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LOS ANGELES UNIFIED SCHOOL DISTRICT

MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION This document summarizes information shared by parents, students and community members in the Crenshaw High School Community over a series of several meetings. This information will be considered in the development of the Magnet School Plan for Crenshaw High School. VISION AND INSTRUCTIONAL PHILOSOPHY What is your vision for the students who will graduate from Crenshaw High School? What are the most important things you want students to know and be able to do? What skills do you want them to possess? What habits of heart and mind do you want them to have? Feedback from meeting on 12/11/12  Community contributors and advocates; productive members of society  Self-directed learners who take personal responsibility for their learning and their actions; motivated  Confidently and effectively articulate thoughts and ideas in a variety of forms and contexts using oral, written and nonverbal communication  Critical analysis skills that will help them compete locally, nationally and globally  Technological skills  Effectively analyze and evaluate information  Learn to work collaboratively with others  Know how to make sound economic choices  Solve complex problems  Utilize time and manage workload effectively  Analyze complex texts Feedback from meeting on 01/30/13 (No information to report) Feedback from meeting on 02/02/13 (No information to report)

What is the vision for the new Magnet programs at Crenshaw High School? What do you want to see at the school? What do you want it to look and feel like for parents and students? Feedback from meeting on 12/11/12  Culture that is focused on making sure all kids are prepared to attend the college or enter the career of their choice  Wide variety of classes  Enthusiastic, innovative and organized teachers with structured classes and a commanding presence  Supportive and welcoming environment for teachers and students  Volunteer opportunities  A learning environment where students can get the assistance they need to help with decisions in life Feedback from meeting on 01/30/13  Keep the AVID program starting with 9th grade students  Maintain effective program that currently exist at CHS  Allow pass-porting across the magnets particularly for APs and electives  Everyone in the Crenshaw school community using email to communicate with staff, students and parents  Upgrade the current computer equipment – hardware and software  Hire a support personnel who will be dedicated to technology  Build relationships with outside entities to support each magnet school theme and provide internship opportunities Feedback from meeting on 02/02/13  College counselor for the entire school as well as a guidance counselor for each magnet center with extensive knowledge of the pathways within the magnet centers  Advisory groups comprised of a teacher, parent and students (approximately 20) – the advisor remains with the students from the time they enter until they graduate How do we incorporate parents into this process so that they too serve as advisors?  Instructional approach that allows students to explore topics and content and make meaning for themselves  Work/life experiences that are clearly aligned to what is happening in the classroom
updated 2/4/13

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LOS ANGELES UNIFIED SCHOOL DISTRICT
MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION (See previous page) (See previous page)  Need connected partnerships, internships, etc. Opportunities for student to showcase and exhibit their learning Competitions (e.g. robotics, Debate, etc.) Musical production and performance Student portfolios Culture where everyone is on one accord and expectations are consistent and constantly reinforced – commitment from ALL =>parents, teachers, and students Uniforms Cultivate and sustain positive relationships with families and community partners that support/further student achievement Home visits as a regular activity and strategy of the school Connect with the faith-based community Connect with local businesses Partner with Fraternities, Sororities and Alumni Create a welcoming and inviting environment Walls that communicate what Crenshaw is all about Acronym for P.R.I.D.E. => P=Perseverance, D=Dignity Friendly faces/smiling faces/greeters ESLRs should be posted Special focus on 9th graders – possibly a 9th grade House Dedicated college counselors at each magnet Rigorous curriculum The principal holds all staff accountable for students’ success Engage all stakeholders to promote the highest academic achievement for all students -

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updated 2/4/13

LOS ANGELES UNIFIED SCHOOL DISTRICT
MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION What must be included in the instructional program to ensure ALL students are achieving at a high level; the activities, strategies and programs implemented are high-quality and implemented with fidelity; parents are actively engaged in the education of their children; stronger partnerships between home and school are cultivated? Feedback from meeting on 12/11/12  Courses or subjects that will prepare all the students to further their education  Extra support for students; opportunities for them to help each other learn  Students have the opportunity to work on real-world problems  Opportunities to work alone and in groups realistic settings Feedback from meeting on 01/30/13  All students must have a 4 year academic plan that leads to a college or career path and it must be reviewed annually with the parent, student and counselor to ensure the students are on the path to success  There must be one experienced counselor assigned to each magnet and one college/career counselor dedicated to work in the college center full time Feedback from meeting on 02/02/13  Teachers should be required to communicate with parents via email or personal telephone call when students are consistently absent, tardy, missing assignments, and performing less than “C” work in class. A conference must be held with the student, parent and teacher  Teachers must welcome parents to observe their classes at any time  Provide resources to pay teachers to conduct parent workshops that align with the lessons being taught in the classroom so that parents may better support their students at home

CURRICULUM Given the themes identified for the three magnet centers, what must the curriculum include to connect academics to the real-world? Feel free to provide specific examples. Feedback from meeting on 12/11/12  Opportunities to study abroad  Internships and job training that connect with their courses; real work/life experiences Feedback from meeting on 01/30/13  Three themes include STEMM, Business and Arts & Media: Connect these academic programs with various career paths and practical, hands-on experience.  Apply Linked Learning instruction across all three magnets and begin with 9th grade students  Areas of focus should be Engineering, STEMM, Math, and Project-Based learning  Provide opportunities for students to get work experience certifications in various trade jobs and internships  Explore the type of classes needed in the medical field and ensure that math is a major part of the curriculum  Develop critical thinking skills  Offer classes on culture and history  Allow teachers to exercise more innovation Feedback from meeting on 02/02/13  Three themes: STEMM with a focus on Engineering and Medicine ARTS/MEDIA/ENTERTAINMENT with a focus on Digital Media and Music Production BUSINESS/ENTREPRENEURSHIP with a focus on Business Management  All classes must have a complete syllabus outlining assignments, expectations, grading policy, textbook information, test and exam schedules, etc. for the course on the first day of class and posted online prior to the start of class  Daily agenda and homework assignments should be posted on the board  Create academic paths that support all students to ensure graduation Students behind on graduation credits
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LOS ANGELES UNIFIED SCHOOL DISTRICT
MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION (See previous page) and creativity during classroom instruction and focus less on test prep  Infuse the Cultural Extended Learning Model throughout the instructional program  Provide field trip opportunities that align with the subjects being taught  Ensure there are a variety of A-G and AP classes available and in jeopardy of not graduating in 4 years Assess all current students and offer alternative programs Ensure counselors are in constant communication with parents each semester and avoid last minute communications the month before a student is expected to graduate and is told they don’t have enough credits  Partner with project “LEAD the Way” to help develop the STEMM program  Offer courses or subjects that will prepare all the students to further their education

PROFESSIONAL DEVELOPMENT FOR TEACHERS All students should have access to highly qualified teachers, administrators and other staff members. What characteristics do you believe all Crenshaw High School teachers must possess? Feedback from meeting on 12/11/12  Enthusiastic  Innovative  Organized Feedback from meeting on 01/30/13  Act as role models with professional attire, attitude and demeanor  Empathetic  Creative  Knowledgeable in subject matter  Technologically advanced (Online grading systems, Clouds, Smart Boards, Social Media, Tablets, etc.)  Demonstration of culturally sensitive and responsible/relevant teaching in the classroom  Willingness to work extended hours when necessary to ensure student success  Set high expectations for all students to excel regardless of their current academic level  Committed to working with students, parents, staff and community members  Provide parents with up-to-date information regarding student progress particularly if a student falls below a “C” Feedback from meeting on 02/02/13  Teachers should be trained in the National Blueprint for Action IV on Educating Black Children  Utilize Intel Teach to the Future curriculum to help teachers integrate technology into instruction and enhance student learning  Provide high quality college readiness for teachers so students may qualify to attend the college of their choice  Train all teachers to advise and direct students toward high learning (college)  Provide training for dedicated teachers who may not have magnet specialty skills but who want to teach a specialty in one of the new magnets and remain at Crenshaw  Train all teachers to be able to infuse mathematics across the curriculum  Train all teachers on how to infuse and utilize technology across all curriculum  Train teachers to be teachable  Build a love of learning for everyone

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updated 2/4/13

LOS ANGELES UNIFIED SCHOOL DISTRICT
MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION All teachers, administrators and staff members should have access to high quality professional growth opportunities to support their work with students. What professional growth opportunities should all teachers, administrators and staff members receive to ensure their success with students? Feedback from meeting on 12/11/12 (See previous page) Feedback from meeting on 01/30/13  Teachers should be trained to understand and relate to students with various backgrounds and characteristics.  Train teachers to provide personalized instruction and understand the importance of building the students’ skills at each grade level  Train teachers in Project-Based Learning  Develop classroom management skills  Cultural Relevant Training (AEMP) Feedback from meeting on 02/02/13 (See previous page)

ADDRESSING THE NEEDS OF ALL STUDENTS What must be included in the education program of the school to ensure that the needs students who require additional support (e.g., students with disabilities, socio-economically disadvantaged students, gifted students, English Language Learners and Standard English Learners) are met? Feedback from meeting on 12/11/12 (No information to report) Feedback from meeting on 01/30/13  High quality instruction that includes scaffolding of skills, differentiated instructions, and ongoing professional development  Stable teaching staff, small class sizes, permanent teachers in all classes  Hire experienced counselors and career counselors  Needs assessment for all students  Special attention provided to Special Education students  Provide a more inclusive environment for English Learners  Provide small learning environments and roundtable discussions with African American male students  Provide specialized mentoring and counseling for African American males Feedback from meeting on 02/02/13  Do not require reapplication (no reconstitution)  Conduct input assessments with students during their initial enrollment to determine their level of academic and social needs  Student centered instruction rather than all lecturing by teachers Develop critical thinking skills  Higher lesson standards  Administrator must build up teachers on academics and rules  Enforce standards every day with consistency  Need good intervention to bring students up to grade level standards and beyond (tutors, collaboration, evaluate academic plans)  Academic assessment upon entry and offer a plan to bring the student up to meet grade-level standards (Have an intervention plan in place)  Need a parent assigned to each class
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LOS ANGELES UNIFIED SCHOOL DISTRICT
MAGNET SCHOOL PLAN FOR CRENSHAW HIGH SCHOOL CONVERSION (No information to report) (See previous page) devoted to: Meeting the needs of all students Review assignments every day at the beginning of class Flexible lesson plans that respond to the needs of students Cooperative learning inside the classroom (utilize student volunteers) Develop language skills Teach English and Spanish to all students Fair grading process – provide practice opportunities multiple times to meet standards (homework should count as well as testing) Teacher must announce the expectations of students at the beginning of the semester Need more structure with the 90 minute class block schedule (look at the number of minutes devoted to each section) Must have electronic communication between teachers, students and parents Need a parent advocate/liaison in the schools

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What social, emotional and academic services and interventions must be available at the school to prepare all students to graduate college-prepared and career-ready? Feedback from meeting on 12/11/12  Support for all students; services that provide social, emotional and academic support for students – tutoring; counseling; prep classes for CAHSEE, SAT, ACT, etc  College Center; counseling from active college students  Tutoring Feedback from meeting on 01/30/13  Action plans for students with special needs: Foster care, homeless, emotional instability  Relationship building with teachers, counselors, parents, students and the community  Cross curriculum reading and writing  School library open during school hours with a librarian  Gang prevention services  Utilize culture relevant instruction for African American male students Feedback from meeting on 02/02/13  Social and emotional support services for students and parents  Create multiple “safety nets” to catch students before they fall -- be proactive rather than reactive

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updated 2/4/13