Professional Documents
Culture Documents
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
Crenshaws
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
redesign
Americas
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
Crenshaws
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
EDUCATIONAL
PHILOSOPHY
The
philosophical
base
and
the
organizational
structure
for
Crenshaw
High
Schools
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.
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
childrens
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
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
5
IV.
ARTICULATION PROCESS
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
Districts
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
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
Crenshaws
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
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 PLCs 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 schools standard for excellent writing. PROFESSIONAL DEVELOPMENT FOR TEACHERS
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
Districts
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.
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
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 IEPs; 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.
10
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 tomorrows 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
11
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
12
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
programs
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
schools
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
13
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.
14