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Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 1 of 45
Smaller Learning Communities
School SLC Impact Report
submitted to Los Angeles Unified School District
I. SCHOOL SLC IMPACT REPORT RECOMMENDATION SIGN-OFF ROUTING SHEET
School Site Council Recommendation to Proceed
Name of School: TAFT HIGH SCHOOL Total Number of SLCs Proposed: Two (Three are Currently in Place)
September 12, 2006 ________________________________ ________________________________ Principal’s signature Date September 12, 2006 _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date September 12, 2006 _________________________________ ________________________________ School Site Council Chairperson‘s signature Date
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Recommendation Sign-off Routing Sheet
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Smaller Learning Communities
School SLC Impact Report
submitted to Los Angeles Unified School District
II. COVER SHEET
Name of School: TAFT HIGH SCHOOL Location Code: 8880 School SLC Contact: Name: Dr. Ogo Okoye-Johnson Title: Assistant Principal Mailing Address: 5461 Winnetka Avenue, Woodland Hills, CA 91364 Telephone #: (818) 227-3605 Fax #: (818) 592-0877 Email: [email protected]
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Cover Sheet
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Smaller Learning Communities
School SLC Impact Report
III. TABLE OF CONTENTS
I. School SLC Impact Report Routing Sheet .............................................................................1
II. Cover Sheet ............................................................................................................................2
III. Table of Contents ...................................................................................................................3
IV. Areas of School Impact ..........................................................................................................4
1. School-wide Summary of SLC Design Proposals ...................................................4
2. Planning and Organization.....................................................................................14
3. Space ......................................................................................................................19
4. Time .......................................................................................................................20
5. Staffing...................................................................................................................25
6. School-wide Programs and Activities....................................................................32
7. Student Choice .......................................................................................................39
8. Community Resources/Partnerships ......................................................................40
9. Alterations to Facilities Proposed ..........................................................................43
V. School Technical Assistance Checklist ................................................................................44
VI. Acknowledgements .............................................................................................................45
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Table of Contents
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Smaller Learning Communities
School SLC Impact Report IV. AREAS OF SCHOOL IMPACT
1. School-wide Summary of SLC Design Proposals The following chart summarizes all smaller learning communities as described in each SLC Design Proposal for the school. Complete the chart below providing description of the SLCs and respective maximum student enrollments. Outline the proposed strategies and plan of action that have been described in greater detail within each SLC Design Proposal. Include a brief justification for the proposed strategies/plan of action. Expand the list of SLCs as appropriate.
Summary of Smaller Learning Communities
No. SLC Name Description Maximum Student
Enrollment
1
Visual and Performing Arts
(VAPA)
The Visual and Performing Arts SLC provides an opportunity for all students to excel artistically across the spectrum of the fine and performing arts in a challenging academic environment. Embedded in our curriculum is a multi-cultural perspective which emphasizes the relationship between the arts and society.
300
2
Humanitas The Humanitas SLC focuses on thematic interdisciplinary studies, that help students see the connections between English, History and Science in order to see how these subjects connect to everything else.
400
3
Star Leadership Academy
The STAR Leadership Academy serves grades 9-12 students with an educationally rigorous curriculum that is based on the California standards and meets the A-G requirements. The goal of the Academy is to have students graduate as self-initiated learners and critical thinkers who have the desire and necessary tools to function successfully at the college level and in various careers.
300
4
Business and Professional
Academy
The Business and Professional Academy (BPA) is a professional learning environment that prepares a diverse student body for entry level careers and post secondary education in a global business community. The BPA faculty and staff will introduce, reiterate, model and teach professional behavior, peer respect and productive interaction to foster and promote successful student achievement.
300
5
Education and Personal
Development (EPD)
Taft High School’s Education and Child Development Small Learning Community will provide an opportunity for Taft’s diverse student population to excel in all standards-based learning experiences; and participate in a four-year community outreach program consisting of a module of child-development courses and an on-site preschool center, which will provide students with internship opportunities and allow the SLC to establish bonds with the community at large.
300
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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1. SLC #1: Visual and Performing Arts a. Underlying Strategies and Plan of Action:
The Vision Taft High School’s Visual and Performing Arts Academy (VAPA) small learning community provides an opportunity for Taft’s diverse student population to experience the arts from both an academic and a performance perspective. Our multi-discipline approach to teaching the arts is designed to bring a greater depth of understanding to the arts by coordinating the curriculum between the Arts, History, English, and Science departments. The VAPA teachers believe that performance and artistic achievement are enhanced when the student understands the historical, cultural, literary, and scientific aspects of a choreographed dance, visual artwork, musical performance, or dramatic presentation. By bringing this kind of relevance to the classroom, our goal is to inspire students to greater achievement, independent thinking, and, ultimately, a life-long appreciation of the arts. VAPA’s other goals include:
• Students will cultivate a passion for the visual and performing arts through performances, art showings, guest speakers and performers, field trips, and by linking the arts to the core curriculum.
• Students will develop an understanding and respect for diverse artistic and cultural perspectives through working with culturally mixed groups on interdisciplinary arts projects.
• Students will demonstrate a familiarity with the canon of the arts through performance and artistic creations. This canon includes the major artistic achievements within each arts group, historically significant works of art, representative works from a variety of cultures, and works that incorporate several art forms such as opera, musicals, film, and multimedia.
Structure
The Visual and Performing Arts SLC is open to all students in grades 9 through 12.
Arts Classes • Dance – Beginning (9th), Intermediate & Advanced (10th), Dance Team (11th and
12th) • Art – Advertising Design 1A & B (9th), Design Crafts (9th) Advertising Design 2A
& B (10th), Design (10th) Art Production, AP Studio Art, Drawing, Ceramics (11th and 12th)
• Music – Choir (9th), Beginning Winds / Strings (9th), Vocal Ensemble (10th), Band (10th), Orchestra (10th), AP Music Theory, Music History
• Drama – Theatre Workshop: Beginning (9th), Intermediate (10th), Advanced: Play Production (11th and 12th)
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• Film/Multimedia – Film: Integrated Art (9-10th), Advanced Film: Integrated Art
(11th and 12th), Media Literacy
Core SLC Classes • English: 9th grade English, 10th grade World Literature, 11th grade American
Literature, 12th grade Expository Composition • Social Studies: 10th grade World History, 11th grade U.S History, 12th grade
Government/Economics • Science: 9th grade Integrated Coordinated Science, 10th grade Biology, 11th grade
Chemistry or Chemical Inquiry, 12th Physics Other classes required for graduation include: Life Skills/Health, Foreign Language, Technical Arts, Math, and PE. Students may passport into AP and Honors classes outside of the SLC if they are eligible.
VAPA Scope and Sequence of Courses
Subject 9th Grade 10th Grade 11th Grade 12th Grade
English English 9A/B or 2 hr.
English 10 A/B Am. Literature / Contemp. Comp.
Expo Comp/ Lit. Analysis
Math Algebra 1 A/B or Geom. A/B
Geom. A/B or Algebra 2
Algebra 2 A/B or Math Analysis A/B
Math Analysis A/B or AP Calculus or None
Science None Biology A/B Chemistry A/B Physics A/B or none
Foreign Lang. None For. Lang. 1 A/B For. Lang. 2 A/B For. Lang. 3 A/B or None
Technical Art Intro to Computers A/B
None None
None
Social Studies None World History US History Gov/Econ
Visual Art / Performing Art
VAPA arts class VAPA arts class
VAPA arts class VAPA arts class
Life Skills / Health
Life Skills/ Health
None None None
Physical Education
P.E. or Dance A/B Or Sports
None None P.E. or Dance A/B Or Sports
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
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The Visual and Performing Arts SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Career Thematic Integration, Student-Directed Learning, Team Teaching, Senior Project and Portfolios.
b. Justification for These Strategies and Actions:
The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.
c. Date Approved by the School SLC Team: April 4, 2006
2. SLC #2: Humanitas
a. Underlying Strategies and Plan of Action:
Taft High School’s Humanitas (The DaVinci School for Interdisciplinary Studies) is a Small Learning Community that offers a thematically organized, interdisciplinary curriculum which provides an enriched Humanities education and is open to all students. Students are challenged to see the connections between literature, history, art, and science and to develop 21st century skills in technology and communication literacies. Humanitas is comprised of classes designed to promote critical and analytical thinking using thematic units that build and reinforce skills at each grade level. Teachers work as grade level teams across the curriculum, and these teams coordinate vertically to create exciting courses of study that meet the California State Standards and Los Angeles Unified School District requirements for English/Language Arts, Social Studies, Science, Math and Art.
We are concerned with the whole child, modeling core values after the writings and philosophy of Leonardo DaVinci which include fostering curiosity, learning through discovery, developing the senses, and "whole-brain" and systems thinking. These values are reflected in our teaching strategies that are student-centered and project based.
BELONG… to a community where you grow with your peers
BELONG… to a community where you know your teachers and they know you!
BELONG… to a community that supports your interests
BELONG… to a community that is not just about tests
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
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BELONG…
to a community where you will succeed BELONG…
and be a part of TAFT HUMANITAS
Classes 9th grade: Humanitas English (Ms. Guss: B101 or Mrs. Jacobs:B206) Media (Mrs. Jacobs: B206) Humanities A/B (one semester Art History with Ms. Zeitlin: M269 and one semester Language/Vocabulary with Mr. Castro: E124) 10th grade: Humanitas English (Mr. Castro: E124) Biology (Mrs. Chteine) Humanitas World History (Mr. Serrano) *OPTION: Humanitas Drama in 10, 11, or 12 (Mr. Leydenfrost: D112) *OPTION: Humanitas Filmmaking in 10, 11, or 12 (Ms. Jacobs: B 206) 11th grade: Humanitas English (Mr. Blair: C3 or Mr. Leydenfrost: D112) Humanitas United States History (Ms. Zeitlin: M269) Humanitas Chemistry (Mrs. Chteine) *OPTION: Humanitas Film in 11th or 12th grade (Mr. Blair) 12th grade: Humanitas English (Ms. Madnick) Humanitas Government and Economics (Mr. Serrano) The Humanitas SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Student-Directed Learning, Team Teaching, Senior Project and Portfolios.
b. Justification for These Strategies and Actions: The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.
c. Date Approved by the School SLC Team:
September 3, 2004
3. SLC #3: Star Leadership Academy a. Underlying Strategies and Plan of Action:
The STAR Leadership Academy at Taft High School is open to all grades 9-12 students. STAR offers an educationally rigorous curriculum that is based on the California standards and meets the A-G requirements. This SLC emphasizes a block schedule in 9th grade English and math for students who enter the Academy with average grades and test scores and yet have the potential to work at a more advanced level by the 10th or 11th grade with this additional preparation. The goal of
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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the Academy is to have students graduate as self-initiated learners and critical thinkers who have the desire and necessary tools to function successfully at the college level and in various careers.
An intense effort on the part of the Academy instructors and the administration has been created to develop a sense of “family” among the students, their peers, and their teachers through locating the Academy in its own area of the campus, having regular teacher collaboration with each other and the students, and having increased student continuity in the educational process through studying with the same teacher or small group of teachers for more than just one year. Star Academy students also attend Academy classes in cohort groups that provide educational and emotional support. It is this combined student, teacher, and administrative effort using a “family-based” approach to learning that has provided a current 99% passing rate on the CAHSEE for all of the STAR Academy students as well as having 89% score “above standard” on current state tests. 93% of STAR Academy students have successfully continued their education at the college and university level while 7% have been successful in trade or professional schools after graduation. The Star SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Student-Directed Learning, Team Teaching and Portfolios.
b. Justification for These Strategies and Actions:
The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.
c. Date Approved by the School SLC Team:
September 2003 4. SLC #4: Business and Professional Academy (BPA)
a. Underlying Strategies and Plan of Action:
The Business and Professional Academy creates a professional learning environment that prepares a diverse student body for entry level careers and post secondary education in a global business community. In the BPA teachers will connect classroom learning and content with real life/world experience. The BPA faculty and staff will introduce, reiterate, model and teach professional behavior, peer respect and productive interaction to foster and promote successful student achievement. The Business and Professional Academy was developed based upon student response on a Small Learning Community interest survey and the students’ demonstrated participation in the L’Atelier Fashion Academy.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
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The Business and Professional Academy’s faculty, students and parents participate in the school governance. The Business Academy will develop an advisory board consisting of business professionals. BPA will be represented at all School Site Council meetings. The Taft High School Site Council meets bi-monthly, is composed of representative stakeholders, and maintains and distributes meeting minutes. Taft High School has made great progress in clarifying and communicating school and district policy to parents and students. BPA will continue this tradition of utilizing multiple communication modes to ensure BPA student achievement. Taft’s policies strongly support the school’s expected learning results of social maturity and responsible citizenship by promoting student body activities, community service, peer mediation, and impact counseling. These are strongly aligned with the BPA’s mission of developing focused professionals who can achieve success in any workplace.
Structure
The Business and Professional Academy SLC is open to all students in grades 9 through 12.
BPA Core Course Flow
Freshman Sophomore Junior Senior English 9 Algebra 1 Inter Coordinated Science Introduction to Computers & Telecommunications BPA Life Skills/BPA Health BPA Physical Education
English 10 Geometry Biology Foreign Language 1 World History BPA Electives: 1- Physical Education 2 – Fine Art
American Literature/Contemporary Composition Foreign Language 2 US History Chemistry Algebra 2 BPA Electives: 1 – Student Choice
Expository Composition/ Writers Seminar Government/Economics Foreign Language 3 BPA Electives: 3- Student Choice
Honors, Advanced Placement options are available to all BPA students in English, Mathematics, Science, Social Science and Foreign Language based on student interest and ability. BPA students are able to access additional courses for enrichment, remediation, and intervention in a zero (before school) or seventh (after school) period on the Taft High School Campus and off campus at Regional Occupational Centers.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
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BPA Strands
L’Atelier Science & Health
Professions Business & Technology
Professions Professional Certificates/ Portfolio
College Intern Portfolio ACSM Certified Personal Trainer
Microsoft Office Expert Certification / Digital Portfolio
BPA Electives
Independent Living Clothing & Pattern Making (ROP West Valley) Fashion Design Fashion Merchandising Advertising Design Textiles Housing & Interior Design Architecture International Foods Foods & Nutrition Consumer Education Business Management Graphic Arts
Step Aerobics & Aerobic Dance First Aid/CPR Weight Training Flexibility Training & Calisthetics Medical Internship Zoology Animal Behavior International Foods Foods & Nutrition Genetics Molecular Biology
Basic Microsoft Office Advanced Microsoft Office Introduction to Computers Word Processing Web Design Multi-Media Computer Programming Software Applications Internet Publishing Accounting/Banking Financial Management Business Law/OrganizationMicroeconomics Macroeconomics International Relationships Global International Trade
b. Justification for These Strategies and Actions:
The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.
c. Date Approved by the School SLC Team:
September 12, 2006
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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5. SLC#5: Education and Personal Development (ECD)
a. Underlying Strategies and Plan of Action: Taft High School’s Education and Personal Development Small Learning Community will provide an opportunity for Taft’s diverse student population to excel in all standards-based learning experiences and participate in a four-year community outreach program consisting of a module of education courses and internships. We will also incorporate the use of NANO technology in our curriculum across all subjects. Student placement at off-site elementary and middle schools, and at local businesses, will allow the SLC to establish bonds with the community at large. Community outreach will form an integral part of our small learning community. Stakeholders in the SLC, therefore, will include not only students, faculty, and staff of Taft High School, but also local child development and educational professionals, employers, media, and, especially, the parents of the community. A series of guest speakers will expose students to the wide variety of professional opportunities in the educational field. Senior portfolio presentations/projects at the Education SLC Fair will showcase students’ accomplishments each spring, as they present individual projects they have completed with the ongoing guidance of an SLC faculty member. All Taft High School students are eligible to participate in the Education and Personal Development SLC. Accommodations and modifications will be made for Special Education students, English Language Learners, and other students with special needs. Goals
• Student will cultivate a passion for the Education and Personal Development. • Student will demonstrate mastery in the use of NANO technology • Student will meet the A-G requirements for post secondary educational opportunities. • Students will participate in the operation of an on-campus pre-school. • Students will demonstrate skills and knowledge in all areas of child development, including
supervision and instruction of pre-school children. • Students will work closely with one another in a collaborative environment in the classroom
of the SLC and as they supervise children at the preschool center, under the guidance and direction of a certified early childhood development teacher.
• One hundred percent of our students will pass the CAHSEE and graduate from high school. • Our students will meet or exceed the California Standards Test target goals for the school. • Speakers and field trips will be planned to make students aware of the opportunities for
employment in the fields of personal development and education. • Our student grades will be monitored and, when a student is experiencing difficulty,
intervention opportunities, such as tutoring, will be offered.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Structure
The Education and Personal Development SLC is open to all students in grades 9 through 12. Education and Personal Development Courses:
• Ninth Grade: Early Child Development: Basic Theory and Development. Students will gain a general understanding of the outline of their course of studies.
• Tenth Grade: A Study of Major Theorists: Freud, Piaget, Montessori. • Eleventh Grade: Fundamentals of Teaching Preschool, Elementary, and Secondary
children. • Twelfth Grade: Fieldwork
Core SLC Classes: • English: 9th grade English, 10th grade World Literature, 11th grade American
Literature, 12th grade Expository Composition • Social Studies: 10th World History, 11th grade U.S. History, 12th grade
Government/Economics • Science: 9th grade Integrated Coordinated Science, 10th grade Biology, 11th grade
Chemistry or Chemical Inquiry, 12th grade Physics • Electives: Education and Child Development
b. Justification for These Strategies and Actions:
The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner’s classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drives Taft High School’s SLCs guiding principle that students think and learn in many ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.
c. Date Approved by the School SLC Team: September 12, 2006
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
2. Planning and Organization
A. Timeline for rollout of SLCs. The following chart summarizes the expected rollout of all
SLCs at the school by track. Some SLCs on campus are already in place and therefore will not have an expected date of initiation. The school will also document the expected date by which each SLC will be in full operation with all structures, strategies and resources in place.
Timeline
Smaller Learning Community Name
Traditional or Track(s) Served (A, B, and/or C)
Already Initiated (Yes/No)
Expected Date of SLC Initiation
(month/year)
Expected Date for a Fully Developed SLC
(month/year)
Visual And Performing Arts Traditional Yes September 2006 September 2008
Humanitas Traditional Yes September 2004 Fully Developed
Star Traditional Yes September 2003 Fully Developed
Business and Professional Academy (BPA)
Traditional No September 2007 September 2009
Education and Personal Development
Traditional No September 2008 September 2010
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
2. Planning and Organization
Not Applicable
B. Number of SLCs per Track. For year-round schools, the chart below summarizes the total number of SLCs offered at the school by the calendar schedule.
Number of SLCs Total Number of SLCs
Track A
Track B
Track C
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
2. Planning and Organization
C. Configuration of Design Teams. Identify design teams for the various SLCs on campus
in the chart below. For year-round schools, the school will separate teams for the various tracks, such that if a SLC theme is on multiple tracks, the team for each track will be documented separately.
Design Team Members Smaller Learning Community Name Name Title/Position
Dr. Ogo Okoye-Johnson Assistant Principal Tom Pease Lead Teacher / Music Teacher
Angelica Streif Counselor Angela Barrett Drama Teacher Dianna Arena Art Teacher
Visual And Performing Arts Andrea Ruiz Dance Teacher
Debra Bryant Assistant Principal Charles Sawyer Counselor
David Castro Coordinator / English Teacher Scott Blair English Teacher Linda Guss English Teacher
Jerrilyn Jacobs Lead Teacher / English Teacher Alex Leydenfrost English Teacher
Humanitas
Jessica Zeitlin Social Studies Teacher Renetta Jenkins Assistant Principal Elisa Sagardia Counselor Mark Hetland Lead Teacher / English Teacher
Bo Bevis English Teacher Amy Herman Social Studies Teacher Mark Herder English Teacher
Star Leadership Academy
Bill Mulligan Math Teacher Dr. Margaret Kearns Assistant Principal
Holly Moskowitz Counselor Susan Brown Coordinator / Computers Teacher Kathy West Co-Cordinator / Home Ec. Teacher
Eileen Capinha-Viadero Co-Cordinator / Fashion Teacher Aaron Hasson Computers Teacher
Mary Lou Kashima Computers Teacher / English Ron Martin RSP Math
Business and Professional Academy (BPA)
Tana Starr Science Teacher
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Design Team Members Smaller Learning
Community Name Name Title/Position Marc Strassner Assistant Principal Mikell Granberry Counselor
Cheryl Lubin English Teacher Daniela Dormizzi English Teacher
Chris Mahon Lead Teacher Maggie Ku Special Education
Education and Personal Development (EPD)
Narmeen Elfarra Diploma Project Adviser
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Planning and Organization
March 2006
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
2. Planning and Organization
D. Dispute/Conflict Resolution Plan. Explain in the space below how your team will resolve
decision disputes and negotiate conflicting resource needs.
All the SLC teams agreed to resolve decision disputes by implementing the consensus model. The consensus of the team will be carried out.
The SLCs will make every attempt to reach consensus on policy issues and will resort to a vote only when an impasse has been reached. An impasse can be declared by a majority vote. • In the event of a vote, each member has equal voting rights. Consensus is defined as each individual member being able to at the least "live with" the decision.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Planning and Organization
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
3. Space Show assignments of all facilities on the school campus, indicating how these resources are being allocated and shared among SLCs. Allocated facilities, such as a classroom, may most typically be designated to an SLC full-time and indefinitely for the calendar year in question. In the chart below, the school will indicate the percentage of time a specific space has been allocated to a smaller learning community. Make sure each row adds up to 100 to show total usage of the space in question. Attach a campus map with clear labels for facility spaces.
Percentage of Time for Allocated Space
Inventory of Facility Spaces
SLC#1:
Visual and Performing
Arts
SLC #2:
Humanitas
SLC #3:
Star Leadership Academy
SLC #4:
Business and
Professional Academy
SLC #5:
Education and Personal Development
Athletic Facilities 20% 20% 20% 20% 20%
Oral Arts 90% 2.5% 2.5% 2.5% 2.5%
Library 20% 20% 20% 20% 20%
Taft Hall 90% 2.5% 2.5% 2.5% 2.5%
Annex 20% 20% 20% 20% 20%
College Office 20% 20% 20% 20% 20%
Computer Labs 20% 20% 20% 20% 20%
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
4. Time
A. Class/Bell Schedule. Sample class/bell schedules and a discussion of block scheduling can be found on the website at www.lausd.net/slc_schools.
2006-2007 TAFT HIGH SCHOOL BELL SCHEDULE Single Track
Regular Day Schedule
Period Begin End Period Minutes
Passing Minutes
Total Minutes
Period 1 8:00 8:54 54 7 61
Period 2 9:01 9:55 54 54
Nutrition 9:55 10:15 7 7
Period 3 10:22 11:34 72 7 79
Period 4 11:41 12:35 54 54
Lunch 12:35 1:10 7 7
Period 5 1:17 2:11 54 7 61
Period 6 2:18 3:12 54 54
TOTAL 342 35 377 / 377
Professional Development Banked Time Day Schedule
No. of Days: 14
Period Begin End Period Minutes
Passing Minutes
Total Minutes
Period 1 8:00 8:39 39 7 46
Period 2 8:46 9:25 39 39
Nutrition 9:25 9:45 7 7
Period 3 9:52 10:49 57 7 64
Period 4 10:56 11:35 39 39
Lunch 11:35 12:10 7 7
Period 5 12:17 12:56 39 7 46
Period 6 1:03 1:42 39 39
TOTAL 252 35 287 / 287
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Minimum Day Schedule
No. of Days: 8
Period Begin End Period Minutes
Passing Minutes
Total Minutes
Period 1 8:00 8:33 33 8 41
Period 2 8:41 9:14 33 7 40
Period 3 9:21 10:05 44 44
Lunch 10:05 10:35 7 7
Period 4 10:42 11:16 34 7 41
Period 5 11:23 11:57 34 7 41
Period 6 12:04 12:37 33 33
TOTAL 211 36 247 / 247
Shortened Day Schedule
No. of Days: 2
Period Begin End Period Minutes
Passing Minutes
Total Minutes
Period 1 8:00 8:44 44 7 51
Period 2 8:51 9:35 44 44
Nutrition 9:35 9:55 7 7
Period 3 10:02 11:00 58 7 65
Period 4 11:07 11:50 43 43
Lunch 11:50 12:25 7 7
Period 5 12:32 1:16 44 7 51
Period 6 1:23 2:07 44 44
TOTAL 277 35 312 / 312
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
4. Time B. Collaboration/PD Schedule. The school will document school wide collaboration and
professional development for teachers, administrators, and other stakeholders using the two stated goals as their guide. These activities will prepare school stakeholders in transforming and expanding the school into small learning communities. For each type of training and collaboration, the school will document the stakeholders involved, the duration and frequency of training or collaboration and the expected schedule for the proposed activity. For each, the school will also highlight the expected outcome of the collaboration or training.
School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation Type of Training or
Collaboration Intended
Stakeholder Duration & Frequency
Expected Schedule
(Month/Year)
Expected Outcomes
1. To advance understanding of teachers, administrators, and other stakeholders of effective research-based instructional strategies for improving student achievement (particularly those below grade level) AB 75 Training Administrators Monthly August ‘05 to
April ‘06 Professional Learning Community development and implementation
District 1 ELA Cadre Selected ELA Teachers
Various 9/22/05; 2/16/06; 4/27/06 10/18/06; 1/17/07; 3/28/07; 4/18/07
Improvement of School wide Literacy instruction and programs across content areas
District 1 Math PD Selected Math Teachers
Various Ongoing Improvement of School wide Math instruction and programs
District 1 PD Principals, Assistant Principals, Teachers
Monthly August to June ‘06 To develop leadership, to acquire knowledge and skills needed to improve instruction
District 1 Math PD Math Coaches Monthly 8/9/06; 9/8/06; 10/1306; 11/9/06; 12/8/06; 1/12/07; 2/9/07; 3/9/07; 4/13/07; 5/11/07; 6/8/07
Improvement of School wide Math instruction and programs
District 1 Math Assessment Math Coaches Various 11/1-2/06; 2/14-15/07; 4/11-12/07
Improvement of School wide Math instruction and programs
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School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation Type of Training or
Collaboration Intended
Stakeholder Duration & Frequency
Expected Expected Schedule Outcomes
(Month/Year) SLC-Specific conferences Selected Teachers Various Ongoing Increased training for
SLC leadership and design team members
Differentiated Instruction All Teachers Various Eight times per year in department meetings
Collaboration in addressing the needs of all students
Science PD Selected Science Teachers
Various Ongoing Improvement of School wide Science instruction and programs
Social Studies PD Selected Social Studies Teachers
Various Ongoing Improvement of School wide Social Studies instruction and programs
Data Driven Instruction –Teachers collaborate
Core Teachers 7-9 times per year in two hour sessions
Various times with availability of data
Use results of assessment data to drive instruction, especially in areas of need
LAUSD and District 1 Special Education PD
Selected Administrators and Teachers
Various Ongoing Addressing the needs of all special education students in order to provide equity and access
Specially Designed Academic Instruction in English (SDAIE) techniques
Selected Teachers Various 9/1/06; 9/14/06; 10/2/06; 11/17/06
To meet the needs of EL students and to improve the re-designation process
2. To provide teachers, administrators, other stakeholders with knowledge and skills they need to participate effectively in the development, expansion or implementation of a SLC. AB 75 Training Administrators Monthly August to April ‘06 To acquire
knowledge and Skills needed to develop, implement and sustain SLC and PLC
Curriculum Alignment –design rigorous instruction in the SLC
All SLC Teachers Weekly
Standard based grade level and thematic links in all subjects
Professional Learning Community Cyber Conference
Administrators, counselors and Teachers
All Day March 1, 2006 To acquire Professional Learning Community knowledge and skills
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School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation Type of Training or
Collaboration Intended
Stakeholder Duration & Frequency
Expected Expected Schedule Outcomes
(Month/Year) SLC Workshops Administrators and
Teachers All Day April 3 and 4, 2006 Development and
successful implementation of SLCs
SLC PD – Guide for developing SLC with emphasis on LASUD Attributes
Non SLC Teachers Three times a year in two hour sessions
August 31, 06; January 31, 07; May 29, 07
To acquire SLC knowledge and skills needed for a successful initiation and implementation of SLC
Coffee with Principal – information about key school programs and events are shared
Parents and Community
Monthly Ongoing Develop and increase parent support to ensure student success
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
5. Staffing IN PROGRESS
All the SLCs’ have access to the administrative, clerical and support staff. List each staff member on campus, including teachers, administrators, counselors, deans, clerical staff, and custodial staff and show allocation of their time by SLC.
Name Title/Position SLC 1 SLC 2 SLC 3 SLC 4 SLC 5
Sharon Thomas Principal 20 20 20 20 20
Dr. Margaret Kearns Asst. Principal 100
Dr. Ogo Okoye-Johnson Asst. Principal 100
Renetta Jenkins Asst. Principal, SCS 100
Debra Bryant Asst. Principal, SSS 100
Marc Strassner Asst. Principal, SSS 100
Mikell Granberry Counselor 20 20 20 20 20
Holly Moskowitz Counselor 2.5 2.5 2.5 80 2.5
Bree Pasmyn Spec. Ed. Counselor 20 20 20 20 20
Jill Ricci Counselor 20 20 20 20 20
Elisa Sagardia Counselor 10 10 40 10 10
Charles Sawyer Counselor 2.5 80 2.5 2.5 2.5
Angelica Streif Counselor 90 5 5 5 5
Eileen Kassem Counselor 20 20 20 20 20
Rachel Livingston College Counselor 20 20 20 20 20
Jarrett Gold Dean 20 20 20 20 20
Barbara Haskin Dean 20 20 20 20 20
Mark Pierce Dean 20 20 20 20 20
Narmeen Elfarra Drop Out Prevention 20 20 20 20 20
Sheppard, Kathleen Library 20 20 20 20 20
Rosanne Gercke Nurse 20 20 20 20 20
Karen Jaster Psychologist 20 20 20 20 20
Andrea Albarracin Teacher 20 20 20 20 20
Sohyun An Teacher 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Dianna Arena Teacher 80 5 5 5 5
Bruce Bader Teacher 45 55
Terry Barber Teacher NA NA NA NA NA
Angela Barrett Teacher 80 5 5 5 5
Art Berchin Teacher 20 20 20 20 20
Maria Bergin Teacher 20 20 20 20 20
Bo Bevis Teacher 100
Jennilyn Bingham Teacher 45 55
Scott Blair Teacher 20 80
Patricia Blazic Teacher 20 20 20 20 20
Dara Blumfield Teacher 20 20 20 20 20
Rachel Brill Teacher 20 20 20 20 20
Susan Brown Teacher 20 50 10 10 10
Bridget Brownell Teacher 15 40 15 15 15
Stephen Burch Teacher 80 5 5 5 5
George Caandoy Teacher 100
April Cano Teacher 20 20 20 20 20
Eileen Capinha-Viadera Teacher 5 5 5 80 5
Eileen Casanova Teacher 20 20 20 20 20
David Castro Teacher 100
Sangeeta Chhabra Teacher 20 20 20 20 20
Tatiana Chteine Teacher 100
Linda Cleary Teacher 100
Raymond Conklin Teacher 20 50 10 10 10
Derrick Coy Teacher 20 20 20 20 20
Jeffrey Dichter Teacher 100
Larry Dill Teacher 20 50 10 10 10
Maria Dorbritz Teacher 20 20 20 20 20
Daniela Dormizzi Teacher 20 20 20 20 20
David Douglas Teacher 20 20 20 20 20
Mark Drucker Teacher 20 20 20 20 20
Stacy Drucker Teacher 20 20 20 20 20
Bill Durham Teacher 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Brian Fagan Teacher 60 10 10 10 10
Ramin Fayyazi Teacher 20 20 20 20 20
Richard Ferreria Teacher 20 50 10 10 10
Kathi Flood Teacher 80 5 5 5 5 Cindy Forbes Teacher 20 20 20 20 20 Debra Gambardella Teacher 20 20 20 20 20
David Gaughen Teacher 20 20 20 20 20
Richard Gibbons Teacher 20 20 20 20 20
Brian Godsey Teacher 20 50 10 10 10
Andrea Gold Teacher 20 50 10 10 10
Erika Gonzalez Teacher 20 50 10 10 10
Susan Gordon Teacher 20 50 10 10 10
Linda Guss Teacher 100
Kevin Harlow Teacher 20 20 20 20 20
Judith Hassel Teacher 20 20 20 20 20
Aaron Hasson Teacher 5 5 5 5 90
David Hawley Teacher 20 20 20 20 20
Mark Herder Teacher 100
Amy Herman Teacher 100
Mark Hetland Teacher 100
Jerrilyn Jacobs Teacher 100
Mary Lou Kashima Teacher 10 90
Hisham Kasim Teacher 100
William Kidder Teacher 20 20 20 20 20
Byung Kim Teacher 20 20 20 20 20
Matthew Kodama Teacher 20 20 20 20 20
Wendy Kraft Teacher 20 20 20 20 20
Maggie Ku Teacher 20 20 20 20 20
Lily Kwan Teacher 20 20 20 20 20
Lyda Lara Teacher 80 5 5 5 5
Doug Lasken Teacher 80 5 5 5 5
Alex Leydenfrost Teacher 100
Melissa Lewinson Teacher 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Cheryl Lubin Teacher 20 20 20 20 20
Jim Lutz Teacher 20 20 20 20 20
Wendy Madnick Teacher 10 90
Chris Mahon Teacher 20 20 20 20 20
Shazia Malik Teacher 20 20 20 20 20
Esther Marantz Teacher 20 20 20 20 20
Bryan Martin Teacher 100
Ron Martin Teacher 20 20 20 20 20
Tina Matthews Teacher 20 20 20 20 20
Joshua Mayesh Teacher 20 20 20 20 20
Lisa McKeon Teacher 100
Rich McKeon Teacher 20 50 10 10 10
Arman Mercado Teacher 20 50 10 10 10
Cesar Moreno Teacher 20 20 20 20 20
Kylowna Moton Literacy Coach 20 20 20 20 20
Bill Mulligan Teacher 100
Robert Munson Teacher 100
Nina Nazarian Teacher 80 5 5 5 5
Richard Nolte Teacher 20 20 20 20 20
Tom Pease Teacher 80 5 5 5 5
Leslie Proud Teacher 20 50 10 10 10
Regina Reyes Teacher 20 20 20 20 20
Chris Rizzo Teacher 20 50 10 10 10
Ronald Roverud Teacher 20 20 20 20 20
Andrea Ruiz Teacher 80 5 5 5 5
Lisa Ryder Teacher 20 50 10 10 10
Harriet Sasson Teacher 20 20 20 20 20
Gloria Saucedo Teacher 20 20 20 20 20
Chris Serrano Teacher 100
Roya Shayan Teacher 20 20 20 20 20
Elia Sheiner Teacher 20 20 20 20 20
Tom Simpkin Teacher 100
Dana Smith Teacher 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Pedro Solorzano Teacher 20 20 20 20 20
Ken Solovy Teacher 20 20 20 20 20
Omar Soto Teacher 20 50 10 10 10
Carol Spector Teacher 20 20 20 20 20
Tana Starr Teacher 20 20 20 20 20
Troy Starr Teacher 20 50 10 10 10
Sherie Stephens Teacher 20 20 20 20 20
Allan Stevens Teacher 20 50 10 10 10
Carolyn Swaim Teacher 20 50 10 10 10
Fataneh Tabatabai Teacher 20 20 20 20 20
Sally Taitz Teacher 20 50 10 10 10
Linda Tamshen Teacher 80 5 5 5 5
Lance Tapper Teacher 20 20 20 20 20
Louis Tartaglia Teacher 60 10 10 10 10
Edwin Tucker Teacher 60 10 10 10 10
Allan Valerio Teacher 100
Sylvia Wendel Teacher 20 50 10 10 10
Kathleen West Teacher 100
Joanne White Teacher 20 50 10 10 10
Jim Whitley Teacher 20 20 20 20 20
Carol Wise Teacher 20 50 10 10 10
James Woodard Teacher 20 20 20 20 20
Tom Wright Teacher 20 20 20 20 20
Yun Yu Teacher 20 20 20 20 20
Jessica Zeitlin Teacher 100
Malcolm Norrington School Police 20 20 20 20 20
Laura Boghosian Clerical 20 20 20 20 20
Jessica Chavez Clerical 20 20 20 20 20
Bev DeFinney Clerical 20 20 20 20 20
Elise Dietterich Clerical 20 20 20 20 20
Ben Geronimo Clerical 20 20 20 20 20
Aida Gonzalez Clerical 20 20 20 20 20
Dina Johnson Clerical 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Cheryl Matlin Clerical 20 20 20 20 20
Marilyn McFerguson Clerical 20 20 20 20 20
Sonia Meier Clerical 20 20 20 20 20
Jessica Mier Clerical 20 20 20 20 20
Esther Nelson Clerical 20 20 20 20 20
Lynn Okin Clerical 20 20 20 20 20
Sharon Ortiz Clerical 20 20 20 20 20
Jackie Petrucci Clerical 20 20 20 20 20
Guadalupe Rivera Clerical 20 20 20 20 20
Rosalyn Savage Clerical 20 20 20 20 20
Steven Savage Clerical 20 20 20 20 20
Yamil Torrez Clerical 20 20 20 20 20
Beverly Turner Clerical 20 20 20 20 20
Marilyn Waldman Clerical 20 20 20 20 20
Cathy Al Awami Special Ed. Aide 20 20 20 20 20
Bilal Al-Rashid Special Ed. Aide 20 20 20 20 20
Daniel Berg Special Ed. Aide 20 20 20 20 20
Elise Berg Special Ed. Aide 20 20 20 20 20
Lawrence Cory Special Ed. Aide 20 20 20 20 20
Sholeh Fakheri Special Ed. Aide 20 20 20 20 20
Shohreh Fariab Special Ed. Aide 20 20 20 20 20
Jill Jensen Special Ed. Aide 20 20 20 20 20
Hank Lindsey Special Ed. Aide 20 20 20 20 20
Karman Moore Special Ed. Aide 20 20 20 20 20
Albert Muljodiredjo Special Ed. Aide 20 20 20 20 20
Marjorie Smilanick Special Ed. Aide 20 20 20 20 20
Afsaneh Tabar Special Ed. Aide 20 20 20 20 20
Diane Waber Special Ed. Aide 20 20 20 20 20
Chuck Berrington Campus Aides 20 20 20 20 20
Anthony Foli Campus Aides 20 20 20 20 20
Pat Glander Campus Aides 20 20 20 20 20
Edgar Hernandez Campus Aides 20 20 20 20 20
Jacob Pollon Campus Aides 20 20 20 20 20
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Name Title/Position
SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Jere Swaggerty Campus Aides 20 20 20 20 20
Estella Williams Campus Aides 20 20 20 20 20
Candelaria Astorga Cafeteria 20 20 20 20 20
Alice Ayrapetyan Cafeteria 20 20 20 20 20
Jeri Baxter Cafeteria 20 20 20 20 20
Norma Guerra Cafeteria 20 20 20 20 20
Eloida Gutierrez Cafeteria 20 20 20 20 20
Lora Kukuczka Cafeteria 20 20 20 20 20
Marilyn Lombard Cafeteria 20 20 20 20 20
Louiza Mardoyan Cafeteria 20 20 20 20 20
Fukimo Matusumura Cafeteria 20 20 20 20 20
Alma Aguirre Custodian 20 20 20 20 20
Armando Arellano Custodian 20 20 20 20 20
Jackie Austin Custodian 20 20 20 20 20
Juan Cadena Custodian 20 20 20 20 20
Florine Crummie Custodian 20 20 20 20 20
Claude Fontenot Custodian 20 20 20 20 20
Gelonda Forshee Custodian 20 20 20 20 20
Gloria Gonzalez Custodian 20 20 20 20 20
Jim Graham Custodian 20 20 20 20 20
James Jacobs Custodian 20 20 20 20 20
Danny Montgomery Custodian 20 20 20 20 20
Randy Morris Custodian 20 20 20 20 20
Antonio Nuesca Custodian 20 20 20 20 20
Edwin Palucho Custodian 20 20 20 20 20
Ryan Rogers Custodian 20 20 20 20 20
Isaiah Serrano Custodian 20 20 20 20 20
Tim Soto Custodian 20 20 20 20 20
Jose Tabancay Custodian 20 20 20 20 20
Sandra Urrutia Custodian 20 20 20 20 20
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
6. School-wide Programs and Activities
A. The school outlines the various school-wide programs available on campus by each SLC and grade level.
9th Grade 10th Grade 11th Grade 12th Grade
SLC 1: Visual and Performing Arts AP Classes Yes Yes Yes Yes
Electives Yes Yes Yes Yes
Music Yes Yes Yes Yes
Interventions See chart below
Athletics Yes Yes Yes Yes
Adult School Yes Yes Yes Yes
ROP Yes Yes Yes Yes
Community-based organizations
Yes Yes Yes Yes
ESL Yes Yes Yes Yes
Special Ed. Yes Yes Yes Yes
SLC 2: Humanitas AP Classes Yes N/A N/A N/A
Electives Yes N/A N/A N/A
Music Yes N/A N/A N/A
Interventions See chart below.
Athletics Yes N/A N/A N/A
Adult School N/A N/A N/A
ROP N/A N/A N/A
Community-based organizations
Yes N/A N/A N/A
ESL Yes N/A N/A N/A
Special Ed. Yes N/A N/A N/A
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9th Grade 10th Grade 11th Grade 12th Grade
SLC 3: Star Leadership Academy AP Classes Yes Yes Yes Yes
Electives Yes Yes Yes Yes
Music Yes Yes Yes Yes
Interventions See chart below
Athletics Yes Yes Yes Yes
Adult School Yes Yes Yes Yes
ROP Yes Yes Yes Yes
Community-based organizations
Yes Yes Yes Yes
ESL Yes Yes Yes Yes
Special Ed. Yes Yes Yes Yes
SLC 4: Business and Professional Academy AP Classes Yes Yes Yes Yes
Electives Yes Yes Yes Yes
Music Yes Yes Yes Yes
Interventions See chart below
Athletics Yes Yes Yes Yes
Adult School Yes Yes Yes Yes
ROP Yes Yes Yes Yes
Community-based organizations
Yes Yes Yes Yes
ESL Yes Yes Yes Yes
Special Ed. Yes Yes Yes Yes
SLC 5: Education and Personal Development AP Classes Yes Yes Yes Yes
Electives Yes Yes Yes Yes
Music Yes Yes Yes Yes
Interventions See chart below
Athletics Yes Yes Yes Yes
Adult School Yes Yes Yes Yes
ROP Yes Yes Yes Yes
Community-based organizations
Yes Yes Yes Yes
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9th Grade 10th Grade 11th Grade 12th Grade
ESL Yes Yes Yes Yes
Special Ed. Yes Yes Yes Yes
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
6. School-wide Programs and Activities B. Interventions: The school outlines each intervention available at the school site. For
each intervention listed, the school will also document whether the program is required by the school district.
TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES FOR
READING/LANGUAGE ARTS PROGRAM REQUIRED
BY DISTRICT (YES/NO)
9th to 12th Graders School Based Tutorial Services No
9th to 10th Graders with a Below Basic or Far Below Basic Performance Level
Developing Readers and Writers Yes
9th to 12th Graders with a Below Basic or Far Below Basic Performance Level, and 12th Graders who failed the ELA part of CAHSEE
Extended Learning Program
Yes
9th to 12th Graders District Tutorial Services Program Yes
9th to 12th Graders Individual Teacher Tutoring No
12th Graders who failed the ELA part of CAHSEE
CAHSEE Boot Camp Yes
10th and 11th Graders who failed ELA CAHSEE
CAHSEE Prep within the school day No
9th to 12th Graders Supplemental Educational Services for PI Title I students Yes
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TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES FOR
MATHEMATICS PROGRAM REQUIRED
BY DISTRICT (YES/NO)
9th to 12th Graders School Based Tutorial Services No
9th to 10th Graders with a Below Basic or Far Below Basic Performance Level
Double Period Block of Math within the school day No
9th to 12th Graders with a Below Basic or Far Below Basic Performance Level, and 12th Graders who failed the Math part of CAHSEE
Extended Learning Program
Yes
9th to 12th Graders District Tutorial Services Program Yes
9th to 12th Graders Individual Teacher Tutoring No
12th Graders who failed the Math part of CAHSEE
CAHSEE Boot Camp Yes
9th to 12th Graders Supplemental Educational Services for PI Title I students Yes
10th and 11th Graders who failed Math CAHSEE
CAHSEE Prep within the school day No
TARGETED STUDENTS GENERAL INTERVENTION FOR OTHER SUBJECTS PROGRAM
REQUIRED BY
DISTRICT (YES/NO)
9th to 12th Graders School Based Tutorial Services No
9th to 12th Graders Foreign Language Tutoring No
9th to 12th Graders Individual Teacher Tutoring No
Students Referred by teachers for poor performance
Consultation with Clinical Psychologist No
Students with poor attendance
Consultation with PSA Counselors No
Students at risk for academic failure
Dropout Prevention Adviser yes
At-risk incoming 9th graders Summer Bridge Program Yes
All at-risk students IMPACT, SPIRIT, BLUE RIBBON COMMISSION, HEART and PEER MEDIATION support groups No
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Taft High School also offers students opportunities to participate in its School for Advanced Studies with an Individualized Honors Program component for highly gifted students.
SCHOOL FOR ADVANCED STUDIES The Advanced Studies Program at Taft High School is specifically designed for state-identified highly gifted and high performing students. The program challenges students to the highest degree that they are able and willing to achieve and makes available a myriad of activities, organizations, and opportunities to create a comprehensive educational environment. A strong support system within the program assists students during their high school experience. The college preparatory curriculum at Taft was developed in conjunction with the University of California with an emphasis on preparing students academically to compete in the finest colleges and universities in the nation.
A carefully selected, highly qualified staff An experienced counselor acting as Advanced Studies coordinator
An administration with experience in coordinating gifted and highly gifted
programs A differentiated curriculum to afford students academic challenges designed to
meet individual intellectual needs An opportunity for Advanced Studies students to take courses for college credit
concurrent with their high school curriculum at Pierce and Santa Monica Community Colleges, where Taft maintains established relationships
A Peer College Counseling Program that provides individualized guidance in the
college application/preparation process A Gifted Focus Committee comprised of parents, students, faculty, and
administrators that determines and recommends gifted budget expenditures, program direction, and course offerings.
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INDIVIDUALIZED HONORS PROGRAM FOR HIGHLY GIFTED STUDENTS IN THE TAFT SCHOOL FOR ADVANCED STUDIES: A COLLABORATION BETWEEN WILLIAM HOWARD TAFT HIGH SCHOOL AND SANTA MONICA COLLEGE
DESCRIPTIONS OF SANTA MONICA CLASSES ART HISTORY: A survey of chronological development of a designated time periodCIS4: This course is designed to introduce students to Microsoft Office SuiteCOUNSELING 11: This course introduces higher education to high school studentsDESIGN: This is an introductory course in the theory and application of the elements of 2-D designENGLISH 1: The first semester of college freshman English prepares students to read in depth, write expository essays, and learn the tools of research equired by the Modern Language AssociationENGLISH 2: The second semester of college freshman English prepares students to write
analytical papers on important literary worksENGLISH 31: The third semester of college English prepares students to write essays on mature works of iterature under timed conditionsENGLISH 10: The fourth semester of college English introduces students to the study of ethnic literature of the United States including African-American literature; Jewish-American literature; and European-American literatureECONOMICS 1: The principles of microeconomics ECONOMICS 2: The principles of macroeconomicsHEALTH 10: This course is designed to develop proper attitudes toward healthful livingPOLITICAL SCIENCE 1: The study of the government of the United States and California POLITICAL SCIENCE 2: The study of comparative government and politic
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
7. Student Choice
Please describe your student recruitment and transfer policies and process in the space below.
Student Recruitment and Transfer All the SLCs are accessible to all students who express interest in the respective SLCs. Once in the SLC, a student would have to finish the school year, conference with parent and the SLC counselor before transferring out of the SLC.
Staffing
Cerificated staff self selects to become a staff of any SLC. Once a staff member, the SLC follows the UTLA and LAUSD staffing procedures for openings, transfers and displacements.
Scheduling of classes within SLCs Students will be enrolled in SLC courses of interest and into core classes also to ensure access to a rigorous, A-G curriculum. The APSCS will work with the SLC Administrator, SLC Coordinator and SLC teachers to select and prepare schedules. A common planning period is the ideal schedule.
Assigning of Resources The IMA is currently allocated to departments based on student enrollment. Art classes with expensive instructional materials receive additional allocation to offset the high cost of materials. The administrator in charge of the budget and the fiscal services prepares and distributes the allocations to each department. SLC teachers within each department receives their allocation, completes the purchase requisition, gets the approval of the SLC administrator who then forwards the requisition to the administrator in charge of fiscal services.
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Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
8. Community Resources/Partnerships Community resources/partnerships help sustain smaller learning communities over the long-term. Partners include, but are not limited to, institutions of higher education, local non-profit agencies, local large and small businesses, and faith-based organizations. A. Existing Community Resources/Partnerships: Please indicate existing resources and partners available school-wide and for each smaller learning community. Existing partners are entities within the school community that are already providing in-kind or grant/donations support to one or several SLCs.
Existing Community Partners
by SLC Role/Use of Resource for SLC
Expected Timeframe for Resource to Last
(month/year)
School Wide Partners (available for all SLCs) PTSA Equipment, substitutes for teachers,
Instructional materials, athletic materials and general school needs
Ongoing
Booster Club Equipment, substitutes for teachers, Instructional materials, athletic materials and general school needs
Ongoing
Western Bagel Hospitality Ongoing
Ralph’s at Ventura and Winnetka Hospitality Ongoing
Starbucks Hospitality Ongoing
Department for Justice Advisement, training and education As Needed
City of Los Angeles Human Relations Commission
Advisement, training and education As Needed
Los Angeles County on Human Ralations
Advisement, training and education As Needed
Asian Pacific American Dispute Resolution Center
Advisement, training and education As Needed
California Arts Council Projects, speakers, training and education
As Needed
Stirling Institute Advisement and education Ongoing
SLC #1:
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Community Resources/Partnerships
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 41 of 45
Existing Community Partners
by SLC
Expected Timeframe for Resource to Last Role/Use of Resource for SLC
(month/year)
Media City Ballet Advisement, internships, work experience, training and education
Ongoing
SLC #2: Motion Picture Academy Field Trips Ongoing Getty Museum Field Trips Ongoing Getty Zila Field Trips Ongoing Mark Taper Forum Field Trips Ongoing SLC#3: Motion Picture Academy Field Trips Ongoing Getty Museum Field Trips Ongoing Getty Zila Field Trips Ongoing Mark Taper Forum Field Trips Ongoing SLC #4: West Valley Occupational Internships, work experience, training
and education Ongoing
Fashion Institute of Design and Merchandising
Field trips, training, presentations Ongoing
Macy’s Passport Show Field trips Ongoing Trade Tech Field trips SLC#5: Pierce College Training, speakers, field trips Ongoing Cal State University Northridge Training, speakers, field trips Ongoing University of Southern California Training, speakers, field trips Ongoing Starbucks Jobs, training Ongoing Washington Mutual Life Skills Ongoing Will Gear Theatre Field Trips Ongoing
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Community Resources/Partnerships
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 42 of 45
Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
8. Community Resources/Partnerships B. Potential Community Resources/Partnerships: Please indicate potential resources and partners that the school and each SLC plan on pursuing for ensuring long-term sustainability.
Existing Community Partners by SLC Role/Use of Resource for SLC
Target Date for Securing Resource
(Month/Year)
School Wide Partners (available for all SLCs) To be Determined SLC #1: Creature Effects Supplies, Trips, Staff, Professional
Development To be determined
SLC #2: To be determined SLC#3: To be determined SLC #4: Fourth and Town Store Supplies To be determined SLC#5: To be determined
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Community Resources/Partnerships
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 43 of 45
Smaller Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT IN PROGRESS
9. Alterations to Facilities Proposed
Please discuss any facilities alterations that should occur to accommodate your SLC. Provide as much information as is available. For instance, do you know costs and timelines? Do you have the resources to complete the alterations, or do you need to identify the resources? No facilities alterations have been planned at this time. However, Taft High School would like to receive funding for the improvement of TAFT Hall, the multi-purpose room that is used to hold most of the school functions and events. Additional funding will go towards personalizing the individual SLC spaces and in creating outdoor spaces for various school wide and individual SLC meetings.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Alterations to Facilities Proposed
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 44 of 45
Smaller Learning Communities
School SLC Impact Report
V. SCHOOL TECHNICAL ASSISTANCE CHECKLIST SLC Design Teams are entitled to receive professional development and technical support. What are the greatest challenges that you can foresee at this time to completing your work? What assistance do you need? Please check all that apply and attach to your letter of intent.
Foreseeable Challenges Check All That Apply
Attribute analysis
Vision creation/identity
Student outcomes
Matrix
School to work transition X
Academic requirements: A-G
Content integration X
Assessments/evaluation
Alterations to facilities X
Resilience building
Youth development strategies
Advisories X
Leadership roles
Bell schedules X
Contract issues/waivers
Best practices X
Articulation
Budgets
Sustainability
Community partnerships X
Parent outreach and involvement
Student outreach and involvement
School staff outreach and involvement
Union (UTLA) agreements
Working with the Local District
Other:
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants SLC Design Proposal, School Technical Assistance Checklist
March 2006
Los Angeles Unified School District:_____________________________High School School SLC Impact Report
Page 45 of 45
Smaller Learning Communities
School SLC Impact Report
VI. ACKNOWLEDGEMENTS
Acknowledge, as appropriate, all staff, professional experts, community partners and others who have helped the school prepare, develop and implement smaller learning communities on campus and/or various sections of the SLC manual. Office of School Redesign staff, Local District 1 Administrators and Taft High School Administrators, staff and community.
School SLC Plan Manual: A Guide for Schools with Federal SLC Grants SLC Design Proposal, Acknowledgements
March 2006