs, e.g., online instruction, college/career,

academies, IB, AVID

E. School Quality Snapshot (see cde.ca.gov)

F. School accountability report card (SARC)

G. CBEDS school information form

H. Graduation requirements

I. Any pertinent additional data (or have it on exhibit during the visit)

J. Budgetary information, including budget pages from the school’s action plan

(i.e., the Single Plan for Student Achievement)

K. A list of standards-based local board adopted texts (include year of publication) used in

9th

and 10th

grade English Language Arts, any reading intervention programs, texts

leading up to Algebra, Algebra I, Social Studies, and Science

L. Glossary of terms unique to the school.


174


175


INTENSIVE SUPPORT AND INNOVATION CENTER

Tommy Chang, Instructional Area Superintendent

Travis Collier, Instructional Director

Banning Academies of Creative and Innovative Sciences

a Small Learning Community of



Paul Valanis, Instructional Specialist, BACIS

Focus on Learning Self Study

Committee Participation:

B. Curriculum C. Instruction D. Assessments

A. Paskowitz B. Castro P. Nehring

N. Baez M. Wilson J. Carter

A. Hernandez P. Molina S. Rupp

B. Hernandez R. Melton R. Urkofsky

R. Cassimere P. Rice P. Valanis


176

BANNING ACADEMIES OF CREATIVE AND INNOVATIVE SCIENCES (BACIS)

History

Banning Academies of Creative and Innovative Sciences (BACIS) is a new SLC in its first year on the

complex of Banning High School. This new school has been created out of an LAUSD option called

Public School Choice. “The Los Angeles Unified School District is committed to ensuring success for

all of our students and creating innovative learning opportunities. The PSC Initiative supports the

opening of newly constructed schools and turning around chronically underperforming schools.”

Banning High School entered round 4 of Public School Choice and on October 31, 2012 BACIS

submitted its plan which included overall instructional plan and vision, the current school data and

analysis, school turnaround. After waiting for 4 months for the review to come out BACIS received

a ‘well-developed’ and the comments by the reviewing team and Superintendent Deasy were that;

“The plan is thorough, but concise, with a focus on effective instruction and consistently high

expectations for student achievement. The strategies and ideas around instructional philosophy

are clear and it demonstrates what a student in their school would be able to do. In particular, the

four pillars make it very clear. A strong sense of commitment is evident in the plan, which gives

confidence that the Planning Team could successfully implement their plan despite the significant

challenges of breaking apart an existing school.

However, the Planning Team does not already have a governing board or body, which is

concerning because they have no one to ensure implementation of the plan, or that their work will

continue regardless of who is the leader at the school. This decision-making group is very critical

because they will need to be involved in all the big decisions that need to be made. The team will

also need to clarify how they will track their school’s progress, because this information was

lacking. Otherwise, the plan was well-developed in every regard, except the lack of a clear plan for

governance.”

The Public School Choice option allowed teachers the opportunity to create their own school. The

five members of the design team spent a year and a half reading, discussing and planning a school

that is creative and innovative and as a consequence will raise the educational expectations for all

students who attend. The two pathways offered are Engineering and Manufacturing along with a

Computer Science and a Digital Art school. The school opened in August 2013, and thus far

teachers and students have begun to take ownership of their new school. Instructionally, BACIS

has autonomy however it is currently a Small Learning Community on the Banning Complex. Since

the receipt of the Superintendent’s recommendations, BACIS has formed a Governance Board. The

board has representation from all stakeholders, parents, students, administrative, and teachers.

Over the next three years we will implement our entire instructional program.

Earlier this year the School Board voted that a Magnet school be added in the 2014-2015 school

year. The Magnet school will be incorporated into the population at BACIS. The theme of the

Magnet school will be Technology and Business. The Magnet program is focusing on recruiting

students from throughout LAUSD and truly becoming an integrated and diverse learning


177

environment. This year our school started with only a 9th grade and had approximately 280

students attending. LAUSD expectation is that BACIS rolls out the plan over the next 3 years.

Instructional

Banning Academies of Creative and Innovative Sciences BACIS Instructional philosophy is based on

its four pillars, Academic Preparedness, Career Readiness, College Knowledge and Academic

Tenacity. These four Pillars are Culturally Responsive and measurable with defined leading and

lagging indicators.

Pillar I Academic Preparedness

All students and teachers are capable of achieving at high levels, and all will do so, leading to an

academically prepared student body. Every student at BACIS will complete a rigorous high school

program that teaches them to apply, analyze, and synthesize complex information.

Academic Preparedness will be measured using the following indicators: frequent MOODLE

standards based assessments, SAT/ACT, CAHSEE, and Common Core exams. Teachers will use

Access Strategies - Cooperative and Collaborative Learning Environments, Instructional

Conversations, Academic Language Development, and Advanced Graphic Organizers. These

strategies are shown to increase understanding for all students. Advisories will include lessons in

the necessary skills students need to become high achievers. Communication between parents,

students, advisors, and course teachers will be paramount to making our students academically

prepared.

Pillar II Career Readiness

The leading indicators for Career Readiness are frequent individual self-assessments during daily

advisories, documented in the student’s individual e-portfolio. The e-portfolio is designed to

include academic work, technical skills, and soft skill goals, all of which will be set by the student.

Technical skills are job specific skills that students will develop in their Academies. Soft skills and

technical skills will be monitored frequently using the e-portfolio. Students will work toward job

certifications, so that they are work ready upon graduation. Indicators of Career Readiness will

include proficiency in the Common Core State Standards, mastery of soft skills taught in Advisory,

employment, e-portfolios, and quantity and quality of reflective practices.

Pillar III College Knowledge

All graduates will be ready for the 21st century workplace, which requires high-order thinking

skills. For the careers that will be available when BASICS students reach adulthood, postsecondary

education will be necessary. Therefore, we regard career readiness and college preparedness to be

equally important toward the prospect of a rewarding future.

BACIS students have the opportunity to earn college credit through the program Project Lead the

Way which works in conjunction with one of our local colleges to provide college credit upon

completion of the class and the end of year test. Presently, all 9th graders are taking Introduction

to Engineering and Design. The leading indicators of College Knowledge are frequent assessments


178

through daily Advisories. Students will set career goals and demonstrate, through the e-portfolio

and MOODLE assessments, that they understand educational requirements. They will track their

own performance in school and will measure their progress toward entry into the appropriate

postsecondary educational programs. All students will build College Knowledge, throughout their

four years at BACIS and this will enable them to better navigate postsecondary education.

Teacher’s use of flexible groupings, differentiated instruction, and access strategies to deliver

lessons that will allow our students to demonstrate proficiency in this pillar. These rigorous

instructional strategies increase the graduation rate, increase college admission rates, and lead to

successful completion of postsecondary schooling. Regular portfolio evaluations will reveal

knowledge of college programs. PSAT, SAT, ACT, and AP attempts and, when necessary re-takes

will be tracked. Students will be frequently surveyed using MOODLE to ensure they are

knowledgeable about college.

Pillar IV Academic Tenacity

Growth in Academic Tenacity will be indicated by participation in, and completion of, interventions

and enrichment activities. Course marks will be tracked and compared to CST performance, for

which there should be strong correlations. E-portfolios will serve as valuable indicators of

academic tenacity, because teachers will be able to see how frequently students update or revise

their work, how they grow over time, and how thoroughly they reflect on their own

understandings.

All students are given opportunities to demonstrate academic tenacity in the classroom setting.

BACIS students are encouraged to have positive academic mindsets, empowering them to persist

at schoolwork, and develop academic behaviors that continue beyond high school to make them

lifelong learners. BACIS students will learn to consistently and tenaciously practice habits intrinsic

to the development of college prepared and career ready students.

Teachers scaffold activities that promote and demonstrate higher order thinking skills, using

Bloom’s Taxonomy and Costa’s levels of questioning to ensure a culture of high expectations and

high achievement for all. As a result of pillar four, an academically tenacious BACIS student body

will show increases in CST and CAHSEE proficiency, graduation rates, grade level matriculation and

attendance. Academic Tenacity will help transform our environment into one of high expectations.

A culture of high expectations will contribute to school safety. Students are taking great pride in

their school, their communities, and themselves, making their part of the campus a safe place,

where students’ minds and souls are nurtured.

Growth Target 1

The Banning High School culture is characterized by trust and professionalism and has a focus on

continuous school improvement; however, there is a need to continue to promote rigor and the

use of higher order thinking.


179

BACIS since its inception is focused on promoting rigor and providing students opportunities to

increase higher order thinking. Standards Based Instruction ensures that all students learn at high

levels. BACIS teachers continue to develop and/or adopt standards and standard-based

assessments for all courses. Common Core State Standards are already being integrated into every

course, and will be taught alongside course content standards.

As our students work to become academically prepared graduates, BACIS teachers continue to use

daily in their classrooms Access Strategies, Cooperative and Communal Learning Environments,

Instructional Conversation, Academic Language Development, and Advanced Graphic Organizers.

These strategies are proven to be effective methods to support learning for all students,

particularly English Learners, Standard English Learners, and Students with Disabilities.

Responsibility for the mastery of teaching essential English and Math skills is shared by all teachers.

Currently, the BACIS teachers are working with students in the participation of a nationwide

science competition (Exploravision). This competition goes beyond the typical student science

competition and into what it takes to bring ideas to reality. This competition asks students to pick a

current technology, research it, envision what it might look like in 20 years, and describe the

development steps, pros & cons, and obstacles. This requires students to use higher level thinking

and promotes rigor.

For example, 9th grade students being challenged to write a research paper and submit it to a

competition.

BACIS teachers are currently working on the 10th grade Project Based Learning activities that will

be integrated throughout all 10th grade classes next year. PBL is an effective approach to teaching

that provides opportunities for students to explore real-world problems and challenges, while

developing connections across the curriculum. Effective projects actively engage and inspire

students to seek and obtain deeper knowledge of the subjects they are studying. PBL will help

BACIS continue to transform the current culture into one of high expectations because it

encourages authentic assessment, integrated studies, social-emotional learning and technology

integration.

BACIS teachers continue to develop activities that build skills and mindsets in order to increase a

student’s self-efficacy, motivation, and persistence. Bloom’s Taxonomy and Costa’s Levels of

Questioning are interwoven throughout our daily lessons. Teachers will press students to promote

rigor in all our classrooms as we fortify our culture of high expectations. Our students will learn

how to deal with challenges and have a can-do attitude. BACIS teachers also scaffold our activities

to promote higher order thinking in our students.

Our goal is to matriculate students from the Banning Academies of Creative and Innovative

Sciences with the skills and habits necessary to succeed in postsecondary education and high-

demand 21st century careers. There will be special emphasis in the fields of manufacturing,

engineering, computer science, and digital art. Students will have acquired appropriate work

habits, critical thinking, and social skills that enable them to work productively with colleagues and

superiors, and will be prepared to demonstrate those skills in the workforce and in college. They

will be intrinsically motivated to succeed, and will have the habits of mind and self-discipline

necessary to solve complex problems over extended periods of time.


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Growth Target 2

It is recommended that Banning High School continue to develop and revise instructional practices

to increase the number of students who demonstrate proficiency in the areas of ELA and

mathematics.

BACIS English teachers have been working very closely with the Banning EL Coordinator to ensure

that SAIDE and Access Strategies are being used daily and that each lesson plan includes daily,

reading, writing, speaking and listening activities. BACIS teachers are also incorporating these

SAIDE and access strategies as an integral part of the overall BACIS instructional plan.

Growth Target 3

There is a need for Banning High School to establish a clear communication system among and

between various governing boards and groups and to provide a means for two-way

communication within the school.

BACIS has established its own governance board with supporting committees. Because we are in a

unique situation of becoming our own school in 2014-2015 we have been given the opportunity to

choose our own governance model which we will do later this year. We do however have a

governance board that consists of an administrator, teachers, parents and students. Most

communication between administrator/teachers and teacher/teacher is done through using a

Google group and the ongoing use of Moodle. In both cases teachers are allowed to respond and

have ongoing conversations about procedures, student achievement, best practices etc.

Growth Target 4

There is a need for a school-wide system to analyze student assessment data to modify curriculum,

instruction and assessments.

BACIS teachers are continuing to work on common benchmark assessments in each of the core

areas. This will allow teachers to analyze not only student achievement but where there might be a

need for improvement in their own practices. As our school moves forward, teachers at BACIS are

attempting to create a non-judgmental setting where they are allowed to show their imperfections

as educators so that they can grow in that area. This will ultimately benefit our students. Our

Instructional leader creates the opportunities for learning and this is what makes BACIS a unique

place for teachers to grow.

Since we are a small school, it makes it easier to teachers to desegregate student information and

analyze how to improve school wide in meeting the needs of our students.

Growth Target 5


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There is a need to evaluate and assess intervention programs in order to determine their

effectiveness in increasing student achievement while establishing formal processes for selecting

and placing students within these programs with consideration given to identification, placement

and attendance.

Since we have only been in existence since August 2013, and we have three years to roll out our

entire plan, we are unable to as of yet to determine if the plans for intervention fulfill its purpose.

In the BACIS plan ideas to create benchmark achievements, student must achieve in order to pass

a class with a letter grade “C” or better. Students who do not meet the requirements of the class

will be given an incomplete until they reach the benchmarks and expectation of the class. This will

increase rigor and expectation for our students as they may excel in one area of content but need

extended time to master other parts of the content. This plan for intervention/enrichment will

begin for our students in the 2014-2015 school year. By having these benchmark assessments,

teacher will know each student’s needs for intervention and or enrichment and they can be

offered appropriately. Students who excel in a subject area will be offered classes that enrich that

students overall high school experience.

Growth Target 6

It is recommended that BHS develop a systematic process by which achievement of the ESLRs is

assessed and integrated into standards-based instruction and aligned with the culture of the

school.

BACIS is creating its’ own ESLR’s based on the instructional program created in its’ plan.

Growth Target 7

While Banning has significantly increased supervision on campus, there is a need to increase staff

involvement in the area of campus safety.

BACIS is still part of Banning for this school year and thus relies on Banning for supervision. Our

part of the campus is very small area and teachers routinely clear hallways during passing period,

before school, and at lunch. Some students are in clubs at lunch which helps with the supervision

during that time. The BACIS bell schedule helps with supervision because our block schedules

results in less student traffic.


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B1 - Curriculum: To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the school wide learner outcomes? To what extent through standards-based learning (what is taught and how it is taught), are the school wide learner outcomes accomplished?

Findings Evidence

● BACIS students are on track to complete A-G requirements for admission into UC & CSU systems.

● 9th grade students in BACIS take English, Algebra or Geometry, Physics or Biology, World History, and Intro to Engineering Design. BACIS students also take Math and/or English intervention courses or electives such as Robotics, Geography, or Humanities, depending on their individual needs.

● BACIS math classes are fully implementing common core state standards; one year before the mandated implementation. The mathematical practices are also being integrated in our daily lessons.

● BACIS Students are using critical thinking skills to create, graph, and interpret data. BACIS students are able to justify their reasoning and critique the reasoning of others.

• BACIS core courses are taught based on state-adopted standards. Non-core courses are in the process of solidifying their own standards.

• Individual Graduation Plans • Advisory Curriculum

• BACIS Master Schedule/Matrix

• Syllabus • Lesson Plans • Standards Based Assessments • Interactive Notebook • College Prep. Math

Curriculum

• Agendas • Lesson Plans • Thinking Maps • Cooperative Learning

Projects • Exit Slips

• Common Assessments

• Common Core State Standards

• Teaching and Learning Framework

• Professional Development

• Project Lead the Way


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BACIS Advisory uses guidelines from the Search Institute and Department of Labor. Intro to Engineering Design reinforces Math, English, and Science standards, and ties in closely to the recently adopted Next Generation Science Standards.

(PTLW)

B2: Curriculum: To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school to career goals?

Findings Evidence

● BACIS students in ninth grade take the same core courses, with a few variations to allow for intervention or enrichment. BACIS Students are not segregated into Honors and General Education courses.

● BACIS Advisory program implementation of Progress Monitoring Report (PMR).

● S.M.A.R.T. Goals planning.

● BACIS students develop their own personal learning plans as part of the BACIS Advisory program.

● Math classes incorporate College Preparatory Mathematics (CPM).

• BACIS Matrix • Access to BHS Counselors • Student Class Schedules

• BACIS Advisory Folder • Progress Monitoring Report

• S.M.A.R.T Goal Worksheet

• Lesson Plans

• CPM Group activities

• Advisory Curriculum


184

● Department of Labor’s Soft Skills to Pay the Bills curriculum.

● Advisory program maximizes student access to the Search Institute’s research-based 40 developmental assets.

• BACIS English Learners and Learning Disabled students are fully included in the career pathway courses.

• BACIS Matrix • IEPs • LTEL Curriculum

B3: Curriculum: To what extent are students able to meet all the requirements of graduation upon completion of the high school program?


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C1 Instruction: To what extent are all students involved in challenging learning experiences to achieve the academic standards and the School wide learner outcomes.

Findings Evidence

Findings

Evidence

● Schedule allows for meeting more than minimum requirements.

● Schedule allows for remediation and grade level

classes. • Schedule provides ample opportunity for electives.

• 80 Hours of Credits offered per academic year.

● BACIS currently consists only of freshmen;

however, the four-year plan requires A-G completion and provides ample opportunity to make up classes as needed.

• Credit Recovery Program.

● A / B Bell Schedule (2 x 8 schedule)

• Student Schedules • BACIS Matrix

• Every BACIS student in Algebra 1 is also enrolled in a tutorial class where they receive additional support to be successful in Algebra 1.

• Design Plan Public Choice 4.0

• BACIS Uniform Recovery Policy

• Individual Teacher Recovery Contracts


186

• All teachers have high expectations for learning and behavior for all students.

• Teachers are trained in and use SDAIE Strategies.

• Students are continually engaged in lessons that challenge them to compare, analyze, synthesize, persuade, interpret, evaluate, summarize and ultimately express them selves through speaking and writing that demonstrates academic thinking.

• The development of common expectations, common assessments, departmental instructional plans and common lessons has encouraged and facilitated a common language and allows for the sharing of best practices and re-teaching to provide students with multiple opportunities to access the curriculum and demonstrate proficiency.

• Power-point, interviews, essential questions and on-demand writing.

• In English Language Arts teachers are implementing the Common Core State Standards where students understand the reading and writing process, what good readers and writers do, and having a specific purpose for reading and writing. This is evidenced through multiple readings, close reading, text dependent questioning, short constructed responses, reading for comprehension and independent reading.

• In Mathematics teachers are implementing the Common Core State Standards through the College Prep. Math program in conjunction with the Teaching Math in America program.

• Lesson Plans • Course Outlines • Syllabi • Classroom

observations • Computer Lab Access

and usage • Computer carts • Multimedia Carts • Hands-on physics and

biology experiments • Project-based

assignments • Presentations • Writing historical

argument essays • California State

Standards • Common Core State

Standards • LAUSD Instructional

Guides • LAUSD Master Plan • Common formative

and summative assessments

• Pacing Plans • Intervention Classes • Career and college

Awareness class • Lesson Planning

through study groups


187

• In all content areas teachers are utilizing the three tiers of effective questioning based upon Bloom’s Taxonomy and Webb’s Depth of Knowledge.

• In all content areas teachers are implementing SDAIE strategies including cooperative grouping visuals connected to text and labs.

• In the Project Lead the Way Classrooms Science teachers are utilizing computer technology to provide students with spatial awareness and to develop spatial thinking. Teachers provide lessons on 1-point, 2-point and 3-point perspective resulting in student development of computer based simulations.

C2 Instruction: To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Findings Evidence

• All teachers are using a variety of strategies and resources most of the time to create and ensure a quality learning environment and experience for students.

• Most teachers infuse their lessons with interaction; interactions with teacher, peers, text and technology to bring about high levels of student engagement and student achievement.

• All Students have access to a variety of courses

• iPads/PCs • Computer lab access • Laptops and net

books • Moodle • Digital library • LCD projectors and

Elmos • PowerPoint

presentations • Pre-reading strategies • SDAIE • Teaching and


188

offering technology, rigor and career preparedness.

• Students are scheduled in courses that meet and exceed A-G requirements for college acceptance.

• We are constantly increasing parent awareness and involvement.

• We have a Progress Monitoring report that goes home bi-monthly.

Learning Framework • CCSS • Teacher designed

questions and review based on student outcomes

• Cooperative grouping • Thinking maps • Supplemental

materials • Elective Courses • Microscopes • Labs • Assemblies • Field trips


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CRITERION D-1 and D-2 To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?

Findings Evidence • D1. As a first year school, BACIS is following on the

previous year’s data collected by Banning High School. In the past, students’ CST data, Periodic Assessments (PA), CAHSEE scores were all collected and reviewed at teacher professional development days. This data is also sent home through district mailings.

• BACIS faculty will continue a process of analyzing

assessment data for reflection and refinement of its instructional program.

• D2a. BACIS teachers use a variety of assessment profiles

to determine students’ progress towards meeting grade level standards.

• Teachers commonly use Powerpoint presentations, oral

presentations, journals, exit tickets, interactive notebooks, lab reports, and Socratic seminar to assess their students.

• The English Department makes use of the ELA Periodic

Assessments from LAUSD.

• Students in the High Point curriculum use the mandated assessments that accompany the curriculum.

• Teachers also use multiple choice assessments, essay

assessments, research projects, and constructed response as a variety of assessment tools.

• Students in the LTEL Intervention, Read 180, take regular

assessments that are evaluated by LAUSD district personnel. In addition, BACIS science teachers administer on-line assessments through the Moodle format.

• BACIS teachers are in the development phase of making

common assessments drawn from released test questions

• CAHSEE score reports

• CST score reports

• Professional development

• District benchmarks and data

• Department rubrics

• Teacher made assessments

• Critical Friends Groups

• Final Exams

• Progress Monitoring Reports


190

from past CSTs and current curriculum.

• D2b. BACIS teachers and students participate in a biweekly grading tool called the Progress Monitoring Report (PMR) which students take home to parents.

• The PMR reflects students’ progress towards grade level

standards and instruction is accordingly modified. These steps include re-teaching until students reach 80% mastery; students sent to tutoring; and individual study time with select teachers.

• BACIS teachers consider their current instructional model

of two math and two English classes to also be a modification to traditional instructional models that will insure students’ mastery of standards. (i.e. Strategic Literature, Algebra tutorial).

• BACIS will also participate in administering final exams

to all students.

CRITERION D-3 and D-4 To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school-wide learning results? To what extent does the assessment of student achievement in relation to the academic standards and the expected school-wide learning results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?

Findings Evidence • D3. Each department in BACIS creates its own in-house

assessments to measure student’s achievement of course standards.

• Biology and Physics teachers continue their development of assessments in Moodle.

• D4. State standards drive the BACIS instructional program.

• Teachers attend workshops and do their own study of

resources on the Common Core standards leading to changes of and shifts in instruction and assessments.

• CAHSEE score reports

• CST score reports

• Professional development

• District benchmarks and data


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• Department rubrics

• Teacher made assessments

• Critical Friends Groups

• Final Exams

• Progress Monitoring Reports

Phineas Banning High School WASC/CDE Self-Study Report

Documents

Transcript of Phineas Banning High School WASC/CDE Self-Study Report