WASC Carson High School Progress Report 2012

CARSON High School Spring 2012 Two-Year Revisit Progress Report Introduction: Since the WASC report of March 2010, Carson High School (CHS) has sailed toward its destined safe harbor despite buffeting winds in the form of unexpected challenges After WASC’s visit, CHS teachers set to work forming committees to meet each of the WASC schoolwide key areas for follow-up, also referred to in this document as WASC growth targets In the following sections, the WASC growth targets are referred to by the following numbers: Communication: Improve communication between and among SLC teachers and among teachers across the curricular areas Rigor: Increase academic rigor across the curriculum so as to impact ALL students Assessment: Develop and implement common formative and summative assessments Data: Continue to examine, analyze, and utilize data to drive instruction and decision making Increase the Algebra 1AB pass rate Effectively utilize instructional minutes to improve student achievement During the 2010-2011 school year, CHS faculty met twice monthly for professional development meetings (PDs), in order to use the WASC growth targets to help achieve the CHS goals for students CHS has five goals for students as stated in the Single Plan for Student Achievement (SPSA) These goals are referred to by the following numbers: 100% Graduation Proficiency for All 100% Attendance Parent and Community Engagement School Safety Many PDs focused on teachers teaching teachers how to access, interpret, and use CST scores and MyData information to inform instruction, thereby improving proficiency for all students Departments began the process of developing common semester finals, in order to align instruction with standards, and the school launched its SDAIE training sessions to explore strategies that help English learners access core content Then the rough weather began B Significant Developments: During the 2010-2011 school year, Carson High School learned that a new high school, later named Rancho Dominguez High School, would open in Fall of 2011, claiming approximately 500 Carson High School students Simultaneously, LAUSD’s “e-cast” predicted a fall in overall enrollment for the South Bay area (including CHS and surrounding high schools) Add to this challenge a statewide budget crisis resulting in increased class size, deepcutting lay-offs, and a domino-effect of teacher displacements When the dust settled, CHS had lost an enormous 1|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report number of staff By comparing a spring 2010 staff list with a spring 2012 staff list, one can see that CHS lost 51 teachers, counselors and administrators In 2010, CHS had a total of 164 staff, meaning CHS lost 35% of its 2010 staff Today, CHS has 131 staff, showing an overall loss of 33 staff members, a reduction in staff of 21% Making recovery difficult, these cuts included school leaders: the principal, administrators, and lead teachers The challenges continued: CHS entered Program Improvement Year 5+, triggering CHS’s inclusion in school restructuring for the 2011-2012 school year CHS faculty elected to participate in Public School Choice (PSC) 3.0 by writing its own Extended School Based Management Model (ESBMM) proposal Teachers had to organize for this process before knowing if they were or were not cut from the faculty CHS coped with these changes by seizing the opportunity for restructuring and implementing many proactive changes Headed by a new principal in July 2011, CHS was able to pull on its remarkable community pride and dedicated surviving staff to initiate momentous changes, summarized here in Proactive Changes - 12: Proactive Change 1: Gathering in the spring and summer to create a school-wide PSC ESBMM Proposal: At least 50 faculty and community members united over the spring and summer to write a PSC ESBMM proposal and two pilot proposals for the 2012-2013 school year As a starting point, the team looked at the WASC recommendations and the SPSA goals for students The ESBMM proposal achieves integration of the WASC growth targets and the goals for students, and it is the driving force behind proactive changes 2, 3, 4, 5, 6, & The ESBMM school plan features a new mission statement emphasizing critical thinking skills, social responsibility, and community involvement The new vision statement emphasizes Autonomy, Mastery, and Purpose, and is highlighted in the “AMP it Up!” moniker for the new SLC configuration This proposal has reconfigured SLCs for next school year, collapsing this year’s SLCs into five sustainable, grant-supported, career-pathway oriented SLCs These academies represent equitably distributed student populations with regard to gender, ethnicity, gifted, IEP, and ELL status Other key elements of the ESBMM plan are an added period intervention class, the adoption of School Loop Plus for enhanced communication with parents, and teacher use of TIPS (Think, Ink, Pair, Share), graphic organizers, Cornell Notes, and exit tickets as common formative local assessments The school has already instituted these three changes, and they are discussed under Proactive Changes #2, #3, and #6 The plan also focuses on research driven, school-wide teaching strategies The ESBMM plan commits to programs that promote rigor for ALL students (WASC target #2): AVID (a college-readiness system), SDAIE (strategies to teach English learners), and PBL (project based learning) Finally, the ESBMM team met multiple times with parents to solicit and address prioritized concerns (SPSA Goal #4) As a result, the team formulated the ESBMM plan to address parental priorities in the following ways:    A concerted effort to increase school’s graduation rate by offering students more opportunities for intervention and credit recovery- addressed with CHS’s AMP it Up! 7th period (SPSA Goal #1) Greater preparation for college and careers- addressed by giving career focus to SLCs, each to contain a full array of AP and Honors classes (WASC Target #2, SPSA Goal #1 and #2) Increased focus on cooperative and peaceful racial/ethnic interactions and increased emphasis on the value of tolerance and the appreciation of diversity- addressed by commitment to demographically balanced SLCs that reflect the overall diversity of the school and proposed implementation of PBL (SPSA Goal #5) 2|Page CARSON High School    Spring 2012 Two-Year Revisit Progress Report Improved safety on campus and in adjacent community- addressed by Safety Committee that will report directly to the SBM council & maintaining successful STARS council (SPSA Goal #5) Expanded parent involvement/participation; greater community involvement and accountability- CHS Parent and Community Center (SPSA Goal #4) Expectations of and accountability for clear communication between school and home- addressed with School Loop Plus website, allowing students and parents 24/7 access to class assignments, grades, and attendance data Student Led Conferences allow increased communication between parents and students regarding academic progress (WASC Target #1 and SPSA Goal #2, 3, and 4) Proactive Change #2 – School Loop Plus and developing a computer savvy faculty: Rather than wait another school year to initiate changes from the ESBMM proposal, CHS began piloting School Loop in the fall of 2011 Found at http://carsonhs-lausd-ca.schoolloop.com, the program offers a web-based platform for school communication involving all stakeholders School Loop Plus allows parent and student access to grades, attendance, and assignments (SPSA Goal #4) in addition to giving CHS staff the ability to identify at-risk groups of students through data trends (WASC target #4) CHS’s contract with School Loop means that, outside of training and set-up costs, the system is free to the school for five years All teachers have been trained on School Loop and most have set up their web pages Staff use of School Loop email and conversation threads is now the norm (WASC target #1) Teachers begin using the full School Loop Plus program including its grading program when approved by LAUSD’s IT department, we hope in spring of 2012 Proactive Change #3– Period 7- Creating a new bell schedule with a new intervention period: This summer, CHS stakeholders also agreed to launch the ESBMM new bell schedule in the fall of 2011, with a new period dedicated to intervention The school obtained a waiver for the new bell schedule, and in August 2011, the APSCS and counselors revamped every student’s schedule in order to include a period specifically geared towards the intervention needs of that student Since then, a Period Committee has met to improve the effectiveness of period intervention As a result, spring 2012 period course offerings include support classes for Advanced Placement (AP) classes, for CAHSEE and CST English and math classes, for English learners, and for students with IEPs Period also includes credit recovery classes and A-G elective classes for eligible students While athletic teams meet during period 7, any athlete whose teacher identifies him/her as struggling in class or who shows a drop in grades receives period tutoring The new bell schedule helps achieve many WASC growth targets and SPSA goals With the new bell schedule, periods though meet on Mondays, periods 1-3-5 meet on Tuesdays and Thursdays, and periods 2-4-6 meet on Wednesdays and Fridays By adding period on Tuesdays through Fridays, the traditionally longer periods are shortened by 20 minutes, so that teachers must use their instructional minutes from bell-to-bell (WASC target #6) Creating period classes requires communication among teachers (WASC target #1) and the use of data (WASC target #4) to form intervention classes Algebra 1AB intervention classes are offered period (WASC target 5) Whether intervention or enrichment, period classes help students achieve proficiency (SPSA Goal #2) Since the new period is in addition to the traditional six classes per semester, students now earn 35 rather than 30 credits per semester, enhancing their opportunity to graduate on time (SPSA Goal #1) Proactive Change #4– Weekly embedded PDs, run by teachers for teachers: 3|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report Another ESBMM proposal was instituted this school year: CHS stakeholders also agreed to a weekly professional development (PD) period embedded into the new bell schedule on Mondays after period CHS keeps its Tuesday after-school faculty meetings for dissemination of information As a result, Monday PDs are specifically for increasing teacher capacity in order for CHS to achieve its SPSA goals for students For the majority of the fall 2011 PDs, teachers worked on developing summative assessments (WASC target #3) that align with the curriculum, standards, periodic assessments, and CSTs Teachers also ran PDs on the four “check for understanding” strategies adopted by the ESBMM as common local formative assessments (WASC target #3) Teachers-as-facilitators emphasized the use of these strategies to increase rigor for ALL students (WASC target #2) A February 2012 PD run by the school’s two deans helped teachers understand progressive discipline and how to handle behavior issues in the classroom (SPSA goal #5) During a WASC self-study PD in December 2011, teachers discussed and answered survey questions about their learning The survey directly reflects that CHS teachers perceive themselves as making progress toward the WASC growth targets 84.2% of the 85 staff respondents report increase in academic rigor for all students, 72% report implementation of common formative and summative assessments, 68% report increased use of data to inform instruction, and 93.6% report effective use of instructional minutes Proactive Change #5: Skyrocketing Parent Involvement (SPSA Goal #4): Parent involvement has increased significantly through the Public School Choice process and new energy of new implementations Over 200 parents attended the August 16, 2011 meeting that introduced the new Principal Warren, ideas for PSC, the new School Loop website, and the new Period bell schedule Teachers said it was the largest parent turn-out ever for an informational meeting The Freshman Orientation meeting on 8/25/11 was even more packed with over 100 people standing The first “back-to-school night” on October 13, 2011 was also the largest parent conference attendance ever, with a total of over 2300 parent signatures on teacher sign-up forms CHS has continued parent communication with regular posts on the new website, with personal phone messages from the principal, with parent newsletter mailers, with progress reports sent home every five weeks, with parent meetings about PSATs and IGPs, and with leadership teams that include parents (See section C of this report.) Likewise, the Parent Center has made some positive new changes to reach more parents First, the Parent Center moved to the highly visible room G3, located next to the parking area The parent center director reports that the parent center is now open from 7:30am to 7pm and sometimes as late as 9pm as a way to engage parents who attend adult school evening classes The parent center volunteers man the Welcome Center, where visitors first enter the school The parent center offers parents access to its computers and printer, counsel on how to navigate the educational system, and free workshops for parents on topics such as parenting, anger management, selfesteem, and sewing Last year, the Parent Center offered “Transition to High School,” a program which teaches parents everything they need to know to help their children be successful in high school and beyond The Parent Center also hosts the SSC and CEAC meetings 65 parents signed-in at the parent center as drop-ins in October 2011, and this does not count parents who volunteer, attend parent center classes, or attend the SSC and CEAC meetings Proactive Change #6- Increasing teacher use of SDAIE strategies: 4|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report Since the last WASC, CHS has lost its literacy and mathematics coaches due to budget issues The district, however, has provided the school with a Title Instructional Coach specifically to increase teacher capacity in providing access to the core curriculum for students who are English learners To this end, the Title coach team-teaches, lesson plans, and coaches teachers in sheltered English classes The Title coach also works directly with EL students and is involved in the PDs demonstrating various SDAIE techniques In a December 2011 survey of the faculty with 85 responders, 97% agree or strongly agree that they connect learning to prior knowledge, 91% agree or strongly agree that they scaffold coursework so that all students experience academic rigor, and 95.3% agree or strongly agree that they use strategies to check for understanding, all SDAIE techniques So far, CHS has reclassified 13.9% of its EL population, twice last year’s reclassification Proactive Change #7- The Carson Colt Resource Center (SPSA Goal #4): During the spring and summer gatherings about the PSC, the PICED (Pacific Islands Center Educational Development) representative at CHS decided to write a proposal to win a “Promise Neighborhoods” grant While the grant was not awarded to CHS, the process led to a collaborative of community service providers to better reach and serve CHS and its community As a result, the principal set aside six bungalows in the “Z” area for the collaborative to function Two bungalows are set aside for tutoring, one is a computer lab, and one is a multipurpose room State of the art video-conferencing, financially supported by local businesses, will connect CHS to other academic and civic institutions around the world Under the auspices of the Carson High School HEART (Healthy Start) center, which offers the MOUs that allow this collaborative to operate on the CHS campus, community involvement grows Recently, “Sharefest” has adopted CHS for a workday in April 2012 involving over 500 volunteers for campus beautification projects The PICED representative plans to reapply for the “Promise Neighborhoods” grant next year Proactive Change #8- Attendance initiative- Increasing student attendance (SPSA Goal #3): Another significant development for Carson High School is the attendance initiative, spearheaded by the Attendance Improvement Counselor (5 days per week) working in collaboration with the school-based Pupil Services Attendance Counselor (PSA, days per week) to create school-wide attendance awareness and incentive programs As a result, Carson High School has demonstrated tremendous growth from September to December in comparison to last school year Overall, the school has seen a 1.9% improvement, with grade showing the greatest increase of 2.8% New programs such as weekly raffles, newsletters, bulletin and poster displays, PA announcements, parent meetings, and community outreach have contributed to such growth In addition, there has been an increase in attendance submittal, a decrease in ADA revenue lost, a decrease in the suspension events and number of suspension days, a decrease in the dropout rate, as well as an overall increase in school-wide attendance awareness Proactive Action #9- “College Center on the Go” program: The college center presently has 56 peer counselors from every academy and sport on campus running the “College Center on the Go” program Peer counselors are seniors, and “peer counseling” is a class the students enroll in with the college counselor as the teacher The peer counselors take the college center to every part of the 5|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report school by making presentations in classes, by advising seniors and juniors, and by promoting college related programs and information To reach the students who not ordinarily come into the college center, peer counselors go to different parts of campus twice weekly at lunch to distribute college information Peer counselors also adopt a freshman English or language class for an eight-week interval and attend that class once a week in order to facilitate student-written units on high school survival skills and college-readiness (SPSA Goal #1) Finally, peer counselors tutor students in intervention classes (SPSA Goal #1 and #2) The brainchild of our college counselor, this program began during the 2010-2011 year and continues to grow, creating connections between upper and lower classmen and developing student understanding of the high school-to-college process Proactive Change #10- The Sustainability Garden and Outdoor Lab: Spearheaded by a CATS SLC environmental science and biology teacher, fallow land near the gymnasium has been transformed into a school garden for interdisciplinary, collaborative, student-centered, experiential, and engaged learning (WASC targets #2 and #6) While the project began six years ago, the CATS teacher says the garden has “taken root and blossomed” within the last few years Around 500 students have earned service learning credit planting more than 300 fruit trees in its orchard Originally, tools were bought with a small FEDCO grant Now the school garden has a windmill and solar panels bought with a CPA grant for energy and environmental technology About 300 students per semester have access to the garden through various classes, earning “sweat equity” through work in its vegetable and herb garden and through maintaining the fruit trees The garden also has chickens, guinea fowl, geese, and a peacock City students learn about the ecosystem, about their connection to nature, and about where their food comes from The biology teacher partners with art, English, culinary arts, and CBI teachers for interdisciplinary learning (WASC target #1) The garden is the center of the environmental science class, considered the capstone class for the CPA grant The period landscaping class is in the garden daily The garden is used for celebrations that involve the community, and the garden includes plants from the native lands of CHS’s parents (SPSA Goal #4) The LAUSD Sustainability Initiative representative recently visited and stated, “This is what schools should be doing” (Jan 24, 2012) Recently, CHS has agreed to mentor Narbonne High School in developing its garden program Proactive Action #11- CHAMPS designs its pilot proposal: In addition to the ESBMM school plan configuration, two small learning communities, CHAMPS and ATCA, wrote proposals this summer to become independent pilot schools on the Carson High School campus These pilot plans are complementary to the ESBMM proposal, since the ESBMM proposal allows for CHAMPS and ATCA to be included as SLCs or to break off as independent pilots Carson Health and Medical Partnerships grew out of Carson’s Humanitas program, which thrived on the campus for more than 20 years CHAMPS offers students interdisciplinary, thematic academics in conjunction with work-based learning The pilot proposal strives to make it easier to offer students opportunities to incorporate hands-on work based learning experiences through their participation in job shadowing, internships, and volunteer work in various health/medical settings; career technical education; flexible scheduling for interdisciplinary projects, and a concentration of health science, biotechnology, medicine, public health, and medical math applications The pilot will build upon a solid foundation of community partnerships, academic health science thematic units, and existing 6|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report community citizenship offerings, such as Project Citizen, Model United Nations, City of Carson Youth Task Force on Health, and other partnerships with health care institutions Proactive Action #12- ATCA designs its pilot proposal: In response to Public School Choice, ATCA applied to convert from an SLC to a Pilot School called, “The Academies of Education and Empowerment” or AEE AEE will serve up to 500 students It will use the same calendar and bell schedule as the main campus yet operate autonomously Innovations are planned for AEE, including the creation of a Freshman Success Academy (FSA) for all incoming 9th graders The FSA is designed to help create a seamless and successful transition from middle to high school and includes a freshman seminar-style class to develop study skills, critical thinking skills, and goal setting Some freshman will take a Math and English Essentials class in conjunction with Algebra or English to ensure success in the classroom As sophomores, students in AEE will select one of two small learning communities the already establish ATCA or the newly formed Social Justice Academy (SJA) Both academies have career focused and thematically aligned curriculum: ATCA prepares students for careers in education by offering classes in Education, Child Psychology, Child Development, and internships at local schools; SJA provides students with electives in Sociology, Philosophy, and Anthropology, and works to prepare students for careers in Public Service and Advocacy If AEE is approved, it will continue to share space and resources with the larger campus, and students at AEE will still participate in athletics at Carson High School The AEE Design Team sees PSC as having provided a real opportunity for teacher-led innovation and reform and believes AEE will help to empower the community and improve student learning and engagement THE NEW AGREEMENT: LAUSD and UTLA introduced “the new agreement” in December of 2011, just after CHS handed in its three PSA proposals Essentially, the new agreement offers CHS staff the opportunity to vote on its PSA proposals as a way of returning some decision-making back to the schools The vote took place in February 2012, and the superintendent reviews this feedback before deciding whether CHS will operate as one ESBMM school with five small learning communities or as an ESBMM school with one or two pilots also housed on the campus The CHS staff awaits the decision of the superintendent The principal has informed the staff that the superintendent will announce his decision on March 19, 2012, one day before the scheduled WASC visit A School/Community Profile, Description of School, Student Demographics, Faculty and Staff Demographics, Analytic Summary of Disaggregated and Interpreted Student Achievement Data Community Profile: Carson High School is located in the City of Carson, population 89,319, sixteen miles south of downtown Los Angeles, California African-Americans comprise 25.4%, Asians make-up 22.3%, 35% are Hispanic, 0.6% are American Indian or Alaskan Natives, and 16.7% are Caucasian, not Hispanic In the home, Carson residents speak mostly English, Spanish, Tagalog, and Samoan, although there are other Indo-European, Asian, and Pacific Island languages spoken Of the city’s residents, 13.9% have less than a th grade education, 19.9% have attended high school but did not graduate, 41.7% have graduated from high school, and 24.5% have attended college or graduate school The families of Carson are primarily working-class and are of low to moderate income levels The median household income in the City of Carson is $52,284 with an average per capita income of $17,107 Social Security 7|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report income is received by 24.8% of the population, 8% receive Supplemental Social Security income, and 5.5% receive public assistance Among families, 21.1% with related children under 18 years of age live in poverty status Student profile The City of Carson is diverse, and the population of Carson High School reflects the same diversity As of January, 2012, the school operates with 2,817 actively enrolled students, down 524 students from the 3341 actively enrolled students when WASC visited in March of 2010 The school population ethnically breaks down to 50% Hispanic, 27% Filipino, 15% African-American, 5% Pacific Islander, 3% non-Hispanic White, 2% Asian, and 6% Native-American and other 65% of CHS students speak English at home, while 45% speak Spanish, Tagalog, or other languages Special Education students make up 10.4% or 293 students, gifted or high achieving make up 11.8% or 332 students, and at the beginning of this school year, English Learners made up 9% or 256 students The school qualifies for Title I funds with 56% of the students designated as economically disadvantaged and eligible for free and reduced lunch tickets All of the feeder schools are Title I schools General description of Carson High School and its Programs: Buildings and Grounds: The campus of Carson High School features 139 classrooms, with SLCs mostly established in contiguous classrooms The campus also features a multi-purpose room, an oral arts room, a library, an administrative building, a new main office building, a cafeteria building, a basketball gymnasium, and a fitness center An outdoor stage adjacent to the central quad provides a superior venue for student speeches and dance performances The school has a football stadium and baseball field, and both are equipped with professional lighting systems Due to a recent influx of bond funds, the school has renovated its track and field, which is part of the football stadium Presently, contractors are retrofitting the gymnasium for voluntary earthquake safety upgrades, repainting and repairing the gym, and installing the gym’s first new floor since the school opened The OAR (oral arts room) has been beautifully upgraded to function as a multimedia presentation center with state-ofthe-art technology Finally, beautification projects around campus have created more greenery and outdoor meeting and seating areas for the SLCs Technology: In 2008 the campus acquired the capacity to be 100% wireless, but most of the classroom computers are still hardwired to the school network The school also has a Nova Net lab with 40 new (Fall 2011) computers and two printers available for use by students in classes The library also has ten computers and a printer for student use Four business classrooms are computerized Five rolling carts of portable laptop computers are available for use by classroom teachers Small Learning Communities: Carson High School is a 4-year comprehensive high school serving grades 9-12 At the last WASC, CHS operated with eight SLCs Four of the SLCs flourish with California Partnership Academies (CPA) grants They are: Accelerated Teaching Career Academy( ATCA); CHAMPS; Academy of Business, Law and e-Media (ABLe) with two; and Community of Arts, Technology and Science (CATS) Due to decreased enrollment and loss of teachers, “Sports Education Recreation and Fitness Academy” (SERF) and “Academy of Cultural and Ethnic Studies” (ACES) have been phased out “Performing Arts and Music Academy (PAMA) lost its leadership but is rebuilding The ESBMM Public School Choice proposal has reconfigured SLCS for next school year, collapsing the remaining SLCs into five sustainable, grant-supported, career-pathway oriented SLCs 8|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report All SLCs offer students access to the “A-G” college-prerequisite courses as well as those required for a California high school diploma All SLCs offer student access to honors classes and the 12 AP classes While SLCs offer career-driven or specialized classes, job training programs, and field trips, all students can choose to participate in the ROTC program or Work Experience Opportunities Program Programs for Targeted Students: Carson High School has programs to support students with varying needs  Gifted Students: 332 or 11.8% of students are designated as gifted or high achieving The program provides resources and enrichment opportunities for these students and their teachers It encompasses the Honors and 12 Advanced Placement courses that are available to all students throughout the SLCs Gifted funds pay for training of teachers, field trips, equipment, AP testing, enrichment, and conferences and workshops regarding college admission and differentiated instruction  English Learners: This year began with 256 or 9% English learners, but since then, CHS has reclassified 41 students The School offers second language students a structured English Immersion program in all of the core content areas English, mathematics, science, and social studies with CLAD and SDAIE trained teachers These classes help students who are not yet proficient in English to sharpen their skills and transition into regular classes This year, 9th, 10th, and 12th grade students awaiting reclassification are in 100% sheltered English classes, while 11th grade ELs are clustered Both a Bilingual Coordinator and a Title Instructional Coach support these students and their teachers The ELAC committee represents the needs of these students and advises the School Site Counsel  Students with IEPS: The needs of special education students are met through the IEP process Presently, 293 or 10.4% of CHS students have IEPs Placement options include Community Based Instruction (CBI), Mild to Moderate Retardation (MMR), Special Day Program (SDP), Autism, general education with Resource Support, and full inclusion in general education The goal of Special Education is to move students into the least restrictive educational environment (LRE) possible In 2009-2010 a Deaf and Hard of Hearing Program moved onto Carson’s campus These students are served by two dedicated Deaf and Hard of Hearing teachers All Special Education students have access to instructional technology and a designated Learning Support Center The needs of students requiring special accommodation who not qualify for the Special Education Program have their needs met with 504 plans Students with IEP and 504 plans have equal access to all SLCs  “At-risk” Students: STARS (Success Team for At-Risk Students) is a school based multi-disciplinary resource coordinating team that meets regularly to discuss student needs and to determine which school and/or community based resources might best meet the identified need They look at students who are experiencing difficulties at school resulting from individual, family, or systemic issues They look at chronic academic, discipline, and/or attendance problems The STARS team also works to identify service gaps and works to develop resources to address unmet school and student needs In essence, the STARS process helps to remove barriers to academic achievement by helping students and their families with the assistance they need to overcome them Programs for all students: Carson High School also has programs to support all students: 9|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report  The Wellness Center: Carson High has been identified as a Wellness Center Wellness Centers represent an expanded concept in school-based health care Each Wellness Center offers comprehensive health and mental health services for all students and community members within the school network This year, Wellness Center services are merging with Healthy Start services in the school’s “HEART” (Health Education and Resources for the 21st Century) office By folding these programs together, CHS students have access to mobile vans and clinics, dental trailers, fixed health centers, and counseling services from various community organizations  The Nurse’s Office: The diverse and unique population of this campus, along with the number and type of medically fragile students, require more than the 2.15 days of nursing services a week provided by LAUSD Title I funds provide the additional 2.85 days of nursing services during the week Approximately 5,000 student visits are made to see the school nurse through the Health Office per year These visits include emergency first aid, health education, health promotion, and public health protection The school nurse is also involved in mediating and/or coordinating psychological crisis situations and assisting students in accessing confidential medical services, counseling, and education to pregnant and parenting teens The school nurse is involved in screening, evaluating, referring and following students who abuse substances on campus In addition, it is the responsibility of the school nurse to clear all sports physicals The Special Education component of the daily nursing office visits involves health assessments and the coordination of specialized services for students who require tri-annual assessments and annual OHI assessments Approximately 90 IEP assessments are performed each year  The College Center: CHS’s college center offers the “College Center on the Go” program described as “proactive change #9” in section B It also offers college classes on campus after school, SAT prep programs, information on internships, summer programs, and advanced placement classes The college center manages the PSAT process, College Night, financial aid programs, and participates in a regional college fair held every September and attended by more than 80 nation-wide colleges and universities Outreach staff representing the University of California and the federal TRIO programs serves our first generation college bound population and provides guidance and trips to visit campuses The TRIO programs currently serving CHS through the college center include: CSUDH Upward Bound, CSULB Upward Bound, CSULB Math and Science Upward Bound, Educational Talent Search, V Source, and UC Educational Advancement and Outreach Program  School Counselors Office: Located in the school counseling office, the four school counselors are responsible for keeping students on track for graduation School counselors place students into classes and work with students to develop their individual graduation plans (IGPs) They keep accurate records regarding credits and notify students and parents on student credit and graduation requirements met When appropriate, they meet with parents and students regarding social emotional and academic situations, referring students to Healthy Start or advising students on taking adult school and community college classes Yearly, the counselors meet with parents at night to review PSAT scores CHS counselors make sure they have the most up-to-date information for students by participating in various outreach programs, attending local district professional development meetings, and attending Cal-State and CSU conferences CHS counselors are associated with one or two SLCs and participate in SLC activities with teachers and students 10 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report  Clubs and Leadership: CHS clubs are interest driven, organized by students themselves, and sponsored by a staff member who is passionate about the club topic These clubs engage students with the school and Carson community Clubs recruit at a yearly annual club fair Ethnic clubs such as the Black Student Union and the Filipino Maharlika club culminate in an outdoor stage performance promoting cultural pride CHS also has academic clubs, career-oriented clubs, political clubs, arts clubs, and service clubs Some examples are Academic Decathlon, Cal-HOSA, Future Educators of America, Human Rights Club, Carson Student Movement, Gay-Straight Alliance, Creative Expression Club, Latin Dance Club, Drama Club, Animal Rescue Club, The Green Team, Con Amor, Peer Counseling, Music and Movie Club, Colt’s Kitchen, and Cars and Guitars Leadership, the student government organization, is the parent organization for all the clubs, runs student activities, and coordinates with clubs and teams  School Newspaper and Yearbook: “Trailblazer,” CHS’s newspaper, is presently written, edited, and produced by 50 students in period journalism Each year’s student editors mentor the next crop of student editors, with the editorship handed over for the last paper of the school year This year’s teacher/sponsor took over after last year’s teacher/sponsor was displaced Nonetheless, the team is still producing a paper a month and recently placed in three of four events at the CSUN high school newspaper annual competition Likewise, the yearbook lost its teacher/sponsor to displacement this summer The new teacher/sponsor teaches a full schedule of art, but runs yearbook during a period zero class with forty students She reports that the yearbook will be “gorgeous” this year  Athletics Program: The athletics program at CHS is a great motivator for attendance, proficiency and graduation Last year, 30% of students competed in one or more of the following teams at the varsity, junior varsity, or freshman level: football, cross country, tennis, volleyball, basketball, soccer, wrestling, softball, baseball, swimming, golf, and track & field The 2011 Athletic Participation Census shows that girls and boys participate almost equally at all grade levels Academic excellence is encouraged by the athletic program; any athlete with a “D” or “Fail” attends tutoring during seventh period The “Colt Love Foundation” also offers tutoring, resume building, interview skill training, and college planning for athletes The CHS athletic program creates pride and motivation: the varsity football team placed nd in LA city two years in a row, girls basketball and softball are returning to city championships, and basketball has back-to-back titles Wrestling has been league champion three years in a row For several years, track has consistently had several members place at the state meet The CHS athletics program helps bring community involvement to the school Many of the coaches are alumni of the school, and the community attends CHS sports events The “Colt Love Foundation” mentioned earlier is an alumni and teacher organization Each sport conducts a parent meeting at the beginning of its season The athletic program maintains contact also through its webpage on Schoolloop by updating it daily  Conclusion: All about “Colt Love:” The culture of Carson High School is strong The identity of being a “Colt” has a proud tradition This identity is maintained through loyal following of the accomplishments of the school’s sports teams, but it extends far beyond the sports program The oldest group of school supporters is the Booster Club They not only work to support the sports program but they make significant contributions to the scholarship program School support is also 11 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report generated by the array of clubs and supporting parent groups Carson High School has an active Parent Center with a Parent Center Director Many members of the faculty are Colt graduates The culture of Carson continues to grow with loyal spirit among the students, alumni, parents, community, faculty, and staff from year to year Student Demographics: Performance Data The Department of Education, State of California Accountability Progress Report (APR), shows slow but measurable improvement: in 2010, CHS met 15 of its 26 AYP Criteria, and in 2011, CHS met 18 of its 26 AYP Criteria Following is the School Academic Performance Index growth report as summarized by the LAUSD’s data-crunching engine called “MyData” showing an overall growth in API of 11 points over the previous year 2008 2009 2010 2011 Base 611 640 Growth 611 641 652 MyData also presents the following disaggregated information in order to look at subgroup performance within the school: School year 2010-2011: Sub-Group Description Num Signfcant API Base API Growth Growth Target Actual Growth Met Target? WHOLE SCHOOL N/A 640 652 12 Yes AFRICAN AMERICANS Yes 586 595 11 No AMERICAN INDIANS No 662 632 0 Yes ASIANS No 795 763 0 Yes FILIPINOS Yes 737 749 12 Yes HISPANICS Yes 611 623 12 Yes PACIFIC ISLANDERS Yes 597 644 10 47 Yes WHITES No 678 640 0 Yes SOCIOECON DISADVTGD Yes 634 644 10 Yes STDNTS W/ DISABLTS Yes 412 404 19 -8 No ENGLISH LEARNERS Yes 560 565 12 No TWO OR MORE RACES No 612 733 0 Yes In summary, last year CHS met of the 12 API sub-group growth targets American Indians, Asians, Filipinos, Hispanics, Pacific Islanders, Whites, the socioeconomically disadvantaged, and students of two or more races did meet their group’s API growth target African American students’ score grew by points but the target was 11 12 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report points English Learners grew points but the target was 12 points Finally, the score for students with disabilities fell from the previous year School Performance Meter: The following performance meter reflects the performance of CHS through the 2010-2011 school year and our growth targets for this year and the next two years: Goals and Subgoals School Baseline 2007- 2008- 20098 10 Goal 1: 100% graduation A Four-Year Cohort Graduation rate 53 B Students On-Track for Meeting A-G Requirements Goal 2: Proficiency for All A ELA, Proficient and Advanced 28 B Math: Proficient and Advanced C Proficient in Algebra D Reclassification Rates 13 Goal 3: 100% Attendance A Percentage students 96% or higher attendance 48 B Percentage staff 96% or higher attendance 60 Goal 4: Parent and Community Engagement A Percentage parent/teacher talk re: child's work B % Parent participation on School Experience Surveys Goal 5: School Safety A Instructional days lost to suspension 607 B % of students feel safe on school grounds 53 School Annual Targets 2011201212 13 2013-14 201011 56 49error 60 63 66 27 28 30 32 34 29 34 10 38 45 10 17(+7%) 13 10 50 24 20 13 54 31 27 16 52 64 58 66 71 76 60 55 58 66 71 76 32 28 29 35 40 45(+5%) 19 21 35 40 636 583 529 470 420 77 89 79 86 90 45 96 Performance Data gathered so far for the 2011-2012 school year: Data suggests CHS is improving dramatically this school year over the last two school years (See CHS Parent Newsletter, Feb 2012) 100% graduation: Our projected graduation rate for 2012 is 65%, which is 15-20% higher than the last two years The new period is helping to improve this rate, and CHS is refining period this spring to offer even more credit recovery and elective opportunities 13 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report 100% proficiency: Core subjects give quarterly assessments that serve as a projection of end-of-year CSTs Teachers have been collaborating weekly to improve instruction, and it is evident in the data English and math improved in all tested subjects compared to last year at the same time English increased from 23% to 40% for ratings of “proficient” or “advanced.” English 10 increased from 30% to 50%, algebra increased from 13% to 25%, and geometry increased from 8% to 13% After the school split this summer, and CHS lost nearly 500 students to a new school, our EL Monitoring Roster from “MyData” showed 256 CHS English learners Of these, 41 students have reclassified, a suggesting 16% reclassification rate based on 256 ELS or a 13.9% reclassification rate based on the official EL count of 294 from March 2011 100% Attendance: School-wide attendance improved from 94.6% between September and December Ninth grade attendance improved from 93.2% to 96% during the same time Please see more attendance data in the chart below: 2-YEAR GROWTH COMPARISON SEPTEMBER TO DECEMBER 2010-2011 2011-2012 Overall change School-wide attendance rate 94.60% 96.40% up 1.9% 9th grade attendance rate 93.20% 96% up 2.8% ADA revenue lost $293,817 $216,584 $77,233 gained Suspension events 108 29 down 79 events # of suspension days 186 44 down 142 days No shows on drop out rate 152 down 145 students December daily absences 2994 2148 down 846 students Parent and Community Engagement: Over 200 parents attended the August informational meeting on Public School Choice, and even more parents attended the freshman orientation meeting Our Back to School event in October produced over 2300+ parent signatures on teacher sign-in logs School Safety: For the months of September through December, suspension days have dramatically decreased, from 171 days of suspension last year to 44 this year Fewer students are getting suspended, and most of those who are suspended are monitored at school rather than staying home Faculty/staff demographics CHS faculty and staff are as follows: 86 regular education teachers, 15 special education teachers, ROP and ROTC teachers, school counselors, college counselor, administrators, attendance counselors (working 1.5 positions), school social workers (working 1.5 positions), nurse, librarian, special education coordinator, two deans, school psychologist, testing coordinator, SIS coordinator, Title instructional coach, college counselor, and computer technician The bilingual coordinator and Title coordinator teach a half schedule each CHS also has 36 teaching aides, office technicians, 10 custodians, and a parent center director Nine teachers have National Board Certification Several teachers have additional authorizations that include reading or language arts specialist credentials, multiple subject credentials, or credentials that enable a staff member to serve students in another non-classroom capacity (e.g counseling credential, administrative credential) 85 NCLB compliant teachers teach 89.1% of the core academic classes Twelve fully credentialed special education teachers and three 14 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report teachers who hold waivers serve students with IEPs There are two dedicated Deaf and Hard of Hearing teachers 95 teachers have CLAD credentials, have BCLAD credentials, and hold interim teacher-in-training status Our goal is to have all teachers on campus CLAD certified by the end of the 2011-2012 school year In a December 2011 WASC self-study survey, 85 teachers (including some out-of-classroom staff) reflected positive movement toward WASC growth targets Those who chose “no opinion” often wrote they were new faculty members this September 2011 Other “no opinion” comments included reference to an alternative curriculum or a “single” class, that they did not teach that subject area, or that they were not presently in the classroom Nonetheless, 93.6% of faculty agree or strongly agree they are using instructional minutes effectively 84.2% agree or strongly agree they are increasing academic rigor for all students 68% report they agree or strongly agree that they are using data to inform their instruction 72% have developed and implemented common formative and summative assessments 64% refer to improved communication within their SLCs and subject areas See below: WASC GROWTH TARGETS, March 2010 1: Improve communication between and among SLCs and subject departments 2: Increase academic rigor for ALL students #3: Develop and implement common formative and summative assessments 4: Continue to examine, analyze, and utilize data to drive instruction and decision making, all data 5: Increase the Algebra 1AB pass rate 6: Effectively utilize instructional minutes to improve student achievement Strongly Agree Agree Disagree Strongly Disagree No Opinion 17% 47% 15% 3% 18% 40.5% 43.7% 4.2% 0.6% 11.0% 26% 46% 9% 1% 18% 17% 51% 14% 1% 17% 12% 27% 4.5% 1.5% 55% 47.3% 46.3% 0.3% 0% 6% Analytic Summary of Disaggregated and Interpreted Student Achievement Data: In summary, since the March 2010 WASC review, CHS has shown significant, measurable progress towards achieving the SPSA goals for students While the graduation rate dipped in June 2011, this data might be partially due to inaccurate data input, an area for improvement Meanwhile, the projected graduation rate at CHS for June 2012 will exceed the last two years most likely by 15-20% with more students taking more “A-G” college prerequisite classes Proficiency has grown in English language arts and mathematics over the past two years, and projections based on periodic assessments suggest continued increase in the proficiency rate for English language arts, algebra, and geometry Meanwhile, teachers are increasing their capacity to help students learn: they selfreport increased use of the best practices recommended by the WASC visiting committee in March 2010 While student attendance did dip last year, keep in mind that hundreds of students were finding out that they were not going to be allowed to return to Carson High School—they were being transferred to a new high school This year, CHS has proactively attacked attendance to show significant improvement in attendance in all grades, especially in grade Due to the increased visibility and accessibility of parent volunteers and the proactive changes of this school year, parents are more engaged than ever School leadership has capitalized on this momentum with an extensive parent outreach program Finally, the 2011-2012 school year can be considered safer than ever, as there have been fewer problems on campus as measured by the suspension rate 15 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report C Comment on the school’s procedures for the implementation and the monitoring of the schoolwide action plan, noting the integration of the critical areas for follow-up recommendations from the Visiting Committee Report Include how annual progress reports, as well as this progress report, have been prepared Ever since CHS became a Title school, the “schoolwide action plan” has taken the form of the SPSA The SPSA goals for students are chosen by the district The SPSA charts out the following: each goal, strategies and activities for achieving each goal, resources and proposed funding sources to support each goal, the means of evaluating the process, the staff responsible, and the proposed start and completion dates Every other year, the action plan is updated by the Title coordinator with the help of a local district supervisor and with input from the school leadership committees This year, the updated SPSA reflects the teacher-created, teacher-written, and teachersupported ESBMM proposal, developed with input from the leadership committees The 2009-2010 SPSA is included with this WASC progress report as a supporting document, along with the SPSA 2011-2012 update The following leadership teams provide input relative to the direction of the school and the areas that need improvement This year, they have provided input that has helped align the ESBMM proposal, the SPSA goals for students, and the WASC growth targets  School Site Council (SSC) is composed of the principal, four teachers, one other staff member, three parents, and three students The principal provides leadership in the areas of budgetary expenditures and school direction SSC oversees the administration of categorical funds and the implementation and evaluation of the Single Plan for Student Achievement  The Compensatory Education Advisory Council (CEAC) is composed of a minimum of nine members with at least 51% parent membership The primary purpose of CEAC is to study issues and to advise the SSC of its recommendations The parents are provided with training by the district The Parent Representative attends the district meetings held monthly and reports back to the council  English Language Advisory Council (ELAC) is made up of one administrator, two students, and five parents This council works each month to discuss the progress of English learners This council advises SSC and the school administration on budgetary and curriculum issues for the Master Plan for English Learners  School Based Management (SBM) consists of the principal, UTLA representative, six teachers, one classified staff member, a parent or community member, and a student This council meets twice a month and addresses operational issues of the school and develops solutions to identified concerns SBM is responsible for staff development, student discipline guidelines and the student code of conduct, the schedule of school activities and events, guidelines for the use of school equipment, and local budgetary matters (Instructional Materials Account, Lottery Funds, School-Determined Needs, State Textbook and Related Materials Accounts, Year-Round School incentive Discretionary Funds, Student Integration Program Discretionary Funds, and the Instructional Material – Special Education Schools Account) Carson High School has one waiver that allows the school to select new administrators if a position becomes vacant  Instructional Leadership Team (ILT), called “the SLC Governance Board” from 2005 to 2011, meets twice a month or more to consider issues relating to the regulation and cooperation of the SLCs, PDs, and other school business Many members of the ILT were part of the cohort that worked on the Public School Choice plans The ILT has stepped up to handle the additional layers of problem-solving and decision16 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report making required during this transitional time from a larger, traditional school, to a smaller school undergoing restructuring as a result of the PSC process The team membership consists of the lead teachers from each SLC, coordinators, department chairs or representatives, administrative staff, community members, students, and other interested stakeholders The integration of WASC growth targets into the purpose of the above leadership groups: All the above leadership groups are vehicles for communication and therefore help CHS meet WASC growth target #1 All groups include the discussion of data to inform their decision-making, helping CHS meet WASC growth target #4 In addition, the SSC makes sure the school’s budget is used to achieve the action plan: 100% graduation, 100% proficiency, 100% attendance, community and parent engagement, and school safety Since the WASC growth targets support our action plan, the SSC carves out the budget required to support growth targets though (See Section D and E.) ELAC supports the subgroup of English learners (ELs) on the campus By supporting the action plan as it applies to English learners, and by giving parents of English learners their own forum for discussion, ELAC makes sure that growth target is met for ELs The bilingual coordinator also shows parents data related to ELs, thereby supporting WASC growth target The CEAC, like ELAC, is primarily a parent group that advises the SSC and keeps the school on track to achieving the action plan and addressing the WASC growth targets one through six SBM, in dealing with operational issues, makes sure the school is running properly so that growth targets through can take place Meanwhile, the ILT, the instructional leadership team, often meeting with 20 or more teachers, spends much of its time making sure that professional development time is specifically for teachers to teach teachers the best practices recommended by WASC (See sections D and E for more detail.) Data types used by the leadership teams to manage the school’s action plan, and how the SPSA and WASC progress report are prepared: The above leadership teams regularly review aggregated and disaggregated data from the district’s data engine, MyData, and also regularly access data from the school’s Student Information System (SIS) and its website counterpart, ISIS The above leadership teams periodically look at the following data for CHS students: CST scores, CAHSEE scores, Periodic Assessment (PA) scores, attendance data, English learner reclassification data based on CELDT scores as well as English grades and CST scores, pass rates in academic subject areas, the API and the AYP While ELAC, CEAC, and SSC meet monthly, the ILT and SBM meet twice a month The updated SPSA, prepared by the Title coordinator with input from the SSC and CEAC and with the help of personnel from LAUSD’s Local District 8, is due this February, and the SSC will vote on it soon Meanwhile, this WASC revisit report has been prepared by the WASC coordinator with input from the entire faculty through questionnaires, PDs, interviews, and written submissions 17 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report D Comment on the accomplishment of each schoolwide action plan section; cite evidence including how each area has impacted student achievement, i.e., accomplishment of one or more of the schoolwide learning results and academic standards And E In each schoolwide action plan section, reference which critical areas of follow-up have been addressed SPSA Goal #1: 100% Graduation June 2010: 56% graduation, 27% with A-G requirements June 2011: 49% graduation (error), 28% with A-G requirements June 2012: 65% projected, based on students currently passing classes WASC TARGET 1,6 ACTIVITIES Formation of CAHSEE prep classes, after-school tutoring, and 9th grade intervention groups run by teachers based on data from local and state assessments Students enrolled in period intervention, remediation, and enrichment classes depending on their need based on data or teacher recommendation These classes are created by shortening other classes and adding Period 7, for better use of instructional minutes during the day These classes allow students to make up credits and classes toward graduation requirements Period Committee forms & meets to improve period effectiveness 1,5,6 "College Center on the Go" peer counselors instruct students on high school survival skills, & college entrance requirements They also tutor students in their four core classes 4,3 4,5,6 TIME LINE 2010-2011 2011present 2011present 2010present SPSA Goal #2: Proficiency (or Advanced) for All: CST scores: June 2010: ELA is 34% Math is 8% Algebra is 10% Reclassification rate for English learners is 6% June 2011: ELA is 38% Math is 10% Algebra is 6% Reclassification rate for English learners is 7% February 2012: Based on Periodic Assessments, significant and measurable improvement is predicted for English, Algebra 1, and mathematics CST scores Reclassification rate of English learners is at 13.9% so far this school year WASC TARGET ACTIVITIES TIME LINE 18 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report Development of the CHS Academic Improvement Plan for 2010-2011 2 1,2 1,2,3 6 2,3 1,2,3 2,3,6 4,2,5,6 4,2 Follow-Through on the CHS Academic Improvement Plan for 2010-11 Teachers agree to 14 banked-time days, PD days, and minimum days throughout school year for teacher-run PDs including: Increasing in rigor using Bloom's Taxonomy Increase in rigor using advanced graphic organizers, instructional conversations, cooperative learning, and academic vocabulary Planning for International Baccalaureate (discontinued, July 2011) Some development of common final exams in core subject areas Use of common final exam in some departments ‘ Training in accessing and interpreting data to inform instruction from sources such as MyData and the SIS system Training in effective use of the Nova Net Lab Training in differentiated instruction and effective bell-to-bell instruction techniques SDAIE training for teachers to make learning rigorous for ALL students Development of an administrative classroom observation schedule Implementation of ALEKS Algebra intervention class CHS teachers agree to teacher-lead weekly PDs So far, PDs have been on the following: using Cornell notes, exit tickets, TIPS, and graphic organizers as common local formative assessments Teachers work together to develop and implement common final exams improving teachers' understanding of how to access and interpret data in order to inform instruction classroom management techniques for handling unprepared, disengaged, unmotivated, and/or disruptive students Also, when and how to use the on-line dean referral system Common finals administered in all four core subject areas with administrative classroom observations during finals 92 of 96 teachers administer final exams ALEKS intervention program for Algebra continues Period intervention classes created based on data and teacher recommendations, directly addresses student area of need Creation of 100% sheltered English double block classes for English learners with coach support Teachers begin to observe each other teach using observation tool Updating "Algebra Improvement Plan" MarchJune 2011 Sept 2010June 2011 " " " " " " " " " " July 2011present " " " " " " " " " 2012 > SPSA Goal #3: 100% Attendance: 2009-2010: Students with 96% or higher attendance is 64% Staff with 96% or higher attendance is 55% 2010-2011: Students with 96% or higher attendance is 58% Staff with 96% or higher attendance is 58% September 2011-December 2011: Students with 96% or higher attendance is 78.2% 19 | P a g e CARSON High School WASC TARGET Spring 2012 Two-Year Revisit Progress Report TIME LINE 1,4 ACTIVITIES Attendance initiative including incentives, awards, communication with parents, student, and staff 1,4 Updated attendance initiative includes same as above plus focuses specifically on improving 9th grade attendance and on increasing the percent of students with 96% or higher attendance 2011present Campus beautification projects to increase student sense of belonging and pride the improved gymnasium, track and field, the state-of-the-art OAR, the SLC congregation areas, and the added greenery & murals " Schoolloop, recorded phone messages from principal, parent newsletter, parent center increased visibility and involvement, all to increase parent and student awareness about attendance as well as other issues " 2,3 Improve attendance during final exam week by having all departments administer common final exams, having scantrons available, having administrators monitor, and having final exams required as a percent of final semester grades for all students 2011present 2010-11 SPSA Goal #4: Parent and Community Engagement 2010: Parents who talk with teachers about student work: 28% 2011: Parents who talk with teachers about student work: 29% September 2011- September 2012: (2300+ parent signatures at “Back to School Night.”) WASC TARGET SLC community and business partnerships for job training and job shadowing Parent Center and its volunteers increase visibility and involvement on campus at key campus locations TIME LINE 2010present 2011present 1,4 Increasing communication with parents through phone messages ("Connect Ed"), internet (School Loop), and through mailings (parent newsletter), as well as introduction to keeping data on parent numbers at back-to-school nights " 1,4 1,4 Increasing service to community by housing collaborative of community agencies on campus (Carson Colt Resource Center) and by bringing medical services to the school (Wellness Center) Developing the ESBMM Plan to Address Parental Priorities " " 1,4 ACTIVITIES SPSA goal #5: School Safety 20 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report 2009-2010: Instructional days lost to suspension = 583 2010-2011: Instructional days lost to suspension = 529 September 2010 – December 2010: instructional days lost to suspension = 186 September 2011 – December 2011: Instructional days lost to suspension = 44 WASC TARGET 1,6 ACTIVITIES Training for teachers about effective ways to handle difficult student behaviors during class time Developing and implementing a coordinated student-expectation and discipline program, including surveying teachers, agreeing on dress code, pass policy, and disciplinary matrix, changing from at-home suspension to in-house suspension, and agreeing on an after-school detention consequence for tardies Adoption and use of technology to aid record-keeping and accountability: use of PLASCO computerized tardy accounting system, use of ODR (online discipline referral system), and use of metal-detection wands for daily random searches Campus beautification projects to increase student sense of belonging and pride the Sustainability Garden and Outdoor Lab, the improved gymnasium, track and field, the state-of –the-art OAR, the SLC congregation areas, and the added greenery & murals TIME LINE 2010present " " " F A copy of the 2009-2010 SPSA and the 2011-2012 SPSA update are provided separately WASC COMMITTEE, CARSON HIGH SCHOOL, 2011-2012, in alphabetical order: Eugenie Adler, WASC coordinator & Title coach; Patricia Agbu, special education teacher; Glenn Allen Jr, dean of discipline; Tammy Bird, science & sustainability garden teacher; Suzanne Bottlik, English teacher & ESBMM coordinator; Michelle Bryant, APSCS; Wendy Cholico, attendance initiative coordinator; Michael Dupree, Science teacher; Rebecca Frank, English teacher & school newspaper sponsor; Kary Harger, history teacher & UTLA chair; Haydee Hart, parent center director; Gemma Kiyuna, SIS coordinator; Gary King, PICED representative and Carson Colt Resource Center coordinator; Honey Koletty, college counselor & teacher; Kirby Langley, AP; Adrian Magee, AP; Meena Montemayor, PSW; Mary Nero, art teacher & yearbook sponsor; Christy North, English teacher & Period Committee chair; Gabriel Paez, English teacher & AEE pilot coordinator; Sonia Quinones, PSA; Valri Randolph, English teacher & Title coordinator; Jack Richardson, AP; Robert Roach, auto mechanics teacher; Carlos Ruiz, special education teacher; Sali Seyhun, Spanish teacher; Leila Shutz, English teacher; Steve Soltysik, art teacher & athletics director; Terri Ann Sullivan, English teacher & CHAMPS pilot coordinator; Mary Vasquez, mathematics teacher; Karen Vernon, history teacher and EL coordinator; Windy Warren, principal 21 | P a g e ... all students: Carson High School also has programs to support all students: 9|Page CARSON High School Spring 2012 Two-Year Revisit Progress Report  The Wellness Center: Carson High has been... scholarship program School support is also 11 | P a g e CARSON High School Spring 2012 Two-Year Revisit Progress Report generated by the array of clubs and supporting parent groups Carson High School has... or higher attendance is 58% September 2011-December 2011: Students with 96% or higher attendance is 78.2% 19 | P a g e CARSON High School WASC TARGET Spring 2012 Two-Year Revisit Progress Report