DRAFT Chapter 2 of the 2017-2018 Mid-Cycle Accreditation Self-Study Report

What’s New Since 2015

Link CrewLink Crew is a high school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience. Built on the belief that students can help students succeed, Boomerang Project’s high school transition program trains mentors from junior and senior classes to be Link Crew Leaders. As positive role models, Link Crew Leaders are mentors and student leaders who guide the freshmen to discover what it takes to be successful during the transition to high school and help facilitate freshman success.

More and more studies show that if students have a positive experience their first year in high school, their chance for success increases dramatically. Link Crew provides the structure for freshmen to receive support and guidance from juniors and seniors who have been through the challenges that high school poses, and understand that the transition to a larger school can sometimes be overwhelming. Link Crew is a year-long transition program with four components that contribute to its success:

High School Orientation- Link Leaders and freshmen begin building the mentor relationship and freshmen receive information about how to be successful in high school

Academic Follow Ups- Link Leaders support freshman academic success and character development through structured classroom visits

Social Follow Ups- Link Leaders and freshmen connect outside the classroom at social events to increase student engagement, and promote positive school climate

Leader Initiated Contacts- Link Leaders connect with their freshmen on a more individual basis.

On August 15, 2017, Link Crew held an all-day orientation for our entire freshmen class. Ninety-five percent of the 650 students enrolled attended. Link Crew mentors, 104 trained Juniors and Seniors, served as goodwill ambassadors and led small groups of freshmen through group activities as well as a school tour. After lunch, various staff, including counselors, made presentations. A sophomore student panel talked honestly about the challenges and experiences of their freshmen year.

To prepare for the orientation, student mentors attended two 5-hour trainings the week before as well as another two hour training the day before.

Marshall Stage & Studio For the 2017-2018 school year, JMHS is creating an innovative career pathway in the Arts and Entertainment industry sector through a Career Technical Education Incentive Grant (CTEIG) from the California Department of Education (CDE), called Marshall Stage & Studio. This program is designed to channel a specific population of students into an integrated, team-based, interdisciplinary sequence of curriculum, production experiences, and skills. One goal of Marshall Stage & Studio is to provide students access to learning experiences that will inspire a

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sense of belonging, pride and confidence in themselves and in their ability to work together to produce great shows and media products. Another goal is to bridge students from a production style learning environment to higher paying jobs right-out-of-high school, or enrollment in specialized programs at local community colleges and state universities.

Most of the students who will qualify for this pathway are considered "at risk" by various criteria: 68% qualify for Title I Free Lunch, many are from single parent households, and some receive social services directly. Marshall Stage & Studio classes will be open to all students expressing an interest in production but will make certain to serve all of the specifically identified students in need.

Instruction will be student-centered, team-based learning, with a curriculum designed to educate and support students in producing live theatre, concerts, sports events and academic presentations. This production-style learning will stimulate social, creative and technical growth in individual students as well as building a sense of community within the program. The CTEIG and an LAUSD school board grant will allow for the refurbishment and upgrading the equipment and computer systems in the auditorium and broadcast center to make the facilities for Marshall Stage & Studio a reality.

Marshall Stage & Studio students will also record broadcast programming and video and audio assets such as: Campus News, short films, documentaries, music videos, music recordings and media assets for the entire school community. These media assets would include: graphics, videos, animation, presentation slides, voice-over and music with the intent of supporting academic and community presentations (similar to TED Talks), web-based portfolios, reels, resumes and websites. With these media products, students can easily share their work (and the stories behind them) with important people in their daily lives as well as with their potential employers in the future.

Parent Center/Engagement ChangesThe JMHS Parent/Community Representatives have increased their active work with parents since the JMHS self-study. A Parent Portal office has been set up across from the counseling offices. Parent reps facilitate the enrollment process by providing interpreter services in filling out the enrollment packages and School for Advanced Studies (SAS) applications. Parent reps facilitate small group trainings by helping and by helping parents with meal applications, Schoology and Naviance registration, and informing parents about the various programs available to students. They provide these services during Parent Conferences and Back-to-School Nights, as well as during the regular school day.

JMHS Parent Reps assist the parents/community members in the volunteer application process from beginning to the end, in order to increase parent volunteer rates. Once applicants are approved, Parent/Community Reps find volunteer opportunities for each volunteer. Parent Reps contact and coordinate with teachers to recruit parent volunteers by making phone calls for school field trips. In 2016-2017 Marshall High School had a 10% parent volunteer rate. In the current school year the percentage has doubled.

a. Coffee with the Principal

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Parent attendance at Coffee with the principal has also shown significant growth due to active parent rep involvement. A warm and welcoming environment was created to make parents more comfortable. Agenda topics, refreshments and door prizes were used to increase parental participation. During the last self-study, attendance was 5-10 parents per meeting. In the current school year over 40 parents attending Coffee with the Principal. Outreach to parents for participation in this event is done through emails, phone calls, and direct mailings.

b. Destination CollegeThis is a collaborative effort between community volunteers, college counselor, and JMHS parent Reps. It is an annual college awareness symposium that offers workshops on college admission requirements and application process, how to pay for college, and discussion panels for students and parents. This event is open to the public and residents of the JMHS community. Continental breakfast and lunch is provided.

c. Parent Workshops/TrainingA Needs Assessment is created by parent reps at the beginning of the school year to gather parent data to help create workshops/ trainings that are tailored to their needs/interest. Technology workshops are provided to teach parents to identify basic computer functions, create email accounts, change passwords, use Microsoft Word Office, and navigate the JMHS website. Creative Arts workshop is provided to inform parents about the benefits of the Arts Program and alignment with A-G Requirements through hands-on activities and engaging discussions.

d. InterpretationParent reps interpret at parent meetings and trainings for parents with limited English proficiency (i.e. Coffee with the Principal, ELAC, SDM, Destination College, Social Emotional Workshops and SSC using microphone and headsets. Reps assist and help parents communicate with teachers, counselors, the health office, the Dean’s office, and other school personnel. Interpretation may be provided over the phone, one to one and/or parent conferences. Reps prepare written translations of newsletters, flyers, brochures, agendas, meeting minutes, correspondence to parents, power point presentations, web site information, Principal’s announcements and messages to parents.

e. NewsletterBeginning in the 2016-2017 school year, parent reps created and emailed monthly newsletters to parents using MiSiS contact information. Newsletters were used to provide parents with information about sports and tryouts, Special Ed Department Garden, Gold Ribbon award; Open House event, Bash, Rock, and Shakespeare concert, enrollment process and programs, A-G requirements, Summer Bridge and Summer School, SAS orientation, Local District Central parent workshops and trainings.

f. Parent EngagementIn December 2017, the principal started a new process to organize JMHS parents who had not been a part of a parent organization. For example, parents of the School for Advanced Studies (SAS) and the Gifted Magnet, for many years have met in respective parent organizations. The principal is organizing the parents of Marshall Liberal Arts (MLA) and School for Environment Studies (SES) to join the SAS and Magnet parents in respective groups. The principal is also

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working on creating a school-wide parent committee so that fundraising activities can be coordinated.Restorative Justice (RJ)While RJ is not new to JMHS, significant changes have occurred. From 2014 to 2017, JMHS was an RJ demo school. In Spring 2017, the RJ teacher-leader position was closed. In Spring 2017, JMHS teachers received RJ training in order to continue to facilitate RJ groups and practices school-wide. Depending on the level of need, the Dean and the four academic counselors facilitate small groups as situations arise. Groups are facilitated using the six RJ questions as follows: What happened? What were you thinking at the time of the incident? What have you thought about since? Who has been affected by what happened and how? What about this has been the hardest for you? What do you think needs to be done to make things as right as possible? However, students can only attend groups if they choose and cannot be mandated to do so.

Social Emotional Learning (SEL)SEL at Marshall was initiated in fall of 2015, starting with one lead teacher, Paul Schroeder. SEL core team now consists of 5 teachers and the school psychiatric social worker (Jill Diamond, Cesar Soto, Mark Roeder, Mabel Wong, Paul Schroeder, and Karla Alvarado.

SEL is the realization that learning consists of many variables. Historically the emphasis on learning has been on content and the delivery of the content from the teacher. SEL takes into consideration the learning atmosphere and the emotional make-up of the student. Attitudes about learning (positive or negative) of both the student and teacher can have a profound influence on the ability to learn. SEL seeks to examine all of these additional variables and correct them if necessary to optimize learning.

Goals: Use 2016 School Experience Survey to continue our focus around improving Growth

Mindset in our students (and also faculty). Raise the 20% rate of faculty trained in Growth Mindset 101 module to 50%, with special

focus on new teachers. Encourage faculty to take the Growth Mindset 102 module (available early 2018). Work with existing parent groups in Magnet and SAS to provide Growth Mindset

workshop to parents. Work with YPI to hold an after school poster contest where students create signage that

promotes growth mindsets. The top posters will be displayed throughout the campus with the top 5 winning posters turned into a mural (possibly in the 700 building 2nd floor). The contest will take place February 2018.

Link-Crew will develop a student-led campaign to promote growth mindset among students. This campaign will take place in March, 2018.

Regular SEL Meetings (may include Dweck’s book club): Every other Monday, starting Oct. 16 SEL team will offer support to colleagues in order to initiate and regularly implement

community building circles, empathetic listening, and social awareness in order to promote empathy and social awareness in students.

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Accomplishments: Create and implement plans for 2016-2017 and 2017-2018 school years. Promote and assist faculty in taking the MyPln online courses in SEL modules. Identified goals based on 2015 School Experience Survey and focused plan on cultivating

school-wide Growth Mindset. Achieved 20% of the faculty in taking Growth Mindset 101 training course. Core team led Professional Development in SEL and Growth Mindset 2 times in 2016-

2017 school year. Participated in the international Character Day curriculum, with about 500 student

participation through select English teachers. Core team surveyed faculty for attitudes towards implementing advisory period. Found

that about half were in favor, the other half either uncertain or not in favor. Core team met regularly to discuss plans/ideas for implementation of advisory period. Faculty training in Restorative Justice community building practices. Faculty training scheduled for Mindfulness Meditation

All faculty will complete the Social Awareness 101 online MyPLN training by May 2018.

The SEL Team will partner with Sandy Hook Promise to plan grade level Start With Hello assemblies to be held February 5-9, 2018.

Student Club WorkIn September, 2017, the principal invited student and teacher leaders of various Marshall H.S. organizations that focused on social-emotional issues to meet as a coordinating committee to help plan school-wide efforts to address social-emotional issues. The coordinating committee meets each Wednesday at lunch.

Character DayCharacter Day is a global initiative during which school districts, individual classrooms, companies, organizations, and families -- groups of all sizes -- screen films on the science of character development from different perspectives, read and discuss materials catered to different ages, and join an online global Q&A conversation featuring prominent leaders discussing the importance of developing character strengths, such as, resilience, grit, empathy, courage, kindness -- all rooted in evidence-based research.

Character Day was held at JMHS for the first time on September 13, 2017. Approximately 640 students participated in this event. Students watched two very engaging films: “The Science of Character” and “The Adaptable Mind,” which dealt with character development and the importance it plays in achieving a balanced, all-around successful life. Students were given a handout, which included the Periodic Table of Character Strengths and discussion questions for each of the films. Students participated in the discussions that followed each film. Many of the participating English teachers conducted followed up activities and assigned projects the following day.

Sandy Hook Promise

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The purpose of Sandy Hook Promise/Know the Signs program is to prevent gun-related deaths due to crime, suicide and accidental discharge so that no other parent experiences the senseless, horrific loss of their child. People who are at-risk of hurting themselves or others often show signs and signals before an act of violence takes place. It is important to know that one warning sign on its own does not mean a person is planning an act of violence. However, when many connected or cumulative signs are observed over a period of time, it could mean that the person is heading down a pathway towards violence or self-harm.

Sandy Hook Promise seeks to make campuses safer. The program has a two-part educational emphasis. Part one focusing on making every student feel welcome and a part of the student body. Part two is teaching students to recognize warning signs of students who may be dangerous to themselves or others.

Start with HelloSocial isolation is the overwhelming feeling of being left out, lonely, or treated like you are invisible. As a result, many further pull away from society, struggle with learning and social development and/or choose to hurt themselves or others. Start with Hello teaches students, grades 2-12, the skills they need to reach out to and include those who may be dealing with chronic social isolation and create a culture of inclusion and connectedness within their school or youth organization. Start with Hello Week is a program in which hundreds of schools and youth organizations from across the United States will participate to raise awareness and educate students and the community through trainings, advertising, activities, public proclamations, media events, contests and school scholarship awards.

Start with Hello Week brings attention to the growing epidemic of social isolation in our schools and communities, and empowers young people to create a culture of inclusion and connectedness within their school or youth organization. This program is the second part of the Sandy Hook Promise program and is an attempt to help students to feel connected and improve their mental health

Mindfulness TrainingMindfulness practice is an effective method to reduce stress, anxiety, and tension, and promote physical and emotional relaxation. The link between stress and disease has long been established by both Eastern and Western health studies. Mindfulness techniques directly train the central nervous system—the intermediary between the body and the mind—to relax. This increases stamina and intellectual performance, as well as promoting good health. Positive reactions can range from feeling less pain and having more energy, to being more centered, relaxed, and comfortable with your body.

Mindfulness training incorporates trauma-informed approach to supporting ourselves and our students. Appropriate self-management can help students perform better in school, can reduce delinquent behaviors, and can help individuals perform better on the job. The National Research Council (2002) associates the indicators of self-management (self-control, perseverance, stress management and goal-setting) with personal and social assets that facilitate positive youth development in the area of psychological and emotional development. JMHS teachers and aides

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attended training to learn strategies which focus on reducing or preventing problematic behaviors or on helping students develop the skills to better manage themselves.

Professional Learning Communities (PLCs)While PLCs are not new to JMHS, in the 2017-18 school year, the ILT revised and implemented a four-cycle per semester monitoring form with input from teachers. Based on teacher feedback, Professional development sessions were revamped into a more productive and succinct format. Sessions were shortened from 1.5 hours to 1 hour, but there are more sessions during a semester. As a result, teachers are able to further develop professional learning communities. This new format allows teachers to integrate practices, co-design lessons, adapt curricula for new state-mandated frameworks, and examine student work based on shared lessons. PLCs provide teachers with the flexibility to work on elements they feel are most important to their students. Teachers were given the flexibility to change groups to provide the opportunity to grow in different areas.

Prior to the 2016-2017 school year, JMHS had 14 shortened Tuesdays scattered throughout the school year. Teachers and parents were never sure whether a given Tuesday had a PD or a regular schedule. In spring of 2016, teachers took three days from the PDD schedule and completed its first PLC cycle. The feedback from faculty was overwhelmingly positive. As a result, the ILT requested that SDM change the PD schedule for 2016-2017. Instead of fourteen 90 minute long PDDs irregularly calendared, JMHS adopted a 21-session PD schedule that runs from the end of September to the beginning of April. Thus, every Tuesday has a PD schedule, making the calendar easier to manage for parents and students. The ILT determines which Tuesdays will be given to department or program meetings, and when a PLC cycle will begin. The growth of the PLC culture at JMHS has already produced numerous benefits, from members of the English Department analyzing and reporting back to the department the features of the new language arts textbooks, to teachers in the Special Day Program adopting a common lexicon and delivery for the teaching of expository compositions, to the Math Department testing different brands of graphing calculators before selecting the one to purchase in school-wide numbers.

Summary sheets for PLCs were refined by the ILT and distributed to PLCs. In 2016-17, teachers were able to plan and completed one cycle.

Administrative ChangesJMHS has new administrative staff since the WASC full study visit in Spring 2015. Dr. Jose Morales was an assistant principal from 2015-16, and was displaced by LAUSD after one year. He was replaced by Dr. Terence Jakubowski in August 2016. Ruzanna Danielyan began as an assistant principal in August 2015. The previous principal, Patricia Heideman, accepted a promotion at the district level, leaving unexpected at the end of the 2016-17 school year. Her replacement, Dr. Gary Garcia, was appointed by LAUSD. This is Dr. Garcia’s 32nd year as an educator, which includes 21 years as a school site administrator and 10 years as a high school principal.

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Communication to StakeholdersBeginning with the 2016-2017 school year, School Decision Making Council (SDM) minutes were distributed to faculty. A parent rep takes minutes at SDM meetings and posts them to the JHMS website. Dr. Garcia sends principal messages to faculty and families several times per week. Mr. Banks sent SDM minutes to the faculty after each meeting. Communication with parents has improved as parent reps update parent contact information, such as phone numbers and email addresses regularly. Communication processes have improved in response to last WASC full study findings.

SchoologyFor the 2016-2017 school year, JMHS became a Schoology pilot school. Schoology is an online grade book and learning management (LMS) that allows teachers to manage student grades, develop and deliver curricula, and collaborate online with peers, students, counselors, and parents. Schoology's learning management system gives teachers the ability to deliver learning resources to students online and provide classrooms with access to modern tools for content management, discussion, safe messaging, and assessments. Schoology allows teachers to personalize lessons and assignments for individual students. It allows students who are reticent to talk in class to engage their teachers in an online platform. Teachers can assign homework digitally, communicate online with students and parents, archive past lessons, and give students personalized lessons and homework. Schoology is linked with MiSiS, the district’s computer system. Parents can check their student’s grades, email teachers, and see assignments posted by teachers.

Open House FairIn the past, the Open House event was a period-by-period opportunity for parents to follow their student’s schedule and learn about syllabi, curricula, classwork, and homework. In Spring 2017, the Open House event was changed. It was held in a central location where students performed, presented, and displayed their projects for parents and the community. This gave teachers a chance to see the accomplishments of other departments and gave students a chance to demonstrates their skills and show work they were proud of. This also opened the door to the community as we hosted a career fair with speakers provided by College Path L.A. and other stake holders. The plan for future events is to include the local middle school to foster articulation and showcase the school.

New Teacher InductionFor 2017-2018 school year and for the first time in many years, JMHS had 19 new teachers. Many of these teachers are university or district interns or provisional teachers. As such Marshall’s National Board Certified Teachers organized and led a new teacher orientation on August 11, 2017, which was the Friday before school started. This orientation included community building through restorative justice practices, a campus tour, school policies, including discipline policies, academic integrity policies, school-wide learning expectations, district programs, such as Schoology and MiSIS, and classroom management.  NBC teachers worked with leadership students to help new teachers prepare their classroom for the first day of school.  Marshall’s NBC teachers continue to work with new teachers on a regular basis, meeting during conference periods and at regularly scheduled after-school sessions.

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College Going CultureThe JMHS College Center, with funding through CollegePath LA, is offering monthly field trips to a variety of college campuses. The entire senior class applies to a California Community College. The entire junior class will participate in the NACAC College Fair in April 2018.

Friends of Marshall Magnet (FOJMM) fundraises for the magnet (and extracurricular programs for all of JMHS). Last year, they began awarding student scholarships ($1000 scholarships for 2 students). They also host a teacher appreciation lunch every spring.

Summer Bridge The 2017-18 school year is the second year of collaboration between Beyond the Bell and Pupil Services in the development and implementation of a Summer Bridge program and curriculum for new ninth graders, who are transitioning into Title 1, CORE waiver high schools. Pupil Services staff are responsible for socio-emotional and school engagement curriculum planning, recruitment of highest need (TSP) students from feeder middle schools, monitoring attendance, program participation, and facilitating the socio-emotional and school engagement components of the summer bridge program. Classroom teachers provided the academic components of the program, including introductions to ninth grade English and Math and strategies for success in alignment with Common Core curriculum.

Program goals include enhancing students’ experiences with the transition from middle school to high school; introducing students to 9th grade level course work and strategies for success; providing support in Math and English; providing Character development; teaching study skills and habits for success in high school; increasing school engagement and school connectedness; familiarizing 9th graders with the high school campus; introduction to school staff and support services; teaching College and Career Readiness; teaching LAUSD Graduation Requirements; and teaching A-G Requirements.

Grade Level AssembliesThough grade level assemblies have been held for a number of years, per LAUSD mandate, the presentation of the information has been modified to be more student centered. Students created a video to present school's Code of Conduct. Student body members present the rules to the incoming night graders. This presentation is given every semester.

NavianceBeginning with the 2017-18 school year, JMHS will use Naviance to help students to identify their strengths and interests, set career goals, select applicable courses, and access information for evaluating, applying to, and choosing a college. The goals of Naviance are to effectively scale its college preparation programs, increase the capacity of counseling staffs, and ensure that all students have access to the resources needed to prepare for post-secondary opportunities. Naviance will help counselors provide information on the college search and selection process, help students complete the FAFSA, and connect students with the guidance they need to make decisions about potential colleges and careers.

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Marshall Liberal Arts (MLA)The Comprehensive Program, in 2016, could only be understood as an artifact of a particular history, not as a deliberately formed unit for delivering a distinctive instructional content or experience. Many years past, when JMHS was still year-round, the district created mandatory Small Learning Communities wall-to-wall across the school. The district's mandatory SLCs were imposed on JMHS despite failing to meet the requirement of a two-thirds vote. SLCs were also radically reconfigured after the shift away from year-round, and much district support was dropped, such as the provision of stipends or conference periods for SLC leads. The result was that by 2016, in the regular school and outside the Magnet, there were only two programs, SAS and SES, that boasted clear instructional and experiential goals for students, and a program called Comprehensive that was really only conceived of as a way to return to the comprehensive high school that existed prior to district mandates. However, parents and students across the district are now familiar with and expect some kind of SLC-like program. Rather than viewing JMHS as a successful comprehensive school with a few special programs, they tended inexorably toward the view that JMHS, like any high school, was made up of programs. By this measure the Comprehensive Program seemed to lack identity. 

In 2016-17, stakeholders made three efforts to give the program identity and direction. A drive was organized to help students and teachers name the program. Student Congress brainstormed names, asking for monikers that emphasized the fact that a student in this program could take virtually any class offered on campus. Students and teachers voted one-person-one-vote on a short list of names, and chose the name Marshall Liberal Arts. A teacher was elected to be the program lead for MLA. Unfortunately, the chosen teacher departed the school at the end of this year. Instructional Leadership Team also agreed that MLA would be organized around two or three "pathways," which would be aligned with both college and career. The college and career pathways would have a specific content that would make use of the few electives available under A-G requirements, such as the one-semester elective that must toggle with Health in 9th grade, and the one-semester English 12th elective, to give the pathways specific content. MLA would also partner with the local community, particularly Susan Philips of CollegePath LA, to offer related opportunities for each pathway. Change in LAUSD Graduation RequirementsOn June 9, 2015, the Board of Education approved a Resolution “To Recommit to A-G for all.” For the classes of 2016 and beyond, LAUSD graduation requirements require students to complete the minimum CSU “A-G” course requirements. The requirement of a grade of “C” or better was eliminated. In addition to the “A-G” course sequence, students must complete the California Department of Education (CDE) and LAUSD additional requirements. “A-G”, CDE and LAUSD course requirement require a passing grade of “D” or better for graduation eligibility.

Counselor AssignmentsThe Counseling department has gone through some changes since 2014-2015, in order to better meet the needs of the students. In 2015-2016, JMHS purchased an additional counselor to lower the ratio of students to counselors. This new counselor became the ninth grade counselor. For 2016-2017, the district assigned an A-G counselor to monitor students’ academic progress. As of 2017-2018, there are a total of seven counselors at JMHS: five academic counselors who

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serve the various programs; one PSA counselor who monitors and addresses students’ attendance issues including home visits; and an A-G counselor who monitors students’ A-G compliance towards graduation. For 2017-2018, the psychiatric social worker’s hours were reduced from five days a week to four.

Student CongressBeginning in the 2016-2017 school year, Shared Decision Making Council (SDMC) approved monthly Student Congress meetings organized and led by Patricia Heideman, Principal, and Ruzanna Danielyan, Assistant Principal. At the beginning of the semester Congress agenda items were emailed to students as well as teachers. Agenda items were tentative, but at each meeting Heideman and Danielyan were updated on concerns students had throughout the year, including: bathroom availability, stadium lights, cafeteria (food quality, more windows), class budget balances, and schedule changes. Agenda items included re-naming Marshall “Comprehensive,” writing and changing some elements of the school Constitution, revising Academic Integrity Policy, setting up partnership with Silver Lake Neighborhood Council, brainstorming ideas for activities on the last two days of the semester that would result in improved attendance on the two days.

Tardy PolicyBeginning with the 2017-2018 school year, JMHS implemented a new tardy policy. JMHS has the same expectations that colleges/universities and the workplace have: students must be on time to each class every day. Students will be assigned a 30 minute campus clean-up session for accruing the following number of tardies:

5 tardies = 30 minutes campus clean-up When a student is tardy a 7th time, she/he will have to serve another 30 minutes of

campus clean-up A student will have to serve an additional 30 minutes for each tardy after number 7.

The campus clean-up will be between 2:15 and 2:45 on the 2:04 dismissal days. For fall 2017, the start date to accrue tardies will be November 1, 2017. Each semester thereafter, the start date to accrue tardies will be the beginning of the semester. Students with excessive tardies will be identified via a MiSiS report per data provided by teachers in their daily attendance taking practice.

Beginning November 1, 2017, students who arrive in the morning after 8:00 with a beverage purchased from restaurant, café, etc. such as Starbucks or McDonalds, will have the beverage confiscated. The beverage may be picked up by the parent. Consequences for not serving the campus clean-up:

The parent/guardian will be informed and a parent conference will be requested. If the student is an athlete or cheerleader, his/her coach will be informed. The student will be banned from attending the Homecoming Game and Dance. Seniors will be denied access to senior activities: senior picnic, Prom, graduation

ceremony. Consequences will be lifted when the campus clean-up is served.

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Beginning with the 2016-17 school year, the Pupil Services and Attendance counselor’s hours were reduced from full time to three days per week.

End-of-Semester AttendanceHistorically, JMHS has had low attendance on the last two days of the semester, which are after finals. As a result, the school has made an effort to incentivize attendance as well as celebrate the end of the semester. LINK Crew offered a Movie Day assembly on the Thursday before the December holidays in 2015 and December 2016, where all freshmen were invited for two periods to watch a favorite movie and to connect with their mentors. The ILT has discussed validating students and their hard work by organizing awards assemblies for each class and/or organizing a career fair so that students can be more informed of the future choices after high school for the two days after finals.InterventionIntervention/Credit Recovery Referrals

2016-17# of Students

Skill Center Credit Recovery 70CDS 4Twilight (Off Campus) 6Star 17 52Community College 33BYU 1Independent Study 265th year 13LOTE Waiver 6Certificate of Completion 6Summer School 520Total 741

Grade level counselors, PSA and A-G counselors, the Dean, Administrators and social workers refer at risk students for intervention. The JMHS counseling team runs school-wide reports to find all students who are behind in credits or struggling in their current classes. The options above are considered on an individual basis for each at risk student. They include a mix of long and short-term interventions utilizing on and off-campus resources.

Added ElectivesIn response to student interest, Marshall has added the following electives since the last WASC visit:MandarinRobotics (Practical Physics)Humanities Theater Design (Two-year CTE program)ChoirHonors Advanced MathPeriod Zero P.E. (Enables students to take Music and a Foreign Language in the same semester)AP Computer Science

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New community college classesThe following classes are taught after school at JMHS and are open to all students:Psychology Sociology Community OrchestraSign Language

Real World ExperiencesJMHS is continue to explore options to offer students real-world experiences through vocational courses. Following is a list of current classes offered: Five computer classes offered throughout the day (A-G electives) Introduction to computers 1st semester (9th grade)Information processing 2nd semester (9th grade)Exploring computer scienceAP computer scienceMarshall Stage & StudioJMHS is currently attempting to find funding for auto shop through ROP and exploring the adoption of LAUSD Link learning program, which focuses on career and tech education.

EnrichLAIn 2016-17, .Enrich LA, led by Tomas O’Grady, build a community garden for special education students at JMHS. A Garden Ranger/Teacher comes weekly and provides students with an interdisciplinary curriculum, which provides students an opportunity to explore learning in an outdoor setting. Students have the opportunity to plant, grow, and cook food from seed, learn about environmental stewardship and history, and social justice. Learning is rooted in both placed-based and experiential learning models. JMHS special education students worked hands-on with power tools to build squirrel-proof cages. Students tend the garden weekly. A special education teacher maintains the garden during the summer months, however, students who attend summer school are able to eat the summer-harvested food on a regular basis.

Parent PassportParent Access Support System Portal connects parents to one stop online system that securely connects you to a central personalized school related information about your children. Through the passport system, parents can keep track of grades and attendance, connect with their child’s teacher, update emergency contact information, complete a family’s meal application, apply to school choice programs, and volunteer at a child’s school.

Turnitin.comThough not new, JMHS has purchased a more extensive site license to accommodate 1000 students. New teachers have expressed interest in this technology, which expedites the grading of papers and prevents plagiarism.

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Community Speakers/Work ExperienceFrom fall of 2015 till spring of 2017, Marshall recruited career speakers to talk to approximately 140 students who were enrolled in Work Experience classes. Speakers from various walks of life, including academia, legal, medical, trades, entertainment, and law enforcement met with classes at lunch to provide information regarding their careers. Presentations were announced and open to the whole school. Specific classes were invited when information was relevant to the course of study, and teachers provided incentives to students who attended the talks. Some students made connections with speakers and were able to secure internships or got additional support from presenters.

In the 2017-2018 school year, work experience classes are following a traditional curriculum which includes units on career development.

SSPT Process

Beginning with the 2017-18 school year, the COST, SST, and LAT have been integrated into one unified team process called the Student Support and Progress Team (SSPT). All schools are required to use a Multi-tiered System of Support (MTSS) for the early identification and provision of tiered supports to students who are struggling academically, linguistically and/or behaviorally in the general education setting. Multi-Tiered Systems of Support is an integrated, comprehensive framework that focuses on Common Core State Standards (CCSS), core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. The purpose of the SSPT is to provide meaningful intervention supports to raise student achievement for all students (struggling as well as high achieving, gifted and talented, English learners, and students with disabilities).

The system works through: Using the coherence framework as a launching pad, combining teams thereby cultivating the expertise of everyone to be focused on a collective purpose. As part of school-wide monitoring, the SSPT identifies students requiring additional supports to raise student achievement; conducts collaborative meetings (i.e., grade level meetings, departmental meetings) to review relevant student data with teachers and provide support, and ; makes recommendations regarding targeted supports (i.e., school-wide, classroom, and individual interventions).

Technology CommitteeIn September 2017, the principal convened an instructional technology committee to develop a comprehensive technology plan that will include components such as professional development, maintenance and repair, technology acquisition and goals for student learning: digital citizenship, and International Society of Technology Users (ISTE) standards attainment.

Suicide preventionIn response to a large number of students who had presented suicidal ideation in the 2016-2017 school year, the school administration has significantly improved and expanded professional development for the faculty on mental health and suicide awareness, self-care, Mindfulness, etc.

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In addition, the process for how JMHS responds to student suicidal ideation has been revised to improve efficiency.

Parent workshops on the issue have also been provided throughout the semester, with additional workshops planned for the spring.

JMHS is also planning for implementation educational opportunities for students such as, Mindfulness and programs through the Sandy Hook Foundation.

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