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Foshay Learning Center Progress Report

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Accrediting Commission for SchoolsWestern Association of Schools and Colleges

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TABLE OF CONTENTS

Section I: Introduction and Basic Student/Community Profile Data......................01

Section II: Significant Developments.....................................................................14

Section III: Ongoing School Improvement..............................................................16

Section IV: Schoolwide Action Plan Progress........................................................21

Section V: Schoolwide Action Plan Refinements...................................................24

Appendix: Action Plans

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MISSIONThe Mission of the James A. Foshay Learning Center is to develop socially responsible citizens prepared to face the challenges of the 21st Century.

VISION To create an internationally focused school that promotes:

Communication within our community and throughout the world

Inquiry and problem solving in a rigorous academic setting

Technology as a means to learn, communicate, and demonstrate knowledge

A community of caring students, parents, and staff

Service with the goal of making the world a better place

SCHOOLWIDE LEARNING GOALS

Effective Communicator

Problem Solver

Personally and Socially Responsible

Technologically Literate


OVERVIEWFoshay Learning Center (FLC) is part of the Los Angeles Unified School District (LAUSD) which is the second largest school district in the nation. LAUSD is divided into four mini districts to better support the local communities. Foshay Learning Center is located in Educational Service Center West

Foshay High School is part of a "community-based" K-12 Learning Center. We are extremely fortunate as we draw all of our students from the surrounding neighborhood. The high school is often mistaken for a magnet school because we are a small high school of wall-to wall academies and outstanding programs and students. The high school is a college preparatory school and for the 2011-2012 year we averaged 96% regular attendance and 95% of our seniors graduated. Eighty-seven percent of our students come from families living at or below the poverty level; the school receives school-wide compensatory funding (Title I services). The ethnic makeup of the student body is largely Latino (over 90%) with a small percentage of Black students. A growing number of students are first generation Americans. Nearly all of the Latino high school students come from homes where Spanish is spoken.

Foshay Learning Center is located in Los Angeles, California just west of the University of Southern California (USC). FLC is just two miles south of downtown Los Angeles. The surrounding community consists mostly of modest single-family homes and apartments. USC, the Museum of Natural History, the Coliseum, parks and sports facilities are within walking distance. Until the mid 1980’s, African-Americans were the predominant ethnicity in the community (LA Almanac). Since then, there has been a major shift in migration patterns and the school community now reflects that. The community and high school now consist mostly of Latinos. A Metro Rail was just created that runs from USC to Culver City, with a stop at the corner of Foshay’s campus.

Foshay moved from an 8-period block schedule to a traditional six period schedule for the 2012-2013 school year and moved from a year round calendar to a traditional calendar for the first time in over twenty years in the 2010-2011 school year. The student population in the high school is at 750, with the entire K-12 population totaling less than 2300. In 2009-10, a new Principal was appointed to Foshay, who had served as the Assistant Principal at Foshay for the five previous years. The former Principal opened the new middle school nearby, allowing Foshay to transfer a thousand Middle School students and become a Single Track School.

Foshay High School fosters a strong academically-focused learning culture that provides students a variety of college preparatory experiences and career development opportunities. Students are enrolled in the full complement of CSU/UC A-G courses, and are encouraged to take up to four Advanced Placement courses. The high school curricular paths are developed around three academies that demand students take a "school to career" elective class in cohorts along with the CSU/IC A-G courses. Students choose a career-focused academy toward the end of their ninth grade year and remain in the academy throughout their high school years.

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The academies are: Finance (AOF), Health Careers (HCA) and Technology (TECH). Each academy receives a state grant as a California Partnership Academy. Students receive growth opportunities through their academies in the form of internships, field trips, guest speakers, mentoring, job shadowing, certifications, and university courses for credit. Academies work closely with business and community partners and advisory boards to offer students these opportunities. Students are required to complete a senior portfolio, a Service Learning Project (where students participate in a high quality service which serves the community, fosters responsibility and combines rigor and academic standards), and at least 60 hours of community service. Before entering one of the academies, all students start in the 9th Grade House Academy which began in 2008. The 9th Grade House provides support by focusing attention to transitional needs of these students through a mandatory Summer Bridge program which aims to build powerful scholars and leaders who can sustain a rigorous academic career through Foshay. The 9th graders used to take a year long course that promotes academic achievement by teaching study and technology skills, creating a community for social support, a home base for activities, and integrating the 7 Habits of Highly Effective Teens - an adolescent focused version of Steven Covey’s 7 Habits of Highly Successful People, which stresses time management, goal setting, effective communication skills and establishing core values and principles. However, this course had to end when we switched to a six-period schedule. A Humanities class for the 9th grade will be re-introduced for the 2013-2014 school year.

The high school has two full-time counselors who meet with each student individually to plan their unique program and ensure each student is on track to graduate with their class. One of the counselors also concentrates on college and focuses on scholarships, applications, senior portfolios, and meeting graduation requirements. Foshay High School offers Individual Education Plans services to students through the Resource Specialist Program. Budget cuts have reduced the out of classroom personnel to the bare minimum which include a Title I Coordinator, Bilingual Coordinator, Testing/ RTI 2 Coordinator, Bridge Coordinator, Librarian and IB Coordinator. Full time teachers also serve as the GATE, AP, and Athletic Coordinators.

Foshay is involved in the Neighborhood Academic Initiative (NAI) in which a cohort of students takes Math and English classes on USC’s campus. Foshay has a national award -winning Robotics team, a band that is run by the recipient of the 2010 Mr. Holland’s Opus Award, a 2012-2013 LAUSD Teacher of the Year, and a robust athletic program; all supported by our dedicated staff of teachers. Teachers received training in the International Baccalaureate program and work collaboratively by department, academies, and grade levels. High school teachers have established a weekly lunch meeting where they share ideas and refine systems on campus.

SCHOOL PURPOSE Foshay High School fosters a strong academically focused learning culture that provides students with a variety of college preparatory experiences and career development

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opportunities. All students are enrolled in the full complement of CSU/UC A-G courses, and are encouraged to take Advanced Placement courses.Graduation from Foshay High School requires students to earn 230 credits, complete a senior portfolio and perform at least 60 hours of community service. Beginning with the class of 2006, all students are required to pass the California High School Exit Exam (CAHSEE) to earn a high school diploma. Emphasis is placed on the development of communication and higher-level thinking skills throughout the curriculum, which is driven by the following Schoolwide Learning Goals which also compliments the school’s vision:

1. Effective Communicator

2. Problem Solver

3. Personally and Socially Responsible

4. Technologically Literate

The core program of LAUSD is built on the California State Content Standards and grounded on effective evidence-based pedagogy for effective delivery of those standards. Embedded throughout is the use of a comprehensive assessment program that guides instruction and immediate intervention. The District has adopted four culturally responsive and linguistically appropriate instructional strategies which are threaded throughout all Pre K-12 content instruction.

Foshay uses the International Baccalaureate model, differentiation, SDAIE strategies, and scaffolding to ensure instruction meets the needs of all students including Gifted and Talented students, students with disabilities, and second or nonstandard English learners. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic vocabulary, and use of communal learning strategies such as Think/Pair/Share, cooperative learning, and project-based learning, and the use of instructional conversations to actively engage students in learning. Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.

The high school program is framed around LAUSD’s A-G requirements for all students. The 2008-2011 Graduation Requirements and Minimum College Admission “A-G” consists of a total of 230 credits (160 credits in content curriculum and 70 credits of electives). All courses are based on the California Content Standards and connected to the Career pathways.

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STUDENT ACHIEVEMENT DATA SINCE LAST SELF STUDY

ENROLLMENT

YEAR Grade 9

Grade 10

Grade 11

Grade 12

Grand Total

2012-2013

171 204 197 177 749

2011-2012

175 169 154 152 650

2010-2011

185 166 151 139 641

2009-2010

150 152 149 161 612

2008-2009

171 151 149 162 622

The 2012-2013 year saw an increase in 10th, 11th, and 12th grade due to a cohort of students in each grade level transferring to Foshay from another local high school in order to follow their college preparatory program that moved campuses. 9th grade should have seen the same increase but unfortunately not all of the students accepted into the 9th grade enrolled in the school.

Foshay’s K-12 enrollment decreased from 3,380 in 2008 to 2,163 due to moving from a year round calendar to the traditional one track calendar. We were able to do this when the Obama Middle School opened down the street in 2010 by our old principal. In 2012-2013 the population raised to 2300 due to the Manual Arts Neighborhood Academic Initiative students moving to Foshay so the entire high school program is now housed on Foshay’s campus and the high shool population is now around 750.

Foshay High School is not a school of residence for the community, so the students do not need to live in the area. For the most part, only 8th grade Foshay students apply for the high school and, if selected via lottery, are enrolled under a Continuing Enrollment Permit. Thus, 95% of the students do come from our middle school.

ATTENDANCE 2012 DATA - School Year: 2012-2013 Whole School

WHOLE SCHOOL HIGH SCHOOL

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Foshay Learning Center maintains a high attendance rate as evidenced by the charts above that track attendance for the Fall semester of 2012-2013 school year.

ATTENDANCE

The average student attendance dropped in the past year and the staff attendance remained unchanged. The attendance rates for decreased from 96.4% to 96.1% as stated in the Single Plan for Student Achievement. There were minimal incentives for improvement on attendance and we did not have a fulltime PSA counselor to intervene in cases of chronic absenteeism.

Foshay continues to see a growth in API and for the first time we broke the 700 barrier with an increase of 17 points for an API of 707. When we looked closely at our AYP it was revealed that every sub group increased their scores except for a 1 point drop in English Language Learners.

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Foshay was close to meeting its AYP this year with an increase in every sub group. The only subgroup that went down was the one point drop from English Language students.

Figure 1: 2012 Students on Track to Graduate

Foshay had a short term goal of 85% Graduation rate for 2011-2012. We not only passed that but made it all the way to the 2014 graduation goal of 95%. We attribute this high graduate rate to the counselors’ work with the students on their individual graduation plans and regular meetings with the counselors. There was also weekly tutoring and mentoring intervention; weekly counseling for students on probation; opportunities for credit recovery through adult school; and effective communication with parents through meetings, consultations, phone calls and letters.

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AP RESULTS

2011-2012 AP RESULTS

Exam Name# Students Enrolled

# Students Not Enrolled

# Exams Given # of 1s # of 2s # of 3s # of 4s # of 5s

# Qualifying Scores

CALCULUS AB 45 45 23 4 9 6 3 18

ENGLISH LANG & COMP

46 35 81 32 42 7 7

ENGLISH LIT & COMP 43 1 44 9 20 9 6 15

GOVERN & POLITICS US

35 35 30 4 1 1

SPANISH LANGUAGE 48 39 87 6 14 24 29 14 67

SPANISH LITERATURE 11 11 3 6 2 11

US HISTORY 54 1 55 41 11 3 3

WORLD HISTORY 61 61 35 21 4 1 5

Total 308 111 419 176 116 60 48 19 127

CHANGES: 100% of the students who took Spanish Literature passed with a score of 3 or better. We only took 8 AP tests instead of 12 because we offered less classes and no online

courses. Huge leap in Calculus – in 2011 students only scored ones with the exception of two

students passing with a 3. In 2012, the scores were more spread out with 40% of the students passing with a 3 or better!

30% of exams given were passed with qualifying scores

Every grade level saw an increase in the percentage of students taking A-G classes and the 9th grade saw a leap of 14% to have 93% of the students passing with a C or better. The 11th and 12th graders also increased their pass rate with a dip of 5% for the 10th graders.

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Chart over time – including 2012-2013 scores just received

CAHSEE ELA MATH

School Year # Tested % Passed % Proficient # Tested % Passed % Proficient

2012-2013 199 92% 61.3% 200 91.0% 62.5%2011-2012 167 90.40% 57.50% 167 95.20% 70.10%

2010-2011 167 92.80% 68.90% 166 98.20% 72.90%

2009-2010 151 94.70% 57.00% 151 89.40% 61.60%

2008-2009 170 86.50% 51.80% 171 87.10% 62.60%

2007-2008 172 88.40% 59.90% 172 94.20% 57.00%

Foshay boasts a high first time past rate from our 10th grade students. Close to 90% of our students pass both exams on the first try.

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FOSHAY’s RANKING IN ALL OF LAUSD 2011-2012

Locn LD BD Name Mar-08

Mar-09

Mar-10 Mar-11 Mar-12 Type 1 Year

Change

8518 8 7HARBOR TCHR PREP ACD 96% 99% 100% 100% 100% Senior 0%

8741 3 1 LACES MAG 94% 94% 98% 98% 97% Senior -1%8760 8 1 MIDDLE COLLEGE HS 88% 87% 91% 85% 94% Senior 9%

8754 5 2BRAVO MEDICAL MAG 91% 87% 91% 94% 93% Senior 0%

8558 1 3PEARL JOURN/COMM MAG -- -- 82% 94% 92% Senior -2%

7390 1 3VALLEY ALTERN MAG 85% 85% 91% 92% 91% Senior -1%

7751 T 2ROOSEVELT HS MAGNET -- -- -- 83% 91% Senior 7%

7137 7 132ND/USC PER ART MAG 82% 86% 80% 83% 90% Senior 7%

8853 5 2ORTHOPAEDIC HOSP MAG 70% 87% 79% 85% 89% Senior 4%

8842 1 3 SOCES MAG 89% 94% 95% 93% 86% Senior -7%8132 7 1 FOSHAY LC 87% 81% 86% 89% 85% Senior -4%

8513 1 3NORTHRIDGE ACAD SH 74% 75% 76% 83% 84% Senior 1%

8880 1 4 TAFT SH 76% 78% 72% 78% 84% Senior 6%8636 2 6 POLYTECHNIC SH 68% 73% 80% 84% 84% Senior 0%

Note that Foshay is in the top 11 high schools in ALL of LAUSD and we are the only non magnet school I our demographic. Foshay also outperforms other local high schools like Dorsey, Crenshaw and Manual Arts - which all have passing rates between 50-60% and proficiency rates no higher than 29%.

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CST AT GLANCE

Foshay made improvements in Proficiency and Advanced in English 10, Geometry, World History, Biology, Chemistry and Integrated Sciences. We lowered our percentage of students in Far Below Basic and Below Basic in English 10, Geometry, Algebra II, World History, Biology. The subjects that went down in Proficiency and Advanced were English 9 (although it is at 61% proficient – the best subject all around), English 11, US history and High School Math made the biggest drop. However, those were the students in 10th grade that struggled the year before.

CST MATH

OVERALL HS MATH:African American students increased their advance/proficiency scores by 11%. Algebra 2 increased in adv/prof by 26%. The students performed well compared to district, but below state’s minimum proficiency. The data suggests that students need more help in quadratic/conics; and series combinations (probability and statistics). The students have trouble with processes--factoring, completing square, graphic non-linear lines. The data accounts for more review of CST released questions and there is a consistent strand of students who have scored low every year. New info. is not covered adequately in Alg. 1 classes; there is lots of new vocabulary; slope concepts. Students did not take Geometry; we switched their classes because they were so low. The highest results were in trig possibly because it was just covered before the test. It is recommended that teachers use more graphic organizers; Science teachers could help with statistics (data analysis; slope concepts in data) HS students peer-taught, so this strategy could be used more as a means of vertical teaching.

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ALGEBRA I – Foshay exceeded it’s short term goal of Advanced and Proficient with a total of 25%. In our quest to be a college prep high school and aligning ourselves with District Standards, the students are required to have already passed Algebra I in the 8th grade, where they receive high school credit. In the past, incoming Freshmen were pretested for their Geometry readiness and if they were not ready than they took Algebra I again. Going forward at the end of the 2011-2012 school year, the District created an End of Course test for Algebra I and Geometry which the students will have to pass in order to move up a level in Math. Foshay has also had issues with the 8th Grade Algebra I teachers due to teacher turnover and “must place” teachers. The high school teachers must work more closely with the 8th grade math teachers to improve student performance. Geometry: Percentages are higher than LAUSD but lower than STATE in every strand. Compared to last year we made improvements in every category - (11.6% rise)High School Summative:Scores went down - but this is same group of students who did poorly in the past few years in Algebra II and Geometry. Our current current 9th/8th graders did not have consistent math teacher when they were in middle school - expect dip in upcoming scores.

CST: ENGLISH LANGUAGE ARTS

English remains the subject level with the highest number of students testing Proficient and Advanced. There is a 9% increase in students reaching Proficient and Advanced. One thing that we might want to take a look at is how do we service the FBB students and the Advanced and Proficient students at the same time? The 11th grade students made the most improvement overall in English Language Arts with an 8.6% increase in Proficient and Advanced and had 10% fewer students scoring Below Basic and Far Below Basic. The 9th and 10th grade students remain consistent (0.4% drop in 9th and no change in 10th) although in 2011, the 10th graders had more students score Below Basic and Far Below Basic than in 2010.

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D AND FAIL A-G COURSES ANALYSIS – FALL 2011, SPRING 2012, AND FALL 2012

Analysis - If you look at the final report card we are still in the range of close to 25% of our students getting at least one D or Fail in an A-G course. However we went from 58% of our students with at least 1 D or Fail on their report card to 40.8% of the student – a drop of more than 17%. What can account for this? You can say we are offering less courses – so there are few D’s and Fails - but what else can explain for 59.2% of students passing ALL their classes. In Spring of 2012 only 42% of students passed all their A-G classes. It should also be noted that we added 90 more students to the enrollment so this 59% pass rate also includes more students.

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D’s and Fails Compared to Honor Roll for Fall of 2012.

CLASS

Number of Students Enrolled in at least 1 A-G Course

Number of Students with a D or F in 1 A-G Course

Number of Students with a D or F in 2 A-G Courses

Number of Students with a D or F in 3 or more A-G Courses

TOTAL NUMBER OF STUDENTS with D’s and Fails

HONOR ROLL

2016 171 43 7 2 52 100

2015 203 42 16 30 88 84

2014 197 44 23 35 102 65

2013 177 54 5 4 63 92

LEP 34 14 6 4

It is possible to be on Honor Roll and receive a D, but it is not common. This chart reflects the amazing success of the class of 2016 which has two thirds of the class on Honor Roll.

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Section II: Significant DevelopmentsProvide the following:

Include a description of any significant changes or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes.

Describe the impact these developments have had on the school and/or specific curricular programs.

CHANGE: The high school population increased by 140 students due to the Neighborhood Academic Initiative (NAI) program moving to Foshay from the local neighborhood high school. The Neighborhood Academic Initiative is a rigorous pre college program housed on USC’s campus where students take English and Math. The entire NAI program is now housed on Foshay’s campus and the high school population is now around 750. Foshay was awarded the entire NAI program because of the dedication and fidelity to the program.

IMPACT: Class sizes increased in History, Academy Career Courses, Foreign Language and

Science because the increase in students brought over two new math teachers and one new English teacher but did not bring over more teachers, or sections offered, in the other subjects.

The new students came to Foshay so they could stay with the NAI program; not because they wanted to change schools. It took time for the students to feel connected to the Foshay culture and campus. It is getting better, but still a work in progress.

There was a shortage of AP World History textbooks this year. One class was using an out-dated edition from one author and the other two classes were using two different versions of another textbook by a different author.

The new students had already taken Chemistry and Biology a year earlier than we offer it at Foshay and as a result new opportunities for all students opened up in Science with the addition of Physics and AP Biology .

CHANGE: Foshay moved from an 8-period block schedule to a traditional six period schedule for the 2012-2013 school year based on a vote by the teachers. When a school is on a non-traditional schedule, they must vote every year in order to keep the schedule. It was a close vote, but in the end the majority of teachers which included elementary, middle school and high school, voted to go to a six period schedule.IMPACT: Class sizes increased due to lack of funds and fewer sections offered. Limited electives offered due to small high school staff and smaller matrix. There was concern that 10th graders had to choose between Foreign Language and PE

and that 9th graders ran the risk of not completing their F requirement. The staff has since voted again and 2013-2014 will offer a seven period schedule which should remedy the issues and alleviate future concerns about A-G completion.

Science classes did not have time to complete entire labs in one class period.

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Advisory class was cancelled and twenty minutes of “advisory” time was added to Period 2 for Service Learning Projects and Homeroom.

Classes met every day as opposed to every other day due to the new schedule. Many teachers noted that they were able to cover more content with the new schedule.

CHANGE: Math, Science, and Foreign Language teachers moved from teaching only high school students to carrying a few middle school classes or courses organized by ability, not grade level – particularly in Foreign Language.IMPACT: Teachers taught new courses that they had not taught before. The high school teachers are now more aware of the struggles and concerns for

teaching and engaging middle school students. The High School teacher community is not as pure so it is a struggle to hold high school

meetings and maintain the sense of community that was established through the initial WASC process.

The teacher meetings are now more often across all grade levels which moved the entire school to follow the Single Plan for Student Achievement (SPSA) and address the SMART goals set there. As a result the WASC action goals set for us are now better integrated into the SPSA SMART goals.

In an effort to make all high school courses A-G, the academy career courses were changed so that the curriculum also qualifies the students for UC acceptance.

CHANGE: Conference periods reduced from 2 to 1, due to budget cuts and the change of moving from 8 periods to six periodsIMPACT: Technically, the teachers still had the same amount of minutes a week for conferences

but since they see the classes everyday instead of every other day, the teachers had to reorganize and prioritize their time.

Many teachers discussed feeling overwhelmed with the new schedule, teaching new preps, and adding middle school classes to their schedule.

CHANGE: Common Core Standards introduced and IB Middle Years Programme approved.IMPACT: Professional Development now centers on getting teachers to understand and adapt to the Common Core Standards while making units that are in line with the IB Middle Years Programme. While Common Core and IB work nicely together, it is a paradigm shift.

CHANGE: Depleted District funds required teachers to find other avenues for getting resources.IMPACT: Teachers are proactive to apply for scholarships and grants. Perkins funding was awarded to three teachers on campus.

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Section III: Ongoing School Improvement

Provide the following:1. A description of the school’s procedures for the implementation and monitoring of

the single schoolwide action plan.2. Comment as needed on the integration of plans into one single schoolwide action

plan.3. Include how annual progress reports, as well as this midterm progress report, have

been prepared and whether they were presented to the governing board.4. Provide a copy of the current schoolwide action plan as well as copies of the

schoolwide action plan for all years since the last full self-study. The assumption is that the plan has been modified and updated annually based on progress and changes.

DESCRIPTION OF THE SCHOOL’S PROCEDURES FOR THE IMPLEMENTATION AND MONITORING OF THE SINGLE SCHOOLWIDE ACTION PLAN.

To begin the year, the high school met once a month to look at and analyze different pieces of data. August: CAHSEE, Honor Roll, AP results, D/Fail rate September: CST scores for the school, then by department, then by grade level October : CST content strands and critical academic needs.At the end of October the school received the SMART goals set by the district. With these SMART goals the teachers looked at their own classroom data. They focused on how it connected to the school’s SMART goals for EL students and the ELA and Math scores.

November: Every teacher printed out classroom data reports and identified specific students to focus on. The teachers wrote classroom SMART goals.

December: Teachers shared their classroom SMART goals with departments. Teachers also discussed best practice particularly with a focus on engaging EL students and getting EL students to communicate on a regular basis.

January: Teachers conducted classroom visits to observe each other. The visitations paid close attention to identifying best practices and looked how each teacher engages their EL students – the one focus group that did not improve during last years CST tests.

February: Every teacher received training in Thinking Maps and then the teachers did another round of classroom visits overseen by the administration and out of classroom staff. This round of visitations paid attention to how teachers were using thinking maps to effectively instruct and engage the students.

March: Cooperative Learning Groups were organized to discuss the observed lessons on Thinking Maps and Classroom SMART goals.

April: Best Practices reviewed with a particular focus on test taking leading up to the CST exams.

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May: Assessments and reflection for the year. Introduction to Teacher Self-Assessment and Individual Growth Plan through Common Core.

PLAN FOR FUTURE PROCEDURE:

This year showed a concentrated and focused plan to look at data to monitor progress as well as continue to set goals for ourselves and to keep communication open to share best practices and what effective teaching is taking place on campus.

However, now that we know that the District will be setting the SMART goals per the Single Plan for Student Achievement, next year will begin with an effort to analyze classroom data effectively before we look at the whole school. In other words, last year we started looking at the big picture data and then kept moving closer and closer until the teachers were looking at their own specific students. Next year, we will reverse the order and begin with classroom data and then move the lens out until we are looking at the whole school. In this respect, we can begin with the teachers setting their own classroom SMART goals at the start of the year and then monitor their progress all year long. Teachers will also begin the year setting up an Individual Growth Plan as well.

2. COMMENT AS NEEDED ON THE INTEGRATION OF PLANS INTO ONE SINGLE SCHOOLWIDE ACTION PLAN.The Single Plan for Student Achievement includes SMART GOALS set by the district based on the scores and improvements/ changes from the previous year. Since these measurements are set by the District for the whole school; the WASC team, administration and SSC decided that these are the same measurements that the WASC action goals should use as well. In this regard it truly becomes a single schoolwide action plan and not separate for just the high school.

3. INCLUDE HOW ANNUAL PROGRESS REPORTS, AS WELL AS THIS MIDTERM PROGRESS REPORT, HAVE BEEN PREPARED AND WHETHER THEY WERE PRESENTED TO THE GOVERNING BOARD.

This is the first progress report since our last visit.

The WASC Coordinator met with the teachers on a monthly basis to review, plan, and update the WASC action plan. The beginning of the year started with the detailed looking at new data and discussing the changes based on what we thought worked or did not work. The WASC Coordinator also introduced the Single Plan for Student Achievement to the high school teachers and highlighted the comprehensive needs assessment set out from the District which tracks changes in data based on areas of graduation, proficiency for all, attendance and sets short term and long term goals for the high school.

The WASC Coordinator joined school site council to become more familiar with the Single Plan for Student Achievement and work to integrate WASC into the Single Plan.

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The WASC Coordinator also became part of the instructional leadership team and met with all the Coordinators and Administration once a week and helped plan and lead Professional Development around data collection, data reflection and setting classroom SMART goals.

In this respect the goals for the Single Plan for Student Achievement and WASC were better communicated and represented across the campus. At the February SSC meeting, the notes read that the WASC action plans are now the same as the Action Plan SMART goals set in the Single Plan for Student Achievement.

4. PROVIDE A COPY OF THE CURRENT SCHOOLWIDE ACTION PLAN AS WELL AS COPIES OF THE SCHOOLWIDE ACTION PLAN FOR ALL YEARS SINCE THE LAST FULL SELF-STUDY. (SEE APPENDIX)

2012-2013 WASC ACTION PLANS:

1. The Staff at Foshay Learning Center must continue to develop a systemic and consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.

STATUS: The school now follows the Performance Meter created by the District which tracks the data and sets short term and long term goals (SEE APPENDIX). The school has set a calendar and system to look at and analyze data.

ORIGINAL ACTION PLAN WITH OUTCOMES

Action Why Needed OUTCOME

Define data to be monitored

This specific information will help most to achieve student achievement and meet goals

Goal 1: 100% Graduation: DATA: 4 year Cohort graduation rate; students on track to meet A-G requirements; CAHSEE Pass Rate; AP; Graduation and Drop Out RatesGoal 2: Proficiency for AllDATA English Learner Progress; ELA CST Trends; Math CST Trends; Proficiency in Algebra, CST Overviews for all subjectsGoal 3: 100% AttendanceDATA Percentage of Students with 96% or higher; Percentage of Staff with 96% or better

Establish current data level or scores

It is hard to measure progress if the starting point is not defined

LAUSD provides a Performance Meter that tracks progress from 2007 to the present as well as sets short term and longer term goals for the next few years. It also compares this to LAUSD. These are the data levels we follow.

Establish realistic short term and long term goals for

The goals need to be SMART (Specific, Measurable,

LAUSD provides a Performance Meter that tracks progress from 2007 to the present as well as sets short term and longer term goals for the next few years. It also compares this to LAUSD. These are the data levels we follow.

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scores or levels Attainable, Results –based, and Time-bound). It is important that success is the end result.

With data defined, begin to formalize plan for implementation, monitoring and revising

What will make the plan successful? How is everyone included?What do we do if desired results do not take place?

Create a monthly data/ instructional focus. Meet in teams, look at Data and create classroom SMART goals (SEE APPENDIX)AUGUST/SEPTEMBER:

Print out reports tracking own classroom data –Class Roster Report (period-by-period); EL Monitoring Report (period-by-period); Alert/Early Warning Summary Report (period-by-period)

Create Classroom SMART goals CAHSEE, Honor Roll, AP results, D/Fail rate

OCTOBER: CST content strands and critical academic needs. Teachers create individual growth planNovember/ December: CST scores for the school, then by department, then by grade

level Look at Data and discuss reasons for change per the Single

Plan Review Classroom and Individual Growth Plans – reflect on

progress.January/February: Honor Roll and D/Fail list for First Semester Reflect on first semester progress of Classroom SMART goals

and Individual Growth Plans Reset Classroom SMART goals and Individual Growth plans for

second semesterMARCHReview CST scores and best practices. Students create individual growth plan for the CST

2. Foshay Learning Center staff will identify students and increase student achievement one proficiency band by 70% of students in ELA and Math through measurable, shared best practices

STATUS: Monitoring the movements of proficiency bands by percentages proved unwieldy. Instead, the school has discussed and voted at School Site Council to measure our success through the SMART goals set by the District.

2013-2014 WASC ACTION GOALS now read as follows:

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Foshay Learning Center staff will identify students and increase student achievement by:

o ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.

o Math - Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7th-9th grades – Exponents, Powers and Roots. Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.

o English Learners: The percentage of Long-Term English Learners will decrease from 70% to 60%.

o Increase the A-G completion rate with a C or better from 67% to 76%

ORIGINAL ACTION PLAN IN APPENDIX

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Section IV: Schoolwide Action Plan Progress Provide the following:

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.

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

2012-2013 WASC ACTION PLANS:The Staff at Foshay Learning Center must continue to develop a systemic and consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.

STATUS: The school now follows the Performance Meter created by the District which tracks the data and sets short term and long term goals (see attached). The school has set a calendar and system to look and analyze data.

Foshay Learning Center staff will identify students and increase student achievement one proficiency band by 70% of students in ELA and Math through measurable, shared best practices

STATUS: Monitoring the movements of proficiency bands by percentages proved unwieldy. Instead, the school has discussed and voted at SSC to measure our success through the SMART goals set by the District.

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ELA – Increase secondary proficiency from 43% to 48% and decrease FBB/BB from 25% to 21%. Secondary goals will be met by increasing students’ correct responses to the following strands: Literary Response and Analysis, Writing Strategies, Reading Comprehension, and Word Analysis and Vocabulary.

Math - Increase math proficiency in secondary from 25% to 31% and decrease FBB/BB from 48% to 40% by increasing students’ correct responses to the following strands: 7th-9th grades – Exponents, Powers and Roots. Increase proficiency in Algebra from 25% to 31% and decrease FBB/BB from 59% to 49% by increasing students’ correct responses to the following strand: Functions and Rational Expressions.

English Learners: The percentage of Long-Term English Learners will decrease from 70% to 60%.

The following interventions were effective in moving students to proficient or advanced on the CST:

High school focus on question analysis and vocabulary

The use of released CST questions in advisory period

Students set goals before the test

Warm up questions

School wide implementation of content and language objectives

Regular access to resource room for RSP students for academic support

Math journals in all grades

CST prep meetings in small classes prior to 2013 exam

Bulletin board highlighting the students who scored advanced or proficient in 2012

The following factors explain the changes in proficiency levels over time:

The schoolwide focus on standards-based instructional unit development and implementation

Focus on cross-curricular units/ projects

Focus on cross-curricular vocabulary

Creation of teacher SMART goals based on the data regarding the ELA

Classroom visits looking at EL student engagment

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Increase the A-G completion rate with a C or better from 67% to 76%

Based on a significant increase in the graduation rate, the following policies and procedures were effective:

The intervention of CAHSEE bootcamp for all students not passing on the first attempt was effective in moving students to proficient or advanced on the CAHSEE

Individual Graduation Plan

Regular meetings with counselors

Weekly tutoring and mentoring intervention

Weekly counseling for students on probation during advisory time

Opportunities for credit recovery through adult school

Effective communication with parents (one on one meetings, family consultations, written communication, etc)

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Section V: Schoolwide Action Plan RefinementsProvide the following:

Comment on the refinements that have been made to the schoolwide action plan since the last full self-study visit to reflect schoolwide progress and/or newly identified issues.

Foshay is working more closely as a whole school rather than 3 separate schools of Elementary, Middle School, and High School. This change is due the move to the Common Core, the approval of the IB Middle Years Programme, and an increase in teachers teaching students across middle and high school. The Single Plan for Student Achievement has also become more concise and direct which makes it easier to align the WASC action plan so that the school can now truly follow ONE schoolwide action plan.

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Appendix-Current Action Plan

REVISED ACTION PLAN after WASC REPORT – set for 2012-2013From the WASC VISITING REPORT: The schoolwide action plan contains two items. Goal number one is to define and implement a formal accountability plan for data collection and analysis. Goal number two is to continue the process of defining and providing a wide variety of teaching strategies to fully engage all students in the educational process. The visiting committee concurs completely with these two action plan items, these are in fact the two action items we will leave with the school.

The action plan as defined, directly addresses the critical needs as defined by the school and validated by the visiting committee. In conversations and meetings with Foshay students, parents, and school personnel and there is an overwhelming acceptance and support of these action plan items.

The steps defined within the action plan are clear and concise. Accountability is a major part of the job. Both action plan items must illustrate the enhancement of student academic achievement. The plan as defined is feasible with existing system resources and the visiting committee sees no reason that the plan cannot or will not be implemented.

GOAL 1: The staff at Foshay Learning Center must continue to develop a systemic and consistent plan to increase the data collection to include more common formative assessments which provides teachers with more frequent data on standards mastery to drive instruction.

RATIONALE: Self-study findings indicate the need for Foshay High School to continue to create and follow a unified systemic plan for accountability in order to make informed decisions regarding delivery, strategies and assessment. Data-driven decision making is essential to successful school reform, which leads to improved student achievement.

LINK TO SCHOOLWIDE LEARNING GOALS: A specific timeline and calendar will help us keep our Schoolwide Learning Goals in sight and help us model and strengthen ourselves to be Problem Solvers, Technologically Literate, Personally and Socially Responsible and more Effective Communicators.

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STEP 1:Action Why Needed WhenDone Who Does It Who is

AccountableOutcome

Expected

Define data to be monitored

Which specific information will help most to achieve this goal

Start Beginning second semester.2/6/2012

End Date3/3/2012

Teachers, Departments, AcademiesAdmin

PrincipalAdmin Staff

Identify data items which directly relate to schoolwide accountability. Document why these items are important

Establish current data level or scores

It is hard to measure progress if the starting point is not defined

Start3/1/2012End 4/1/2012

Principal, Coordinators, Departments

Principal Current data levels defined per the Single Plan for Student Achievement

Establish realistic short term and long term goals for scores or levels

The goals need to be SMART (Specific, Measurable, Attainable, Results –based, and Time-bound). It is important that success is the end result.

Start4/1/2012

End 5/15/2012

Teachers, Departments, AcademiesAdminStudentsCommunity


Solid, achievable goals in place for all defined items.

RESULT: Follow the Comprehensive Student Assessment report developed by LAUSD with

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short term and long term goals defined.

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STEP 2:

Action Why Needed WhenDone Who Does It Who is Accountable

Outcome

Expected

With data defined, begin to formalize plan for implementation, monitoring and revising


Start4/1/2012

End6/1/2012

Admin Coordinator, Department Chairs, Academy leaders, community


The plan must be detailed and complete. It must be approved and accepted by the learning community.

Review by academic community

This touches everyone involved in student learning.

Start6/1/2012

End6/15/2012

Assistant Principal, Coordinator, Department Chairs, Academy leaders, community

Principal

Assistant Principal in charge of Instruction

A formal, detailed plan to address, monitor, revise, and meet our accountability goals

Implement Plan Now let's put the plan in motion for the start of the school year.

Start of 2012/2013 school year



The plan is placed into action.

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SAMPLE IMPLEMENTATION PLAN (something to start with as a model as we develop the actual plan):

Action Why Needed When Done

Who Does It Who is accountable

Outcome

Expected

Teachers, students and parents review rosters/ class schedules

Program corrections are made before school begins

Start: June, 2012

End: August, 2012

Teachers, Parents, Students,

Principal

Admin StaffStudents begin year enrolled in the correct courses. Students begin year ready to learn.

Teachers and Counselors Review 4-Year graduation Rate and Students on-track to meeting A-G Requirements as well as Atten00dance

Help identify progress to reaching Goal 1: 100% Graduation and Goal 3: 100% Attendance

Start August, 2012. End September, 2012

Staff WASC Coordinator

Section updated in WASC report. Plan discussed and put into place to help improve for end of 2012-2013 school year

Teachers review CST scores by grade level and subject matter

Help complete goal #2 – Proficiency for All

Start, September, 2102 -End, November 2012

Staff WASC Coordinator

Update Chapter 1 for WASC report and answer questions necessary for Single Plan. Create action plan to help focus on improvement for 2012-2013 (see best practices already created for 2012-2013

Teachers and Students look over progress of Periodic Assessment and Scores. Students fill out graduation forms and set out goals for themselves

Help to complete Goal #1 – 100% Graduation and Goal #2 – Proficiency for all

Start October, 2012 – December, 2012

Staff and Students

Academy Leads

Students have knowledge and proof to explain at Student Lead Parent Conferences.

Teachers plan lessons to address

Increase CST scores, improve grades, and

Start: September,

Teachers, Departments,

Principal Students improve scores on tests,

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areas needing growth

address areas of need. 2012

End

June, 2013

Academies Admin Staff scores and grades increase overall.

Teachers assess students’ progress in their classroom using Periodic Assessments, Core K-12

Teachers will use data from those assessments to make instructional decisions and recommendations and adapt teaching strategies to meet identified needs of students.

Start

December, 2012

End

June, 2013

Teachers, Department Chairs

Principal

Admin StaffImproved and informed working strategies and improved student outcomes as evidenced by better CST scores and grades.

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SAMPLE IMPLEMENTATION PLAN (Continued)

Action Why Needed When Done

Who Does It

Who is Accountable

Outcome

Expected

Survey teachers, students and parents about what is done for action steps and what should be done for future.

Goal #4 – Parent and Community Engagement

March – April, 2013

Admin Principal

Admin StaffResponses will drive changes in program to improve student achievement.

SCHOOL ACHIEVEMENT GOALS (FROM SINGLE PLAN FOR STUDENT ACHIEVEMENT)

INDICATE DATA USED TO IDENTIFY GOAL

SUBGROUPSSchool SMART Goals

(Specific, Measurable, Attainable, Results –based, and Time-bound)

Progress Monitoring Data to be used to measure student achievement

AYP Math Scores

All By 2012 the percentage of students scoring at advanced or proficient in math will increase by 10% through training for teachers in data analysis and data-driven instruction as measured by California Standards Test results.

Professional Development Evaluations: AYP CST Results; LAUSD Periodic Assessment Results

AYP ELA CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in English Language Arts will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results


Goal 2: Foshay Learning Center staff will identify students and increase student achievement one proficiency band by 70% of students in English Language Arts and Mathematics through measurable, shared best practices.

RATIONALE: Self-study findings indicate the need for Foshay High School to continue to define and provide a wide variety of differentiated teaching strategies to engage all students in the educational process. Staff has begun to share best practices at high school meetings and our move to more project/problem based teaching also allows for teachers to begin moving away from “sage on the stage” to playing a role as coach/facilitator. This philosophy is encouraged through the IB units of study model and through the California Partnership Academy model

LINK TO SCHOOLWIDE LEARNING GOALS: Peer observations and sharing best practices as part of in order to define and provide a wide variety of differentiated teaching strategies to fully engage students in the educational process will exercise our Schoolwide Learning Goals of

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becoming Problem Solvers, Technologically Literate, Personally and Socially Responsible and more Effective Communicators.

Action Why Needed WhenDone Who Does It Who is Accountable

Outcome Expected

Define time in meetings for teachers to share best practices

An agenda structure that allows for time in department and high school meetings for teachers to share best practices will make this ongoing and consistent.

Start Beginning second semester.2/6/2012

End Date4/1/2012



Monthly Department and High School agendas will include time set aside for a specific teacher or group to share best practices, get advice and answer questions.

Define expectations for best practices

Sharing out should have a direct purpose. What do people want to see and why

Start Beginning second semester.End Date4/1/2012

Teachers, Departments, Academies


A list of ideas and topics are generated with specific goals and tools teachers want to learn more about.

Define how teachers should best share what they learned when returning from conferences

Pass on knowledged gained from

Start5/1/2012End 6/1/2012



A plan is defined and/or template created for teachers to share new ideas with each other that they learn from conferences. Perhaps a database, EDMODO group of ideas are created.

Establish a protocol for peer observations

A procedure needs to be defined for teachers to see differentiated teaching strategies in action before or

Start5/1/2012

End 6/15/2012

Teachers, Departments, Academies


Teachers are on board and excited to observe and learn from each other. A plan is

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while testing them out for themselves.

in place for how, when and why teachers conduct peer observations.

Review by Academic Community


Start6/1/2012

End6/15/2012

Admin, Department Chairs, Academy leaders, community


The plan must be detailed and complete. It must be approved and accepted by the learning community.

Putting it all together: A calendar for sharing at meetings.

Starting the school year with a clear game plan and calendar allows for everyone to participate, prepare and learn


Admin, Department Chairs, SBM, Academy leaders,


The sharing will take place at meetings in a positive and consistent manner and peer observations will become standard amongst the staff.

Administrators use Observation 360 to observe differentiation in practice and suggest videos for other teaching strategy ideas.

Encouragement and focus of strategies offered from administration will hold the plan together and offer checks and balances that differentiation is taking place across classes.


Admin PrincipalAdmin Staff

A system will be put in place. Continued awareness of differentiated strategies that engage students is always driving us towards increased student achievement.

SCHOOL ACHIEVEMENT GOALS (FROM SINGLE PLAN FOR STUDENT ACHIEVEMENT)

INDICATE DATA USED TO IDENTIFY GOAL

SUBGROUPSSchool SMART Goals

(Specific, Measurable, Attainable, Results –based, and Time-bound)

Progress Monitoring Data to be used to measure student achievement

AYP Math Scores

All By 2012 the percentage of students scoring at advanced or proficient in math will increase by 10% through training for teachers in data

Professional Development Evaluations: AYP CST

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analysis and data-driven instruction as measured by California Standards Test results.

Results; LAUSD Periodic Assessment Results

AYP ELA CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in English Language Arts will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results


Student Responses to School Experience Survey

All Increase % of students and parents taking the survey.

LAUSD School Experience Survey Results

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