Fairfax High School Self-Study Report 2020

FAIRFAX

HIGH SCHOOL 7850 Melrose Avenue, Los Angeles, CA 90046 Los Angeles Unified School District

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MARCH 9-11, 2020

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WASC/CDE Focus on Learning

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Self-Study Report OF EDUCA

FAIRFAX

HIGH SCHOOL 7850 Melrose Avenue, Los Angeles, CA 90046 Los Angeles Unified School District

Self-Study Report WASC/CDE Focus on Learning

MARCH 9-11, 2020

Je le feray durant ma vie I will do so for as long as I live

Fairfax High School Alma Mater Hail to thee Lord Fairfax Our pledge to thee we bring, Honored Lord Fairfax Thy praises we shall sing.

We’ll work for thee trust-worthy be, With courtesy and loyalty.

Our colors crimson and the gold Our loyal hearts will ever hold, So, hail to thee Lord Fairfax, All hail, All hail to thee.

Fairfax High School Fight Song

(Circa 1972… to the tune of “On Wisconsin”)

On ye lions On ye lions Roll right down that field With your colors Flying over We shall never yield Fairfax High School Show your colors Victory flag unfold As we go Marching for the Crimson and gold Hey!

Table of Contents Preface Chapter I: Progress Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter II: Student/Community Profile and Supporting Data and Findings. . . . . . 7 Chapter III: Self-Study Findings A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 B: Standards-based Student Learning: Curriculum . . . . . . . . . . . . . . . . . 47 C: Standards-based Student Learning: Instruction . . . . . . . . . . . . . . . . . 65 D: Standards-based Student Learning: Assessment and Accountability . . . . . . 75 E: School Culture and Support for Student Personal and Academic Growth . . . . 91 Prioritized Areas of Growth Needs from Categories A through E. . . . . . . . . 104 Chapter IV: Summary from Analysis of Identified Major Student Learner Needs. . 107 Chapter V: Schoolwide Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . 109 Goal 1: Supporting English Learners. . . . . . . . . . . . . . . . . . . . . . . . 111 Goal 2: Supporting African-American Students. . . . . . . . . . . . . . . . . . 114 Goal 3: Supporting Special Education Students. . . . . . . . . . . . . . . . . . 116 Goal 4: Supporting All Students to be College and Career Ready. . . . . . . . . 119 Appendices A. Local Control and Accountability Plan (LCAP . . . . . . . . . . . . . . . . . A-1 B. Results of student questionnaire/interviews . . . . . . . . . . . . . . . . . . . .

C. Results of parent/community questionnaire/interviews . . . . . . . . . . . . . .

D. The most recent California Healthy Kids Survey . . . . . . . . . . . . . . . . .

E. Master schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F. Approved AP course list: https://apcourseaudit.epiconline.org/ledger/ . . . . . .

G. UC a–g approved course list: https://doorways.ucop.edu/list/app/home/ . . . .

H. Additional details of school programs . . . . . . . . . . . . . . . . . . . . . . .

I. California School Dashboard performance indicators . . . . . . . . . . . . . . .

J. School accountability report card (SARC) . . . . . . . . . . . . . . . . . . . . .

K. CBEDS school information form . . . . . . . . . . . . . . . . . . . . . . . . . .

L. Graduation requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

M. Any pertinent additional data (or have on exhibit during the visit) . . . . . . . .

N. Budgetary information, including school budget . . . . . . . . . . . . . . . . .

O. Glossary of terms unique to the school. . . . . . . . . . . . . . . . . . . . . . .

Preface

Following the receipt of the six-year accreditation status as a result of the self-study in 2014, several recommendations were implemented, notably the focus on common core state standards, Special Education, African American and English Language learners.

The teaching and administrative staff continue to be committed to the WASC process.

The Fairfax High School (FHS) self-study coordinator, Aris Biegler, and the administrative team began the most recent WASC self-study process in the summer of 2017. The coordinator, working with the administrative team, out of class coordinators and the Instructional Leadership Team (ILT) members began to gather data relevant to the WASC FOL self-study, and revising the mission and vision statements. At the beginning of the Fall semester in 2017, the ILT and parent groups were invited to give input towards the mission and vision statements. Work on the self-study continued in 2018; updating data and inviting teachers to be Focus Group leaders. Focus Group leaders were tasked with reading the previous WASC study and the mid-cycle review. In the Fall of 2018, the WASC coordinator, assistant principal Leonard Choi and principal Kenneth Adiekweh attended the first part of the WASC training seminars.

In November of 2018, the teaching staff was surveyed about their focus group choice.

From the survey results, the five different focus groups were formed. Focus groups were comprised of: certificated staff, classified staff, parents, students, administrators and community members. A Google Doc folder was shared with all focus group leaders, administrators and the WASC coordinator. Inside the Google folder were placed all the templates for the different categories. During Focus Group meetings, staff members would sit together and work through the document employing different methods; small group, large group and rotating through the prompts. All members of the staff had an opportunity to work through the document.

In the fall of 2019, the work continued to update data, complete answering prompts and introduce new staff members to the process. The staff continued to refine the vision and mission statements. Both statements have become more important to the faculty as the staff begins to investigate the International Baccalaureate Middle Years Program. The staff developed a vision and mission to serve as a quick guide for where the school is going and laying out a path to get there, at the same time being reflective of the school community, parents and students.

As the stakeholders worked to develop the mission, vision and schoolwide learner outcomes the demographic, academic and WASC criteria were used as overarching themes.

By looking at data, it was noted that approximately 31% of students are English only students but all students benefit from strategies to enhance English development. Approximately 12% of students are identified as Special Education. 15% of the student body is made up of African-American students. These three subgroups make up most of the achievement gap. On the other end of the spectrum, approximately 25% of students are in the Gifted and Talented Education Program (GATE). The staff feels that many of the GATE students are not being adequately challenged or supported. By focusing on these four subgroups, the staff will be meeting the needs of all students.

The new vision and mission are: Mission:

FHS will prepare students for their unique role as responsible and engaged citizens of the world. Teachers will be creative and engaging, valuing education that encourages academics, and an awareness and curiosity about an ever-changing world beyond the individual.

Vision:

FHS students will receive an academically challenging and balanced 21st century education inspiring deep questioning and peaceful action. FHS will foster a positive school culture to support students academically, socially, emotionally, physically and philosophically.

The staff continues to look at data to inform instruction and make instructional changes where appropriate. Fairfax students continue to outperform similarly situated schools with SBAC, AP and PSAT scores. However, the staff is not satisfied with outperforming those schools and would like to see student scores reflect teacher effort. As such, the teaching staff continues to experiment with strategies and approaches to learning.

The current Action Plan lays out four goals: 1) Implementation of the Common

Core Standards, 2) Focus on English Learners, 3) Focus on African-American students, 4) Focus on Special Education students. The staff is committed to these goals and to having all students achieving at the highest levels while providing support for all students.

The new Action Plan for 2021-2027 continues to build on the previous plan, aligns with the Single Plan for Student Achievement (SPSA), the District Local Control and Accountability Plan (LCAP) and is informed by data and student demographics. The current Action Plan goals are: 1) Focus on English Learners, 2) Focus on African-American students, 3) Focus on Special Education students and 4) Supporting All Students to be College and Career Ready. The staff has the capacity to implement these goals over the next six years. As part of the action plan, the staff will create SMART goals so that the goals show measurable growth in a timely fashion.

Schoolwide Learning Outcomes have been informed by the IB learner profile, the students, parents, teachers and community members. The schoolwide learning outcomes form the acronym LIONS (the school mascot) and lend themselves to the modern school motto “Once a Lion, always a Lion.� The staff feels that the schoolwide learner outcomes link directly to the mission and vision, SPSA, LCAP and the IB Learner profile. At the same time, the schoolwide learner outcomes are reflective of all stakeholders.

Schoolwide Learning Outcomes

L I

eaders:

Students will be given multiple opportunities throughout high school to lead teams, both in class and in clubs. Students will see themselves as part of a team and learn to work with team members effectively.

ndependent thinkers:

Students will be able to think critically and analytically about given situations and events. Students will learn to defend and concede to arguments, learning that if others have a different opinion, that does not necessarily make them wrong.

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pportunity seeking:

Students will seek out opportunities to enhance their education, social and emotional well-being and career opportunities in a principled manner. Students will be coached and encouraged to work on these opportunities as soon as they become available.

N S

egotiators: Students will learn to work with others to create win-win scenarios through the presentation, defense and justification of thoughts and ideas.

cholars:

Students will receive a high-quality education that teaches them to be flexible, creative and cognitively aware of the world.

Chapter I

Notes

Progress Report

The WASC mid-cycle revisit took place in February 2017. Prior to that, the last fullvisit was in February 2014. Since the last midcycle revisit, there have been significant changes to the administrative team. There was a new principal hired in 2017, and another hired in 2019. All four assistant principals have changed since the last full visit. All previous administrators left under good terms and are still friends with many staff members at FHS. The current principal, Dr. Lorraine Trollinger continues to build on the progress made by the previous administrative team by supporting the Small Learning Communities (SLC), the Instructional Leadership Team (ILT) and the Professional Learning Communities (PLCs). She also brings new vigor to the International Baccalaureate investigation and continues to support the International Baccalaureate (IB) team through the candidacy phase.

Since the last full visit: the Smarter Balanced Assessment Consortium (SBAC) data is more meaningful as trends can now be observed (even as the test continues to be refined), Common Core State Standards (CCSS), including textbooks and materials are more readily available and used throughout the campus, and the Next Generation Science Standards (NGSS) have been developed and implemented. World Languages have new standards beginning in 2019, and CTE pathways are fully developed and board approved. The FHS staff fully embraced the Common Core standards. Textbooks and materials have been purchased that are founded in the CCSS for Math, English and Science. Teachers have adapted their teaching to reflect the CCSS and the new assessments that are associated with the CCSS. The FHS staff made significant changes to the Vision, Mission and Schoolwide Learning Outcomes in response to recommendations from the last WASC visiting team, academic data and discussions amongst the staff. Since 2017, the principal, staff and all stakeholders worked to revise the FHS Vision and Mission statements to better reflect and correlate with the LCAP, IB Learner Profile and community desires.

Chapter I PAGE 1

Notes

The School Plan for Student Achievement (SPSA) closely matches the Action Plan from the previous WASC self-study and the Local Control and Accountability Plan (LCAP). The goals for the SPSA are: 100% Graduation, improve English Language Arts and Math achievement on the SBAC, improve reclassification rates of English Learners, increase parental and student engagement, increase supports for struggling students.

There has been a significant drop in enrollment at FHS, across the district and the state. The lower enrollment affects everything from class offerings to teacher retention. Since the last full study, enrollment dropped by nearly 200 students (10%).

That works out to about seven teaching positions lost over six years. Approximately 50% of the staff members are new to FHS since the last visit. Veteran staff members have been using the WASC process as a way to introduce newly hired staff members to FHS and the community.

In order to combat the declining enrollment, the staff continues to attract students by highlighting the many opportunities afforded to students at FHS. Fairfax staff members offer a host of Advanced Placement Courses, Credit Recovery classes, CTE classes, Magnet programs, clubs and activities. Currently, the staff is undergoing an International Baccalaureate Middle Years Programme exploration. The IB program would be slated to roll out in 2022. Staff members are being trained in IB, have participated in the Feasibility study or visited other IB schools in the district.

The district helps the IB effort by offering guidance and support through the Advanced Learning Options program.

The FHS teaching staff embraced the pedagogical practice of Mastery Grading.

Many of the teachers participate in the Mastery Grading training offered by the district and use the strategies learned through that training. Mastery grading uses a different grade book based on mastery of content standards, instead of percent, on homework and tests.

Chapter I PAGE 2

Progress from the current Action Plan

Notes

Goal #1

Implementation of the Common Core State Standards and alignment to the Teaching and Learning Framework and English Learner Master Plan.

Growth Targets from Current Action Plan Using the Secondary Periodic Assessment from December 2013 to create data goals in departments and small learning communities.

Evidence of Progress toward Growth Targets English and Math teachers give two Instructional Assessment Blocks (IAB), the current Secondary Periodic Assessment tool, per year. History teachers also give an interim assessment. Results of assessments are used as a basis for discussion in departments. Teachers select focus standards based on assessment results.

Goal #2

Proficiency for All: Focus on English Learners.

Growth Targets from Current Action Plan

Evidence of Progress toward Growth Targets

The number of English Learners reclassified will increase by 10 percent annually (based on CST).

From 2016 to 2018, the reclassification rates jumped from 12.8% to 26.5%, an increase of 107%. This increase can be attributed in part due the way in which EL - Special Education students are reclassified.

The number of English Learners scoring Advanced or early Advanced on the California English Language Development Test (CELDT) will increase 10% annually.

In 2015-16 the CELDT Advanced and Early Advanced comprised 27% of the total scores, that rate was 20% in 2016-17.

The number of longterm English Learners will decrease by 10% annually.

On reflection of this target, it is clear that having a metric for the reduction decrease in the number of EL students is not of any value. The only way to make sure that 10% fewer students are ELs would be by limiting enrollment, and the staff is not going to do that.

The CELDT test has not been given since 2017. The replacement assessment is the English Language Proficiency Assessment For California ELPAC.

Chapter I PAGE 3

Goal #3

Proficiency for All: Focus on African-American Students.

Growth Targets from Current Action Plan

Evidence of Progress toward Growth Targets

Increase retention rates of ninth and tenth grade students.

African American student enrollment rate dropped by 15%, the rest of the school dropped by 10%, over the last six years.

Reduce number of suspensions.

Suspension rates are zero. As a school and district policy, students are no longer suspended. Restorative Justice, Positive Behavior and Intervention Supports, and counseling have replaced suspensions.

Increase attendance rates.

Attendance rates have remained unchanged. However, at the same time, African American students are arriving to class late more often than students in other sub-groups.

Increase parent/ community involvement.

Parents and community members are notified monthly through phone calls about the events at school. Parents attend Coffee with the Principal, Open House and Parent Conference nights.

Goal #4

Proficiency for All: Focus on Special Education Students.

Growth Targets from Current Action Plan

Chapter I PAGE 4

Evidence of Progress toward Growth Targets

Increase scores in English and Math by 10% on the CST annually.

The CST is no longer used. The SBAC scores are now used for all populations. As the SBAC data starts to become more meaningful, targets can be set for Special Education students.

Increase pass rate by 5% on CST annually.

The CST is no longer used. SBAC scores will be used to measure growth for Special Education students in the future.

Although many of the metrics in the current Action Plan are no longer used, conceptually, the FHS staff members are working to meet the needs of the sub-groups in question. The conversations and practices at FHS revolve around the SPED, African American and EL students. Conversations and professional development constantly skew towards reducing achievement gaps, equity and accessibility for those students. Trainings on supporting our most at-risk students (Special Education, English Language Learners and African American) take place during monthly faculty meetings and continue to be a focus for the school. The FHS staff is clearly moving in the direction that is called for by the current Action Plan.

Notes

Critical Areas Identified by last WASC Committee 2014 Critical Areas for Follow-Up as identified by the Visiting Committee and FHS Staff

Critical Area #1

Implement the Common Core State Standards and align them to the teaching and Learning Framework and English Learner Master Plan.

Critical Area #2

Focus and further develop strategies that will help increase proficiency for all English Learners.

Critical Area #3

Focus and further develop strategies that will help increase proficiency for African American Students.

Critical Area #4

Focus and further develop strategies that will help increase proficiency for Special Education Students.

Chapter I PAGE 5

Notes

In addition, the Visiting Committee identified areas to be strengthened:

Critical Area #5

Continue to implement engagement strategies that further utilize the integration of technology.

Critical Area #6

Continue to implement strategies to better enhance communication with and involvement of parents/guardians and other stakeholders.

Critical Area #7

Work towards the collaboration and inclusion of all staff members in schoolwide efforts.

Critical Area #8

Continue ongoing efforts towards the beautification of the campus.

2017 Progress Observed by Visiting Committee at Mid-Cycle Review The mid-cycle review visiting team did not leave the staff with any new recommendations. Instead, the team wrote a considerable amount based on the progress the staff made towards addressing each Critical Area. The FHS staff continues to focus on the previously established Critical Areas during professional development time.

Some of the major metrics used to measure growth (CELDT and CST) and success have been replaced with newer metrics. Because of that change, the steady progress made in the mid-cycle review is impossible to measure with the old data. New benchmarks will be developed to measure growth as longitudinal data becomes available.

Chapter I PAGE 6

Chapter II

Notes

Student/Community Profile and Supporting Data and Findings Fairfax High School is located on a 24.2-acre campus in Los Angeles at the corner of Melrose and Fairfax, in trendy West Hollywood, north of the CBS studios, right at the heart of the Thirty Mile Zone (TMZ). During the 20th century, the Hollywood entertainment industry preferred to film movies and television shows within the TMZ to hold costs down. With clever editing, it was easy to use a handful of aerial and location shots, along with carefully dressed sets, to give viewers the impression that a movie or show was set somewhere else. Outside the front steps of Fairfax High School, it is common to see celebrities enjoying the local restaurants and shops. Many of the Hollywood tour companies make Fairfax High School one of their stops because of the number of celebrities that attended as students. Asking around campus will reveal that many of the staff members have and may still be in the show biz. Shops and restaurants around Fairfax High School cater to the rich, poor and in between of Los Angeles. The trendiest stores often have lines around the block of customers waiting to buy merchandise. On Sundays, rain or shine, the campus comes alive with the largest outdoor flea market on the West side. Melrose Trading Post brings vendors from across the city to pitch their wares; some of the most unique items in the city can be found at the flea market. In 2024, Fairfax High School will celebrate its 100th anniversary.

Inside the school, staff members work tirelessly to provide the highest level of education to a diverse population of students. Students at Fairfax can choose from a host of academic options which include traditional, honors and advanced placement courses. Since the last full visit, the teaching staff added computer science and CTE programs to the course offerings and a Police Academy Magnet. Because of the success of the Visual Arts Magnet, there will be a new art building constructed on the Fairfax campus which will serve as a venue for student and community artists to come together. Fairfax has a proud tradition of athletics and academics. Many of the athletic teams have been CIF champions and the coaching staff works diligently to keep that proud tradition alive.

Chapter II PAGE 7

Notes

Fairfax has been designated a Title I School since 1999. FHS qualifies for a “Schoolwide� (SWP) Title One program, meaning that all students on campus qualify for, and are eligible to receive, Title One services. (The alternate model is a Targeted Assistance School, in which only identified students qualify for services.) Schools qualify for the SWP after the first two years of qualifying for the Title One Program and completing a schoolwide action plan. In order to qualify for the Title One program, at least 65% of students must qualify for free or reduced-price meals. Fairfax exceeded this minimum percent for the past 20 years; the percentage for this school year is 80.33%.

Fairfax High School has a multi-ethnic, highly diverse student body. Over 30 languages are spoken in the homes of Fairfax students. The majority of the EL students speak Spanish, Korean, or Russian.

WASC Data FHS Total Student Population

2014-15

2015-16

2016-17

2017-18

2018-19

2,340

2,241

2,115

2,072

1,850

The FHS student population continues to drop. The FHS staff is working diligently to compete for students by offering programs and supports for all students. FHS is currently undergoing the process to become an IB Middle Years Programme school, implement Positive Behavior Interventions and Support, offering two magnet programs and a host of advanced classes and remedial supports.

Chapter II PAGE 8

Smarter Balanced Assessment Smarter Balanced Assessment ResultsResults

Notes

Smarter Balanced Assessment Results

The portion of ofthe the SBAC SBACfrom fromthe theschool, school,district districtand andstate state follow the The results results from from the the English English portion same general pattern.

Students at FHS continue to outperform similarly situated schools in follow the same general pattern. Students at FHS continue to outperform similarly LAUSD 50%approximately of students meet orof exceed the standard from year to year. situated where schoolsapproximately in LAUSD where 50% students meet or exceed the standard from year to year. the 2018-19 school year, the scores71% jumped During the 2018-19 school year,During the scores jumped significantly to where of students met or significantly to where 71% of students met or exceeded the standard.

That was the Staff exceeded the standard. That was the biggest jump in the local area for any school.

The results from the English portion of the SBAC from the school, district and state biggest jump in theto local area for reading any school.

Staff members continue to emphasize members continue emphasize and writing across the curriculum.

follow th reading and writing across the curriculum. same general pattern.

Students at FHS continue to outperform similarly situated schools in LAUSD where approximately 50% of students meet or exceed the standard from year to year During the 2018-19 school year, the scores jumped significantly to where 71% of students me exceeded the standard. That was the biggest jump in the local area for any school.

Staff Chapter II PAGE 9 members continue to emphasize reading and writing across the curriculum.

% Not/ Nearly met Standard

% Standard Not Nearly Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

% Meets/ Exceeds Standard

# with Scores

# Tested

ASIAN

16%

10%

6%

37%

47%

84%

51

51

BLACK

49%

18%

31%

36%

15%

51%

39

39

HISPANIC

29%

12%

17%

38%

34%

71%

164

164

WHITE

30%

10%

20%

25%

45%

70%

20

20

FILIPINO

25%

8%

17%

42%

33%

75%

12

12

TWO OR MORE

33%

33%

67%

3

3

OVERALL

29%

12%

71%

289

289

Ethnicity

67% 17%

37%

34%

Further into the disaggregated data, all subgroups are performing well. African American students continue to struggle with the assessment but are improving. % Not/ Nearly met Standard

% Standard Not Nearly Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

% Meets/ Exceeds Standard

# with Scores

# Tested

NO

23%

9%

15%

39%

38%

77%

260

260

YES

79%

41%

38%

21%

21%

29

29

OVERALL

29%

12%

17%

37%

71%

289

289

Special Ed

34%

Of the 29 Special Education students tested, only 21% were at the met or exceeded level. Efforts need to continue to improve the results for Special Education students.

Chapter II PAGE 10

Notes

Trends in the SBAC test for math performance are like the state results. In 2017-18 and 2018Trends the department SBAC test for math performance like the state results.

In 2017-18 19, the in math conducted a three-dayare pullout program to help students perform better and 2018-19, the math department conducted a three-day pullout program to help on the SBAC FHS students underperformed are in 2018, after expected increase in Trends theassessment.

SBAC test math performance like the an state results.

In 2017-18 and 201 studentsinperform better on thefor SBAC assessment.

FHS students underperformed in score. However, in 2019, scores for the students were higher in the meets/exceeds range and 19, theafter math department conducted a three-day pullout to help students perform bet 2018, an expected increase in score. However, in 2019, scores program for the students lower in the not met and not nearly met range than similarly situated schools, the district and were higher in the meets/exceeds range and lower in the not met and not nearly onstate. the The SBAC assessment.

FHS students in 2018,met after an expected increase math department to build on theunderperformed success from year. range than similarly situated hopes schools, the district and state.

Thelast math department

score.

However, 2019, from scores hopes to build on theinsuccess last for year.the students were higher in the meets/exceeds range and lower in the not met and not nearly met range than similarly situated schools, the district and state. The math department hopes to build on the success from last year.

Chapter II PAGE 11

Notes

Looking at Math, the the African American students Looking at the the disaggregated disaggregateddata datafor forSBAC SBAC Math, African American students have un have under-performed and the Asian students have over-performed compared to performed and the Asian students have over-performed compared to other ethnic groups. other ethnic groups.

% Not/ Nearly met Standard

% Standard Not Nearly Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

% Meets/ Exceeds Standard

# with Scores

# Tested

ASIAN

24%

14%

10%

43%

33%

76%

51

51

BLACK

85%

55%

30%

15%

15%

40

40

HISPANIC

67%

32%

35%

24%

9%

33%

161

161

WHITE

68%

37%

32%

16%

16%

32%

19

19

FILIPINO

58%

17%

42%

33%

8%

42%

12

12

TWO OR MORE

100%

67%

33%

0%

3

3

OVERALL

62% 32% 30% 26% 13% 38% SPED students that took the test also failed to perform well. 286 Of the 30286 students tested, non them met or exceeded the standards of the test.

SPED students that took the test also failed to perform well. Of the 30 students

Ethnicity

tested, none of them met or exceeded the standards of the test.

% Not/ Nearly met Standard

% Standard Not Nearly Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

% Meets/ Exceeds Standard

# with Scores

# Tested

NO

57%

26%

31%

29%

14%

43%

256

256

YES

100%

83%

17%

0%

30

30

OVERALL

62%

32%

30%

38%

286

286

Special Ed

26%

13%

The graduation rate of students at FHS remains stable at approximately 86% (higher than th The graduation rate of students at FHS remains stable at approximately 86% (higher district average of 80%). However, only 49% of students identified as English Learners than the district average of 80%). However, only 49% of students identified as Enggraduated ongraduated time in 2018-19. lish Learners on time in 2018-19.

Chapter II PAGE 12

Average attendance rates remain at 96% and is not considered a serious issue at FHS. Stud attend school and do not tend to be tardy. There are, of course, some students that are chronically absent and tardy. However, the vast majority students at FHS come to school o

Average attendance rates remain at 96% and is not considered a serious issue at FHS. Students attend school and do not tend to be tardy. There are, of course, some students that are chronically absent and tardy. However, the vast majority students at FHS come to school on time and prepared to learn. Attendance rates every year tend to start in August are around 97.5% and drop off to 95.2% by June.

The staff goal for student attendance is to have below a 7% chronic absenteeism rate for 2019-20.

Notes

Suspension and expulsion rates are both at 0% since the 2016-17 school year. While FHS does have some bad actors, those students are dealt with in-house through Restorative Justice or other supports. FHS is generally free from fights, vandalism or other issues that may plague other schools. FHS is seen as a diamond in the rough by many parents and students.

Chapter II PAGE 13

Notes

Size of EL/LEP population

Size of EL/LEP population

FHS tends to serve a much larger population of RFEP students than the surrounding area in Local District West. FHS staff members piloted a program to specifically support students to FHS tends to serve a much larger population of RFEP students than the surroundreclassify by spending one afternoon where every teacher would talk to one or two parents and ing areatoin LocaltheDistrict FHS staff piloted to specifistudents explain process West. for reclassifying andmembers giving specific goalsatoprogram each parent-student cally support students to reclassify by spending one afternoon where every teacher group. would talk to one or two parents and students to explain the process for reclassifying and giving specific goals to each parent-student group.

The CELDT test is no longer used. The scores on the last CELDT showed slight improvement for Advanced and Early Advanced scores.

Chapter II PAGE 14

Year

% Advance (score of 712-725)

% Early Advanced (score of 623-711)

% Intermediate (score of 534-622)

% Early Intermediate (score of 445-622)

% Beginning (Score of 230-444)

Number of Students Tested Grades 9-12

2016-17

3

17

35

20

26

155

Notes

The replacement assessment for the CELDT is the ELPAC.

ELPAC Performance by Grade Level Total Students School Year 2018

2019

Grand Total

Performance Level

Grade Code

1

2

3

4

Grand Total

9

45%

24%

21%

10%

29

10

65%

20%

10%

5%

20

11

42%

21%

28%

9%

53

12

23%

15%

38%

23%

13

9

36%

31%

27%

7%

59

10

30%

30%

33%

7%

27

11

50%

33%

8%

8%

12

12

30%

26%

26%

17%

23 236

Students in grade 12 perform better than other groups on the ELPAC assessment.

FHS would like to see that students in cohorts improve their scores on the ELPAC from year to year.

Chapter II PAGE 15

Notes

Size of Program Population 2018-19 Program Group

Program Type

Gifted Program

Master Plan Program

Migrant Education Special Education

Title 1 Program Travel Program

# of Students

% of Students

Gifted and Talented Education Program (GATE)

462

26.4%

Total for Subgroup

462

26.4%

Dual Language

40

2.3%

English Immersion

69

3.9%

Mainstream

65

3.7%

Parent Withdrawn

8

0.5%

Total for Subgroup

182

10.4%

Migrant Education

2

0.1%

Total for Subgroup

2

0.1%

Dis – Related Services

127

7.3%

Resource Specialist Program

62

3.5%

Special Day Program

140

8.0%

Total for Subgroup

202

11.5%

Title 1 Program

1,749

99.9%

Total for Subgroup

1,749

99.9%

485

27.7%

Other Transp

1

0.1%

Special Ed Transp

25

1.4%

Total for Subgroup

511

29.2%

Magnet

Most notable from this group is the large population of GATE students. After reflecting on this data, the staff began having discussions about how to better identify and support GATE students.

Chapter II PAGE 16

Class size

Notes

Because of the contract wins in 2019, class sizes have been reduced to enforceable levels for the first time. Class sizes are capped at 37 for grade 9 and 10 academic classes, 46 for non-academic classes, except for Math and English which are capped at 39. Grade 11 and 12 classes are capped at 46, except in Math and English which are capped at 39. Those hard caps will be further reduced over the next several years. By the school year 2022-23, grade 9-10 will be capped at 30 for academic classes and 39 for all other classes and levels.

Demographics of Students Student Body Ethnicity by number of Students

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20

316

322

302

265

267

262

3

5

1

2

1

1

Asian

341

297

299

311

262

272

Filipino

84

78

74

78

67

64

1082

1091

1049

1015

1062

987

4

4

5

4

4

1

161

144

117

134

121

122

0

0

0

0

26

23

1991

1941

1847

1809

1810

1732

African American American Indian or Alaska Native

Hispanic or Latino Pacific Islander White Two or More Races Total

Total numbers of students vary depending on the data source. However, regardless of the source the total number of students is trending downwards. Since the last full study, over 180 students have left FHS which equates to about six teaching positions. Other high schools, including charter schools, have seen a similar drop.

Families are choosing to leave the city, and state, for jobs and a lower cost of living.

57% of the students are Hispanic or Latino, the next largest ethnic group is Asian which making up 16%, followed by African American at 15%, White making up 7%, and Filipino making up 4%.

Chapter II PAGE 17

Notes

Enrollment by Subgroup Subgroup Enrollment by Number of students

2016-17

2017-18

9%

9.6%

0.5%

0.3%

Socioeconomically Disadvantaged Students

85.4%

82.2%

Total Students

1,922

1,918

English Learners Foster Youth

2018-19

Homeless Migrant Education Students with Disabilities

Student Population by Grade Enrollment Year

Grade 9

Grade 10

Grade 11

Grade 12

Total

2018-19

508

561

330

347

1846

2017-18

513

417

425

472

1935

2016-17

433

490

519

397

1954

2015-16

572

491

494

439

2102

2014-15

619

50

522

450

2202

It should be noted that different sources report the total number of students differently. Some of the data sources choose to include magnet students and other sources do not. Regardless of the source, the student population is declining. The staff recognizes that it is critical to be dynamic and attractive to parents and students. As such, the staff voted to implement the IB MYP as soon as possible.

Chapter II PAGE 18

Notes

Chapter III Self-Study Findings

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

A

A1. Vision and Purpose Criterion The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, current educational research, the district Local Control and Accountability Plan (LCAP), and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Online Programs: iNACOL Standard A: Mission Statement:

The mission statement of a quality online program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-day operations, as well as a guide for its strategic plans for the future. Communications between and buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]

Chapter III PAGE 19

Notes

Indicators with Prompts Vision – Mission – Schoolwide Learner Outcomes – Profile A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon highquality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready.

A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, the district LCAP, identified future global competencies, current educational research and an overall belief that all students can learn and be college and career ready.

Findings

Chapter III PAGE 20

Supporting Evidence

On multiple occasions, school stakeholders comprising classroom teachers, paraprofessionals and administrators reviewed the current school vision and mission statements, with the aim of determining whether the statements reflect the changing demographics of our school community, for the current and future students of Fairfax High School. In four separate SLC settings, four different vision and mission statements were submitted for the ILT review. Following about three separate ILT meetings, a new vision and mission statement was selected to discuss and receive parent input at the Coffee with the Principal meeting.

nn

Agenda and Sign-In Sheets at the SLC, ILT, Coffee with the Principal meetings.

The development of the vision, mission, and Schoolwide Learning Outcomes (SLOs) have been evidently reflective of the current profile data of the school and the International Baccalaureate Learner Profile, the LCAP and current Action Plan. Balancing the desires of all parties and reaching a consensus was challenging but worthwhile. There was also a conversation regarding the last vision, mission and schoolwide learner outcomes. Most teachers and students could not recall any parts of any of the statements. The staff reflected on the lack of recall and decided to make the schoolwide learner outcomes an acronym of either Fax, Lions, Pride, or Fairfax. Stakeholders chose the Lions acronym and a vision and mission that was reflective of where the school wants to go in the coming years.

nn

New Action Plan

nn

Sample Vision and Mission statements, as well as Schoolwide Learner Outcomes submitted and reviewed prior to selection. nn

District LCAP nn

IB Learner Profile

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Notes

A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire school, the district board, business, and the community in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

Findings The Mission and Vision are reviewed and revised annually by the Instructional Leadership Team (ILT).

The ILT takes input from the School Site Council and current pedagogy to determine if the statements need revision. Recently, the school staff approved moving towards implementing the International Baccalaureate Middle Years Programme.

This adoption required retooling the vision, mission and SLOs. All three statements are voted for approval by the entire school when changes to the statements are considered.

Supporting Evidence nn

ILT Agendas / sign-ins nn

SSC agendas nn

Faculty vote

Chapter III PAGE 21

Notes

Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP. A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.

Findings

Supporting Evidence

The District LCAP calls for All Students Achieving and Graduating College and Career Ready. At Fairfax High School with a diverse student body, our vision statement focuses on maximizing the potential of all students (The Diverse Students) which includes all students subgroups. All students receive A-G course offering and the school ensures every course offered to students is A-G compliant.

nn

School Master Schedule, Student Schedules and Course Transcripts.

The current vision and mission statements are posted throughout the school, and each teacher is given a color-glossy poster to post in their classroom.

The new mission and vision statements and SLOs were be voted upon and approved by the staff in the 2019 fall semester.

School Site Council, Leadership Council, Instructional Leadership Team, Friends of Fairfax board, Coffee with the Principal-ensures representation of all stakeholders. The various governing bodies were requested to use the vision, mission and schoolwide learner outcomes to drive the school program. At meetings, there have been many discussions about how the staff is meeting the vision of the school through shared decision making.

The ILT, Instructional Learning Team, (Specifically for the Department Chairs, AP, Principal Coordinators, SLC leads, Math and Literacy Coaches, Councilors and any other stakeholders) evaluates data, and work on refining instruction. The ILT was tasked with rolling out the new vision, mission, and schoolwide learner outcomes to their colleagues during department and small learning community professional development days.

Chapter III PAGE 22

nn

The meeting agendas and minutes from the School Site Council, Leadership Council, WASC meetings, Friends of Fairfax meetings, Professional Development meetings, Small Learning community meetings, and faculty meetings can be used to show that the schoolwide learner outcomes were discussed in depth. nn

Anecdotal evidence from members of those groups can also be used to establish how the vision, mission, and schoolwide learner outcomes affect the decisions made by such governing bodies.

Findings

Supporting Evidence

The most recent version of the Schoolwide Learner Outcomes has been presented to the students through their teachers during the 2019 - 2020 school year.

nn

Further evidence can be seen in the development of the master schedule, development of the college office, and recruitment of the Pupil Service and Attendance (PSA), and college counselor. Such policies were made due to the reflection in committees about student needs.

Notes

Chapter III PAGE 23

Notes

A2. Governance Criterion The governing board (a) has policies and bylaws and the school’s purpose is aligned with them to support the achievement of the schoolwide learner outcomes, academic standards, and college- and career- readiness standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Control and Accountability Plan.

Online Programs: iNACOL Standard B: Governance Statement:

Governance is typically provided by a Board of Directors, an Advisory Board or an ISCHOOL Board. In a quality online program, governance and leadership work hand-in-hand, developing the operational policies for the program and its leadership and staff. [iNACOL Standard B, 2009]

Indicators with Prompts Understanding the Role of the Governing Board and District Administration A2.1. Indicator: The school community understands the governing authority’s role, including how stakeholders can be involved.

A2.1. Prompt: To what degree does the community understand the governing authority’s role, including how stakeholders participate in the school’s governance?

Findings

Supporting Evidence

The Los Angeles Unified School District (LAUSD) Board is governed by a seven-member Board of Education.

nn

Meeting times and agenda are posted on the LAUSD board website.

The board appoints a district superintendent, who runs the daily operations of the district. The district’s current superintendent is Austin Beutner.

Each area of the district also has an Instructional Area Superintendent. Fairfax High School is in Educational Service Center West where Cheryl Hildreth is the area superintendent.

nn

Anyone may speak at the board meetings by obtaining a speaker form at the board meeting.

It is also possible to write a letter to specific board members or the entire board.

The members of the board are elected directly by voters from the separate districts served by LAUSD.

Chapter III PAGE 24

Findings There are currently seven members serving on the Board of Education: George McKenna (District 1), Board President Monica Garcia (District 2), Scott Schmelerson (District 3), Nick Melvoin (District 4), Jackie Goldberg (District 5), Kelly Gonez (District 6), and Richard Vladovic (District 7). There is a great deal of confusion about which board member covers which school because school districts are North, East, South, West and Central while districts are numbered one through seven. Elections and terms alternate depending on the year and district.

The term of office for Board Districts 1, 3, 5 and 7 is 7/1/2015 to 12/13/2020. The term of office for Board Districts 2, 4 and 6 is 7/1/2017 to 12/11/2022. Nick Melvoin was elected in May 2017 and is the board member for District 4 in which Fairfax High School resides.

Most official business of the Board is conducted during regularly scheduled meetings, which can be found on the calendar. All regular meetings of the Board of Education are shown live and videotaped for later broadcast over KLCS Television Channel 58 and other cable channels. The regular meetings are shown live the day of the meeting and repeated the following Sunday. Committee meetings and special meetings are shown live on the internet and broadcast on the following Sunday.

Supporting Evidence

Notes

nn

Decisions arrived at by the board are widely publicized through different media formats: Board website (http://laschoolboard. org/), email, radio, television and in the local newspapers. nn

Nick Melvoin, the current board member, attends coffee with principal meetings and talks to parents directly. He is also actively involved in supporting the Melrose Trading Post booster organization for FHS. nn

The Board website contains a calendar that lists all upcoming meetings and events (http:// laschoolboard.org/).

Chapter III PAGE 25

Notes

A2.1. Additional Online Instruction Prompt: Evaluate the policies related to online instruction for effectiveness in clarifying the vision for the school’s use of various types of online curriculum, instruction and support methodologies; this includes, upgrading or updating technology, acceptable use policies, CIPA policies, and policies to ensure internet safety.

Findings Every year, the staff fills out a survey indicating technological needs. The School Site Council (SSC) discusses these needs and votes on what the budget can afford.

The Fairfax website (fairfaxhs.org) has a Technology link, under the Academics tab, that contains various documents and videos for students, parents, and teachers. These include LAUSD Responsible Use Policy and digital citizenship lessons. All students sign an acceptable use policy (AUP) upon entering Fairfax. The AUP outlines how students should appropriately interact with technology and online.

Each department instructs students on proper internet use to varying degrees.

Supporting Evidence nn

Staff Survey nn

SSC minutes nn

Grade level assemblies discuss cyberbullying.

Teachers post a list of Title IX / Bullying Complaint Managers for the school. nn

The school librarian distributes a proper internet use handout with a quiz during her 9th grade library orientation. Some social studies department teachers use that handout in later grades. nn

https://fairfaxhs.org/apps/ pages/index.jsp?uREC_ ID=423757&type=d

Chapter III PAGE 26

Relationships between Governing Board and School

Notes

A2.2. Indicator: The school’s stakeholders understand the relationship between the governing board’s decisions, expectations, and initiatives that guide the work of the school.

A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the governing board’s decisions, expectations and initiatives that guide the work of the school.

Findings

Supporting Evidence

Los Angeles Unified School District (LAUSD) is governed by a seven-member Board of Education. The board appoints a district superintendent, who runs the daily operations of the district. The district’s current superintendent is Austin Beutner. Each area of the district has an Instructional Area Superintendent. Fairfax High School is in Educational Service Center West where Cheryl Hildreth is the area superintendent.

nn

Senior parent meetings clarify decisions on graduation participation, attendance, behavioral expectations, academic credits.

As the staff adopts board initiatives, the parents and students are made aware of how the initiatives will affect them. For example, the last initiative that the teaching staff adopted was Mastery Grading.

Many teachers changed their grading practices to reflect Mastery Grading. Parents and students were informed of the changes through teacher syllabi, grade level assemblies, freshman orientation and parent conferences.

nn

Grade level assemblies disseminate information to students about discipline, dress code, A-G requirements, and other school-related policies and events. nn

Freshman orientations inform parents and students about what to expect during the first year of school. nn

The ILT discusses important school issues and direction of the school. The department heads and SLC leads then take this information back to their departments / SLCs to guide the rest of the teachers.

Chapter III PAGE 27

Notes

Uniform Complaint Procedures A2.3. Indicator: The school leadership understands and utilizes the Uniform Complaint Procedures from the district.

A2.3. Prompt: Evaluate the degree to which the school leadership ensures understanding and use of the district’s Uniform Complaint Procedures. (Priority 1).

Findings At the initial school year Faculty Meeting the Uniform Complaint Procedures form is presented and distributed. All faculty sign a document acknowledging receipt of the form. Complaint procedures for teacher behavior, William’s legislation and district policies are posted in every classroom. Along with the posted procedures is a bulletin indicating to whom the complaint should be forwarded.

Chapter III PAGE 28

Supporting Evidence nn

Posted bulletins

A3. Leadership: Data-Informed DecisionMaking and Ongoing Improvement Criterion

Notes

Based on multiple sources of data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes, academic standards, and college- and career-readiness standards. The school leadership and staff annually monitor and refine the schoolwide action plan and make recommendations to modify the LCAP as needed.

Online Programs: iNACOL Standard C: Leadership:

The leadership of a quality online program is accountable to the program’s governance body, and is responsible for setting and meeting the operational and strategic goals in support of the program’s mission and vision statements. [iNACOL Standard C, 2009]

Online Programs: iNACOL Standard D: Planning:

A quality online program makes planning, managed by the leadership and staff of the organization a regular part of the program. There are several types of planning activities, including strategic planning, long-range and operational planning, which identifies annual goals. Effective planning is not a one-time activity, but instead should provide opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D, 2009]

Online Programs: iNACOL Standard F: Commitment:

In a quality online program governance, leadership and staff are responsible for creating an organization that demonstrates a commitment to attaining the program’s goals and mission statement. Everyone within the organization understands the mission statement and works to achieve it. [iNACOL Standard F, 2009]

Online Programs: iNACOL Standard I: Integrity and Accountability:

In a quality online program, leadership is transparent in its management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes. [iNACOL Standard I, 2009]

Chapter III PAGE 29

Notes

Indicators with Prompts Broad-Based and Collaborative A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results and impact on student success.

A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders.

Findings

Supporting Evidence

The planning process utilizes a broad-based approach to planning that is both data-driven and collaborative between community stakeholders, administration, faculty, and staff to focus on the needs of all student learners.

nn

Department chairs, counselors and administrators work to develop a Master schedule that reflects the needs of the students.

The planning process for each governing body is collaborative and is comprised of members that represent each group of stakeholders. The decision-making reflects a shared democratic process and fully encourages commitment of each of the stakeholders, including the staff, students, and the parents. This planning process demonstrates an effective participation and collaboration of a varied group of stakeholders.

The current organization of governance consists of LAUSD district and school site administration. Additionally, multiple decision making and advisory bodies operate to create policies and procedures to achieve the goal of supporting student achievement based on SLOs, data, and academic standards stated in the school mission and vision. The governance bodies are in line with the Collective Bargaining Agreement.

Chapter III PAGE 30

nn

Meeting agenda and minutes from ILT meetings and TLC meetings can be used to demonstrate that the school leadership is focused on student achievement. nn

School councils have membership from all school stakeholders. nn

Intervention programs are implemented based on student data. nn

Grant writing documentation can be used to demonstrate that the staff is thinking outside the box to bring materials and service to the students.

Findings

Supporting Evidence

Notes

nn

The School Plan for Student Achievement looks at all benchmarks for at-risk groups and decides how to spend Title I money for interventions. nn

Targeted Student Population determine spending on certain populations such as students who need to take AP tests, low socioeconomic students, and African American students who need additional support.

Chapter III PAGE 31

Notes

School Action Plan Correlated to Student Learning A3.2. Indicator: The school’s Action Plan is directly correlated to and driven by the analysis of student achievement data and aligned with district LCAP. A3.2. Prompt: How do staff ensure that the school action plan is directly linked to and driven by the analysis of student achievement of the major learner and collegeand career-readiness needs, and the California School Dashboard indicators?

Findings

Supporting Evidence

After identifying the need for our students to improve their academic outcomes on the annual Smarter Balanced Assessment Consortium (SBAC), Fairfax High School staff members worked diligently to address the identified areas for growth/ improvement of our students. The data from 2018 reflected, an unfortunate, regression on SBAC test scores when compared to 2017 (similar across the district and state). The indicators on the California School Dashboard reflect a double-digit drop in English Language Arts, and this outcome served as a serious call-to-action to create a plan to improve student learning. During the 2018-19 school year, Fairfax administrators and teachers have implemented and dedicated substantial time and resources to better prepare students for the SBAC exams. The efforts of the school staff are directed and informed by the data published on the California School Dashboard. This targeted support for student learning is not only intended to improve standardized test scores, but to better prepare students for the academic rigor of post-secondary education.

nn

Standardized assessments have been scored and analyzed.

Administration has supported this process by compensating teachers for additional time required to score and analyze the data. nn

English, science, math, and social studies students take an Instructional Assessment Block (IAB) test once each semester. nn

English, social studies, and math prepared released questions as pre-testing and as an indicator of places where students need remediation and practice. nn

Departments meet and disaggregate data from IABs as well as PSATs to improve instruction. nn

AP booklets are used by students to practice before AP testing. nn

Naviance allows seniors to access information for applying to colleges.

Chapter III PAGE 32

Findings

Supporting Evidence

Notes

nn

Opening a College Board account also allows students to access tests and scores and determine areas of growth and need.

Collective Accountability to Support Learning A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices, programs, actions, and services that support student learning.

A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared decision-making, responsibility, and self-reflection on actions and accountability to support student learning throughout all programs.

Findings The school staff, parents, students and community stakeholders have ample opportunity to participate in decision making. In accordance with the CBA, there are two councils: The Leadership Council (TLC) and the School Site Council (SSC). The councils are made up of teachers, parents, students and administrative staff. Additionally, the FHS staff decided to create other decision-making bodies: Instructional Leadership Team (ILT), Department and Small Learning Communities (SLC), and Safety Council. The ILT, SLC and Safety Council report to the TLC.

Supporting Evidence nn

The ILT sets the tone of processes and procedures by a group of teacher leaders from each department and the union chapter chair.

The TLC makes overall school decisions such as the bell schedule. nn

The SSC oversees Title I funding. nn

SLCs use interdepartmental meeting time to discuss instruction, students who share teachers, dropout rates and other data.

Chapter III PAGE 33

Notes

Internal Communication and Planning A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication, planning, and resolving differences among the staff or administration.

Findings The staff and administrative team have many opportunities to share information and collaborate in planning and developing processes, policies, bell schedules and professional development.

Resolving differences between the staff and administration is conducted through the union chapter chair and the principal. Together, they refer to the Collective Bargaining Agreement, Memorandums of Understanding and district mandates to resolve differences. The principal and UTLA chapter chair meet every Thursday to get ahead of any issues and discuss current issues.

Chapter III PAGE 34

Supporting Evidence nn

SSC, TLC, ILT agenda and minutes nn

UTLA and Principal meeting

A4. Staff: Qualified and Professional Development Criterion

Notes

Qualified staff and leadership facilitate achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.

Online Programs: iNACOL Standard E: Organizational Staffing:

A quality online program recognizes appropriate levels of staffing are critical to the success of an online program. Staff should be well-trained in order to successfully meet their performance goals, and are provided with appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009]

Indicators with Prompts Qualifications and Preparation of Staff A4.1. Indicator: The school has confidence in district procedures to ensure that staff members are qualified based on staff background, training, and preparation.

The processes to assign staff members and provide appropriate orientation for all assignments maximizes the expertise of the staff members in relation to impact on quality student learning.

A4.1. Prompt: Evaluate the effectiveness of district procedures to ensure all staff members in all programs, including online instruction, are qualified for their responsibilities and that the process to assign staff members and provide an appropriate orientation process, including online instruction and focused programs, maximizes the expertise of all staff members in relation to impact on quality student learning.

Findings

Supporting Evidence

The District ensures that all staff members, in all programs, are qualified for their positions based on state and local requirements for appropriate credentialing and licensure. New staff is welcomed and orientated to their new setting starting before the semester begins.

nn     All teachers must be highly qualified to teach at the high school level in Los Angeles Unified School District.

Chapter III PAGE 35

Notes

Professional Development and Learning A4.2. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes.

A4.2. Prompt: Determine the effectiveness of the professional development support, time and resources to the teacher and staff needs. Comment on the effectiveness of the process in place to assess the measurable effects of professional development on teacher practice and the impact it has on student performance.

Findings 27 professional development 2019-20 have been scheduled to support teachers and staff throughout the school year. nn

Professional Development sessions have high attendance rates and teacher participation

Supporting Evidence nn

Foster Youth Training nn

New EL Dual Literacy/ EL Master Plan nn

Newsela Sub nn

PD Tuesdays ensure training built in during the school day

A4.2. Additional Online Instruction Prompt: Evaluate the processes and procedures for involving online staff members in professional development activities that enhance the use of technology in the delivery of instruction and support student learning.

Findings Online credit recovery is offered outside of the regular school hours. Only those teachers that are credentialed and have the necessary college credits may teach credit recovery classes. The administrator in charge of credit recovery ensures that all teachers are correctly credentialed.

Chapter III PAGE 36

Supporting Evidence nn

Credit Recovery teacher roster

Measurable Effect of Professional Development on Student Learning

Notes

A4.3. Indicator: There are effective processes in place to assess the measurable effect of professional development on teacher practice and the impact it has on student performance.

A4.3. Prompt: Evaluate the measurable effects of professional development/learning activities, including coaching and mentoring, on student learning.

Findings

Supporting Evidence

PD lacks support necessary to create real change. There is not clear development of objectives year to year. Teachers are hoping that the IB implementation will resolve the issues with longitudinal professional development. The district puts many training mandates on teachers and a lot of the professional development time is used for certifying that the training has been completed.

nn

Interim Assessment Test Administrator training

The new administrative team has amore concrete plan for professional development. As the school staff begins to implement IB and PBIS, the trainings will become more thematic and relevant.

nn

Disability Awareness and ADA Compliance training

nn

Dyslexia Professional Development Module nn

Child Abuse Awareness Training nn

Workplace Harassment Prevention Training

nn

Culturally and Linguistically Responsive Pedagogy nn

CAASPP Security Forms Teacher Training

Supervision and Evaluation A4.4. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

A4.4. Prompt: How effective are the school’s supervision and evaluation procedures?

Findings

Supporting Evidence

Evaluation cycles are prompt, identified in advance and teachers are provided feedback as needed.

nn

The Evaluation Cycle EDSG

Chapter III PAGE 37

Notes

A5. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the schoolwide learner outcomes, academic standards, and college- and career-readiness standards.

Online Programs: iNACOL Standard G: Financial and Material Resources:

A quality online program has adequate financial and material resources to accomplish the mission of the organization. These resources are appropriately planned for and expended using sound business practices. [iNACOL Standard G 2009]

Indicators with Prompts Resource Allocation Decisions A5.1. Indicator: The school leadership and staff are involved in the resource allocation decisions. There is a relationship between the decisions about resource allocations, the district’s LCAP and the school action plan, the school’s vision, mission, the schoolwide learner outcomes, major student learner needs, academic standards, and college- and career-readiness standards.

A5.1. Prompt: Determine the extent to which leadership and staff are involved in the resource allocation decisions. Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the schoolwide learner outcomes, the major student learner needs, the student needs identified in the district LCAP and the school plan, the academic standards, and the college- and career-readiness standards.

Findings

Supporting Evidence

Title I Determines which positions to buy, technology to purchase, field trips, etc.

nn

Classroom environment is less-than-sanitary, lacks current technology (computers, LCD projectors, printers, software site licenses) and lacks modern furniture that is less than 30+ years old.

School Site Council (SSC) Student Store Greenway MTP and Arts Alliance SLC Lead Teachers order Office supplies from Stores Catalog

Chapter III PAGE 38

Findings Allocating financial resources are not equitable distributed in a just manner.

The human, material, physical, financial resources are insufficient and are ineffectively utilized in accordance with the intent of the program, school vision and mission statement.

Supporting Evidence

Notes

nn

Assigning teaching assistants with appropriate language skills to the classes with the greatest need nn

Not enough/working technology for each student to access Schoology, Newsela, internet, printing and word processing, and 21st Century curriculum. Is the internet infrastructure able to support all students with school devices going into the future? nn

Broken student/staff restrooms facilities nn

Sanitation in classroom, hallways, and restrooms. nn

Most classrooms have decrepit desks, chairs, and tables nn

Insufficient consumable materials (copy paper, construction paper, poster boards, pens, lined notebook paper.

Chapter III PAGE 39

Notes

Practices A5.2. Indicator: There are district processes and practices in place for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Findings The annual audit is conducted by the LAUSD District Office. All funding requests pass through the Central Office and requires approval. The school is allocated funds based on average daily attendance. Those funds, along with Title I funds, are used throughout the year to support students.

Facilities provide the minimum necessary requirement for student learning. Some classrooms have new and updated technologies while others are archaic with only writing surface.

Supporting Evidence nn

Annual audit nn

Title I budget allocation nn

Principal’s budget sheet nn

Some classrooms have new physical equipment i.e. chairs, desks, and tables. While others are marred with graffiti, broken table legs, and missing screws. nn

Auditorium PA system is state-of-the-art, but and stage lights are 50 years old and obsolete, although the electrical system was recently repaired and brought upto-code. Stage rigging is circa 1926 and may be damaged and unsafe.

Chapter III PAGE 40

Notes

Facilities Conducive to Learning A5.3. Indicator: The school’s facilities are safe, functional, well-maintained, and adequate to meet the students’ learning needs and support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes).

A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning environment to meet the educational health and safety needs of students.

Findings

Supporting Evidence

Facilities provide the minimum necessary requirement for student learning. Some classrooms have new and updated technologies while others are archaic with only writing surface.

nn

Some classrooms have new physical equipment ie. chairs, desks, and tables. While others are marred with graffiti, broken table legs, and missing screws. nn

Auditorium PA system is state-of-the-art, but and stage lights are 50 years old and obsolete, although electrical system was recently repaired and brought up-tocode. Stage rigging is circa 1926 and may be damaged and unsafe.

Chapter III PAGE 41

Notes

Instructional Materials and Equipment A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional material, resources and technology.

Chapter III PAGE 42

Findings

Supporting Evidence

The policies and procedures for acquiring and maintaining adequate instructional materials and equipment are nominally effective, with responsibilities distributed to various individuals, committees and offices. Submission of paperwork is often delayed, delivery for material is mismanaged.

nn     SLC leads submit handwritten purchase orders for office supplies and instruction to Stores Warehouse. Department heads determine textbook and instructional material needs and administrators place orders. Title One coordinator orders technology supplies (computers, printer cartridges, scantrons, site licenses, etc.

Notes

Resources for Personnel A5.5. Indicator: Resources are available and used to enable the hiring, nurturing, and ongoing professional development of a well-qualified personnel for all programs.

A5.5. Prompt: Determine if the resources are available and used to enable the hiring, nurturing and ongoing professional development of a well-qualified personnel for all programs.

Findings

Supporting Evidence

The principal works with Local District West (LDW) to identify, interview and hire the best possible staff. The BTSA program supports all new teachers and tenured teachers who are new to the faculty work with the department chairs and administration to transition into the school. A professional development plan is developed by the principal with input from the faculty on an annual basis to provide differentiated professional development tailored to the faculties needs. Moreover, the school supports teachers who are pursuing National Board Certification.

nn

Annual PD plan, BTSA plans, National Board Certification documents.

Chapter III PAGE 43

Notes

Long-Range Planning A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the availability and coordination of appropriate funds to support students’ achievement of the schoolwide learner outcomes, major student learner needs, academic standards, college- and career-readiness indicators and standards, and schoolwide learner outcomes.

A5.6. Prompt: Evaluate the effectiveness of these processes.

Findings The school site council meets annually and monthly to develop the SPSA and align the goals and allocation of funds that are directly linked to the districts LCAP. This process runs efficiently and effectively.

The school site council meets annually and monthly to develop the SPSA and align the goals and allocation of funds that are directly linked to the districts LCAP. This process runs efficiently and effectively.

Chapter III PAGE 44

Supporting Evidence nn

School Site Council minutes and budget, SPSA plan, Title 1 Budget, General Fund Budget, other categorical funds.

ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Summary, Strengths, and Growth Needs

Notes

Summary his has been a particularly challenging year with many turnovers in staff. However, T many teachers have stepped up and proven their capacity to lead. Overall, the school seems like a much better place to teach and learn. There are defined leadership groups that oversee all areas of need within the school. Teachers, students and parents have a real voice in the direction of the school, the course offerings and the expenditure of funds. The Vision, Mission and Schoolwide Learning Outcomes have received input from all stakeholders and encompass the direction the staff and school will be taking over the next several years.

Areas of Strength nn

Professional Development that is based on new research is implemented quickly. nn

Teachers are involved with all aspects of the instructional plan. nn

Teachers are highly qualified and have the capacity to fill many roles.

Areas of Growth nn

More teachers should be made aware of the LCAP, SSPA and Action Plan. nn

Teachers should understand budgetary and financial constraints. nn

Continue to seek out professional development and training that is research based and applies to our student population.

Chapter III PAGE 45

Notes

Chapter III PAGE 46

Category B: Standards-based Student Learning: Curriculum

B

Notes

B1. Rigorous and Relevant Standards-Based Curriculum Criterion All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the schoolwide learner outcomes, academic standards, and the college- and career-readiness standards in order to meet graduation requirements.

Online Programs: iNACOL Standard J: Curriculum and Course Design:

A quality online program will have a well thought-out approach to its curriculum and course design whether it develops its own courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]

Indicators with Prompts Current Educational Research and Thinking B1.1. Indicator: The school provides an effective, rigorous, relevant and coherent curriculum based on current educational research and thinking that supports the academic standards.

B1.2. Prompt: Evaluate how effective the school uses current educational research related to the curricular areas to implement the curriculum and instructional program for students.

Chapter III PAGE 47

Notes

Findings All students are provided access to a rigorous, differentiated, relevant and coherent standards-based curriculum that builds on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes that allow for success after high school. Every department devotes time and resources for teachers to engage in professional development, such as attendance at yearly conferences, onsite training, and the pursuit of applicable educational research opportunities. At Fairfax, departments have been divided into smaller PLCs that allow teachers of specific classes to work together in planning, discussing practices and comparing outcomes. Much of the PD time is spent in these groups.

The district ensures that the students have up to date textbooks and technology that reflect the common core standards, NGSS and the Teaching and Learning Framework. All departments are tasked with emphasizing writing across the curriculum and to evaluate students achievement through multiple models of assessment. The Common Core Standards are the starting point for teachers designing lessons at Fairfax. This has created a consistency in the curriculum in the different departments.

All courses offered in the school are A-G approved.

Additionally, there are a host of Advanced Placement courses in each core department.

Teachers meet bi-monthly in Professional Learning Communities (PLC) where they are allotted time to collaborate and confer with subject like educators on best practices, current educational research and common instructional methods. This time is imperative to develop and further the educational process of our students.

Chapter III PAGE 48

Supporting Evidence Professional Development nn

AP course workshops nn

AP Readiness workshops nn

Child Abuse nn

Suicide Prevention nn

GATE nn

PLC’s nn

Common Core nn

Conflict Resolution nn

Restorative Justice nn

Mastery Grading nn

Collaborative Learning nn

Newsela training nn

Textbook Supplemental In-Service nn

Various GATE training nn

Librarian training workshops nn

PLC and SLC agenda and reflection pages. nn

Common Core Teaching and Learning Framework nn

SOAR nn

SDAIE Methodology for English Learners

Findings

Supporting Evidence

All incoming 9 th grade students participate in library orientation for print and digital resources. The librarian collaborates with teachers from all departments and all grades in research projects integrating information literacy skills. Students are introduced to CRAAP evaluation method (Currency, Relevance, Authority, Accuracy, Purpose) of websites and citation of authoritative sourcing is emphasized for all collaborative projects. Flyers for both are always available in the library and posted on the library webpage.

nn

Conference and Workshops out of school and site-based

Teachers implement Specially Designed Academic Instruction in English (SDAIE) to accommodate the English Learner population. This method conceptualizes content in all subjects and helps prepare the students for more academically rigorous tasks in college. ELD classes are tied to the ELD Standards. Chunking the curriculum and thinking maps addressing the eight basic cognitive functions are also implemented in ELD classes. Thinking maps are incorporated into pre-reading, during reading, and post-reading strategies. Additionally, students are provided with language frames to promote discussion of the content. To promote higher order thinking skills, students are taught on the surface and under the surface questioning techniques.

nn

Collaboration

Notes

nn

Flyers for both are always available in the library and posted on the library webpage nn

Salary Point Teacher Training Courses nn

Classroom Management nn

Lesson Planning nn

Differentiated Instruction nn

New Resources

Professional Learning Communities (PLC) discuss and share common assessments, course pacing, and best practices. PLCs are an effective method to maintain pacing which allows for more coursealike conversations to take place. Teachers may not necessarily be in lock step with each other, but they should thematically be covering the same topic.

COLLEGE OFFICE Students use the Naviance system to guide and organize their college search and application processes. Teachers can also submit student recommendations through Naviance. The College Office organizes college and career fairs. Students in grades 9-11 take a school funded PSAT in the fall semester. All grade 11 students take a school funded SAT test in the Spring.

nn

Naviance student training logs

Chapter III PAGE 49

Notes

Findings

SOCIAL STUDIES CURRICULUM In the social studies department, teachers discuss best practices by unit and also brainstorm ideas on the best way to teach key concepts. The teachers provide access to the core curriculum through differentiated instruction embedded in each lesson to meet the needs of a wide range of learners which incorporate Special Needs and Gate trainings.

Teachers model methods of analysis and critical thinking skills to answer Document Based Questions (DBQ) on historical events and provide students several opportunities throughout the school year to analyze and cite documents. For example, locating the thesis and the evidence used to support that thesis. Teachers expose students to primary and secondary sources to both practice evaluating the sources using tools such as the Who, What, When, Where, and Why and create research-based projects. Students complete Free Response Questions (FRQ’s) and analyze current events in each of the classes offered in the department. The department offers a course in Ethnic Studies primarily for 9th grade students but encourages all students to enroll. Students demonstrate listening and speaking skills by giving speeches, presenting their projects, debates, classroom discussions and participating in Teen Court. The department develops civic engagement. Student voice is present in classes via mock trials, small group presentations, simulations and role plays.

The social studies department requires all students to pass three years of Social Studies Courses, including World History, U.S. History, Principles of American Democracy and Economics. The department offers AP classes in grades 10-12. AP teachers complete College Board training, which includes one week of initial training and on-going training two days each year. The social studies department offers six AP courses: AP World History, AP U.S. History, AP Macroeconomics, AP U.S. Government, AP Psychology, and AP Human Geography.

Chapter III PAGE 50

Supporting Evidence nn

Teen Court nn

History Day nn

Service Learning nn

Mock trials

Findings

Supporting Evidence

ENGLISH DEPARTMENT

nn

Fairfax High School’s SBAC ELA scores jumped 28 percent from 2018 to 2019 in the Meets or Exceeds levels of achievement from 42.64% to 70.93%.

In English department meetings, teachers are given time to collaborate to create common summative assessments by grade level. The school hired consultants to explain new teaching strategies to the faculty based on current research; such as concepts to engage low performing students.

The English department worked collaboratively using CAASP test prep materials to prepare 9 th, 10 th and 11th grade students for the Interim Assessment blocks. These Assessment Blocks are used to prepare students for the Smarter Balanced Assessment Consortium (SBAC) standardized test that is given in the spring. The effectiveness of the cohesion within the English department while preparing the students for the IABs is evident in the significant rise in the 2019 SBAC scores. The ELA portion of the SBAC yielded 28 percent growth in scores from the previous year, increasing the standardized testing proficiency of many of our students.

Notes

nn

The established list of core English texts per grade level was created and adopted by the entire English department and then disseminated to all members nn

IAB sample questions nn

Brain Awareness Week presentations nn

Evidence-based essays nn

GATE training

Teachers train students in how to use annotation strategies (such as C.A.T.C.H.) in order to improve reading grade-level texts regardless of reading level when students enter the school. In each English class, students read a combination of classic literature and texts from, or adapted from, Houghton Mifflin Harcourt Collections. The English department has a common list of grade-level texts to ensure that, regardless of their teacher, all students engage with mythology, classic novels, and Shakespearean plays.

English teachers at Fairfax consistently engage students in both low-stakes and multi-step writing to ensure that students are writing in their classes each week.

The English department is ensuring proficiency for all students by developing a list of required texts for each grade level. For example, ALL 9 th graders are required to read Romeo and Juliet.

Chapter III PAGE 51

Notes

Findings

SCIENCE DEPARTMENT The science department is deeply involved with updating the curriculum to align with the new NGSS system. The district created a three-course model that includes Earth Science and Astronomy topics in the traditional three (Bio, Chem, Physics) courses. The science department staff is still growing into the NGSS standards and an inquiry-based outlook.

Currently adjusting further to implement a threecourse model, including the NGSS Earth Science and Astronomy standards into the three traditional Biology, Chemistry and Physics classes.

Science teachers work to increase participation in the Science Fair to help school culture shift toward an expectation of rigor and participation.

Supporting Evidence nn

Sign ins and agendas. nn

Feedback reflections from PD. nn

Dept. Meeting agendas and minutes nn

Teacher Observations nn

Lesson Reflections nn

District Developed course outlines on District Website. nn

NGSS: Next Generation Science Standards nn

NGSS 3 course model training

The master schedule has been modified to re-introduce the Integrated Coordinated Science class to provide an outlet for students who are unprepared for the traditional Biology, Chemistry, and Physics sequence.

MATH DEPARTMENT All math courses are A-G approved (Algebra 1, Geometry, Algebra 2, Precalculus, and Statistics and Probability). Additionally, the math department teachers offer students a host of Advanced Placement courses: AP Statistics, AP Calculus AB, AP Calculus BC, AP Computer Science Principles, and AP Computer Science A. The Math department utilizes mastery grading in Algebra 1 and Geometry to ensure students meet standards before moving on to other math classes.

Different forms of mastery grading are being used throughout the departments, with most teachers not giving 0’s and allowing some form of re-takes in their assessments. This is supported by current educational research.

Chapter III PAGE 52

nn

Growth Mindset nn

Common Core Math nn

Mastery Grading nn

Common Pacing/ Assessments (Finals) nn

CMC Conference nn

Use of Technology nn

Desmos/Geogebra nn

Math for America nn

Strategically varied use of Depth of Knowledge Questioning. nn

Application of Mathematics to real world scenarios

Findings The Math department coordinates PLC groups into subject level: Algebra 1, Geometry, Algebra 2. The PLC work on pacing plans, syllabi, formative and summative assessments. Many of the assessments are shared digitally through Schoology, where they can be stored as resources to be used for many years.

The math department utilizes technology (Desmos, Google Forms, Khan Academy, DeltaMath, ALEKS, Quizlet, Quizizz, Kahoot) to increase student engagement and provide multiple modalities and access points for students to learn the material.

Teachers participate in many professional development opportunities. All GATE teachers must complete at least 16 hours of GATE-related professional development. The opportunities are: Summer Seminars, AP trainings, Suicide Prevention, Child Abuse, GATE, PLC’s, Common Core trainings, Conflict Resolution, Restorative Justice, Collaborative Learning, Mastery Grading, Newsela, Textbook Supplemental In-Service. By participating in the offered trainings, the faculty at FHS are able to continually learn the latest research-based learning techniques.

Supporting Evidence

Notes

nn

Balance of Reasoning/ Conceptual/ Procedural Skills nn

AP Classes (Statistics, Calculus AB, BC) nn

After school tutoring nn

Adopted Springboard textbook which is aligned to common core standards. nn

Springboard Textbook is used by teachers

New teachers are offered an optional new teacher training class at the district with a salary point offered as encouragement to attend. The class is not required; however, lesson planning, classroom management and other development opportunities are provided during BTGDI (credential clearance), optional teacher graduate programs, and during EDST teacher observations.

Chapter III PAGE 53

Notes

Findings

SPECIAL EDUCATION The Special Education department ensures proficiency for all students by partnering with all stakeholders to create an Individual Education Program (IEP) that addresses the academic, social-emotional, and behavior needs of students with disabilities.

For example, all students have a present level of performance in areas impacted by their disability, goals that focus on development in those areas, and an individualized transition plan that addresses their areas of interest, educational and career goals.

Counseling Counselors meet with all students twice a year to review individualized graduation plans. For students who need to make up a D or a Fail, teachers offer credit recovery after school in the fall, spring and summer. Twice a year, counselors go into classrooms to discuss A-G requirements and college entrance requirements. In the spring, a STEM-related career day is held to help expand student knowledge of careers in the STEM field. In the spring, every student is allowed to select their classes for the next school year (honors and AP classes are presented and offered to each student). In conjunction with the college counselor, counselors assist with recruitment of dual enrollment, letters of recommendation, and personal statement writing.

Chapter III PAGE 54

Supporting Evidence nn

IEP records nn

Students passports

nn

Student binders nn

Counselor logs

Academic and College- and Career-Readiness Standards for Each Area

Notes

B1.2. Indicator: The school has defined academic standards and college- and career-readiness indicators or standards for each subject area, course, and/or program that meet or exceed graduation requirements.

B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes examination of the annual submission of course syllabus approval to UC for all AP courses. Verify that the facility requirements for “wet labs” are met for all lab science courses.)

Findings

Supporting Evidence

There are many AP courses offered at FHS. AP courses prepare students for the rigor of college courses. All AP courses submit syllabi to the college board annually for approval. AP teachers are required to attend 10 Gifted and Talented Education hours of professional development per year to maintain the School for Advanced Studies.

nn

Curriculum maps

FHS students outperform similar schools in the same general area. There are more AP classes offered at FHS, more FHS taking AP classes, and more students earning qualifying scores.

nn

Pacing guides

Students may also take computer science classes and Career and Technical Education (CTE) courses preparing students for challenging careers. The robotics club may transform into a robotics class in the coming years.

All courses at FHS are A-G approved and meet the standards set forth by the California Department of Education and Los Angeles Unified School District. All science classes meet the required wet lab hours. Credit recovery courses in the sciences do not need to have wet lab hours. However, science teachers have elected to have the wet lab for credit recovery anyway.

nn

District - Developed Course Outlines found on District website nn

PLC agendas nn

Course syllabi nn

Textbooks nn

SAS evidence log nn

AP teachers are required to submit their syllabi to the College Board who confirm that their curriculums offer relevant and rigorous coursework that prepare students for college level work. nn

Pacing plans and assessments nn

PD Schedule nn

All science classes have wet lab requirements established by department and district curriculum to meet the A-G requirements

Chapter III PAGE 55

Notes

B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards Findings Online courses offered through Edgenuity or APEX are A-G approved and are also approved by the district.

Supporting Evidence nn

Edgenuity, APEX district links

Congruence B1.3. Indicator: There is congruence between the actual concepts and skills taught, the schoolwide learner outcomes, academic standards, and the college- and careerreadiness indicators or standards.

B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual concepts and skills taught, the schoolwide learner outcomes, academic standards, and the college- and career-readiness indicators or standards.

Findings Teachers strive to make courses relevant to students but still focusing on the standards of each course. Textbooks and materials used in classes are up to date and rigorous. Teachers also work in PLCs to develop lessons and projects that are realistic and reflective of the schoolwide learner outcomes. Many of the CTE pathways and clubs are a direct reflection of student interest.

Supporting Evidence nn

PLC minutes and agendas nn

District Board Goals nn

District Vision Statement nn

District Mission Statement nn

District Belief Statements nn

Fairfax Schoolwide Learner Outcomes nn

Master Calendar nn

Course syllabi

Chapter III PAGE 56

Notes

Integration Among Disciplines B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school.

B1.4. Prompt: Evaluate to what extent is there integration among disciplines and career technical programs.

Findings Career technical discipline teachers collaborate with core teachers on projects throughout the year. In that way, students are able to see the connections between what is being taught in the classroom and the applications to real life.

In the Visual Arts Magnet, teachers have been encouraged to develop cross-curricular learning and team teaching. For example, a language arts teacher developed a mini-unit with a social studies teacher to study the concept of unions. Steinbeck’s The Grapes of Wrath was used to enhance concepts taught in the 11th grade American history curriculum.

Supporting Evidence nn

Department meeting notes nn

Curriculum Maps nn

Master Schedule nn

Course Syllabi nn

Course Outline nn

Students in VAM, produce an art portfolio by their senior year. It includes art-based projects they created over their four years at Fairfax, and awards and recognition are given out to students.

Chapter III PAGE 57

Notes

Community Resources and Articulation and Follow-up Studies B1.5. Indicator: The school engages with community partners and resources, articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

B1.5. Prompt: Evaluate to what extent the school solicits and employs business and community resources and partnerships to support and extend learning. Determine the extent to which the school articulates curricular programs and expectations with its feeder schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

Findings Greenway Arts is a community non-profit that provides a strong partnership and acts as the funding organization for the school. We are able to use the funds generated by Melrose Trading post to provide exceptional educational opportunities for the students. Greenway Arts also pays for professional artists and actors to come to Fairfax and provide professional advice and teaching for the students in the area of Visual and Performing Arts.

Chapter III PAGE 58

Supporting Evidence nn

Greenway Arts website nn

Melrose Trading Post website

B2. Equity and Access to Curriculum Criterion

Notes

All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.

Online Programs: iNACOL Standard H: Equity and Access:

A quality online program’s policies and practice support students’ ability to access the program. Accommodations are available to meet a variety of student needs. [iNACOL Standard H, 2009]

Indicators with Prompts Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pretechnical training for all students.

B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pretechnical training for all students.

Findings Fairfax students may choose from 23 Advanced Placement courses, three Career and Technical Arts pathways, over 40 clubs, 16 athletic teams, honors and regular courses. Students may also find gainful employment in neighboring shops and businesses or work at the Melrose Trading Post on Sundays. Students may attend Teen Court to see real court cases be heard and adjudicated. All students have an opportunity to participate in all these options.

Supporting Evidence nn

AP Courses nn

Community Service contracts/reports nn

Teen court nn

SB provides leadership roles nn

Vocational education classes (Life Skills classes) for all students in the Certificate program nn

Student Representation on Academic Council

Chapter III PAGE 59

Notes

Accessibility of All Students to Curriculum, including Real World Experiences B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through all courses/programs offered.

B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that includes real world applications. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students?

Findings

Supporting Evidence

Teachers are being trained in Mastery Grading which is a progressive and personalized approach to helping students to improve their grades in their core classes. This has helped the graduation rate and proficiency for all students.

nn

Counseling documents

Fairfax students may take honors or AP courses of their choosing. There are no pre-requisites for any courses at FHS (except for AP Statistics) and all courses are open to all students. There is a clear vertical articulation of courses and students are cognizant of their academic pathway as described to them by their counselor.

nn

Class schedules

nn

AP Course syllabi nn

AP policy nn

Honor course policy

B2.2. Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have access to courses that meet the UC “a-g” requirements, including lab courses.

Chapter III PAGE 60

Findings

Supporting Evidence

All online courses are A-G approved and meet the NCAA requirements for in-seat time. All lab courses are approved by the district. Online courses that are used for after school credit recovery have met the same requirements, ensuring that students receive credit for showing proficiency in the accelerated courses.

nn

Edgenuity, APEX district guidelines and approval

Notes

Student-Parent-Staff Collaboration B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals.

B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and revising a student’s personal learning plan and their college and career and/or other educational goals.

Findings Parents and students can monitor grades and attendance through the Schoology online portal. Parents and students can contact teachers directly through email via Schoology. 95% of students use Schoology but only 35% of parents use Schoology. During every Parent Conference night, the FHS staff provides training for parents to use Schoology.

Supporting Evidence nn

Parent Conference agenda nn

Students/Parent survey nn

Schoology

Chapter III PAGE 61

Notes

Post High School Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness.

B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary high school options.

Findings FHS has a full-time college counselor. The college counselor works with all students to make sure they are meeting college deadlines. The college counselor is constantly working with students to make sure that students are applying for college, grants and scholarships in a timely manner. The college counselor also coordinates college fairs on campus.

The A-G counselor works with struggling students to put them on a pathway to graduation.

The A-G counselor works with the adult schools, credit recovery teachers and general education teachers to make sure that students are being supported.

Chapter III PAGE 62

Supporting Evidence nn

College office nn

College Counselor nn

A-G counselor

ACS WASC Category B. Standards-based Student Learning: Curriculum Summary, Strengths, and Growth Needs

Notes

Summary FHS staff members can benefit from longitudinal focus professional development.

The district tends to pull the staff in so many directions that it is difficult to move in one direction for any amount of time. Because there is a focus on reading and writing in every class, students have shown growth on standardized tests. There are many students taking advantage of the AP offerings at FHS. African American students continue to be under-represented in AP courses. As teachers work to think outside the box, the International Baccalaureate Middle Years Programme (recently approved by the teaching staff) appears to be a great fit to help our African American, Special Education and English Learner students. Over the next several years, the FHS may phase out the AP courses for the IB Diploma Programme.

Areas of Strength nn

Teachers are working on common formative and summative assessments in many departments. nn

Teachers are generally pacing courses similarly. nn

Students are performing better on the SBAC and AP tests than similarly situated local schools nn

FHS teachers offer many AP and honors courses to students.

Areas of Growth nn

There is a need to have more interdisciplinary activities. nn

More use of academic language nn

Make courses more relevant to real world applications. nn

Increase scores on the SBAC nn

Common assessments in all departments

Chapter III PAGE 63

Notes

Chapter III PAGE 64

C

Category C: Standards-based Student Learning: Instruction

Notes

C1. Student Involvement in Challenging and Relevant Learning Criterion To achieve the schoolwide learner outcomes, academic standards, and college- and career-readiness standards, all students are involved in challenging and relevant learning experiences.

Indicators with Prompts Results of Student Observations and Examining Work C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work.

C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant learning to achieve the schoolwide learner outcomes, academic standards, and the college- and career-readiness indicators or standards. Include how observing students working and examining student work have informed this understanding.

Findings

Supporting Evidence

Teachers report that students are engaged in relevant learning experiences designed to promote research, higher-level thinking, and challenging opportunities. Teachers prepare multicultural and diverse learning experiences for students through common planning in the History, English, Math, and Science departments. Many students participate in Project Based Learning, extra-curricular opportunities, and rigorous upper level coursework. Teachers evaluate students using criteria charts and rubrics based on Common Core standards.

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23 AP classes / College courses on campus (i.e. Sociology / Film) nn

Display cabinets for Student Projects nn

History Day nn

Science Fair nn

Science Fiction Fair nn

Cedars Sinai Student Showcase nn

Student Athletes (2.0 eligibility) nn

Informal Peer Observations

Chapter III PAGE 65

Notes

Findings

Supporting Evidence nn

Informal student interviews (SDP) nn

Evaluating student work nn

History Dept. common writing nn

English Dept. IAB ICA nn

Math PLC Pacing and Assessment nn

Project Based Learning

Student Understanding of Learning Expectations C1.2. Indicator: The students understand the standards/expected performance levels for each area of study in order to demonstrate learning and college and career readiness.

C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected performance levels that they must achieve to demonstrate learning and college and career readiness.

Findings All students understand the standards/expected performance levels they must achieve to demonstrate learning and college and career readiness. All teachers begin each semester by distributing a syllabus to the students which identifies the California Learning Standards that are going to be covered through the different lessons. These Standards are also written on the board daily in the classroom as students go over different units. Standards based instruction is implemented into the classroom by using different types of strategies. The acronym S.O.A.R. is often used to help students see the Standards, Objective, Activity, and Reflection elements of the lesson. Rubrics and anchor/exemplary work are presented to students to clearly show expectations for different assignments and behavior. Academic achievement is recorded on Schoology via the internet so that students, parents, and teachers have continuous access to communicate academic progress. Progress reports and report cards are issued every five weeks to communicate with parents and students in writing.

Chapter III PAGE 66

Supporting Evidence nn

Syllabus nn

California States Standards nn

S.O.A.R. nn

ROP Classes nn

Rubrics nn

Common Rubrics to assess the Periodic Assessment Tests

C2. Student Engagement through a Variety of Strategies and Resources Criterion

Notes

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize creative and critical thinking skills, and applications.

Online Programs: iNACOL Standard K: Instruction:

A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]

Indicators with Prompts Teachers as Facilitators of Learning C2.1. Indicator: Teachers facilitate learning as coaches and are current in the instructional content taught and research-based instructional methodologies including differentiation and the integrated use of multimedia and technology.

C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of instructional and student engagement strategies, including the use of instructional technology in the delivery of the curriculum. Provide examples such as equitable questioning strategies, guided and independent practice, project-based learning, and other techniques to engage students in their own learning.

Findings

Supporting Evidence

The use of multi-model instruction allows teachers to present the curriculum in more than one way, addressing the variety of learning modalities our students use to learn (visual, auditory, kinesthetic, etc.) Teachers at Fairfax use a variety of instructional strategies to engage our students in an effort to foster intellectual growth, ensure deeper comprehension of the subject matter and provide more opportunities to master the material presented.

nn

Instructional Technology (Prezi, Google Docs, PowerPoint Presentations, Kahoot)

There are opportunities for practice and growth in classrooms. Students can show mastery in a number of ways. For instance, students can show mastery via a project, a presentation, or a paper test.

Students are given the opportunity to retake exams and improve projects to foster a Growth Mindset.

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CA Career Zones

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E xit ticket/assessment/ reflection of learning nn

Individual white boards nn

Real Life Learning nn

Khan Academy nn

Newsela (differentiation, access)

Chapter III PAGE 67

Notes

Findings The use of technology in the classroom provides a more involved and interactive experience for our students. Students can communicate with their teachers and feel more invested in the learning process. This prepares students for post-secondary education resembling how technology is integrated into the college classrooms.

Fairfax High School teachers take advantage of the opportunities provided by Greenway Court to enrich the educational experience of the students. Greenway Court brings professionals into the classroom to help develop writing assignments and plays through collaboration between Greenway and Fairfax students. Greenway works with teachers across all subject areas to design lessons and activities that incorporate acting, writing, and stage production.

Our math department presents topics in real life applications that help students understand the concepts in the math curriculum. Teachers model how to work out problems and explain every step to obtain the solution to the problem.

Students will solve mathematical problems individually and with partners to check and compare solutions. Students also present their solutions on the board. In addition, teachers use online calculators such as Desmos and handheld graphing calculators to further student thinking and learning in mathematics.

Our math department incorporates language arts into the curriculum through research projects such as, mathematicians in Geometry exp: Pythagoras.

Math teachers use Google Classroom and Schoology to collect and return written work to students.

Teachers use graphic organizers across the curriculum.

Special Education teachers incorporate learning stations to provide opportunities for group and individual learning.

Chapter III PAGE 68

Supporting Evidence nn

Edgenuity for credit recovery nn

Greenway

Findings

Supporting Evidence

Notes

Teachers use Schoology to provide students with content, quizzes, and tests. The site allows for online class discussions, individual pacing of assignments, supplementary videos, audio and interactive content. Online quizzes and tests allow for formative and summative assessments for teachers, provides students with immediate feedback, mirrors SBAC testing formats and allows for all levels of Depth of Knowledge Questioning.

Creative and Critical Thinking C2.2. Indicator: Students demonstrate creative and critical thinking within a variety of instructional settings, using a variety of materials, resources, and technology beyond the textbook.

C2.2. Prompt: Evaluate and provide evidence on how well the representative student work that demonstrates students think, reason, and problem solve in group and individual activities, such as projects, discussions and debates, and inquiries related to investigation.

Findings Many students participate in project-based learning: students spend extended periods of time responding to a question or authentic task.

Supporting Evidence nn

Research projects nn

PowerPoint presentations

Students also engage in inquiry-based learning which gives students the opportunity to formulate a question and conduct research answers to their questions and present the information.

Students can use different data representations to analyze the given information and make reasonable predictions.

Students use academic prior-knowledge and new concepts to solve real life problems and applications.

Standards based projects provide students the option to investigate and formulate conclusions based on their findings.

Students can work on collaborative/peer grading of projects and essays.

Chapter III PAGE 69

Notes

Application of Learning C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher levels and depths of knowledge to extend learning opportunities.

C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize, access and apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their own and communicate this.

Findings Opportunities to extend and apply knowledge vary across the Fairfax campus. While all classes use rubrics, criteria charts, project based learning, and research projects, some classes and programs provide enhanced opportunities for display and application of learning. For example, students in 10 th grade World History classes create and formally present “inventions” during the Industrial Revolution Unit. In Design class, students use 3D printers to create realworld projects and build bridges that can handle stress and destabilizing forces. Students further develop real-world skills in communication, information management, and customer service by participating in the Cedars-Sinai Program, a program where students intern at a nationally recognized hospital. The school wide Science Fair and History Day Programs also provide students with opportunities to display and create knowledge in various formats and venues.

Some classes also use simulations as a way for students to experience and understand historical events. In all classes, students participate in projects as formative or summative assessments to demonstrate authentic learning and applied knowledge.

Chapter III PAGE 70

Supporting Evidence nn

Informal Teacher Survey nn

Formal & Informal Class Observations nn

Class Projects nn

Informal Student Interviews nn

Leadership Calendar

Career Preparedness and Real World Experiences

Notes

C2.4. Indicator: All students have access to and are engaged in career preparation activities.

C2.4. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, career academy programs, on-the-job training programs, community projects and other real world experiences that have postsecondary implications.

Findings The Naviance program helps students complete a variety of self-assessments and career investigation tools during each year of high school.

Guest speaker are hosted on campus for Career Day where students engage with career professionals about different occupational fields.

The CTE programs offer several certifications and the possibility to earn community college credits through the completion of various courses. CTE programs offer a rigorous look at real life careers where students can get a sense of the application of what has been learned in school and how to apply that knowledge.

Our Industry Partnership with The Cedars-Sinai Medical Center offers students opportunities for paid internships. Guest Speakers, Job Shadowing, mentoring opportunities and Community Involvement all expand the knowledge base of students.

Supporting Evidence nn

Naviance platform nn

Guest speakers nn

Industry Partnerships nn

Work permits support nn

CTE Certifications nn

Classroom field trips nn

The Nepris platform -Architecture/ Engineering Pathway nn

Business Management Pathway nn

DOTS Special Education Alternate Curriculum

The Nepris platform brings 60,000 volunteer professional and industry experts to interact with FHS students via live remote video link. All teachers have access to Nepris.

The CTE Architecture/Engineering pathway brings students into a state-of-the-art fabrication design lab outfitted with commercial grade 3D printers, CNC bench mill and a laser engraver/cutter system. Students learn shop ready basics in additive and subtractive manufacturing, as well as set-up, calibration and operation of equipment for project-based learning deliverables.

Chapter III PAGE 71

Notes

Findings Articulation agreements with local trade technical colleges support the transition from FHS to training for the workforce and job opportunities.

Field Trips to the Greater Los Angeles Construction and Associated Careers event day exposes students to on experience in work activities done with the trades, jobs and career opportunities. Employers, such as Los Angeles World Airports attend and actively look for young talent to hire.

FHS has been designated as a Transportation and Civil Engineering (TRAC) school by its participation in the CTE in STEM –Digital Design Bridge Building. As a TRAC school FHS has a partnership with Caltrans and a network of professional engineers in California who are available for in-class mentoring. This level of networking and rapport building with professionals in this practice area opens doors for internships and job shadowing, in addition to participation in statewide and national model bridge building competitions.

FHS Industry Partnership with LED Power Inc brings best in class materials and equipment for the study and implementation of architectural lighting design, which provides direct hands on experience in configuring and assembling showpiece lighting using best practices for technical implementation.

The College office offers a number of services and outreach for military career options, internships, work permits and preparation for college applications. Field trip tours are offered to various college campuses.

Chapter III PAGE 72

Supporting Evidence

Findings

Supporting Evidence

Notes

The Architecture, Construction and Engineering Mentor Program (ACE) is an afterschool club that meets weekly, and brings working professional engineers and architects to the students, who work together over the course of a year on a large format regional project, in addition to field trips to competitions and to trades days, where students gain hands on experience at construction sites; and field trips to local trade unions and trade schools. Students build rapport with mentors which can lead to recommendations for internships and job opportunities.

The DOTS students enroll in and attend Vocational training programs. Students develop a personal career/educations plan.

C2.4. Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online instruction for real world experiences, applications and research for students.

Findings California CareerZone is a proven, successful career exploration and planning system, designed especially for students, jobseekers, educators, and counselors.

Career applications in ROP/CTE classes teach life skills and Financial literacy. Students Learn skills such as Credit Scores, Savings, banking, Insurance & taxes and Investing.

Supporting Evidence nn

California Career Zone nn

Financial Literacy online courses nn

Portfolios

Career Portfolios are created in class. The portfolio consists of resumes, cover letters, and develops interviewing skills. The portfolios are a great way for students to learn how to apply and find a job.

Chapter III PAGE 73

Notes

ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs Summary FHS staff members offer students a variety of course options that extend well beyond the A-G requirements. Students have the opportunity to join the Visual Arts Magnet, Police Academy Magnet, create 3D printed objects in Design and Engineering class, work with Cedars-Sinai, attend teen court, and join or create clubs. Students may take any number of Advanced Placement or honors classes with highly qualified teachers. The teaching staff is constantly being trained on the latest pedagogy and is quick to implement strategies.

Areas of Strength nn

Incorporation of instructional technology into daily class activities. nn

Use of Schoology to communicate with students and parents. nn

Fostering of mastery grading and growth mindset philosophy for students and faculty. nn

Community resources work with teachers and students.

Areas of Growth nn

Departments need to have consistent or standard rubrics and criteria charts to promote clear expectations. nn

Address the needs of the students who are disengaging from peers and school and foster a culture of belonging and respect for selves, adults, school. nn

More capacity to create (research based) activities for differentiating instruction.

Chapter III PAGE 74

Category D: Standards-based Student Learning: Assessment and Accountability

D

Notes

D1. Using Assessment to Analyze and Report Schoolwide Student Progress Criterion The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report schoolwide student performance data to the school staff, students, parents, and other stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the schoolwide action plan aligned with the LCAP.

Online Programs: iNACOL Standard R: Program Evaluation:

A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that effect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results. [iNACOL Standard R, 2009]

Online Programs: iNACOL Standard S: Program Improvement:

A quality online program establishes a culture of continual program improvement.

Improvement planning focuses on using program evaluations, research, and promising practices to improve student performance and organizational effectiveness. It fosters continuous improvement across all aspects of the organization and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S, 2009]

Chapter III PAGE 75

Notes

Indicators with Prompts Professionally Acceptable Assessment Process D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze and report student performance data to all stakeholders.

D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders. Ensure all student groups are included.

Findings

Supporting Evidence

MyData is used by many members of the Fairfax faculty to disaggregate and analyze student past and current performance data. On MyData performance and standardized test scores in science, math and English are visible and can be used to set goals based on student strength and weakness.

Some teachers feel that more training is required for optimum utilization of this district provided data tool. The Fairfax faculty utilizes MyData in various applications. For example, SBAC data, and AP scores. Transcripts for students can be found on MyData and MISIS. Current class schedules and current grades for classes can be found on Schoology. Scores from the SBAC, AP exams, and Interim Assessment Data are used to drive department focus and conversations about how to improve scores.

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MyData

District PSATs are given to 9 , 10 and 11 graders each year. The PSAT is funded by the school with the intention of supporting students to perform better on the SAT.

nn

Reading Inventory for ELD only

th

th

th

Teachers are progressing to more elaborate uses of data by working together during Professional Development meetings to learn about the possibilities and the best uses of MyData, MISIS, and Schoology. Department goals are set based on prior SBAC sub-strand result data. Department collaboration enables teachers to share information and ideas on how to better serve students.

Chapter III PAGE 76

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Schoology nn

PLC Agenda nn

PD Agenda nn

PSAT nn

Schoolwide Report Card nn

District Interim Assessments nn

Department (PLC) Assessments nn

SBAC scores nn

Science Test taken by 11 graders nn

ELPAC for LTEL

nn

Individualized Educational Plan Passport

Findings

Supporting Evidence

Notes

Members of the Fairfax faculty have been trained and regularly utilize Schoology to analyze student performance and apply Mastery Grading to more fairly report student performance data to all stakeholders.

Resource Specialist teachers use Woodcock Johnson IV for formal assessments like an Initial IEP or a Three-year Evaluation. RSP teachers collaborate with the school Psychologist as well as taking feedback from teachers. Other informal assessments are also used like San Diego Quick Assessment to establish a reading level for annual IEP review.

The Special Education Department teachers are obligated to send out an IEP passport, for every student with an IEP, to the general education teachers for any additional support the students are entitled to receive. The Special Education teachers also inform the general education teachers that student information on accommodations and other services can be accessed from MISIS. Alternative Curriculum (Moderate to Severe) students are assessed using the Brigance assessment, Unique assessment, and teacher observations through classwork and portfolio for the yearly and triannual.

Unique assessment is also used for the pre and post assessment as well as the monthly checkmark assessment. The summative and formative assessment are administered using Unique Assessment.

Chapter III PAGE 77

Notes

Basis for Determination of Performance Levels D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas.

D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based grades, growth, and performance levels are determined.

Findings All teachers have submitted a syllabus to their SLC. The syllabi include grade scales and weighted categories, a description of the course, a statement about Mastery Grading.

nn

Syllabus policy

Teachers meet regularly in professional learning communities (PLCs) to discuss how students within grade levels are performing. The math PLCs are separated by subjects such as Algebra I, Algebra II, and Geometry where teachers have discussions about planning for IABs, pacing, and student performances on Interim Assessments.

nn

Professional development calendar, PLC agendas

Schoology is a software system for learning management that is a mandated place for all teachers to enter grades but may also shareable resources such as assessments and rubrics, lesson plans and innovative ideas or best practices. This helps bringing all teachers to the same platform of success and consistency across content areas.

Students have the choice to look at their progress instantly as all teachers use Schoology. Students and parents can login to check grades; promoting success by making the grades available instantly.

Chapter III PAGE 78

Supporting Evidence nn

PLC administrators have the copies of the syllabi in their office

nn

Schoology

Notes

Monitoring of Student Growth D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the schoolwide learner outcomes, academic standards, and college- and career-readiness indicators or standards, including a sound basis upon which students’ grades are determined and monitored.

D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and progress of all students toward meeting the schoolwide learner outcomes, academic standards, and college- and career-readiness standards, including the basis for which students’ grades, their growth, and performance levels are determined.

Findings

Supporting Evidence

The teachers at FHS effectively monitor the growth and progress of all students through the use of various formative and summative assessments including but not limited to exit tickets, quizzes, projects, unit exams, and course finals. Grades are continuously uploaded into Schoology to provide an upto-date reflection of student achievement. Teachers also provide a syllabus for each course that outlines grade and course requirements as well as expected learning outcomes.

nn

Teachers are required to provide a course syllabus and grading requirements to PLC administrators at the beginning of each semester. Schoology grades must be updated on a timely manner. Progress report cards are mailed out every five weeks.

Teachers report marks on progress report cards every five weeks to ensure parents are updated on academic progress. Parent conference nights are held every semester to provide parents and students the opportunity to discuss progress towards learning outcomes.

Parents and students have access to grades at home, through Schoology, for monitoring progress towards learning outcomes. In that way, parents and students are able to take ownership of their own learning.

Over a dozen staff members attended seminars and participated in discussions of Mastery Grading and Learning. Those staff members have helped educate other staff members into looking at different ways that grading can be implemented throughout the campus.

nn

Parents are given flyers and training through the parent center in accessing Schoology through the Parent Portal. nn

ILT meeting agendas nn

Mastery Grading and Learning logs nn

PLC meeting discussions on Mastery of Grading in different department. nn

A-G Diploma Counselor nn

UCLA Collaborative program

Having a designated A-G Diploma Counselor helps support other counselors on graduation progress for students.

Chapter III PAGE 79

Notes

Findings Diploma Project and PSA counselor attempt to reach the target group for Fairfax. The PSA counselor tracks students’ attendance and will call students with chronic absenteeism, and tardies to discuss plans to reduce rates.

Supporting Evidence nn

Diploma Project nn

PSA Counselor

D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level.

Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated.

Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or individually by the teachers.

Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results of state and local assessments are used in decisions about student achievement and advancement.

Findings Online courses offered through Edgenuity are administered (delivered and graded) electronically; except for projects. Final exams are given in math courses to validate the courses. This is necessary because so many of the answers are online and many students use Google to look up answers.

Other Edgenuity teachers are considering also giving paper and pencil final exams.

Chapter III PAGE 80

Supporting Evidence nn

Edgenuity nn

Paper and pencil final exams

Notes

Assessment of Program Areas D1.4. Indicator: The partnership with district leadership, the school leadership, and instructional staff periodically assess programs and expectations, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.

D1.4. Prompt: Evaluate the collaborative processes that the school leadership and instructional staff in partnership with district leadership use to review and assess the programs and their expectations , including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.

Findings

Supporting Evidence

Teachers are required to submit syllabi for each course at the beginning of each semester. Standardized criteria were recommended for uniformity, consistency and clarity. Teachers are given feedback on syllabi to implement right away.

nn

Syllabi collected and reviewed for equitable grading policies

In the science department PLC meetings, goals are set based on NGSS standards. This collaboration enables teachers to share information and ideas on how to better serve the students.

nn

Teacher-made tests and quizzes based on the curriculum are evidence that assessments are standards based.

Twelve teachers, and one counselor, on campus received training on Mastery of Learning and Grading. A second wave of teachers are in the process of taking the training. Mastery Grading is being discussed by all departments and further discussion will take place as teachers become experts implementing the new grading framework.

Students and councilors monitor and review graduation requirements through individualized graduation plans (IGPs). During the ILT meetings, the strategies of the school are examined to determine if students are finding success with the current model and supports.

Counselors periodically review schedules of students to make sure that students are on track to graduate and are meeting the A-G requirements.

Transcripts indicate whether students are on track to graduate and whether they have fulfilled the A-G requirements.

nn

Grading policy/Grade set up available in Schoology

nn

List of MLG certified teachers nn

Parents receive information regarding student progress through report cards and Schoology parent portal. nn

Individualized Graduation Plan nn

GATE teachers are trained yearly nn

Academic Integrity and Honesty Policy, agenda and sign-in sheet/ commitment papers circulated to all students nn

SSPT Log and Agendas

Chapter III PAGE 81

Notes

Findings

Supporting Evidence

Counselors are periodically trained by the District and the State regarding changes to state or LAUSD requirements for graduation. Counselors are also trained to be aware of any changes to University of California or California State Admission requirements.

Schoolwide Modifications Based on Assessment Results D1.5. Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process.

D1.5. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.

Findings The Math department uses PD meeting time to analyze student results from the district Interim Assessments Blocks (IAB). Based on the results from the fall IAB, math teachers decided to restructure the pacing of their courses for the spring and incorporate more SBAC test-type questions into their curriculum. Teachers use online programs such as Delta Math, Google Classroom or Schoology to assign homework practice and quizzes. Teachers also work together to calibrate grading of assessments using Mastery Grading and Learning rubrics.

SBAC preparation is conducted by pulling junior students out of their history classes to prepare for the SBAC. Math department teachers prepare diagnostics, assignments and follow-up tasks which are used by all math teachers.

World Language teachers attended PD that introduced new ways to use technology links to authentic materials with emphasis on PBL (Project-Based Learning).

Chapter III PAGE 82

Supporting Evidence nn

Meeting agendas and minutes including the time allocated to analyzing the interim assessment results. nn

SBAC scores increased for Mathematics and English Language Arts for 2018-2019 as compared to the previous year scores and also to other similar schools.

Findings

Supporting Evidence

Based on the identified needs of the English Language Learner population in the Sheltered Algebra 1 class, 40 more licenses were purchased for ALEKS; an online math learning program that provides differentiated support for the development of both the English language and foundational math skills in the context of the Sheltered Algebra 1 class.

nn

L AUSD Foreign Languages Conference, June 2019 at FHS

In the science department PLC meetings, goals are set based on NGSS standards. This collaboration enables teachers to share information and ideas on how to better serve students.

Notes

nn

Attendance and grades have improved for the students in the Sheltered Algebra 1 class since implementing the ALEKS program.

MyData is familiar to the Fairfax faculty and is utilized to analyze student performance. The scores and other data found in My Data are useful to understand student capabilities and help individual teachers create appropriate curricula for their classes.

The Science department uses several different assessment tools in their classrooms. Students participate in traditional means of assessment, including objective tests and lab reports. Hands-on, authentic assessment projects are also used. Science students frequently create posters, models and displays to demonstrate their mastery of the subject matter.

Chapter III PAGE 83

Notes

D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.

Online Programs: iNACOL Standard L: Assessment of Student Performance:

A quality online program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders. [iNACOL Standard L, 2009]

Indicators with Prompts Assessment Strategies to Measure Student Achievement D2.1. Indicator: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report student and school performance data to all stakeholders.

D2.1. Prompt: Evaluate the effectiveness of the processes for assessing student achievement of the standards and schoolwide learner outcomes.

Findings During faculty meetings, the administrative team and coordinators share meaningful data with the staff. These share-outs of data happen as data is released throughout the year. Data is shared with parents through Coffee with the Principal, Back to School Nights and through email and phone calls.

The main data sources are student enrollment numbers, SBAC scores, reclassification rates, AP enrollment by subgroup and PSAT scores.

Teachers use the released data to plan and revise materials during PLC meetings. At the same time, PLC members look at data to establish department focus and reflect on previously set points of focus.

Chapter III PAGE 84

Supporting Evidence nn

Parent Portal training during Back to School, Open House, and two Parent Conferences. nn

PLC Agenda and minutes

Findings ILT (Instructional Leadership Team) meeting is held every month to discuss the current issues and data from the analysis of different metrics. The ILT takes a more in-depth look at the data than other groups at the school. ILT members share what they have learned during department or SLC meetings.

Supporting Evidence

Notes

nn

ILT meeting agenda

D2.1. Additional Online Instruction Prompts: Evaluate the use of student work and other online assessments (formative and summative) that demonstrate student achievement of academic standards and the schoolwide learner outcomes.

Findings All online courses are A-G approved. The courses offered at FHS are supplemented by teacher led instruction and formative and summative assessments that are offline. At the end of the course, it is the credentialed teacher that gives the student a grade and not the online course. Courses are selected based on the standards that are covered and receiving A-G approval.

Supporting Evidence nn

Edgenuity, UCSCOUT, APEX

Chapter III PAGE 85

Notes

Demonstration of Student Achievement D2.2. Indicator: Teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches.

D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative and summative approaches. (This may include how professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment data for the basis of curricular and instructional decisions.).

Findings

Supporting Evidence

Teachers collect data from formative and summative assessments to guide and modify instructional strategies and approaches. Teachers use formative assessments after lessons to reflect on the efficacy of their instructional choices and to guide progress towards learning goals.

nn

Teachers administer exit slips, collect worksheets, and ask closing questions to formatively assess students’ progress towards learning goals.

Aggregate and individual class data is analyzed by content

nn

Professional Developments are designed and monitored by administrators for content level collaboration.

Level teachers to analyze student performances and strategies in order to remedy and guide future instructions - especially after district mandated assessments; after midterm (10-week report card) and before the final.

Teachers meet with their PLC to discuss student performance on district interim assessments, to discuss which topics students are struggling with as a school and brainstorm ideas to improve student learning outcomes.

Through PLC, teachers share and exchange lessons and assessment techniques to help students progress. Teachers may modify the entire pacing for a course based on feedback from other PLC members.

Chapter III PAGE 86

nn

PLC Agendas outline discussions regarding interim assessment results.

Notes

Teacher and Student Feedback D2.3. Indicator: Teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals, academic standards, college- and career-readiness standards, and schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood and relevant in preparing students for college, career, and life.

D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on teacher and student feedback.

Findings

Supporting Evidence

Students work on group projects or lab reports simultaneously. Teachers look over the material and add comments for feedback.

nn

Students use Google drive (Google docx or Google slides)

Guiding students through various assignments with the assistance of rubrics and other assignment guidelines to the standards/benchmark

nn

Project guidelines for building models (science and engineering practices)

Biology teachers use teacher-generated reading questions (via Schoology) to guide reading, increase reading frequency and increase retention.

Students quickly determine their score and areas where they can improve and return to the questions. Students have multiple opportunities to master each section.

nn

Schoology assessments and tests.

Math teachers regularly use online assessments and homework that provides students with instant feedback as they work their problems. Exit slips and other quick checks are used to provide formative feedback as the learning goals are being developed. Students also analyze their own understanding using rubrics to self-evaluate. After assessments are graded, students get feedback on their level of performance based on the standards.

Schoology is used to show the scores and grades, and to add comments and feedback on assignments.

nn

Grading and commenting on graphic organizers in preparation for performance assessments.

nn

Math teachers provide students syllabi that outlines both the learning goals and the levels of mastery. These syllabi, student learning goals, and rubrics are shared on Schoology and distributed to students and parents at the start of each semester. nn

Newsela webbased program, nn

Explanation tools

Chapter III PAGE 87

Notes

Findings Teachers assess student reading levels by using the Newsela program. This assessment program provides students opportunities to increase language acquisition through annotation, embedded vocabulary, activities and short quizzes. Science teachers add additional layers to assess how well students can make claims, identify evidence and provide reasoning from the articles chosen or assigned.

Chapter III PAGE 88

Supporting Evidence

ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Needs

Notes

Summary Teachers and administrators continue to explore alternative assessment methods to provide authentic assessments for all students. Professional development hours have been dedicated to the subject.

The resultant data from the SBAC is now much more accessible and has been utilized in decision making discussions about curriculum.

The current societal emphasis on testing as a measure of educational success has increased awareness of the topic among our students and their families. Parents are provided with scores earned by their children on standardized tests and greater familiarity with tests allows parents to better understand their significance and provide supports for their children.

Since FHS started administering the PSAT on a yearly basis, performance on the PSAT and SAT I have drastically improved. All 9th grade students have started taking the PSAT and subsequently take the PSAT on a yearly basis until their junior year.

This provides teachers with data regarding the mastery of English Language Arts and Mathematics and how well-prepared students are for college.

Additionally, the results of teacher-made assessments are shared with parents on a regular basis through report cards, parent conferences, phone calls and Schoology.

Authentic assessment projects are frequently put on display in the classroom or in hallway display cases. and thereby shared with school stakeholders.

Art shows, music and theater performances, and athletic competitions, are public events, sometimes used by elective teachers in place of traditional tests.

PowerPoints and student video projects are another means of non-traditional assessment and uploaded to teacher websites like Schoology.

The continued improvement of assessment success is of interest to members of the local community. With the understanding that test scores have been shown to be stronger among students with exposure to the arts, various agencies have reached out to our school to offer art-based experiences. For example, the Greenway Alliance conducts a theater craft course which is open to all students for credit. LACER after-school program also offers art classes to interested students.

Chapter III PAGE 89

Notes

Areas of Strength nn

Standards-based curriculum is used in all core subjects, as evidenced by Common Core aligned mathematics textbooks and interim assessments based on the standards, NGSS in Science and new History standards implementation. nn

Monitoring and reviewing graduation requirements through individualized graduation plans (IGPs) nn

All teachers are using Schoology, the learning management system, to share resources, grade, and communicate with students and parents. nn

Many teachers are already using research-based best practices of Mastery Learning and Grading to assess and communicate student learning. Several other teachers are currently in training or working to become facilitators of the training for other teachers at the school, with a goal of moving the school towards improving assessment and grading practices. nn

PLC is structured and included in the school calendar with teachers and administrative staff participation with an intent of fostering student academic performance.

Areas of Growth nn

There is a need for Integrated and Designated ELD teachers to meet and discuss English Learner assessments and implementation of ELD Standards in both classes. nn

Many parents are still not using Schoology to monitor student grades. Create incentives for students and parents as well as opportunities to drive participation onto Schoology. Including parents as partners by helping them to log to parental portal and monitor progress. nn

Teachers need to create opportunities to increase common planning between and across subjects to share and improve on student learning. nn

Organized trainings and evaluation of results for SBACs and IABs (may be LD West led training) and equipping teachers with tools to help students score better on SAT.

Chapter III PAGE 90

Category E: School Culture and Support for Student Personal and Academic Growth

E

Notes

E1. Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage family and community involvement, especially with the learning/teaching process.

Online Programs: iNACOL Standard Q: Parents/Guardians:

In a quality online program, parents and guardians play an integral part in their students’ educational life. They work as a team with faculty, administrators, guidance services, and organizational support to ensure a quality educational experience for their students. [iNACOL Standard Q, 2009]

Indicators with Prompts Parent Engagement E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process for all students.

E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, and the community, including being active partners in the learning/ teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students.

Chapter III PAGE 91

Notes

Findings In developing school culture, staff members make sure to build relationships with all stakeholders so that all voices are heard and acknowledged. All stakeholders are invited to participate in Parent Conferences, Coffee with the Principal, Back To School Night, BSU Presents: Rethinking the Achievement Gap, Athlete Parent Night, Math Night, Science Fair and Athletics Competitions. This year the staff is working with Parental Portal, tied to Schoology so that parents and teachers can stay current on school activities, assignments and grades. SPED students have yearly IEP meetings to discuss goals and future plans.

Coaches have pre-season meetings with parents before the start of each season to communicate expectations for athletic paperwork, parent conduct, fundraisers, tournaments and other team events.

There is paid and volunteer parent representatives that have a designated work space. These paid and volunteer workers complete a variety of duties for the school such as: copying, supervision, teacher appreciation luncheons, translation, computer/technical support, coffee with principal, phone banking, and chaperone several events. The parent center helps with outreaching to EL parents, phone calls, emails and text messages are translated to Spanish and two EL Teacher Assistants are in cohort groups with EL students.

At the beginning of each year, orientation of the campus is given to parents and students. Ninth grade orientation and Grade Level Assemblies are held early in the year to share school expectations and places to find support. Further into the year, on Back to School Night, parents are presented with classroom expectations from specific teachers.

Those presentations include sharing syllabi, grading policies and student resources.

Chapter III PAGE 92

Supporting Evidence nn

Science Fair nn

Coffee with the Principal nn

BSU nn

Back To School Night nn

ELAC and SSC nn

Career Fair nn

Parent Conferences nn

Parent Center nn

Parent Communication (translated) nn

Math Night nn

EL Counselor and Special Education Coordinator nn

New Student Orientation nn

Mandatory meetings with parents with children in athletic programs nn

Immediate Communication with parents regarding announcements, parent and student supports, and other concerns nn

School tours, SLC presentations

E2. School Culture and Environment Criterion

Notes

The school provides a) a safe, clean, and orderly place that nurtures learning and b) develops a culture that is characterized by trust, professionalism, high expectations for all students, and c) maintains a focus on continuous school improvement.

Online Programs: iNACOL Standard P: Organizational Support:

A quality online program has organizational support to oversee the instructional learning environment as it is conveyed through technology. Some organizational support services may be distributed between the programs and other entities, depending on the physical location where the students are taking their online courses. [iNACOL Standard P, 2009]

Indicators with Prompts Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint Procedures.

E2.1. Prompt: Comment on the effectiveness of the processes and procedures in place (e.g., School Safety Plan), roles and responsibilities for ensuring a safe, clean and orderly learning environment that supports students.

Findings

Supporting Evidence

Forms are filled out each year by each student and family. The packet includes the Acceptable Use Policy, School Safety Plan, anti-bullying policy, sexual harassment, complaint procedures, Williams legislation and waivers. These same policies are shared with student in grade level assemblies.

nn

Grade Level Assemblies

During faculty meetings, teachers undergo trainings on blood borne pathogens, active shooter, evacuation, earthquake and fire procedures. Teachers are also brought up-to-date on any new district policies. All policies and safety procedures can be found in the Safety Binders in the main office.

Once a year, the school participates in the California Shakeout. During that drill, the entire campus is evacuated, cleared and searched. Staff members are also instructed where to find supplies and water.

nn

RUP Forms and Lessons nn

Schoolwide clean environment with regular visits from administrators and OEHSA nn

Safety Plan nn

Immediate Graffiti removal nn

Daily Cleaning of hallways, restrooms nn

RJ nn

New Student Support Office nn

Banners/ PSA Announcements

Chapter III PAGE 93

Notes

Findings FHS qualify for Breakfast in the Classroom (BIC).

BIC allows students to start the day with a healthy meal. During that time, custodians place trash bins in the hallway to collect food waste so that the waste does not end up in the classrooms.

Supporting Evidence nn

Monthly drills for fire, lock-down, earthquake, power outage

The custodial staff cleans up graffiti as soon as it is reported. The custodians also clean up any spills or water leaks quickly.

The school suffers from, almost daily, false alarms.

The “new” fire system constantly gets tripped and the fire alarms sound. Most teachers and students have learned to ignore the alarms.

High Expectations/Concern for Students E2.2. Indicator: The school culture demonstrates caring, concern, and high expectations for students in an environment that honors individual differences, social emotional needs, and is conducive to learning.

E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences. Determine how effectively school policies, programs and procedures support student learning by examining information such as: proportionality of discipline data, use of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information or practices that support a caring, learning environment.

Findings FHS staff members take pride in fostering, nurturing, caring, and motivating all students. The staff believes in the importance of strengthening athletic, academic and extracurricular support by providing recognitions and awards, making committees to provide equal opportunities to demonstrate achievements, holding multicultural presentations and celebrations to demonstrate schoolwide diversity.

Chapter III PAGE 94

Supporting Evidence nn

L atino Heritage Month nn

Black History Month nn

Expectation Assemblies nn

Performances nn

Multicultural Activities nn

Display cases which feature student culture

Findings

Supporting Evidence

Notes

FHS campus sits on the cusp of West Hollywood, a city in Los Angeles known for being mainly Progressive and supportive of the LGBTQ+ community.

FHS staff members reflect that support and believe in the equality and empowerment of all people. FHS staff members welcome and celebrate diversity.

Monthly Recognition for students and teachers a) Recognition and awards committees b) SLC recognition of outstanding students c) G PA banner recognition for students’ announcements d) w eekly verbal recognition for student achievement e) cultural presentations f) Academic Integrity Policy Attendance Awards throughout the year, Red Ribbon Week, tardy improvement program, provided a safe space for the student walk out “March for our Lives”, students had a forum, UCLA Collaborative.

Chapter III PAGE 95

Notes

Atmosphere of Trust, Respect, and Professionalism E2.3. Indicator: The entire school community has an atmosphere of trust, respect, and professionalism.

E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism. Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff and stakeholders.

Findings The administrative and teaching staff hold true to the Collective Bargaining Agreement. Issues are dealt with objectively and in accordance with the CBA. The principal and union chapter chair have an established weekly meeting time where issues are discussed and dealt with. This meeting helps ensure a positive relationship between the administrative and teaching staff.

nn

District Bulletins

All stakeholders have a voice in the school.

Teachers, parents, students and administrators are welcome to attend any and all meetings within the school. All meetings have an agenda posted days before the meeting. Active meetings are the Leadership Council (TLC), Instructional Leadership Team (ILT), School Site Council (SSC) and Melrose Trading Post (MTP).

Smaller committees also meet to discuss different issues (i.e. Safety Committee). Smaller committees report to the TLC.

nn

Meeting agendas

PA morning announcements include positive notes “Be kind and respectful to one another.”

The staff is engaged in implementing Positive Behavioral Interventions and Support so that all actions done to students are not punitive. The FHS staff believes that the great majority of students on campus are amazing and that the few students that misbehave are not representative of anyone but themselves.

Chapter III PAGE 96

Supporting Evidence nn

CBA nn

Calendar: weekly, monthly events nn

School Website and marquee displays positive community and school accomplishments

E3. Personal and Academic Student Support Criterion

Notes

All students receive appropriate academic and multi-tiered support to help ensure student learning, college and career readiness and success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school and community.

Online Programs: iNACOL Standard N: Organizational Support:

A quality online program has student support services to address the various needs of students at different levels within the organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL Standard N, 2009]

Online Programs: iNACOL Standard O: Guidance Services:

A quality online program has guidance services to support students and parents to ensure success of the online program. Depending on the program, these services are either directly provided by the program or a service provider, or in the case of supplemental programs, these services may be provided by the local school. [iNACOL Standard O, 2009]

Indicators with Prompts Equitable Academic Support E3.1. Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent curriculum.

E3.1. Prompt: Evaluate the school’s effectiveness in regularly examining demographic distribution of students for disproportionality throughout the class offerings (e.g., master class schedule and class enrollments).

Findings

Supporting Evidence

Teachers all support EL students regardless of settings. Teachers attend in-service training to support EL students. Writing across the curriculum is promoted during PLC and SLC meetings.

nn

AP and Honor courses are open to all students. nn

Master scheduling nn

Cohorting EL students nn

Pacing plan that is aligned with California Standards and framework

Chapter III PAGE 97

Notes

Findings All AP and honors courses are open enrollment; any student may take any course. Students are encouraged to take higher level courses and take academic risks. The FHS staff supports all students by providing opportunities for students to get help, resubmit work, retake tests and provide evidence of learning through authentic tasks.

Supporting Evidence nn

Provide ELD Agendas in our lessons. nn

L atino Heritage Month, Black History and other activities in school.

AP teachers take, a minimum, of 10 hours of GATE training per year. AP teachers also have access to MyAP, where students can be assigned problems that closely resemble actual AP problems. MyAP also provides teachers with course maps.

Significant number of students are taking Credit Recovery and making progress towards graduation. Credit Recovery is offered in all English, math, history, foreign language and science classes. Students in Credit Recovery are supported by teachers, counselors and administrators.

Multi-Tiered Support Strategies for Students E3.2. Indicator: School leadership develop and implement strategies and personalized multi-tiered support approaches to learning and alternative instructional options.

E3.2 Prompt: Evaluate the effectiveness of the types of strategies and approaches used by the school leadership and staff to develop and implement personalized multi-tiered support system.

Chapter III PAGE 98

Findings

Supporting Evidence

The staff has been going through the Mastery Grading and Learning lessons over the past several years. MLG challenges teachers to consider their own teaching and grading practices as it relates to encouraging a Growth Mindset in students.

nn

MLG trainings, MLG certified staff members, ILT agendas

Findings

Supporting Evidence

The staff has been going through the Mastery Grading and Learning lessons over the past several years. MLG challenges teachers to consider their own teaching and grading practices as it relates to encouraging a Growth Mindset in students.

nn

Students with challenges - behavioral support plans - IEP, 504, peer teaching, one on one

The staff tries to consider the struggles of each student; whether it be academics, social or emotional struggles. At FHS, there is a nurse, school psychologist, college counselor, A-G counselor, EL coordinator, Special Education coordinator, four academic counselors and four assistant principals.

Each one of those people are meant to serve students in whatever capacity students require.

Notes

nn

Development for specialized populations (UCLA collaborative African Americans, ELL, Newsela) nn

Robotics club, MEZA club, athletic teams

Best practices and assistive technology is quickly adapted for classroom use to support students.

Newsela is a reading program that helps all students become better readers. Math tutoring is available to all students through teacher led tutoring and the LACER program. Teachers stay after school to coach students in athletic teams, and academic teams.

Schoology and Passport allows teachers, parents and students to communicate. This can be through notices of work that need to be completed, updated grades, or assignments posted online. This system impacts student learning because it allows students to see exactly how they are progressing in a class and analyze their strengths and weaknesses. For example, how their performance compares on daily work versus tests or homework.

Chapter III PAGE 99

Notes

Multi-Tiered Systems of Support and Impact on Student Learning and Well-Being E3.3. Indicator: The school leadership and staff ensure that the multi-tiered support system impacts student success and achievement.

E3.3. Prompt: Evaluate the extent to which the implementation of the multi-tiered support systems impact student learning and well-being.

Findings

Supporting Evidence

The multi-tiered support system impacts student learning and well-being through a variety of programs offered at Fairfax High School. AP students outperform other high schools in the surrounding area. Credit Recovery students are finding a lot of success through the after school and Saturday credit recovery options. This success can be seen through the high graduation rates. Students with special physical needs can join an adaptive PE class. Students are grouped into sheltered classes where teachers are trained to use specific teaching sheltered techniques, SDAIE

nn

School is focused on providing support for students in terms of college goals, credit recovery, organizing clubs and ethnic support groups, etc.

There have been zero suspensions of students over the last three years. This is partially due to district policy but also because of the supports that students are receiving at school.

We have been fortunate enough to be able to use our title one funds to purchase a Psychiatric Social Worker. The PSW works closely with the faculty and staff to identify students with socio emotional and academic needs. Additionally, the PSW holds weekly groups in the area of grief, anger management and senior support.

The PSW is also on the intervention team when dealing with suicidal inclinations. Furthermore, the PSW coordinates outside agency alliances.

Chapter III PAGE 100

nn

College fairs, Saturday recovery classes, MezaSupport group, etc. nn

Group meetings and sign in sheets. nn

Meets individually with students as well as offers group support meeting, i.e. anger management, grief counseling LGBTQ+ nn

Math tutoring is available three days a week M, W, Th nn

L ACER program offers tutoring for all subjects nn

RSP Students are mainstreamed in general education. A Co-teacher or aid is provided in the academic classes to provide assistance within the classroom

Findings FHS has a Student Success Progress Team, SSPT. The team consists of a teacher, counselor, parents, student, psychiatric social worker, and Assistant Principal. Initial interventions are provided by a teacher for students identified as struggling academically. Teachers or staff members are able to refer students to the SSPT. The SSPT meets to assess alternative ways to support the student. The team follows up monthly to evaluate interventions put into place. If the student is still struggling and all tiers of intervention have been exhausted, the team will evaluate if the student needs to be assessed for special education.

Supporting Evidence

Notes

nn

Students who need additional assistance with math are offered a Math Lab class nn

Students are encouraged to participate in a summer program to teach them the tools needed to be successful in High School.

Co-Curricular Activities E3.4. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and career-readiness standards.

E3.4. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular activities. Determine the effectiveness of the extent to which cocurricular activities link to the schoolwide learner outcomes and academic standards.

Examine the process that the school utilizes to evaluate the level of involvement for all students in a variety of activities.

Findings The school ensures there is a high level of student involvement in curricular and co-curricular activities by hiring a College Counselor, having a robust selection of athletic teams, fall and spring club fairs, academic clubs and a college and career fair.

LACER, Korean Drumming, Greenway Arts Alliance, SRLA Cedars-Sinai Program, Teen Court, the Visual Arts and Police Academy Magnet Programs offer valuable assets to the community and school. In addition, the SAT and PSAT are offered to all students free of charge.

Supporting Evidence nn

College Counselor nn

College & Career Fair nn

SAT and PSAT offered for free nn

Academic Clubs nn

Various Varsity Sports Teams nn

Fall & Spring Club Fairs

Chapter III PAGE 101

Notes

Findings Clubs, teams and activities are a reflection of student interest. Most of the clubs are teacher sponsored and student led. Teachers share details of opportunities for students, beyond the school, with students throughout the year. Teachers will often try to have students compete in academic competitions.

Supporting Evidence nn

Elite Athletic Sports Program - high profile / source of School Pride nn

Students Run Los Angeles (SRLA) nn

Anime Club nn

Math Club nn

LACC Math Competition nn

Club attendance

Chapter III PAGE 102

ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs

Notes

Summary The entire staff is very welcoming and supportive of ALL students. The students are finding support when they struggle and when they are successful. There is something for everyone at FHS. Teachers are constantly adapting to new findings in pedagogy and working to create an atmosphere where students can find success in education and life beyond school. EL, SPED and African American students are being supported to challenge themselves academically. FHS has no barriers to education for any student.

Areas of Strength nn

Diversity of student population nn

Open communication with parents and other community stakeholders nn

Availability of counselors and support programs, especially for struggling students nn

Opportunities outside the school nn

Extra-curricular opportunities.

Areas of Growth nn

Embedded intervention into the school day nn

Improve school spirit- support for athletic achievements nn

Increase enrollment through branding and advertising nn

Improve culture of respect nn

Develop the social and emotional aspects of students nn

Eliminate false-positive fire alarms

Chapter III PAGE 103

Notes

Chapter III PAGE 104

Prioritized Areas of Growth Needs from Categories A through E

Notes

Organization nn

More teachers should be made aware of the LCAP, SSPA and Action Plan nn

Teachers should understand budgetary and financial constraints nn

Continue to seek out professional development and training that is research based and applies to our student population

Curriculum nn

There is a need to have more interdisciplinary activities nn

More use of academic language nn

Make courses more relevant to real world applications nn

Increase scores on the SBAC nn

Common assessments in all departments

Instruction nn

Departments need to have consistent or standard rubrics and criteria charts to promote clear expectations. nn

Address the needs of the students who are disengaging from peers and school and foster a culture of belonging and respect for selves, adults, school. nn

More capacity to create (research based) activities for differentiating instruction.

Assessment nn

There is a need for Integrated and Designated ELD teachers to meet and discuss English Learner assessments and implementation of ELD Standards in both classes. nn

Many parents are still not using Schoology to monitor student grades. Create incentives for students and parents as well as opportunities to drive participation onto Schoology. Including parents as partners by helping them to log to parental portal and monitor progress. nn

Teachers need to create opportunities to increase common planning between and across subjects to share and improve on student learning. nn

Organized trainings and evaluation of results for SBACs and IABs (may be LD West led training) and equipping teachers with tools to help students score better on SAT.

Chapter III PAGE 105

Notes

Student Support nn

Embedded intervention into the school day nn

Improve school spirit- support for athletic achievements nn

Increase enrollment through branding and advertising nn

Improve culture of respect nn

Develop the social and emotional aspects of students nn

Eliminate false-positive fire alarms

Chapter III PAGE 106

Chapter IV

Notes

Summary from Analysis of Identified Major Student Learner Needs

Major Student Need #1 FHS, like most schools in the local area, is experiencing declining enrollment. To combat the declining enrollment, the teaching staff has voted to implement the International Baccalaureate Middle Years Programme (MYP). There is a desperate need to begin in earnest working towards training teachers for the IB MYP. Most staff members are excited about the change but fear that the MYP model may fail in the same way that the SLC model. Funding, time and energy need to be put in to the MYP model quickly.

Major Student Need #2 The staff at FHS works well in PLC. However, at time, the staff is pulled in several directions at the same time. There is a need to create purposeful and thematic professional development that is longitudinal in scope. The staff needs to continue to implement effective research-based instructional practices. The staff needs to make a professional commitment to improve PLC practices at All Faculty, Department, and Content Team meetings while helping create a collegial learning environment.

Chapter IV PAGE 107

Notes

Major Student Need #3 Continue to work on improving English Language Arts and Mathematics student performance on the California Assessment of Student Performance and Progress (CAASPP) assessments. English Learners and African American students continue to struggle on the SBAC tests. Staff members need to determine why the scores are low and work on strategies to improve those scores.

Major Student Need #4 Create clear pathways and supports to ensure that targeted subgroups are provided with quality educational experiences at Fairfax HS.

Chapter IV PAGE 108

Chapter V

Notes

Schoolwide Action Plan

nn

Goal One: Schoolwide Action Plan nn

Goal Two: Supporting African American Students nn

Goal Three: Supporting Special Education Students nn

Goal Four: Supporting all students to be College and Career Ready The Single Schoolwide Action Plan is informed by the Single Plan for Student Achievement (SPSA) and Local Control and Accountability Plan (LCAP) as well as from data and the areas of growth identified by the WASC self-study process. While many goals and action items remain from the previous self-study, aligned with the SPSA and LCAP, the Fairfax staff agrees that additional action items are necessary for the school. The FHS Action Plan was developed at the conclusion of the selfstud process and is the result of a consensus that reflects the reports of the Focus Groups (Chapter V of the Self-Study). Many of the specific action steps described below have been in place for several years and others have been added as a result of annual reviews. All steps are under continuing assessment by the school leadership team with respect to effectiveness. The staff is committed to addressing the most important needs of students. Through a continuous focus on data, the FHS staff will be able to plan for improved student achievement and better address the needs of ALL students.

The guiding questions are: nn

Is the strategy or tactic geared towards improving student achievement for all students? nn

Does data reveal that the strategy is working? nn

What could be done more effectively to further student achievement? nn

A re the goals SMART (Specific, Measurable, Achievable, Relevant, and Timebound)? nn

How does the school make use of resources? nn

How does the school track and monitor student progress?

Chapter V PAGE 109

Notes

As part of the self-study process, the staff found more data is available than ever before. The faculty has become more sophisticated in analyzing and disaggregating information since the last full visit. In many ways, the school appears to be doing a good job improving student achievement based on standardized test scores (SBAC, AP, PSAT and ACT). The news is encouraging - increasing numbers of students are closing the achievement gap. At the same time, far too many students are failing to earn enough credits to graduate with their peers and the end of four years.

The Action Plan focuses more sharply than ever before on addressing deficits in reading, writing, and math skills in ways that are timely enough to ensure that all students succeed. The school has increased intervention supports, to provide students with many opportunities for success, such as after school and weekend credit recovery, an A-G counselor, Title III counselor and college counselor.

The Action Plan, in conjunction with the SPSA and LCAP, validates a direction that will lead to continuous and positive change in the school and the crucial task of educating FHS students. The Action Plan represents the determination and commitment of the staff to educate all students.

Chapter V PAGE 110

Chapter V PAGE 111

The RI (Reading Inventory--reading comprehension test) is given to ALL English Learners (except SPED students in the modified curriculum) twice per year. If a student scores BASIC proficiency on the first RI (based on students’ grade level), the student does not have to take the test again that school year. The test is given in November and April each year.

If all three criteria are met within one academic year, then the student will reclassify (pending parental approval, of course).

In order to reclassify from an English Learner (LEP) to a reclassified student (RFEP), students must show proficiency in English in three ways: nn

RI score of basic or higher nn

ELPAC overall score of 4 nn

passing grade in an English course (however, an SSPT can be called to verify that student can do grade level work if student does not pass his/her English class)

Reclassification is a metric that the school often uses to determine if EL students are being adequately supported. Reclassification procedures shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English, including, but not limited to, all the following: 1. Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.

2. Teacher evaluation, including, but not limited to, a review of the pupil’s curriculum mastery.

3. Parental opinion and consultation.

4. Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English. (CDE)

As the CELDT assessment has already sunset, staff members need to take proactive steps to make sure that pedagogy adapts to the new metrics for reclassification and success. Since 2014, the demand for an emphasis on rigor and literacy across the curriculum has increased.

It is necessary for staff members to understand and prepare for this change of classroom expectations. FHS teachers have already completed training to address the new standards, as failing to prepare for the new assessments could derail the steady progress students made over the past six years.

Rationale:

Goal 1: Supporting English Learners

El coordinator nn

nn

EL teachers

nn

El coordinator nn

Title III coordinator nn

EL teachers

Teachers of English Learners will engage in data analysis of EL Profiles and reclassification criteria. Teachers will identify target students for Tier II Intervention that are on track to reclassify and only missing one criteria to reclassify

Teachers will engage in strategies that increase reading comprehension in Integrated ELD.

Principal, nn

EL Coordinator

Principal, Asst. nn

RESPONSIBLE PERSON(S) INVOLVED

Create a master schedule that better supports the needs of English Learners (EL) and will group El students in their core classes.

TASKS

Chapter V PAGE 112

nn

Increase in the

nn

PD and time

number of students being reclassified nn

Increase ELA SBAC scores

nn

Increase in the

number of students being reclassified

schedule that meets the needs of EL students

nn

Completed master

MEANS TO ASSESS IMPROVEMENT

nn

Time

and time

nn

Long term planning

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

August, 2019 – June, 2020

August, 2019 – June, 2020

January, 2020 – June, 2020

TIMELINE

The two metrics used for Reclassification are the Reading Inventory and the ELPAC. The ELPAC is given to all EL students each year. FHS staff members need to create a quick metric for success that is both meaningful and authentic without being cumbersome.

In order to better support our English Learners, we need to develop a master schedule that allows for appropriate grouping of students in both their English Language development classes as well as content area classes. This will also allow for more efficient use of resources such as Teacher Assistants and our Title III Coach.

So once a student has reclassified, they will not take the RI or the ELPAC, and no longer receive ELD support classes. (Additionally, SPED students who have been in the country for 5 or more years can reclassify on a new bulletin. If the IEP team determines that students cannot meet the criteria due to the nature of their disability, then the student can be administratively reclassified.)

The ELPAC is only given once a year, and tests students in reading, writing, speaking, and listening. It is given in the spring semester, usually March and April. If a student has an overall score of 4--”well developed”--then that student is eligible for reclassification.

RESPONSIBLE PERSON(S) INVOLVED

nn

Conference time

EL coordinator nn

nn

Title III coordinator nn

EL teachers

nn

EL coordinator nn

EL teachers EL coordinator nn

nn

Title III coordinator

Designated ELD courses use the EDGE curriculum to teach students how English works and improve their English language literacy skills. The Title III Coach works with teachers of LTEL students to improve reading comprehension and prepare students to pass the Reading Inventory test, one of the criteria for reclassification

Increase reclassification rate by 1% over previous year.

Continue developing student recognitions throughout the year that promote positive student and teacher/staff interactions.

Chapter V PAGE 113

recognition items

nn

Time, funds for

nn

Time

nn

Funds for substitutes

Principal nn

nn

EL coordinator

nn

Planning time

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

Establish a schedule by which colleagues at the same level visit or invite—once a semester or more—colleagues who are interested in seeing or sharing best practices.

EL coordinator CPA/TSP will plan for monthly nn

teacher PD to review EL nn

Title III coordinator assessment data (ELPAC and RI nn

EL teachers results, Newsela assessments) and to plan for instruction in both ELD (designated) classes and core (integrated ELD) classes.

TASKS

nn

Reclassification rate

nn

Reclassification rate

number of students being reclassified nn

Increase ELA SBAC scores

nn

Increase in the

of teachers that observe nn

Increase in the number of students being reclassified nn

Increase ELA SBAC scores

nn

Increase in the number

number of students being reclassified nn

Increase ELA SBAC scores

nn

Increase in the

MEANS TO ASSESS IMPROVEMENT

August, 2019- June, 2020

August, 2019- June, 2020

August, 2019 – June, 2020

January, 2020 – June, 2020

August, 2019 – June, 2020

TIMELINE

Chapter V PAGE 114

nn

Time

Principal nn

nn

Asst. Principal nn

ASB nn

Club advisor

Establish a Black Student Union Chapter

Substitutes nn

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

Time nn

Team (ILT)

Principal nn

nn

Instructional Leadership

RESPONSIBLE PERSON(S) INVOLVED

nn

Establish an African American Principal Parent Advisory Council (AAPAC) nn

Asst. Principal nn

Parent Community Representative

Establish a practice of regular peer observation for faculty in order to provide collegial mentoring and support for all teachers.

TASKS

nn

Meeting minutes

nn

Meeting minutes

nn

Observation feedback

MEANS TO ASSESS IMPROVEMENT

January, 2020 – June, 2020

January, 2020 – June, 2020

January, 2020 – June, 2020

TIMELINE

To close the achievement gap, African-American males are to be equal to or exceed the median graduation rate for Fairfax High School students. Additional targets focus on addressing issues of equity of African-American students including, but not limited to improving attendance rates, decreasing suspension rates, increasing representa­tion in GATE programs, increasing representation in AP classes, working toward strong future graduation rates and increasing parental and community involvement.

Additionally, we will work to improve our college-going culture by engaging our African American families and communities through culturally relevant workshops and other activities.

Address increasing academic achievement, decreasing suspension rates, and improving attendance rates among ninth and tenth grade African American students. We will work to ensure that they are engaged by knowledgeable professionals who effectively meet the academic, cultural and social needs of the students. All ninth and tenth grade English Language Arts and Algebra 1 and 2 teachers will be trained in culturally and linguistically responsive teaching methodologies.

Fairfax High School must decrease the gaps in proficiency between the subgroups so that students are receiving an equitable education.

Rationale:

Goal 2: Supporting African-American Students

Chapter V PAGE 115

nn

Time, funding

PBIS team nn

Collect data on discipline, attendance, counseling intervention, and student surveys to measure the impact of our PBIS program.

handbook and policies, SBAC data, attendance data, discipline data, a-g rate, college acceptance rate, graduation rate

nn

Revised student

data, discipline data, a-g rate, college acceptance rate, graduation rate

nn

SBAC data, attendance

nn

Time, funding

nn

Principal nn

Asst. Principals nn

ILT nn

School Site Counsel nn

Counselors, teachers

Engage in data dives to analyze a variety of data and implement appropriate interventions.

attending events

MEANS TO ASSESS IMPROVEMENT

nn

Number of students

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

nn

Time, funding

Principal nn

nn

College Counselor

RESPONSIBLE PERSON(S) INVOLVED

Provide a mechanism for students to be exposed to and learn about Traditionally Black Colleges and Universities.

TASKS

January, 2020 – June, 2020

January, 2020 – June, 2020

January, 2020 – June, 2020

TIMELINE

Chapter V PAGE 116

nn

Establish remedial instruction embedded in the master for students that are struggling academically due not having basic skills (being proactive rather than reactive-Credit Recovery).

nn

Create common conference periods between SPED and General Education Teachers that have same students (e.g., RSP teachers and General Education co-teachers, Foreign Language teachers with a high number of SWDs and SPED teachers).

nn

Special Education (SPED) needs to continue to be a priority in the initial stages of mapping out master schedule.

Master Schedule

nn

Foster Peer Observations schoolwide (teachers from different disciplines observe each other during instruction. After the observation, the observing group shall have an immediate de-brief in order to reflect and gain strategies).

nn

Plan for periodic, consistent PD with General Education and Special Education teachers throughout the year (especially Foreign Language).

nn

E xplore funding sources to enable PD in late summer for whole faculty, getting into instructional accommodations and strategies in order to promote success for Students with Disabilities (SWDs). There may be situations where teachers need explicit guidance with how to support challenging cases.

Professional Development

The school continues to emphasize and allocate resources to improving student learning for Special Education students. The FHS staff is dedicated to promoting high achievement for all students by ensuring equity, access, and support to standards-based curriculum and research-based instruction. FHS staff members strive to create a student-centered learning environment where students are safe, supported, cared for, and engaged in rigorous academic programs in preparation for college and career.

The gaps between subgroups needs to be consistently analyzed and evaluated to align proficiency targets with academic targets, this in­ cludes classroom grades and standardized assessments. All sub-groups should be moving forward in academic progress as well as profi­ ciency progress on a consistent basis.

The Federal (NCLB), state, and district mandates that all students show proficiency with a consistent rate of progress and be grade level pro­ ficient. This is an equity issue for our most at-risk students and Fairfax must provide an education that prepares all students for academic achievement and grade level proficiency.

Rationale:

Goal 3: Supporting Special Education Students

Principal nn

nn

Asst. Principal nn

Special Education

Monitor and adjust effectiveness of the implemented support systems for SPED students.

nn

Teachers

Coordinator

nn

Time

Department Chairs nn

nn

Teachers

Special Education teachers will meet with core departments to make suggestions for modifications and accommodations for lessons.

Chapter V PAGE 117

nn

Time

nn

Time

Principal nn

nn

Asst. Principal nn

Teachers

Give special education teachers access to review missing assignments, current grades and class postings.

nn

PD on google docs

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

Special Ed. Coordinator nn

nn

Teachers

RESPONSIBLE PERSON(S) INVOLVED

Use Google Docs for planning and sharing lessons and calendars between teachers.

TASKS

discipline data

nn

G rades, attendance,

number of students passing classes

nn

Increase in the

of students completing assignments

nn

Increase in the number

nn

Sample lessons

MEANS TO ASSESS IMPROVEMENT

January, 2020 – June, 2020

January, 2020 – June, 2020

January, 2020 – June, 2020

January, 2020 – June, 2020

TIMELINE

nn

Establish a Best Buddies program for students (with autism or otherwise) that have challenges with social skills, making friends.

nn

Implement structured, school-wide intervention process for all struggling students in order to consider the least restrictive environment for students.

nn

Collaboration and communication with Administration and SPED Department in order to develop a strong, predictable structure when it comes to discipline procedures for SWDs (there tends to be a lack of communication, lack of structure).

nn

Positive Behavior, Intervention and Support (PBIS) should be used more often to encourage positive behavior (i.e. “Caught Being Good”, weekly or bi-weekly rewards for “Most Improved...in Attendance, Behavior, Interpersonal Relations, etc. “) implemented with fidelity (not just once).

School Supports

Reflect on Master Schedule and develop methods to improve support.

TASKS Principal nn

nn

Asst. Principal

RESPONSIBLE PERSON(S) INVOLVED

Chapter V PAGE 118

nn

Time

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding discipline data

nn

G rades, attendance,

MEANS TO ASSESS IMPROVEMENT

January, 2020 – June, 2020

TIMELINE

Principal nn

nn

MYP coordinator nn

MYP team

nn

Principal nn

MYP coordinator nn

MYP team nn

Principal nn

Teachers nn

Counselors nn

Technology team nn

Principal nn

Asst. Principal nn

ILT nn

Counselors nn

Principal nn

College Counselor

Train all 9 th and 10 th grade students in MYP pedagogy

Implement College and Readiness courses in grades 9 -12

Integrate 1 -1 technology to ensure access and equity

Develop a GATE/SAS Course Pathways (9-12) with clear expectations for advancedlevel course completion.

Offer college and university tours during the school day and weekends

RESPONSIBLE PERSON(S) INVOLVED

Apply for MYP candidacy and authorization

TASKS

nn

G raduation rate,

nn

G raduation rate,

nn

Time, PD

nn

Time, funding

Chapter V PAGE 119

nn

G raduation rate,

nn

Funding, time, PD

A-G rate, number of students participating

A-G rate

A-G rate

A-G rate

nn

Curricular materials,

nn

Funding, PD

student work

nn

Unit plans and

authorization granted

nn

Candidacy and

MEANS TO ASSESS IMPROVEMENT

nn

Funding, time, PD

nn

Funding, time

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

January, 2020 – June 2020

January, 2020 – June, 2020

January, 2020 – June, 2020

January, 2020 – June, 2021

January, 2020 – June 2021

January, 2020 – June 2021

TIMELINE

Currently 58% of our students are A-G eligible. We need to continue our work to provide a rich, rigorous and competitive educational programs. Students at FHS are offered a host of advanced and honored classes. Moreover, the faculty voted to implement the Middle Years Program (MYP) and pursue becoming a full International Baccalaureate (IB) school. However, the outreach, branding and advertising for the courses and school are sorely lacking.

Rationale:

Goal 4: Supporting All Students to be College and Career Ready

Chapter V PAGE 120

nn

Increase in enrollment

nn

Funding, time

nn

Principal

Market current program offerings and future programs

participating

MEANS TO ASSESS IMPROVEMENT

nn

Number of students

PROFESSIONAL DEVELOPMENT/ RESOURCES/Funding

nn

Funding, time

RESPONSIBLE PERSON(S) INVOLVED

Explore integrating programs like nn Principal

Academic Decathlon at Fairfax. nn

Asst. Principal nn

ASB nn

sponsor

TASKS

January, 2020 – June,2020

January, 2020 – June, 2020

TIMELINE

Table of Contents A. Local Control and Accountability Plan (LCAP). . . . . . . . . . . . . . . . . . . A-1 B. Results of student questionnaire/interviews C. Results of parent/community questionnaire/interviews D. The most recent California Healthy Kids Survey E. Master schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-11 F. Approved AP course list: https://apcourseaudit.epiconline.org/ledger/ . . . . . A-31 G. UC a–g approved course list: https://doorways.ucop.edu/list/app/home/ H. Additional details of school programs I. California School Dashboard performance indicators J. School accountability report card (SARC) . . . . . . . . . . . . . . . . . . . . A-40 K. CBEDS school information form . . . . . . . . . . . . . . . . . . . . . . . . . A-42 L. Graduation requirements M. Any pertinent additional data (or have on exhibit during the visit) . . . . . . . . A-43 N. Budgetary information, including school budget O. Glossary of terms unique to the school. . . . . . . . . . . . . . . . . . . . . A-45

LAUSD LCAP - 2017-20 Plan Summary THE STORY

Briefly describe the students and community and how the LEA serves them.

The Los Angeles Unified School District (LAUSD) is a district focused on ensuring all students are prepared for college, career and life. We are a district that serves over 557,000 Pre-K thru 12 grade students, of which 84% of these students are either eligible for free and reduced lunch, an English learner or in the foster youth system. Acknowledging the challenges our students confront every day, both academically and emotionally, is essential to ensuring resources are effectively targeted to our neediest students. As such, our objective in developing equitable practices in LAUSD is informed by our diverse population where nearly 94 languages other than English are spoken and 74% of our student population is Latino, 8.4% is African American and 6.04% is Asian/Pacific Islander. The District embraces strategies that foster opportunities and aim to close the opportunity gap for students identified by the Local Control Funding Formula (LCFF). It cannot be done without our approximately 60,000 employees, consisting of teachers, administrators and classified personnel that are instrumental in helping LAUSD achieve the goals and objectives for improving student outcomes.

LCAP HIGHLIGHTS

Identify and briefly summarize the key features of this year’s LCAP. The Local Control Funding Formula establishes a target of funding growth for school districts throughout California. As LAUSD reaches the targeted funding level established under the law; of which we are currently 97% funded toward the District’s target, we must now look within to demonstrate improved services for our targeted youth under the LCFF. Through an equitable lens, our leaders have re-imagined and re-engineered programs aimed at providing services and additional personnel to some of our highest need schools that are determined by the District’s Student EquityBased index. Specifically, the District’s plan continues to sustain key targeted programs and has designed programs that better support our low-income, English learners and foster youth under the following District goals: Goal #1 - 100% Graduation: Nine LCAP actions that aim to increase the District’s graduation rate and ensure students graduate college and career ready. Expands funding flexibility for the use of resources at school-sites to better serve our targeted student populations.

Counseling and Assistant Principal positions are provided professional development and guidance for effectively supporting English learners and foster youth. The professional development will focus on our Targeted Student Population (TSP) to support building a student-centered master schedule that provides equitable access and maintains a comprehensive, instructionally effective and compliant instructional program that fosters the academic achievement of English Learners, low income and foster youth. (Goal 1, Action 5) Goal #2 - Proficiency for All: Twelve LCAP actions are focused on attaining grade-level academic proficiency for all students. Sustains commitments for Foster youth through the continued funding of the Foster Youth Achievement Program (Goal 2, Action 1) Implement a coordinated professional development framework which focuses on designing professional development courses to identify & service targeted student population (Goal 2 Action 2) Goal #3 - 100% Attendance: Four District supported actions to effectively engage and foster growth in school attendance for students Redefine programs, such as nursing and our technology services, to better allocate these resources to our highest need schools via an equity-based index.

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(Goal 3, Action 2) Goal #4 - Parent, Community and Student Engagement: LCAP actions support schools in enhancing partnerships and collaboration between parents, students, teachers and community members which specifically aim to develop and empower students to reach their full potential. Strengthen actions to decentralize parent and community engagement strategies and supports for schools (Goal 4, Action 2) Goal #5 - Ensure School Safety: Create safe and orderly school environments where students and staff feel safe, cared for, connected and respected which is conducive to learning for all students. Support commitments for the District’s Restorative Justice program (Goal 5, Action 1) Goal #6 - Basic Services: Essential to maintaining effective staff, clean and welcoming schools and ensuring students receive equitable access to basic services throughout the District.

REVIEW OF PERFORMANCE Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS The Los Angeles Unified School District is proud of the heroic efforts by our teachers, counselors, parents, administrators and classified staff who rally around our students every day. We also thank our education leaders and partners who work with us to understand our challenges and celebrate our gains year after year.

1

LAUSD reached its highest graduation rate of 77% increasing by 9% over the last 3 years.

Not only an increase but a demonstration that students are now completing the college required sequence of courses as part of their graduation requirement. The continued investments in credit recovery, graduation counseling and planning and furthering the culture change in our schools and amongst our families to set their sights on graduation, college and career through the District’s Pre-k thru 12th grade continuum will ensure our success continues.

2

LAUSD continues to demonstrate a great focus on addressing discipline through positive practices. The District continues to be a leader on decreasing the number of student suspensions with only .6% of our students being suspended in the 2015-16 school year. The 2 District remains focused on implementing the school climate bill of rights and the discipline foundation policy while rolling out a 4 year strategy to train all schools with restorative practices and positive behavior and intervention supports for youth. LAUSD is proud of the significant decrease in suspensions we have seen over the last 6 years which is a product of the policies and people leading the way in this work.

3

The District’s English learner reclassification rate is expected to increase to 17.2% for the 2016-17, a 6% increase in one year. In a district that serves over 124,000 English learners this is significant progress. A continued focus on monitoring English learner progress at schoolsites and establishing a foundation of culturally and linguistically responsive practices is resulting in greater progress for English Learners. With the passage of Proposition 58 and the transition to

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the LPAC, the District is developing strategies to support an expansion of opportunities for English learners and their families.

4

Our chronic absenteeism rate for foster youth students in the District has decreased by 4%.

With a renewed focus and increased investment in supporting foster youth, the District is seeing improved outcomes for these at-risk students. LAUSD will continue to sustain the $13 million invested in the Foster Youth achievement program as well as continue to align strategies aimed at improving attendance and academic progress for all foster youth.

5

The District’s participation in the school experience survey, a school-climate related survey, increased for parents by 13%. An important indicator that ensures parents are providing essential feedback regarding school performance and support for students and parents at schoolsites. The $5.3 million investment for parent engagement established in 2014-15 and the inclusion required workshop offerings for parents have enhanced the overall parent participation in the District.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

GREATEST NEEDS The Los Angeles Unified School District’s performance on the California School Dashboard (CSD) does not identify any “Red” or “Orange” performance for any of the indicators provided in the Spring 2017 release.

A local review of indicators not included in the CSD did identify areas that need significant improvement. Specifically, a review of the District’s performance found: 1) A pproximately 45% of the District’s 9-12 th grade students were on-track to complete their A-G graduation requirements with a C or better.

The Division of Instruction continues to partner closely with local districts and school sites, engaging in ongoing efforts to raise the achievement of all students and especially those most at risk. In order to improve core curriculum and instruction, the district has invested in new state standards-aligned instructional materials for English Language Arts and mathematics and is planning adoptions for history/social studies and science in the coming years. The Division of Instruction continues to support Mastery Learning and Grading training district-wide to improve teachers’ instructional and assessment practices. Social-emotional learning and culturally and linguistically responsive teaching strategies are also areas of focused professional development for teachers. Another initiative to support student success is the continued growth of Linked Learning schools that provide a personalized learning environment for students that has clear connections to career pathways.

Recognizing that success in high school requires strong middle and elementary school preparation, the Division of Instruction has concentrated on areas of need identified in the Middle School Framework for Action that focus on student identity and relationship formation, social-emotional

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learning and mindset, authentic student choice, engagement, and real-world and personal connections. The Early Language and Literacy Plan is also designed to provide additional supports in elementary schools to ensure students begin to achieve literacy benchmarks before they leave the elementary grades.

Student struggles with achieving A-G graduation requirements with a C or better are most focused in English Language Arts and mathematics courses. The Division of Instruction continues to update resources for English and mathematics support courses at the high school level. For example, the math advisors on the Division of Instruction A-G team have collaborated with local district coordinators and central office secondary math staff in the design of a fully integrated Algebra 1 Intervention Program. The program is intended for flexible implementation in upper secondary grades using a pull-out model, during advisory periods, or in an additional math lab setting. Students may enter the intervention setting as determined by their teacher, counselor, or by their own request and they continue in the program for as long as needed. The program comprises all elements needed to support students in mastering the concepts and skills required to pass Algebra 1.

Students who do not achieve a C or better have the opportunity to retake those courses as well.

A wide array of high school credit recovery courses are offered to students needing to make up classes for A-G completion. These courses comprise virtual or blended models in the Edgenuity platform. In addition, the Performance Assessment Student Support (PASS) program was developed by the district to allow teachers raise student grades by differentiating learning opportunities so students can demonstrate mastery of course objectives in Algebra 1, Algebra 2 A/B, Geometry A/B and English 9, 10 and 11 courses. Schools also offer “grade increase� opportunities using the STAR-17 program where needed, to better prepare students to be competitive in making college applications.

2) B ased on 2015-16 Eleventh grade Early Assessment Program (EAP), only 7% of eleventh grade students demonstrated college readiness through the state’s math assessment.

The Division of Instruction continues to support local district and schools to implement the new state standards in mathematics. The district implemented new instructional materials in core math courses aligned with the standards in the 2015-16 school year and plans to adopt additional instructional materials in the advanced and elective mathematics courses in the 2018-19 school year. The Division of Instruction is also continuing to invest in targeted support and intervention programs to meet the instructional needs of at-risk students at all grade levels. Based on the middle grades Framework for Action, students in grades 5-9 may demonstrate more success when offered more engaging courses aligned with real-world and personal connections. The Division of Instruction has expanded efforts to develop new, more engaging courses at the high school level including: Financial Algebra 1 and 2 that focus on teaching algebra concepts through finance and business applications Introduction to Data Science that engages students in using participatory sensing devices to collect data as well as analyze the data using analysis software Transition to College Mathematics and Statistics designed to provide students with quantitative reasoning experiences and skills to be prepared for college level mathematics courses.

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A key to aligning mathematics instruction with the new standards is for teachers to understand how assessments must be adapted to allow students to demonstrate their proficiency. The Division of Instruction continues to invest in teacher professional development aligned with Building Educator Assessment Literacy (BEAL) so teachers can understand the expectations of the new Smarter Balanced Assessment and how to align their classroom assessments with these new expectations.

Leaders of mathematics district-wide are also incorporating concepts from Mathematical Mindsets by Jo Boaler into professional development for teachers. These strategies are aligned with social-emotional learning practices that focus teachers and students on the power of mistakes and struggle, the development of rich mathematical tasks and supporting growth mindset in students.

3) T he District’s overall chronic absenteeism grew by 1% although there was progress in particular student groups.

Although the District Chronic Absence Rate grew from 13% to 14%, significant reductions were found in student subgroups. The Chronic Absence Rate for long-term foster youth decreased from 23% to 15.8%. In addition, the district has identified and implemented multiple strategies to improve the availability of actionable Local District and school site attendance data and tools to support attendance improvement efforts district-wide. We are also developing online tools to train school site and district staff on attendance taking procedures, processes, and interventions. The district continues to invest in targeted support and interventions, focusing on schools with the highest chronic absence rates for TK/Kinder and 9th grade levels, as research supports that chronic absence in these grades are strong predictors of student academic failure and dropout.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS The recently released California School Dashboard identifies three student groups in which performance levels are two performance levels below the “all students” performance for students in the LAUSD. Specifically, American Indian students and English Learner students were identified as having a performance gap in the District’s graduation rate and Students with Disabilities were identified as having performance gaps in the District’s graduation rate, and the state’s Math and English Language Arts assessments.

In order to address these performance gaps, the District intends to continue the implementation of various strategies aimed at providing a comprehensive approach to addressing the needs of these three student groups.

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LCAP—English Learners LCAP GOAL #1: 100% Graduation To support English Learner student outcomes the district will expand dual language/bilingual programs.

The district will invest in hiring bilingual teachers and staff who can support students and communicate with parents and students in their language.

There is a need to hire more college counselors for students to graduate with all required classes.

Ensure credit recovery courses are designed to support LTELs, PLTELs and newcomers.

Counselors will be hired to focus on English Learners academic needs. They will ensure students are provided with additional information in the following areas: nn

Access to AP courses nn

A-G courses to ensure graduation and completion of A-G courses nn

Monitor school/student for academic progress nn

Analyze data to inform instruction nn

Students meet grade level standards nn

Preparation for college and/or careers nn

Implement/expand vocational training Counselors who are bilingual in students’ primary language will be identified and/or hired to support newcomer English Learners.

LCAP GOAL #2: Proficiency for All English Learners will be offered additional supports during Designated English Language Development and Integrated English Language Development in English Language Arts, Math and Science.

Beginning in the 2017-2018 school year all stakeholders will engage in the transition and implementation of the new English Language Proficiency Assessment in California (ELPAC).

Students in the following cohorts will be supported to ensure academic success and to achieve benchmark expectations in both ELPAC and SBAC: nn

Newcomers nn

English Learners nn

Potential English Learners nn

Long Term English Learners nn

Provide Intervention, Support & Tutoring To address the need for intervention and support for English Learner outcomes the District will identify and invest in diagnostic assessments for students in grades 3-11 who are Potential Long Term English Learners (PLTELs) and Long Term English Learners 4 (LTELs) not meeting reclassification criteria.

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Supports will be designed based on students’ profile as follows: nn

Profile E-F—Students not passing Language Assessments nn

Profile G-H—Students not passing Language or Literacy Assessments nn

Profile C-D—Students not passing Literacy Assessments Teachers will be provided additional professional development in diagnostic assessments for PLTELs and LTELs. They will engage in data analysis and provide action plans to ensure students receive interventions that are designed to meet their individual instructional needs.

Directors and Principals will be provided additional professional development in setting up systematic monitoring structures in school/student academic progress. Structures used to analyze data to inform instruction for students not meeting benchmark expectations.

LCAP GOAL # 4: Parent Engagement Parents of English Learners who are Potential Long Term English Learner (P-LTELs) and Long Term English Learners (LTELs) will participate in parent conferences, workshops and training to learn about ways to help their students acquire English Language and literacy comprehension. Materials for parents will be written and delivered in a language they speak.

LCAP – Students with Disabilities LCAP GOAL #1: 100% Graduation In collaboration and partnership with other District departments, the Division of Special Education ensures that students with disabilities are included in District-wide initiatives related to graduation in four areas:

Direct Instruction to students with disabilities

In partnership with A-G Diploma Project Counselors, Division of Transition (DOT) Teachers work with subgroups of students who are behind on credits and at-risk for not being eligible for graduation regarding graduation requirements and post-secondary options. Course development includes a middle school elective class on preparation for high school and self-advocacy as well as a high school elective course designed to help students plan for life after high school.

Waivers

School staff are encouraged to publicize the use of waivers for specific a-g requirements as needed for students with disabilities. These waivers include: Algebra 1, Algebra 2, Languages other than English, and PE.

Parents as partners

Parents of students with disabilities participate in parent conferences, workshops, and training to learn about the differences between the certificate of completion and diploma, graduation requirements, and post-secondary options. They also learn about how to support their students in developing self-advocacy and self-determination in preparation for college, career, and life options.

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Certificates of Completion

The DOTs team facilitates the district-wide issuance of certificates of completion and educates school sites on their use.

LCAP GOAL #2: Proficiency for All In recognition that early literacy intervention leads to better student outcomes, the Division of Special Education has been engaged in intervention efforts designed to close the achievement gap in literacy in Grades TK-12. In the LAUSD SELPA Plan, the literacy goals are the following: nn

Increase participation and proficiency of students with disabilities in statewide student assessment nn

Increase the percentage of students with disabilities who are literate nn

Assure that students with disabilities attain higher standards in all domains of language arts (listening, speaking, reading, and writing)

LCAP Early Literacy Goal In addressing the LCAP goal of increasing 2nd grade early literacy rates, the Division of Special Education has entered a multi-year partnership with the Division of Instruction with the Early Language and Literacy Plan (ELLP). The overarching goal of the ELLP initiative is to ensure that all students will read, write, speak, and listen with efficiency and accuracy by the age of nine. Now in its second year of implementation, ELLP has sponsored ongoing teacher and administrator professional development in the areas of early literacy and language development, research-based multi-sensory literacy intervention, data-driven inquiry process for improving student outcomes, and application of Universal Design for Learning to broaden access for diverse learners. As 2nd grade early literacy rates improve, there will be a corresponding decrease in the number of inappropriate referrals to special education.

LCAP Increase 3rd-8th & 11th Grade ELA and Math Proficiency Goal With the majority of students with disabilities on the core curriculum, the Division has been committed to a robust partnership with general education partners in supporting general education teachers and administrators through job-embedded, high quality professional learning opportunities to address the LCAP Goal of increasing 3rd-8th & 11th Grades ELA and Math Standards Proficiency.

Many of the Division instruction-based workshops are designed in collaboration with content experts in literacy and mathematics to ensure equitable access to all areas of the curricula provided for a diverse range of learners. Priorities in this development of workshop content includes the following: nn

California frameworks and content standards implementation for all students nn

Integration of Universal Design for Learning and evidence-based practices for students with disabilities into District sponsored trainings on the new Math and ELA/ELD textbooks at the elementary, middle, and high school levels (2015-2017) nn

California English Language Development standards implementation in tandem with all California content standards through designated and integrated ELD

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nn

Literacy and language instruction that ensures all students read, write, speak, and listen effectively, accurately, and fluently by the end of 2nd grade nn

Accelerated literacy and math intervention for students in grades 4 and above who did not respond to previous interventions in the early grades nn

Culturally and linguistically responsive instructional strategies integrated in all content areas to provide access and equity for diverse learners Universal Design for Learning as the foundation for Tier 1 high quality instruction. Workshops have been provided to special education teachers as well as to local district teams and school site teams, including workshops for instructional coaches and leaders Mastery Learning and Grading Practices training for all teachers in utilizing inclusive approaches to assessment of learning New “a-g” courses designed to be inclusive of students with disabilities to better prepare them for college and careers, such as Financial Algebra, 21st Century Career Exploration, Introduction to Data Science and Computer Science, and Integrated Science

To support students with disabilities in inclusive settings, general education teachers are invited to attend special education sponsored workshops and salary-point classes on evidence-based literacy and mathematics interventions, positive behavior supports and crisis intervention, evidencebased practices for mixed-ability classrooms, students with Autism Spectrum Disorders, social emotional learning, and inclusive practices.

LCAP Goal Increase EL Reclassification Rate Approximately one in five English Learners in LAUSD are also students with disabilities. In collaboration with the Multilingual and Multicultural Education Department (MMED), the Division is engaged in providing teacher workshops and training in supporting English Learners who are potential long term English Learners (PTELs) and Long Term English Learners (LTELs) in development of academic English proficiency to meet grade level standards and become eligible for reclassification. The Division is also engaged in developing policy guidelines for IEP teams to follow when making recommendations for LTELs who are eligible for special education services to be reclassified as Fluent English Proficient.

LCAP GOAL #5: ENSURE SCHOOL SAFETY In an effort to decrease instructional days lost to suspension and increase student safety in schools, the Division of Special Education offers a number of professional development opportunities (webbased and face-to-face) to support both general education and special education teachers, including para-educators, in implementing supports for all students.

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These PD opportunities include the following: nn

Strengthening Our Behavior Skills (SOBS) for Para-Educators nn

Online Classroom Management Modules accessible via Learning Zone nn

CHAMPS (K-8) – four modules on Classwide Positive Behavior Support nn

Discipline in the Secondary Classroom (9-12) – four modules on effective positive behavior support systems for older students nn

Positive Behavior Support Online module (PBS 101) nn

Salary Point Classes on a variety of topics for implementing positive behavior supports and systems in the classroom

District Supports – American Indian Students LCAP GOAL #1: 100% Graduation The District has developed an “All Hands on Deck” strategy to support student A-G completion and graduation efforts in the District. This has resulted in greater interventions, credit recovery and monitoring to ensure all student are on-track to graduate in LAUSD. Specifically for American Indian students, the District’s Indian Education Program serves numerous students via strategies to engage students through a culturally relevant curriculum intended to immerse students in their learning and develop skills to successfully graduate college and career ready.

1. leadership opportunities via attending program committee meeting once a month 2. afterschool programs focusing this year on current events/community leaders 3. dance workshop, learning about pow wows, dance/regalia origins, physical fitness...

4. school/classroom presentations, community awareness 5. regalia making, learning about the importance/origins and learning a skill 6. promoting/partnering with youth conferences, leadership building and college readiness 7. staff conferences to stay informed about national/state standard for native education 8. community event resource/activity booths for recruitment and education https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/358/lcap2017-59.pdf

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ANTOINE, FREDA

ANDREWS, MARY K

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Committed By Concurrent Term Editor : Committed By Concurrent Term Editor

AKERELE, OLUMIDE O

Teacher Name

Scenario:

School Term: 2019-2020 A-Track Spring

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School Name: Fairfax Senior High

Fairfax Senior High, Fairfax Senior High Police Academy Magnet, Fairfax Senior High Visual Arts Magnet

MASTER SCHEDULE

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BURCIAGA, RUBEN

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COLLIER, JOHN G

COLE, KENNETHIA M

Teacher Name

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FAVELA, ANDRES O

FLORES, YESENIA

GALARDO, STACY L

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DUNBAR, BRIAN W

DRAKE, LOREN E

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GATES, ERIC

GARTMAN, KURT S

Teacher Name

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GONZALEZ, RAFAEL

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A - 18

KIRBY, JUSTIN P

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KIM, SUNG H

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JOHNSON, CRAIG B

JESSEL, RICHARD

Teacher Name

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910203.75 CONF/PREP PER- Room: 227 0/0

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230108.19 ENGLISH 9BMAG Room: 227 18/33

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6

7

A - 19 230201.6 CONTEMP COMP-SDP Room: 215 5/12 361414.19 CHEMISTRY: EARTH SYS B-MAG Room: 316 16/33 200106.2 INTRO ART BRoom: 319 39/42 653636.1 BUS ENTRESHP B- Room: 213 8/41

LEE, DAVID J

LOMBARDI, LAURIE L

LUCAS, MARY JO

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LAMONT, JACK S

LAMOREE, STEVE J

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LA TOUR, DAVID A

1 360738H.3 H BIOLOGY: LIVING EARTH B-AMPA Room: 309 33/36

0

KNIGHT, LINDSEY C

Teacher Name

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653620.3 SMALL BUS MGMT B- Room: 213 41/42

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230126.4 AP ENG LANG BRoom: 210 0/0,

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200302.3 DESIGN BRoom: 319 40/42

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6

7

A - 20 361414.2 CHEMISTRY: EARTH SYS BRoom: 306 36/36 910410.1 PSYCHOLOGISTRoom: CO 0/0

MENDEZ, JULIAN

MIGDAL, LAURA W

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1

930304.2 SEC COUNSELOR- Room: CO 0/0

0

MEDINA, VICTOR E

MASON, MARK J

Teacher Name

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361414.3 CHEMISTRY: EARTH SYS BRoom: 306 36/36

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360738.12 BIOLOGY: LIVING EARTH B-HSA Room: 306 35/36

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361414.4 CHEMISTRY: EARTH SYS B-HSA Room: 306 25/36

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910203.52 CONF/PREP PER- Room: 306 0/0

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310343.33 CC ALGEBRA 2A-REP Room: 216 1/10,

310342.29 CC ALGEBRA 1-REP Room: 216 0/20,

6

7

A - 21

370130.13 US HIST 20TH B-AMPA Room: 232 21/25,

MORRIS JR, REGINALD D

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230437C.4 WORLD LIT-SDP Room: 321 10/12

MURPHY, LANE A

NAKILA, FERDINAND R

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MORRIS, DARIN L

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MORALES, VIRGINIA

1 330106.4 ADV PE 1BRoom: GYM2 44/55

0

MIURA, RAMSEY K

Teacher Name

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910203.67 CONF/PREP PER- Room: 410 0/0

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910203.58 CONF/PREP PER- Room: GYM2 0/0

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310342.9 CC ALGEBRA 1-SDP Room: 410 7/12

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310342.6 CC ALGEBRA 1-SDP Room: 410 12/12

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A - 22

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NEWMAN, SARA E

NGUYEN, ALISA T

O HARE, ROBERT L

OBRIST, RALPH W

1 910203.18 CONF/PREP PER- Room: 212 0/0

0

NETES, ALEKSANDR

Teacher Name

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310344.14 CC ALGEBRA 2B-RSP Room: 212 8/0,

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7

A - 23

PRESHA, MILES D

PONCE, GUSTAVO

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310128.1 DEV MATH SH B-RSP Room: 323B 8/10,

170606.1 DEV ELS SH B-RSP Room: 323B 3/5,

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256022.1 AP SPAN LIT BRoom: 231 27/41,

310344.15 CC ALGEBRA 2B-AMPA Room: 209 35/39

PERLA, GERARDO N

1 310424.18 CC GEOMETRY B-SMST Room: 208 34/36

0

ORLOVA, OLGA V

Teacher Name

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800206.13 RESOURCE TEACHERRoom: 323B 0/0

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800206.12 RESOURCE TEACHERRoom: 323B 0/0

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800206.9 RESOURCE TEACHERRoom: 323B 0/0

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5

910203.12 CONF/PREP PER- Room: 323B 0/0

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310342.1 CC ALGEBRA 1-SH Room: 208 10/10,

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310344.7 CC ALGEBRA 2B-AMPA Room: 209 23/39

7

A - 24

910203.7 CONF/PREP PER- Room: 109 0/0 330122.8 ADV PE 2B- Room: GYM3 41/55

RHOMBERG, MARK J

RICHMOND, SEAN A

1 800206.6 RESOURCE TEACHERRoom: 227 0/0

0

QUIBLAT, EVELYN C

Teacher Name

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910203.83 CONF/PREP PER- Room: GYM6 0/0

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330122.6 ADV PE 2BRoom: GYM3 50/55

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330915.1 GOLF, VAR BOYS- Room: GYM1 0/37

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310128.2 DEV MATH SH B-RSP Room: 323B 3/10,

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6

7

A - 25 920201.3 LIBRARIANRoom: LIB 0/0

ROCHE, LINDA D

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310423.48 CC GEOMETRY A-REP Room: 408 0/8,

310344.25 CC ALGEBRA 2B-REP Room: 408 2/8,

310343.34 CC ALGEBRA 2A-REP Room: 408 1/8,

310342.30 CC ALGEBRA 1-REP Room: 408 0/8,

310342.3 CC ALGEBRA 1-PAM Room: 408 0/33,

1

370603.1 PRIN AM DEMOCR-AMPA Room: 110 40/41

0

ROBINSON, BONNIE J

ROBERTS, COREY Y

Teacher Name

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2

920201.5 LIBRARIANRoom: LIB 0/0

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3

920201.1 LIBRARIANRoom: LIB 0/0

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6

7

A - 26

171004.1 ACADEMIC ELD 4B- Room: 220 16/36

688552.2 CRIMINAL JUSTICE 1B CTE-PAM Room: 411 30/41

ROZENGURTEL, YELENA

RUBIN, MICHAEL P

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ROSEN, MATTHEW D

SHAKESPEARE, JOHN G

256024.1 AP SPAN LNG BRoom: 214 27/42

ROMERO, FIDELINA

1 910203.6 CONF/PREP PER- Room: 228 0/0

0

RODRIGUEZ, JOSE

Teacher Name

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360738H.1 H BIOLOGY: LIVING EARTH B-HSA Room: 306 35/36

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360738.1 BIOLOGY: LIVING EARTH B-AMPA Room: 307 28/36

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230201.10 CONTEMP COMP-SMST Room: 220 9/9,

370905.1 ECONOMICSHSA Room: 206 32/41

256014.8 SPANISH 2BRoom: 214 31/41

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360604.2 MARINE BIO BRoom: 307 20/41

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360604.3 MARINE BIO BRoom: 307 18/41

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6

7

A - 27

TIJERINA, MIRANDA M

330917.2 GOLF, VAR GIRLRoom: GYM4 1/2

330122.4 ADV PE 2BRoom: GYM4 42/55,

800214.1 TITLE III COACHRoom: MAIN 0/0

THOMAS, DENISE A

460113.11 SERVICE SH Room: GYM5 1/1

330122.9 ADV PE 2BPAM Room: GYM5 41/55,

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1

330301.6 ADAP PHYS ED- Room: GYM7 14/20

0

SYKES, STEPHEN E

SONG, ALBERT K

SOLORIO, JUAN C

SMITH, FLINT W

Teacher Name

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910203.51 CONF/PREP PER- Room: GYM4 0/0

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330122.3 ADV PE 2BRoom: GYM4 53/55

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4

330106.5 ADV PE 1B- Room: GYM4 37/55

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360124.2 INTCOOR SCI 2B-SDP Room: 303 6/12

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5

330933.1 TENNIS, V GIRL- Room: GYM4 14/15

330931.1 TENNIS, V BOYS- Room: GYM4 0/10,

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6

7

A - 28

230108.6 ENGLISH 9B-ED Room: 107 1/4,

UNFILLED 13, 8621

ASSIS PRINC.DEAN’S OFFICE 900102.1 ASSIS PRINCRoom: 108 0/0 256014.7 SPANISH 2BRoom: 119 26/41

VAGHEI, ALI

ARROYO, YESENIA

VAQUERANO, JOAQUIN A

230437.4 WORLD LIT-ED Room: 107 1/0

230201.7 CONTEMP COMP-ED Room: 107 1/0,

230110.9 ENGLISH 10B-ED Room: 107 1/0,

900101.1 PRINCIPALRoom: MAIN 0/0

TROLLINGER, LORRAINE C

1 230110H.1 H ENGLISH 10BAMPA Room: 111 30/36

0

TRAVIS, ERIK

Teacher Name

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2

256016.2 SPANISH 3BRoom: 119 21/41

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4

256014.6 SPANISH 2BRoom: 119 18/41

370905.7 ECONOMICS-ED Room: 107 1/0

370130.8 US HIST 20TH B-ED Room: 107 1/5,

370128.11 WHG: MOD WLD B-ED Room: 107 2/0,

230110H.4 H ENGLISH 10B-HSA Room: 111 20/30

230110H.10 H ENGLISH 10B-AMPA Room: 111 6/6,

5

910203.50 CONF/PREP PER- Room: 119 0/0

420411.3 CAREER EXPLOR 21ST CENTRoom: 107 1/5

370130.12 US HIST 20TH B-ED Room: 107 0/37,

230110.10 ENGLISH 10BAMPA Room: 111 34/36

6

7

A - 29 910203.30 CONF/PREP PER- Room: 505 0/0 312614.3 CC ALG 1 TUT LAB B- Room: 202 15/33

YOUNGBLOOD PEDERSEN, DESIREE G

ZANOTTI, STEPHEN A

200602.1 DRAWING BRoom: 304 32/41

YOON, YOHAN

910203.5 CONF/PREP PER- Room: 308 0/0

1

310424.16 CC GEOMETRY B-MAG Room: 207 31/33

0

YI, EARL

WILLIAMS, KHORI K

Teacher Name

180230.1 AP COMP SCI PRIN B- Room: 202 32/41

200806.2 SCULPTURE 2B-MAG Room: 505 14/33

200602.3 DRAWING BRoom: 304 36/43

910203.37 CONF/PREP PER- Room: 207 0/0

493610.4 COMM SCIENCE B-ACWIL Room: 308 7/9

2

910131.1 MATHEMATICSRoom: 202 0/0

200204.1 CERAMICS 1BRoom: 505 33/45

200602.11 DRAWING BRoom: 304 1/2

200326.2 DIG IMAG PRD B- Room: 304 34/42,

310424.14 CC GEOMETRY B-AMPA Room: 207 35/36

493506.2 ELD ALT CUR B-ACWIL Room: 308 0/3

492344.1 COMM ENG BACWIL Room: 308 7/9,

3

910203.79 CONF/PREP PER- Room: 202 0/0

200806.1 SCULPTURE 2B-MAG Room: 505 33/33

200602.2 DRAWING BRoom: 304 41/41

310712.5 PRECALC BMAG Room: 207 26/33

493110.1 CONS MATH B-ACWIL Room: 308 7/8

4

180228.1 AP COMP SC A B- Room: 202 21/41

200106.6 INTRO ART B-MAG Room: 505 32/33

200702.1 PAINTING 1BRoom: 304 41/43

310424.15 CC GEOMETRY B-AMPA Room: 207 35/36

492801.2 PRACT ARTACWIL Room: 308 4/8

5

180230.2 AP COMP SCI PRIN B- Room: 202 16/41

200106.5 INTRO ART B-MAG Room: 505 33/33

200326.1 DIG IMAG PRD B- Room: 304 19/41

310712.6 PRECALC BMAG Room: 207 17/33

493730.1 SS HIST-COMM B-ACWIL Room: 308 5/8

6

7

College SAT and ACT Scholastic Aptitude Test Data 2018 Mean SAT Score

FHS

LAUSD

State

ELA Benchmark

75.5

55.6

63.0

Math Benchmark

54.1

31.4

50.7

FHS

LAUSD

State

ELA Benchmark

67.1

55.7

72.3

Math Benchmark

45.1

31.5

50.8

FHS

LAUSD

State

Avg. Reading score

451

431

484

Avg. Writing score

452

430

477

Math Benchmark

478

436

484

FHS

LAUSD

State

Avg. Reading score

454

435

489

Avg. Writing score

450

435

484

Math Benchmark

466

439

500

2017 Mean SAT Score

2016 Mean SAT Score

2015 Mean SAT Score

https://data1.cde.ca.gov/dataquest/

A - 30

A-G Approved Course Lists

A - 31

A - 32

A - 33

A - 34

A - 35

A - 36

A - 37

A - 38

A - 39

School Accountability Report Card (SARC) School Accountability Report Card (SARC)

A - 40

A - 41

CBEDS

CBEDS CBEDS

A - 42

Other Pertinent Data American College Testing Data ACT Percents of scores 21

FHS

LAUSD

State

2018

58.5

29.5

56.6

2017

59.4

32.3

58.1

2016

48.4

31.2

57.4

2015

26.7

31.1

57.5

Reading

English

Math

Science

2018

23

21

22

21

2017

22

21

22

21

2016

20

20

21

21

2015

19

18

20

19

FHS ACT Scores Per Section

https://data1.cde.ca.gov/dataquest/

A - 43

Advanced Placement COURSE

2014-15

2015-16

2016-17

2017-18

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Studio Art 2-D

64/36/25

71/43/26

65/36/31

38/27/23

Studio Drawing

*/10/5

*/15/9

*9/9

23/10/7

Biology

22/21/12

25/20/10

30/27/22

24/23/6

Chemistry

32/31/6

21/21/9

No data

18/16/5

Environmental

No data

35/28/9

47/43/4

No data

*/1/*

No data

40/39/5

*/1/1

Physics: Elect & Mag

No data

No data

23/22/5

No data

Physics: Mechanics

21/14/11

29/27/17

No data

23/22/9

Psychology

39/26/18

36/2/16

39/35/24

70/54/28

Spanish Language

42/43/41

38/41/35

39/55/53

28/36/34

Spanish Literature

No data

39/38/19

43/33/21

24/24/10

Art

Science

Physics 1

Foreign Language

French

*/1/1

Mathematics Statistics

49/34/20

73/61/35

80/77/25

83/75/47

Calculus AB

59/49/28

73/68/38

86/77/31

27/23/14

Calculus BC

21/21/15

21/21/9

45/45/17

52/52/18

Language and Composition

55/49/29

64/58/30

76/73/45

58/52/30

Lit and Comp

62/29/14

54/27/13

55/46/17

59/35/19

Gov and Politics US

37/15/7

25/18/6

44/41/13

47/42/14

US History

30/24/11

22/15/7

37/36/10

53/53/18

World

68/46/24

76/61/35

41/30/19

53/41/21

English Language Arts

History

A - 44

2014-15

COURSE

2015-16

2016-17

2017-18

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Enrolled/tested/ qualified

Computer science A

31/26/11

39/32/14

26/25/24

29/26/24

Economics Macro

39/22/11

44/42/18

25/22/6

27/17/12

Computer Science Principles

No data

No data

No data

*/1/1

Other

There are 23 AP courses offered to students at FHS. Students may choose any AP class.

English Learner by Language

Number of Learners

Arabic

6

Bengali

12

Farsi

7

Filipino

52

French

2

Japanese

1

Korean

222

Mandarin

2

Polish

1

Russian

39

Spanish

916

Vietnamese

1

Other

54

List of Acronyms used by the school staff TLC

Leadership Council

ILT

Instructional Leadership Council

SSC

School Site Council

IB

International Baccalaureate

MYP Middle Years Programme IAB

Instructional Assessment Blocks

SPED Special Education

A - 45

Vision Statement

FHS students will receive an academically challenging and balanced 21st century education inspiring deep questioning and peaceful action. FHS will foster a positive school culture to support students academically, socially, emotionally, physically and philosophically.

Mission Statement

FHS will prepare students for their unique role as responsible and engaged citizens of the world. Teachers will be creative and engaging, valuing education that encourages academics, and an awareness and curiosity about an ever-changing world beyond the individual.

Schoolwide Learning Outcomes

L

eaders: Students will be given multiple opportunities throughout high school to lead teams, both in class and in clubs. Students will see themselves as part of a team and learn to work with team members effectively.

I

ndependent thinkers: Students will be able to think critically and analytically about given situations and events. Students will learn to defend and concede to arguments, learning that if others have a different opinion, that does not necessarily make them wrong.

O

pportunity seeking: Students will seek out opportunities to enhance their education, social and emotional well-being and career opportunities in a principled manner. Students will be coached and encouraged to work on these opportunities as soon as they become available.

N S

egotiators: Students will learn to work with others to create win-win scenarios through the presentation, defense and justification of thoughts and ideas.

cholars: Students will receive a high-quality education that teaches them to be flexible, creative and cognitively aware of the world.

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