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Phineas Banning
High School
Mid-Cycle Progress Report
1527 Lakme Avenue
Wilmington, California 90744
Phone: (310) 847-3700
Fax: (310) 830-5515
February 29 – March 1, 2016
Accrediting Commission for Schools
Western Association of Schools and Colleges
2016 WASC Mid-Cycle Progress Report
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Visiting Committee for Phineas Banning High School
Chairperson
Dr. Mark Capritto Director of Education/Principal
Members
Ms. Guenevere Butler Teacher on Special Assignment/Formative Assessment
San Dieguito Union High School District
Mr. Lawrence Gamble Teacher
Santa Barbara Unified School District
Mrs. Teresa Haga Assistant Principal
Palm Springs Unified School District
2016 WASC Mid-Cycle Progress Report
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Los Angeles Unified School District
Board of Education
President
Steve Zimmer District 4
Members
George McKenna District 1
Mónica García District 2
Scott Schmerelson District 3
Ref Rodriguez District 5
Mónica Ratliff District 6
Richard Vladovic District 7
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Los Angeles Unified School District
District Administration
Michelle King Superintendent of Schools
Christopher Downing Local District South Superintendent
Dr. James Noble Administrator of Operations, Local District South
Terry Ball Director of High Schools, Local District South
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Phineas Banning High School Leadership Team
Administrative Team
Rudy Mendoza ~ Principal Willis Rodgers ~ Assistant Principal
Pamela Gartrell Jackson ~ Assistant Principal, SCS
Mary Argandoña ~ Assistant Principal
Gricelda Espinoza ~ Assistant Principal
Shirley Guzman ~ Assistant Principal
Focus on Learning Chairpersons
Alan Seigel, Chair
Daisy Lee, Co-Chair
Department Chairpersons
Gloria Dyson~ Career and Technical Education
Fatima Bacus and Gemma Davison ~ English
Carmen Vargas~ Foreign Language
Armando Jimenez and Dominic Lakey~ Math
Alan Seigel ~ Performing Arts
Rita Maltos ~ Health and Physical Education
Mary Bane ~ Science
Joseph Mendoza ~ Social Studies
Arnoldo Vargas ~ Visual Arts
Small Learning Communities Lead Teachers
Jogie Strom ~ College Incentive Program (CIP)
Essie White ~ Communications, Arts, & Leadership (CAL)
Mary Bane ~ Pilot Academy of Technology and Health Science (PATHS)
Sonia Tecson ~ Global Environmental Science Academy (GESA)
Leticia Finley ~ International Trade Academy (ITA)
Marlene Mendez ~ Global Safety & Security (GSS)
Moira Pitt ~ Maritime Agriculture Tourism Cuisine Hospitality Academy (MATCH)
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Focus Groups
ENGLISH MATH SCIENCE, PE & HEALTH SOCIAL SCIENCE FOREIGN LANG, CTE, & ARTS
BACUS, FATIMA ALVAREZ, LOURDES ALAM, ZUBEDA ALEXANDER, CASSANDRA BRITT, CHERYL
CAPORALE, LOIS BERDUGO, CESAR BANE, MARY CASTILLO, DAN CALEON, CARMELITA
CURTIS, JENNIFER CHADEE, SINTRA BOLDER, JAMES CONTE, DEBORAH CHAVEZ, MARIO
DAVISON, GEMMA ELELEME, IBEZIMAKO DUARTE, LILIA DUENAS, MONETTE DYSON, GLORIA
DEVLIN, LENORE FINLEY, CINDY GONZALEZ, JOHN EVANS, JEFF ESPINOSA, EDGAR
FURUYA, JANET GARIBAY, REYNALDO HANNA, MICHAEL HAWKINS, SHANNON FINLEY, LETICIA
HERVEY, KHARY JIMENEZ, ARMANDO HERNANDEZ, HERBERT JACKSON, MALLISSA FINLEY, RICHARD
HOSIER, DAVID KOLAROV, MICHAEL HERNANDEZ, NANCY JIMENEZ, MANUEL HUEZO, RUDY
JACINTO, DAVID LAKEY, DOMINIC HUNT, RUBINIM JONES, MICHAEL KULUSICH, KRISTA
JACKSON, HARRY LEE, DAISY LAURA, MICHAEL LISCHER, MARCI LIM VICKI
KENNEDY, DONAL MAGDALENO, LUZ MALTOS, RITA MENDEZ, MARLENE MARIANO, PATRICK
MADISON, TAMARA RIOS, ENRIQUE MARTINEZ, YVETTE MENDOZA, JOSEPH MARTINET, CLARE
PILON, CLAUDIA SISAY, AMADU MATUS, PATRICIA MOORE, LINDA MC ALPINE, MARY
PITT, MOIRA STROM, JOGIE MC GINLEY, DAGMAR OLSON, SCOTT MORALES, ELENILSON
RETANA, ADELA VARGAS, LUIS ALBERTO MEADE, DUDLEY ORTIZ, JAVIER NAREZ, GABRIELA
RODRIGUEZ, CATHERINE YAMAGUCHI, DANNY NGO, HA THUY OSORIO, JENNIFER PAULI, TERESA
RODRIGUEZ, LUCIA YOGI, YUTAKA PEREZ, JONATHAN ROBINSON, ESTELLA RAMIREZ FERNANDEZ, ARACE
RODRIGUEZ, PAULA GUZMAN, SHIRLEY (ADMIN) SANDOVA,L FRANK MENDOZA, RUDY (ADMIN) RODARTE NAVA, MAYRA
SCHMIDT, ERIKA
TECSON, SONIA
RODRIGUEZ, BERNARDO
SEIGEL, ALAN
JACKSON, PAMELA (ADMIN)
SIGALA, ADRIANA
SMITH, CHERRISA
RODGERS, WILLIS (ADMIN)
VARGAS, ARNOLD
TONEFF, ALEXANDER
VARGAS, MARIA DEL CARMEN
WANG, JOAN
ARGANDONA, MARY (ADMIN)
WHITE, ESSIE
WILLIAMS, MARK
ESPINOZA, GRICELDA (ADMIN)
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Table of Contents
I. Student/Community Profile ........................................................................ 8
II. Significant Changes and Developments ......................................................... 27
III. Ongoing School Improvement .................................................................... 48
IV. Progress on Critical Areas for Follow-up/Schoolwide Action Plan ........................ 50
V. Schoolwide Action Plan Refinements ........................................................... 60
Attachments
Glossary of Terms
Copy of Bell Schedules (Fall 2015 and Spring 2016)
Copy of Professional Development Calendars (2013-14, 2014-15, and 2015-16 (living
document and continues to change based on the needs of the Instructional Program)
2014 Schoolwide Action Plan
ESBM Organizational Chart
SLC Organizational Chart
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SECTION I: Student/Community Profile Data
Include the following:
● An updated student/community profile that includes the following: a brief, general
description of the school and its programs; the school’s vision, mission, and learner
outcomes; student and faculty/staff demographics; and student achievement data
for a three-year period.
● An updated summary of data with implications, identified critical learner needs,
and important questions for staff discussion.
Note: Use the current student/community profile and summary that has been updated
annually since the last full visit and other annual progress reports. (See Task 1 of the
Focus on Learning manual.)
SCHOOL PROFILE
Wilmington High School, the precursor of Phineas Banning High School (PBHS), opened on
the corner of Avalon Boulevard and Pacific Coast Highway in 1925. The school name was
changed to honor Phineas Banning who, in the late 1800s, was one of the founders of the Port
of Los Angeles and the city of Wilmington—named by Phineas Banning after his Delaware
home town--that surrounds it. The landmark red brick, ivy-covered building provided
educational opportunities for generations of students until the 1971 Sylmar earthquake caused
its demolition.
In 1975, after three years of construction, a new 2500 seat facility opened with a Lakme
Avenue address and updates including a rebuilt main structure, a new gym, and a swimming
pool.
Changing demographics in the 1990s, and an increasing immigrant population, made the
school a mix of immigrants, children of immigrants, and generations of PBHS alumni.
Through the years, PBHS alumni graduated into successful careers in medicine, law,
education, professional athletics, and other respected fields. The growing international trade
and the petroleum industry nearby is the backbone of the community.
Currently, Latino students in grades nine through twelve are the majority population of Phineas
Banning High School, located in ‘the Heart of the Harbor’—the southern tip of the city of Los
Angeles. Surrounded by several refineries, the ports of Los Angeles and Long Beach, the
school serves a blue-collar, working class community with a substantially economically
disadvantaged population. Many of the students’ parents work for these industries and others in
the Los Angeles industrial harbor vicinity. Most students live in Wilmington; others come
from Carson, just north of Wilmington.
PBHS also includes the College Incentive Program Magnet, a school within a school, which
specializes in college preparedness for 9-12th grade students. The goal of the Banning Magnet
Program is to provide the students with a strong academic foundation that will ensure success
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at the college level and is designed to help students establish college preparation goals for
themselves and then to assist them in every way possible to achieve those goals. Students
share a common special interest - the desire to attend a college or university after high school.
The Magnet serves students in grades 9 through 12 and works closely with representatives
from the UC and CSU systems to provide assistance with applications, financial aid, and areas
of study. Students are programmed into Honors and/or AP (Advanced Placement) English,
Math, Science, Social Studies, and Foreign Language classes and participate in other classes
and all activities in the larger school. Discipline, a nurturing atmosphere, dedicated staff,
small classes, and friendly student body contribute to the students' success.
In 2006, the school and Magnet took advantage of a districtwide program to divide into Small
Learning Communities with specific post-secondary career foci. CAL (Communications, Arts,
Leadership) and PATHS (Pilot Academy of Technology and Health Science) were created and
joined the four established PORT academies (Global Safety & Security-GSS, Global
Environmental Science Academy-GESA, Maritime Agriculture, Tourism, Cuisine, Hospitality-
MATCH, International Trade Academy-ITA) to provide personalized educational opportunities
to all students. Additionally, the Freshman Academy was created for all ninth grade students
with the goal of preparing students for high school success when they matriculated into tenth
grade. At the end of 2013-2014, the Freshman Academy was folded into the existing SLCs due
to projected reduced enrollment (co-located school) and staffing.
At the end of the 2011-2012 school year, the school experienced an administrative shake-up,
and the loss of QEIA funding. A new team of administrators were hired for the next school
year. In the spring of 2012, PBHS was placed into Public School Choice 4.0, a Los Angeles
Unified School District mandate, which allowed the school to re-invent itself through a year-
long self-study and resulting action plan in which specific goals were developed to drive the
delivery of instruction and raise student achievement. Concurrently, a separate group of
teachers submitted, and were granted, an alternative plan for a new small school to share space
within the Banning complex with an educational focus different from that of PBHS. Both
schools fell under Zone of Choice, a LAUSD a strategy to increase the number of personalized
educational options available to students in specific geographical areas that students are eligible
to apply for. PHBS’ plan was approved and became operational during 2013-2014; however,
the co-located school’s plan was conditionally approved and it was made a Small Learning
Community attached to PBHS for one year. Beginning in 2014-2015 the co-located school
separated from PBHS with the exception of some operational issues.
Although PBHS has experienced state and district-wide budget cuts, the loss of QEIA funding,
and declining student enrollment and significant personnel changes—including the cumulative
loss of over 50 teachers through displacement or Reduction-in-force, a corner has been turned.
For the past two years, student enrollment has increased beyond district projections allowing
for a slow, yet steady increase in teaching positions
At the end of Spring, 2015, LAUSD realigned its local districts. PBHS had been in the
Superintendent's Intensive Support and Innovation Center (ISIC), a special district formed to
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provide a laser-like focus on instruction while separately providing its 132 schools with strong
support in the areas of operations and parent/community engagement. The school was under
the supervision of a director who reported to an assistant superintendent, with operational,
financial, and curricular support. The realignment beginning in 2015-2016 placed PBHS the
newly created Local District South with a new set of administrative and support personnel and
the advantage of being linked geographically with district schools and a continuity of services.
STUDENT DEMOGRAPHICS AND PROGRAMS
As of December 2015, PBHS serves 1995 students, mainly Latino, in grades 9 through 12 in
Wilmington, the southern tip of the city of Los Angeles. Known as the “Heart of the Harbor,”
Wilmington is a blue-collar, working class community with a large economically disadvantaged
population. It is surrounded by the ports of Los Angeles and Long Beach and refineries. Many
of our students’ parents are employed at the port and refineries, and in other industries
throughout the Los Angeles harbor and vicinity.
Of the 1995 students, the ethnic breakdown is 93.5% Hispanic (+2.8% since 2012-13), 1.9%
White (-2.1%); 1.5% African-American (-0.7%); 1.5% Pacific Islander (the same); 1.7%
other.
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Free & Reduced Lunch Program (Title I)
There was a 19.6% increase in Title I students from 62.8% in 2013 to 82.4% in 2014. This
increase in students receiving free and reduced lunch also allowed PBHS to become a
schoolwide Title I school with the College Board. This meant that all students taking the
Advanced Placement tests were able to do so at the significantly reduced rate of $5 per test
which contributed to the increased enrollment in AP courses (data shown under Advanced
Placement). Additionally, this allowed PBHS to administer the PSAT free of charge to all 10th
and 11th grade students thus furthering its efforts to promote a college-going culture. There
was a 6.5% decline from 82.4% in 2014 to 75.9% in 2015 due to the new district-wide
implementation of MiSiS which severely affected accurate capturing and reporting of data.
However, the high percentage of students that continue to receive free and reduced lunch
allowed PBHS to continue offering the PSAT free of charge to all 10th and 11th grade students
this past October.
Title I: 2014-15
Title I: 2013-14
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Title I: 2012-13
Students with Disabilities
The enrollment of students with disabilities (SWD) increased since the last self-study. Despite
the increase in the percentage of SWD, PBHS provided additional support and services to its
SWD due in large part to the higher available Title I funds. The improved performance by
SWD is evidenced in the improved English Language Arts and Mathematics passing rates on
the California High School Exit Exam (more on this under CAHSEE).
Home Language
Seventy percent (70%) of the students have a home language other than English. Fifty-five
percent (55%) are Limited English Proficient or Reclassified Fluent English Proficient. The
percentage of English Learners has been declining due, in part, to the improved reclassification
rates.
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Of those enrolled, 91% are residents of Wilmington and the remaining 9% commute from the
neighboring cities of Carson, Gardena, Harbor City, Huntington Park, Lakewood, Lomita,
Long Beach, Manhattan Beach, San Pedro and Torrance.
Enrollment by Grade-Level
Three years ago during the 2013-14 school year, PBHS began to transition into two schools
within the same location. The district forecast predicted a significant loss of enrollment and
thus a reduction in staffing. However, since then PBHS has strengthened its academic
programs which have resulted in a steady increase of enrollment. In fact, the 9th graders have
the largest enrollment -- accounting for 29% of the total enrollment.
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CERTIFICATED DEMOGRAPHICS (Teachers, Administrators, Pupil Services)
PBHS Staff has continued to decline since funding cuts, declining enrollment due to the
expansion of charter schools, and the “split” of the school three years ago. The demographic
distribution, years of service and experience remain similar.
The PBHS Staff numbers have remained steady with similar education level distribution. Due
to budget cuts, declining enrollment, and the “split” of the school three years ago, the total
number of certificated staff also declined; however, the distribution of certificated staff with
similar education level remained the same.
PBHS has made a concerted effort to ensure that core and elective classes are NCLB
compliant. Due to budget cuts and fluctuating enrollment, staffing has also fluctuated which
impacted compliance. Specifically, the actual enrollment by CBEDS reporting date at the
beginning of each school year exceeded the projected e-cast forecast from the end of the
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previous school year by 5.09% (125 students) in 2013, 28.64% (458 students) in 2014, and
25.09% (401 students) in 2015. The increase in enrollment resulted in substitute staffing until
NCLB compliance staff were hired.
Graduation Rates:
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The State of California implemented a new method to calculate the graduation rate since the
last self-study. While the goal is to improve the schoolwide cohort graduation rate, special
attention was placed in providing support for the English Learners and Students with
Disabilities. To that end, there was a slight increase in the schoolwide graduation rate and
noticeable increase in the English Learners and Students with Disabilities graduation rates from
Class of 2013 to Class of 2014 Cohort. The State has not released the Class of 2015 Cohort
graduation rates; however, district-wide report indicates that PBHS’s schoolwide graduation
rate improved significantly by 7.3% from the 74.90% in 2014 to 82.20% in 2015.
Early Assessment Program (EAP):
It is not possible to ascertain if the improved college-going culture fostered at PBHS is
reflected in the 2015 EAP results. Since the last self-study, the California Standardized Tests
(CST) was suspended in 2014 and subsequently replaced with the Smarter Balanced
Assessment Consortium (SBAC) in 2015. Whereas previous students had the option of taking
the additional fifteen (15) CST questions in order to participate in the EAP and obtain a score,
the EAP is now “built-in” into the SBAC test. To that end, the EAP results in 2015 is
inclusive of 100% of those who took the SBAC as compared to “only” those students
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interested in applying to the California State University system prior to 2014. In addition, the
“new” EAP has added a “Conditionally Ready” category for English.
Advanced Placement:
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The number of students enrolled in AP classes increased 6.43%, from 15.32% in 2013 to
21.75% in 2015 despite fluctuating enrollment. The number of students passing exams with a
score of 3 or higher remains the same.
Smarter Balanced Summative Assessments:
Since the last self-study, the California Standardized Tests (CST) was suspended in 2014 and
subsequently replaced with the Smarter Balanced Assessment Consortium (SBAC) in 2015. It
is not possible to ascertain at this time if there is improvement since the last self-study. The
2015 results are shown below. This baseline data helps PBHS in developing an improved data-
driven professional development that is aligned with the Common Core State Standards.
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California High School Exit Exam (CAHSEE):
PBHS’s CAHSEE passing rates have steadily increased since the last WASC self-study. In
2013, the schoolwide Math passing rate was below the State, County and District levels. By
2015, the schoolwide Math passing rate surpassed all three. Similarly, the English Language
Arts passing rate was below the State and County, and in 2015 the schoolwide English
Language Arts passing rate surpassed all three. The passing rates for Students with
Disabilities, English Learners, Reclassified Fluent-English Proficient, and Economically
disadvantaged subgroups have also improved in both English Language Arts and Mathematics
since the last self-study.
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California Physical Fitness Report (FitnessGram):
PBHS strives to improve both the academic and physical well-being of its students. Since
2013, the percent of students meeting the overall passing requirement for the California
Healthy Fitness Zone increased 11% from 46% in 2013 to 55% in 2015.
California English Language Development Test (CELDT)
The percent of Redesignated Fluent-English-Proficient (RFEP) students improved 5.8% from
8.7% in 2014 to 14.5% in 2015. As a result of this increased redesignation, the percentage of
English Learners is declining. Of the students who remain English Learners, about half have
Individualized Educational Plan (IEP) or Students with Disabilities (SWD). According to
PBHS monitoring records, 58 students have been part of the English Learner Program and
enrolled in a U.S. school two years or fewer. For the majority of these students, they are
learning to speak, read, and write in English for the first time, while very few (less than 5)
have learned formal English at schools in their home country. All 58 are students either
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belongs to the Structured English Immersion Program (ELD 1-2) or the Mainstream Education
Program (ELD 3-4). There are 66 students who have been in the U.S. for 3 years or fewer.
RFEP Students: 2014-15
RFEP Students: 2013-14
CELDT Data: 2014-15
CELDT Data: 2013-14
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Dropout Rate
PBHS’s dropout rate has decreased by 1.7% from 5.3% in 2014 to 3.6% in 2015 since the last
self-study. The dropout rate is lower than that of the district, but higher than the County and
State rates. However, PBHS is closing the gap between the lowest rate (that of the State) by
0.9% from 1.4% in 2014 to 0.5% in 2015.
2014-15
2013-14
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Suspension Rates
PBHS’s suspension rate has decreased by 0.2% from 1.5% in 2014 to 1.3% in 2015. PBHS’s
suspension rates have been lower than that of the County and State rates since the last self-
study.
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Expulsion Rates
PBHS’s expulsion has improved from two (2) students in 2014 to none in 2015. PBHS’s
suspension rates have been lower than that of the County and State rates since the last self-
study.
Monthly Attendance Rates
PBHS’s monthly attendance rates in 2014-15 and 2013-14 were at or above 96%. PBHS’s
attendance rates were higher at the beginning of the 2014-15 school year than the previous
year. The monthly attendance rates tapered as the school year came to a close.
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SECTION II: Significant Changes and Developments
● Include a description of any significant changes and/or developments, i.e., program
additions since the last full visit, changes in student enrollment, staffing changes.
● Describe the impact these changes and/or developments have had on the school and/or
specific curricular programs.
One thing has been consistent at PBHS over the past several years: change! PBHS did not just
survive these changes, it rose to them...faced them with diligent efforts, and is now bearing the
fruits of those efforts. Since the last WASC self-study, from the top down to the school level,
the LAUSD has reorganized, mandated programs have come and gone, administrative and
support personnel have left or have been reassigned, local districts have been realigned,
CAHSEE has been suspended/SBAC has begun, common core state standards have been
adopted, and LAUSD mandates have been instituted. Through it all, however, the teaching and
administrative staff forged ahead--taking it all in stride and adapting to the next thing. The
faculty and staff of PBHS have come together to move the school forward.
* REED/HABITS OF MIND: In 2014-2015 PBHS and 37 other district middle and high
schools, were chosen to participate in the Reed Investment Schools Agreement, the result of a
legal settlement between Reed v. State of California, et al. Thirty-three of the Investment
Schools were selected based on high teacher turnover rates, and 4 were selected based on high
student drop-out rates, and all of which had an API rank of 3 or below. The primary goal of
the settlement is to improve the education provided to students at these schools, as measured by
academic performance, and promote stability by decreasing teacher turnover and decreasing
student drop-out rates at high schools.
Per the Investment Schools (Reed) Agreement, schools were charged with providing all
certificated staff, including teachers, administrators, coordinators, full time counselors, etc.,
with an additional 40 hours of professional development (PD) over and above regular
professional development in the spring semester of 2014-2015. The Modules I – IV of the
professional development were designed by district personnel (Investing in Teacher Practice to
Maximize Student Learning), and implemented at Investment Schools site to meet the needs of
the school leaders, teachers, and students.
Compliance with Reed now drives instruction at PBHS. The staff attended several Saturday
and unassigned-day1 trainings where school data was analyzed to collaboratively identify areas
of need, gain an understanding of the underlying causes of a high school dropout, gain an
understanding of how student exposure to persistent stress and trauma reveals itself in the
classroom, examined the character that enables students to succeed against the odds, and
examined Art Costa and Bena Kalick’s Habits of Mind (HOM) which are designed to leverage
student success. The strategies that support the HOM were presented to the staff and faculty at
the above mentioned PDs. During these PDs, teacher’s gained an understanding that these HOMs
1 The unassigned days were two days in September that traditionally have been the Jewish High Holy days.
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are essential character attributes for success, and that they can be taught. They collaboratively
brainstormed ways in which to incorporate the HOM character attributes in their classroom
practices and lessons, and they continue to be incorporated on a regular basis.
Before the end of the 2014-2015 school year, PBHS’s Leadership Team attended a vendor fair
to select a provider for the additional 20 hours of PD that were to be completed before
December 18, 2015. UCLA Center X Professional Learning Services was the preferred vendor,
and a professional development plan was developed and approved by the district. The PD
continued the work of the Habits of Mind and the use of the strategies that develop habits of
mind in our students that was begun in the spring semester of 2014-2015. During Spring,
2016, a district Reed committee will evaluate the school’s progress.
* LOCAL DISTRICT RECONFIGURATION: In October, 2014, Superintendent John
Deasy resigned from the district and Ramon Cortines was assigned Interim Superintendent.
Subsequently, several key administrative and support personnel from the district, some of
whom were directly responsible for Intensive Support and Innovation Center (ISIC)-the district
in which PBHS was placed-and the Public School Choice office resigned or were reassigned.
The shuffle of employees (which included the local district Director) and the challenges in
adjusting to communication, clear direction, and consistency, caused some obstacles for the
PBHS administrative staff and faculty.
At the end of 2014-2015 school year, the ISIC district was disbanded and PBHS was placed
into the newly reorganized Local District South. Renewed goals from the local district along
with new local district directors and administrative personnel have provided an opportunity for
the school to develop consistent direction. Developing positive relationships with local district
and central staff and working collaboratively have allowed for resolution of many challenges.
An added bonus is that it is now more efficient for PBHS to work with area elementary and
middle schools to create an articulation program that brings cohesiveness to the middle and
high schools educational programs.
* CO-LOCATION/ZONE OF CHOICE: As a result of the district’s Public School Choice
(PSC) process, PBHS was placed into the Zone of Choice (ZOC)--a district strategy to enable
parents to choose a small school setting for their children. It is a strategy to increase the
number of personalized educational options available to students. Zones of Choice are
geographic areas comprised of multiple high school options. As part of the Public School
Choice 4.0 process, a group of now former Banning HS teachers developed a plan which was
ultimately approved for a new comprehensive high school and Magnet school to be co-located
on the PBHS campus--a configuration that does not exist anywhere else in the district. The goal
of the new school was to enroll an equal amount of students as PBHS within 4 years (1200
students each--9 through 12). The implementation process was rocky-as noted in the last self-
study-when that new school became a Small Learning Community within PBHS, although with
autonomy over staffing, curriculum, a separate bell schedule, administration, and shared
facilities. Co-location meetings between the two design teams took place in order to mitigate
some of the resultant problems and to negotiate for space, resources, etc.; however, in 2014 it
was decided that only the two principals and director would meet to resolve challenges.
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In 2014-2015, the small learning community achieved small school status (not a Pilot School or
Charter). Being co-located created security, administration, classroom space, shared resources,
and student and teacher culture (on both campuses) challenges. As a result, the PBHS bell
schedule has had to be modified several times to accommodate the co-located school’s lunch
schedule and passing periods. At present, the co-located school has not reached its projected
enrollment goals which benefitted PBHS. However, many teachers and administrators are
concerned that classrooms have not been allotted equitably—with PBHS having larger class
sizes, but smaller classrooms in many cases. The ISIC District determined that lack of
contiguous space between the two schools was not going to be a problem and allowed the co-
located school to keep classrooms (especially science classrooms) on the third floor of the main
building while PBHS has maintained classrooms in the ‘S-Building’ across campus. Because of
this configuration, and with differing passing and lunch periods, supervision challenges have
arisen, along with noise and territory problems. Currently, Local District South Operations
are investigating the co-location challenges and may offer solutions to minimize the problems
and maximize efficiency, and to revisit the contiguous space of both schools.
* STUDENT INFORMATION SYSTEM/MiSis: The ‘MiSis Crisis, documented fully by the
media, caused many problems getting students into correct classes, balancing classes, taking
attendance, getting accurate reports, and more. The transition of data from the old Student
Information System (SIS) to the new system (MiSis) proved to be difficult in many areas
including class programming, attendance, enrollment, grades, and transcripts. Although many
of the glitches and bugs were worked out, challenges with the system still exist.
2014-2015 began with many overcrowded classes. Counselors and staff sent from LAUSD
worked feverishly trying to correct inaccuracies, prepare accurate transcripts and ensure that
students were placed into the right classes. The district defines grade-level by earned credits,
and because some of the credits did not roll over to MiSis student grade-levels were not
accurately updated (for example, summer school credits and Community College credits did
not roll over) which resulted in some students being enrolled in wrong classes. The counselors,
along with designated district personnel, spent much time in Fall, 2014 aligning district credits
to ensure that graduating seniors had accurate records, transcripts, college and scholarship
applications, and eventual graduation.
Attendance records were (and in some cases still are) inaccurate due to numerous glitches in
the system, with teachers having to take attendance the old fashioned way—on paper—which,
ultimately the district did not trust. Teachers often had to go back through paper records to re-
input attendance. The district also did not trust enrollment figures which resulted in several
hand-counts of enrolled students. This affected staffing, as PBHS had an influx of students
over the enrollment for ECast, and was short teaching positions, an issue which did not get
resolved until Spring, 2015.
District personnel continue to work on MiSis problems--solving older glitches and uncovering
new ones such as the inability to withdraw students from the system. However, through it all,
PBHS staff, faculty, and students were resilient, and adapted and accommodated the service
interruptions, inefficiencies, lack of training, and related frustrations so that engaging and
rigorous instruction could continue.
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STAFFING: Each spring, the district provides a projection of enrollment for the upcoming
school year through an ECast forecast. This projection is based on the transient rate and trends
over previous years of students living in the Banning zone. For the past two years, due to the
co-location with another comprehensive high school, the ECasts have been below the actual
number of students enrolling on the first day of school. The E-Cast projected enrollment
provides the teaching allocation and determines displacement numbers of teachers at the end of
the spring semester. In Spring 2014, twelve teachers were displaced. Higher enrollment in the
fall of 2014 caused severe teaching position shortages. Because of inaccurate MiSis data, it
took the district until December, 2014 to allow additional positions for the school. Hiring of
additional teachers took place in January; however, some positions remained unfilled due to
teachers not being available for hire.
PBHS began the 2014-2015 school year short-staffed based on increased actual student
enrollment and a low district E-Cast projected enrollment from the previous spring. The low
ECast was affected largely on the projection that the co-located school would achieve their
enrollment goals which would have lower enrollment at PBHS. Through a major recruiting
effort, PBHS was able to sustain and grow student enrollment. However, coupled with the
MiSis inconsistencies, the district needed manual monitoring of enrollment for the fall
semester.
To accommodate the lower projected enrollment ECast forecast, the district mandated teacher
displacements for 2014-2015. Anticipating a higher than expected enrollment, the School Site
Council funded several positions through Title I for class size reduction. The Principal was
able to appeal the projected Ecast forecast and obtain support from the LAUSD Superintendent
who provided additional teaching positions, however the positions were not made available
until the closing days of the fall semester. Spring 2015 began with several positions which
were unable to be filled with permanent teachers resulting in long-term substitutes being put
into place in core areas. In addition, the school was granted an extra position under the Reed
settlement.
Anticipating a lower than expected E-Cast for 2015-2016, the School Site Council once again
approved several class size reduction (CSR) teaching positions which ameliorated the need to
displace teachers, and two Reed teaching positions, the Principal appealed the Ecast Forecast
and the Superintendent provided additional teaching positions. Once again, Fall, 2015
enrollment was higher than the forecast and shortly after ‘norm day’ (the 5th Friday of the
school year), the district approved four additional positions (Foreign Language, Science, Math,
and English Language Arts) to alleviate class size challenges.
The Reed Settlement allowed the school an additional Counseling position, an Administrator,
and an additional PSA solely for fifty ninth grade and a PSW focused on foster care students.
Currently, the school is staffed based on district norms.
* SCHOOL SCHEDULE: In 2014-2015, and as a tenet of the district-approved PSC plan,
PBHS adopted a 7-period block schedule day designed to provide intervention and credit
recovery during the school day and improve the graduation rate. The roll-out was negatively
affected by the previously mentioned MiSis crisis, staffing deficiencies, and lack of teacher
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training. Whereas professional development about teaching on the block was to be built in to
the transition, last minute funding shortfalls, and a union-led boycott of summer professional
development caused many teachers to be unprepared for the challenges of the new schedule—
an issue that still exists during the 2015-2016 school year as several teachers are questioning
the need or efficacy of the block schedule and 7th period. Athletics, which had been moved to
after school, was reinstated to seventh period in Spring, 2015. For 2015-2016, there are still
academic classes, athletics, and electives during 7th period; however, very few teachers have
seventh period as a conference period allowing many classes to have smaller enrollment.
Currently, these issues, including examination of various bell schedules, are being discussed in
the Scheduling Committee and ILT to allow for 7th period to run effectively for all students.
The school, however, is committed to this configuration through Public School Choice 4.0 for
the next two years.
* SPECIAL EDUCATION: A Special Education Advisor position was made available
through REED. This helped PBHS process IEPs and service Special Education students more
efficiently which, in turn, allowed for PBHS to earn a Special Education District Certificate of
Recognition for Compliant IEPS for 2014 and 2015. Increased collaboration between the
Special Education Advisor and Special Education paraprofessional supervisor has increased
efficiency of the program. The following have been enacted in an effort to streamline the
department:
● Special Education Dept. PDs: including New Alg2 and Foreign Language Waivers,
New Common Core Goal Bank
● Special Education Advisor is Trainer of Surrogate Parents
● IEP Calendars have been updated and processes and protocols have been instituted for
efficiency
● Extraneous IEP Calendars
● RSP Schedule
● Itinerant Support Procedure
● Special Education Student of the Month
● Schedule for bilingual paraprofessionals (interpretation) for IEP meetings.
● PD for Special Education paraprofessionals: positive interaction with students, District
policies, review Special Education Paraprofessional Handbook contractual obligations,
facilitating Habits of Mind, and Wellness (maintaining balance, promoting continued
education and professionalism), assist in facilitating Behavior Support Plans and
Classroom management through interaction with Special Education teachers
● Transportation Schedule includes: students assigned to specific paraprofessionals to
ensure safe student transport to/from school/home
● Emergency Plan for disruptions in transportation have been processed
*CORE WAIVER CREDIT RECOVERY: In the spring of 2014-2015, CORE Waiver Credit
Recovery program to eligible 9th thru 12 grade students was instituted. During the 60 hour, 5-
unit, eight week program, 10 sections in core academic areas of ELA, Social Studies, and
Science were offered, and serviced 168 students. Classes were held after school Monday
through Friday, with three Saturday sessions.
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The success of the spring CORE Waiver Credit Recovery program led to opening a second
session in the winter of 2015-2016 which was focused on the academic needs of the Class of
2016. Eligible 12th grade students were encouraged by their counselors to enroll in the credit
recovery session. 49 students enrolled and attended the intensive five week program that began
the last week of the fall semester, ran through the winter holiday break, and ended the second
week of the second semester.
Interested teachers submitted an application and course syllabus, and attended an orientation
meeting led by the Principal. Teachers were informed that they would be responsible for
providing the necessary curriculum for the course and that teacher-created materials and
textbooks would be used as part of the curriculum for both of these two CORE Waiver Credit
Recovery sessions.
There is a plan to continue to offer CORE Waiver Credit Recovery sessions in Spring, 2016.
*COMMUNITIES OF PRACTICE: PBHS became a Focus school because it did not meet its
API growth target in 2013. For the past two years, PBHS, Carson High School, and Curtiss
Middle School have partnered as Focus schools, developed similar plans to support a low-
performing sub-group, and shared results. In the 2014-15 school year, the three schools
focused their Communities of Practice (CoP) plan on Special Education students. In 2015-
2016, the focus shifted to English learners with special needs because 40% of all EL students
are in the Special Education population.
In reviewing SBAC data, PBHS looked closely at the English Learner population. Based on
SBAC, SRI, and student work analysis, English Learners including those with special needs
are below the standard in reading and writing claims/targets. They lack the skills to cite
appropriate textual evidence and explain the significance of textual evidence.
The focus of the Communities of Practice plan is to increase student achievement through
teacher collaboration, and professional development. As a result, short term, intermediate
term, and long term goals have been established. A copy of the COP plan will be made
available upon request.
* TITLE ONE: During Fall, 2014, Title I accounted for 100% of students submitting Meal
Applications. This effort resulted in PBHS being the only school in LAUSD ISIC district to
double its Title I funding which allowed the School Site Council (SSC) to approve the
purchase of (4) Class Reduction Teachers (CRT). SSC approved two additional days for the
school nurse and two additional days for the Pupil Services Advisor (PSA) and Psychiatric
Social Worker (PSW). SSC also approved expanded ELA and Math tutoring, and credit
recovery classes. There were approximately 500 students served in tenth through twelfth
grades. There were also dedicated classes for Special Ed and EL students. These classes served
approximately 80 students. Student success was reflected in increased graduation rates, passing
grades in core subject areas, and CAHSEE passing rates.
2014-2015 was the first year of the MiSis system. PBHS physically was able to account for
100% of students in the Meal Application process but MiSis only recognized 72%. This
discrepancy affected funding because less money was received for Title I funded student
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academic support programs. After disputing the district’s Title I ranking, this year the district
reevaluated our data and adjusted the PBHS Title I ranking to provide an additional allotment
of Title I money for the adjusted ranking.
In 2015-2016, most MiSis problems were solved. Title I had 100% student accountability for
both PBHS Magnet (College Incentive Program/CIP) and PBHS regular school--approximately
two thousand (2,000) students combined. The school received the highest accountability score
for a large urban comprehensive high school that did not automatically qualify for Title I funds
in our new local district.
EQUIPMENT AUDIT: In 2013-2014, a physical technical equipment audit was
performed through the Office of the LAUSD Inspector General. This audit requested all
technical equipment be inspected and accounted for regardless of the fund or the
amount of purchase. This was a five day process in which every piece of technical
equipment was physically checked and accounted for by a team of six forensic district
accountants. PBHS was recognized during the school board review of the forensic
accounting process by the Office of the Inspector General as the exemplary LAUSD
school for its record keeping and care of the equipment. PBHS participated in an
additional physical inventory at the end of 2014-2015 to ensure that all Title I and
QEIA grant equipment that resided in the co-located school was returned for PBHS
student use. This technical equipment included laptops, iPads, media carts, etc.
FEDERAL PROGRAM MONITORING (FPM) -In 2014-2015 PBHS participated in
the LAUSD audit of Federal programs through the Federal Program Monitoring (FPM)
audit. This was an extensive yearlong process that included all compliance areas of the
Title I program. PBHS was selected to perform an electronic audit where all Title I
documents were scanned and electronically uploaded to submit to the LAUSD Federal
Programs offices where the documents were reviewed before being sent to the state
Federal Programs office. PBHS was one of the first schools in LAUSD to complete the
FPM process and receive 100% compliance on process.
PARENT INVOLVEMENT OPPORTUNITIES: - In the past three years Title I
increased parent involvement in the monthly Coffee with the Principal parent meetings
from 5 to 25 parents. We have involved new parents in the School Site Council (SSC)
for the past three years. This year, media-led outreach through parent-initiated and
maintained Facebook and Twitter accounts were developed. The school is developing a
social media presence through a school-maintained Twitter account, Associated Student
Body twitter, Mighty Marching Pilots Facebook page, and Pilot center twitter.
Additionally, many teachers are using Remind 101 which parents and students can
access. All social media must follow district guidelines for social media.
COFFEE WITH THE PRINCIPAL: Serves as the main face-to-face communication
with an increasing number of parents--in English and Spanish. One morning each
month, parents are able to meet with the administrative staff in a collegial environment
information relating to the school and students are discussed. Participants are
encouraged to ask questions and comment on student, community, and school concerns.
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This also serves as the main communication/information gathering activity for the
WASC process. The WASC Co-coordinators and administrative staff have presented
PowerPoint presentations on the purpose and importance of the WASC process,
introduced and reviewed the SLO with parents, and reviewed and solicited input on the
WASC action plan. Other activities for Coffee with the Principal have included the
college admission process, A-G requirements, school data, financial aid, and other
relevant information for parents to make informed decisions regarding their child’s
education and success in high school.
* TARGETED STUDENT POPULATION PROGRAM: All schools with English learners
(ELs) must provide an EL program that meets Federal and State mandates and is in alignment
with the Los Angeles Unified School District’s (LAUSD) English Learner Master Plan.
Additionally, LAUSD is monitored regularly by the California Department of Education
(CDE) through the Federal Program Monitoring (FPM) review process.
The school-site Targeted Student Population (TSP) Program Adviser and A TSP Administrator
assist the principal in maintaining a comprehensive, instructionally effective and compliant
program that accelerates the academic achievement of English learners, low income and foster
youth. The adviser and administrator work collaboratively with other support staff to support
these groups of students, their parents, and other stakeholders.
Targeted Student Population (TSP) Adviser: The English Learner Coordinator’s role has
changed to TSP Adviser. This role was created two years ago to align with the FPM funding to
support a larger group of underrepresented students. The TSP Adviser serves as the English
Learner Designee, providing support to English Learners, including their teachers and parents.
As an EL Designee, the TSP Adviser ensures that the English Learner Program meets Federal
and State mandates and is aligned to LAUSD’s English Learner Master Plan.
Targeted Student Population (TSP) Administrator: The Targeted Student Population Student
Population (TSP) Administrator assists the principal in maintaining a comprehensive,
instructionally effective and compliant program that accelerates the academic achievement of
English Learners, low income, and foster youth. One of the primary roles is to supervise and
monitor the instructional program so that the teachers receive the development, support, and
guidance to ensure the achievement of this targeted population.
Support for English Learners
English Learner Population: In the past three years, the population of English Learners has
decreased for reasons that may include Reclassification, students graduating, and a co-located
school. The breakdown of our students this year is as follows:
224 English Learner Student Population
110 Students in the Special Education Program
114 in Regular Education Program
Alternative Curriculum Students
11 Community Based Instruction (CBI)
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13 Intellectually Disabled
A-G Coursework (students on track for graduation)
21 General Education (RSP)
65 Specific Learning Disability
56 Students in Newcomer Programs (Structured English Immersion or Mainstream)
58 Regular Education
Changes in Reclassification Criteria: As some standardized tests have phased out, the
English Learner Program has transitioned to different criteria for students to meet the
Basic skills requirements. In order to reclassify to Reclassified Fluent English
Proficient (RFEP), students in Los Angeles Unified School District must fulfill the first
three criteria at the same time.
1. CELDT = overall score of 4 or 5
● Listening: score of 3, 4, or 5
● Speaking: score of 3, 4, or 5
● Reading: score of 3, 4, or 5
● Writing: score of 3, 4, or 5
2. Teacher Evaluation
Final semester grade of “C” or better in English/ELA (English/ELA = A-G credit) OR
LTEL course (Literacy and Language or Advance ELD)
3. Basic Skills Assessment
9th – 12th Grade
SRI College and Career (Basic, Proficient, or Advanced) OR 10-12th Grade CAHSEE
ELA (Passing score of 350 or above)
4. Parent Approval
SRI Testing: Last year, the SRI test became the Basic Skills assessment for students in
grade nine, since students in grades 10 to 12 still took the CAHSEE exam. In 2015-
2016, SRI testing became the Basic Skills assessment for all English Learners in grades
9-12. Of those students who took the test, 22% scored a Basic or Above on the exam.
As a result, professional development in Spring, 2016 for reading and writing specific
to English Learners will be provided.
Pilot Test: LAS Links: The Multicultural and Multilingual Education Department
(MMED) of LAUSD chose PBHS as one of the secondary schools to pilot the
Language LAS Links Online® from November to March of the 2014-2015 school year.
At the high school level, the LAS Links was designed to assess grades 9–12 English
language proficiency using a secure online testing platform. At PBHS, all students, with
the exception of those on an alternative curriculum, participated. With the findings, the
District focused its attention on Constructive Conversation to improve the
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communication and language development of English Learners. 260 English learners
were assessed when their spoken and written responses were captured electronically
allowing teachers to score the responses from most computers. Reading and writing
selected-response items were also captured electronically and scored automatically,
theoretically allowing teachers to turn test results into immediate classroom results and
helps schools meet ESEA accountability and reporting requirements.
Since this was a pilot program, there were some glitches in the system in regards to the
on-line assessment program. The time it took to assess the students often took five or
more sessions. The software would sometimes freeze and kick students out of the
system. Finally, grading became an issue when the teachers went to grade the
assessments on-line. The average time for grading the assessment(s) was approximately
1-2 assessments per hour. With over 250 assessments
The Title III Coach at Banning stepped in to grade around 50% of the teachers’
assessments and reassigned the balance to the teachers of English learners who had
completed their own grading earlier. Results were reported to MMED in March and
recommended the LAS Links system not be utilized in its current state.
During the 2015-2016 school year, Banning High School has not had to give the LAS
Links Assessment again. At present, the LAS Links Assessment system is still being
refined for the LAUSD use. .
LTEL Teachers: As of this school year, four new teachers joined the LTEL program.
Teachers have received support from the English Learner Program team on campus and
through the district professional developments on ELD standards, Smart Start Lessons,
Constructive Conversations, and SDAIE strategies.
After school tutoring: All English Learners and RFEP (Re-designated Fluent English
Proficient) students who are not meeting adequate progress within two years are offered
after school tutoring services four days a week for two hours each day. Student are
provided with language and homework support.
English Language Development (ELD) 1-4 Outreach: Within the last two years, we
have noted and responded to the great need of socio-emotional support among our
newcomer population or students who have been enrolled in U.S. schools fewer than
five years. This is based on classroom behavior, grades, and parent conferences. These
students have come with so many traumatic experiences: learning to live in a new
country and society, having to learn a new language, emotional abuse and neglect,
experiences of separation, reuniting with or separating from a parent for the first time
in many years, sexual and physical abuse, and/or living in poverty.
With these traumas, challenges, and setbacks, students are not able to focus on school,
and are unable to become college and career-ready. Ultimately, many drop out of
school. In response to this situation, an outreach program was developed that includes
students and their families in order to help these families feel a sense of belonging to
PBHS and the community.
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These programs will give the newcomers the encouragement to stay in school, despite
the lack of English proficiency. The goal is for students to develop a sense of belonging
at school, have a basic understanding of the college application process, and graduate
from high school.
Making Connections, Building Relationships program consists of three components:
Language Acquisition through the arts, parenting classes, and family dance. Both
student and parent groups will showcase what they have learned at a culminating event
planned at the end of the program.
By offering intervention and support to students who are part of the Structured
Immersion Programs (students in ELD1-2) and Mainstream Program (students in ELD
3-4) in language development and family connections, 50% of the targeted students will
matriculate to the next grade after passing their academic classes. This targeted group is
projected to be on track to graduate by the end of June, 2017.
Assemblies and Field Trips for the Structured English Immersion (SEI) program:
Assemblies inform the newcomer population (students taking ELD 1-4 courses) about
the support that they have in the school, including academic counselors, PSA
counselors, school psychologist, pilot center, and college counseling specific to AB540.
The assemblies assist students with assimilation into a possibly different school system
by introducing them to the support team that is ready to help them navigate through
school and maintain a positive transition to their school experience in the United States
to ultimately be successful.
All ELD 1-4 students have had the opportunity to visit museums such as the Getty
Center, Getty Villa, and the Gene Autry Museum in an effort to expose them to
different educational experiences and provide language support.
Why Try: Students in the Structured English Immersion program (students taking ELD
1-2) have been offered additional counseling support through an eight-week counseling
support program known as Why Try, which is conducted in Spanish by the PSA
counselor, TSP Adviser, and PSW intern. This program is geared toward building
resilience within ELD 1-4 students by giving them coping strategies for dealing with
everyday obstacles with personalized language support to a small group of 12 students.
Meeting once a week for approximately one hour for 8 sessions per semester, students
check-in by way of journaling or giving an oral contribution, review and discuss the
day’s topic/activity, and check out by contributing how they may feel or know how to
handle the specific coping strategy. After piloting this program for the first time, we
found it very beneficial when students reported that the Why Try program was
beneficial to them and they felt more confident to navigate the school system with those
coping strategies. This program will continue with a new group as well as adding on a
gender-specific group to focus on relevant issues.
Language in Action Program: Partnership with Beyond the Bell and arc: For the past
four years, we have partnered with an afterschool program specific to newcomer
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students in ELD 1-4 classes. Each year, students take part in learning how to develop
college research papers and deliver presentations. Ultimately, their projects are
presented in a culminating event at a university campus, joined by other students in the
same situation in the greater Los Angeles area.
For the first time in the second semester, a team of arc (formerly Good Sports Plus, an
after school and experiential education provider that bridges the opportunity gap by
creating transformational learning opportunities that empower youth to realize their full
potential) representatives guided students through the research process regarding
information about different colleges, their history, and their entrance requirements. At
the end of a three-week cycle, ELD students presented their findings in our English
Learner culminating event.
These experiences have not only given our students the opportunity to continue their
English language development, but more importantly, it has provided another level of
understanding of a system that they may continue to pursue. Over 90% of those
students who participated in ARC during the 2014-15 school year returned to school
this year.
Language Acquisitions through the Arts-ELD 1-4 Students will take an intersession art
course after school as an opportunity to receive A-G course credit. It will provide
afterschool enrichment to enhance reading, speaking, listening and writing in English
for students who are new to schools in the U.S. Art teachers will develop lessons and
activities focused on language development.
Parenting Classes- In partnership with Local District South’s Parent Unit, parents will
receive personalized assistance in supporting their children through a series of
workshops and parenting classes.
Family Dance- In order to improve parenting skills, improve relationships, and
strengthen bonds between child and parental-figure a family dance program will be
developed that emulates the Luna Dance Institute and the research-based study
conducted by Warburton et.al. , which has successfully strengthened the bond of family
members, strengthening students to succeed.
Parents and students will engage in 6 workshops that will enable parents and students to
build and strengthen their bond, which will allow students to be successful in their
academics.
LTEL Courses and TITLE III Coach: During the 2015-2016 school year, PBHS’s Long
Term English Learner Course teachers (LTEL) meet to work on the Start Smart Lesson
Study Cycle called the Banning Action Research Project. In order to engage in the
project, the LTEL teachers study, plan, teach, reflect, and revise the lessons created by
the Central LAUSD Multilingual, Multicultural Education Office. These fifteen Start
Smart Lessons are designed to be part of the Designated LTEL course curriculum and
can be taught to both the Literacy and Language and the Advanced ELD courses
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The Title III Coach provides instructional support specific to the LTEL teachers
through coaching, consulting, training, modeling, lesson planning, student work
analysis, and conducts weekly lesson study meetings. Best practices such as
cooperative learning and Jeff Zweirs’s Four Constructive Conversation Skills are part of
the focus of these meetings as well as a deep understanding of these new lessons’
content and their alignment to the new English Language Development Common Core
Standards. Students have opportunities to obtain peer and teacher rubric guided
feedback. As part of the cycle, these LTEL students are monitored through the student
work generated through these Start Smart Lessons. In addition, these students and all
English Learners (EL) are monitored throughout the year to support their success in the
classroom and to make sure they are meeting reclassification criteria.
Professional Development focused on English Learners: Professional Development
focused on the new ELD standards has been ongoing for the past three years. The
Local district has also offered opportunities for teachers to align their lessons with the
ELD standards.
All PBHS teachers participated in a professional development that deepened their
knowledge of the new ELD Common Core Standards and introduced the Four
Constructive Conversation Skills and their application/integration into content courses
such as English Language Arts, Science, Social Science, and Mathematics.
In the fall of 2015, the six LTEL teachers participated in three specific professional
developments that were focused on the new English Language Development Standards
and the Start Smart Lesson content. These professional developments took place after
school and the teachers deepened their knowledge of the new ELD Common Core
Standards, the Four Constructive Conversations Skills as well as the Start Smart Lesson
content.
Support for Foster Youth: A designated Psychiatric Social Worker (PSW) works with the
Foster Youth Achievement Program, the population of students who are under supervision of
the Department of Children and Family Services (DCFS). PBHS has twelve foster youth
enrolled--a higher than normal average of a comprehensive high school of comparable size.
These youth may reside in a foster home, be placed in a relative’s home, or are being
supervised while in the care of their parents. The youth are targeted to ensure that their
academic and emotional needs are being met during the time they are being supervised by the
DCFS. Some of the youth have wraparound teams to support the family, some struggle with
depression, anxiety, and have a difficult time focusing due to their situation. Some of the
youth are behind in academic credits due to having multiple home placements, and this position
examines the possibility that students may qualify for AB216, which allows youth to graduate
with fewer credits due to their circumstances.
Many of the youth that apply to college are eligible for available grants and scholarships and
getting this information to them is of paramount importance.
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In addition to working with the Foster Youth, the PSW works with students who are struggling
with emotional situations such as anger management, school issues, family issues, peer issues,
depression and other emotional issues that can impact a student during high school. Students
are self-referred or referred from a staff at the school when concerns are raised about their
mental health. Giving referrals to mental health services and connecting with family members
help to facilitate student getting the services they need.
* EDGENUITY: Edgenuity, a blended learning course with instruction using an online model
of delivery, was initiated in Fall, 2015 to allow for credit recovery for students deficient in
core academic classes. 110 students enrolled in sections of math, English, social studies, and
health. These classes are targeted to the Class of 2016 to focus on senior graduation rate.
Subject-credentialed teachers provide direct individual and small group instruction to help
students through initial lessons. The model used is a prescriptive model in which students can
demonstrate mastery of a content area and move on if successful.
The program is intended to promote student reflection using collaborative tools to reveal and
clarify students’ conceptual understanding and thinking, planning and creative processes. It
customizes and personalizes learning activities to address diverse learning styles, working
strategies, and abilities using digital tools and resources. It allows students to demonstrate
fluency in technology systems and transfer current knowledge to new technologies and
situations. It addresses the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
* MARITIME SCHOLARS PROGRAM: The Maritime Scholars Program began at PBHS in
2014-2015. It is designed to support the development of gifted and talented youth. Sponsored
by industry partner International Trade Education Programs (ITEP), Phillips 66, and the
Pacific Battleship Center, students share common classes and teachers which allows for
collaboration across the curriculum and a greater degree of personalization between teachers
and students. The goal of the program is to encourage students to be active learners, well-
rounded individuals, and engaged citizens.
Currently, there are two cohorts of 27 students-one in tenth grade, the other 9th grade. This
past October, 100 % of the scholars took the PSAT and the entire tenth grade cohort is
enrolled in Advanced Placement World History. Students will take a full load of Advanced
Placement classes throughout their 4 years at PBHS. Currently, students participate in an
Underwater Robotics program which culminated last year with an Underwater Robotics
Challenge where students launched their designed and built robots from the Battleship Iowa,
stationed on the waterfront in neighboring San Pedro.
Admission to the selective program is by application which includes middle school academic
grades and test scores, and a review by an in-school committee. As part of the recruitment
process at area middle schools, students attend an informational dinner and meet current
students.
*LAFD FIREFIGHTER MAGNET: 2015-2016 is a planning year for this new magnet
program slated to begin in Fall, 2016. There are currently no magnet programs in LAUSD that
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have this thematic emphasis; however, there is an overwhelming interest from students to
participate in a program that emphasizes firefighting and the related career fields. As Los
Angeles Unified School District’s goal to graduate all students college-and-career-ready, this
magnet will provide students the tools, training and information to follow their goals to get into
the field of firefighters and first responders. Working with the Los Angeles Fire Department
for planning and implementation, the program will be open to ninth and tenth graders who
have gone through the district’s Magnet school application process.
The LAFD Firefighter Magnet will be defined by civic engagement career, readiness, and
student achievement. The LAFD is an integral component of the civic life of residents of Los
Angeles. It is through daily interaction with the men and women of LAFD that our students
will have the opportunity to deepen their connection with the civic life of the city. The
program will provide career readiness opportunities, mentors, thematic curriculum, and job
shadowing at LAFD locations throughout the city.
* RESTORATIVE JUSTICE: Since becoming a Restorative Justice demonstration site in
2014, PBHS has provided an introduction to Restorative Justice to 95% of the certificated
faculty, administration and staff. Restorative Justice emphasizes empathy, team building and
diffusing disruptive behavior. PBHS continues to monitor, review and report discipline data.
The Office of Data and Accountability, along with School of Operations and Discipline and
Expulsion Support Unit works closely with the site in regular review and analysis to report
discipline data on a monthly basis designed to increase positive behavior intervention supports.
In the 2014-15, academic school year, the plan offered and conducted Tier I and Tier II
training to at least 95% of certificated/classified staff. The certificated staff members trained
to assist in the facilitation of the Tier II training includes the Restorative Justice Teacher
Advisor, Dean, and Psychiatric Social Worker. Serving as the Restorative Justice Team, Tier
II trainers support the entire school staff in Repairing the Harm and Re-entry Circles. Since
2015, Restorative Justice at PBHS established goals to have: (1) By 2014-2015, 95% training
completion for certificated and classified staff in the Introduction of Restorative Justice; (2) By
2015-2016, 70% of teachers being trained in community building circles, empathy and
diffusing disruptive behavior; (3) By 2016-2017, 50% of staff utilizing on a consistent basis,
(at least two days a week) restorative justice practices and strategies resulting in a reduction of
loss instructional days caused by being pushed out of class and/or suspensions.
Continuing and throughout the 2015-2016, the Restorative Justice Teacher Adviser (RJTA)
provides direct instruction and training to staff and students in all Tiers and components of
Restorative Justice strategies and practices. The trainings are approved using the site systemic
process which includes an approval from the Instructional Leadership Team and Professional
Development Committee. The restorative justice trainings are based on current School wide
Positive Behavior Intervention Supports which are aligned to the Discipline Foundation Policy.
In order to contribute to ongoing success with discipline policies and practices at PBHS,
Restorative Justice also includes planning and implementation of these comprehensive
strategies: (a) Continuous review of discipline data; (b) Process for increasing and promoting
school climate and improving targeted and selected discipline incidences; (c) Monitoring and
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evaluating the goals of the restorative justice implementation using the rubric of
implementation (ROI) developed by central office School of Operations. Restorative Justice at
PBHS also includes a universal community building process for students of protected
populations (i.e. Foster, Group Home, Homeless, etc.) and parent/guardian training in
restorative justice.
* LA-LAUSD COLLABORATIVE SCHOOLS: PBHS is a member of the UCLA-LAUSD
Collaborative Schools program which consists of schools coming together quarterly to discuss
ways to help the African American population towards college readiness. The following four
areas of focus are being implemented this year: building a college going culture, giving
African American students instructional support, teaching students resiliency, and encouraging
parent engagement.
Students are encouraged to take AP courses, and all students take the PSAT. 100% of the
tenth and eleventh grade students took the PSAT for the 2015-2016 academic year. More
specific to our African American population, on December 2, 2015 Sabrina Johnson, the
coordinator of the Early Academic Program at UC Irvine, met with our African American
students to discuss college admission requirements and the importance of earning good grades.
Furthermore, the African American students are encouraged to visit the “Pilot Center” to learn
about the different universities.
Teachers attend professional developments regularly to improve instructional support in the
classroom. The grades of the students are reviewed to identify the students who are struggling
and tutoring is provided for those students.
The Restorative Justice practices are implemented to help with the students who are having
behavioral and, or discipline problems. Also, counselors come together and identify students
who are struggling emotionally and academically by holding Coordination of Services Team
(COST) and Student Success Teams (SST) meetings. During the meetings strategies are
discussed on how to help struggling students.
*THE ITEP/BANNING PARTNERSHIP-International Trade Education Programs (ITEP) is
a non-profit intermediary that brings confidence, choice, and opportunity to students. Through
partnerships with local businesses, industry and community groups, ITEP prepares high school
students for diverse career opportunities in high-growth job sectors including advanced
manufacturing, engineering technology, business, and finance. The organization develops
innovative programs that integrate internships and career mentoring with the curriculum of
high schools throughout southern California. More than 300 industry leaders serve as board
members, speakers, mentors, and internship providers to engage and prepare youth for
tomorrow’s workplace.
ITEP’s partnership with PBHS was born over 16 years ago when past Port of Los Angeles
Commissioner, Carol Rowen, saw a need to connect the underserved youth of Wilmington to
the careers and resources of the nation’s busiest port. The partnership began with the creation
of the International Trade Academy, which aimed to expose students to careers in the trade,
transportation and logistics industries. Today, ITA remains one of ITEP’s premiere academies
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and PBHS remains the flagship school for ITEP, housing five career pathways, more than any
other school served.
Serving as an intermediary, ITEP leverages community partnerships and industry volunteers to
augment school curriculum with interactive experiences that allow students to learn career
skills from adult mentors and actively participate in professional environments. ITEP programs
at PBHS guide students toward positive choices, supportive community partners, and
rewarding careers. ITEP’s framework emphasizes the need to build students' sense of
competence, self-determination and connections with others encouraging students to succeed
by:
ITEP currently supports summer bridge programs to ease the transition into 9th grade; a
structured internship program to ease the transition from student to employee; and an Alumni
Association to provide support for job searches and professional development post high school
graduation.
ITEP includes parent orientations in order to involve families in the education process. Parents
learn about the pathways and the internship program and are invited to culmination events
including the Underwater Robotics Program Competition, the Internship culmination, and the
ITEP Scholarship Dinner.
ITEP develops and maintains strong connections with community resources by leveraging
industry leaders. ITEP currently maintains relationships with dozens of business associations,
which provides ITEP access to hundreds of individuals interested in supporting students
through industry coaching and internships. ITEP has relationships with the Harbor Association
of Industry and Commerce, the Wilmington Chamber of Commerce, L.A. Harbor College,
and the Harbor City/Harbor Gateway, through which students receive a plethora of
opportunities and benefits from their community.
Major programming for PBHS students include:
• 9th & 10th Grade - GPS Your Future Career Expo, United States Coast Guard Day of
Discovery, Guest Speaker Series, Study Tours
• 11th Grade - Parent Orientations, Industry Coaching (Mentorship), Work Readiness
Internship Workshops, Job Shadow Day, Project Consultation by Industry Professionals
• 12th Grade – Paid Summer Internships, Assistance with college applications, Senior
Capstone Projects, ITEP Scholarships, Annual Scholarship Dinner
ITEP’s most impactful program continues to be the summer internship program, which has
successfully placed hundreds of PBHS students over the years into highly sought after
professional environments to earn real-world work experience and a pay check! Qualifying
students are employed for six weeks by ITEP’s industry partners, including Marine Exchange,
Cal Cartage, Port of Los Angeles, San Pedro Chamber of Commerce, California State
University Dominguez Hills, and JMC2 Civil Engineering. The program offers students a
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series of preparation workshops over the course of one year that includes job training before
students are finally placed.
One of the most unique aspects of the partnership between ITEP and PBHS are the academy
specific advisory boards that each of the five pathways have. Each pathway has an advisory
board comprised of business professionals. Members meet monthly to discuss ideas for
programming, ways to connect resources directly to students and faculty, provide feedback on
student projects, prepare students for business competitions, set up field trips, bring in guest
speakers and act as mentors.
Advisory boards have also helped design and sustain signature field trips for the academies.
PASHA Stevedoring Terminal has sponsored ITA seniors each year on a trip to Washington
D.C. to participate in the National Youth Leadership Forum. Metro Shores has sponsored
GSS sophomores each year on a weeklong trip to Cal Maritime Academy where they earn their
STCW certificate. Valero has sponsored the annual GESA trip to Catalina and Potential
Industries has helped sponsor the MATCH academy’s annual trip to the 4H leadership
conference.
PBHS students emerging from ITEP’s programs are motivated and aware of both the effort it
takes to succeed in their chosen career as well as their own potential to achieve that future.
They have role models to inspire them, a strong connection to their community, and a clear
vision of the path they want to take. This impact is expressed through more students qualifying
for summer internships, higher graduation rates, enrollment in higher education and training,
and improved career opportunities.
* BREAKFAST-IN-THE-CLASSROOM (BIC): LAUSD adopted this federal program
several years ago and PBHS was to begin in 2014-2015. PBHS prepared by adding it into the
bell schedule since BIC is considered instructional time. The first 20 minutes of 1st and 4th
periods were designated for BIC. The district had set a date on which BIC would start;
however, logistical snags and misinformation from LAUSD Food Services created too many
challenges for the school and school site decision was made to postpone BIC until issues could
be resolved. As a result, the bell schedule was altered for the Spring, 2015 semester and BIC
was eliminated for the school year.
Beginning in Fall, 2015 ‘Grab and Go’ breakfast was provided to students before school from
food carts located outside the main building and at the end of the ‘breezeway’. Because of the
small number of students participating, the district requested PBHS once again alter its bell
schedule for Spring, 2016 to allow students to participate in BIC during instructional time.
* LIBRARY: The library is undergoing a renaissance. Administration, faculty, staff, and, as
of fall 2015, a new Teacher Librarian (TL), are working to make the library a student friendly
hub of literacy and learning. The Teacher Librarian has published “The Banning Library
Bulletin” for teachers/staff and “The Banning Library Buzz” for students to keep everyone up
to date on changes and happenings in the library and to create a sense of excitement about
literacy and learning. Both newsletters will be ongoing. The TL has also been sending out
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emails to both whole staff and selected groups with information ranging from local interest, to
curriculum and instruction, to general interest.
As of August 17, 2015 the library is now open from 7:15 am until 3:45 pm, with some
extended hours, and during Pilot Break and lunch. Students can do homework, work on
projects, read, check books in and out, meet up with friends, and use the computers and
printer. Students can also be found playing chess or board games. Supplies are available for
students to assist them with their assignments. So many students are using the library that it
necessitated a second sign in sheet. Students have complained that the lines to sign in at break
and lunch were too long. Upwards of 40 students can be found in the library during these
times.
Activities and events promote literacy through the library. The “Caught Reading” program
gives students a coupon that can be redeemed for a small prize in the library. As of November,
over 80 students were rewarded. There was also the “Banning HS 5 Book Challenge” and a
bookmark design contest-all tied into International Literacy Day. The library also celebrated
Banned Books Week.
In Fall, 2015, three or four days a week, after school, PBHS’s English learners meet in the
library for tutoring and to work on homework. Clubs also use the library as a meeting space.
The Banning Book Club meets weekly. The Banning Bible Club held a huge meeting attended
by over 50 students. Adults, too, are using the library. There is a weekly calendar meeting,
with the out of classroom personnel. There have been Special Education and ELD professional
development sessions after school in the library. There have been two “coffee and sweets”
socials sponsored by the Teacher Librarian that will continue monthly to build morale and
encourage faculty and staff to come to the library. Student sign-in sheets and a teacher
schedule book are maintained to document library usage.
Whole classes often schedule times to visit the library. English, Social Studies, Spanish,
Science, and other classes have come to do research, create power points, use Engrade, take
computerized tests, engage in debates, and many other activities. The Teacher Librarian held
orientations for 9th grade English classes to orient students to using the library and has
presented mini lessons on the LAUSD Digital Library. The DOTS program regularly uses the
library for presentations for special education students who will be transitioning to post high
school training and jobs. There is a core group of 6 student volunteers who have been trained
to run the circulation desk at break and lunch.
Book circulation has increased dramatically indicating there is more reading going on! More
books were checked out in the first 3 months of the 2015-2016 school year than were checked
out all of last year. The Scholastic Book Fair is held each semester. Students have the
opportunity to purchase books through monthly scholastic book orders as well.
Beginning before the fall 2015 semester, the TL reconfigured the library space to be less stuffy
and more creative for learning. The library has new displays designed to engage students
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which are changed regularly. There have been displays for Banned Books Week,
Latino/Hispanic Heritage Month, LGBT History month, Native American History month,
poetry, How to Land Your First Job, Good Books You Might Have Missed, Thanksgiving.
One of the library’s most elaborate efforts was for Dia de los Muertos, a joint project between
the TL and a Spanish teacher and her classes. The library was decorated with two large and
dozens of smaller ofrendas, or altars. Classes visited the library to see the work and learn
about the traditions and symbolism of this day.
Libraries in LAUSD have not had significant, consistent funding since 2002. This has resulted
in a library collection that is aged and outdated. A collection analysis conducted by the Teacher
Librarian revealed areas that are grossly outdated. The teacher librarian is weeding to remove
obsolete, offensive, inaccurate, unattractive books. Shelves continue to be shifted and
rearranged to make all books organized and accessible to students and staff. The TL has
submitted a small book order, a first step in building a more up-to-date collection. She is
writing grants to obtain more recent and relevant titles. The TL presented CCSS aligned
proposals for new books and other materials to the School Site Council which approved the
request at the December meeting. LAUSD Library Services has also been sending a small
number of new, shelf-ready books to help develop the collection. A grant from the Molina
Foundation in November of 2015 allowed receipt of several hundred books to be given away to
students, in an effort to increase the number of books in students’ homes.
As the collection is brought up-to-date the issue of the non-working/obsolete security system
will need to be addressed. The system is electro-magnetic and needs to be replaced. Recently,
LAUSD library services conducted a survey regarding security systems, suggesting a
possibility that the district will provide some or all the funds needed to replace non-functional
systems.
In the works are a “maker space” where students will be able to engage in creative activities
such as origami, knitting, STEM projects, collage, Lego design, and other building and
tinkering that interests them. There is a possibility of a Library Practice class in future school
years.
The TL also helps coordinate and implement the distribution of textbooks at the beginning and
end of the school year.
* LINKED LEARNING: In 2013-2014, PBHS’s Port Academies were awarded the Youth
Career Connect (YCC) grant. As part of this grant, The Port Academies became a Linked
Learning Small Learning Community and began implementation of the deliverables.
Linked Learning is an approach that changes students’ high school experience by bringing
together strong academics, demanding career and technical education, and real-world
experience to help students gain an advantage in high school, post-secondary education, and
careers.
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In July 2014, a Linked Learning Summer Bridge program was held for 40 incoming 9th
students, and current 10th grade students. The program introduces incoming ninth graders to
the expectations of high school, the business and finance pathway, and curriculum for college
and career readiness. In July, 2015 the program grew to 80 participating students. The
program culminated in a marketing presentation for a business in the Wilmington community
which required students to meet business owners and then present their findings to the industry
partners.
While the YCC grant provided funding opportunities to implement project-based learning
(PBL) across the Port Academies, it came with many challenges as well. From the beginning
there was no clear communication or training on the compliance items and/or requirements of
the grant. A sentiment of “playing catch-up” on the deliverables of the grant grew out of not
having an Instructional Coach or Work Based Learning Advisor present at the school site until
October of 2014. Largely due to these areas of concern, in the fall of 2015, PBHS made the
decision to withdraw from the grant. The decision to pull out of the grant has not hindered the
level of commitment that our teachers and administrative staff give to the students of the Port
Academies. Through the partnership with the Port of Los Angeles and ITEP, students in the
Port Academies have continued to participate in many college and industry tours, internships,
industry coaching, Virtual Enterprise competitions, and business entrepreneurship. Each of the
academies have active Advisory Boards that participate in coaching students in college and
career readiness soft skills such as networking, pitching business ideas, interviewing
techniques, financial literacy, among many other skills.
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SECTION III: Ongoing School Improvement
● Describe the process of engagement of all stakeholders in review of the student
achievement data and the implementation and monitoring of the school-wide action
plan.
● Describe the process used to prepare the progress report.
As a result of the 2013-2014 WASC self-study, PBHS received Probationary status. An appeal
was prepared and submitted in Fall, 2014 which allowed the school to reexamine the overall
WASC Self-study process citing evidence for the appeal. Many of the stakeholders were
involved in this process. During Spring, 2015 the appeal was granted and PBHS received a full
6 year term with a 2 day mid-cycle visit in the 2nd year. With the 2 day visit scheduled in close
proximity to the appeal process, there was thought given to asking for a postponement of the
visit for one year. After careful consideration, it was decided that PBHS would accept the term
and preparation began for the mid-cycle revisit.
During the summer of 2015, the WASC Coordinator met with the Administrator in charge of
WASC and the Principal to formulate plans for the incorporation of WASC into the
professional development calendar and for inclusion of all stakeholder groups. The
Instructional Leadership Team (ILT) is charged with maintaining the Professional Development
calendar, and WASC has been the lynchpin of all professional development. It was decided
that everything we do is WASC related, and this point is made at department and SLC
meetings, as well as all professional developments and faculty meetings. Additionally, the ILT
has developed a process for reviewing student work using Critical Friends protocols and for
aligning WASC evidence within classrooms.
A WASC presentation to the faculty about the process was made at the opening faculty
meeting. Subsequently, the faculty and staff, though PLCs (department-home groups, SLCs-
focus groups) has reviewed the Critical Areas for Follow-up and has submitted feedback which
is incorporated into this report. Special Ed aides and classified staff were made aware of the
process and provided feedback from their perspective as well. WASC updates have been
provided at all faculty meetings, School Site Council meetings (SSC), and Expanded School
Based Management (ESBM) governance meetings. At each of these meetings, questions are
answered, and information sought in order to complete the report.
A team headed by an administrator and out-of-classroom personnel collated information and
wrote the narrative for each of the Areas of Growth based on feedback from WASC
professional development meetings by home and focus groups.
The principal and out of classroom staff have incorporated WASC information and sought
feedback from parents through Title I meetings, ELAC meetings, and Coffee With the
Principal (CWP) meetings. In October, November, December, and January, CWP meetings
was dedicated for WASC updates, and feedback on the Critical Areas for Follow-Up. Parents
were encouraged to participate in committees, and some do through SSC and ESBM; however,
there is difficulty in getting attendance at other meetings due to parent work schedules, etc. We
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recognize this is a challenge and the school is continuously working to address it by sending
meeting information through Connect-Ed phone calls, website, marquis, flyers and letters. We
are considering looking into Remind101 as an added option for informing parents of activities
and meetings.
A group made up of students from various groups including leadership/student government,
SLC councils, Maritime Scholars, Band/Drill, Library, Visual/Performing Arts, etc. will meet
to discuss the WASC process and provide information and feedback to the WASC writing
team.
The information collected from the groups is funneled through the WASC Coordinator and Co-
Coordinator. Out of classroom personnel and administrators are charged with acquiring
information and writing various sections as necessary so that all aspects of the school are
included in the process.
Differentiated online surveys through Survey Monkey of the certificated faculty, classified
staff, parents, and students were conducted in December. Students and parents were surveyed
on the effectiveness of the Schoolwide Learner Outcomes (SLO), and faculty and staff were
surveyed on the areas of growth. The results were analyzed and used to gauge the progress on
the Critical Areas for Follow-Up and Schoolwide Action Plan. Another finding from the parent
survey is many of the parents are lacking in computer literacy skills.
On January 11, 2016, the beginning of the new semester, the faculty reviewed and evaluated
the faculty/staff survey and section 2 of the WASC document. Additional feedback was
provided to the report writers and clarifications were made. Over 95% of the faculty was
present for this exercise and each focus group provided feedback to the report.
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SECTION IV: Progress on Critical Areas for Follow-up/School-wide Action Plan
● Provide analytical comments on the accomplishment of each school-wide action plan
section referencing the critical areas for follow-up addressed through each section;
provide supporting evidence, including how each area has impacted student
achievement.
● If any critical areas for follow-up were not included in the school’s action plan, indicate
what actions have been taken to address this issue and provide supporting evidence,
including the impact on student achievement.
Note: The school’s school-wide action plan should have incorporated all the critical areas of
follow-up or major recommendations that were stated in the last self-study visiting
committee report.
1. Revision of SLO to correlate with rigor, 21st century learning skills and Common Core
Standards is needed and must be attached to measurable progress indicators in order to guide
schoolwide action plan.
The Schoolwide Learner Outcomes (SLO) were revised in 2014 at the suggestion of the
previous WASC Self-Study Visiting Team who suggested that the rewrite include
understandable, measurable objectives. Upon schoolwide approval of the SLO, the school
published the SLO on classroom posters to be displayed throughout the school, including
common areas. Teachers were asked to include the SLO in their unit and lesson planning. The
SLO have been added to the PBHS Home page and are prominently displayed on banners
throughout the first floor of the main building. The Portlight, the student newspaper, displays
the SLO in most of its editions. A suggestion was made by the PBHS WASC committee to
include the SLO weekly during the daily student announcements, and students in a WASC
focus group felt that this would be effective. This will begin in Spring, 2016.
As part of the WASC professional developments for school year 2015-2016, teachers
reviewed, responded, and evaluated the SLO in terms of their effectiveness. Similarly, the
SLO were presented to the parents who participate in Coffee with the Principal. Professional
development agendas have a SLO or Area of Growth listed as the focus, thus allowing PDs to
be aligned with WASC recommendations. The school has made a concerted effort to focus on
the SLO as part of the vision and mission...and all instruction is related to them. In the second
year of the current SLO, teachers felt that not enough time has elapsed to revise the SLO
further although examination of them will be an ongoing yearly project.
During faculty meetings and professional development, teachers have shared that they are
incorporating the Student Learner Outcomes into their daily and weekly lesson objectives.
2. Collaboratively, inclusive of all stakeholders, develop a very clear vision, mission and
measurable action plan to guide work of the school with self-imposed, periodic progress
monitoring.
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The PBHS Mission and Vision were developed during the Public School Choice 4.0 process in
2011-2012. The following year (2012-2013), PBHS began its most recent WASC Self-Study.
At that time the vision and mission statements were modified with the inclusion of the 4
Why’s—developed during staff development prior to the start of school in September, 2013.
These 4 Why’s were highly promoted with T-Shirt Tuesdays and with a PowerPoint review on
each professional development agenda throughout the 2013-2014 school year.
During the 2012-2013 WASC Self-study process, Schoolwide Learner Outcomes were
developed and implemented and replaced the Expected Schoolwide Learning Results (ESLRs).
After receiving feedback from the WASC Visiting Team, the SLO were again revised by the
staff in order to ensure that they were measurable.
Circumstances dictated that the school continue the WASC process in 2013-2014. The
mission, vision, and SLO were, once again, reviewed. Subsequently, the direction of
instruction is driven by the goals heretofore described.
The Public School 4.0 process, of which PBHS is in the fourth year, has a built-in yearly
review process. However, with all of the opportunities for the PBHS educational community to
participate and review the instructional program as set forth in the WASC document, SPSA,
and Public School Choice process there is still confusion among some of the staff. Despite the
faculty meetings and professional developments where these documents and their relationship
has been explained and discussed, some teachers feel that confusion exists. A reliable process
for monitoring and review will be developed.
Although several faculty members said that the vision and mission are measurable and clear,
there is still a need to refine and update the vision, mission and action plans as federal, state,
and district mandates are instituted, and to ensure that these changes to the plans be inclusive
of all stakeholders who choose to be involved and to encourage those stakeholders who choose
not to participate in the process by communicating its importance..
All stakeholder groups are involved in the development and implementation of all aspects of
the process. Parents from a wide array of the school community need to understand the goals
of the school. Outreach to disparate parent groups, in addition to those who participate in
Parent Center activities, governance boards, Title I and ELAC meetings, Expanded School
Based Management (ESBM), School Site Council (SSC), monthly Coffee with the Principal
meetings, etc. is imperative. Parents are encouraged to participate in Back to School Night,
Open House, banquets, awards assemblies, and other activities and the goals should be
addressed at each of the meetings. A parent survey was developed.
Better communication with classified staff is needed. They must be involved in the process as
they are an integral part of the school. Recently, a meeting was held to begin the process of
incorporating classified staff’s ideas and to inform them of the process, goals, mission, and
vision; however, there was limited participating in the online schoolwide survey by this group.
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Student groups have been incorporated into the process as well. The leadership class, SLC
councils, clubs, and a random group of students who do not necessarily participate in activities
have been called upon for feedback. The principal holds meetings with each grade level each
semester and goes over the SLO, mission, and vision for students. SLO posters are posted in
most classrooms—with the goal of each classroom and public area—and teachers are advised to
incorporate the SLO into their delivery of instruction. A student survey was conducted to elicit
attitudes about school and education at PBHS.
Clear communication is essential to the success of the vision, mission, and SLO. Use of
LAUSD email, faculty meetings, Professional Development meetings, Daily student
announcements, the principal’s Bits and Pieces publication, and ConnectEd phone calls are
being utilized to communicate with all groups.
3. Increased rigor is needed in all content areas for all students.
During a professional development held on September 28, 2015, faculty and para-professionals
completed a survey for input on all seven (7) critical areas for follow-up. Of those surveyed,
47 responded to Critical Area for Follow-Up #3 with the following distribution:
● 33 stated that while improvements may be observed in the classroom, there remains to
be a need to continue to increase rigor in all content areas for all students;
● 12 stated that there are sufficient observable improvements of increased rigor; and
● 2 stated that learners are provided rigorous instruction and this is now strength and not
a critical area for follow-up.
There was consensus that every educational institution should continuously strive to improve
rigor in the classroom. Additional professional development and lesson plan improvements are
being developed to transition to and reflect the Common Core State Standards (CCSS)2 through
trainings on Depths of Knowledge, Habits of Mind, and Performance Task lessons to meet the
rigors of SBAC. These trainings will lead to rigor being applied consistently and observably
from classroom to classroom. Teacher buy-in and support for all learners to progress and meet
high expectations is important. While focus on the implementation of the CCSS is on the
English and math departments, all content areas are understanding their role in the CCSS and
participate in the school’s adoption of reading across the curriculum. Additionally, The Public
School Choice plan calls for implementation of Project-Based Learning (PBL) to increase
rigor. Several teachers have been sent to trainings focused on PBL and this continues to be a
focus for the school.
The math department is using a new curriculum (Springboard) which is more rigorous, but
more training is needed for teachers to fully and effectively implement the program. These
trainings will lead to the development of more rigorous lessons that are interactive and geared
to multiple learning styles. Learners also need to be able to justify or support their course of
action in solving algebraic problems which points to a great need to increase metacognitive
2 Now known as California State Standards
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practices through Habits of Mind (HOM).
Schoolwide, the needs to be able to read and write across the curriculum and consistently use
academic language are being addressed through professional developments and trainings the
staff is participating in. Anecdotally, and through test data, several of the staff feel that many
students are below grade level in reading and writing and do not work to their potential. There
is also a need for smaller class sizes in order to provide learners with much needed support
especially with regard to critical analysis questions. While increasing rigor is critical, it must
be rooted in data, be gradual, and be scaffolded. And, it should always be implemented with
student engagement and personalization in mind.
Implementation of increased rigor: Some teachers and administrators suggested that an
observable rigorous classroom should include an emphasis on why and how not just what,
when, and where. In addition, there should be differentiated instructional strategies that
support all learners, less direct instruction, and increased collaborative learning, development
of thematic lessons specific to the SLCs, and hands-on learning opportunities. To facilitate
real-life learning exposure for the students, more field trips should be offered. Peer (teacher)
observations and feedback will be implemented to validate and improve rigorous instruction
and high expectations.
PBHS has several Career Technical Education (CTE) programs in place and will be increasing
these opportunities in the future. CTE provides students with technical training to prepare for a
successful career. The structured training each student receives gives him or her the tools
needed to be successful in a job after high school and/or further his or her postsecondary
education, whether technical school, two-year college, or four-year college. Each student is
encouraged to explore various areas of study to develop the essential skills to feel competent in
entering today's competitive job market.
CTE Career Pathways available to students
Industry Sector Career Pathways
Arts, Media & Entertainment Design, Visual & Media Arts
Business & Finance International Business
Health Science & Medical Technology Patient Care
Hospitality, Tourism, & Recreation Food Service & Hospitality
Marketing, Sales & Service Entrepreneurship & Self Employment
Transportation Systems Diagnostics, Service & Repair
4. Establish and enforce high expectations for all stakeholders, including fostering a strong
sense of pride in their academic surroundings.
2016 WASC Mid-Cycle Progress Report
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In terms of high expectations and school pride for all stakeholders, there is evidence to support
strengths and tangible progress, as well as growth areas in relation to the establishment and
execution of high expectations, and fostering a sense of school pride for all stakeholders.
Faculty discussions centered around three main areas: 1) Parent Involvement 2) School
Pride/Sense of Ownership and 3) Behavioral Expectations/Academic Rigor. While it has been
observed that parent participation is increasing in some settings (9th grade orientation, other
parent events) there is a need for improvement.
It was voiced that some teachers feel the lack of consistent, ongoing parent involvement is one
of the major problems in addressing this critical area, and that focusing on getting parents
more involved will both enable the school to raise expectations, and increase school pride.
School pride is evidenced in high student participation in a wide variety of clubs (UCLA health
careers, bible, chess, book, anime, etc.) band, cheer, drill team, and sports. Leadership
students and various staff members welcome all stakeholders daily with the Pledge of
Allegiance, announcements, upcoming events and encouragement to be on time, work hard,
and achieve. Students all over campus can be seen stopping wherever they are to acknowledge
the pledge. Increased campus cleanliness is also evidence that the students take pride in and
feel ownership of the campus. Students pick up their trash on campus, and the Teacher
Librarian said the students who use the library treat their surroundings with respect. Library
procedures/hours/orientation have been established and usage and circulation have both
increased. Students are using the library before and after school in increasing numbers.
The PBHS student attendance rate has improved due to timely submittal of attendance by
teachers, and the Attendance Discrepancy Reports that are submitted to correct attendance. The
PSA makes welcome announcements every morning before school, and reward students for
excellent attendance weekly. Improved attendance shows greater student engagement and can
also be interpreted as reflecting successful efforts at raising expectations and increasing school
pride.
Efforts are being made to reach out to middle school students from Dodson, Carnegie, Curtiss,
and Wilmington to increase community connections, in effect to “sell” PBHS to potential
students based on the many positive things that are happening on campus.
PBHS has a strong alumni presence, including current administration, current and former
faculty, parents, and the alumni club which enhances school spirit and pride.
Professional developments focus on increased use of academic language, communication skills,
and critical thinking. Some teachers expressed concern that a small number of teachers are in
need of additional classroom management training and some do not enforce school rules
consistently. This is addressed by administration as necessary. New teachers have mentor
teachers to provide support. Overall, there is agreement that some SLCs/academies do better
than others and is an area of focus.
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Department members have ideas and strategies to build on strengths, and address deficiencies
to improve this critical area. A step-by step plan has been developed for Professional
Developments and content area meetings with the goal to better align SBAC tasks. Using the
Engrade system to its full extent is one way to increase parental involvement, and increase
student accountability. Further refinement of a schoolwide grading policy is another step that
could be implemented. Continuing to focus on the CCSS, differentiation, and common
assessments and grading are other ways to align and raise academic expectations. Continuing
the conversation in professional development on what constitutes rigorous curriculum and
instruction is necessary.
This recursive process that the English department is engaging in continues to reveal the
varying perceptions of school culture, and allows an open discussion of these perceptions, with
individuals sharing, comparing, and analyzing observations of what is happening on campus. It
enables teachers to work towards a common language to address critical areas, develop a
strategic plan to address growth areas and celebrate and build on successes.
All content area departments are in process of aligning curriculum to meet the demands of
Common Core. The Science department is in the awareness year of the new state curriculum
known as the New Generation Science Standards (NGSS). Teachers are beginning to attend
district offered professional development to familiarize themselves with NGSS, develop
curriculum, sample lessons, and curriculum maps. Space has been limited for science
classrooms and lack of running water in classrooms has hampered the ability of science
teachers to set up additional labs due to the co-located school--which Local District South is
currently studying.
The social studies teachers stated that they lack clear direction but want to succeed in providing
rigorous instruction. The social studies department has been at the forefront of incorporating
technology into instruction and this past summer the school was re-wired for increased network
capability. Several social studies teachers (and others as well) are able to provide instruction
using technology and have demonstrated these lessons to the department. Several social studies
teachers have laptop or iPad carts in their classrooms which students use to enhance their
studies.
5. Enhance common assessment practices within and across curricular departments to
effectively guide and adjust instructional practices to raise student achievement and mastery of
the SLO.
The Instructional Leadership Team (ILT) was formed during the Public School Choice 4.0
process in 2011-2012. Since the last WASC visit, the ILT has developed a purpose: To design
an effective instructional program for students through teams of professionals engaged in
continuous inquiry and collaborative planning, including professional development. After
assessing the ILT and evaluating data (including SBAC, student grades, student work samples,
observations, teacher reflections, WASC PD feedback) the ILT leadership developed short,
intermediate, and long term-goals. The ILT Leadership has since moved forward with
developing Problem-Solving Cycles within the ILT, teachers of Long Term English Learners,
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9th Grade ELA, and Algebra 1 focus groups in order to reach short, intermediate and long-
term goals.
Short-Term Goals:
* Provide professional development and lesson design support to English and Math teachers of
11th grade students in preparation for SBAC
* Develop lessons that will increase the level of support for English Learners and Students with
Disabilities, and make content in all classes, especially in ELA and Math more accessible
* Increase collaboration among teachers of ELs/SWD using action research/lesson study as the
protocol for increasing teacher collaboration
* Provide professional development and lesson planning time for teachers to learn to design
and implement performance tasks
* Continue to provide training, professional development, and time for planning instruction as
teachers utilize the Digital Library, Test Operations Management System (TOMS), and
MyData
Intermediate Goals:
* Increase teacher collaboration among teachers of ELs/SWD using action research/lesson
study as the protocol for increasing teacher collaboration
* Provide professional development and planning time for teachers to learn to design and
implement performance tasks
* Build capacity within the Instructional Leadership Team by conducting a book study around
Kelly Gallagher’s In the Best Interest of Students: Staying True to What Works in the ELA
Classroom; and Common Core Math in a PLC: High School.
Long-Term Goals:
* Increase teacher collaboration among teachers, especially teachers of English Learners and
Students with Disabilities, using action research/lesson study as the protocol for increasing
teacher collaboration
* Provide professional development and planning time for teachers to learn to design and
implement performance tasks
* Increase the number of students by 5% who will score at the At Standard or Above Standard
levels on the SBAC assessment
The Instructional Leadership Team (ILT) focused its Professional Developments around
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Reading and Writing across the curriculum.
The ILT meets weekly to analyze data, set measurable goals, and develop professional
developments for their departments and SLCs. It is the ILT’s responsibility to provide support
to department chairpersons and Small Learning Community lead teachers to build the
capacities of their departments and SLCs through relevant PD and teacher-designed
assessments. ILT leaders support the department chairpersons and SLC lead teachers who
deliver professional development in their respective cohorts, using Critical Friends Protocol.
In professional development sessions, teachers continue to evaluate student work and develop
lessons that enhance instruction and that will enable students to access all content material. It is
planned that before the end of each Problem-Solving Cycle, teachers conduct peer observations
known as Pilot Walks. During this time, teachers will evaluate the progress of students reading
and writing in all disciplines and make recommendations for the next steps to enhance common
units and assessments.
Two focus groups were identified to support the enhancement of common units and
assessments: 9th grade ELA teachers and Algebra One teachers. These focus groups have been
meeting during and after the school day to review and analyze Smarter Balanced data pertinent
to the school, district, subgroups, etc. The teams have reviewed and analyzed
grade/department/subject periodic assessments to interpret and set goals for common units.
Team members will continue to share ideas for student success, assessments, best practices,
interventions, and develop text sets that will incorporate Fiction and Expository pieces of
writing. Additionally, lessons will be developed to include text-dependent questions and/or
prompt, leading to higher levels of DOK and featuring Close Reading strategies that
incorporate annotations of both visual and written works.
Teachers reconvene to review and reflect on the data collected from student lessons and writing
samples. They debrief their observations, reflect on their teaching experiences, and provide
student data based on their writing samples. The group discusses the implications of their
findings and outline potential next steps based on the data. Conferences such as UCI Writing
Project, Kelly Gallagher, and UCLA Center X were scheduled for the focus groups as a way
to support teacher-developed lessons and instructional practices to support all students,
especially English Learners.
English Learner Lesson Study Cycles to support their access to curriculum. Since the
beginning of the 2015-16 school year, the Title III Instructional Coach has worked closely with
teachers of Long-Term English Learners (LTELs) and LTELs with Disabilities in developing
lessons to support English Learners’ Constructive Conversation Skills. She has met
individually with LTEL teachers, developed and planned lessons to fit the needs of each class,
collected immediate data results, shared and discussed it with the teachers, and provided
follow-up lessons to support the students’ needs.
As a follow-up, Professional Development around Constructive Conversations and the
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application of these skills in Core subjects (Science, Math, ELA, and History) was delivered to
the entire faculty. Teachers learned to use the four key strategies to building students’
constructive conversation skills: Create, Clarify, Fortify, and Negotiate based on placemats
containing features and prompts for developing those skills (Common Core Standards in
diverse classrooms: Essential practices for developing academic language and disciplinary
literacy (Zwiers, O’Hara, & Pritchard, 2014). Support and follow-up for these strategies will
continue throughout the school year.
Lesson Study Cycles will continue to happen throughout the school year on a monthly basis.
During this time, they will continue to analyze data, develop common units, and assess student
work in order to support English Learners in accessing the content. Following the planning of
collaborative lessons, teachers will observe each other teaching the lessons and debrief their
observations.
The Title III Instructional Coordinator and TSP Adviser will have attended numerous trainings
(such as a 6-part series conducted by Kelly Gallagher specific to Reading and Writing,
NCTE’s “Connecting Assessment Data to Everyday Instructional Planning”, NCTE’s
Investigation: Argumentation, BEAL, and other district-offered Professional development)
focused around reading intervention in order to provide continuous training and support to
teachers of English Learners.
6. Instill and reinforce a sense of ownership and respect for the BHS campus to provide an
environment where all students take pride and learn to respect and accept themselves and
others.
“Pilot Pride means respect for all others…” The daily announcements end with this
catchphrase every day and it is a constant reinforcement of the high expectations the school has
for the students. This does not preclude some behavioral challenges, but overall the school is
calm. Administrators expect teachers to stand by their doors before school and during passing
periods in order for there to be an adult presence in the hallways. Students are expected to
remain in classrooms for the entire period with hall passes limited to emergencies only. This
rule is generally followed, although there are some teachers who are encouraged to attend
additional classroom management training and are provided collegial support. The
administration has set a respectful tone in dealing with students and adults on campus and this
has generally worked to calm things down.
The school has become cleaner as well. The expectation is that students pick up their trash and
deposit it into receptacles. This year the students have largely met that expectation. There is
much less trash on the ground after lunch and Pilot Break as there has been in previous years.
Even though there has been a reduction in the number of Building and Grounds workers,
classrooms are swept regularly, although not daily. A new challenge will arise as a result of
Breakfast-in-the-Classroom, but there is a plan in place for dealing with maintenance issues. A
recurring student complaint is the condition of the restrooms and the sometime lack of
necessities.
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LAUSD has adopted the Positive Behavior approach to handling problems and the school is
being trained in Restorative Justice. Not all teachers have bought into this approach and often
suffer consequences of student defiance. The district has sought to eliminate classroom
suspensions and the school has been working toward this goal.
7. Collaboratively communicate, develop, and implement a consistent schoolwide positive
behavioral and instruction intervention support system which provides and articulates
appropriate high expectations, consequences, and is supported, monitored and enforced by all
stakeholders.
Upon collaborative evaluation of this critical area by the departments it was found that the
majority of the stakeholders felt that this was an area that still needed work and improvement.
The school has implemented the Restorative Justice program as mandated by the district as the
discipline vehicle. There have been a few school wide professional development sessions on
Restorative Justice but there is still a need for additional training regarding the program. The
concerns voiced were as follows: 1) no clear communication on expectations and consequences
to student behavior on campus, 2) clarification is needed on how to use the referral system in
MiSis, 3) teachers need additional clarification with the protocol of the referral process for
students with discipline issues., 4)teachers need additional clarification on how the progressive
discipline system and the restorative justice program work together to improve discipline
issues, and 5) there is a lack of feedback to the teacher on student referrals. Additionally, the
student dress code and rules about electronics in the classroom are complicated and outdated
and therefore not enforced by all. Not all teachers have the same system to promote positive
behavior in the classroom. Students have socioeconomic problems that lead low self-esteem
and discipline problems.
As a result of this collaborative self-reflection the departments collectively agreed to a school
wide plan of action that would address the needed expressed by the teachers. The discipline
committee, the restorative justice administrator the ILT committee should lead the conversation
to involve all stakeholders to accomplish the following: 1) revise the dress and electronic code
expectations and consequences, 2)create a uniform discipline in the classroom protocol and a
consequences plan to be implemented by all teachers, 3) peer mentor teachers by SLC or
PLC to assist teachers that need support with classroom discipline, 4) Provide professional
development to all teachers on the MiSis documentation process, and the out of class student
referral process and protocol, 5) create a clear communication protocol for teachers and
stakeholders to receive feedback and follow up on student discipline action, 6) investigate a
way to increase parent support and parent involvement with student discipline and
consequences, 7) create a student to student mentor program overseen by a teacher mentor lead
by the student leadership and personalized by the SLC to provide guidance and support to all
students to help build student capacity, a sense of belonging and, self-esteem.
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SECTION V: School-wide Action Plan Refinements
● Comment on the refinements made to the single school-wide action plan since the last self-study visit to reflect school-wide
progress and/or newly identified issues.
● Include a copy of the school’s latest updated school-wide action plan.
PBHS is committed to improving student achievement and preparing all students to be college and career ready while providing a
nurturing environment for student social-emotional development.
The WASC Schoolwide Action Plan was re-developed to reflect the current Critical Areas of Need as mentioned in the Self-Study
Visiting Committee Report. This plan is aligned with the recommendations of the WASC Visiting Committee, the Banning
Schoolwide Public School Choice 4.0 (PSC) Implementation and Monitoring Plan, and the Single Plan for Student Achievement
(SPSA).
Goal #1 – Increase Student Academic Achievement:
Continue to:
● Build teacher capacity in the effective use of access strategies that support student
learning through Professional Learning Communities (PLC)
● Build teacher capacity in assessment literacy and formative assessment, especially
in the development of lessons focused on the Common Core State Standards (CCSS) – Use of data, including writing in
SBAC, EAP, Interim Assessments, and student samples
Goal #2 – Increase Student Engagement:
Continue to:
● Increase student academic and school engagement
● Foster a strong sense of school pride in all students, including respect for self and others
Goal #3– Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive
Learning Environment:
Continue to:
2016 WASC Mid-Cycle Progress Report
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● Strengthen and reorganize, as needed, the SLCs to ensure that the school is responsive to the individual needs of all
students.
● Provide remediation, credit recovery, and enrichment through the SLC structure.
Goal #4 – Create a culture of collaboration and communication among all stakeholders to guide the work of the school in meeting
the identified SLO:
Continue to:
● Strengthen schoolwide collaboration and communication to ensure that the identified SLO are met by all students graduating
from PBHS.
● Strengthen the governance and progress monitoring to include all stakeholders in implementing the action plan and guiding
the work of the school.
NOTE: Source of Funding, SLO, Persons Responsible, and Resources remain the same as the original Action Plan.
Goal #1 – Increasing Student Academic Achievement: Phineas Banning High School will establish and enforce academic rigor across
all content areas to ensure that all students have equitable access to A-G courses, master the CCSS, and are “college and career
ready” when they graduate.
Rationale: In support of our district’s vision of 100% college prepared and career ready, we recognize the importance of supporting
all students in reaching proficiency and 100 percent graduation. In order to do so, it is important to ensure that all students receive a
rigorous College Preparatory curriculum that will help them be successful.
Growth Targets (2014 - 2020):
● AYP(Grade 10) – Increase % Proficient
● CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) by 12%
● High School Graduation and College Eligibility: Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort
Dropout Rate (%) by 12%
● Increase Students on Track for Meeting A-G Requirements (%) by 12%; Increase students Ready for College (EAP) by 12%.
● Attendance – Increase % of students with 96% or higher attendance by 12%
Increase % of staff with 96% or higher attendance by 12%
2016 WASC Mid-Cycle Progress Report
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Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; Local District
(LD) South Instructional Goals
Progress Monitoring Tools: SBAC Test Results, or like assessment
Report Progress: Faculty Meetings
School and District Performance Meter benchmarks
Department and SLC Meetings
UC/CSU A-G completion
Instructional Leadership Team (ILT)
Grade Data
Site Council (SPSA), ESBM
Suspension & Expulsion Data
Coffee With Principal, Boosters, ELAC
Pilot Walks (non-evaluative peer observations) School Board (SPSA)
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
1a) Continue to build teacher capacity in the effective use
of SDAIE & Access Strategies that support student
learning through Professional Learning Communities
(PLC)
- Provide training in the use of the “Critical Friends”
protocols and Data Driven Dialogue through the PLCs
- Implement “Trainer of Trainers” collaborative model
in “Critical Friends” protocols to support content and
academy PLCs
-Identify critical student learning needs; develop,
Continuous use and PD in
“Critical Friends,” Data Driven
Dialogue through the PLCs and
SLCs to support increased
mastery in the utilization of the
three focus strategies
(SDAIE/Access Strategies), the
Reed Modules 1 -4 strategies,
Habits of Mind; Depths of
Knowledge (DOK) and
constructive conversations in
lesson design and delivery.
Ongoing with continual analysis
throughout the schoolyear;
continuous PD (see PD Calendar).
2016 WASC Mid-Cycle Progress Report
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Tasks Progress Since Self-Study Monitoring thru Next Self-Study
implement and assess course, grade level and schoolwide
programs to ensure student academic success.
1b) Continue to implement a PD calendar that provides
time weekly for teachers in content area PLCs, and/or
SLCs, to focus on the implementation of state standards
and the selected SDAIE/Access Strategies that support
student learning
- Add to media library, models of effective use of
Academic Language Development, Advanced Graphic
Organizers, Instructional Conversations through
Cooperative Learning Groups and state standards lessons
-PD topics to include Teacher Growth Development
Cycle, State Standards (to include writing across the
curriculum), teaching on the block/lesson design, and the
sharing of best practices focused on academic rigor and
high expectations
Administrative Classroom
Observations
Increased mastery in the
utilization of the three focus
strategies (SDAIE/Access
Strategies); the Reed Modules
1 -4 strategies, Habits of
Mind; Depths of Knowledge
(DOK) and constructive
conversations in lesson design
and delivery.
Positive teacher reflections on
PD evaluations on
experiences, and
implementation of strategies
Increased use of library
Increased teacher
collaboration
Ongoing with continual
analysis throughout the
schoolyear; continuous PD
(see PD Calendars from 2013-
14, 2014-15, and 2015-16
which is a “living” document
that is monitored and modified
based on the needs of the
school).
In discussion to restore Pilot
Walks
1c) Continue to build teacher capacity in assessment
literacy and formative assessments, in the development of
and implementation of common lessons and assessments
focused on state standards
-Use data to guide PLCs and SLCs in designing and
implementing lessons
PD to increase mastery in the
utilization of the three focus
strategies (SDAIE/Access
Strategies); the Reed Modules
1 -4 strategies, Habits of
Mind; Depths of Knowledge
(DOK) and constructive
conversations in lesson design
Ongoing with continual
analysis throughout the
schoolyear; continuous PD
(see PD Calendars from 2013-
14, 2014-15, and 2015-16
which is a “living” document
that is monitored and modified
based on the needs of the
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Tasks Progress Since Self-Study Monitoring thru Next Self-Study
- Ensure that there is time during the weekly PD for
content and academy PLCs to review schoolwide,
classroom, and individual data to identify problems,
plan, and reexamine data.
- Develop a shared meaning of data and the ability to
access data from various sources
and delivery.
Prior to the suspension of CST
and CAHSEE, teachers
utilized data-driven instruction
to plan lessons that addressed
the standards-based
curriculum.
The mission of the ILT was
evaluated and redefined to
address PD needs to strongly
support teachers and
instruction.
school).
Teachers are familiarizing
themselves with the SBAC and
Interim Assessments with
plans to standardize use of
Interim Assessment data to
drive instruction
Goal #2 Increasing Student Academic Engagement: Phineas Banning High School will foster a strong sense of pride in all students,
and instill and reinforce a sense of ownership and respect for the BHS campus, themselves, and others.
Rationale: We believe in our district’s strategy of ensuring a safe, caring, and nurturing environment for all youth, and recognize
that the more students are engaged in their academic and social-emotional needs the greater their opportunities for success in school
and beyond.
Growth Targets (2014 - 2020):
● AYP(Grade 10) – Increase % Proficiency rates in SBAC results by 10%
● CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMO1) by 10%
● High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease
Cohort Dropout Rate (%) by 12%
● Increase Students on Track for Meeting A-G Requirements (%) by 12%
● Increase % of Students Ready for College (EAP) by 12%
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● Attendance – Increase % of students with 96% or higher attendance by 12%
● Increase % of staff with 96% or higher attendance by 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; Local District
South Instructional Goals
Progress Monitoring Tools: Attendance data, Grade data, Restorative Justice data, SBAC Test Results, or like assessment
Report Progress: Faculty Meetings
School and District Performance Meter benchmarks
Department and SLC Meetings
UC/CSU A-G completion
Instructional Leadership Team (ILT)
School Site Council (SPSA), ESBM
Suspension & Expulsion Data
Coffee With Principal
ELAC, Title 1 Parent meetings
Pilot Walks (non-evaluative peer observations)
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
2a) Ongoing discussion: Assess, and develop as needed,
schoolwide programs that provide greater personalization
to meet individual learning needs of students and increase
student engagement.
- Identify advisory and mentoring programs to provide
support, personalization, communication, and relationships
to all students.
2016 Student Survey using
SurveyMonkey
o 39.22% of the student
body responded as of
1/25/16 (printout of
SurveyMonkey analyzes
will be provided on the
visit)
Ongoing with documentation per
meeting agenda and notes.
Bi-annual Counselor meetings
with students
2016 WASC Mid-Cycle Progress Report
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Tasks Progress Since Self-Study Monitoring thru Next Self-Study
- Offer a summer bridge program for incoming students
- Offer a variety of extra-curricular activities for students
to be involved on campus.
- Establish follow-up A-G counseling for students in
grades 10th – 12th
- Recruit and train selected student mentors from each
SLC over the summer using the “B Crew” model.
- Continue to offer a credit recovery program for all
students.
Increase in students
successfully completing A-G
courses
Increase English Learners
successful completion of all
criteria for Reclassification as
Fluent English Proficient
(RFEP)
Increase mastery in the
utilization of the three focus
strategies (SDAIE/Access
Strategies); the Reed Modules
1 -4 strategies, Habits of
Mind; Depths of Knowledge
(DOK) and constructive
conversations in lesson design
and delivery.
Quality parent involvement
and engagement to support
student achievement
Annual Fall and Spring semester
club sign-ups
2b) Continue to implement practices, programs and
policies that promote social emotional learning and instill a
sense of belonging and pride
- Continue to offer group sessions of “Why Try”, grief
counseling, and young adult group counseling
- Revisit and assess current student contracts (student dress
See 2a above
A part-time PSW offers
support for foster youth
The PSA and PSW, together
with additional interns from
the University of Southern
California meet weekly with
students in crisis to provide
In August, PSW and PSA to make
contact with students needing
services from the previous year
In the fall begin support groups
and ongoing weekly support group
meetings
2016 WASC Mid-Cycle Progress Report
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Tasks Progress Since Self-Study Monitoring thru Next Self-Study
code, parent-student compact, etc.)
- Reassess the progressive discipline policy
- Assess and revise, as necessary, a sequenced and aligned
technical CTE program so that it is available to all
students
- Continue to partner with corporations that offer student
internships and community beautification programs
- Develop both SLC and schoolwide reward and
recognition program for positive behavior and excellent
and improved attendance.
- Continue attendance incentives to increase
attendance(weekly attendance raffles, poster contests,
monthly perfect attendance certificates)
- Awards recognition assemblies for perfect and improved
attendance
- Provide a safe, clean, and orderly environment that
supports and nurtures teaching and learning
additional support
Leadership class provides
diverse activities, ranging
from promoting Class/Grade-
Level activities to school-wide
recognitions and celebrations.
Student versus Faculty events
help promote positive
relationship between students
and faculty.
SST and COST meetings to
assess the behavioral and
emotional needs of some
students
o Referrals to PSA, PSW
and other support
groups, if necessary
Best of Buddies program
connects general education
students with Students with
Disabilities (severe)
Making Connections Program
supports student transition to
the United States
2c) Identify and target students needing interventions, and
credit recovery
- Identify students who are at risk of failing core
courses
Increased teacher access to
data: grades, attendance,
progress toward graduation,
SBAC scores, EL monitoring,
Fall, and ongoing with
documentation of students needing
interventions, interventions
offered, and evaluation of their
2016 WASC Mid-Cycle Progress Report
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Tasks Progress Since Self-Study Monitoring thru Next Self-Study
- Continue to make available additional online courses
- Coordinate services to address the individual needs of
students and families through the Coordination of
Service Team (COST) process
- Utilize the Student Success Team (SST) process to
identify and address the needs of students at risk socially
and emotionally
- Create a systematic intervention program to identify
students early in the schoolyear
- Support, and offer incentives, to students in extra-
curricular activities
-Continue to offer Tier II, Tier III courses, and courses
for credit recovery in the Master Schedule.
- Continue to Identify (and train if needed) teachers for
the Tier II, Tier III, and online courses to ensure
curriculum and instruction addresses the needs of all
struggling students.
-Develop, and revise as necessary, the “Maritime
Scholars” program for enrichment beginning in the
ninth grade.
- Create a student Representative Council with members
from each SLC-Magnet to address student concerns,
and communicate and coordinate student activities
IEPs, behavior
Increased success rates (scores
on common assessments and
final course marks, Interim
Assessments, SBAC scores) in
Algebra I, English 9 and 10.
An increase in teachers
communicating to parents
regarding summative and
formative data of student
progress.
effectiveness.
Maritime Scholars Gifted Program
began the fall of 2014, with
ongoing documentation
2016 WASC Mid-Cycle Progress Report
Page 69
Goal #3 – Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive
Learning Environment:
Phineas Banning High School will design and implement support systems and intervention programs addressing the individual needs
of all students to ensure student personalization and academic success.
Rationale: The results of the WASC Self Study indicate that many students lack motivation and do not see a connection between
learning, school success, and their futures. Currently, the SLC structure at Banning High School does not provide the formal
mechanisms to ensure that every student is consistently supported and mentored by an adult on the campus. SLCs must better-
address the individual needs of students, linking their learning to college and career readiness, personal interests, and mastery of
SBAC and the SLO.
Growth Targets (2014 - 2020):
- AYP(Grade 10 and 11) – Increase % Proficiency in SBAC results by 10%
-CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO 1) by 12%
-High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease Cohort
Dropout Rate (%) by 12%
-Increase Students on Track for Meeting A-G Requirements (%) by 32% 12% 44%
-Increase % of Students Ready for College (EAP) by 12%
-Attendance – Increase % of students with 96% or higher attendance by 12%
-Increase % of staff with 96% or higher attendance by 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; Local District
South Instructional Goals
Progress Monitoring Tools: SBAC Test Results, or like assessment, Grade Data, Suspension & Expulsion Data
Report Progress: Faculty Meetings
School and District Performance Meter benchmarks
Department and SLC Meetings
2016 WASC Mid-Cycle Progress Report
Page 70
UC/CSU A-G completion
Instructional Leadership Team (ILT)
Grade Data
Site Council (SPSA)
ESBM
Title I & ELAC meetings
Pilot Walks (non-evaluative peer observations)
School Board (SPSA)
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
3a) Continue to develop and improve the Small Learning
Communities (SLC) to include the anticipated enrollment
changes in coming years.
· Clearly articulate and incorporate cross-curricular
projects, project-based and worked-based learning, and
ties to industry to support student engagement and
positive school culture
In process of developing and
implementing new Fire
Academy Magnet.
Maritime Scholars program
began 2014-15
New advisory board for
PATHS
Investigating STEAM
program for CAL & PATHS
Some training has begun with
PBL for teachers
Underwater Robotics program
for Maritime Scholars
One teacher is trained in
Project Lead the Way and is
implementing curriculum
Linked Learning training
Ongoing with continual analysis
throughout the schoolyear led by
ILT.
2016 WASC Mid-Cycle Progress Report
Page 71
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
· Provide opportunities within the SLC to develop
strong student leadership, and activities that are an
extension of the theme and focus of the SLC and
Magnet school.
·Strengthen and expand business/community-
based student mentoring programs across all SLCs
Department and SLC
participation in 8th grade
Recruitment Fair
Students participate in
competitions:
o Virtual Enterprise at
Long Beach Trade
Show
o Project Echo at UCLA
o Fast Business Pitch at
Cal State Fullerton
o Underwater Robotics
competition
ITEP Industry coaching
sessions
Internships through Port of
Los Angeles
Linked Learning Summer
Bridge program
Student/Business partner
networking mixers
3b) Provide remediation, credit recovery, and enrichment Edgenuity after school and Fall, with continual analysis
2016 WASC Mid-Cycle Progress Report
Page 72
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
through the SLC to ensure mastery of the state standards
and the SLO.
·Identify student interests, A-G course offerings,
Advanced Placement and honors courses to prioritize
the areas for restructuring of SLCs.
·Prioritize the PD time, to ensure that the SLC staff
meets regularly (twice a month) to complete the
problem-solving cycle
· Strengthen Tier I Instruction, and offer Tier II and
Tier III intervention courses that support student needs.
· Match interventions with the needs of the students,
including resources for AP exam preparation.
·Provide time during the school day for remediation
and intervention, credit recovery, or enrichment
· Monitor interventions and remediation for successful
implementation
· Continue and expand Beyond the Bell after school
programs
Saturday sessions for credit
recovery
CORE Waiver credit recovery
Recuitment Fair
Some AP teachers recruit
students for their classes
Monthly after school SLC
Operations meetings were
scheduled during Fall, 2015.
SLC meetings were added to
the PD calendar
Bell schedule reconfigured to
include 7th period for
intervention.
Credit recovery offered after
school and Saturday
Winter intersession offered
during holiday beak
throughout each schoolyear
Still and area of growth
2016 WASC Mid-Cycle Progress Report
Page 73
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
· Continue to offer dual-enrollment classes through
community colleges
· Expand the opportunity for credit recovery to include
online courses such as Edgenuity
Goal #4 – Create a Culture of Collaboration and Communication among all Stakeholders to Guide the work of the School in
Meeting the Identified the SLO:
Phineas Banning High will collaboratively communicate, develop, and implement a consistent schoolwide positive behavioral and
instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is
supported, monitored and enforced by all stakeholders.
Rationale: As evidenced by the self-study process, teachers continue to need training and opportunities to work collaboratively to
deepen their knowledge and understanding of classroom practices, the use of identified instructional methodologies, and establish a
common language around high expectations, and student consequences.
Growth Targets (2014 - 2020):
- AYP(Grade 10) – Increase % Proficiency rates in SBAC results by 10%
- CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO 1) by 12%
- High School Graduation and College Eligibility –Increase Four-Year-Cohort Graduation (%) by 20%, and Decrease Cohort
Dropout Rate (%) by 12%
-Increase Students on Track for Meeting A-G Requirements (%) by12%
Increase % of Students Ready for College (EAP) by 12%
- Attendance – Increase % of students with 96% or higher attendance by 12%
Increase % of staff with 96% or higher attendance by 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; Local District
2016 WASC Mid-Cycle Progress Report
Page 74
South Instructional Goals
Progress Monitoring Tools: SBAC Test Results, or like assessment Report Progress: Faculty
Meetings
School and District Performance Meter benchmarks
Department and SLC Meetings
UC/CSU A-G completion
Instructional Leadership Team (ILT)
Grade Data
Site Council (SPSA)
Suspension & Expulsion Data
Coffee with Principal, ELAC, Title I meetings
Pilot Walks (non-evaluative peer observations)
School Board (SPSA)
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
4a) Continue to Collaboratively, develop, and implement a
consistent schoolwide positive behavioral and instruction
intervention support system which provides and articulates
appropriate high expectations, consequences, and is
supported, monitored and enforced
- Continue to develop a system and train stakeholders on
how to monitor and enforce positive classroom management
- Continue to provide workshops and newsletters that share
tools to support academic success
- Communicate ways students can access healthy lifestyles
Restorative Justice
implemented; teachers
trained.
Positive Behavioral
Committee formed to replace
Discipline Committee
through ESBM
Positive Behavior Support
plan written to replace
‘progressive discipline plan.
Will be implemented in
Spring, 2016.
Ongoing with documentation per
meeting agendas and notes
Monthly meeting of Positive
Behavior Committee
Ongoing: Principal’s Bits and
Pieces newsletter
Ongoing: Library Media
Teacher newsletters
2016 WASC Mid-Cycle Progress Report
Page 75
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
Librarian newsletter for
teachers and for students
developed by Teacher
Librarian
Breakfast in Classroom
implemented 2015-16
Principal meets with each
grade level each semester to
discuss discipline, SLO,
academics, etc.
Camphel Productions multi-
media presentations to all
students yearly
4b) Continue to collaboratively, develop a clear vision,
mission and measurable action plan to guide the work of the
school.
· Develop a PD calendar that provides time weekly
for teachers to meet in content area PLCs and/or SLCs
· Focus the PD calendar topics on the
implementation and monitoring of the schoolwide action
plan
Examined SLO, mission, and
vision as part of WASC
process.
Rewrote SLO
ILT refocused and developed
plan clarifying its role
Reconfigured ILT examined
and updated PD calendar
August, and ongoing with
documentation per meeting
agendas and notes
Ongoing evaluation
4c) Continue to increase parent participation in activities that
support student academic achievement
- Develop a system of communication to increase parent
participation in advisory committee meetings, Back-to-
School Night/Open House and PLBAO conferences
Continue to increase
participation in Back-to-
school Night/Open
House/PLBAO
Coffee with the Principal and
ELAC monthly meetings
Engrade communication
Ongoing, periodic evaluation of
participation data
2016 WASC Mid-Cycle Progress Report
Page 76
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
- Continue to inform parents of volunteer opportunities
- Create a system for receiving feedback from all
stakeholders
- Establish a system in which the modes of communication
are two-way between and within stakeholder groups.
- Facilitate parent registration for the new LAUSD Parent
Portal access through email
Remind 101
ConnectEd
Some social media by parents
and teachers
Flyers and paper
communication, marquee,
website
Some parent email from
website
Recruitment Fair
Evaluation and comment
forms
Parent Center
100% Title I Participation;
89.6% qualified
School Experience Survey
Making Connections EL
program
WASC parent survey
4d) Foster the development of a collegial school culture that
is collaborative in nature and focused on problem solving.
· Strengthen PLCs, and continue to provide support
and build capacity among teacher leaders
· Continue with teacher led and developed PD on
trainings
· Augment staff recognition: attendance, teacher
appreciation, kudos, etc.
· Strengthen schoolwide programs to provide greater
Reed PDs
PLC professional
developments
ILT-led professional
development sessions
ESBM and SSC
Faculty Holiday party
Teacher attendance
recognition at faculty
Ongoing with continual analysis
throughout each schoolyear
2016 WASC Mid-Cycle Progress Report
Page 77
Tasks Progress Since Self-Study Monitoring thru Next Self-Study
personalization for all stakeholders meetings
Recognition of achievements
at faculty meetings
4e) Strengthen governance and progress monitoring,
including all stakeholders
· Continue to develop the committees under ESBM in
ensuring representations from all stakeholder groups
· Establish a system of communication, including
ConnectEd, outdoor Marquee notices, the school website,
parent letters, emails, and individual contact
· Publish meeting dates, agendas and minutes
Monthly ESBM and SSC
meetings
Monthly Scheduling and
Positive Behavior Committee
meetings
Monthly department and SLC
operations meetings began
Fall, 2015
Agendas are posted online
and in Main Office
Continued use of ConnectEd,
marquee, social media, and
Ongoing with continual analysis
throughout each schoolyear
2016 WASC Mid-Cycle Progress Report
Glossary of Terms
AB216 California Assembly Bill 216
AB540 California Assembly Bill 540
ACT American College Testing
AMAO Annual Measurable Achievement Objective
AMAO 1 Making annual progress in learning English
AMAO 2 Attaining English proficient level on the CELDT
AMAO 3 Meeting AYP requirements for the EL student group
AP Advanced Placement
API Academic Performance Index
AYP Adequate Yearly Progress
BEAL Building Educator Assessment Literacy
BIC Breakfast in the Classroom
CAHSEE California High School Exit Exam
CAL Communications, Arts, Leadership
CBEDS California Basic Educational Data System
CCSS Common Core State Standards
CDE California Department of Education
CELDT California English Language Development Test
CIP College Incentive Program Magnet
CoP Communities of Practice
CORE California Office to Reform Education
COST Coordination of Services Team
CRT Class Reduction Teachers
CSR Class Size Reduction
CST California Standardized Tests
CSU California State University
CTE Career Technical Education
CWP Coffee with the Principal
DCFS Department of Children and Family Services
DOK Depth of Knowledge
DOTS District Office of Transition Services
EAP Early Assessment Program
E-Cast LAUSD's Electronic School Enrollment Forecast Process
Edgenuity An online credit recovery program
EL English Learner
ELA English Language Arts
ELAC English Learner Advisory Committee
ELD English Language Development Program
2016 WASC Mid-Cycle Progress Report
ELD 1-2 Structured English Immersion Program
ELD 3-4 Mainstream Education Program
EO English Only
ESBM Expanded School Based Management
ESEA Elementary and Secondary Education Act
FitnessGram California Physical Fitness Report
FPM Federal Program Monitoring
GESA Global Environmental Science Academy
GSS Global Safety & Security
HOM Habits of Mind
IEP Individualized Education Program
ILT Instructional Leadership Team
ISIC Intensive Support and Innovation Center
ISIC Intensive Support and Innovation Center
ITA International Trade Academy
ITEP International Trade Education Programs
LAFD Los Angeles Fire Department
LAP Language in Action Program
LAUSD Los Angeles Unified School District
LD Local District South
LEP Limited English Proficient
LTEL Long-Term English Learner
MATCH Maritime Agriculture, Tourism, Cuisine, Hospitality
MiSiS My Integrated Student Information System
MMED Multicultural and Multilingual Education Department
MyData LAUSD's Data Collection System
NCLB No Child Left Behind
NCTE National Council of Teachers of English
NGSS New Generation Science Standards
PATHS Pilot Academy of Technology and Health Science
PBHS Phineas Banning High School
PBL Project-Based Learning
PD Professional Development
PLC Professional Learning Community
PORT Port of Los Angeles Academies at PBHS
PSA Pupil Services and Attendance Counselor
PSAT Preliminary Scholastic Aptitude Test
PSC Public School Choice 4.0
PSW Psychiatric Social Worker
QEIA Quality Education Investment Act
REED Reed Investment Schools Agreement
2016 WASC Mid-Cycle Progress Report
RFEP Reclassified Fluent English Proficient
RJTA Restorative Justice Teacher Adviser
SAT Scholastic Aptitude Test
SBAC Smarter Balanced Assessment Consortium
SDAIE Specially Designed Academic Instruction in English
SEI Structured English Immersion
SIS Student Information System
SLC Small Learning Community
SLO Schoolwide Learner Outcomes
SPSA Single Plan for Student Achievement
SRI Scholastic Reading Inventory
SSC School Site Council
SST Student Success Teams
STEM Science, Technology, Engineering and Math
SWD Students with Disabilities
The Portlight School/Student Newspaper
Title I Free & Reduced Lunch Program
TL Teacher Librarian
TOMS Test Operations Management System
TSP Targeted Student Population
UC University of California
UCI University of California at Irvine
UCLA University of California at Los Angeles
WASC Western Association of Schools and Colleges
YCC Youth Career Connect
ZOC Zone of Choice
2016 WASC Mid-Cycle Progress Report
2015-16 Bell Schedules
SPRING 2016 *Breakfast in the Classroom
PD Monday Regular Day
Start End Period Min Start End Period Min
8:00 8:51 1 *51 8:00 9:53 1 / 4 *113
8:57 9:31 2 34 9:53 10:08 Pilot Break 15
9:37 10:11 3 34 10:14 11:50 2 / 5 96
10:17 10:51 4 34 11:50 12:20 Lunch 30
10:57 11:31 5 34 12:26 2:02 3 / 6 96
11:31 12:01 Lunch 30 2:08 3:02 7 54
12:07 12:41 6 34 In-Class Minutes 359
12:47 1:17 7 30 Passing Minutes 18
In-Class Minutes 251 Total Instructional Minutes 377
Passing Minutes 36
Total Instructional Minutes 287
FALL 2015 PD Mondays Regular Day
Start End Period Min Start End Period Min
7:40 7:50 Grab-n-Go 10 7:40 7:50 Grab-n-Go 10
8:00 8:35 1 35 8:00 8:06 1/4 – Announcements 6
8:41 9:15 2 34 8:06 9:46 1 / 4 100
9:21 9:55 3 34 9:46 10:01 Pilot Break 15
10:01 10:35 4 34 10:07 11:47 2 / 5 100
10:35 11:05 Lunch 30 11:47 12:17 Lunch 30
11:11 11:17 5-Rule of the Week 6 12:23 2:03 3 / 6 100
11:17 11:51 5 34 2:09 3:02 7 53
11:57 12:31 6 34 In-Class Minutes 359
12:37 1:17 7 40 Passing Minutes 18
In-Class Minutes 251 Total Instructional Minutes 377
Passing Minutes 36
Total Instructional Minutes 287
Phineas Banning High School “Focus On Learning”
Professional Development Calendar 2013 – 2014
1:17 – 2:47PM
Date Meeting Group Topic/Task
01-08-13 Schoolwide Home Groups
Meet School-wide for an overview of the WASC Self-Study Process
Breakout to Home Groups (by SLC) to review on the last self-study (2008) and revisit (2011) Areas of Strength and Critical Areas for Follow
02-05-13 Home Groups Review and Revise Vision and Mission statements
Fill out Faculty Focus Group Preference Sheets
09-17-13 Home Groups Home Group identified as English, Math, Social Science, Science and Electives 1&2
09-24-13 Focus Groups Using the Critical Friends Group (CFG) protocols, teachers will be lead and trained in the use of the ATLAS Protocol for looking at student work.
The facilitators will be teachers who were trained during the summer CFG PDs.
10-15-13 Focus Groups Begin writing assignments in small groups.
Each small group is to select a “typist” who will compile the small group’s thoughts and comments
Each small group is expected to write two paragraphs responding to each prompt in their section
The typist from each small group will then electronically forward their collaborative work to the Focus Group Chairperson
The Focus Group Chairperson will then compile (cut-and-paste) all the paragraphs to be copied for the following week’s PD
11-12-13 Focus Groups Focus Groups will review the October 15, 2013 notes and collaborate to begin writing responses to WASC prompts
11-19-13 Home Groups Using Think-Pair-Share, Focus Groups will begin responding to the Examination of Student Work prompts
Each Focus Group will generate a list of teachers who will volunteer to bring sample student work responsive to the Examination of Student Work prompts to be examined during the 12-03-13 PD
All teachers will bring at least one student work to be reviewed on 12-3-13
12-10-13 Focus Groups Each Focus Group will be divided into small writing groups
Each small writing group will identity a facilitator
Small writing groups within the Focus Groups will read, review, and write the first draft of their assigned writing prompts
Each small group will develop four (4) strengths and four (4) weaknesses with supporting evidences
Phineas Banning High School “Focus On Learning”
Professional Development Calendar 2013 – 2014
1:17 – 2:47PM
Date Meeting Group Topic/Task
Small group facilitators will electronic submit to the Focus Group Leads their narratives and evidences to their assigned writing prompts
Focus Group Lead and Support Writer will synthesize all small group submissions and electronically submit draft to Alan Seigel ([email protected]) by 3:00 pm on Friday, December 13
12-20-13 Focus Groups Using Critical Friends Atlas Protocol, Focus Groups will read, review, and revise the first draft of their assigned writing prompts
Focus Groups will synthesize the small groups’ strengths and weaknesses with supporting evidences and compile Focus Group list of 4 strengths and 4 weaknesses
Leader and Support Writer will synthesize and electronically submit revised draft to Alan Seigel ([email protected]) by 3:00 pm on Friday, November 15
01-14-14 Full Staff Experts in the area of Common Core State Standards (CCSS) will lead an overall CCSS training for the entire faculty.
The faculty will have a better understanding of the CCSS, the instructional implications, and school-wide expectations.
01-21-14 Department Using Critical Friends Protocols, teachers will meet by department to continue the CCSS training from the previous week. Department chairpersons will lead the PD and facilitate/apply the learning to their perspective departments.
Guiding questions: o What does the CCSS look like in our department?
Curriculum and Instruction Lessons and lesson planning
o How will we adapt our teaching and lessons?
01-28-14 Department
(Continue from previous PD)
Using Critical Friends Protocols, teachers will meet by department to continue the CCSS training from the previous week. Department chairpersons will lead the PD and facilitate/apply the learning to their perspective departments.
Guiding questions: o What does a Common Core Lesson look like on a block
schedule? Core departments and non-core departments
o How will I adapt my lesson planning to fit a block schedule?
Phineas Banning High School “Focus On Learning”
Professional Development Calendar 2013 – 2014
1:17 – 2:47PM
Date Meeting Group Topic/Task
02-11-14 Professional Learning Community (PLC)
Using Critical Friends Protocols, teachers will meet in their PLCs to continue applying the CCSS training from the previous weeks. In PLCs, teachers will adapt the learning to their content areas.
Guiding questions: o What does a Common Core Lesson look like on a block
schedule? Content areas
o How will I adapt my lesson planning to fit a block schedule?
02-18-14 PLC (Continue from previous PD)
Using Critical Friends Protocols, teachers will meet in their PLCs to continue applying the CCSS training from the previous weeks. In PLCs, teachers will adapt the learning to their content areas.
Guiding questions: o What does a Common Core Lesson look like on a block
schedule? Content areas
How will I adapt my lesson planning to fit a block schedule?
02-25-14 WASC In preparation for the WASC visit (March 2nd – 5th), there will be a Review & Preview for the entire staff and faculty. The final version of Banning’s Self-Study will be shared as well as the school-wide expectations.
03-11-14 CAHSEE The faculty will receive a comprehensive training in preparation for the administration of the CAHSEE.
04-01-14 Department Using Critical Friends Protocols, teachers will meet by department to model CCSS lessons that were created during previous PDs. Department chairpersons will facilitate the PD.
o On the block-Modeling
Per X per –CST Training CCSS
2014-15 PD Calendar
1st Semester
DATE
SCHEDULE PD FORMAT (School, SLC, Dept.)
PD TOPIC
8/12/14
CAHSEE Tuesday N/A
N/A
8/19/14
PD Tuesday School District
Moving from Why to How Intro to PLC model
8/26/14
PD Tuesday Dept. Working as a PLC
9/2/14
Red N/A District
N/A
9/9/14
PD Tuesday School ELD Session #1 & CELDT Awareness
9/16/14
PD Tuesday Dept. District
Dept. Action Plans & PLC Work
9/23/14
Black N/A N/A
9/30/14
PD Tuesday School District
Breakfast in the Classroom
10/7/14
CAHSEE Tuesday N/A N/A
10/14/14
PD Tuesday SLC District
Introduction of new staff, Mission and Vision, Planning for the year
10/21/14
PD Tuesday School ELD Session #2/ Working with Parents PD
10/28/14
PD Tuesday Dept. District
Continue with PLC work Interim Assessments Review and Plan
11/4/14
CAHSEE Tuesday N/A N/A
11/11/14
NO SCHOOL N/A N/A
11/18/14
PD Tuesday SLC District
Reviewing the SPSA
11/25/14
NO SCHOOL N/A N/A
12/2/14
PD Tuesday Dept. Interim Assessments – Discuss Data Review Interim assessment for Spring
12/9/14
Special PD (Black) Dept. District
12/16/14
Final Exams N/A N/A
12/17/14 PD SLC Recruitment Planning
12/18/14 PD District Chemical Safety/Blood-born Pathogens
12/19/14 PD SLC Planning for 2nd Semester
Approved by: Mr. Mendoza and Mr. Siegel
2014-15 PD Calendar
2nd Semester
DATE*
SCHEDULE PD FORMAT (School, SLC, Dept.)
PD TOPIC
1/12/15
All Periods PD Monday
School Technology in the Classroom Mr. J. Mendoza
1/19/15
Holiday No PD
4-day Week
1/26/15
All Periods PD Monday
Dept. PLC Planning cycle Using Critical Friends Protocols
2/2/15
All Periods PD Monday
School
Questioning ISIC
2/9/15
All Periods PD Monday
SLC SLC PD
2/16/15
Holiday No PD
4-day Week
2/23/15
All Periods PD Monday
Dept.
3/2/15
All Periods PD Monday
School ELD- Session #3 and 4
3/9/15
All Periods PD Monday
School CAHSEE Training
3/16/15
All Periods CAHSEE Tuesday
SLC
CAHSEE Census
3/23/15
All Periods PD Monday
Dept. PLC Planning cycle Using Critical Friends Protocols
3/30/15
Spring Break NO SCHOOL
N/A
N/A
4/6/15
Holiday
No PD 4-day Week
4/13/15
All Periods PD Monday
School Restorative Justice REED Module 3
4/20/15
All Periods
No PD N/A
4/27/15
All Periods No PD N/A
5/4/15
All Periods No PD N/A
5/11/15 All Periods No PD
CAHSEE Make-up
5/18/15
All Periods No PD N/A
5/25/15
All Periods No PD 4-day Week
6/1/15
Finals No PD N/A
New Monday PD Dates approved by ESBM 12/8/14 Revised 4/9/15
Approved by: Mr. Mendoza and Mr. Siegel
Updated: 10/01/15 ILT Meeting
Phineas Banning High School 2015-16 PD Calendar
1st
Semester
DATE SCHEDULE PD FORMAT
(School, SLC, Dept.) PD TOPIC/COMMENTS
8/17/15
Pupil Free
No PD Monday
8/17/15 Monday – Pupil Free Day 8/18/15 Tuesday – First Day of Instruction
8/24/15
PD Monday Department WASC Interim Assessments and Dept. Plans
8/31/15
Red No PD Monday
9/4/15 Friday – Admissions Day - Holiday
9/7/15
HOLIDAY No School
No PD Monday
9/7/15 Monday – Labor Day Holiday
9/14/15
REED School
9/14/15 Monday – Unassigned Day REED PD – Habits of Mind Session #1
9/21/15
Red No PD Monday
9/23/15 Wednesday – Unassigned Day
9/23/15 REED PD School 9/23/15 Wednesday – Unassigned Day Habits of Mind Session #2
9/28/15
PD Monday Department-School WASC -
10/5/15
PD Monday SLC WASC PORT – Linked Learning
10/12/15
Red No PD Monday
Special Calendar for the week due to PSAT schedule Wednesday (10/14)
10/19/15
PD Monday School ELD Session #1/WASC
10/26/15
PD Monday Department
11/2/15
PD Monday SLC
11/7/15 REED PD School Habits of Mind Session #3
11/9/15
Red No PD Monday
11/11/15 Wednesday – Veterans’ Day Holiday
11/16/15
PD Monday School ELD Session #2
Updated: 10/01/15 ILT Meeting
DATE SCHEDULE PD FORMAT
(School, SLC, Dept.) PD TOPIC/COMMENTS
11/23/15
NO SCHOOL No PD Monday
11/23-11/27 - Thanksgiving Week
11/30/15
PD Monday Department
12/7/15
PD Monday SLC
12/14/15
Finals No PD Monday
Special Calendar for Finals
KEY: Department SLC School REED No Professional Development
ADDITIONAL PD DATES: ILT Meetings – Every Thursday at 3:15 – 4:15 PM
Chemical Safety and Blood borne Pathogens Training
9/14, 9/23 and 11/7 Reed Investment (8am – 3pm)
Phineas Banning High School 2015-16 PD Calendar
November – spring 2015
DATE SCHEDULE PD FORMAT
(School, SLC, Dept.) PD TOPIC/COMMENTS
11/16/15 PD Monday
Schoolwide (WH) Stage: Plan
Begin Cycle 1 1. Overview of PD Cycle 2. Performance Task Overview 3. Claims and Targets Overview
11/30/15 PD Monday Schoolwide (WH) Stage: Plan
Cycle 1 1. Claims and Targets review 2. Criteria for a good performance task 3. Overview of Argumentation
12/7/15 PD Monday Department (various classrooms)
Stage: Plan
Cycle 1 1. DOK 2. Considerations for Task Planning 3. TDQ
1/11/16 All Periods No PD Monday First Day of Second Semester
1/18/16 HOLIDAY No School
No PD Monday 1/18/16 MLK HOLIDAY
1/11/16 Schoolwide (WH)
1. WASC
1/25/16
PD Monday
Stage: Plan and Act Cycle 1 1. Review our professional development
focus 2. Depth of Knowledge in Performance
Tasks, Part 2 3. Practice Raising the Rigor in a
Performance Task
2/1/16
PD Monday Stage: Plan and Act Cycle 1
1. Study an argumentative task/study/lesson aligned to CSS or NGSS
2. Begin to plan a common argumentative lesson in subject/grade-level cohorts
2/8/16 PD Monday Stage: Plan and Act Cycle 1 1. Task Planning time 2. Differentiation and support for ELs
and SWDs
2/15/16 HOLIDAY No School No PD Monday 2/15/16 Presidents’ Day
2/22/16 PD Monday Stage: Assess/Reflect and
Adjust
Cycle 1 1. Task Planning time 2. ATLAS Protocol on developed
performance task
DATE SCHEDULE PD FORMAT
(School, SLC, Dept.) PD TOPIC/COMMENTS
3/2/16 PD Friday Due to WASC Visit
Stage: Reflect and Adjust; Set Goals
Close Cycle 1 and Next Steps for Cycle 2 1. ATLAS Protocol on student Samples 2. Considerations for Task Planning
3/7/16 PD Monday Schoolwide (WH) Stage: Plan
Begin Cycle 2 1. Considerations for Task Planning
3/14/16 PD Monday Schoolwide (WH) Stage: Plan
Cycle 2 1. TDQ 2. Task Planning time
3/21/16 SPRING BREAK
3/28/16 UNASSIGNED DAY No School
No PD Monday 3/18/16 UNASSIGNED DAY
4/4/16 PD Monday Stage: Plan and Act Cycle 2
1. Study an argumentative task/study/lesson aligned to CSS or NGSS
2. Begin to plan a common lesson in subject/grade-level cohorts
4/11/16 PD Monday Stage: Assess/Reflect and
Adjust
Cycle 2 1. Task Planning time
4/18/16 PD Monday Stage: Assess Cycle 2 1. Task Planning time
4/25/16 PD Monday Stage: Assess/Reflect and
Adjust
Cycle 2 1. ATLAS Protocol on developed
performance task
5/2/16 PD Monday Stage: Reflect and Adjust; Set Goals
Cycle 2 1. ATLAS Protocol on student Samples 2. Next Steps for 2016-17
5/9/16 PD Monday By PLC (Various Locations)
Stage: Plan
Next Steps for 2016-2017
5/16/16 PD Monday By PLC (Various Locations)
Stage: Plan
Next Steps for 2016-2017TBA by ILT
5/23/16 PD Monday By PLC (Various Locations)
Stage: Plan
Next Steps for 2016-2017 TBA by ILT
5/30/16 HOLIDAY No School
No PD Monday 5/30/16 Memorial Day
6/6/16 Finals’ Week No PD Monday 6/6/16 RED Finals
KEY: Department SLC School REED No Professional Development
ADDITIONAL PD DATES: ILT Meetings – Every Thursday at 3:15 – 4:15 PM in Room 118
Chemical Safety and Blood borne Pathogens Training
i
Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020
Phineas Banning High School is committed to improving student achievement and preparing all students to be college and career ready while providing a nurturing environment for student social-emotional development. Phineas Banning High has re-developed the WASC Schoolwide Action Plan to reflect the current Critical Areas of Need as mentioned in the Self-Study Visiting Committee Report. This plan is in alignment with the recommendations of the WASC Visiting Committee, the Banning Schoolwide Public School Choice 4.0 (PSC) Implementation and Monitoring Plan, and the Single Plan for Student Achievement (SPSA).
Goal #1 – IncreaseStudentAcademic Achievement:
Build teacher capacity in the effective use of access strategies that support student learning through Professional Learning Communities (PLC)
Build teacher capacity in assessment literacy and formative assessment, especially in the development of lessons focused on the Common Core State Standards (CCSS) – Use ofdata, including writing in CAHSEE, EAP, Periodic Assessments, and student samples
Goal #2 – IncreaseStudent Engagement:
Increase student academic and school engagement.
Foster a strong sense of school pride in all students, including respect for self and others. .
Goal #3– Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive Learning Environment:
Strengthen and reorganize, as needed, the SLCs to ensure that the school is responsive to the individual needs of all students.
Provide remediation, credit recovery, and enrichment through the SLC structure.
Goal #4 – Create a culture of collaboration and communication among all stakeholders to guide the work of the school in meeting the identified SLOs:
Strengthen schoolwide collaboration and communication to ensure that the identified SLOs are met by all students graduating from Phineas Banning High.
Strengthen the governance and progress monitoring to include all stakeholders in implementing the action plan and guiding the work of the school.
ii
Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020
Goal #1 – IncreasingStudentAcademic Achievement: Phineas Banning High School will establish and enforce academic rigor across all content areas to ensure that all students have equitable access to A-G courses, master the CCSS, and are “college and career ready” when they graduate. Rationale:In support of our district’s vision of 100% college prepared and career ready, we recognize the importance of supporting all students in reachingproficiency and 100 percent graduation. In order to do so, it is important to ensure that all students receive a rigorous College Preparatory curriculum that will help them be successful. Growth Targets (2014 - 2020):
AYP(Grade 10) – Increase % Proficient on CAHSEE ELA 21.18%, and CAHSEE Mathematics 17.71%
CAHSEE – Increase % of 10th graders passing CAHSEE ELA and/or Mathematics by 12%
CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) 12%
High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort Dropout Rate (%) 12% Increase Students on Track for Meeting A-G Requirements (%) 32% 12% 44% Increase % of Students Ready for College (EAP) 12%
Attendance – Increase % of students with 96% or higher attendance 12% Increase % of staff with 96% or higher attendance 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC
Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement
Student Learner Outcomes (SLOs): Phineas Banning High School graduates will be: Prepared for post-secondary opportunities
Invested in their education & Inspired to succeed
Life-long Learners
Optimistic and Oriented towards their goals
Technologically Proficient
Socially Responsible Community Members
iii
Task Person(s) Responsible:
Timeline: Resources: Monitoring & Reporting
1a) Continue to build teacher capacity in the effective use of SDAIE & Access Strategies that support student learning through Professional Learning Communities (PLC)
Provide training in the use of the “Critical Friends” protocols and Data Driven Dialogue through the PLCs
Implement “Trainer of Trainers” collaborative model in “Critical Friends” protocols to support content and academy PLCs
Identify critical student learning needs; develop, implement and assess course, grade level and schoolwide programs to ensure student academic success.
Administration ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team LASDI Consultant Problem Solving/Data Coach Title I Coordinator Title III Coach TSP Advisor
Ongoing with continual analysis throughout the school year
Collaboration
Common Core State Standards
Common Lessons and Assessments
Critical Friends Protocols
Department and SLC meetings
ELD/LTEL Instructional Strategies
LAUSD EL Master Plan
Media Library
Pilot Walks
School Investment Stabilization and Enhancement Program
Teacher Reflective Journals
PD Calendar
Websites for classroom content
School Report Card
School Data Summary Page
10 and 15 week Mark Analysis
Performance Meter
Pilot Walks – non-evaluative peer observations
Administrative Classroom Observations
Increased mastery in the utilization of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.
Positive teacher reflections on PD evaluations on experiences, and implementation of strategies
1b) Continue to implement a PD calendar that provides time weekly for teachers in content area PLCs, and/or SLCs, to focus on the implementation of CCSS and the selected SDAIE/Access Strategies that support student learning
Add to media library, models of effective use of Academic Language Development, Advanced Graphic Organizers, Instructional Conversations through Cooperative Learning Groups and CCSS lessons
Administration ESBM ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team Library Media Teacher Teachers Title I Coordinator Title III Coach TSP Advisor LASDI Consultant
Ongoing with documentation per meeting agenda and notes. Development of PD calendar every spring semester prior to the school year of implementation, and revisited throughout the school year. PD calendar ratified by ESBM every spring semester. Begin weekly PDs in August, 2014, and ongoing.
Collaboration
Common Core State Standards
Common Lessons and Assessments
Critical Friends Protocols
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
LAUSD EL Master Plan
Media Library
Pilot Walks
Pilot Walks – non-evaluative peer observations
Administrative Classroom Observations
Increased mastery in the utilization of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.
Positive teacher reflections on PD evaluations on experiences, and implementation of strategies
Increased use of media
iv
PD topics to include Teacher Growth Development Cycle, Common Core State Standards (to include writing across the curriculum), teaching on the block/lesson design, and the sharing of best practices focused on academic rigor and high expectations
Professional Development is documented in SPSA annually.
School Investment Stabilization and Enhancement Program
TGDC
Teacher Reflective Journals
PD Calendar
Websites for classroom content
library
Increased teacher collaboration
1c) Continue to build teacher capacity in assessment literacy and formative assessments, in the development of and implementation of common lessons and assessments focused on the CCSS –
Use data to guide PLCs and SLCs in designing and implementing CCSS lessons
Ensure that there is time during the weekly PD for content and academy PLCs to review schoolwide, classroom, and individual data to identify problems, plan, and reexamine data.
Develop a shared meaning of data and the ability to access data from various sources
Administration ESBM ESC: ISIC Director ESC: ISIC Coordinators Instructional Leadership Team Library Media Teacher Teachers Title I Coordinator Title III Coach TSP Advisor LASDI Consultant
Ongoing with documentation per meeting agenda and notes.
CAHSEE Diagnostic
CELDT/CAHSEE Scores
Collaboration
Common Core State Standards
Common Lessons
Common Formative and Summative Assessments
CUM and IEP Files
Critical Friends Protocols
Data Analysis
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
Engrade
ISIS School-Max
Media Library
Pilot Walks
TGDC
PD Calendar
PD and Conference Attendance
WELIGENT
Websites and Internet
LAUSD Report Card
LAUSD Data Summary Page
10 and 15 week Mark Analysis
LAUSD Performance Framework
Pilot Walks – non-evaluative peer observations
Administrative Classroom Observations
Increased mastery in the utilization of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.
Positive teacher reflections (PD evaluations) on the building of capacity, the collaborative experience, and implementing strategies to support student learning
v
Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020
Goal #2 Increasing Student Academic Engagement:Phineas Banning High School will foster a strong sense of pride in all students, and instill and reinforce a sense of ownership and respect for the BHS campus,themselves, and others. Rationale:We believe in our districts strategy of ensuring a safe, caring, and nurturing environment for all youth, and recognize that the more students are engaged in their academic and social-emotional needs the greater their opportunities for success in school and beyond. Growth Targets (2014 - 2020):
AYP(Grade 10) – Increase % Proficient on CAHSEE ELA 21.18%, and CAHSEE Mathematics 17.71%
CAHSEE – Increase % of 10th graders passing CAHSEE ELA and/or Mathematics by 12%
CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) 12%
High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort Dropout Rate (%) 12% Increase Students on Track for Meeting A-G Requirements (%) 32% 12% 44% Increase % of Students Ready for College (EAP) 12%
Attendance – Increase % of students with 96% or higher attendance 12% Increase % of staff with 96% or higher attendance 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC
Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement
Student Learner Outcomes:Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members
vi
Task Person(s) Responsible:
Timeline: Resources: Monitoring and Reporting
2a) Assess, and develop as needed, schoolwide programs that provide greater personalization to meet individual learning needs of students and increase student engagement.
Identify advisory and mentoring programs to provide support, personalization, communication, and relationships to all students.
Offer a summer bridge program for incoming students
Offer a variety of extra-curricular activities for students to be involved on campus.
Establish follow-up A-G counseling for students in grades 10th – 12th
Recruit and train selected student mentors from each SLC over the summer using the “B Crew” model.
Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parents Peer Counselors PSA and PSW School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor
Ongoing with documentation per meeting agenda and notes. Annual Fall and Spring semester club sign-ups
Attendance Records
CAHSEE Diagnostic
CELDT/CAHSEE Scores
Collaboration
Common Core State Standards
Common Lessons
Common Formative and Summative Assessments
CUM and IEP Files
Data Analysis
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
Engrade
ISIS School-Max
Media Library
Pilot Walks
Progressive Discipline Plan
Student Clubs and organizations
Student Leadership
Suspensions and Discipline Records
Websites and Internet
Increase in students successfully completing A-G courses
Increase English Learners successful completion of all criteria for Reclassification as Fluent English Proficient (RFEP)
Increase mastery in the use of the three focus strategies (SDAIE/Access Strategies) in lesson design and delivery.
Quality parent involvement and engagement to support student achievement
2b) Continue to implement practices, programs and policies that promote social emotional learning and instill a sense of belonging and pride.
Reinstate the AVID program at BHS
Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals
August, 2014 PSW and PSA to make contact with students needing services from the previous year Fall, 2014 begin to plan for AVID elective; Spring, 2015 recruit students for the AVID
Attendance Records
AVID Curriculum
Collaboration
Common Core State Standards
Common Lessons
Common Formative and
LAUSD Report Card
LAUSD Data Summary Page
10 and 15 week Mark Analysis
LAUSD Performance Framework
Pilot Walks – non-evaluative peer observations
vii
Continue to offer group sessions of “WHY Try”, grief counseling, and young adult group counseling
Revisit and assess current student contracts (student dress code, parent-student compact, etc.)
Reassess the progressive discipline policy
Assess and revise, as necessary, a sequenced and aligned technical CTE program so that it is available to all students
Research and make available additional online courses
Develop both SLC and school-wide reward and recognition program for positive behavior and excellent/improved attendance.
Implementing monthly campus beautification activities culminating in a spring Summerfest
Continue attendance
incentives to increase
attendance(weekly
attendance raffles, poster
contests, monthly perfect
attendance certificates) Awards recognition
assemblies for perfect and
improved attendance Provide a safe, clean, and
orderly environment that
Parents Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title One Coordinator Title III Coach TSP Advisor
elective course; Summer 2015 send a team of teachers to the AVID Institute AVID elective courses will continue to grow Fall, 2014 begin support groups and ongoing
Summative Assessments
CUM and IEP Files
Data Analysis
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
Engrade
Faculty Meetings
ISIS School-Max
Media Library
Pilot Walks
Progressive Discipline Plan
Student Clubs and organizations
Suspensions and Discipline Records
Websites and Internet
Administrative Classroom Observations
Student survey responses
Student leadership meetings
viii
supports and nurtures
teaching and learning 2c) Identify and target students needing interventions, and credit recovery
Identify students who are at risk of failing core courses
Coordinate services to
address the individual
needs of students and
families through the
Coordination of Service
Team (COST) process Utilize the Student Success
Team (SST) process to
identify and address the
needs of students at risk
socially and emotionally Create a systematic
intervention program to identify students early in the school year
Support,and offer incentives, to students in extra-curricular activities
Continue to offer Tier II, Tier III courses, and courses for credit recovery in the Master Schedule.
Identify (and train if needed) teachers for the Tier II, Tier III, and online courses to ensure curriculum and instruction addresses the needs of all struggling students
Develop, and revise as necessary, the “Maritime
Academic Counselors Administration Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Parents Para-professionals PSA and PSW School Psychologist SLC Lead Teachers Teachers Title I Coordinator Title III Coach TSP Advisor
Fall, and ongoing with documentation of students needing interventions, interventions offered, and evaluation of their effectiveness. Maritime Scholars to begin the fall of 2014, with ongoing documentation
Attendance Records
CAHSEE Diagnostic
CELDT/CAHSEE Scores
Collaboration
Common Core State Standards
Common Formative and Summative Assessments
COST and SST
CUM and IEP Files
Data Analysis
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
Engrade
ISIS School-Max
LAT
Media Library
Pilot Walks
TGDC
PD Calendar
PD and Conference Attendance
Websites and Internet
WELIGENT
Increased teacher access to data: grades, attendance, progress toward graduation, CCSS scores, CAHSEE scores, EL monitoring, IEPs, behavior
Increased success rates (scores on common assessments and final course marks, Periodic Assessments, CCSS scores, CAHSEE proficiency rate) in Algebra I, English 9 and 10.
An increase in teachers communicating to parents regarding summative and formative data of student progress.
ix
Scholars” program for enrichment beginning in the ninth grade.
Create a student Representative Council with members from each SLC-Magnet to address student concerns, and communicate and coordinate student activities
x
Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020
Goal #3 – Strengthen Current Structures (Small Learning Communities) in Order to Provide a Highly Personalized and Supportive Learning Environment: Phineas Banning High School will design and implement support systems and intervention programs addressing the individual needs of all students to ensure student personalization and academic success. Rationale:The results of the WASC Self Study indicate that many students lack motivation and do not see a connection between learning, school success, and their futures. Currently, the SLC structure at Banning High School does not provide the formal mechanisms to ensure that every student is consistently supported and mentored by an adult on the campus. SLCs must better-address the individual needs of students, linking their learning to college and career readiness, personal interests, and mastery of the CCSS and SLOs. Growth Targets (2014 - 2020):
AYP(Grade 10) – Increase % Proficient on CAHSEE ELA 21.18%, and CAHSEE Mathematics 17.71%
CAHSEE – Increase % of 10th graders passing CAHSEE ELA and/or Mathematics by 12%
CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) 12%
High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort Dropout Rate (%) 12% Increase Students on Track for Meeting A-G Requirements (%) 32% 12% 44% Increase % of Students Ready for College (EAP) 12%
Attendance – Increase % of students with 96% or higher attendance 12% Increase % of staff with 96% or higher attendance 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement
Student Learner Outcomes:Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members
xi
Task: Person(s) Responsible:
Timeline: Resources: Monitoring and Reporting
3a) Continue to develop and improve the Small Learning Communities (SLC) to include the anticipated enrollment changes in coming years.
Reassess and strengthen the linked learning pathways to meet the needs of the SLC changes
Clearly articulate and incorporate cross-curricular projects, project-based and worked-based learning, and ties to industry to support student engagement and positive school culture
Provide opportunities within the SLC to develop strong student leadership, and activities that are an extension of the theme and focus of the SLC and Magnet school.
Strengthen and expand a business/community-based student mentoring programs across all SLCs
Increase parent participation in the SLC governance boards
Academic Counselors Administration – APSCS Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor
Ongoing with continual analysis throughout the school year
Collaboration
Common Core State Standards
Common Lessons and Assessments
Critical Friends Protocols
Department and SLC meetings
ELD/LTEL Instructional Strategies
ESBM
LAUSD EL Master Plan
Media Library
Pilot Walks
SLC Plans
Teacher Reflective Journals
PD Calendar
Websites for classroom content
Administrative Observations
Coffee with the Principal/ELAC
ILT
ESBMM
Pilot Walks – non-evaluative peer observations
PLC and SLC meetings
Principal’s Bits and Pieces
SSC
SLC Governance Board
Student survey responses
Student Representative Council from each SLC meetings
Student selection of SLC through Zone of Choice
3b) Provide remediation, credit recovery, and enrichment through the SLC to ensure mastery of the CCSS and the SLOs.
Academic Counselors Administration Instructional Leadership Team (ILT) ISIC/District Experts
Fall, 2014 with continual analysis throughout each school year
Collaboration
Common Core State Standards
Common Lessons and Assessments
Annual Surveys of all stakeholders
Increased participation in student activities
Increasedenrollmentin
xii
Identify student interests, A-G course offerings, Advanced Placement and honors courses to prioritize the areas for restructuring of SLCs.
Implement student-led conferences within SLCs
Prioritize the PD time, to ensure that the SLC staff meets regularly (twice a month) to complete the problem-solving cycle
Strengthen Tier I Instruction, and offer Tier II and Tier III intervention courses that support student needs.
Match interventions with the needs of the students, including resources for AP exam preparation.
Provide time during the school day for remediation and intervention, credit recovery, or enrichment
Monitor interventions and remediation for successful implementation
Continue and expand Beyond the Bell after school programs
Continue to offer dual-enrollment classes through community colleges
Expand the opportunity for credit recovery to include online courses such as APEX
LASDI Consultant PSA and PSW Problem Solving Data Coach School Psychologist Department Chairpersons, and PLC Leads SLC Lead Teachers Students Teachers Title I Coordinator Title III Coach TSP Advisor
Critical Friends Protocols
Department and SLC meetings
District Instructional Experts
ELD/LTEL Instructional Strategies
LAUSD EL Master Plan
Media Library
Pilot Walks
TGDC
Teacher Reflective Journals
PD Calendar
Websites for classroom content
interventions and credit recovery courses
Positive growth in schoolwide student data
Increase in students completing Tier II and Tier III courses
Increase in students matriculating to next grade level
Increased graduation rate
xiii
Phineas Banning High School WASC Schoolwide Action Plan 2014 - 2020
Goal #4 – Create a Culture of Collaboration and Communication among all Stakeholders to Guide the work of the School in Meeting the Identified the SLOs: Phineas Banning High will collaboratively communicate, develop, and implement a consistent schoolwide positive behavioral and instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is supported, monitored and enforced by all stakeholders. Rationale: As evidenced by the self-study process, teachers continue to need training and opportunities to work collaboratively to deepen their knowledge and understanding of classroom practices, the use of identified instructionalmethodologies, and establish a common language around high expectations, and student consequences. Growth Targets (2014 - 2020):
AYP(Grade 10) – Increase % Proficient on CAHSEE ELA 21.18%, and CAHSEE Mathematics 17.71%
CAHSEE – Increase % of 10th graders passing CAHSEE ELA and/or Mathematics by 12%
CELDT – Increase % English Learners on Track for Acquiring English Proficiency (AMAO1) 12%
High School Graduation and College Eligibility – Increase Four-Year-Cohort Graduation (%) 20%, and Decrease Cohort Dropout Rate (%) 12% Increase Students on Track for Meeting A-G Requirements (%) 32% 12% 44% Increase % of Students Ready for College (EAP) 12%
Attendance – Increase % of students with 96% or higher attendance 12% Increase % of staff with 96% or higher attendance 12%
Associated Plans: Single Plan for Student Achievement; BHS Schoolwide PSC 4.0 Plan; LAUSD EL Master Plan; LAUSD Strategic Plan Progress Monitoring Tools: CCSS Test Results, or like assessment Report Progress: Faculty Meetings School and District Performance Meter benchmarks Department and SLC Meetings UC/CSU A-G completion Instructional Leadership Team (ILT) Grade Data Site Council (SPSA) Suspension & Expulsion Data Boosters & ELAC Pilot Walks (non-evaluative peer observations) School Board (SPSA) Source of Funding: All funding for the Action Plan is delineated in the BHS Single Plan for Student Achievement
Student Learner Outcomes: Phineas Banning High School graduates will be: Prepared for post-secondary opportunities Invested in their education & Inspired to succeed Life-long Learners Optimistic and Oriented towards their goals Technologically Proficient Socially Responsible Community Members
xiv
Task: Person(s) Responsible:
Timeline: Resources: Monitoring & Reporting
4a) Collaboratively, develop, and implement a consistent schoolwide positive behavioral and instruction intervention support system which provides and articulates appropriate high expectations, consequences, and is supported, monitored and enforced
Set up a system and train stakeholders on how to monitor and enforce positive classroom management
Continue to provide workshops and newsletters that share tools to support academic success
Communicate ways students can access healthy lifestyles
Academic Counselors Administration Athletic Coaches Club Advisors Department Chairpersons Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parent Volunteers Parent Resource Liaison PSA and PSW School Nurse School Psychologist SLC Lead Teachers SSC Students Teachers Title I Coordinator Title III Coach TSP Advisor
Ongoing with documentation per meeting agendas and notes Fall, 2014 send out first copy of Banning Soundings newsletter
Attendance Records
Back-To-School/Open House Conferences
Beyond the Bell After School Program
Coffee with the Principal, and ELAC Meetings
College Night
Collaboration
Common Core State Standards
Club Banquets and Assemblies
ConnectEd
Department and SLC meetings
District Instructional Experts
Engrade
Faculty Meetings
ISIS School-Max
Media Library
Parent Center
Pilot Walks
PIQE
PLBAO Conferences
Progressive Discipline Plan
School Website Senior Awards Night
Student Clubs and organizations
Student Led Conferences
Theater Arts Performances
Decrease in percentage of D’s and Fails
Increased percentage of A’s, B’s, and C’s
Increase in students meeting A-G requirements
AYP Results
CAHSEE/CST Data
CELDT Data
CAPA/CMA Data
SBAC Data
PSAT/SAT/ACT Data
AP Exam Scores
Fitness Gram Data
Student, teacher, and parent surveys
Increased parent conference attendance
4b) Continue to collaboratively, develop a clear vision, mission and
Academic Counselors Administration Instructional Leadership Team
August, 2014 and ongoing with documentation
Collaboration
Common Core State Standards
LAUSD Report Card
LAUSD Data Summary Page
xv
measurable action plan to guide the work of the school.
Develop a PD calendar that provides time weekly for teachers to meet in content area PLCs and/or SLCs
Focus the PD calendar topics on the implementation and monitoring of the schoolwide action plan
(ILT) Parent Volunteers Parent Resource Liaison PSA and PSW School Nurse School Psychologist SLC Lead Teachers SSC Teachers Title I Coordinator Title III Coach TSP Advisor
per meeting agendas and notes Ongoing evaluation
Common Lessons and Assessments
Critical Friends Protocols
Department and SLC meetings
EL Master Plan
ESBM
Faculty Meetings
Media Library
SLC Plans
SPSA
Teacher Reflective Journals
PD Calendar
Websites for classroom content
10 and 15 week Mark Analysis
LAUSD Performance Framework
Pilot Walks – non-evaluative teacher Classroom Observations
Administrative Classroom Observations
4c) Collaboratively, continue to address the substantial change of a second school (BACIS) co-located on the Banning campus.
Establish a coordinating council team that will meet regularly to discuss the changing needs of Banning as BACIS continues to grow.
Continue the Co-Location Complex Committee meetings to discuss the operations of two separate schools on one campus.
Continue establishing clear communication guidelines to effectively operate two separate schools on one campus.
Disseminate information to all stakeholders
(Banning and BACIS) Principals Teacher representatives ISIC Director of Instruction ISIC Director of Operations ISIC Instructional Experts Parents SLC Lead Teachers SSC Students
Co-Location Complex Committee started in spring of 2014, and ongoing with support and guidance from the ESC ISIC.
BHS Schoolwide PSC 4.0 Plan
ESBM Documents
Faculty Meetings
ISIC Director
Memorandum of Understanding (MOU)
SSC
SPSA
WASC Action Plan
Agendas and minutes from the Co-Location Complex Committee meetings
ISIC Director
Banning and BACIS Principals
School governance boards
xvi
regularly
4d) Continue to increase parent participation in activities that support student academic achievement
Develop a system of communication to increase parent participation in advisory committee meetings, Back-to-School Night/Open House and PLBAO conferences
Continue to inform parents of volunteer opportunities
Create a system for receiving feedback from all stakeholders
Establish a system in which the modes of communication are two-way between and within stakeholder groups.
Implementation of student led conferences
Facilitate parent registration for the new LAUSD Parent Portal access through email
Academic Counselors Administration Athletic Coaches ESC District - ISIC Instructional Leadership Team (ILT) Parent Resource Liaison Parent Volunteers PIQE Representatives PLC Leads PSA and PSW SSC School Psychologist SLC Lead Teachers Students Teachers Title I Coordinator Title III Coach TSP Advisor
August 2014, and ongoing with documentation and periodic evaluation of participation data
Attendance Records
Back-To-School/Open House Conferences
Beyond the Bell After School Program
Coffee with the Principal, and ELAC Meetings
College Night
Collaboration
Common Core State Standards
Club Banquets and Assemblies
ConnectEd
Department and SLC meetings
District Instructional Experts
District Parent Portal Expert
Engrade
Faculty Meetings
ISIS School-Max
Media Library
Marquee
MiSIS
Parent Center
Parent Sign-In Sheets
Pilot Walks
PIQE
PLBAO Conferences
Progressive Discipline Plan
SSC/ESBM
School Website Senior Awards Night
SPSA
Student Clubs and organizations
Records of participation from Back-to-school Night/Open House/PLBAO
Records of participation from Coffee with the Principal/ELAC
Parent and student survey results
SARC
Records of participation from Parent Center activities
Parent Volunteer roster
PIQE Enrollment Records
SSC
School website usage
Email communication with teachers and school personnel
Parent Portal
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Student Led Conferences
Theater Arts Performances
4e) Foster the development of a collegial school culture that is collaborative in nature and focused on problem solving.
Strengthen PLCs, and continue to provide support and build capacity among teacher leaders
Expand instructional walks/Pilot Walks to include more teacher participation
Continue with teacher led and developed PD on trainings, SDAIE
Augment staff recognition: attendance, teacher appreciation, kudos, etc.
Strengthen schoolwide programs to provide greater personalization for all stakeholders
Academic Counselors Administration – APSCS Athletic Coaches Club Advisors Instructional Leadership Team (ILT) Leadership Advisor Para-professionals Parents Peer Counselors PSA and PSW Problem Solving Data Coach School Psychologist SLC Lead Teachers Students Student Leadership Teachers Title I Coordinator Title III Coach TSP Advisor
Ongoing with continual analysis throughout each school year
Advisory Curricula
Collaboration
Common Core State Standards
Common Lessons and Assessments
Critical Friends Protocols
Department and SLC meetings
ELD/LTEL Instructional Strategies
ESBM
LAUSD EL Master Plan
Media Library
Pilot Walks
SLC Plans
Teacher Reflective Journals
PD Calendar
Websites for classroom content
Annual Surveys of all stakeholders
Increased participation in student activities
Increased enrollment in interventions and credit recovery courses
Positive growth in schoolwide student data
Increase in students completing Tier II and Tier III courses
Increase in students matriculating to next grade level
Increased graduation rate
4f) Strengthen governance and progress monitoring, including all stakeholders
Continue to develop the committees under ESBM in ensuring representations from all stakeholder groups
Formulate the by-laws for ESBM
Establish a system of communication, including ConnectEd, outdoor
Marquee notices, the
school website, parent
letters, emails, and
ESBM Elected Members Leadership Advisor Parents Parent Resource Liaison Principal Students Teachers Technology Coordinator UTLA Chapter Chair
Ongoing with continual analysis throughout each school year
BHS Schoolwide PSC 4.0
ConnectEd
Collaboration
Critical Friends Protocols
District Parent Involvement Unit
ESC ISIC
LAUSD District website
ESBM Governance
MiSIS
Roberts Rules of Order
SPSA
SLC Plans
School Technology Plan
Records of agendas, minutes from meetings
Parent, teacher, and student survey results
SARC
SSC
SPSA
School website usage
Email communication with teachers and school personnel
Parent Portal
WASC Action Plan
BHS Schoolwide PSC 4.0
ESBM Leadership Diagram
Leadership Team
Composition of the Leadership Council 8 Certificated (Includes OTC) 2 Students Principal Assistant Principal 2 Parent/Community 2 Non-Certificated
ESBM Sub-Committees By-laws Budget Calendar Hiring Instructional Leadership Team Professional Development School Discipline/Safety Technology
OPERATIONS INSTRUCTION
Curriculum Activities Discipline Bell Schedule PD Hiring School
Equipment Funds/Money Evaluations
SSC Categorical
Program Budgets
ADA Donations 4170 IMA
ESBM Sub
Committee
Leadership Class Beyond the Bell -
Boys and Girls Club
ILT – Teacher Hiring ESBM - Admin
Instructional Leadership Team (ILT)
Positive Behavior Support Committee
CORE Waiver REED
Investment
Grants CPA
Small Learning Communities (SLCs) at Banning
Phineas Banning High School Organization & Management Plan
Los Angeles Unified School District Intensive Support and Innovation Center (ISIC)
Operations Budget
Facilities
Phineas Banning High School
Principal Administration
Parent Center Instructional
Community Partnerships
Beyond the Bell Boys and Girls Club
School Site Council, ESBMM, Instructional Leadership Team, Community Advisory Boards
The Port of Banning
(Grades 9 – 12) Global Environmental Science Academy
(GESA) Global Safety &Security
(GSS) InternationalTradeAcademy
(ITA) Maritime Academy of Tourism, Cuisine and Hospitality
(MATCH)
School of Culture, Arts & Leadership
(CAL)
(Grades 9 – 12)
Communications Arts & Leadership
Pilot Academy of Technology &
Health Sciences (PATHS)
(Grades 9 – 12)
Architecture
Computer Business
Computer Repair
Engineering
Medical/Sports Therapy
Banning High School Magnet
Program
(Grades 9 – 12)
College Incentive Program (CIP) Humanities Theme
Co-Location
Complex Committee
Banning/BACIS
ISIC Director