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LOS  ANGELES  UNIFIED  SCHOOL  DISTRICT   Student  Integration  Services    

 

  CRENSHAW  HIGH  SCHOOL  PLAN               I.

VISION       The   Crenshaw   High   School   stakeholders,   the   Superintendent,   and   the   LAUSD   Board   of   Education   share   a   strong   belief   in   the   students   of   Crenshaw   High   School   and   their   academic   success.    The  downward  trend  in  overall  academic  achievement  over  the  last  four  years  has  led   to  the  Board  decision  to  transform  Crenshaw  High  School.  Beginning  in  the  2013-­‐14  academic   school   year,   Crenshaw   will   open   as   three   thematic   magnet   schools   that   will   dramatically   improve   the   quality   and   choices   of   educational   programming   by   specifically   and   intentionally   revamping  the  curriculum  to  meet  the  needs  and  interests  of  students.     In   order   to   equip   and   prepare   all   students   with   industry-­‐specific   knowledge   and   skills   for   the   21st   Century,   Crenshaw   High   School   will   offer   an   integrated   instructional   program   that   includes   a   strong   standards   based   academic   core   curriculum   integrated   with   Career   and   Technical   Education   standards.   Students   will   graduate   prepared   for   college   and   university   success   with   academic  and  critical  thinking  capabilities  necessary  for  a  successful  career  and  livelihood.         The   LAUSD   goals   of   100%   Graduation,   Proficiency   for   All,   100%   Attendance,   Parent   and   Community  Engagement  and  School  Safety  are  the  foundational  goals  upon  which  all  practices   and  expectations  for  Crenshaw  are  built.     II. RATIONALE         Located  in  the  heart  of  the  historic  Crenshaw  district,  Crenshaw  High  School  has  a  rich  history   of  academic,  artistic  and  athletic  success,  and  is  a  vital  part  of  the  community.    At  the  present   time   however,   the   school   is   experiencing   declining   enrollment   coupled   with   persistently   low   levels   of   student   achievement:     the   Academic   Performance   Index   score,   four-­‐year   Cohort   Graduation  rate,  English  Language  Arts  and  Mathematics  CST  proficiency  rates,  and  California   High   School   Exit   Exam   passing   rates   are   all   among   the   lowest   in   LAUSD.     As   many   as   756   students   currently   living   in   Crenshaw’s   attendance   area   opt   to   attend   LAUSD   magnet   schools   outside   of   the   area,   and   approximately   500   additional   students   are   attending   other   LAUSD   schools   and   independent   charters.   The   community   and   District   acknowledge   the   need   for   increased   focus   on   rigor   and   instructional   outcomes,   as   well   as   high   expectations   for   all   students  to  achieve  at  levels  commensurate  with  college-­‐ready  standards.       Therefore,   the   District   and   Crenshaw   High   School   community   are   taking   a   dynamic   and   comprehensive   approach   to   transform   the   school   and   submit   this   plan   to   convert   Crenshaw   High  School  into  a  full  Magnet  School  comprised  of  three  thematic  magnet  centers  beginning   with   the   2013-­‐2014   school   year.   This   opportunity   will   ensure   a   high   quality   and   rigorous   curriculum   as   well   as   additional   supports   for   students   to   ensure   that   everyone   is   performing   at   grade  level  and  above.    During  the  State  of  the  Union  Address,  President  Obama  called  on  us  to   Crenshaw  High  School  Plan    -­‐    April  2013  
 

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“redesign  America’s  high  schools  so  they  better  equip  graduates  for  the  demands  of  a  high-­‐tech   economy.”     The   proposed   plan   intends   to   do   just   that.     Students   will   have   access   to   a   curriculum   and   instructional   strategies   such   as   inquiry-­‐based   learning,   use   of   daily   academic   language,  graphic  organizers  to  facilitate  discussion  and  writing,  and  problem-­‐solving  strategies,   that  will  help  create  an  advanced  21st  Century  workforce.         The  Magnet  transformation  will  offer  students  a  choice  of  three  distinct  magnet  programs,  each   with  a  Career  and  Technical  Education  (CTE)  component.  Through  small  and  large  focus  group   meetings   with   students   and   parents,   and   a   review   of   the   Crenshaw   area   students   that   have   chosen   to   attend   magnets   outside   of   the   area,   several   themes   and   interests   stand   out   as   preferred   choices.     To   differentiate   Crenshaw   from   existing   magnets   and   offer   choices   that   provide  pathways  to  career  interests  the  following  three  proposed  Magnet  centers  are:         • Science,  Technology,  Engineering,  Mathematics  and  Medicine  (STEMM)       • Visual  and  Performing  Arts              (VAPA)     • Business,  Entrepreneurship,  and  Technology          (BET)         The  Los  Angeles  Unified  School  District  operates  one  of  the  most  successful  magnet  programs   in   the   nation.   As   one   example,   results   from   the   2011-­‐12   California   Standards   Test   show   that   LAUSD   Magnet   students   scored   26   percentage   points   higher   in   English   Language   Arts   and   19   percentage   points   higher   in   Mathematics   than   students   in   non-­‐magnet   LAUSD   schools.     By   creating   magnets   within   Crenshaw   High   School,   students   will   have   the   opportunity   to   participate  in  a  program  that  has  proven  successful  in  graduating  college-­‐prepared  and  career-­‐ ready   students.   Moreover,   the   theme-­‐based   career   pathways   will   offer   students   access   to   classroom   and   out   of   classroom   learning   experiences   that   guide   and   inspire   them   to   pursue   professional  and  career  success  in  their  area  of  interest.     The  transformation  to  three  magnets  will  accommodate  currently  enrolled  students  in  grades   9-­‐11,  all  of  whom  are  eligible  to  continue  their  education  at  Crenshaw.  In  addition,  there  will  be   sufficient  seats  to  accommodate  incoming  9th  graders  from  feeder  middle  schools.  This  will  also   provide   a   high   quality   neighborhood   school   option   for   the   more   than   1300   students   now   attending  schools  throughout  the  district  but  who  live  in  Crenshaw’s  attendance  area.               Last  year  Crenshaw  was  approved  for  a  California  State  Department  School  Improvement  Grant   (SIG)  that  will  continue  to  fund  intervention  and  enrichment  activities  in  the  three  magnets,  as   well   as   professional   development   for   staff   to   improve   their   practice   and   develop   teaching   strategies   that   will   increase   academic   progress   for   all   students.     The   SIG   grant   will   support   student  and  teacher  success,  complementing  the  work  and  direction  of  the  transformation.       Parent   and   community   engagement   and   support   are   critical   to   the   success   of   the   transformation.     This   will   be   an   ongoing   process   accomplished   through   parent,   community   and   student   meetings,   web-­‐based   information   sharing,   and   written   communication   between   and   among  all  stakeholder  groups.       Crenshaw  High  School  Plan    -­‐    April  2013  
 

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EDUCATIONAL  PHILOSOPHY     The   philosophical   base   and   the   organizational   structure   for   Crenshaw   High   School’s   educational  program  will  include  the  following  practices:       1. Culture   of   High   Expectations:   Crenshaw   High   School   will   create   a   culture   of   achievement  and  high  expectations  for  students  by  offering  rigorous  coursework,  high-­‐ quality   teaching,   intervention   and   support   as   needed.     Students   will   be   expected   to   meet   or   exceed   state   standards   in   all   content   areas.   All   students   are   required   to   complete  a-­‐g  courses  for  graduation  as  well  as  have  access  to  and  support  for  success  in   honors   and   Advanced   Placement   courses.   Strong   instructional   leadership   from   the   Principal,   faculty,   and   staff   will   provide   support   and   evaluation   for   effective   teacher   performance.  A  school  wide  positive  behavior  support  plan  will  be  developed  to  support   instruction   by   preventing   problem   behaviors   and   responding   to   both   positive   and   negative  behavior  in  a  systematic  manner.   2. Personalized   Learning   Environment:     The   creation   of   three   magnets   will   provide   students  with  a  small  school  environment  of  approximately  400  students  each  to  allow   both  students  and  teachers  to  develop  intensive,  long-­‐term  relationships  that  allow  for   a   personalized   education   so   that   students   know   each   other,   and   are   well   known   as   individuals   by   adults   on   campus.     Students   will   be   assigned   to   an   Advisory   to   provide   opportunities   for   social   development;   promote   academic   and   career   success;   facilitate   positive   relationships   among   teachers,   administrators   and   students;   provide   an   adult   advocate   for   each   student   in   the   school;   and   promote   a   positive   school   climate.   Each   student,   along   with   their   parent,   will   create   a   Personalized   Learning   Plan   to   help   formulate   their   path   toward   graduation,   identify   interests,   and   support   them   in   improving  their  academic  achievement.       3. Culturally   Relevant   and   Responsive   Education   (CRRE)   In   order   to   provide   a   culturally   relevant  learning  environment,  teachers  need  to  have  sociocultural  awareness  and  skills   in   reaching   diverse   audiences   in   order   to   build   a   classroom   culture   in   which   all   are   comfortable   and   feel   that   they   belong.   Teachers   will   be   provided   with   professional   development   to   maximize   their   knowledge   and   use   of   CRRE   strategies   to   promote   a   positive,   safe   and   enriching   experience   for   all   their   students.   Strategies   may   include   cooperative   learning   and   reciprocal   teaching;   where   students   and   teachers   take   turns   discussing   and   presenting   lessons;   giving   students   the   opportunity   to   express   the   material   according   to   their   cultural   viewpoints.   Reflective   writing,   family   history   research,   integration   of   multicultural   perspectives,   history,   and   culture   into   content   areas   are   additional   strategies   that   may   be   included   in   daily   classroom   instructional   practice   and   will   also   serve   as   topics   for   professional   development   during   the   school   year.     Crenshaw  High  School  Plan    -­‐    April  2013  
 

III.

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LOS  ANGELES  UNIFIED  SCHOOL  DISTRICT   Student  Integration  Services    

  4. Integrated   Technology:   Students   and   teachers   will   have   adequate   access   to   technology;   thus   technology   can   be   used   effectively   in   individualized   student   learning,   classroom   instruction,  data  management  and  parent  communication.     5. Extended   Learning   Time:   Students   will   be   provided   with   additional   instructional   time   to   improve   and   enhance   their   academic   experience   to   maximize   their   progress   toward   graduation.   The   School   Improvement   Grant   requires   and   supports   extended   learning   time   for   all   students   to   create   additional   time   for   core   academics,   intervention,   enrichment   activities   and   teacher   collaboration.   Additional   teacher   collaboration   time   will  allow  for  regular  data  review  and  discussion.    At  least  one  Saturday  each  month,  for   four  hours,  students  in  danger  of  failing  one  or  more  academic  subjects  will  work  closely   with   teachers   to   complete   upcoming   assignments   and   develop   core   academic   skills.   After   school   and/or   summer   hours   will   be   scheduled   according   to   school   needs.   Students  will  complete  a  minimum  of  75  hours  performing  a  combination  of  community   service,   exploring   career   possibilities   through   internships,   broadening   their   academic   horizons  through  college  prep  summer  programs  and  receiving  academic  support.     6. Focus   on   Results:   Crenshaw   will   focus   on   student   assessment   results   to   guide   instruction.     Authentic   ongoing   assessment   will   be   a   part   of   every   content   area.   To   determine  what  students  have  learned,  teachers  will  be  provided  multiple  opportunities   through   professional   development   (PD)   and   Professional   Learning   Communities   to   analyze   data   to   identify   areas   of   need   and/or   excellence   and   more   easily   focus   their   instruction   on   student   needs.     Formative   and   interim   assessments,   student   projects,   analysis  of  student  work  portfolios,  and  student-­‐led  conferences  will  be  part  of  the  cycle   of   continuous   school   improvement.     Rigorous   instruction   coupled   with   intervention   to   support   students   will   be   the   norm.   Rigorous   instruction   will   challenge   and   motivate   students   to   reach   higher   and   achieve   to   their   highest   potential.     Intervention   will   address  specific  needs  and  areas  of  challenge  for  students  at  all  levels.       7. Family  and  Community  Engagement:    The  vision  for  Crenshaw  is  to  be  a  hub  for  student   support.   The   Parent   Center   will   encourage   all   parents   to   be   meaningfully   and   actively   engaged   in   their   children’s   education   by   providing   training   on   topics   relevant   to   their   students’   needs   and   progress   toward   graduation   and   post-­‐graduation   activities.   The   community   partners   and   agencies   will   provide   support   for   student   growth   and   development.   8. Rigorous   Curriculum:     Each   magnet   will   provide   the   a-­‐g   curriculum   required   for   graduation,   and   adopt   the   instructional   components   that   bring   together   strong   academics,   demanding   career   and   technical   education,   and   real-­‐world   experiences   to   prepare  students  for  a  full  range  of  post-­‐secondary  options.       Crenshaw  High  School  Plan    -­‐    April  2013  
 

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  Students  will  build  awareness  and  discuss  their  options  to  choose  their  magnet  through  a  series   of  small  group  and  class  presentations  at  Crenshaw,  and  at  the  feeder  middle  schools.    Students   will   consider   and   evaluate   their   interests   and   aptitudes,   and   choose   the   Crenshaw   magnet   program   that   best   matches   or   captures   their   imagination   and   career   interest.   Parents   will   be   provided   information   through   a   process   of   community   engagement   discussions   with   the   Principal  and  district  personnel  to  discuss  the  available  options  for  their  students.    Students  will   be  asked  to  rank  their  choices  of  magnets,  with  first  choices  assigned  as  much  as  possible.       V. CRENSHAW  MAGNET  CENTERS     Three   magnets   are   proposed,   all   housed   on   the   current   Crenshaw   campus.     Classes   for   each   magnet  will  be  near  each  other,  but  there  will  be  no  physical  boundary  between  the  magnets.   Students  will  be  enrolled  in  classes  based  on  their  magnet  choices,  but  there  will  be  classes  that   will   be   “passported”   (open   to   all   students)   depending   on   student   need   and   interest,   and/or   school  programming  needs.       All   participating   students   will   take   the   required   course   work   necessary   for   promotion   and   graduation  and  take  the  a-­‐g  coursework  that  meets  requirements  for  entrance  to  the  University   of  California,  the  California  State  Universities  and  most  private  universities.     • Science,   Technology,   Engineering   ,   Mathematics   and   Medicine   (STEMM)   provides   college   preparatory   courses   and   promotes   literacy   in   science,   technology,   engineering   and   mathematics   while   providing   the   capability   to   earn   certificates   and   the   education   required   for   high-­‐demand,   high-­‐wage   and   high-­‐skilled   careers   that   focus   on   the   Engineering  and  Math  pathways.    Courses  and  the  pathways  to  enter  a  variety  of  jobs  in   the  area  of  Medicine  will  be  provided.     • Visual   and   Performing   Arts   (VAPA)   promotes   college   preparatory,   a   professional   arts   training   program.   Students   may   train   in   performing   arts   –   dance,   instrumental   music,   theatre,   and   music   production   or   visual   arts,   painting,   drawing,   and   sculpture.   Digital   media   and   music   production   are   possible   pathways   within   this   area.     Students   will   have   the  opportunity  to  intern  in  the  arts,  media  and  entertainment  industry,  and  they  will   learn  directly  from  professional  artists  through  our  “artist-­‐in-­‐residence”  program.       • Business,   Entrepreneurship,   and   Technology   (BET)   provides   a   college   preparatory,   business  education  that  allows  students  to  develop  an  awareness  of  the  opportunities  in   accounting,   banking,   and   small   business   ownership.     Students   may   also   pursue   the   technology   pathway   that   emphasizes   the   application   of   technological   literacy   in   the  
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ARTICULATION  PROCESS    

Crenshaw  High  School  Plan    -­‐    April  2013  
 

LOS  ANGELES  UNIFIED  SCHOOL  DISTRICT   Student  Integration  Services    

business  world.    Students  will  be  able  to  apply  as  interns  at  various  sites  throughout  the   Crenshaw  community.       The  application  of  such  strategies  as  project-­‐based  learning,  job  shadowing,  and  apprenticeship   programs   in   alignment   to   the   themes   of   each   magnet   program   will   engage   students   in   their   learning,   meet   their   interests,     and   lead   to   higher   academic   achievement.     The   concept   of   connecting  students’  high  school  experiences  with  a  technical  and/or  theme-­‐based  curriculum   that  leads  to  a  series  of  real  world  applications  will  be  the  expectation  for  all  students,  including   Special   Education   students   and   English   Learners.     These   learning   opportunities   will   bring   professionals   to   the   classroom   and   allow   students   to   learn   out   of   the   classroom   in   a   real-­‐world   setting.     Upon  graduation,  the  combination  of  a-­‐g  courses  and  thematically  aligned  classes  with  a  real-­‐ work   experiential   base   will   provide   students   with   a   broad   range   of   options.     Graduates   may   move   into   their   chosen   post-­‐secondary   options   and   become   strong   leaders,   innovators   and   contributors  to  the  rapidly  changing  global  economy.    They  will  develop  skills  that  allow  them  to   meet  the  challenges  of  the  professional  and  educational  communities  of  their  choice.             VI. CURRICULUM     The  magnet  programs  at  Crenshaw  High  School  will  focus  on  college  and  career  preparedness   for   students   in   one   of   the   following   areas:   (1)   Arts,   Media   and   Entertainment,   (2)   Science,   Technology,   Engineering,   Math   and   Medicine   (3)   Business,   Entrepreneurship   and   Technology.     Within  each  large  industry  sector,  a  more  specific  pathway  will  provide  students  with  a  strong   academic  core  that  aligns  with  the  Common  Core  State  Standards,  a  technical  core  that  aligns   with   the   Career   Technical   Education   Standards,   and   a   series   of   experiences   that   connect   students   to   the   world   of   work   and   community/industry   partners   that   support   the   Crenshaw   High  School  community.     The   proposed   magnet   curricular   programs   will   reflect   the   District’s   goal   of   graduating   every   student   college-­‐prepared   and   career   ready.     The   a-­‐g   curriculum   will   be   the   foundation   of   the   academic   core;   and   a   sequence   of   technical   courses   that   support   the   particular   pathway   will   provide  students  with  knowledge  and  skills  that  prepare  them  for  the  21st  Century.    Moreover,   collaborative   agreements   with   industry   and   community   partners   will   focus   on   providing   students  a  variety  of  opportunities  that  connect  them  to  professionals  and  practitioners  in  the   field  of  interest.         Academic  Core  Program     Students   in   each   grade   level   will   be   enrolled   in   classes   that   meet   the   a-­‐g   District   graduation   Crenshaw  High  School  Plan    -­‐    April  2013  
 

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requirements.  A-­‐g  coursework  will  align  to  the  Common  Core  State  Standards  that  have  been   adopted   by   the   State   of   California.     In   addition   to   the   basic   core   classes,   students   will   have   access  to  Advanced  Placement  (AP)  courses  offered  within  each  magnet  program.    Students  will   also  be  given  opportunities  for  passporting  to  AP  courses  in  other  magnets  at  Crenshaw  High   School.    All  Crenshaw  High  School  students  will  be  highly  encouraged  and  incentivized  to  take   one  or  more  AP  courses  prior  to  graduation.     To   increase   AP   participation   and   performance,   Crenshaw   High   School   will   partner   with   the   College   Board   to   provide   professional   development   for   teachers,   counselors   and   administrators.     In   addition,   Crenshaw   High   School   will   examine   SpringBoard   as   a   way   to   provide   a   strong   foundation   for   students   enrolling   in   AP   courses.     This   curriculum   integrates   rigorous   standards,   professional   development,   instructional   resources,   and   formative   assessments   to   provide   a   pathway   to   student   achievement   by   building   capacity   through   scaffolding   instruction   and   providing   support   for   student   academic   needs   to   enable   every   student   to   perform   at   his/her   highest   levels.       Each   course   centers   on   classroom   tested   instructional   units   to   prepare   students   for   AP   and   college   level   work.   AP   workshops   are   scheduled   through   the   College   Board   and   are   designed   to   help   teachers   as   well   as   administrators  strengthen  their  programs  and  utilize  the  many  resources  they  provide.         Such  a  partnership  will  focus  on  closing  the  achievement  gap  by  providing  systemic  support  to   increase  achievement  through  high  quality  Pre-­‐AP  and  AP  programs.    Additionally,  the  College   Board   will   work   with   the   staff   to   analyze   results,   build   upon   strengths,   and   align   services   to   address  continuing  needs.           Technical  Core  Curriculum     The   technical   core   curriculum   for   each   magnet   program   will   be   aligned   to   the   California   Career   and   Technical   Education   Standards.     Each   of   the   magnet   specializations   will   provide   students   with   a   sequence   of   courses   that   build   on   each   other,   provide   rigorous   content,   skill-­‐building,   and  opportunities  to  engage  with  professionals  in  the  field.     21st  Century  Skills  and  Themes     In   order   for   students   to   be   successful   in   college   and   in   the   work   force   after   high   school   graduation,  students  need  proficiencies  beyond  core  academic  subject  knowledge.  Skills  in  the   areas   of   creativity,   critical   thinking   and   problem   solving,   communication   and   collaboration,   technology   as   well   as   personal   skills   such   as   leadership,   self-­‐direction,   accountability   and   responsibility  are  required.    These  skills  will  be  taught  and  woven  throughout  courses  in  each  of   Crenshaw’s   magnets.   Themes   such   as   globalization,   environmental   awareness,   social   justice,   and  civic  literacy  and  responsibility  are  21st  Century  concepts  that  may  also  be  integrated  into   each   magnet   program.   In   addition,   school   sponsored   clubs,   lunch   time,   after   school   and   weekend   activities   may   be   offered   to   provide   students   with   knowledge   and   experience   in   developing  competencies  and  interest  in  these  areas.   Crenshaw  High  School  Plan    -­‐    April  2013  
 

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  VII.

    Improving   academic   achievement   and   instructional   practice   will   include   a   school-­‐wide   focus   on   such  research-­‐based  strategies  as:         • A  focus  on  academic  achievement   The   use   of   data   to   assess   student   needs   and   potential   will   be   the   basis   for   providing   intervention   and   enrichment,   with   constant   re-­‐assessment   to   assure   students   have   an   evolving   plan   for   success.     Crenshaw   staff   will   develop   and   utilize   common   assessments   throughout   all   content   areas.   A   focus   on   improvement   is   critical,   and   will   be   accomplished  by  teachers  working  within  their  PLC’s  to  improve  instruction,  recognition   of  student  gains,  and  providing  intervention  for  students  who  need  it.   • Frequent  assessment  of  student  progress  and  multiple  opportunities  for  improvement   Crenshaw   High   School   will   place   special   emphasis   on   the   mastery   of   state   and   college   readiness  standards  through  professional  development  for  staff  and  a  constant  focus  on   data   analysis.   Students   who   do   not   meet   proficiency   on   these   standards   will   receive   additional   time   and   support   through   targeted   intervention.   Intervention   will   include   courses  within  the  school  day,  on-­‐online  courses,  after  school  support  and/or  Saturday   school.         An  emphasis  on  writing   Crenshaw   High   School   will   promote   writing   across   the   curriculum   in   all   core   content   areas.   All   Crenshaw   teachers   will   use   a   single   scoring   rubric   to   be   developed   or   adapted   for   Crenshaw   to   evaluate   student   writing   across   all   subjects   and   all   written   work.   The   rubric  will  reinforce  the  school’s  standard  for  excellent  writing.     PROFESSIONAL  DEVELOPMENT  FOR  TEACHERS  

  RESEARCH  BASED  STRATEGIES  

 

  A   comprehensive   professional   development   plan   for   building   capacity   and   establishing   professional   learning   communities   at   Crenshaw   High   School   will   begin   during   the   summer   of   2013   and   continue   throughout   the   year   on   a   regular   basis.   Job-­‐embedded   professional   development  is  required  through  the  School  Improvement  Grant,  and  will  complement  the  PD   Crenshaw   will   provide   as   part   of   the   District’s   mandates   and   as   determined   by   school   need.   Teachers,  administrators,  and  support  staff  will  engage  in  a  series  of  differentiated  professional   development   opportunities   to   build   their   capacity   in   the   use   of   strategies   that   support   learning   for   the   21st   Century.     These   are   strategies   that   have   yielded   results   in   student   learning,   and   have  led  to  more  effective  practices  in  the  classroom.       Crenshaw  High  School  Plan    -­‐    April  2013  
 

VIII.

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Among   the   specific   content,   skills,   practices,   and   strategies   that   will   be   part   of   this   plan   are   the   following  in  no  particular  order:     1. Teaching  and  Learning  Framework   2. Transition  to  the  Common  Core  State  Standards   3. Project-­‐Based  Learning   4. Work-­‐Based  Learning   5. Writing  Across  the  Curriculum   6. Mathematical  Reasoning   7. Effective  Use  of  Technology   8. Effective  Classroom  Management   9. Pre-­‐AP  and  AP  Development   10. Culturally  Relevant  and  Responsive  Education   11. Differentiated  Instruction   12. Specially  Designed  Academic  Instruction  in  English  Strategies  for  English  Learners  (SDAIE)   13. The  Integrative  Special  Education  Instructional  Model     An   equally   important   element   of   the   PD   plan   is   the   need   for   alignment   with   both   District   Initiatives   and   the   specific   magnet   theme.     In   order   to   ensure   student   outcomes   that   reflect   progress   toward   the   school   wide   goals,   teachers   and   support   staff   will   need   to   meet   and   collaborate   regularly,   building   stronger   professional   learning   communities/communities   of   practice.       Among  the  resources  available  to  the  Crenshaw  school  community  will  be  grade-­‐level  planning   time  embedded  in  the  master  schedule;  SIG  funding  for  PD;    Compensatory  Education  funding   for  PD;  and  the  funding  for  PD  provided  through  the  Magnet  Schools  program.           IX.  ADDRESSING  THE  NEEDS  OF  ALL  STUDENTS     All  Crenshaw  High  School  students  will  have  access  to  the  three  themed  magnets.  Students  with   special   needs,   Gifted,   Standard   English   Learners,   English   Learners,   and   Long   Term   English   Learners   will   all   have   the   opportunity   to   select   the   program   that   best   addresses   their   academic   and   career   interests.     Teachers   within   each   magnet   will   offer   a   rigorous   a-­‐g   educational   opportunity  to  all  students,  using  differentiated  instructional  strategies,  engaging  project-­‐based   learning  opportunities,  and  work-­‐  based  learning  experiences.     Crenshaw   High   School   will   implement   an   Integrative   Special   Education   instructional   model   to   complement   the   transformation   of   Crenshaw.   The   model   will   not   eliminate   or   decrease   any   currently   existing   programs,   services   or   supports.   The   integration   model   focuses   on   servicing   students   with   disabilities   primarily   in   the   general   education   setting,   so   that   students   with   disabilities   will   be   in   the   general   education   setting   for   their   core   classes   as   per   their   Individualized   Educational   Program   (IEP).     All   three   magnets   will   offer   self-­‐contained   ELA   and   Crenshaw  High  School  Plan    -­‐    April  2013  
 

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Math   intervention   classes   for   students   based   on   need.       Special   education   and   general   education   teachers   will   co-­‐plan   and   co-­‐teach   in   the   general   education   classrooms,   with   common   conference   periods   scheduled   to   facilitate   the   collaborative   process.     PD   to   support   this   integration   model   will   be   on-­‐going   and   be   incorporated   into   the   overall   professional   development  plan  for  Crenshaw  High  School.         Additional   personnel   support   for   special   education   will   include   four   full   time   positions:     Psychologist,   Bridge   Coordinator,   District   Office   of   Transition   (DOTS)   teacher   to   facilitate   Work-­‐ based   Learning/Transition   Instruction   to   prepare   students   for   life   after   high   school,   and   a   Supervising  Special  Education  Assistant.         There  are  currently  three  types  of  Moderate-­‐Severe  special  education  programs  at  Crenshaw.     These   will   remain,   and   be   offered   in   all   three   magnets,   allowing   students   to   be   enrolled   as   needed   within   their   magnet   of   choice.     Students   enrolled   in   the   alternative   curriculum   programs   will   remain   in   self-­‐contained   classrooms   as   per   their   IEP’s;   however,   they   will   be   integrated  with  all  students  in  their  magnet  for  CTE  coursework.       Professional   development   for   all   teachers   in   data   analysis   will   be   conducted   on   an   on-­‐going   basis   at   the   school   site.     Analysis   of   student   needs   will   ensure   that   learning   supports,   intervention   classes,   honors   and   AP   levels   are   offered   to   all   students   as   needed   and/or   requested.   An   extended   learning   day   is   supported   through   SIG   to   provide   enrichment   and   intervention   time   for   all   students.     Intervention   will   occur   before,   during,   or   after   school.     A   variety  of  online  programs  including  APEX  for  Advanced  Placement  and  a-­‐g  courses,  E2020  for   course   recovery   and   course   remediation,   and   Power   Speak   for   World   Language   courses   will   considered  for  Crenshaw  students  as  need  and  funding  allows.         Project-­‐based  learning,  work-­‐based  learning,  internships,  service  learning,  work  experience  and   opportunities  for  enrichment  and  support  are  intrinsic  to  each  magnet  and  will  be  available  to   all  students  based  on  interest  and  need.    All  students  will  be  counseled  regarding  their  progress   toward   completing   the   a-­‐g   requirements   and   staying   “on   track”   for   graduation,   as   well   as   having  discussions  on  career  and  future  goals  that  will  be  communicated  to  parents  through  the   Individualized   Graduation   Plan   process   and   home/community   meetings.   Professional   development  in  Culturally  Relevant  and  Responsive  Education  will  be  presented  to  all  teachers   with  techniques  and  best  practices  as  part  of  the  professional  development  agenda.   Articulation  beginning  in  spring  2013with  feeder  middle  schools  will  facilitate  accurate  student   placement   and   monitoring.   Vertical   articulation   of   teachers   between   the   feeder   schools   and   Crenshaw   High   will   facilitate   planning   for   students’   needs   for   intervention   as   well   creating   a   pipeline   for   advanced   and   Advanced   Placement   students   to   assure   that   challenging   courses   are   available   and   students   move   successfully   from   the   middle   level   into   an   enriched   course   pathway  at  the  high  school.  

Crenshaw  High  School  Plan    -­‐    April  2013  
 

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  X. STUDENT  INVOLVEMENT,  DEVELOPMENT  AND  EMPOWERMENT     Student  involvement,  development  and  empowerment  are  key  LAUSD  priorities.    Student  focus   groups   have   been   and   will   continue   to   be   held   at   Crenshaw   to   engage   students   in   the   development  of  the  plan  to  so  that  the  needs  of  all  students  are  addressed.     Student   Involvement:     Multiple   opportunities   will   be   offered   for   students   to   provide   input   regarding  school  initiatives  and  to  work  with  school  personnel  to  make  school  decisions  focused   on  increasing  graduation  rates  and  promoting  a  college-­‐going  culture.   Student   Development:     Students   will   be   assigned   an   Advisory   period   to   encourage   them   to   feel   more   connected   to   the   school   and   to   focus   on   academic   achievement.   Guidance   on   how   to   create   their   own   educational   pathways   and   prepare   them   to   prosper   in   life   and   become   tomorrow’s  leaders  will  ensure  their  education  includes  not  only  academic  success  but  personal   development.  Advisory  units  will  engage  the  student  both  academically  and  personally  through:   • • • • Character  Development  –  Strategies  on  how  to  make  wise  choices,  discussion  of  values   and  vision   Social   and   Personal   Management   –Effective   time   management,   planning   and     follow   through.     Group   dynamics   –   Effective   communication,   conflict   resolution,   and   how   to   work   successfully  as  a  member  of  a  team.       Leadership   Skills   –   Develop   skills   on   how   to   demonstrate   the   ability   to   take   charge,   plan   and  implement  projects,  and  think  critically.  

  Student   Empowerment:   Each   student   will   create   a   personalized   learning   plan   in   conjunction   with   their   parent/guardian   to   understand   graduation   requirements   and   formulate   their   own   personal   path   toward   graduation   and   to   identify   interests   and   needed   supports   in   order   to   improve   and   excel   academically.   Students   will   be   encouraged   to   facilitate   positive   relationships   with  school  personnel  and  will  work  closely  with  their  advisory  teacher  to  promote  a  positive   personal  and  school-­‐wide  school  climate.         XI.        PARENT  ENGAGEMENT  AND  INVOLVEMENT       Parent   engagement   and   involvement   is   one   of   the   key   priorities   of   LAUSD.     Parent   and   community  meetings  have  been  and  will  continue  to  be  held  to  engage  parents  in  the  Crenshaw   High  School  community  in  the  development  of  a  transformation  plan  that  addresses  the  needs   of   students   and   families.     Parents   will   continue   to   play   an   active   role   in   the   ongoing   implementation  of  the  plan,  and  in  the  advisory  and  decision-­‐making  roles  required  by  District   and  State  policies.   Crenshaw  High  School  Plan    -­‐    April  2013  
 

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  Beyond   the   compliance   role   of   parents,   a   number   of   opportunities   will   be   available   for   parents   at   Crenshaw   High   School   which   will   include   but   is   not   limited   to   increasing   the   capacity   of   parents  to  support  their  students’  academic  achievement  through  the  development  of  outreach   strategies  and  ongoing  academic  workshops  for  parents.         Student-­‐led   conferences   will   be   introduced   to   engage   students   and   their   parents   in   conversations   with   teachers   about   academic   progress.     Workshops   will   be   planned   to   make   sure   parents   understand   the   District   Initiatives   and   how   these   impact   their   students’   high   school  education.   Wherever   possible,   parent   support   will   be   enlisted   in   student   activities   planned   for   and   by   students  as  well  as  ongoing  classroom  visits,  hall  monitoring,  and  supervision  and  development   of  fund-­‐raising  programs  in  collaboration  with  students  and  the  community.         XII.    COMMUNITY  SUPPORT       The   Crenshaw   High   School   community   strongly   supports   efforts   to   improve   student   achievement.    The  community  has  been  and  continues  to  be  ready  to  support  students,  parents   and  staff  in  a  variety  of  ways.    As  the  curricular  and  instructional  programs  are  implemented,   and  the  list  of  experiences  for  students  is  identified  for  each  magnet  program,  it  will  be  critical   to   enlist   the   support   of   existing   partners   and   identify   potential   ones.   There   are   strong   partnerships   with   academic   institutions   of   higher   learning   as   well   as   community   businesses   currently  in  place  that  will  launch  this  effort  to  connect  with  students.           A   robust   work-­‐based   learning   component   will   be   critical   to   sustain   partnerships   and   enlist   additional  community  resources.      Moreover,  coordination  of  activities  and  experiences  will  be   important   to   develop   a   continuum   of   well-­‐planned,   sequenced   learning   opportunities   that   culminate   in   internships   for   seniors.     There   are   some   models   within   and   out   of   the   district   that   can  inform  the  staff  in  developing  an  effective  program.      Preliminary  meetings,  planning  and   observation  of  these  models  will  prove  valuable  to  the  Crenshaw  staff.     XIII. SCHOOL  SAFETY  AND  DISCIPLINE       Every   student   has   the   right   to   be   educated   in   a   safe,   respectful   and   welcoming   environment.   Crenshaw  will  annually  review  and  maintain  a  consistent  school-­‐wide  positive  behavior  support   and   discipline   plan   that   includes:   teaching   school   rules   and   socio-­‐emotional   skills;   reinforcing   appropriate   student   behavior;   using   effective   classroom   management   and   positive   behavior   support  strategies.    The  school  safety  plan  will  work  in  conjunction  with  the  behavior  support   plan   to   assure   campus   security   and   create   a   culture   that   is   positive,   empowering   and   productive  for  all  school  staff  and  students.       Crenshaw  High  School  Plan    -­‐    April  2013  
 

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XIV.  ANNUAL  EVALUATION  PROCESS     Any   school   district   operating   Magnet   school   must   annually   evaluate   the   school   as   per   the   guidelines   in   California   Education   Code   sections   58500-­‐58512.     The   process   of   evaluation   will   include  testing  of  basic  skills  for  student  participants,  and  must  identify  the  variables  which  may   have  affected  student  academic  achievement.    The  process    must  also  include  teacher,  parent,   and   student   input.   The   evaluation   reports   generated   by   these   groups   will   be   sent   to   the   California  Superintendent  of  Public  Instruction  on  or  before  August  1st  of  the  following  year  and   shall   be   annually   reviewed   by   persons   designated   by   the   state   superintendent   who   are   not   employed   by   LAUSD.   The   report   will   show   how   well   the   school   is   helping   students   achieve   grade-­‐level   proficiency,   track   changes   in   the   school   or   program   over   time,   identify   any   assistance   needed   in   meeting   the   program’s   objectives   and   provide   community-­‐wide   information  about  its  accomplishment.             XV.  SCHOOL  GOVERNANCE     The   governance   model   at   Crenshaw   High   School   will   continue   to   be   the   governance   model   currently   in   place.     All   District,   State,   and   Federal   policies   and   guidelines   that   govern   administrative,   teaching,   and   support   staff   accountabilities   at   Crenshaw   will   be   followed.     Moreover,   parent   and   community   engagement   will   continue   to   be   integral   to   the   school’s   practices.    All  decision-­‐making  and  advisory  councils  will  be  established  and  function  according   to  established  rules  and  regulations.    
    XVI.    BUDGET  

The   District   provides   funding   for   school   personnel;   teachers,   administrators,   classified   staff,   based   on   norm   tables.     Funding   for   instructional   materials   is   based   on   student   enrollment.   Additional  resources  for  the  Magnet  School  include  the  following:  
    • • • • Based  on  current  staffing  patterns,  Crenshaw  will  be  eligible  for  a  full  time  Magnet  Coordinator.   Crenshaw  will  open  as  a  PHBAO  Magnet  School  and  based  on  enrollment  will  qualify  for  a  total   of  three  additional  teachers.   All   Magnet   Schools/Centers   receive   additional   discretionary   resources   to   support   the   Magnet   theme  at  $17  per  student.    The  total  enrollment  will  determine  the  total  allocation.   The   school   is   expected   to   attract   students   from   its   own   residential   boundaries   and   for   these   students   will   not   incur   additional   cost   for   transportation.     However,   the   cost   to   transport   any   eligible  secondary  student  living  outside  the  five  mile  radius  will  be  $1,943  per  student.    The  total   transportation  cost  will  depend  upon  the  number  of  students  who  qualify  for  transportation.  

 

  The   Desegregation   Impact   Statement   submitted   to   the   Board   of   Education   identifies   existing   space  at  the  Crenshaw  High  School  campus  to  house  the  three  Magnet  Centers.    Certain  rooms,   Crenshaw  High  School  Plan    -­‐    April  2013  
 

XVII.

CAPACITY  

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LOS  ANGELES  UNIFIED  SCHOOL  DISTRICT   Student  Integration  Services    

offices  and  resource  rooms  will  be  dedicated  for  use  by  each  Magnet  Center.    However,  there   will  be  common  areas  across  the  campus  for  use  by  all  students.    The  existing  campus  adheres   to  all  regulations  accommodating  the  needs  of  the  handicapped  population.                                  
     

Crenshaw  High  School  Plan    -­‐    April  2013  
 

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