Smaller Learning Communities - lausd.k12.ca.us · UTLA Chapter Chairperson’s signature Date ......

Los Angeles Unified School District: Carson High School Leadership SLC Design Proposal

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SLC Design Proposal, Recommendation Sign-off Routing Sheet March 2007

Smaller Learning Communities

SLC Design Proposal

submitted to Los Angeles Unified School District

I. SLC DESIGN PROPOSAL RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: Carson High School Name of Small Learning Community: Leadership SLC ________________________________ ________________________________ Principal’s signature Date Kenneth Keener _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date Kary Harger _________________________________ ________________________________ School Site Council Chairperson‘s signature Date Sheila Taylor


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SLC Design Proposal, Cover Sheet March 2007


SLC Design Proposal

II. COVER SHEET

Name of School: Carson High School Location Code: 8575 Proposed SLC Name: LEADERSHIP Design Team Leader: Name: GERALD STEVENS Title: LEAD TEACHER Mailing Address: 22328 Main Street; Carson, CA 90745 Telephone #: 310.847.6000 Fax #: 310.518.5817 Email: [email protected]

SLC DESIGN TEAM/ADVISORY BOARD Name Title/Organization

Affiliation Address Phone Email

Richardson, Jack

Assist. Principal 22328 S. Main St., Carson, CA 90745

310.847.6023 [email protected]

Stevens, Gerald

Lead Teacher, Leadership SLC

22328 S. Main St., Carson, CA 90745


Palmieri, Chuck

Counselor, Leadership



Bowers-Ivey, Deborah

Teacher, Director Academy of Law



Coyle, Mary Ann

Teacher, School Site Council



Donahue, Keith

Teacher, AOF 22328 S. Main St., Carson, CA 90745


Gentry, Wendy

Director, Academy of Finance



Green, Shirley

Director, EBS Business school

1 Civic Plaza, Carson, CA 90745


Link, Barbara

Teacher 22328 S. Main St., Carson, CA 90745


Schutz, Leila

Teacher, Title I Coordinator



Watkins, Ralph

Teacher, Director Academy of IT



Williams, Harold C.

Councilman, City of Carson

701 E. Carson St., Carson, CA 90749


mailto:[email protected]










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SLC Design Proposal, Table of Contents March 2007


SLC Design Proposal

III. TABLE OF CONTENTS

I. SLC Design Proposal Routing Sheet .......................................................................1

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

III. Table of Contents.....................................................................................................4

IV. Letter of Intent .........................................................................................................5

V. SLC Technical Assistance Options Checklist..........................................................7

VI. SLC Dispute/Conflict Resolution Plan ....................................................................8

VII. SLC Design by Attribute .......................................................................................10

A. Self-Assessment Rubrics by Attribute ...................................................................11 1. Unifying Vision/Identity Benchmark: ............................................................... 9 2. Rigorous Standards-Based Curriculum, Instruction, and Assessment

Benchmark: .............................................................................................. 13 3. Equity and Access Benchmark: ........................................................................ 16 4. Personalization Benchmark: ............................................................................. 18 5. Accountability and Distributed Leadership Benchmark................................... 20 6. Collaboration/Parent and Community Engagement Benchmark:..................... 22 7. Professional Development Benchmark............................................................. 24

B. Gap Analysis by Attribute .....................................................................................28 1. Unifying Vision/Identity Benchmark ............................................................... 29 2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark ............................................................................................................ 35 3. Equity and Access Benchmark ......................................................................... 40 4. Personalization Benchmark .............................................................................. 44 5. Accountability and Distributed Leadership Benchmark................................... 47 6. Collaboration/Parent and Community Engagement Benchmark...................... 55 7. Professional Development Benchmark............................................................. 58


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SLC Design Proposal, SLC Technical Assistance Checklist March 2007


SLC Design Proposal

submitted to Los Angeles Unified School District

IV. LETTER OF INTENT

The Leadership SLC design team has identified and will provide three career oriented instructional programs for Carson High students. The Academies of Finance, Law, and Information Technology are expected to serve between 120 and 160 students each, with a cap of approximately 500 students. The Leadership Small Learning Community is open to all students at Carson High who are willing to accept the challenge of a rigorous, standards based, career oriented curriculum.

Each of the programs will present our students with a pathway to a secure, productive

future, supported by an internship partnership program with local government and business leaders. Juniors and Seniors will have character building opportunities as paid interns, and in turn will act as role models and mentors for the next group of students that enter the internship program. The relationships students develop with their peers and instructors will give them support, and help them develop the confidence necessary to succeed in school and in their future careers. All of our students will be prepared to attend a two to four year institution of higher education, a trade school, or enter the competitive job market.

Students will learn valuable career skills in Finance, Business, Law, and Information

Technology useful on their chosen pathway. They will also develop interviewing and resume writing skills designed to put them at the head of their class when it comes to securing employment in the competitive global marketplace. Of special concern to the Leadership SLC is the empowerment of our students through the development and maintenance of a system of self-governance and discipline consisting of a newly reborn House of Representatives, an InterClub Council, and a Student Court, in cooperation with the existing ASB Student Council and class councils that will give the entire student body of Carson High an authentic voice in many school matters.

The Leadership SLC will create an advisory board of community government and business leaders, parents, teachers, students, and former students. Monthly sessions of this advisory board, along with business-person mentoring, will draw the community partners closer together, providing stability and longevity to our program for the benefit of all stakeholders. Leadership Small Learning Community team members are committed to one or more areas in the year of planning process by joining in coordinated efforts to develop an integrated, comprehensive A-G course sequencing plan for all grade levels, an internship program, and articulation with colleges, trade schools, and other institutions of higher education.


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V. SLC TECHNICAL ASSISTANCE CHECKLIST

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity

Student outcomes X

Matrix X

School to work transition

Academic requirements: A-G

Content integration

Assessments/evaluation X

Alterations to facilities X

Resilience building

Youth development strategies

Advisories

Leadership roles

Bell schedules X

Contract issues/waivers X

Best practices

Articulation X

Budgets X

Sustainability

Community partnerships

Parent outreach and involvement

Student outreach and involvement X

School staff Outreach and Involvement

Union (UTLA) agreements


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School SLC Impact Report

IV. AREAS OF SCHOOL IMPACT 2. Planning and Organization

Leadership SLC hereby adopts the Dispute/Conflict Resolution Plan as contained in Carson High School’s School Wide Impact Report.

D. Dispute/Conflict Resolution Plan. Explain in the space below how your team will resolve decision disputes and negotiate conflicting resource needs.

The following information and procedures outlines how the staff at Carson High School will resolve decisions/disputes and conflicting resource needs.

Parts of the Carson High School dispute resolution plan are taken directly from the UTLA Contract and the contract language is listed below. Any part of this plan that is not directly outlined in the UTLA Contract language has bee discussed and reviewed by all SLC stakeholders. The Protocol for resolving disputes not directly covered by contract language is written in italics.

Note: This plan will be reviewed Each year by the staff of the small learning community Governance Board. Changes will be made reflecting input from all stakeholders and the SLC Governance Board, and then approved by the School Site Council.

UTLA Contract/18. Small Learning communities (only those part of the contract that represent dispute/conflict resolution protocols are listed below.):

2.0 Process for Conversion Schools:

a. The school Principal works with all school stakeholders, including the UTLA Chapter Chair, to initiate the design process and to determine the impact of potential SLCs on all other programs and on the entire school campus. Issues to be discussed and considered shall include the attributes, including equitable services in the utilization of school facilities, schedules, grade spans, and staffing.

Los Angeles Unified School District: Carson High School SLC Design Proposal


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Facilities and Resources for Each SLC:

1. Facilities and common spaces shall be distributed and used in an equitable and reasonable

manner, taking into account educational program needs. The principal (or designee) will do this in consultation with the SLC Governance Board.

2. Resources shall be distributed in an equitable and reasonable manner, taking into account educational program needs. The principal (or designee) will do this in consultation with teachers, coordinators, the UTLA Chapter Chair and the assistant principal in charge of that small learning community or his/her designee, and the small learning communities instructional specialist.

The Protocol for resolving disputes not directly covered by contract language is as follows:

Should a dispute involve student or staff safety, the principal will make the final decision on the matter immediately. Should the dispute fall under specific areas of the LAUSD/UTLA contract, the dispute process will follow the current contract.

Dispute Resolution within an SLC:

It is the expectation that SLCs will make every effort to resolve conflicts within their SLC. Each SLC will have its own dispute resolution process clearly delineated in its proposal. If the conflict cannot be resolved within the SLC, conflict may be brought to the SLC administrator. If the conflict continues, then it will then be brought to the SLC governing board for resolution.

Dispute Between Two or More SLCs: 1. SLCs involved in the dispute will make every attempt possible to resolve the conflict before moving on to step two.

2. If the issues are not resolved between the SLCs, each side will submit in writing a brief description of the conflict and their recommendation for solution/resolution at least one week prior to the governing board meeting. Representatives from each SLC will present their case to the governing board. If the dispute cannot be resolved by the governing board, then the dispute may be appealed to the School Site Council.

3. Those involved in the dispute will formally present those issues to the School Site Council. Each side will submit in writing recommendations for solution/resolution. School Site Council will resolve the issue by consensus, if possible. Any cases where consensus cannot be reached, the School Site Council will resolve the issue by vote in accordance with its established bylaws. The council will base its decision on what it determines to be the greater good of the entire campus and all its students. The council shall have the power to examine relevant documents and authority to investigate and decide the claim. The decision of the School Site Council will be final and binding. It shall then be determined whether it is practicable for the decisions to be implemented immediately; or if not, the in the following semester or school year.


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SLC Design Proposal, SLC Design by Attribute, A. Self-Assessment Rubric March 2007

VII. SLC DESIGN BY ATTRIBUTE:

A. Self-Assessment Rubric Directions: Using the following SLC Self-Assessment Rubric, please assess your SLC plans and progress in light of the seven LAUSD Attributes for Smaller Learning Communities. For each attribute, we have provided the benchmark established by the District. You should rate your SLC development progress against each of the indicators in this chart using the following scale:

1. No Evidence. Strategies have not been developed; planning will take place in the future. 2. Planning. Strategies that are in the planning stages; some or a few SLC team members are involved in planning. 3. Early. Strategies have been developed that will take the SLC effort beyond planning to implementation; SLC team members are being

recruited for implementation and participation responsibilities; some SLC team members are impacted now. 4. Developmental. The team is in early stages of thinking through how to implement this component fully; impact on the SLC team is growing. 5. Solid. The SLC team is ready to begin implementing this component but may need to revise or fine tune it in the future; all SLC team

members are actively participating. 6. Full. The element has been fully implemented and/or embraced for this SLC; 100% of the SLC team is participating and impact is positive.

In addition, you should describe the status of your SLC planning for each of the indicators. In particular, you should provide a rationale and/or evidence to support your self-assessment on the 1-6 scale. Bulleted lists under each item are acceptable. Our advice is to keep your answers brief and simple, but thorough and clear. When this self-assessment process is completed, you can then go on to the Gap Analysis following which will help you to assess your next steps and the resources you will need to complete development and implementation of your SLC. This gap analysis is extremely important in helping the district to assess how support can be provided to your school.


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1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum.

No Evidence Planning Early Developmental Solid Full Average Self-Rating on All Attribute

Indicators Below (Circle One) 1 2 3 4 5 6 1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF RATING 1-6

1.A.1. Our SLC Team has collaborated in developing a vision and goals for the proposed SLC.

The Leadership SLC has a shared vision in which all of our students will graduate from Carson High School enabled to competitively enter a post-graduate college or university, trade school, or job market.

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1.A.2. Our SLC team holds the same educational beliefs and values.

All members of the team share the same beliefs, values, and vision 6

1.A.3. Our SLC vision incorporates a plan for ensuring academic achievement of ALL students at high levels.

The Leadership SLC vision includes opportunities for enrichment for gifted students, and double-dosing in literature and math for students not yet mastering those subjects.

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1.A.4. Our SLC vision incorporates a focus on instruction and youth development.

The Academy of Finance, the Academy of Information Technology, and the Academy of Law each have a curriculum designed to prepare all students for success in future education as well as the competitive job market

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1.A.5. Our SLC vision incorporates avenues for family and community engagement.

Leadership SLC is actively reaching out to parents and community partners with the aim of partnership in our development and implementation of curriculum

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1.A.6. Our team has a vision for how the SLC will fit within the overall school (e.g., Master Schedule).

The Leadership SLC has developed a sequencing plan that provides for 50% of our student needs within the SLC. Some passport classes are needed to fully program our students in the A-G requirements. Students have been recruited based on their interests, and this roster has been made available to the Scheduling Counselor.

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1.A.7. We have an action plan and timeline for how we will implement the SLC.

The Leadership SLC expects to be 50% implemented during the Spring of 2007, and fully operational in the Fall of 2007

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1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF RATING 1-6

1.A.8. We have a budgetary plan for how we will implement the SLC and achieve specific improvement goals.

The Leadership SLC has requested additional information relating to budgetary matters, but has made a plan covering IMA expenses, and miscellaneous expenditures, including Professional Development through conference attendance. The SLC is qualified as a Perkins Grant recipient, and has incorporated this resource in its budget.

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1.A.9. Our SLC plan includes partnerships with employers, postsecondary institutions and other external providers.

The Leadership SLC currently has two operational partnerships that provide experience for our students, and additional funding for special programs. These programs give our students a unique identity within the Carson High School community

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1.A.10. Our SLC plan includes a plan for use of space and physical location of classrooms.

The Leadership SLC has established a protocol to use with other SLCs on the Carson High School campus that will resolve any foreseeable difficulties with these other SLCs when it comes to possible relocation and renovation of physical classrooms and other special facilities needs.

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1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.

No Evidence Planning Early Developmental Solid Full Average Self-Rating on All Attribute Indicators Below

(Circle One) 1 2 3 4 5 6

1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF

RATING 1-6

1.B.1. The proposed SLC has an educational philosophy and approach that is shared.

The Leadership SLC takes a hands-on, project-based approach to developing the student skills necessary to succeed in post-secondary education, or the competitive job market.

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1.B.2. Our proposed SLC has a unique academic identity.

The SLC develops a unique student identity associated with Leadership through the integration of our Academy of Finance, Academy of Information Technology and Academy of Law.

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1.B.3. Our SLC will include a distinct, heterogeneous group of 300-500 students.

The Leadership SLC consists of 330 self-selected sophomore through senior students, and 22 faculty members that welcome and encourage a diverse community of participants both in ethnicity and level of accomplishment

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1.B.4. Our SLC team has a plan for integrating specific courses into the school master schedule for student programming.

Each of the Leadership SLC elective courses have been scheduled into the Carson High School master schedule. Each semester, new students will be permitted to join the SLC as class space develops.

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1.B.5. Our SLC has a plan for distinct a physical location (boundaries) on campus.

The Leadership SLC recognizes that a distinct physical environment will enhance the identity of students, however it is also our intention to permit students from other SLCs to enroll in any of our courses on the basis of space available, avoiding the possible alienation of our students from the rest of the student body.

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1.B.6. We have identified a teacher-director for our SLC. Gerald Stevens has been selected as the SLC’s Lead Teacher, and will work closely with the directors of each of the academies in the SLC.

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1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety. Detailed Self-Rating by Indicator


RATING 1-6

1.B.7. Our SLC includes rigorous, standards-based curriculum, instruction, and assessment.

Students in the Leadership SLC are programmed in sequences of rigorous, standards-based courses of instruction with appropriate periodic and alternative assessments.

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1.B.8. Our SLC teams have a plan for making decisions related to budget, personnel and facilities.

The Leadership SLC operational team will make decisions related to budget, personnel and facilities

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1.B.9. Our SLC team has a plan for making decisions related to student conduct and issues of community safety.

The Leadership SLC faculty and staff is currently developing a plan for student conduct and student safety, and will continue to cooperate with the Carson High school-wide plans for student conduct and community safety.

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2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark: A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc.


(Circle One) 1 2 3 4 5 6

2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark: A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc. Detailed Self-Rating by Indicator


RATING 1-6

2.1. Our SLC’s specific course offerings/sequence of classes align to district graduation and university admission (A-G) requirements.

There are two strands available for students to structure their education: college bound and career oriented. In either strand, students receive a solid foundation in the core subjects. Students are also provided with specific intervention or acceleration opportunities that require differentiation in the curriculum. A major learning component of the program is the opportunity for students to obtain practical experience in the workplace as well as in academic settings. Additionally, Advanced Placement, Honors and elective classes, as well as athletics and other extracurricular activities will need to be considered so that all students have access and an opportunity for engagement in these classes and activities.

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2.2 Our SLC’s specific course offerings/sequence of classes align with state content and performance standards.

See attached addendum A for each academy course offerings and sequence of classes

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2.3. Curriculum and instruction for our SLC is organized around a distinctive SLC educational philosophy, theme, or interdisciplinary focus.

The Leadership SLC provides a rigorous curriculum for all students organized to provide foundational education for career or college, and centered around three distinct themes: Business and Finance, Law, and Technology.

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RATING 1-6

2.4. Our SLC plan includes provisions for how curriculum and instruction will be articulated (up to post-secondary and down to middle schools) to provide a coherent educational experience resulting in students moving toward graduation.

Leadership SLC will also participate with any school wide SLC initiatives in developing relationships with feeder middle schools in order to inform eighth grade students of the variety of SLCs and classes at Carson High. This relationship will also ease the transition between middle school and high school by preparing students for more student-centered/standards-based instruction. We will also develop relationships with local colleges and offer college level classes for articulation to Post-Secondary education. Counselors will also ensure that all students’ cumulative files are available and up-to-date at in an effort to inform instruction and to better assist in the personalization of the Leadership SLC programs in a timely manner. This will further enable students with special needs to be identified and accommodated appropriately and promptly.

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2.5. Our SLC plan presents how multiple forms of student assessment will be used to measure student progress toward meeting or exceeding standards.

Assessment of Leadership students is holistic and embraces authentic, interdisciplinary projects that include Carson High School ESLRs. Each student is assessed and accommodated in accordance with their mode of learning. Classroom assessments are furnished with timely feedback of student academic progress. Students are expected to complete cross-curricular standards-based units, which unify themes of instruction. Teachers relate their teaching to other subjects by integrating their instruction to feature relevant themes and real-world connections. In addition, teachers are developing inter-disciplinary projects. These projects will be tailored to the students’ specific interests within the business, technological, and legal fields, and will be required of all students.

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2.6. Our SLC plan presents how we will adapt/modify instruction for English Learners, Special Education students, and other students with special needs.

The Leadership SLC will provide a rigorous curriculum for all students. The method in which instruction is delivered will reflect the diverse academic needs of the student population. Teachers will differentiate their instruction to address the diverse learning styles and special needs of the students in the Leadership SLC.

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RATING 1-6

2.7. Our SLC plan includes structured academic interventions to meet individual student needs.

Specific interventions to meet specific individual student needs include, but are not limited to, peer-to-peer tutoring, computer based training programs, Read 180 program, and Kaplan programs.

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2.8. Teaching and learning in our proposed SLC will be enhanced through adequate/appropriate instructional technology.

Students will be required to complete investigative reports, presentations and various correspondences. Using the computer, they will create tables and graphs to help organize and analyze data collected in laboratory projects, and submit PowerPoint presentations each year in their science and social science classes.

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2.9. Our SLC plan ensures that high-quality, credentialed teachers are available for all courses.

Every effort will be made to ensure that high quality, credentialed teaches are available for all courses. See Addendum B for a current list of teachers and staff and their credentials.

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3. Equity and Access Benchmark: Every student will participate in a rigorous quality curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating achievement gaps between groups for students.


(Circle One) 1 2 3 4 5 6


Detailed Self-Rating by Indicator


RATING 1-6

3.1. Our SLC will support a diverse community of learners representing the range of different student subgroups present at our school.

The Leadership SLC has at least one teacher in each content area currently holding a CLAD, B-CLAD, or LDS credential. In addition, we have a full time RSP teacher assigned to our SLC. Students with language difficulties and/or learning difficulties will have special programs or inclusion available to them, in addition to tutoring by our dedicated teachers.

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3.2. Our SLC has an open and inclusive admissions policy that includes students from the local and traveling communities.

The only requirements for a any Carson High School student or any traveling student to enroll in the Leadership Small Learning Community is (1) a desire to pursue one of our rigorous, challenging curricula, and (2) seat availability in one of our three academies. Our teachers are supportive of an open admissions policy that will attract students of all levels.

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3.3. Our SLC plan recognizes the need for accommodating student interests and parental desires in admissions and course programming.

The Leadership SLC is based on three areas of student interest: (1) Information Technology; (2) Finance; and (3) Law. Our initial student recruitment found 330 incoming Sophomore, Junior, and Senior students expressing interest in taking one of our demanding programs of study. We believe our commitment to Professional Development will be instrumental in keeping the interest of our students.

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3.4. Our SLC plan shows evidence that we have outcome data for our SLC’s prospective students.

Of the 330 students who signed up for our SLC, we are planning to collect existing data from the past year, allowing us to have a base through which we can develop comparative analyses on student outcomes. We also will keep careful statistics on demographic data so that we can attract students from under-represented socio-economic, ethnic, and racial groups.

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3.5. Our SLC plan supports heterogeneous groupings of students to support academic and personal development. (Note: ELD 1-3(High Point) and Language! May be tracked by LAUSD mandate)

All classes in the Leadership Small Learning Community, including electives and AP classes will include students of all academic levels. These heterogeneous groupings will help provide support from higher performing students to lower performing students.

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Detailed Self-Rating by Indicator


RATING 1-6

3.6. Our SLC plan allows students equal opportunities to participate in Advanced Placement (AP) and other advanced courses.

We believe it is important for all students to be able to self-select the difficulty level of their classes, including Advanced Placement classes. As all of our offered classes are rigorous, and contain a variety of outside of the classroom activities, we believe a separate set of honors courses do not significantly enhance a student’s achievement level. We do intend for all of our students to be able to self-select the more rigorous AP classes should they choose to do so.

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3.7. The proposed SLC supports high expectations for all students with culturally relevant and linguistically responsive teaching to support all students.

All of the teachers in the Leadership Small Learning Community are pledged to provide appropriate cultural and linguistic relevant instruction through the use of common planning, which permits a high degree of cross-pollination of ideas. In conjunction with our commitment to language development, our faculty members will each have some degree of ELL or CLAD experience.

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3.8. Our SLC plan articulates how academic intervention will be provided to those students in need.

A comprehensive intervention plan is in the early stages of development, which is to include after class tutoring, and an at-risk student adoption plan in which each SLC teacher will take responsibility for eight to ten students in need of special adult support. As part of a Service Learning experience, we expect many of our better performing students to participate in the tutoring program to be established either during lunch period or after school.

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3.9. Our proposed SLC has space for a learning environment that is safe and equitable for instruction.

Currently, no SLC at Carson High School has a clearly identified, separate space for its students where they can enjoy an environment set aside just for them. Carson High School is in the early planning stages of defining what equitable division of physical classroom and learning space will look like.

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3.10 There is an equitable distribution of qualified teaching staff and ratio of certificated staff to students as compared to LAUSD

Carson High School, and the Leadership Small Learning Community are actively participating in a program to equitably distribute well-qualified teaching and certificated staff among the various SLCs. We expect to maintain a similar teacher to student ratio as now exists district-wide in the LAUSD.

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Attribute, A. Self-Assessment Rubric March 2007

SLC Design Proposal, SLC Design by

4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students.


(Circle One) 1 2 3 4 5 6

4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students. Detailed Self-Rating by Indicator


RATING 1-6

4.1. Students in our proposed SLC will experience personalized instruction that incorporates their experiences and cultures.

The Leadership SLC plan is based on the concept of personalization where sustained and mutually respective personal relationships are created. Information from student background and experience will be gained through a various means and methods such as student/home surveys, academic scores and relationship building exercises, just to name a few.

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4.2. Instruction in our SLC will be based on diverse learning styles and multiple intelligences.

Classroom instruction will be tailored to address the diverse learning styles of all students. The classroom teachers will work closely to integrate their curriculum and provide a cross-curriculum, interdisciplinary approach linking each of their classes. Students will be assessed using a variety of measures.

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4.3. Our SLC plan includes specific strategies to transition freshmen into the school that support them academically, personally and socially.

Students will not take classes in isolation, but instead students’ academic progress will be monitored regularly and discussed frequently with students and parents.

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4.4. Our proposed SLC will serve a population of 300-500 students based upon increased teacher/adult contact with students.

Our SLC will service no more than 500 students divided between three career themed academies. 5

4.5. Students enrolled in our SLC will have the opportunity to work with one or more teachers for multiple years in caring, supportive relationships (e.g., advisory, mentoring, dropout prevention)

9th grade student schedules will include an Advisory through which students will have an opportunity to bond with an adult and their peers. The Advisory will be well structured to include student goal setting, advisee/advisor monitoring of achievement, democratic participation in establishing rules, resolving conflict, defining themes of inquiry, creating social activities, and selecting/managing service-learning projects. Themed elective teacher will work with students for multiple years.

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4.6. Our SLC plan includes provisions so that students will have access to adult mentors/advisors and role models.

Students will have access to adult mentors, advisors and role models from work experience, internships, job shadowing and guest speakers. 4


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4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students. Detailed Self-Rating by Indicator


RATING 1-6

4.7. Students enrolled in our SLC will receive college and career planning and guidance from teaches and/or counselors that includes preparation of a written secondary course plan and postsecondary plan.

Our students will create a “living” plan for secondary graduation and postsecondary plan started in 9th grade advisory and revised each year there after with there in their themed elective classes in collaboration with other core classes.

2

4.8. Verbal counseling from teachers and/or counselors will be a regular part of student educational programming for our SLC.

We will provide student feedback, both good and bad at regular intervals. We will host its own awards ceremonies, honoring students who have maintained their grade point average and those students who have demonstrated academic growth.

5

4.9. Staff in our SLC will conduct parent outreach and conferences on student’s personal needs to support students.

We will reach out to parents on a regular and consistent basis. Teachers will create a forum for which parents will be able to meet with them regularly. Student-led conferences and forums will allow students be an active participant in their educational goals.

2

4.10. Students enrolled in our SLC will have opportunities for learning that extend beyond the instructional day including after-school programs, dual enrollment college courses, internships, etc.

We plan on enriching our SLC with opportunities for student involvement in FBLA and JR Achievement programs, college level classes after school, paid internships, career fairs, Gaming Club, and court house visits. 2


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5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community.


(Circle One) 1 2 3 4 5 6

5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community. Detailed Self-Rating by Indicator


RATING 1-6

5.1. Our SLC team has agreed to personal and collective responsibility for achieving the vision and mission for SLC vision and mission of success for all students.

Decision-making in the Leadership Small Learning Community is data driven. Analysis of data reflecting student achievement of the standards will be the primary method of accountability with measuring of success determined by the degree to which our vision and mission are met. It will be used and shared by all stakeholders in working together to inform instruction and make decisions regarding each academy and the overall school.

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5.2. Our SLC team has agreed that leadership for the SLC will be individual, collective, distributive and active.

Each faculty member will contribute to the community in a balanced and fair manner, and every effort will be made to share responsibilities equally. All stakeholders will become early adopters of the selected instructional strategies. All stakeholders will have the obligation to hold one another accountable for fulfilling our vision, approach, and objectives, which can be accomplished through peer-to-peer observation of best practices.

6

5.3. Our SLC has a plan for convincing the principal and other administrators that the proposed SLC demonstrates strong, engaged and positive leadership.

The principal will be the director of all the SLCs. Our Leadership SLC will have an evaluative administrator; a coordinator or lead teacher, our own counselor, and each academy will have a lead teacher as well. This Leadership team will meet weekly to discuss, plan, and implement it’s decisions. In addition, our SLC leadership will participate in monthly SLC Governance Board meetings in which all SLCs have representation. The CHS School Wide Impact Report will inform all Leadership SLC policies regarding resources (facilities, fiscal budget, and textbooks), staffing, and dispute/conflict resolution.

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5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community. Detailed Self-Rating by Indicator


RATING 1-6

5.4. Our SLC has a plan for communicating the vision and the implementation plan for the proposed SLC to the entire school staff.

The following will make decisions of concern to this SLC, jointly: Lead Teacher, administrator, teachers, interested parents and an SLC Student Leadership body. It will be done in a process that will be made transparent by publishing the meeting summaries in the monthly school newsletter and SLC Website.

4

5.5. Members of our SLC team have the expertise and capacity to use internal and external school/student data from multiple sources to make decisions.

The faculty is comprised of willing, student-centered professionals. Curriculum assessment will be part of a teacher-driven development process. Common planning time is essential and will depend on the availability of the master schedule. Evidence of collaboration is mandatory and requires full participation—(subject to agreement to schedule among faculty members).

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5.6. Our SLC proposal includes a timetable specifying the intervals at which the plan will be re-evaluated and revised as necessary.

The Leadership Advisory Board and Design Team will meet at least once a semester during the first three years of operation to make any adjustments or corrections necessary to the SLC programs to improve and build upon student achievement based on student data.

4

5.7. Our SLC plan identifies where district and/or school support and technical assistance may be needed to implement the SLC.

We understand that we do not operate in a vacuum. We have identified areas in which we need additional support and technical assistance from various levels. (See checklist on page 5)

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6. Collaboration/Parent and Community Engagement Benchmark: All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts.


(Circle One) 1 2 3 4 5 6

6. Collaboration/Parent and Community Engagement Benchmark: All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts. Detailed Self-Rating by Indicator


RATING 1-6

6.1. Our SLC plan showcases how to take advantage of partnerships with community members, employers, postsecondary institutions and others necessary to implement SLCs.

We have established a basic Advisory Council with members from the Carson City Council, Aerospace industries, oil companies and banks in the Carson area. We have also begun discussions with local two and four year colleges to provide on-going enrichment education opportunities for our students in Information Technology, Finance and Law. In conjunction with all other SLCs on the Carson High campus, Leadership faculty and staff members will participate in an outreach program to our feeder middle schools so that parents and students can have complete and thorough information regarding the opportunities and career choices available through our SLC. All meeting of the advisory board will be open to the public and made available to all stakeholders.

4

6.2. Our SLC plan showcases how community partners, employers and businesses will be involved in the development of curriculum, activities and other components to support SLCs.

It is expected that through the Leadership SLC advisory board, parents, community partners and teachers will be able to develop, update and fine-tune our curriculum. We will strive to collaborate in the writing of a plan of engagement with these members of the board, parents, teachers and students.

3

6.3. Our SLC plan showcases how parents will be key collaborators and contributing members to the SLC community.

We have invited parents of our students to be involved with their child’s education through membership on our advisory board. The Leadership SLC team will establish a student review committee that includes parents, community partners, teachers, parents and students to assess student work. Students will be expected to successfully complete SLC assessments in portfolios, individual testing, written compositions, and other alternative assessment areas.

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6. Collaboration/Parent and Community Engagement Benchmark: All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts. Detailed Self-Rating by Indicator


RATING 1-6

6.4. Our SLC plan includes opportunities for partners and parents to gather easily at appropriate times and locations.

Ours SLC faculty and staff will meet on a regular basis with the other members of our advisory board of community partners, parents, and articulating schools at various locations throughout the school year. Parents will receive invitations to attend Back to School Nights, Open House and Parent-Teacher-Student Conferences. Teachers in each academy will make a conscious effort to make parents feel welcome. Parents and Community Partners will be encouraged to observe classes and volunteer in the SLC.

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6.5. Our SLC plan demonstrates how parents will be involved in decision-making for their students including SLC choice, curriculum planning, student activities and future plans.

Our Advisory Council will be managed in a collaborative manner that permits each member an opportunity to provide input in the process of developing a vibrant, meaningful experience of our students. A parent-student survey will be conducted each semester to determine whether a student is being served appropriately by our SLC.

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7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement.


(Circle One) 1 2 3 4 5 6

7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement. Detailed Self-Rating by Indicator


RATING 1-6

7.1. Our SLC plan includes a schedule of regular, ongoing meetings to discuss students, their work and to plan and implement SLC activities.

All classroom instruction will be informed by regular bi-weekly conference period meetings for faculty reflection on student work and state standards, as well as for the concerns of SLC stakeholders (family members, students, teachers, parents and community members included).

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7.2. Our SLC plan suggests how these meetings will be integrated into the school’s schedule of professional development.

As much as is practicable, the use of LAUSD Banked Time Tuesdays and/or Carson High Professional Development days will also be used to address relevant goals and outcomes specific to our SLC.

4

7.3. Our SLC team is a “professional community of practice” that is collaborative and public.

Through strategic professional development, staff members support each other in creating the personalized and collaborative atmosphere of Carson High, leading to more critical thought, higher student achievement, and increased satisfaction in the learning process for all.

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7.4. Our SLC plan includes professional development that supports alignment of instruction with academic standards and accountability requirements.

The Leadership SLC is developing year-long strands that will build and maintain skills and allow an opportunity to revise and reflect on student work as a means to assess existing programs and practices.

4

7.5. Our SLC plan includes professional development that supports other, site-specific school improvement goals.

Our SLC will have access to all LAUSD/Carson High/and ongoing National Academy Foundation training, as well as any outside participation in professional development workshops and/or conferences.

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7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement. Detailed Self-Rating by Indicator


RATING 1-6

7.6. Our SLC plan includes professional development that supports the use of student data and assessment results to inform instruction and to make mid-course corrections in instructional practice.

We will focus on ensuring academic success for all students through the creation of curriculum and the analysis of student data as a means for guiding the design of both curriculum and assessment, both during a course, and as a post-course collaboration.

3

7.7. Our SLC plan includes professional development that prepares teachers, counselors and other staff to personalize the educational experience of students.

Professional development will prepare teachers and counselors to consider the unique needs of students as influenced by reflection on student assessments.

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Los Angeles Unified School District: Carson Senior High School Leadership SLC Design Proposal

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SLC Design Proposal, SLC Design by Attribute, B. Gap Analysis March 2007

VIII. SLC DESIGN BY ATTRIBUTE:

B. Gap Analysis Directions: The following Gap Analysis worksheet is the second part of the district’s guidelines for SLC self-assessment and planning. Each Small Learning Community at a school should first complete the SLC Self-Assessment Rubric preceding. The Gap Analysis (enclosed here and also organized around the seven attributes) is a continuation of this original checklist, and will only be useful to your SLC if this original checklist is completed first. For each attribute, we have provided the benchmark established by the District. You should assess your SLC development progress against each of the indicators linked to the seven attributes by responding in bulleted lists in the following columns. Our advice is to keep your answers brief and simple, but thorough and clear.

• Where We Want to Be: Having already documented your current status in the SLC Self Assessment Rubric, your SLC will now document your future direction and vision of where you want your SLC to be.

• How We Are Going To Get There: Your SLC Design Proposal will document your plan of action. Your plan of action should be based on

an analysis (gap analysis) between your current status (outlined in the SLC Self Assessment Rubric) and where you are going. The difference between present and future direction will help you to develop specific steps to outline your plan of action.

• How We Will Measure and Demonstrate Our Success: Having outlined your plan of action, your SLC will now determine measurable

metrics against which you will be able to self-monitor your progress at each step in your action plan. • What We Need: Document the specific resources you will need to accomplish each step in your action plan, such as time, resources,

budget, waivers, support. This assessment will then help you to garner the resources you need from other sources.


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1. Unifying Vision/Identity Benchmark A. Unifying Vision A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum.

INDICATORS

Future Direction

Where We Want to Be (vision and culture)

Plan of action

How are we going to get there (gap analysis and

action plan)

Metrics

How we will measure and demonstrate our success

with clear metrics

Resources needed

What we need (time, resources, budget, waivers, support)

1.A.1. Our SLC Team has collaborated in developing a vision and goals for the proposed SLC.

The Leadership SLC shares a vision in which all our students will graduate from Carson with skills that allow them to compete in college or career.

We will continue to share this vision through our regular interfacing with our colleagues.

Success will be indicated by the increasing percentage of students graduating from the Leadership SLC.

We will need materials and budget for special projects and trips that will motivate students to remain in school.

1.A.2. Our SLC team holds the same educational beliefs and values.

All of our team members share the same beliefs, values, and vision.

When we need to find new members for our SLC, we will continue to seek out like-minded individuals.

Success will be indicated by a continued consensus of opinion regarding beliefs, values and vision.

Continued support of our members is needed to maintain our collegiality.

1.A.3. Our SLC vision incorporates a plan for ensuring academic achievement of ALL students at high levels.

Leadership SLC will provide student opportunity for tutoring or double dosing in deficient core subjects.

Teacher cohorts will review grades at 5, 10, and 15 weeks for weaknesses that can be addressed with tutoring. At 20 weeks, core teachers will review for needed schedule changes.

Test scores, periodic assessments, and grades at 5, 10, 15, and 20 weeks will indicate the level of success achieved.

Core groups will require time beyond regular class preparation for this process; It would be appropriate to pay teachers for their time.

1.A.4. Our SLC vision incorporates a focus on instruction and youth development.

Within the Leadership SLC, the focus of the academies of Finance, law, and Information Technology is on a curriculum that provides students with the greatest potential for success.

Each of our academies will continue to work across the curriculum with the core classes to create student-centered instruction that maximizes the student potential for success after Carson High School.

The level of success our students have in their internship programs, and college acceptance will measure success.

Administrative support for common planning time.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


1.A.5. Our SLC vision incorporates avenues for family and community engagement.

Leadership SLC will develop a solid program of parent, student and community interaction on a regular basis

The Leadership SLC Advisory Board will be utilized fully to encourage participation of stakeholders.

Success will be measured through parent and community partner attendance at meetings; the number of internships made available by community members.

Planning time

1.A.6. Our team has a vision for how the SLC will fit within the overall school (e.g., Master Schedule).

The Leadership SLC sequencing plan will be fully implemented through the SLC counselor in cooperation with the administrator in charge of the Master Schedule

A list of Student requested electives will be provided to the Leadership SLC counselor who will program students according to sequencing plan. The Master Schedule for the SLC will be determined on basis of class sections needed.

Success will be measure by the percentage of students fully programmed with the Leadership SLC, exclusive of certain passport classes.

Support – Administration support is needed to implement the Leadership SLC sequencing plan with the Master Schedule.

1.A.7. We have an action plan and timeline for how we will implement the SLC.

The Leadership SLC is 50% implemented in the Spring of 2007, and expects to be fully operational in the Fall of 2007.

Our teacher members will be expected to meet with cohort members to plan common lessons for the Fall.

Success will be determined by the number of lessons we will have available for our students in the Fall that involve cohorts of teachers.

Common planning time.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


1.A.8. We have a budgetary plan for how we will implement the SLC and achieve specific improvement goals.

All Leadership SLC courses will have access to technology in the classroom. The budget will provide for full IMA, Professional Development, Conference Attendance, and increased technology use in each Leadership SLC classroom.

The Leadership SLC will apply for Perkins Grants, a CPA grant, make use of available Title I funds, and perform other fundraising activities to provide funding for our proposed budget. For the next year, the proposed budget includes $20,000 – conference attendance $6,000 – Professional Development $6,000 – IMA $12,000 – Technology in classroom.

Conference attendees, National Academy Foundation professional development activities, available IMA, Title I and Perkins awards will measure success, and funding received from community partners.

Access to school budget, grant writing support, and paid time for fundraising.

1.A.9. Our SLC plan includes partnerships with employers, postsecondary institutions and other external providers.

The Leadership SLC currently has three operational partners, and will have at least two partners for each of our academies.

Our three academies need to recruit one more partner each in order to ensure that each student who qualifies can have an internship experience.

Success will be indicated by each academy having at least two community partners.

Administrative support.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


1.A.10. Our SLC plan includes a plan for use of space and physical location of classrooms.

The Leadership SLC plan is to move the classrooms into a contiguous space on the first floor of the C, G, or H building, with Science in the J building.

Leadership SLC must provide for a number of teachers entitled to special accommodations, requiring first-floor classroom.

Success will be measured through agreement made with all other SLCs permitting us to move to a first floor.

Support of administration.

1.A.11. We have a process for developing a common vision and unifying focus based on student needs. *

Each semester, Leadership SLC will revisit our vision, and each faculty member will recommit to the existing vision, or the vision will be refined. The vision must be flexible.

Call for annual meetings for recommitment

Success will be measured by the results – does the meeting result in recommitment, or has an altered vision been created?

Advisory Board meeting time is necessary to address this indicator.

1.A.12. We have a process for filtering all decisions through the SLC vision.*

The Leadership SLC shall review all decisions made in terms of the SLC vision.

For each new decision, the Advisory Board will ensure the decision fits the vision.

Success will be defined as all decisions made reflect the SLC vision.

Advisory Board meeting time is necessary to address this indicator.

1.A.13. Articulation of Expected Community Learning Results.*

Each of the Leadership SLC students and faculty members will be familiar with the Leadership SLC Expected Community Learning Results (ESLRs).

Leadership SLC ESLRs will articulate standards.

Success will be measured by the percentage of L. SLC students able to explain standards and ESLRs when randomly queried.

Professional Development time.

* Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute but are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes.


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B. Identity Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.

INDICATORS

Future Direction

Where We Want to Be (vision and Culture)

Plan of action


action plan)

Metrics


with clear metrics

Resources needed


1.B.1. The proposed SLC has an educational philosophy and approach that is shared.

The Leadership SLC takes a hands-on, project-based approach to developing student skills necessary to succeed in post-secondary education

Each of our teachers will continue to use these educational strategies.

Success will be measured through successful completion of student projects, including their presentation.

Common planning time, facility resources, and budget.

1.B.2. Our proposed SLC has a unique academic identity.

The Leadership SLC has developed a unique academic identity through our Law, Finance, and Information Technology career pathways.

We will continue to seek out students who desire to pursue one of our career pathways.

Success will be indicated when each of our career academies is recognized by students within the academy as their home.

Physical resources that will be identifiable to our students.

1.B.3. Our SLC will include a distinct, heterogeneous group of 300-500 students.

The Leadership SLC currently has 330 self-selected students, and will have approximately 500 in the Fall of 2007, with all ethnic and academic groups represented.

We will continue to seek out students who desire to pursue one of our career pathways.

Success will be measured by the variety of ethnic groups and academic levels represented in the SLC.


1.B.4. Our SLC team has a plan for integrating specific courses into the school master schedule for student programming.

Each of the Leadership SLC elective courses have been scheduled into the Carson high School master schedule.

We will continue to work to ensure that each of our career pathway courses has a viable number of students for the class to continue.

Success will be indicated by 100% our pathway classes meeting the required numbers for the class to continue.


1.B.5. Our SLC has a plan for distinct a physical location (boundaries) on campus.

The Leadership SLC will occupy a distinct location on the Carson High School campus with the exception of science classes that require special facilities.

In conjunction with all other CHS SLCs, the Leadership SLC will negotiate for a separate location.

All L. SLC faculty members will share a common location



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B. Identity Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


1.B.6. We have identified a teacher-director for our SLC.

Gerald Stevens has been selected as the SLC’s lead teacher, and will work closely with the directors of each of our academies.

We will continue to support Gerald Stevens’ efforts to make the Leadership SLC an important component to Carson High School’s SLC movement.

Success will be indicated by the continuing support for whoever the Lead Teacher is within the Leadership SLC.

Administrative Support.

1.B.7. Our SLC includes rigorous, standards-based curriculum, instruction, and assessment.

Students in the Leadership SLC are programmed in sequences of rigorous, standards-based courses of instruction with appropriate periodic and alternative assessments.

We will continue to encourage our students to enroll in the appropriate course in an academy sequence, and assess them periodically and alternatively.

The number of students who complete a rigorous sequence of courses, and continue on into a profession will measure success.


1.B.8. Our SLC teams have plans for making decisions related to budget, personnel and facilities.

The Leadership SLC Advisory Board will have nominal control over budget, personnel, and facilities decisions.

The L. SLC needs to take control of budget personnel, and facilities matters in an incremental manner with cooperation of community partners, and parents on an Advisory Board.

Success will be measured as each area is effectively dealt with in the Advisory Board meetings.


1.B.9. Our SLC team has a plan for making decisions related to student conduct and issues of community safety.

The Leadership SLC will take control of its student conduct issues through a contract system, and referral system to a school-wide discipline office.

The L. SLC has not yet implemented a separate discipline plan, but expects to develop a core-teacher cadre to discuss individual student behavior, and the safety of the SLC population in general.

Data will be reviewed on the number of discipline issues handled by our core teacher groups, measured by grade level.



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2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


2.1. Our SLC’s specific course offerings/sequence of classes align to district graduation and university admission (A-G) requirements.

The Leadership SLC will offer a full career sequence of classes that meet university admission (A-G) requirements in the fields of finance, law, and information technology.

The L. SLC will be able to enroll all SLC students in the developed sequence of classes when the selected counselor is assigned to only Leadership SLC students.

Success will be measured by the percentage of L. SLC member students actually enrolled in L. SLC classes.

Master Schedule support, and a dedicated Leadership SLC counselor.

2.2. Our SLC’s specific course offerings/sequence of classes align with state content and performance standards.

Our sequence of course offerings is attached as Addendum A

We will monitor the courses and the completion rate of students

Success will be measured by the percentage of students who complete a sequence of courses.


2.3. Curriculum and instruction for our SLC is organized around a distinctive SLC educational philosophy, theme, or interdisciplinary focus.

The Leadership SLC provides a rigorous curriculum for all students to provide foundational education for career or college.

We will continue to adjust our course offerings based on similar career themes that students and parents show interest in.

The number of students enrolling in these themed courses will determine success.


2.4. Our SLC plan includes provisions for how curriculum and instruction will be articulated (up to post-secondary and down to middle schools) to provide a coherent educational experience resulting in students moving toward graduation.

The Leadership SLC curriculum will be articulated down to our feeder middle schools, and articulated up to local community colleges and universities.

The L. SLC Advisory Board does not currently have members from our articulating schools. At least one member will be recruited from each of the primary feeder middle schools, and local colleges and universities.

Success will be measured when the Advisory Board has one advisor from each of the local feeder schools, and one from each local community college or university. College classes will be offered on campus.

Time, waivers if necessary, and administrative support.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


2.5. Our SLC plan presents how multiple forms of student assessment will be used to measure student progress toward meeting or exceeding standards.

The Leadership SLC will use a combination of assessment tools to ensure that each student has an opportunity to excel in some area of the coursework.

Each teacher will continue to assess our students using multiple assessment tools, including projects, performances, and standard assessments.

Success will be measure by assessing a student’s strong points more than that student’s weak points.


2.6. Our SLC plan presents how we will adapt/modify instruction for English Learners, Special Education students, and other students with special needs.

The Leadership SLC will provide a rigorous curriculum for all students. Each student will be challenged based on that student’s special needs.

Teachers will differentiate their instruction to address the diverse learning styles and special needs of the students in Leadership SLC.

Success will be measured by how well a student performs based on any modifications necessary to that student’s success.


2.7. Our SLC plan includes structured academic interventions to meet individual student needs.

The Leadership SLC will employ the following intervention programs: peer-to-peer and student mentoring; paid tutors; the Read 180 program or equivalent; Kaplan discipline program.

The L.SLC will include a peer tutoring class. It will make use of proposition 49 funding for tutors. It will purchase, if necessary, the Read 180 program. It will add the Kaplan program.

The number of students meeting promotion standards will measure success.

Support from proposition 49 funding, and budget from SAIT or other equivalent programs.

2.8. Teaching and learning in our proposed SLC will be enhanced through adequate/appropriate instructional technology.

Each classroom in the Leadership SLC will have sufficient technology available that each student can create extraordinary projects to be presented in the class.

Using computers and appropriate software, students will create tables and graphs, analyze data, and submit Power Point presentations in each of the science and social science classes.

Success will be indicated when each class is fully updated with student operational equipment.

Physical resources, and budget for classroom technology.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


2.9. Our SLC plan ensures that high-quality, credentialed teachers are available for all courses.

Each teacher in the Leadership SLC will be appropriately credentialed to teach assigned courses.

We will continue to monitor the credentials of each of our teachers. Any new teachers will be chosen with an assigned course in mind.

The number of fully credentialed teachers on our staff will determine success.


2.10. Our SLC plan includes project-based learning that demonstrates the expected rigor in all classes.*

The Leadership SLC has a strong component of technology in the classroom as each of our academies is technology based.

Each student will be expected to complete a project-based assignment each semester.

Success will be indicated by the percentage of students successfully completing a project-based assignment.

Physical resources such as mini-computer labs, and budget to operate them.

2.11. Our SLC plan includes assessments to make decisions regarding the instructional program.*

The Leadership SLC will employ periodic assessments in math and English to assess the instructional program.

The current system of periodic assessment will be adopted by L.SLC.

The number of students that are assessed during testing measures success.

Professional development.



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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


2.12. Our SLC plan allocates time for staff to work together to ensure that they have a unified definition and an ongoing application of academic rigor.*

Professional Development for the Leadership SLC will include ongoing application of academic rigor.

The National Academies Foundation, in association with cadres of L. SLC teachers will work to constantly improve academic rigor in the curriculum.

Success will be measured by the rigorous standards expected of all students.


2.13. Our SLC plan includes systems and protocols which support instructional experimentation and pilot studies.*

The Leadership SLC will require teachers to share “best practices” in professional development. Pilot studies will be employed that are in keeping with the SLC commitment to rigor and career development.

Teachers will share their best practices in the classroom with other members of the SLC to increase rigor.

Success will be measured by the degree to which excellent instructional practices are shared and adopted within the SLC.




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3. Equity and Access Benchmark

Every student will participate in a rigorous quality curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating achievement gaps between groups for students.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


3.1. Our SLC will support a diverse community of learners representing the range of different student subgroups present at our school.

Leadership SLC will continue to have one or more teachers in each content area with a CLAD, B-CLAD, or LDS credential to fully support a diverse community of learners.

Leadership SLC will continue to excel in this area.

Success will be indicated as each of our subject areas continues to be served by teachers with CLAD, B-CLAD, and LDS credentials.

To be requested as necessary.

3.2. Our SLC has an open and inclusive admissions policy that includes students from the local and traveling communities.

The Leadership SLC has an open enrollment policy, welcoming any student willing to pursue a rigorous course of study.

We will continue to offer open enrollment to students of all levels of ability.

Success will be demonstrated through a fully integrated program of study.


3.3. Our SLC plan recognizes the need for accommodating student interests and parental desires in admissions and course programming.

Leadership SLC provides access to more than 30 career pathways in three Academies.

We will continue to offer students career & college opportunities in many pathways.

The number of students entering internships, college programs, and jobs in these pathways will indicate success.


3.4. Our SLC plan shows evidence that we have analyzed and reviewed disaggregated student outcome data for our SLC’s prospective students.

During the Leadership SLC’s second and succeeding years, student data comparison will be made that will demonstrate student progress.

For each L. SLC student now enrolled, periodic and annual assessment will be analyzed to determine additional tutoring or mentoring required by individual students.

L. SLC students will be measured against benchmarks. The number of students meeting promotion standards for each grade level cohort will demonstrate success.

Tutoring, mentoring resources.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


3.5. Our SLC plan supports heterogeneous groupings of students to support academic and personal development. (Note: ELD 1-3(High Point) and Language! May be tracked by LAUSD mandate)

All classes in the Leadership SLC, including electives and AP classes will include students of academic levels.

We will continue to encourage students of all levels of ability to take challenging classes.

The number of students successfully completing coursework in difficult classes will measure success.

We will need budget support to ensure that all students have the necessary materials for success.

3.6. Our SLC plan allows students equal opportunities to participate in Advanced Placement (AP) and other advanced courses.

Each of our students are expected to self-select the difficulty level of their classes, including AP and Honors classes.

We will continue to encourage students of all levels of ability to take challenging classes.

The number of students successfully completing coursework in difficult classes will measure success.

We will need budget support to ensure that all students have the necessary materials for success.

3.7. Our proposed SLC supports high expectations for all students with culturally relevant and linguistically responsive teaching to support all students.a

The Leadership SLC is pledged to maintain a high quality of culturally and linguistic instruction through common planning time, and each academic area will have at least one teacher with ELD or CLAD experience.

We will continue to offer a high level of CLAD and ELD services to our students.

The number of culturally and linguistically challenged students that successfully complete one of our challenging courses will measure success.

We will need budget support to ensure that all students have the means of success in our Small Learning environment.

3.8. Our SLC plan articulates how academic intervention will be provided to those students in need.

The Leadership SLC plan for academic intervention includes the use of double dosing, tutoring for individual 9th grade students below the 3rd quartile of proficiency.

Student data will be assessed to determine the need for intervention in all members of the L. SLC.

Success will be measured by a reduction in the number of demotes due to low proficiency levels.

Budget for tutors; administrative support.

a LAUSD’s SLC Design Proposal instruction lists this indicator under Rigorous Standards-Based Curriculum, Instruction and Assessment attribute.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


3.9. Our proposed SLC has space for a learning environment that is safe and equitable for instruction.

The Leadership SLC plan provides for smaller class sizes for classes with lower performing students.

Current class size averages 35 students. Fundraising and grant money will be used to provide additional funds for L. SLC class-size reduction.

Class size maximum should be 35 students, rather than 40 with an average class size of 35.

Budget; Administrative support for waivers if necessary.

3.10. Our proposed Master schedules reflect the unique needs of all students are being met (SEL, EL, PRP, Special Education, GATE).*

The Leadership SLC will have two full-time RSP specialists to assist low performing and special needs students. AP classes and honors classes will be provided for GATE students with a limit of 2 AP classes per semester without a waiver.

Currently, all classes have a heterogeneous mix of skill levels. Lower performing students need additional support through RSP classes. I n the planning stage, all students will be encouraged to take a study skills class during the 9th grade.

Fewer students will be demoted in the 9-10th grade years, and more seniors will be taking a full load of classes.

Waivers; administrative support.

3.11. Our proposed SLC Establishes norms, procedures, and structures which respect diversity and engage the motivation of all learners.*

Leadership SLC teachers are fully aware of the need for respect of diversity, and actively work to engage all students in a will structured curriculum.

Continue with current plan Students will continue to be treated with respect for their diverse backgrounds, with appropriate differentiation.

Professional Development.

* Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute but are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes. * Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute but are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


3.12. Our proposed SLC has a process for student assignment, choice, selection, and transfer.b

Leadership SLC students may choose their elective courses in any one of the three academies. When the elective classes become too full, we will open additional sections. If a student wishes to change SLCs, that student will be accommodated.

Keep an open enrollment policy for all students, regardless of academic ability.

Each academy defining elective class will be made available to all students wishing to enroll.


b LAUSD’s SLC Design Proposal instruction lists this indicator under Structure, which is listed with the seven attributes. It has been added here in the Gap Analysis since it relates to the Equity and Access Benchmark.


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4. Personalization Benchmark A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.1. Students in our proposed SLC will experience personalized instruction that incorporates their experiences and cultures.

The Leadership SLC plan is based on the concept of personalization where sustained and mutually respective personal relationships are created. Information from student background and experience will be gained through a various means and methods such as student/home surveys, academic scores and relationship

Teachers will share their knowledge of students backgrounds in the classroom and with other members of the SLC to allow for personalized instruction

A review of assignments, themed projects and speakers will reflect the diversity of our students.


4.2. Instruction in our SLC will be based on diverse learning styles and multiple intelligences.

Classroom instruction will be tailored to address the diverse learning styles of all students. The classroom teachers will work closely to integrate their curriculum and provide a cross-curriculum, interdisciplinary approach linking each of their classes. Students will be assessed using a variety of measures.

Teachers will share their best practices in the classroom with other members of the SLC to address various student learning styles..

A review of assignments, themed projects and class projects will reflect different learning styles.

Professional development


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.3. Our SLC plan includes specific strategies to transition freshmen into the school that support them academically, personally and socially.

Students will not take classes in isolation, but instead students’ academic progress will be monitored regularly and discussed frequently with students and parents.

We are going to set up individual portfolios and monitor each student and have frequent meetings and conference periods to address individual student needs - both good and bad.

Each teacher will maintain call and parent/student meeting logs. We will also monitor grades, test scores and discipline referrals.


4.4. Our proposed SLC will serve a population of 300-500 students based upon increased teacher/adult contact with students.

The Leadership SLC will serve no more that approximately 500 students divided among our three career themed academies.

We will continue to accept students as long as a high teacher to student ratio does not interfere with instruction.

Success will be indicated by the ability of our teaching staff to meet the needs of at-risk and not-at-risk students.

We will need budget and Administrative support to ensure that our premises are conducive to excellent student-teacher relationships.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.5. Students enrolled in our SLC will have the opportunity to work with one or more teachers for multiple years in caring, supportive relationships (e.g., advisory, mentoring, dropout prevention)

9th grade student schedules will include an Advisory in which students will have an opportunity to bond with an adult and their peers. The Advisory will be well structured to include student goal setting, advisee/advisor monitoring of achievement, democratic participation in establishing rules, resolving conflict, defining themes of inquiry, creating social activities, and selecting/managing service-learning projects. Themed elective teacher will work with students for multiple years.

Work with counselors to ensure that the master schedule reflects the correct sequence of classes.

Increase in grades, test scores and a decrease in discipline referrals. Also we will conduct student climate assessments.

Master schedule support.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.6. Our SLC plan includes provisions so that students will have access to adult mentors/advisors and role models.

Students will have access to adult mentors, advisors and role models from work experience, internships, job shadowing and guest speakers.

Develop a business advisory board that reflects local, state, private and government opportunities and role models.

The number of internships available to students, both paid and unpaid.

Planning time for business advisory meetings.

4.7. Students enrolled in our SLC will receive college and career planning and guidance from teachers and/or counselors that includes preparation of a written secondary course plan and a postsecondary plan.c

Our students will create a “living” plan for secondary graduation and postsecondary plan started in 9th grade advisory and revised each year there after with there in their themed elective classes in collaboration with other core classes.

Starting in the 07/08 School Year, all SLC students will create a plan for graduation. Individual assistance will be available from both teachers and our counselor.

At the end of each school year, students will review their plan and analyze how they have met their plan or adjust it accordingly.

We will need One class period at the end of each semester to plan for the next semester classes, and to ensure that each student is still on track for their chosen career path.

4.8. Verbal counseling from teachers and/or counselors will be a regular part of student educational programming for our SLC.

Students in the Leadership SLC will be provided with regular counseling from teachers and counselors, and student awards for excellence.

The teachers in our SLC continue to be committed to providing their students with positive and constructive feedback at regular intervals.

Success will be measured by the number of students who can be helped through our teacher to student mentoring program.

We will need support for creating a student activities center in which students and teachers can interact positively outside the classroom.

c In LAUSD’s SLC Design Proposal instructions, this indicator is described differently-- Personal learning plans collaboratively developed for each student, which reflect each student’s learning style, interests, and post-secondary goals


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.9. Staff in our SLC will conduct parent outreach and conferences on student’s personal needs to support students.

We will reach out to parents on a regular and consistent basis. Teachers will create a forum for which parents will be able to meet with them regularly. Student-led conferences and forums will allow students be an active participant in their educational goals.

At the start of the year, we will collaborate on a master calendar for specific parent outreach programs and conferences.

The number of parents that sign in at each event can measure this.


4.10. Students enrolled in our SLC will have opportunities for learning that extend beyond the instructional day including after-school programs, dual enrollment college courses, internships, etc.

We plan on enriching our SLC with opportunities for student involvement in FBLA, JR Achievement programs, offering college level classes after school, paid internships, career fairs, Gaming Club, court house visits.

Solicit teachers to sponsor FBLA, JR Achievement activities.

70% student enrollment in after school programs and college classes will demonstrate success.

Articulation of programs between Leadership SLC and local college programs may require waivers to grant students A-G elective credits towards graduation.

4.11. Master schedules reflect that resources and time are used to establish meaningful adult/student relationships which promote mutual trust and respect and enable teachers to get to know students well in order to guide both learning and personal development.*

Leadership SLC expects many of our core teachers to loop grade levels with their students. Not all classes will be amenable to looping since we have a 20:1 ratio in 9th & 11th, and 35-38:1 in 10th and 12th.

Leadership SLC plans to encourage looping as a means of establishing long term relationships between teacher and students.

70% student/teacher looping will be considered a success.

Support in creating a matrix that permits looping.



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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


4.12. A comprehensive system of proactive support ensures that all students are connected to the school in meaningful ways.*

Students will receive support from teacher core groups, mentoring opportunities, and after school activities.

Each teacher in the Leadership SLC has agreed to mentor 10 at-risk students, in addition to sponsoring an after-school activity.

Each of our students will be in a mentoring relationship, tutoring, or after school activity.

Tutoring budget, and administrative support.


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5. Accountability and Distributed Leadership Benchmark Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


5.1. Our SLC team has agreed to personal and collective responsibility for achieving the vision and mission for SLC vision and mission of success for all students.

Decision-making in the Leadership SLC is data driven. Analysis of data is the primary method of accountability with measurement of success being determined by the degree to which our vision and mission are met.

Our teachers will continue to study any and all data available that will help us to achieve our goal of increased student achievement.

Increasing API scores for each subsequent school year will indicate success.

We will need additional time available for us to examine the data across our curriculum.

5.2. Our SLC team has agreed that leadership for the SLC will be individual, collective, distributive and active.

Each of our Leadership SLC members is in full agreement that the decision-making must be fully shared by all of our faculty members.

Our teachers will continue to actively share in the decision-making process of the Leadership SLC.

Success will be indicated by having 100% participation in the decision-making process by our complete staff, using consensus whenever possible.

We will need administrative support in addition to our own professional development sessions.

5.3. Our SLC has a plan for convincing the principal and other administrators that the proposed SLC demonstrates strong, engaged and positive leadership.

Our SLC has developed a team that works exceptionally well together, and will continue to demonstrate cooperation with the principal in carrying out the development of SLCs on Carson campus.

Our team will continue to meet regularly with the principal in order to both give and get feedback of concern to the success of our SLC development.

Success will be indicated by the viability of our SLCs on the Carson High School campus.

We will need to continue to have time available to meet with the principal from time to time to continue our process.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


5.4. Our SLC has a plan for communicating the vision and the implementation plan for the proposed SLC to the entire school staff.

The following will make decisions of concern to this SLC jointly: Lead Teacher, administrator, teachers, interested parents and an SLC Student Leadership body. It will be done in a process that will be made transparent by publishing the meeting summaries in the monthly school newsletter and SLC Website.

At the start of 07/08 SY, we will create our SLC website and monthly SLC newsletter.

We will be able to monitor traffic to our website and solicit feedback through our student and teacher newsletter.

Time and budget for mailings.

5.5. Members of our SLC team have the expertise and capacity to use internal and external school/student data from multiple sources to make decisions.

The Leadership SLC has a staff with many experts in the use of statistics and data to help us to achieve our data driven improvement program, using data collected internally as well as from external sources.

We will continue to work together on data from both within and without the SLC to keep our multi-career pathway program on track.

Success will be measured by the regular alterations to our instructional program in keeping with information provided by the data.

Timely and regular data resources, both from internal and external sources.

5.6. Our SLC proposal includes a timetable specifying the intervals at which the plan will be re-evaluated and revised as necessary.

Adjustments to the program and curriculum will be made annually or when necessary to improve and build upon student achievement based data gathered from standardized testing and student grades.

We will build into our SLC calendar specific times for re-evaluation of our policy and plans.

Meeting minutes of issues and recommended adjustments.

We will need time set aside quarterly to evaluate data gathered by our SLC.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


5.7. Our SLC plan identifies where district and/or school support and technical assistance may be needed to implement the SLC.

We understand that we do not operate in a vacuum. We have identified areas that we need support and technical assistance from various levels.

We will prioritize each of our needs and channel them through the appropriate channels, writing for grants when available.

Our list of needs will decrease.

We will need paid time for evaluation of SLC technical assistance needed, and budget and other resources for grant writing.

5.8. Our SLC plan identifies duty statements outlining SLC leadership, duties, responsibilities, qualifications.*

The Leadership SLC has a set of leadership responsibilities that have been meted out among our staff in order to increase our efficiency.

We will continue to have each of our SLC staff members take on specific areas of responsibility.

Success will be indicated through our Advisory Board reporting procedures as each teacher participates.


5.9. Our SLC plan identifies accountability measures used to assess SLC success in reaching its vision and the sustainability of high quality programs being offered.*

The Leadership SLC has a policy of redundant accountability measures in place, giving each area of responsibility at least two partners to monitor success of SLC activities. These areas include curriculum for three academies, facilities, instructional materials, Advisory Board relations, Professional Development, and student relations.

Leadership has recently found three new teachers to work in our SLC, and they have yet to be assigned an area of responsibility. We will do this at our next Advisory Board meeting.

Success will be indicated when each of our SLC members has an area of responsibility

We will need support from the administration.



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6. Collaboration/Parent and Community Engagement Benchmark All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


6.1. Our SLC plan showcases how to take advantage of partnerships with community members, employers, postsecondary institutions and others necessary to implement SLCs.

As members of our Advisory Board, potential employers, civic leaders, and post-secondary institutions, will provide mentoring, classroom presentations, internships, and articulated college classes for our Leadership students.

Leadership already has representation from the City of Carson, an Aerospace company, a bank, an oil company, and a local business school. We plan to assign each member to a guiding committee, and select a President of our Advisory Board.

We will demonstrate success when each of our career paths has at least one community partner represented on our Advisory Board.

Time and Administrative support.

6.2. Our SLC plan showcases how community partners, employers and businesses will be involved in the development of curriculum, activities and other components to support SLCs.

Through community membership on our Leadership Advisory Board, the Board, in partnership with our teachers, will provide curriculum guidance, planning of class activities, and fundraising activities for SLC improvement.

Each of our SLC Advisory Board members is committed to inviting at least one additional potential partner to join us this year. For Fall of 2007, we plan to have each of our community partners speak to our students on a career pathway.

Success will be indicated by having each of our career pathways represented on our Advisory Board, and speaking/classroom mentoring engagements completed for each pathway.

We will need to schedule many of our speaking events in the Oral Arts Room, and will need the cooperation of the Administration in the planning of these events.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


6.3. Our SLC plan showcases how parents will be key collaborators and contributing members to the SLC community.

We plan to have at least one parent from each of our Academies represented on our Board. Parents and students will be instrumental in our fund-raising activities. We will conduct semi-annual parent nights to keep the parents up to date with their child’s progress, and the activities of our SLC.

Our parents will be invited to get involved in the development of their child’s curriculum, specifically through membership on our board, and through Leadership SLC Partner/Parent night in the Fall of 2007.

Having 3 to 6 parents regularly attending our Advisory Board meetings, and having at least a hundred parents at parent night will indicate initial success.

We will require use of the conference room once a month, and the Oral Arts Room for our parent night, in addition to Administration support.

6.4. Our SLC plan includes opportunities for partners and parents to gather easily at appropriate times and locations.

Our advisory parents and partners will gather on the 2nd Wednesday of the month in the Administration conference room beginning in the Fall of 2007, and all parents and partners will gather twice a year in the evening to have a full discussion on Leadership SLC activities.

In addition to our Advisory Board, which already meets on the 2nd Wednesday of the month, Leadership plans to create a committee to organize and carry out a Partner/Parent night twice a year.

Success will be indicated when the Advisory Board has completed it’s first year of meetings, and we have held two Partner/Parent nights during the year.

Budget for refreshments at our Partner/Parent night, use of the Multi-Purpose Room, and Administrative support.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


6.5. Our SLC plan demonstrates how parents will be involved in decision-making for their students including SLC choice, curriculum planning, student activities and future plans.

Our students and parents will have the opportunity to choose membership in our SLC. Based on parent surveys to determine whether service to students is appropriate, we will adjust our curriculum with the collaboration of parents, partners, and teachers.

We plan to generate a parent survey prior to the 2007-08 school year. This survey will be adjusted and administered each semester to determine parent satisfaction.

Success will be indicated when 70% of our parents have responded to the semi-annual parent survey, and parents have had an opportunity to review the results during our Partner/Parent night.


6.6. Our SLC plan includes internships that reflect strong relationships between schools and the community.*

Each of our community partners will provide intern-ships for each of our students that meet Advisory Board requirements.

We currently have two community partners who are providing internships to CHS students. We plan to add two more intern-mentoring partners before the end of 2007-08 school year.

Success will be demonstrated by having at least 2 additional community partners providing internships in any year.

Time and Administrative support.



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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


6.7. Our SLC plan includes partnerships to support SLC focus that are sustained over time.*

The Leadership SLC is actively soliciting additional partnerships in fields of law, finance, and information technology such that we will have at least two internship providing partners in each field. That way, if we should lose one partner, the internships in those fields will not cease to exist.

We plan to ask each of our community partners to assist us in recruiting for our advisory group other like-minded business associates who will participate on the same level to provide stability and longevity to the community partnerships in our SLC.

Success will be indicated when 70% of our partners bring in new partners, and we retain 90% of our existing partners.

Time and partner support.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


6.8. Our SLC plan includes articulation with feeder schools, colleges, universities, and technical schools.*

The Leadership SLC will establish articulated classes between Junior High Schools that feed Carson, promoting skills that will help incoming students be successful, especially in writing and reading. We also will have technical school and college classes on Carson High’s campus that provide our students with an opportunity to earn both college and high school credit concurrently.

One teacher from each of our three career pathway academies will be responsible for contacting local colleges and technical schools to arrange for on campus college classes at Carson High that support our career pathways. The Advisory Board will arrange with our feeder schools to create professional development opportunities with the middle schools that will result in improved skills for incoming freshmen.

An indication of success will be having at least one college class in each academy that provides additional skill in a particular career pathway. Incoming freshmen will require less intervention on average.

We need to arrange waivers if necessary for college and technical school instructors to be able to partner with one or more of our career pathway teachers in providing for college courses on campus.


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7. Professional Development Benchmark Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement.

INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


7.1. Our SLC plan includes a schedule of regular, ongoing meetings to discuss students, student work, and the planning and implementation of SLC activities.

Leadership SLC teachers will meet bi-weekly during common conference to reflect on student work and state standards, and address concerns of all our stakeholders prior to our monthly Advisory Board meeting.

We plan to have a common conference period beginning in the Fall of 2007. Two of these conference periods a month will be relegated to SLC business.

100% of our teachers with a common conference will signal success on this indicator.

Administrative support for creating a matrix with the common conference.

7.2. Our SLC plan suggests how these meetings will be integrated into the school’s schedule of professional development.

The Leadership SLC will include both Banked Time Tuesdays for larger Professional Development concerns, and common conference PD for more specific SLC concerns.

The Leadership SLC will propose that CHS Professional Development calendar dates and our SLC PD dates be jointly scheduled to avoid over-lap in the offerings.

Each of our teachers will attend as many of the PD offerings as are useful to the individual teachers. We will keep a PD matrix that indicates teacher competency in classroom related areas of concern.

We need a budget for PD opportunities outside of CHS, and time to complete them inside Leadership SLC

7.3. Our SLC team is a “professional community of practice” that is collaborative and public.

The Leadership SLC faculty will cooperatively create a Professional Development schedule with input from our Advisory Board, and each member of our faculty will take responsibility for at least one PD opportunity during the school year.

We plan to maintain a pattern of articulation between the SLC faculty and the Advisory Board regarding PD opportunities and needs.

100% of our faculty participating in PD presentations will indicate success

PD opportunities need to be identified, and a budget needs to be available when necessary.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


7.4. Our SLC plan includes professional development that supports alignment of instruction with academic standards and accountability requirements.

The Leadership SLC faculty will commit to providing instruction grounded in CA state standards, and we will employ peer assessment to aid our fellow faculty members in meeting the accountability requirements.

We plan to review our alignment to standards during common planning time, allowing each cohort of core teachers to assist one another in the process.

100% of our instructional units and yearlong strands will be aligned to state standards by the end of 2008 school year.

Time, any waivers necessary to permit alternate assessment, and budget to permit peers to assist one another during class time.

7.5. Our SLC plan includes professional development that supports other, site-specific school improvement goals.

All faculty members will share site-specific school improvement goals, and opportunities to attend National Conferences will be made available to all.

Beginning in the Summer of 2007, each of our faculty members will be encouraged to attend National Academies Foundation Conferences on matters of school improvement.

Success will be achieved when 100% of our faculty members will have had the opportunity to attend at least one conference before the end of the 2007-08 school year.

Conference budget, and Administrative support.

7.6. Our SLC plan includes professional development that supports the use of student data and assessment results to inform instruction and to make mid-course corrections in instructional practice.

The Leadership SLC is committed to a program of curriculum adjustment based on assessment of data collected from SLC students throughout the course of the school year.

Currently, data collected has typically not been shared between teachers, or from the administration. We plan to establish a system of data sharing.

Success will be measured as 100% of our SLC faculty members sharing assessment data collected from coursework, and from standardized testing.

Common conference time, and Administrative support for the distribution of all relevant collected data.


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INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


7.7. Our SLC plan includes professional development that prepares teachers, counselors and other staff to personalize the educational experience of students.

The Leadership SLC expects to provide each student with a personalized experience by incorporating the teacher in the student programming process.

Our faculty members plan to cooperatively develop a system that will provide students with comprehensive counseling for subsequent student programming

100% of our students will receive one-on-one programming help from a faculty member, and each faculty member will participate in the programming of the students.

Professional Development in A-G requirements and career guidance.

7.8. Our SLC plan develops a plan for determining and evaluating professional development.*

Our SLC Advisory Board and Leadership SLC faculty member’s needs will evaluate our Professional Development jointly.

As a regular part of our bi-weekly SLC meeting agenda faculty members will be polled for possible Professional Development opportunities.

Success will be indicated by an increasing frequency of topics being added to our list of PD opportunities.

PD resources and budget.

7.9. Our SLC plan includes a process for the delivery of professional development.*

The Leadership SLC will provide PD from 20-30% Outside resources, and 70-80% from our own faculty members.

Each of our faculty members will take the responsibility for arranging one or more PD opportunities during the school year.

100% of our faculty members will be involved in authentic professional development presentations.

Community resources, budget for special programs, and Administrative support.

* Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute bur are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes.

Los Angeles Unified School District:


Carson Senior High SchoolLeadership SLC Design Proposal

of 60


INDICATORS

Future Direction


Plan of action


action plan)

Metrics


with clear metrics

Resources needed


7.10. Our SLC plan maximizes time, through flexible scheduling or other structures, which allow for the greatest possible staff and student learning. *

The Leadership SLC will join with the other Carson HS SLCs in banking time for PD in order to provide our students with greatest amount of learning opportunities, but prefers to incorporate PD during common conference periods.

By changing the PD culture from banked time to common conference for in-house PD, we will keep our students from marginalizing the banked time Tuesdays, and interrupting the flow of learning that we should be trying to maximize.

Success will be measured through the reduction in student tendencies to attempt to marginalize Tuesday instruction.

Support in minimizing the number of banked time Tuesdays.


ADDENDUM A LEADERSHIP SLC

Course Sequence A-G Requirements

Academy of Finance: Two Strands

Academy of Information Technology

Academy of Law

Grade 9 Elective/Career Pathway Class

Intro to Computers -or-

Intro to Business


Basic Computer Info Sys.


Law & Youth “B” requirement English 9A/B “C” requirement Algebra IA/B, Geometry A/B or Algebra IIA/B Life Skills/Health

Integrate Coordinated Science –or- “G” –or – “D” requirement Biology AB, Physics AB, or Chemistry AB Physical Education

Grade 10 Elective/Career Pathway

Accounting I A/B –or-

Marketing Principles

Intro to WEB Design –or-

Networking IA/B

Advanced Computer Application -or- Law & Youth or Peer Advocates

“A” requirement World History A/B “B” requirement English 10A/B “C” requirement Geometry AB, Algebra II A/B, or Math Analysis A/B “D” requirement Integrated Coordinated Science II A/B, Biology A/B, Physics A/B, or Chemistry A/B Physical Education

Grade 11 Elective/Career Pathway Class

Accounting II A/B -or-

Banking & Finance

Programming -or- Networking II A/B (A-Plus)

Law & Youth or Peer Advocates -or- Youth & Admin of Justice

“A” U.S. History A/B -or- AP US History “B” American Lit/Contemp -or- AP Eng Lang “C” Continue in math sequence -or- Math elective “E” Foreign Language (Same language two years A/B) “F” Visual/Performing Arts Digital Art Visual/Performing Arts

Grade 12 Elective/Career Pathway Class “G”

Personal Finance/Business Law

Networking II A/B -or- Advanced Programming

Youth & Admin of Justice -or-

Government Laboratory “G” Principles of American Democracy/Economics -or- P US Government & Public Pol “B” Senior Comp/Senior English Elective -or- AP Eng. Lit A/B “C” Continue in Math sequence -or- AP Statistics “E” Foreign Language (Second year A/B) “G” Honors Physics A/B -or- Elective

SLC Design Proposal, SLC Design - Addendum A March 2007

ADDENDUM B LEADERSHIP SLC

STAFF AND CREDENTIALS

Personnel Position Credential(s)/Major/Minor Richardson, Jack Administrator Administrative Services Stevens, Gerald SLC Lead Teacher Social Science

Teacher: AP Government Social Science, CLAD Political Science, Economics

Adisa, Fola Nathaniel Math Teacher: AP Statistics Math, CLAD, National Board Certified Agbu, Patricia RSP Teacher Math, CLAD, Mild/Moderate

Disabilities Beck, LaSondra Physical Education Teacher PE, Psychology Bird-Beasley, Tammy Science Teacher:

Integrated/Coord. Science Life Science, National Board Certified

Bowers-Ivey, Deborah Lead, Academy of Law Social Science Teacher; U.S. History; Student Ctr.

Social Science, ESL, LDS

Coyle, Mary Ann Math Teacher: Math Analysis Math, Computer Concepts, Physics Dixon, Lauren Art Teacher Art Donahue, Keith Business Teacher Business Gentry, Wendy Lead, Academy of Finance;

Business Teacher Business

Ghotra, Susan Health Teacher Health Science Staff English Teacher English Hernandez, Monica PE Teacher Physical Education Hoffman, Laurie Int. Coord. Science Teacher Geology Jackson, Lee Health Teacher/ PE Teacher Physical Education, Biology Kasuyama, Josefina English Teacher English Kim, Arami Martha Science Teacher: Biology Biology, Chemistry Michelin, Nilo Social Science Teacher: World

History; Law Social Science, LLB (Law)

Palmieri, Charles Counselor Pupil Personnel Specialist, Psychology

Pampolina, Nestor Math Teacher: Algebra, Geometry

Mathematics

Pooler, Michael Science Teacher: Chemistry Chemistry, CLAD Popp, Dennis Science Teacher: Physics,

Biology Life Science, LDS, Computer Concepts, Physics, Chemistry, Geology

Punashot, Virginia RSP Teacher Learning Handicapped, CLAD, History, Physics

Santelman, Kent English 9 Teacher, Law English, CLAD, LLB Soltysik, Stevens Art Teacher: Sculpture Art Watkins, Ralph Lead, Academy of Information

Technology Business Teacher: Networking & Programming

Business, CLAD, Introductory Math

Werner, Camela Marie Physical Education Teacher Physical Education, CLAD

SLC Design Proposal, SLC Design - Addendum B March 2007

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