High 201213 Midterm WASC Repo…  · Web viewIntroduction: In March of 2012, Carson High School...

52
Carson High School, WASC Midterm Report, February 2013 Introduction: In March of 2012, Carson High School received this commendation from the WASC visiting committee for Carson’s WASC two-year Progress Report: “The school leadership and staff are commended for thoughtful and purposeful actions during the past three years to improve student learning. Even though circumstances have been somewhat untidy, you have committed to: • Achieving improved student performance within your mission. • Including a broad-based representation and participation of community stakeholders in achieving these goals and furthering your mission, particularly as you have implemented schoolwide reforms within the structure of the small learning communities. • A process of continuing evaluation of your progress.” Since then, the Carson High School faculty, staff and community have rededicated to improving student achievement. CHS has five goals for students as stated in the Single Plan for Student Achievement (SPSA). These goals are referred to by the following numbers: 1. 100% Graduation 2. Proficiency for All 3. 100% Attendance 4. Parent and Community Engagement 5. School Safety Since WASC’s visit in March 2012, CHS teachers have focused PDs and peer observations on the WASC’s schoolwide key areas for follow-up (referred to in this document as WASC growth targets) in order to meet the SPSA goals. These growth targets include all of the growth targets from the 2010 WASC report (1 – 6) and include one more from the March 2012 report (7). In the following sections, the WASC growth targets are referred to by the following numbers: 1

Transcript of High 201213 Midterm WASC Repo…  · Web viewIntroduction: In March of 2012, Carson High School...

Carson High School, WASC Midterm Report, February 2013 Introduction:

In March of 2012, Carson High School received this commendation from the WASC visiting committee for Carson’s WASC two-year Progress Report:

“The school leadership and staff are commended for thoughtful and purposeful actions during the past three years to improve student learning. Even though circumstances have been somewhat untidy, you have committed to:

• Achieving improved student performance within your mission.

• Including a broad-based representation and participation of community stakeholders in achieving these goals and furthering your mission, particularly as you have implemented schoolwide reforms within the structure of the small learning communities.

• A process of continuing evaluation of your progress.”

Since then, the Carson High School faculty, staff and community have rededicated to improving student achievement. CHS has five goals for students as stated in the Single Plan for Student Achievement (SPSA). These goals are referred to by the following numbers:

1. 100% Graduation

2. Proficiency for All

3. 100% Attendance

4. Parent and Community Engagement

5. School Safety

Since WASC’s visit in March 2012, CHS teachers have focused PDs and peer observations on the WASC’s schoolwide key areas for follow-up (referred to in this document as WASC growth targets) in order to meet the SPSA goals. These growth targets include all of the growth targets from the 2010 WASC report (1 – 6) and include one more from the March 2012 report (7). In the following sections, the WASC growth targets are referred to by the following numbers:

1. Communication: Improve communication between and among SLC teachers and among teachers across the curricular areas.

2. Rigor: Increase academic rigor across the curriculum so as to impact all students.

3. Assessment: Develop and implement common formative and summative assessments.

4. Data: Continue to examine, analyze, and utilize data to drive instruction and decision making.

5. Increase the Algebra 1AB pass rate.

1

Carson High School, WASC Midterm Report, February 2013 6. Effectively utilize instructional minutes to improve student achievement.

7. PD: Focus professional development on implementing full bell-to-bell instruction that includes having students actively- possibly physically- engaged and offering the teacher regular opportunities to check for understanding and perhaps reteach, thus making the best use of the extended periods.

B. Significant Developments:

2010-2012: Since the six-year, full WASC review of 2010, Carson High School has forged through an avalanche of changes. As explained in last year’s WASC progress report, dropping enrollment, displacements, and the opening of a new local high school led to a loss of continuity in staffing. Meanwhile, CHS entered Program Improvement Year 5+, triggering CHS’s inclusion in school restructuring for the 2011-2012 school year. Headed by a new principal in July 2011, CHS was able to harness its remarkable community pride and dedicated remaining staff to initiate momentous changes, explained at length in the March 2012 WASC report as Proactive Changes 1 – 12. To summarize:

1. A schoolwide PSC ESBMM proposal2. School Loop and the development of a computer savvy faculty3. Period 7: a new bell schedule with an integrated intervention period4. Weekly embedded PDs, run by teachers for teachers5. Skyrocketing parent involvement (SPSA Goal #4)6. Increased teacher use of SDAIE strategies7. The Carson Colt Resource Center (SPSA Goal #4)8. Attendance initiative: Increasing student attendance (SPSA Goal #3)9. “College Center on the Go” program10. The Sustainability Garden and Outdoor Lab11. A proposal by the CHAMPS SLC to form a pilot school as part of the PSC process 12. A proposal by the ATCA SLC to form a pilot school as part of the PSC process

2012-13: Important developments this year include the following:

13. Carson campus restructure into three schools: In April 2012, CHS learned that LAUSD accepted the ESBMM Proposal as well as the CHAMPS and ATCA pilot school proposals leading to the whole-scale structural reconfiguration of the campus. On August 14, 2012, “Carson Complex” opened with students attending one of the three schools: Carson High School, pilot school Academy of Medical Arts (AMA, formerly CHAMPS), or pilot school Academy of Excellence in Education (AEE, formerly ATCA). While AMA and AEE operated as 2 of the 8 SLCs (Small Learning Communities) at Carson High School in the 2011-12 school year, they now are no longer part of Carson High School, and their intrascholastic activities this year are not part of this report, as they are undergoing their own initial WASC reviews. Both pilot schools accept 500 students, and CHS, which is not capped, has 1558 students divided into 3 new SLCs. Last spring, all students submitted their first, second, and third choice from the five 2012-13 SLC/Academy choices. Carson teachers from all 5 SLCs/Academies collaborated in division, giving students their first choice when possible. Since then, the now smaller Carson High School with three-

2

Carson High School, WASC Midterm Report, February 2013 fifths of its personnel from 2011-12, has worked assiduously to create a smooth system of operation with the two pilot schools and has engaged in professional development and self-reflection in order to create new SLC identities and improve classroom instruction. Meanwhile, LAUSD has told the three Carson Complex schools that a new “Zone of Choice” office in LAUSD will handle the assignment of incoming 9th graders into the three schools for the 2013-14 school year.

14. Internal restructure of Carson High School since August 2012: Through the Public School Choice process, Carson High School reorganized as an Extended School Based Management Model (ESBMM) school made up of three SLCs. These SLCs are Environmental Science, Engineering and Technology (ESET); Global Business, Law and Government (GLBG); and Performance, Arts, and Media Academy (PAMA). ESET and GBLG have a total of 3 California Partnership Academy (CPA) grants and several business partnerships that provide school-year and summer internships. PAMA is also looking to broaden its support and partnerships. Each of the three SLCs teach A-G California standardized courses, including Honors courses, and offer the following Career Pathway and Advanced Placement courses in an effort to connect to job and college interests:

Career Pathway and Advanced Placement Courses * New this yearESET

Environmental Science ->Biology, Humanities, Environmental StudiesEngineering ->Biology, Chemistry, Physics, Project Physics (Robotics)Culinary Arts -> Intro to Nutrition, Advanced Foods, Culinary Arts, Service & HospitalityAutomotive ->Auto 1AB, 2AB, *3AB

GBLGLaw & Justice ->*Conflict Resolution*Law & Government*Government Lab*Anthropology (with Physical Anthropology curriculum)*Earth ScienceGlobal Business ->Virtual Business

PAMA*Introduction to Theater*Theater Production*Speech*Dance*FilmDrawingCeramicsJournalismHumanitiesBand, Drill, Flags

AP Courses for all SLCs*AP Environmental Studies*AP PsychologyAP English LanguageAP English LiteratureAP Spanish LanguageAP BiologyAP CalculusAP Statistics

--Environmental Science, Engineering, and Technology (ESET) has been a busy SLC this year with many staff changes and program additions. The Environmental Science garden has now been dubbed an edible urban forest and renewable energy lab. The program had an official ribbon-cutting for its windmill, hosted a district-wide Environmental Luncheon, prepped a biodiesel component, rebuilt a solar-powered golf cart, and implemented a campus-wide recycling/lunch sorting system dubbed “Operation Reduce Carbon Footprint.” For the fourth year, a group of twelve students travelled to the Teton Science School in the Grand Tetons of Wyoming for a week-long ecology, environmental stewardship, and leadership program. In Engineering, Robotics was an added component this year. Students are involved in building a remote operating vehicle (ROV) for the Southern California competition in May. Last year, ESET ninth graders turned heads and put Carson on the map when they placed fourth in the competition showing up with their ROV composed of mostly repurposed materials. Student interest in robotics led to a “project physics” class this year. Culinary Arts has been funded by a $30,000 Perkins grant to build an on-campus café and expand its catering business, “Colt’s Kitchen.” Automotive has seen the addition of a privately funded part-time assistant and is in the process of organizing and upgrading the shop to

3

Carson High School, WASC Midterm Report, February 2013 accommodate the advanced automotive classes added this year.

--Global Business, Law & Government (GBLG) has experienced teacher losses and changes and a huge turnover in student composition. These changes have given GBLG the chance to redefine and develop. The SLC leadership has focused this year on building community partnerships, bringing ITEP (International Trade Education Program) in for supportive management of the Law & Justice CPA grant. GLBG teachers have established a working relationship with the Shoah Foundation in Los Angeles for support of part of the Law & Government curriculum. Teachers are also integrating a conflict resolution curriculum, giving students hands-on experience in peer advocacy. GBLG has been active in Teen Court. GLBG students can now take anthropology with a large physical anthropology component, a forensic science interest course. For the Global Business pathway, several students completed paid internships last summer with business partners Shell Pipeline and Watson Land. The Virtual Business class competed nationally and placed second for best creative booth. GLBG students have participated in community outreach programs: Shell tree planting, CSUDH career fair, and US Coast Guard. A GLBG sponsored student club is Future Leaders of the World (FLOW).

--Performance, Arts and Media Academy (PAMA) lost the most teachers to displacements and RIFs, and therefore reconfigured with a different mix of teachers and five new electives this fall 2012. PAMA now offers a dance class that allows students to learn different dance styles and dance from different cultures. The new speech classes give students the opportunity to gain confidence through public speaking. PAMA’s two new drama classes allow students to experience all aspects of the discipline: acting, directing, script writing, and set design. Next year, PAMA plans to align these courses so that students can show off their culminating skills in musical theater. This year, PAMA oversees The Trailblazer, the school newspaper, and the marching band, open to students from the three schools. A new film class allows students to study and analyze cinema as a visual and literary art form.

15. English as a Second Language (ESL) and Special Education programs: Carson High School is responsible for the ESL program at the entire Carson Complex as well as the lion’s share of Special Education students who are mainstreamed into general education classes through the Resource or Special Day programs, including two Deaf and Hard of Hearing and one Autism class. The pilot schools have taken two self-contained Mild to Moderate programs and one self-contained Autism group. The number of Carson students with an Individual Education Plan who are mainstreamed into at least one general education class was 171 students when counted in October, 2012. This number is significant and worthy of note because our general education teachers have a higher percentage of students with special needs in their classes than last year and are working harder than ever to meet their needs. Carson High School has distinguished itself as flexible and forward-looking with the increased percentage of students with greater needs. .

16. SHAREFEST comes to Carson High School: In May 2012, during a “Sharefest Work Day,” over 600 Carson staff, students, family members, and community businesspeople showed their Colt Love and converged on the Colts’ stomping grounds to support academics and school culture by completing the following:

a. Installation of 15 laptops in the Colt Resource Centerb. Painting of 8 murals emphasizing cultural appreciation, science, and art.c. Replacement of old, flimsy benches with new solid wood benches in the Quad area.d. Planting of trees, shrubs, and other vegetation in the Quad planters and flag area.e. Installation of baseball batting cages.f. Spreading of mulch and general clean-up.

4

Carson High School, WASC Midterm Report, February 2013

17. 2012-13, the year of audits: The evidence for continued improvement has been documented in a number of reports submitted this school year. A PSC update report was created through a whole-school effort and presented at an audit conducted by LAUSD in October 2012. A Title I and Title III audit report and updated SPSA (Single Plan for Student Achievement) report likewise have been created this school year through committee effort to present at the state audit of Carson High School in January 2013, with a mock-audit conducted by LAUSD in December 2012. This WASC report includes much of the information from those reports.

18. Full integration of School Loop Plus: Beginning August 27th, 2012, CHS upgraded from our School Loop Website to School Loop Plus (SLP) as part of a small pilot program within LAUSD. SLP allows nightly email communication of posted assignments and provides grades and attendance to parents and students. With administrative support and oversight, teachers are being held accountable to fully participate. Teacher posting of grades went from 20% after one month to 90% by the end of the fall semester. In addition, student and parent participation steadily rose during the semester. As of 1/27/13, 1391 students and 662 parents are registered.

19. Teacher peer observations: This school year, teachers first reviewed and compared LAUSD’s Teaching and Learning Framework Rubric and the Public School Choice Observation Rubric. A one-page observation tool was created to align the two rubrics, and teachers were trained on how to use the tool. Between October 1 and 15, fifty-five teachers observed each other a total of 86 times. A tally of the teacher marks indicates that most teachers believe their peers are “Effective or Competent,” while many indicated that an area for improvement is a need for increased challenge/rigor and a need to improve student understanding. Teachers will be expected to continue observations at least twice each month, with a goal to use these observations to share and implement best teaching practices. This focus on teacher peer observation was in direct response to WASC’s recommendation #7 last year, to conduct professional development addressing strategies for “implementing full bell-to-bell instruction” and increasing “opportunities to check for understanding.” See addendum for PD calendar and topics.

A. School/Community Profile, Description of School, Student Demographics, Faculty and Staff Demographics, Analytic Summary of Disaggregated and Interpreted Student Achievement Data

Community Profile:

Carson High School is located in the City of Carson, population 91,714, sixteen miles south of downtown Los Angeles, California. African-Americans comprise 25.4%, Asians make-up 22.3%, 38.6% are Hispanic, 0.6% are American Indian or Alaskan Natives, and 23% are Caucasian, not Hispanic. (We are aware that this number reaches 109.9%, but the information is from the City of Carson’s website, http://ci.carson.ca.us/content/department/eco_dev_service/census.asp, and we don’t have the resources to recount everyone.) In the home, Carson residents speak mostly English, Spanish, Tagalog, or Samoan; there are other Indo-European, Asian, and Pacific Island languages spoken as well. Of the

5

Carson High School, WASC Midterm Report, February 2013 city’s residents, 13.9% have less than a 9th grade education, 19.9% have attended high school but did not graduate, 41.7% have graduated from high school, and 24.5% have attended college. The families of Carson are primarily working-class and are of low to moderate income levels. The median household income in the City of Carson is $52,284 with an average per capita income of $17,107. Social Security income is received by 24.8% of the population, 8% receive Supplemental Social Security income, and 5.5% receive public assistance. Among families, 9.3% with related children under 18 years of age live in poverty status.

Student Profile:

The size of Carson High School has changed dramatically since the 2010 full WASC. In 2010, CHS had a population of 3341 students, in March of 2012 a population of 2817 students, and in October of 2012, a population of 1558 students. While some groups have remained proportionally the same from last year to this year, there are some changes. Carson High School’s Asian population has dropped from 29% to 23%, the Latino population has risen from 50% to 52%, and the African-American population has risen from 15% to 16%. Carson High School’s Special Education population has risen from 10.4% to 12%. Finally, the male to female ratio at the school has also shifted, as last year CHS was 51% male, and this year is 58% male. A Summary of this year’s student population demographics, as captured by Student Information Systems (SIS) in October, 2012, is as follows:

Student Population: 1558 Asian: 357 (23%) American Indian/Alaska Native: 13 (1%) African American: 256 (16%)Latino: 804 (52%)Pacific Islander: 85 (5%) White: 43 (3%) Special Education: 185 (12%) English Learners: 146 (9.4%)Gender: 908 male (58%); 650 female (42%)

The school still qualifies for Title I funds with 62% of the students designated as economically disadvantaged and eligible for free and reduced lunch tickets. This is up from 58% last year. All of the feeder schools are Title I schools.

Carson High School Faculty and Staff Demographics:

As with student overall population, Carson High School’s number of Certificated Staff has dropped by 40%. The numbers now are as follows with some staff shared by all three schools on the Carson Complex:

Number of Certificated Staff Members: 62.544 General education teachers4 RSP teachers6 SDC/SLD teachers

6

Carson High School, WASC Midterm Report, February 2013

2 SDC/DHH teachers1 SDC/AUT teacher3 Counselors1 Dean1 Half-time EL coordinator1 Title III Access-to-Core instructional coach

Number of Carson Complex Shared Staff: 3Nurse, computer technician, college counselor

Number of ROP positions: 5 part-timeNumber of Classified Staff Members:

6 Office staff35 Complex-wide Special Education aides3 Campus security aides2 Supervision aides6 Building and grounds maintenance staff

General description of Carson High School and its programs:

Buildings and Grounds:

In 2012, the Carson campus, consisting of 139 classrooms, was divided into three schools creating the Carson Complex. The pilot schools are mostly in contiguous classroom space, AMA using the H building, and AEE using the Z bungalows. Meanwhile, Carson High, the largest of the three schools, uses most of the classrooms in the C, G, J, and K buildings. The three schools share all common facilities. The complex features a multi-purpose room, oral arts room, library, administrative building, a new main office for each school, cafeteria building, basketball gymnasium, small practice gymnasium and a fitness center. An outdoor stage adjacent to the central quad provides a venue for student speeches and dance performances. The school has a football stadium and baseball field equipped with professional lighting systems. We are currently working on updating our softball field as well. The garden area has been developed as a living science lab that exhibits alternative power sources along with sustainable gardening. With volunteer help and corporate funding, an outdoor cooking area was built last year in the garden area. In 2012, the school renovated its track and field which is part of the football stadium. A new gym floor was installed during the retrofitting of the gym. The OAR (oral arts room) has been upgraded to function as a multimedia presentation center with state-of-the-art technology. The old choir room was turned into a lecture hall that is used by college classes that meet on our campus weekly. Finally, beautification projects around campus have created more greenery and outdoor meeting and seating areas for students along with murals and inspirational quotations that promote student goal-setting.

Technology: In 2008 the campus acquired the capacity to be 100% wireless, but most of the classroom computers are still hardwired to the school network. The school also has a Nova Net lab with 40 new (Fall 2011) computers and two printers available for use by students in classes. The library also has nine computers and a printer for student use. Four business classrooms are computerized. Five rolling carts of portable laptop computers are available for use by classroom teachers.

7

Carson High School, WASC Midterm Report, February 2013

Programs for Targeted Students: Carson High School has programs to support students with varying needs:

• Gifted Students: 208 students at Carson High School are designated as gifted or high achieving. The gifted program coordinates resources and enrichment opportunities for the students and their teachers. It encompasses the Honors and Advanced Placement courses on the site; these courses are available to students regardless of their SLC. Although the program has been de-funded due to budget cuts, the school has secured a grant from the College Board, AP Boost, which pays for teacher training, college tutors and the curricular resources to launch a pre-AP program, SpringBoard, in selected classes. In addition, the school is a part of the district’s Schools for Advanced Studies program, and funds from this program are used to pay for additional teacher training, as well as sub coverage and the administration of the AP exams. This school year, a well-attended meeting was held for the parents of gifted students on December 10, 2012, and an additional meeting will be held on February 12, 2013.

• English Learners: This year began with 142 English Learners, which is 9% of the student population; 5% of the English Learners are newcomers to LAUSD schools this year. 22 students (15.5%) have reclassified thus far this year. Carson High School offers ESL classes to newcomers and students who are in their beginning years of learning English. CHS also offers Sheltered sections in the core content areas—English, mathematics, science, and social studies—with CLAD and SDAIE trained teachers. These classes help students who are at all levels of English and who have not yet reclassified. A part-time English Learner Programs Coordinator and a full-time Title III Access to Core instructional coach support these students and their teachers. Carson High School has an active ELAC comprised of parent ELAC Officers. The ELAC meets monthly and advises the EL coordinator and the School Site Council on recommendations for parent outreach, student recognition ceremonies and the English Learner programs budgets. The EL coordinator and the EL coach spearheaded several school-wide PDs focused on ELL instructional techniques and have helped teachers identify their EL students.

English Learners who are struggling access a variety of intervention opportunities. A CAHSEE preparation class three days per week supports 12th graders who have not passed one or both portions of the CAHSEE. Three math teachers and the ESL teacher offer after school tutoring Wednesday, Thursday and Friday for any student who needs help. The Boys and Girls Club offers algebra, English, social studies and science tutoring for any English Learner on select days of the week.

CHS also offers parent workshops that are tailored to parents of English Learners. UCLA Passport to College offers a 10 week series on college readiness for parents in Spanish and English. In addition, workshops this year on the Dream Act (financial aid for undocumented students) and on completing the FAFSA were offered in Spanish and English. Written communication to parents regarding ELAC meetings is provided in English, Spanish and Tagalog.

• Students with IEPs: The needs of Special Education students are met through the IEP process. As of 1/28/13, 188 or 11% of CHS students have IEPs. There are 83 students in the Resource Support Program (RSP), 68 students in the SLD/SDC program, 7 students in SDC/CBI program, and 3 students in

8

Carson High School, WASC Midterm Report, February 2013 the SDC/AUT program. In 2009-2010 a Deaf and Hard of Hearing Program moved onto Carson’s campus. These students are served by two dedicated Deaf and Hard of Hearing teachers. Presently, there are 17 students in the Deaf and Hard of Hearing (DHH) program. The goal of Special Education is to move students into the least restrictive educational environment (LRE) possible. All Special Education students have access to instructional technology and a designated Learning Support Center. The needs of students requiring special accommodation who do not qualify for the Special Education program have their needs met with 504 plans. Students with IEP and 504 plans have equal access to all SLCs.

• “At-risk” Students: COST (Coordination of Services Team) is a school-based multi-disciplinary resource coordinating team that meets regularly to discuss student needs and to determine which school and/or community-based resources might best meet the identified need. They look at students who are experiencing difficulties at school resulting from individual, family, or systemic issues. They look at chronic academic, discipline, and/or attendance problems. The COST team also works to identify service gaps and works to develop resources to address unmet school and student needs. In essence, the COST process helps to remove barriers to academic achievement by helping students and their families with the assistance they need to overcome them.

Programs for all students: Carson High School also has programs to support all students:

• The Wellness Center: Carson High has been identified as a Wellness Center. Wellness Centers represent an expanded concept in school-based health care. Each Wellness Center offers comprehensive health and mental health services for all students and community members within the school network. This year, Wellness Center services have combined with Healthy Start services in the school’s “HEART” (Health Education and Resources for the 21st Century) office. By folding these programs together, CHS students have access to mobile vans and clinics, dental trailers, fixed health centers, and counseling services from various community organizations.

• The Nurse’s Office: The diverse and unique population of this campus, along with the number and type of medically fragile students, require more than the 2.15 days of nursing services a week provided by LAUSD. Title I funds provide the additional 2.85 days of nursing services during the week. Approximately 5,000 student visits are made to see the school nurse through the Health Office per year. These visits include emergency first aid, health education, health promotion, and public health protection. The school nurse is also involved in mediating and/or coordinating psychological crisis situations and assisting students in accessing confidential medical services, counseling, and education to pregnant and parenting teens. The school nurse is involved in screening, evaluating, referring and following students who abuse substances on campus. In addition, it is the responsibility of the school nurse to clear all sports physicals. The Special Education component of the daily nursing office visits involves health assessments and the coordination of specialized services for students who require tri-annual assessments and annual OHI assessments. Approximately 90 IEP assessments are performed each year.

• The College Center: CHS’s College Center is proactive on campus and is well represented by 58 College Center peers (from all three schools) who provide mentoring, outreach, and service to students

9

Carson High School, WASC Midterm Report, February 2013 at all grade levels as evidenced by the “adopt a class” project. Peers adopt 9 th or 10th grade classes for 8 class meetings, meeting once a week, and covering topics such as college planning, surviving high school, and learning to make good decisions. Peers also make campus-wide presentations on topics such as internships and summer programs and meet individually with 11th and 12th grade students for the purpose of college planning. The College Center also offers college classes on campus after school, SAT prep programs, information on internships, summer programs, and advanced placement classes. The College Center manages the PSAT process, College Night, financial aid programs, and participates in a regional college fair held every September attended by more than 80 nation-wide colleges and universities. Outreach staff representing the University of California and the federal TRIO programs serves our first generation college bound population and provides guidance and trips to visit campuses. The TRIO programs currently serving CHS through the College Center include: CSUDH Upward Bound, CSULB Upward Bound, CSULB Math and Science Upward Bound, Educational Talent Search, V Source, and UC Educational Academic Outreach Program. Cal State Northridge EOP is also on campus every week.

• Counseling Office: The counselors of Carson High School are located in the administration building. There are three counselors that serve the Carson High School student population. Each counselor is responsible for one Small Learning Community: ESET, GBLG, or PAMA. The counselors also serve students with IEPs and English Learners, who are distributed evenly among them. Students receive the following services from counselors: scheduling of classes, monitoring of graduation and college entrance requirements, Individual Graduation Plans (IGP) and career planning, developed cooperatively with students and their parents/guardians, and supporting/guiding students with their social, emotional, behavioral, and/or academic issues. The counselors work cooperatively with the teaching staff and their Small Learning Community in areas of academic high and low achievers, development of the Master Schedule, and daily issues that occur. Recently, counselors and their SLC teachers ran intervention assemblies with small-group peer-coaching for ninth graders with 2 or more fails. Counselors participate in Individual Education Plan meetings with the Special Education teacher and the parents/guardians of the child. The counselors take part in the COST committee meetings to target intervention and services for struggling students. The counselors also refer students to the Wellness Center when appropriate.

To stay current and informed, Carson High School counselors participate in professional development meetings at the district and school level, and attend conferences throughout the year held by the University of California, the California State Universities, and the local community colleges.

• Clubs and Leadership: CHS clubs are interest driven, organized by students themselves, and sponsored by a staff member who is passionate about the club topic. Some clubs are school specific and some are not. These clubs engage students with the school and Carson community. Clubs recruit at a yearly annual club fair. Ethnic clubs such as the Black Student Union and the Filipino Maharlika club culminate in an outdoor stage performance promoting cultural pride. CHS also has academic clubs, career-oriented clubs, political clubs, arts clubs, and service clubs. Some examples are Academic Decathlon, Cal-HOSA, Future Educators of America, C.S.F., N.H.S, Key Club, Human Rights Club, Carson Student Movement, Gay-Straight Alliance, Creative Expression Club, Breakers [Dance] Club, Drama Club, Animal Rescue Club, Con Amor, Peer Counseling, Music and Movie Club, Colt’s Kitchen, and Cars and

10

Carson High School, WASC Midterm Report, February 2013 Guitars. Leadership, the student government organization, is the parent organization for all the clubs, runs student activities, and coordinates with clubs and teams.

Presently, there is a leadership group at each school. CHS leadership class meets Period 4 so that it can cooperate and plan events, such as prom, with the leadership group at AEE and AMA, which also meet Period 4.

• School Newspaper and Yearbook: The Trailblazer, CHS's newspaper, is presently written, edited, and produced by 35 students during Period 0 Journalism. Each year's student editors mentor the next crop of student staff and editors, with the editorship handed over during the last two papers of the school year. This year, the course and teacher/advisor position were placed within the PAMA SLC at Carson High. Although the Journalism class falls under PAMA, the newspaper staff and editor positions are open to all qualified students on the Carson Complex. The team produces a paper each month (on average), and also maintains an online version of The Trailblazer, which is updated more frequently. In November 2012, three Trailblazer students won awards at the CSUN annual Journalism Day: 1st in Opinions, 2nd in News, and 3rd in Photography.

The Carson yearbook, Palomino, is for the entire Carson Complex, with sections for each school: AEE, AMA, and CHS. The teacher/advisor for the class is a member of AMA. She runs the yearbook class before school with 30 students. The yearbook staff and editorial positions are also open to all qualified students throughout the Carson Complex. As with the newspaper, the yearbook is predominantly student-run, organized, and produced, and the editors from this year mentor their peers to become future editors.

• The Carson Complex library serves the entire campus. It is staffed by a credentialed teacher librarian, aided by library practice students. It is open from 7:30 a.m. until a half hour past the academic day, usually 4 p.m. The collection houses roughly 13,000 books and is in the process of undergoing a significant weeding to eliminate excess and unwanted volumes, making space for new acquisitions purchased with student and staff input. About three dozen magazine subscriptions, a coin-operated copier, and nine computer workstations also serve students’ needs. Instruction is provided in the areas of reading, research, and reference skills. Within the near future, all books in the fiction section will be labeled for Accelerated Reader programs anticipated by at least one of the schools on campus. For easier access, the nonfiction and reference sections are being merged so that every single book is available for check out. Book search, as well as circulation, is electronic. The library also hosts a fall and spring book fair.

• Athletics Program: The athletics program at CHS is a great motivator for attendance, proficiency and graduation. Last year, 30% of students competed in one or more of the following teams at the varsity, junior varsity, or freshman level: football, cross country, tennis, volleyball, basketball, soccer, wrestling, softball, baseball, swimming, golf, and track & field. The 2012 Athletic Participation Census shows that girls and boys participate almost equally at all grade levels. Academic excellence is encouraged by the athletic program. With the schedule change this year, all athletics are Period 5 or 6. By having the extended time of a block schedule period, coaches have been able to hold their own team

11

Carson High School, WASC Midterm Report, February 2013 study hall before practice starts. The schedule change also means that student/athletes are not missing academic time when they have to travel for contests. The "Colt Love Foundation" offers tutoring, resume building, interview skill training, and college planning for athletes. With the implementation of School Loop, coaches now have access to view current student/athlete grades at any time, helping coaches identify those student/athletes who may need extra tutoring or study time. The CHS athletic program creates pride and motivation: the varsity football team, the girls volleyball team and the girls basketball team all played in the LA City Section semi-finals last year; girls softball placed second in the LA City Section. Wrestling has been undefeated and league champion four years in a row. Boys and girls track both placed second in the LA City Section track meet and had several members participate in the state meet. The CHS athletics program helps bring community involvement to the school. Many of the coaches are alumni of the school, and the community attends CHS sports events. The "Colt Love Foundation" mentioned earlier is an alumni and teacher organization. Each sport conducts a parent meeting at the beginning of its season. The athletic program maintains contact also through its web page on School Loop by updating it daily.

• Conclusion: All about “Colt Love:” The culture of Carson High School is strong. During the past year, Carson High has transitioned to a three-school complex; all three schools share the athletics program, and the transition has been smooth. The identity of being a Colt has a proud tradition which has continued through this transition. The common bell schedule allows pep rallies to be held at lunch when all Carson Colts can participate. This identity is also maintained through loyal following of the accomplishments of the school's sports teams, but it extends far beyond the athletics program. The oldest group of school supporters is the Booster Club. They not only work to support the athletics program but they make significant contributions to the scholarship program. School support is also generated by the array of clubs and supporting parent groups. Carson High School has an active Parent Center with a Parent Center director. Many members of the faculty are Colt graduates. The culture of Carson remains strong.

12

Carson High School, WASC Midterm Report, February 2013 Student Demographics: Performance Data:

CARSON/LAUSD PERFORMANCE METER GOALS and SUPPORTING DATA

Carson goals are aligned with LAUSD’s 5 Performance Meter Goals of 100% Graduation, Proficiency for All, 100% Attendance, Parent and Community Engagement, and School Safety. 15 of the 20 SMART goals listed have 2010-2012 comparative data. As indicated in the ‘Change’ column, Carson improved in 14 of the 15 comparative goals. The final two columns indicate which goals Carson staff chose to focus on during the 2012-13 school year.

GOAL 1: 100% Graduation Rate Carson showed improvement in all 3 sub-goal areas. These sub-goals and 2011-2012 comparative results include: 4-year cohort graduation rate 12% improvementStudents on Track for Meeting A-G Requirements 3% improvementFirst-time CAHSEE pass rate 4% improvement

Data Source: LAUSD Performance MeterCARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13

Goals & MetricsYour School's Baseline

Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 1: 100% Graduation1a. Four-Year Cohort Graduation (%) 56% 49% 61% +12% 64 YES1b. Students on Track for Meeting A-G Requirements 27% 28% 31% +3% 331c. First Time CAHSEE Pass Rate (%) 65% 71% 75% +4% 78 YES

GOAL 2: Proficiency for All The Performance meter includes eight sub-goals, in which Carson shows marked improvements in English Language Arts and English Learner goals, but minimal to no improvements in Math goals. The sub-goal 2011 to 2012 comparative results include:

ELA Proficient/Advanced 8% improvementELA BB and FBB 8% improvementMath Proficient/Advanced 1% declineMath BB and FBB 1% improvementAlgebra Proficient/Advanced 1% improvementAlgebra BB and FBB 3% improvementEnglish Learners on Track for ELA Proficiency 15% improvementLong Time English Learners 4% improvement

13

Carson High School, WASC Midterm Report, February 2013

CARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13

Goals & MetricsYour School's Baseline

Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 2: Proficiency for All2a. English Language Arts Secondary - Proficient and Advanced (%) 34% 37% 45% +8% 48 YES2b. English Language Arts Secondary - Below Basic and Far Below Basic (%) 35% 29% 21% -8% 152c. Math Secondary Proficient and Advanced (%) 8% 10% 9% 1% 112d. Math Secondary - Below Basic and Far Below Basic (%) 74% 70% 69% -1% 652e. Algebra - Proficient and Advanced (%) - 6% 7% +1% 82f. Algebra - Below Basic and Far Below Basic (%) - 76% 73% -3% 68 YES2g. % English Learners on Track for Acquiring English Proficiency (AMAO1) 42% 37% 52% +15% 552h. % Long-Term English Learners 68% 70% 66% -4% 612i. % of Students with Mild to Moderate Disabilities Participating in the General Education Program at Least 80 Percent of the Instructional Day - - 63% 702j. Percent of AYP Targets Met 75

The most poignant evidence that 2011-12 instruction strategies supported the Proficiency for All goal was meeting all API CST goals and achieving an API score of 689 – a 37 point single-year increase! This represented the greatest increase of LAUSD’s South Bay schools by a margin of 10 points, and was the 5th largest gain among ALL 33 public and private South Bay High Schools.

CARSON API SCORES 2006 - 2012

School-wide;

2006; 585

School-wide;

2007; 596

School-wide;

2009; 611

School-wide;

2010; 640

School-wide;

2011; 652

School-wide;

2012; 689

2006 2007 2009 2010 2011 2012 b

API SUBGROUP PERFORMANCE FROM CST DATABelow is the Academic Performance Index (API) report for 2011-12 Accountability disaggregated by subgrouping. All six significant sub-groups at Carson far exceeded their API target growth rates. Ethnic subgroup data shows that African Americans improved by 13 points, Filipinos by 14 points, and Hispanics improved by 47 points. Other subgroup data shows that socioeconomically disadvantaged improved by 33 points, English Learners by 46, and Students with Disabilities increased by 68 points.

14

Carson High School, WASC Midterm Report, February 2013

API Scores Disagregated Data Source: www.cde.ca.govNumber of Students

Included in 2012 API

Numerically Significant in Both Years

2012Growth

2011Base

2011-12 Growth Target

2011-12 Growth

Met Student Groups Growth Target

Schoolwide 1899 689 652 7 37 Yes

Black or African American 251 Yes 607 594 10 13 Yes

American Indian or Alaska Native 12 No 742 633

Asian 40 No 736 763

Filipino 509 Yes 763 749 5 14 Yes

Hispanic or Latino 940 Yes 669 622 9 47 Yes

Native Hawaiian or Pacific Islander 91 No 655 641

White 43 No 709 638

Two or More Races 9 No 733

Socioeconomically Disadvantaged 1147 Yes 676 643 8 33 Yes

English Learners 425 Yes 610 564 12 46 Yes

Students with Disabilities 194 Yes 472 404 20 68 Yes

API SUBGROUP PARTICIPATION FROM CST DATA

Participation rate for CST English Language Arts for the significant subgroups (having a student population of 100 or more) was no less than 98%. For Math, it was almost 100% perfect attendance! Sections that did not have at least 100 student participants did not receive a score.

API Participation Rate [Data Source: www.cde.ca.gov]English-Language Arts

Target 95%Met all participation rate criteria? Yes

MathematicsTarget 95%

Met all participation rate criteria? Yes

GROUPS

EnrollmentFirst

Day ofTesting

Number of

Students Tested Rate

Met 2012 AYP

CriteriaAlternative

Method

EnrollmentFirst

Day ofTesting

Number of Students

Tested Rate

Met 2012 AYP

CriteriaAlternative

Method

Schoolwide 565 558 99 Yes 563 562 100 Yes

Black or African American 63 62 99 -- 65 64 99 --

American Indian or Alaska Native 4 4 100 -- 4 4 100 --

Asian 13 13 100 -- 13 13 100 --

Filipino 171 170 99 Yes 171 171 100 Yes

Hispanic or Latino 269 264 98 Yes 268 268 100 Yes

Native Hawaiian or Pacific Islander 28 28 100 -- 26 26 100 --

White 16 16 100 -- 15 15 100 --

Two or More Races 1 1 100 -- 1 1 100 --

Socioeconomically Disadvantaged 365 359 98 Yes 362 361 100 Yes

English Learners 141 138 98 Yes 139 139 100 Yes

Students with Disabilities 54 47 88 -- 54 53 99 --

15

Carson High School, WASC Midterm Report, February 2013

AYP CAHSEE PROFICIENCY DATA: 2010 – 2012 COMPARISONWhile Carson met API/CST targets and improved dramatically, we have not met the federally determined AYP Annual Measurable Objectives for CAHSEE Proficiency for first-time CAHSEE test-takers in many years. Between 2010 and 2011, Carson made significant increases in CAHSEE Proficiency, while Proficiency scores in all categories dropped in 2012; however, they did not drop below the 2010 marks. The 3-year overall 2010-12 CAHSEE ELA PROFICIENCY gain was 2.3% and the Math PROFICIENCY gain was 9.9%. In comparison, CAHSEE PASS rates improved each year since 2010, with an overall 2010-12 gain of 7% in ELA and 4% in Math. Carson High teachers are currently implementing strategies within the 4 core departments to prepare students to meet March CAHSEE Proficiency. Our primary focus is CAHSEE Proficiency for first-time and repeat test-takers, rather than just Passing.

Percent Proficient - Annual Measurable Objectives (AMOs) English-Language Arts

Target 77.8 %Met all percent proficient rate criteria? No

MathematicsTarget 77.4 %

Met all percent proficient rate criteria? No

GROUPS

2010Percent At or

Above Proficient

2011Percent At or Above Proficient

2012Percent At or

Above Proficient

Met 2012 AYP

Criteria

2010Percent At or Above Proficient

2011Percent At or

Above Proficient

2012Percent At or

Above Proficient

Met 2012 AYP

Criteria

Schoolwide CAHSEE ProficiencyMarch Census 1st Time Testers

(Score of 380) 41.3 51.7 44.6 No 38.6 46.8 48.5 NoBlack or African American 28.2 45.0 23.6 -- 26.9 36.8 22.8 --American Indian or Alaska Native -- -- -- -- -- -- --Asian 57.9 68.2 45.5 -- 40.0 61.9 45.5 --Filipino 58.8 69.2 58.6 No 59.6 66.0 67.5 NoHispanic or Latino 34.9 44.9 40.0 No 31.0 41.9 42.9 NoNative Hawaiian or Pacific Islander 61.5 45.9 37.5 -- 48.1 40.5 31.8 --White 38.9 55.0 46.7 -- 50.0 33.3 50.0 --Two or More Races -- -- -- -- -- -- -- --Socioeconomically Disadvantaged 39.9 48.0 41.9 No 35.9 45.2 45.2 NoEnglish Learners 19.1 23.7 14.7 No 23.4 26.9 29.2 NoStudents with Disabilities 17.1 18.8 17.4 -- 14.3 10.4 23.1 --

Schoolwide CAHSEE PassingMarch Census All Grades

(Score of 350) 71 74 77 70 73 74Data Source: www.cde.ca.gov

GOAL 3: 100% Attendance Carson again showed marked gains in the 2 sub-goals of:Percentage of Students with 96% or Higher Attendance: 3% improvementPercentage of Staff with 96% or Higher Attendance: 28% improvement

These gains were led in 2011-12 by a full time Pupil Services and Attendance coordinator who focused primarily on 9th grade attendance, and another part-time PSA counselor, who focused on higher grade

16

Carson High School, WASC Midterm Report, February 2013 levels. These coordinators provided many incentives to students and staff throughout the year, held individual and group parent meetings, and improved parent communication overall regarding absences.

CARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13Goals & Metrics

Your School's Baseline Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 3: 100% Attendance3a. Percentage of Students with 96% or Higher Attendance 58% 59% 62% +3% 65 YES3b. Percentage of Staff with 96% or Higher Attendance 55% 58% 86% +28% 90

GOAL 4: Parent and Community Engagement The LAUSD Performance Meter does not have Parent and Community Engagement data yet; however, Carson’s new implementation in September 2012 of the School Loop Plus web-based grade and attendance parent-monitoring system has dramatically improved parents’ ability to monitor their child’s grades and communicate with teachers. School Loop Plus allows nightly email communication of posted assignments, grades and attendance to parents and students, and was just implemented beginning August 27, 2012. Student participation is remarkably high at 90% as of December 2012. Teachers and students declare that regular checking of grades by students has increased student awareness, and thus, participation in the class. Improved parent participation is still a goal, with only 40% registered by Dec. 2012; however, parents who are registered have expressed great satisfaction with their ability to monitor their child’s grades. All teachers are expected to use School Loop Plus as one of the autonomies included in Carson’s Public School Choice plan. Data below indicates Carson’s progress:

SCHOOL LOOP PLUS PARTICIPATIONBeg. Fall 2012

9/6/12Mid. Fall 2012

10/24/13End of Fall 2012

12/14/12Students Registered 57.1%

(900 of 1575)87.1%

(1360 of 1560)90.5%

(1393 of 1539)Parents Registered 12.6%

(200 of 1575)36.8%

(575 of 1560)40.4%

(622 of 1539)Teachers Posting All Grades 20.0%

(11 of 57)84.2%

(48 of 57)89.4%

(51 of 57)

In addition to School Loop Plus being the capstone for 2012-13 parent involvement, teachers received Blackboard Connect training to make automated phone calls to parents of students in their classrooms, thus improving the opportunity to communicate in a more efficient manner.

Last August and September 2011, over 200 parents attended the August 2011 informational meeting on Public School Choice, and even more parents attended the freshman orientation meeting. Our Back to School event in October produced over 2300+ parent signatures on teacher sign-in logs.

17

Carson High School, WASC Midterm Report, February 2013

CARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13Goals & Metrics

Your School's Baseline Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 4: Parent and Community Engagement4a. Percentage of Parents Who Talk with the Teacher about Their Child's Schoolwork - - - - - 754b. Parent Participation on the School Survey - - - - - 58

GOAL 5: School Safety Performance Meter School Safety category has 3 LAUSD sub-goals, only one of which has current measurable data. Instructional days lost to suspension showed a dramatic improvement between 2011 and 2012, and Carson is continuing this trend in 2012-13, with only 38 days lost to suspension from August to February 2012.

Instructional Days Lost to Suspension: 423 day improvement (from 529 in 2011 to 106 in 2012)

CARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13Goals & Metrics

Your School's Baseline Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 5: School Safety5a. Instructional Days Lost to Suspension - 529 106 -423 805b. Single Student Suspension Rate (%)*** - - 5.0% ** 45c. Students Who Feel Safe on School Grounds (%) - - - - 80

Streamlined SMART Goals for 2012-13As a result of 2011-12 comparative SMART goal data, in September 2012, Carson staff chose 5 sub-goals within the same 5 broad goals to focus for 2012-13. CAHSEE Proficiency improvement, though not included in LAUSD Smart Goals, was added to Carson’s list. Affirmation of this is noted on the final column of the SMART goal chart. These goals are aligned with Carson’s Public School Choice plan that includes specific strategies to reach these goals and Teacher Peer Observations to encourage accountability and professional support toward implementing effective strategies. Professional Development sessions have also been dedicated to sharing and implementation of effective strategies.

Goal 1 for 2012-13: 100% GraduationRegarding four-year graduation rate, counselors visited all Senior classes this year to make sure Seniors

18

Carson High School, WASC Midterm Report, February 2013 are following their Individual Graduation Plan. Overall graduation status is assessed at the beginning of each semester and letters are mailed to all Seniors. Senior grades are also assessed at the end of 10 and 15-week grading periods, and letters are mailed to Senior parents to alert them of their child’s academic progress. The college counselor provides a graduation/college information/financial aid/scholarship assembly for Seniors, Juniors and their parents once each semester. 10th and 11th graders were addressed by counselors within their English classes and then individually conferred outside the classrooms regarding their IGP status. Counselors spoke to all 9th grade Health classes to inform them of graduation and A-G requirements. 9th graders who earned 2 or more fails on the Fall 20-week report card were called to an assembly and provided tutoring information and individual guidance by counselors, Boys and Girls support staff, and student peer mentors. Parents were notified by phone of the intervention and available services. Regarding CAHSEE Pass rate, after-school interventions are currently being offered for all 11th and 12th graders who have not yet passed CAHSEE. Two CAHSEE prep courses are also offered during the school day. Carson also applied for a large grant to target academic intervention for African Americans and are awaiting word of whether we will get the grant.

Goal 2 for 2012-13: Proficiency for AllWeekly Professional Developments continue for a total of over 30 hours in the 2012-13 school year. In addition, at least 4 faculty meetings dedicated solely to schoolwide committees where all staff participate to review schedules, improve operations, review discipline and behavior codes, and prepare for schoolwide reviews. The English department meets regularly during lunch to provide staff with CAHSEE and CST curriculum to improve student performance. The math department selected a new department chair in December 2012, and the department has met twice after school in January 2013 to plan a PD at another higher-performing school site, and to also prep students for CAHSEE and CST.

ADVANCED PLACEMENT OFFERINGS AND ENROLLMENTThe number of AP Course offerings increased this year compared to the past two years, based on the number of regular teachers employed at Carson. This year, 13 AP courses are taught from a staff of 43 regular teachers who teach 6 courses each, a ratio of 4.9%, compared to last year’s AP Course/Staff ratio approximation of 4.3% and 2010-11’s ratio of 3.5%.

The number of students enrolled in AP courses compared to the total student population has also slightly increased. This year, approximately 4.2% of students are enrolled in AP courses, compared to approximately 4.0% in 2011-12.

These increases, though slight, are still significant because the two pilot schools that opened on Carson’s campus this year took 1000 students and 30 staff, many of whom taught AP courses last year. The remaining Carson teachers rallied to get AP trained over the summer and also rallied more Carson students to enroll. Fortunately, an AP Boost grant acquired from LAUSD’s Office of Instruction paid for AP training for interested teachers. CHS plans to add AP Biology to its course offerings this fall 2013.

This year, more students are receiving quality preparation for AP courses; another grant allowed 12 English and math teachers to receive training during the 2012 summer in the pre-AP curricula known as “AP Springboard.” Teachers are very pleased with the AP Springboard curricula; it is aligned with Common Core, and teachers say it has improved student engagement. CHS teachers plan to expand their use of AP Springboard curricula next year.

19

Carson High School, WASC Midterm Report, February 2013

PERCENTAGE OF AP COURSE SECTIONS OFFERED & AP STUDENTS ENROLLEDAP Course 2010-2011

130 Teachers3100 Total Students

2011-201286 Teachers

2620 Total Students

2012-201345 Teachers

1530 Total StudentsSections Students

EnrolledSections Students

EnrolledSections Students

EnrolledBiology 1 18 1 14 - -Environmental Science - - - - 2 58Calculus AB 3 106 2 80 2 45Statistics 1 14 1 16 1 20English Language 6 140 3 102 2 60English Literature 6 150 6 178 3 112Spanish 1 31 2 50 1 22Psychology 3 86 2 70 2 74Macro Economics 1 24 2 51 - -Micro Economics 1 20 - - - -US History - - 2 71 - -AP Course SectionsTotal Teachers X Sections TaughtTotal Sections Taught at CHS

24136 (x5) =

680

2181 (x6) =

486

1344 (x6) =

264

Total AP EnrolledEnrollment X Avg Senior SectionsTotal Average Senior Courses

5893100 (x5)

=15500

6322620 (x6)=

15720

3911530 (x6)

=9180

Percentage of AP Sections

Percentage StudentEnrollment

3.5%

3.8%

4.3%

4.0%

4.9%

4.2%

Source: Carson High School SIS System (1/29/13) & AP Boost Grant, Office of Instruction, 1/17/13

Goal 3 for 2012-13: 100% AttendanceThough drastically reduced Title I funds forced a reduction of our PSA staff to only one person for 2 days per week this year, our attendance rate is remaining comparable to the 2011-12 data.

Goal 4 for 2012-13: Parent & Community Engagement Since September 2012, the Parent Center partnered with the College Center and UCLA to offer 6 ‘Passport to College’ workshops for parents to learn how to get their child to college. Parent Center staff trained parents on School Loop Plus, and parents are encouraged to visit the Parent Center to ask for help with a low performing child. Finally, Carson is scheduled to receive improvements to the Parent Center by August 2013 through an acquired grant that adds at least 20 computers for parent educational programs, furniture for aesthetics, and signage to better advertise services.

Goal 5 for 2012-13: School SafetyA December 2012 article from the Daily Breeze South Bay Newspaper captures, from students and administrators, the dramatic improvements that Carson has made in student safety since a rare but publicized incident in March 2012. See Addendum for article.

20

Carson High School, WASC Midterm Report, February 2013

CARSON SH PERFORMANCE METER 2011-12 AND SMART GOALS for 2012-13Goals & Metrics

Your School's Baseline Results

Change from2010-11 to

2011-12+ Improved- Declined

2013Final

Target

2012-13SPSA

SMART Goal?

09-10 10-11 11-12 + -Goal 1: 100% Graduation1a. Four-Year Cohort Graduation (%) 56% 49% 61% +12% 64 YES1c. First Time CAHSEE Pass Rate (%) 65% 71% 75% +4% 78 YESGoal 2: Proficiency for All2a. English Language Arts Secondary - Proficient and Advanced (%) 34% 37% 45% +8% 48 YES2f. Algebra - Below Basic and Far Below Basic (%) - 76% 73% -3% 68 YES CAHSEE Overall Proficiency at March Census 40% 49.2% 46.6 YESGoal 3: 100% Attendance3a. Percentage of Students with 96% or Higher Attendance 58% 59% 62% +3% 65 YES

Summary of Performance Meter and Advanced Placement DataSignificant improvements (5% or greater) include:

API score gain of 37 points, from 652 to 689.Graduation Rate increased by 12%

CST ELA Proficiency increased by 8%CST ELA BB and FBB decreased by 8%

English Learners on Track for Acquiring English Proficiency increased by 15.5%Staff attendance improved by 28%

Days lost to suspensions decreased by 423 days

Somewhat significant improvements (3-4%) include:Students taking A-G courses increased by 3%

CAHSEE pass rate increased by 4%Algebra BB and FBB decreased by 3%

Long-term English Learners decreased by 4%Student attendance improved by 3%.

Advanced Placement course offerings increased by 4%

Minimal or no improvements (Less than 3%) include:CST Math BB and FBB decreased by 1%

Algebra Proficient and Advanced increased by 1%AP student enrollment increased by 1%

Carson is pleased with our 2011-12 API gain brought about by improved instructional strategies, increased focus on Periodic Assessment results, core-class focus on incorporating CST prep questions

21

Carson High School, WASC Midterm Report, February 2013 into daily lessons, and on maintaining emphasis, structure, and incentives during the CST testing period. The Special Education department had the highest API gain due to a united and intensive focus on maintaining academic standard goals through IEP objectives. The Special Education department aligned its curricula with Periodic Assessments and grade level standards using the school-wide adapted teaching strategies, scaffolded lessons, and differentiated instruction.

CAHSEE pass rates continued to improve due to in-school course offerings and after-school interventions. English Learner reclassification increased partly due to the addition of an EL coach who assisted teachers and students in the classroom daily and provided intensive academic support to help EL students. Staff attendance increased because of teachers’ dedication to improve the school and increased administrator accountability.

Suspensions drastically decreased though the implementation of in-school detentions and campus beautification, and through the creation of a student violence prevention leadership development group called LetUP—Leaders Empowering Teens United for Peace. This group has met weekly since March 2012 to break down invisible barriers between ethnic and cultural groups and to challenge peers to improve behavior and academics through class discussions and peer mentorship.

While we are encouraged by our accomplishments, we are dissatisfied with our CAHSEE Proficiency rates that dropped between 2010-11 and 2012, and by our math scores that remain stagnant. We also acknowledge that our graduation rate needs to improve and that we need to increase our focus on students passing with a C or better.

In efforts to improve these areas in 2012-13, Carson has focused Professional Developments and accountabilities on implementing SDAIE strategies through practice, teacher peer observations, and continued administrator reviews. Math, science, English and social studies teachers prep 10th graders for CAHSEE Proficiency and 9th-11th graders for CST during class time. Math teachers are holding additional meetings during after-school hours, visiting another higher performing high school, and receiving intensive strategy training. Finally, all staff monitor and respond to data to help determine our goals and drive our focus throughout each year.

For the 2012-13 school year, CHS has put in place interventions for struggling students. During the school day, interventions to improve student academic success include CAHSEE prep, Read 180, Strategic Literature, Math Tutoring, English Learner support and Special Education support classes. After school interventions include CAHSEE prep, math tutoring, and English tutoring classes offered weekly through Title 1 and EL funds. Finally, counselor and student peer mentors are meeting with failing 9 th graders to challenge and encourage them to take advantage of the intervention opportunities.

C. Comment on the school’s procedures for the implementation and the monitoring of the schoolwide action plan, noting the integration of the critical areas for follow-up recommendations from the Visiting Committee Report. Include how annual progress reports, as well as this progress report, have been prepared.

Ever since CHS became a Title 1 school, the “schoolwide action plan” has taken the form of the SPSA. The SPSA goals for students are chosen by the district. The SPSA charts out the following:

22

Carson High School, WASC Midterm Report, February 2013

1. each goal2. strategies and activities for achieving each goal3. resources and proposed funding sources to support each goal4. the means of evaluating the process5. the staff responsible 6. the proposed start and completion dates

Every year, the action plan is updated by the Title 1 coordinator with the help of a local district supervisor and with input from the School Site Council. This year, the updated SPSA reflects the teacher-created, teacher-written, and teacher-supported ESBM (Extended School Based Management model) for governance, developed with input from the leadership committees. The 2012-13 SPSA is included with this WASC progress report as a supporting document. The following leadership teams provide input relative to the direction of the school and the areas that need improvement. This year, a committee has been added in order to oversee cooperation among the 3 schools on campus.

• Principals Committee: The three principals on the Carson campus meet on a regular basis in order to coordinate all activities or problem-solve issues that affect the entire campus.

• School Site Council (SSC) is composed of the principal, four teachers, one other staff member, three parents/community members, and three students. The Title 1 coordinator provides leadership in the areas of budgetary expenditures and school direction. SSC oversees the administration of categorical funds and the implementation and evaluation of the Single Plan for Student Achievement. The SSC meets monthly.

• English Language Advisory Council (ELAC): Carson High School has an active English Learner Advisory Council that meets monthly. There are nine members of the committee, six who are parents of English Learners. ELAC’s five officer roles are held by parents of English Learners. This year’s ELAC meetings have focused on intervention programs for English Learners, budget recommendations and recognition opportunities for English Learners. ELAC meetings are held in conjunction with parent education workshops that are offered in both Spanish and English by community organizations. ELAC reports to SSC.

• Extended School Based Management Model (ESBMM) consists of the principal, UTLA representative, four teachers, one classified staff member, two parents or community members, and a student. This council meets twice a month and addresses operational issues of the school and develops solutions to identified concerns. ESBMM is responsible for staff development, student discipline guidelines and the student code of conduct, the schedule of school activities and events, guidelines for the use of school equipment, and local budgetary matters (Instructional Materials Account, Lottery Funds, School-Determined Needs, State Textbook and Related Materials Accounts, Year-Round School Incentive Discretionary Funds and Student Integration Program Discretionary Funds). Carson High School has one waiver that allows the school to select new administrators if a position becomes vacant.

• Instructional Leadership Team (ILT) meets twice a month or more to develop PDs and the PD schedule, to consider issues relating to the regulation and cooperation of the SLCs, and to address any

23

Carson High School, WASC Midterm Report, February 2013 other instructional issues. Many members of the ILT were part of the cohort that worked on the Public School Choice plans. Last year, the ILT stepped up to handle the additional layers of problem-solving and decision-making required during the split of Carson High School into three schools and how they coexist on the same campus. This school year, the ILT has focused mostly on planning and executing the recommended PDs. These included coaching teachers in teacher-to-teacher observation and feedback, as a way to address the newest WASC recommendation #7. ILT membership consists of the lead teachers from each SLC, coordinators, department chairs or representatives, administrative staff, community members, students, and other interested stakeholders.

• Public School Choice Review Team: As a Program Improvement school that has undergone restructuring under Public School Choice, Carson High School is reviewed each semester by the Public School Choice Review Team. The PSC Review Team consisted of 1 LAUSD assigned staff, 1 instructional director, 3 administrators, 4 teachers, 1 counselor, 4 students, 1 classified staff, and 2 parents. All but 2 of the team members work or volunteer on the campus on a daily basis. Six teams of 3 members per team (with one team of two) visited 3 classrooms for 10 to 15 minutes each for a total of 18 teachers observed and 51 observations collected. An observation form was created to align with the PSC and LAUSD Teaching and Learning Framework Rubric and to simplify the process of tallying and sharing observations. This same form was also used to conduct over 80 Teacher Peer Observations two weeks prior to the formal review date. Team members collaborated on what a “Competent” teacher should look like as a guide for making observations.

The PSC Review Team seriously analyzed, discussed, and tallied their observations. They also compared their tallies and ratings to the Teacher Peer Observation tallies and ratings. All of the Review Team ratings in the four broad areas of Learning Environment, Intellectual Engagement, Classroom Talk, and Assessment were rated as “Approaching Competence,” while most of the Teacher Peer Observations ranked teachers as “Competent.” Though many good teaching/learning techniques were observed, the team came to consensus that not all teachers are consistently practicing “competent” strategies and therefore, the Carson High staff needs to develop and implement best practices on a schoolwide, consistent, and reflective basis. See the PSC Review Team report, included as a supporting document with this WASC report.

The integration of WASC growth targets into the purpose of the above leadership groups:

All the above leadership groups are vehicles for communication and therefore help CHS meet WASC growth target #1. All groups include the discussion of data to inform their decision making, helping CHS meet WASC growth target #4. In addition, the SSC makes sure the school’s budget is used to achieve the action plan: 100% graduation, 100% proficiency, 100% attendance, community and parent engagement, and school safety. Since the WASC growth targets support our action plan, the SSC carves out the budget required to support growth targets #1 though 7. (See Section D and E.)

ELAC supports the subgroup of English Learners (ELs) on the campus. By supporting the action plan as it applies to English Learners, and by giving parents of English Learners their own forum for discussion,

24

Carson High School, WASC Midterm Report, February 2013 ELAC makes sure that growth target #2 is met for ELs. The bilingual coordinator also shares with parents data related to ELs, thereby supporting WASC growth target #4.

ESBMM, in dealing with operational issues, makes sure the school is running properly so that growth targets #1 through #7 can take place. Meanwhile, the Instructional Leadership Team, often meeting with ten or more teachers, spends much of its time making sure that professional development time is specifically to develop teacher capacity in the classroom through increased communication, rigor, use of common formative and summative assessments, and effective use of instructional minutes (WASC growth targets 1 – 6).

This year, the ILT and PSC Review Team are providing very strong support for WASC growth target #7: they both have focused professional development on implementing full bell-to-bell instruction that encourages students’ active engagement and teachers’ regular checks for understanding.

Data types used by the leadership teams to manage the school’s action plan, and how the SPSA and WASC progress report are prepared:

The above leadership teams regularly review aggregated and disaggregated data from the district’s data engine, MyData, and also regularly access data from the school’s Student Information System (SIS) and its website counterpart, ISIS. The above leadership teams periodically look at the following data for CHS students: CST scores, CAHSEE scores, Periodic Assessment (PA) scores, attendance data, English learner reclassification data based on CELDT scores as well as English grades and CST scores, pass rates in academic subject areas, the API and the AYP.

While ELAC, and SSC meet monthly, the ILT and ESBMM meet twice a month. The updated SPSA, prepared by the Title I coordinator with input from the SSC and ELAC and with the help of personnel from LAUSD’s Local District “Plus One,” was submitted in January 2013. The FPM (Title I/Title III) audit will take place in February 2013. Meanwhile, this WASC revisit report has been prepared by the WASC coordinator with input from the entire faculty through questionnaires, PDs, interviews, and written submissions.

D. Comment on the accomplishment of each schoolwide action plan section; cite evidence including how each area has impacted student achievement, i.e., accomplishment of one or more of the schoolwide learning results and academic standards.

And

E. In each schoolwide action plan section, reference which critical areas of follow-up have been addressed.

SPSA Goal #1: 100% Graduation

June 2010: 56% graduation, 27% with A-G requirements

June 2011: 49% graduation (error), 28% with A-G requirements

25

Carson High School, WASC Midterm Report, February 2013 June 2012: 61% graduation, 31% with A-G requirements

June 2013: 64% projected graduation.

SPSA Goal #2: Proficiency (or Advanced) for All: CST scores:

June 2010: ELA is 34%. Math is 8%. Algebra 1 is 10%. Reclassification rate for English learners is 6%

June 2011: ELA is 37%. Math is 10%. Algebra 1 is 6%. Reclassification rate for English learners is 7%

June 2012: ELA is 45%. Math is 9%. Algebra 1 is 7%. Reclassification rate for English learners is 14%

February 2013: English leaners’ reclassification rate for 2012-13 has already reached 15.5%

WASC TARGET ACTIVITIES TIME LINE

Development of the CHS Academic Improvement Plan for 2010-2011 March-June 2011

Follow-Through on the CHS Academic Improvement Plan for 2010-11. Teachers agree to 14 banked-time days, 2 PD days, and minimum days throughout school year for teacher-run PDs including:

Sept 2010-June 2011

2 -- Increasing rigor using Bloom’s Taxonomy "

26

WASC TARGET ACTIVITIES TIME LINE

4,3

Formation of CAHSEE prep classes, after-school tutoring, and 9th grade intervention groups run by teachers based on data from local and state assessments. (Also, many teachers individually offer help to students during nutrition, lunch, before, and after school.)

2010-present

4,5,6

Students enrolled in period 7 (now 0) intervention, remediation, and enrichment classes depending on their need based on data or teacher recommendation. These classes are created by shortening other classes and adding Period 7 (now 0), for better use of instructional minutes during the day. These classes allow students to make up credits and classes toward graduation requirements.

2011-present

1,6Period 7 (now 0) Committee forms & meets to improve period 7 effectiveness. Beginning 2012, Period 0 Curriculum Committee forms to develop Advisory Period Curriculum.

2011-present

1,5,6

College Center peer counselors instruct students on high school survival skills, & college entrance requirements. They also tutor students in their four core classes. In 2012, peer counselor groups adopt a total of 12 English classes (for 9th and 10th graders) for 8 sessions on high school and college issues.

2010-present

Carson High School, WASC Midterm Report, February 2013

2 -- Increasing rigor using advanced graphic organizers, instructional conversations, cooperative learning, and academic vocabulary "

1,2 -- Planning for International Baccalaureate (discontinued, July 2011) "

1,2,3 -- Some development of common final exams in 4 core subject areas "

3 -- Use of common final exam in some departments "

4 -- Training in accessing and interpreting data to inform instruction from sources such as MyData and the SIS system. Training in effective use of the Nova Net Lab "

6 -- Training in differentiated instruction and effective bell-to-bell instruction techniques "

2 -- SDAIE training for teachers to make learning rigorous for ALL students "

6 Development of an administrative classroom observation schedule "

5 Implementation of ALEKS Algebra 1 intervention class Sept 2010- June 2012

CHS teachers agree to teacher-lead weekly PDs. So far, PDs have been on the following:

July 2011-present

2,3, +7 -- Using Cornell notes, exit tickets, TIPS, and graphic organizers as common local formative assessments; + Instructional techniques for English Learners "

1,2,3,6-- Teachers working together to develop and implement common final exams. Common finals administered in all four core subject areas with administrative classroom observations during finals

"

4 -- Improving teachers' understanding of how to access and interpret data in order to inform instruction: Using MyData, School Loop, Periodic Assessment data, and ISIS "

6-- Classroom management techniques for handling unprepared, disengaged, unmotivated, and/or disruptive students. Also, when and how to use the on-line dean referral system

"

2,3,6,7

--Learning the Peer Teacher Observation Process, how to observe a fellow teacher and provide feedback, developing and agreeing on a Peer Observation Tool, conducting actual observations and discussions, analyzing feedback from peer teacher observation forms, analysis of that data

July 2012- present

1,2,4,5

--Teachers review Performance Meter data, choose SMART goals based on data and priority needs, and refine these goals into measurable action steps. The teachers and the PSC team determine that Carson needed to address 7 goals, with CAHSEE Proficiency rate being divided into 2 separate English and Math goals.

"

4,2,5,6 Period 7 intervention classes created based on data and teacher recommendations, directly addresses student area of need

July 2011- July 2012

4,2 Creation of 100% sheltered English double block classes for English Learners with coach support and forming clustered EL classes for other core subjects

July 2011-present

4,6

Implementation of new curricular programs: intensive reading program, “Read 180” is offered to 30 qualifying students. Some English and math teachers are trained in and teach “AP Springboard,” a highly scaffolded college preparatory curriculum to increase readiness for AP classes. It is offered to approximately 540 students in math and 420 students in English.

Aug 2012- present

1,2ALIGNMENT of GOALS from Public School Choice, the SPSA, and the WASC: Analysis of the requirements of the SPSA, the WASC, and Public School Choice to align the goals from all these documents in order to keep focus in PDs

"

27

Carson High School, WASC Midterm Report, February 2013

SPSA Goal #3: 100% Attendance:

2009-2010: Students with 96% or higher attendance is 64%. Staff with 96% or higher attendance is 55%.

2010-2011: Students with 96% or higher attendance is 58%. Staff with 96% or higher attendance is 58%.

2011-2012: Students with 96% or higher attendance is 62%. Staff with 96% or higher attendance is 86%

WASC TARGET ACTIVITIES TIME LINE

1,4Attendance initiative including incentives, awards, communication with parents, student, and staff. Awards ceremony for SLCs targeting perfect attendance as well as other areas of accomplishment

2010- present

1,4Updated attendance initiative includes same as above plus focuses specifically on improving 9th grade attendance and on increasing the percentage of students with 96% or higher attendance

2011-2012

Campus beautification projects to increase student sense of belonging and pride: the improved gymnasium, track and field, the state-of-the-art OAR, the SLC congregation areas, and the added greenery & murals

2011- present

1

School Loop, recorded phone messages from principal, parent newsletter, parent center increased visibility and involvement, all to increase parent and student awareness about attendance as well as other issues, teachers trained to use “Blackboard Connect” for messages to parents about attendance (as well as performance)

"

2,3Improve attendance during final exam week by having all departments administer common final exams, having scantrons available, having administrators monitor, and having final exams required as a percentage of final semester grades for all students

"

SPSA Goal #4: Parent and Community Engagement

2010: Parents who talk with teachers about student work: 28%

2011: Parents who talk with teachers about student work: 29%

2012-13: New Measure: As of end of fall semester, 622 out of 1539 parents are registered on School Loop Plus, or 40%; 1393 out of 1539 students are registered, or 91%

WASC TARGET ACTIVITIES TIME LINE

1,4 SLC community and business partnerships for job training and job shadowing 2010-present

1 Parent Center and its volunteers increase visibility and involvement on campus at key 2011-

28

Carson High School, WASC Midterm Report, February 2013

campus locations and help develop CHS plan to address parents’ priorities present

1,4Increasing communication with parents through phone messages (“Connect Ed”), internet (School Loop), and through mailings (parent newsletter), as well as introduction to keeping data on parent numbers at back-to-school nights

"

1,4 Increasing service to community by housing collaborative of community agencies on campus and by bringing medical services to the school (Wellness Center) "

1,4

Increased outreach to parents after hours, on weekends, and during summer break as evidenced by PSC “Town Meetings,” 9th Grade Orientation, a 4-day registration period this August with School Loop registration help for parents, mural ceremony and dedication with parents, a Saturday Special Education parent meeting to focus on ways to increase their student’s performance, and SLC and EL evening parent meetings being planned for Spring 2013.

"

SPSA goal #5: School Safety

2009-2010: Instructional days lost to suspension = 583

2010-2011: Instructional days lost to suspension = 529

2011-2012: Instructional days lost to suspension= 106

August-February, 2012-2013: Instructional days lost to suspension= 38

WASC TARGET ACTIVITIES TIME LINE

1,6 Training for teachers about effective ways to handle difficult student behaviors during class time

2010-present

Campus beautification projects to increase student sense of belonging and pride—the Sustainability Garden and Outdoor Lab, the improved gymnasium, track and field, the state-of –the-art OAR, the SLC congregation areas, and the added greenery & murals including Sharefest adoption of Carson High School in 2012

"

1

Developing and implementing a coordinated student-expectation and discipline program, including surveying teachers, agreeing on dress code, pass policy, and disciplinary matrix, changing from at-home suspension to in-house suspension, and agreeing on an after-school detention consequence for tardies

"

4Adoption and use of technology to aid record-keeping and accountability: use of PLASCO computerized tardy accounting system, use of ODR (online discipline referral system), and use of metal-detection wands for daily random searches

"

1,4Training in the use of the ISIS discipline module and counseling module to aid in making sure interventions for behavior are systematic and that communication among involved staff allows for appropriate responses

2012- present

29

Carson High School, WASC Midterm Report, February 2013

A Final Note on Public School Choice, Goals, and Looking to the Future:

Carson High School has SPSA Goals, WASC growth targets or goals, but also has Public School Choice Goals. These goals are in alignment. Below, note the PSC goals for the 2012-2013 school year: Please note how each PSC Goal for 2012-2013 aligns with a WASC goal and a SPSA Goal:

WASC TARGET PUBLIC SCHOOL CHOICE 2012-13 Goals during Post-Approval Year 1 SPSA

GOAL2,3 Curriculum alignment with CA standards and CST blueprints within all departments 2

1,2,3,4,6,7 Implementation of new Instructional Leadership Team to develop and implement PD 2

1,5,6,7 Implementation of new period 7 (now 0) bell schedule and curriculum development for “Amp It Up” Period 7 (now 0) classes 1.2,3

1,4 Training for new School Loop Plus web site, an integrated electronic grade, attendance, and communication system 1,3,4

2,6,7

WASC 1 Midterm: Focus on Critical Areas a. Curriculum alignment with CST blueprints b. Instructional SDAIE strategy – Comprehensibility: Checking for understanding c. CHS Schoolwide Strategies: Graphic organizers, Cornell notes, TIPS, Exit tickets,

1,2

4 Continued training in usage of schoolwide data resources – MyData, CoreK12, LAUSD curriculum site 2

3 Continued refinement and development of common final assessments for all courses 2

2,3,6,7 Identification and analysis of current project based learning techniques 2

Of these PSC goals, Carson’s focus since 2011 has been continued improvement of an established professional learning community culture through the Instructional Leadership Team, teacher-led professional developments, and content-focused department meetings. Emphasis on differentiated instruction also began last year and needs continuous refinement and raising-of-the-bar to assist all students. Small Learning Community development began years before the PSC process, but has undergone many permutations. SLC development that includes Project Based Learning will be an important near-future priority to improve cross-curricular and hands-on learning. Development of an advisory component of the added Period 7 (now 0) began this January, with a goal to implement the improved plan in the fall of 2013. Alignment of curriculum to Common Core standards (Goal 6) is also a high-priority mandate that will be a primary focus in the Spring of 2013. During the 2012-13 school year, Carson High School is undergoing a Public School Choice Review, an English Learner program review, a Title I review, and a WASC mid-term review. The self-reflective documents we have created at Carson High School for these reviews reflect the same goals worded and structured according to the requirements of each reviewing agency.

30

Carson High School, WASC Midterm Report, February 2013

F. A copy of the 2012-13 SPSA is provided separately.

WASC, CONTRIBUTERS to written document, CARSON HIGH SCHOOL, 2011-2012, in alphabetical order:

Eugenie Adler, WASC coordinator & PAMA counselor; Michelle Alexander, ROP business teacher; Tammy Bird, ESET lead, science teacher & sustainability garden teacher; Suzanne Bottlik, ESET English teacher, School Loop administrator & Period 7 Curriculum Committee chair; Lee Cox, PAMA English & ESL teacher; Mary Ann Coyle, GBLG math teacher; Paulette Davis, GBLG counselor; Michael Dupree, GBLG lead and science teacher; Paul Farbman, teacher librarian; Marc Finkelstein, PAMA English & drama teacher; Terry Green, APSCS; Haydee Hart, parent center director; Mary Hishinuma, school nurse; Gemma Kiyuna, Title I coordinator; Honey Koletty, college counselor; Kirby Langley, AP; Christy North, PAMA English & journalism teacher, newspaper sponsor, & Period 7 Committee chair; Anita Prentice, EL coordinator; Paulita Rana, Title III Access-to-Core instructional coach; Carlos Ruiz, Special Education teacher; Stephan Schuetze-Coburn, English department chair & ESET English teacher; Sali Seyhun, Spanish teacher & UTLA rep; Lucretia Simitzes, Dean; Mary Vasquez, PAMA lead & math teacher; Karen Vernon, history & leadership teacher; Windy Warren, principal; Richard Watson, GBLG lead & English teacher; Cam Werner, WASC co-chair, PE teacher & softball coach. A special thank you to all contributors to the PSC Review Document as this WASC document pulls much information from it. Thanks also to faculty and staff for input during PDs.

ADDENDUMS:

31

Carson High School, WASC Midterm Report, February 2013

1. Carson High School 2012-13 Professional Development Calendar & Topics2. Daily Breeze, Carson Newspaper, article on Carson High School, 12/28/2012

2012-2013 Carson High School Professional Development & Faculty Meeting Topics

& Review / Parent Conference Dates (Updated December 2012)

DATE GROUPING TOPIC

8/20/12 PD: Whole School School Loop Website Training for grade posting, parent registration, and parent nightly emails

9/6/2012 Conferencing Back to School Parent Conferences 5:-7:00pm

9/10/12 PD: SLC Administrative Class Observation & Stull Process

9/25/12 Faculty: Whole Mandated Operations: Blood Borne Pathogens, Chemical Safety, Attendance, Counseling, Sign-In Procedures

10/1/12 PD:Whole /Dept. Peer Teacher Observation Process

10/8/12 PD:Whole API/AYP Data Analysis

10/15/12 PD:Whole WASC/PSC/SPSA Comparison and Choosing of School SMART Goals

10/16/2012 Conferencing Parent/Teacher PHBAO Conferencing 3:30 – 5:30PM

10/22/12 PD:Whole/Dept Peer Teacher Observation Discussions / Public School Choice Review Prep / Title I Parent & Student Compact

10/24 & 25 Review Public School Choice Self Review (2 Days w/ Teacher & District Team)

10/29/2012 PD:Dept MyData Analysis of Abilities/Special Ed/EL/Gifted students in classrooms

11/5/2012 PD:Dept Common Final Preparation

11/26/2012 PD:Whole Instructional Strategies – Video of teacher colleague,

11/27/2012 Faculty:Whole EL Master Plan Program

12/3/2012 PD:Whole EL Instructional Strategies / Prep for FPM Review / Data Analysis of Class Rosters

12/6/2012 AUDIT Mock FPM Review

12/10-14/2012

FINALS Common Final Exams All Week

1/7/2013 PD:SLC Sign-ups for Committees / Zone of Choice / Student Awards / Period 0

32

Carson High School, WASC Midterm Report, February 2013

Improvement

1/8/2013 AUDIT PE & Athletic Audit

1/14/2013 PD:SLC Linked Learning / Project Based Learning

1/16 & 17/2013

PD: Per by Per Connect Ed for Teachers to Communicate w/ Parents of Classroom Students

Turn-It-In.com Program to grade papers and check for plagiarism

1/22/2013 Faculty: Committee Committees: Per. 0 Structure, Per. 0 Curriculum, Emergency Preparedness & Safety, Behavior & Dress Code Review, Discipline & Intervention Process, Complex MOU

1/28/2013 PD: Committees WASC Plan Writing

2/4/2013 PD: SLC WASC Goals & Strategy Review, SLC Choice Fair, SLC Vision for Advisories

2/11/2013 PD: Dept Advanced Questioning , Peer Observation Pairing & Plan for Feedback

2/12/2012 Conferences PHBAO Parent Conferences 3:30-5:30pm

2/19/2013 Faculty Committees: See above

2/25/2013 PD: Dept CAHSEE Grade Incentive, TIPS Strategy, Peer Observation Feedback

3/4 & 5 WASC Visit WASC Mid-Term 3-Year Review (2 Days w/ WASC Visiting Committee)

3/4/2013 PD: Dept CAHSEE Test Proctor Prep, In-depth Peer Observation Follow-up

3/11/2013 PD: Whole/Dept Common Core vs CST Assessment – LAUSD Video 4

3/18/2013 PD: Whole/Dept CST Proctor Review & Common Core Overview – LAUSD Video 1

4/2/2013 Faculty Committees: See above

4/8/2013 PD: Whole/Dept CST Proctor Review & Common Core Instructional Shifts – LAUSD Video 2

4/15/2013 PD: Whole/Dept Common Core Instructional Strategies – LAUSD Video 3

4/18/2013 Conferences Open House Parent Conferences 5:-7:00pm

4/22/2013 PD: Dept CST Proctor Review & Common Finals

4/30/2013 Faculty Committees: See above

5/6/2013 PD: SLC 2013-14 Advisory Curriculum Overview

5/13/2013 PD: SLC 2013-14 Advisory Curriculum Strategies for 9th and 10th

5/20/2013 PD: SLC 2013-14 Advisory Curriculum Strategies for 11th and Senior Project

33

Carson High School, WASC Midterm Report, February 2013 6/3-7/2013 FINALS Common Final Exams All Week

6/10/2013 Graduation Graduation Home Depot Center 12:00 Noon

ADDENDUM 2 OF 2:

http://www.dailybreeze.com/ci_22276761/carson-high-reforms-target-racial-tensions-test-scores?IADID=Search-www.dailybreeze.com-www.dailybreeze.com

Carson High reforms target racial tensions, test scores

By Rob Kuznia, Staff Writerdailybreeze.com; Posted: 12/28/2012 02:02:47 PM PST; December 29, 2012 3:39 AM GMTUpdated: 12/28/2012 07:39:31 PM PST

Last spring, when a brawl involving some 40 students erupted at Carson High, sending several to the hospital and attracting widespread media attention, the resulting PR disaster was almost as severe as the safety issue.

Already, multiple forces had been conspiring to deepen the school's image problem.

Abysmal test scores had recently triggered a structural overhaul mandated by the federal government. A brand-new public school - Rancho Dominguez Prep - had just sprung up across the border in Long Beach and was poaching students by the hundreds. Even Carson High's once-unbeatable football team had lost some of its mojo.

But the school's new principal, Windy Warren, didn't despair.

"You can become bitter or you can become better," she said, reciting what amounts to her mantra. "I choose to make it better, and I believe everybody else here is choosing to make it better."

She decided that the March melee - which was sparked by a tagging crew - was an opportunity to address a long-standing issue at the diverse school, whose large number of black, Latino, Filipino and Samoan students is both a source of pride and a potential powder keg. She started a group called Let Up, in which student representatives from various cliques and ethnic groups gather on a regular basis to forge stronger bonds and ameliorate racial tension.

The group, which consists of 20 to 35 students and meets every Monday morning, is just one of many reforms under way.

Under Warren's leadership, teachers are getting more training and feedback from peers and higher-ups. New early morning programs are providing additional support for lagging and accelerated students alike. The school is using a new computer program that allows parents to keep academic tabs on their children.

"We are trying to re-establish our brand," said Carlos Ruiz, chairman of the school's special-education department and a former football coach. "There's a real community-based pride in this school."

34

Carson High School, WASC Midterm Report, February 2013 Early evidence shows the effort is paying off.

In October, test scores released by the state showed that Carson High made an impressive 37-point jump in the Academic Performance Index (API) - the fifth largest gain among the South Bay's 33 public high schools.

There's still a long way to go. At 689, the school's API ranks 27th among the 33. But suspensions are down and attendance is up. Scores in special education have surged, as has the school's overall graduation rate. Last year, 24 seniors were accepted at UCLA.

As for the club, students say it has already helped break down the invisible barriers among cliques, which, in Carson, tend to divide along racial lines.

"For example, this area right here is normally the spot for Hispanic and Filipino kids," said Deshawn Wheeler, pointing to a courtyard just outside the doors of the school's auditorium. "Earlier today I saw a couple of my friends, who are African-American, hanging out with the Hispanic and Filipino kids."

But now, amid encouraging signs of progress, Carson High faces another potential obstacle. This fall, the school was split into three separate schools, with three separate principals.

The three schools - with Carson High as the anchor - are now known collectively as the Carson Complex. Together, they enroll about 2,600 students - or nearly 1,000 students fewer than what Carson High enrolled just four years ago.

For many, the breakaway schools are a good thing.

The two new schools - the Academy of Medical Arts (AMA) and the Academies of Education and Empowerment (AEE) - are thought to be an antidote to Carson's academic woes, offering interested students a chance to sample careers in the fields of health care and education, respectively. But the two schools tend to attract a higher percentage of top students, and critics fear their removal from the mainstream population will stymie the momentum on test scores and create a degree of racial segregation.

Leah Levy, principal of the health care-themed school, points out that the new academies are open to any interested student, space providing. (The two new schools each have room for about 500 students.)

"We do not check GPAs," she said. "If a student is interested in the medical field, we would love for them to attend our school."

Still, enrollment statistics indicate that some of the fears are bearing out, so far.

For instance, each of the two new schools has twice the percentage of gifted students, and nearly half the percentage of special-education students, as the main campus. Also, the new schools enroll significantly higher percentages of Asian students, who, as a group, tend to produce strong test scores. Finally, the new schools skew more female, who tend to outperform males in high school. (More than 60

35

Carson High School, WASC Midterm Report, February 2013 percent of AMA's students are girls, and nearly 60 percent of the remaining students in Carson High are boys.)

Is Warren worried the splinter schools will undermine Carson High's progress?

"That's a negative assumption on many people's part," said Warren, who arrived in the fall of 2011. (She has also served as an administrator at Banning High and a counselor at San Pedro High.) "It's a legitimate concern, but, hopefully, we don't do the negative fulfillment role."

Warren, who initially lobbied against the creation of the breakaway schools, is looking on the bright side.

"When you are academically competitive with somebody who's on the same campus, it puts you on edge a little bit, and it also motivates you," she said.

In any case, railing against the new schools would be all but futile.

They were born of an "improvement plan" necessitated by the federal government under the No Child Left Behind act, due to Carson High's once-dismal test scores.

Educators at the school drafted the actual plan - and in that sense the decision to divide the campus into three was made locally. But a failure to come up with some kind of plan would have triggered severe consequences, such as a conversion to a charter school by outside entities. (This is what happened to Locke High School in Watts, which was taken over by Green Dot Public Schools, a network of charter schools in the Los Angeles area.)

Meanwhile, the students themselves say they are barely aware of who belongs to which school. After all, they all share the same campus, play on the same sports teams and eat in the same cafeteria.

What's more, the two new schools had long existed within Carson High in the form of "small learning communities." (The main school is now composed of three remaining learning communities: performing arts; engineering and environmental science; and global business.)

"It's still one big school," Wheeler said, "it's just different titles."

As for the atmosphere on campus, it's not as if the bad stuff has suddenly gone away. Walls still occasionally get tagged. Fights still occasionally break out.

But Levy, the principal at AMA - who has worked at Carson High for several years as a career adviser - said the two new academies, in conjunction with the diminished population, has afforded the school a newfound dense or intimacy.

"A lot of the students had the opportunity to get lost, and kids did - they just got lost," she said. "I don't feel like they get lost anymore."

[email protected]

36

Carson High School, WASC Midterm Report, February 2013

37