HARBOR TEACHER PREPARATION ACADEMY HARBOR TEACHER ... · WASC / CDE Self-Study Report Harbor Teacher Preparation Academy WASC/CDE Self-Study Report 11 0 50 100 150 200 250 300 350

HARBOR TEACHER PREPARATION ACADEMY

HARBOR TEACHER PREPARATION ACADEMY

SELF-STUDY REPORT

1111 Figueroa Place

Wilmington, CA 90744

Los Angeles Unified School District

Self-Study Visit from March 24 to March 27, 2014

WASC/CDE Focus on Learning Accreditation

WASC / CDE Self-Study Report Harbor Teacher Preparation Academy WASC/CDE Self-Study Report

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Los Angeles Unified School District

Board of Education

Vacant Board District 1

Steve Zimmer Board District 4

Monica Garcia Board District 2

Bennett Kayser Board District 5

Tamar Galatzan Board District 3

Monica Ratliff Board District 6

Richard Vladovic Board President Board District 7

DISTRICT ADMINISTRATORS

Dr. John E. Deasy Superintendent

Dr. Robert Bravo

Instructional Area Superintendent Educational Service Center South

Veronica Aragon

Lead Instructional Director

Los Angeles Unified School District 333 South Beaudry Avenue

Los Angeles, CA 90017


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Harbor Teacher Preparation Academy Faculty and Staff 2013-1014

Teachers Cynthia Case – English Dept. Chair, PD Facilitator Natalie Collier —AVID Department, MCNC Student Conference Coordinator, Future Teachers Coordinator, Service Learning Coordinator, Testing Coordinator, Title I Coordinator Christal Cooper – History Dept. Chair, Technology Coordinator, AP Testing Coordinator, ASB Advisor, Bell Schedule Coordinator, Senior Class Advisor Alison Dragich – History Department, Academic Decathlon Advisor, Assignment Workshop Coordinator Jamie Garman – Science Department, Chemical Safety Coordinator Brian Groven – History Department, Athletic Director Albert Lam – Mathematics Department, Academic Decathlon Advisor Aurora LeMere – English Department Mimi Nguyen – Science Department Chiedu Okonjo — Math Dept. Chair, National Board Certified, Assignment Workshop Coordinator, Detention Coordinator, Peer Evaluation Facilitator Bertha Rosborough – Computers, ROP Anna Sacks – English, National Board Certified Irene Serna, Ph.D. — Spanish Department, Journalism, AVID Department, AVID Coordinator, GATE/SAS Coordinator, MCNC Student Conference Coordinator, SRLA Leader Amber Smith – English Department Janeé Reed Walker – Mathematics Department, Advisory Coordinator

Administrators Mattie Adams — Principal Dr. Patricia Lyons – Interim Assistant Principal Dean Natalie Collier Counselor Raul Romo School Administrative Assistant Patricia Dean Nurse Tamunosa Okiwelu Psychologist Mario Valenzuela Financial Manager Lowell Owens

Campus Aide Johnson, Debbie

AVID Tutor Katherine Synstelien


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The Visiting Committee

Chair:

Mr. Skip Nicholson

UCR Extention Instructor

English Department Head (retired), South Pasadena High School

Members: Dr. Jason Allemann

Principal Dana Point High School

Capistrano USD

Dr. Mitch Hovey Professor

California Baptist University Riverside, CA

Maria Okpara Administrator (Retired)

Apple Valley, CA


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Focus on Learning Self-Study Report

Harbor Teacher Preparation Academy

1111 Figueroa Place

Wilmington, CA 91744

(310) 834-3932

Principal

Mattie Adams

Assistant Principal

Dr. Patricia Lyons, Interim

Self-Study Coordinators

Natalie Collier

Dr. Irene Serna

Submitted to:

Western Association of Schools and Colleges

Accrediting Commission for Schools

March 23-26, 2014


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TABLE OF CONTENTS

Preface ................................................................................................................................... 6

Chapter I: Student/Community Profile and Supporting Data and Findings ........................ 7

Chapter II: Progress Report .................................................................................................. 31

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress ...................................................................................................... 38

Chapter IV: Self-Study Findings ............................................................................................ 44

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...................................................................................................... 45

B: Standards-based Student Learning: Curriculum .................................................. 71

C: Standards-based Student Learning: Instruction ................................................... 92

D: Standards-based Student Learning: Assessment and Accountability ................. 103

E: School Culture and Support for Student Personal and Academic Growth ................................................................................................. 113

Prioritized Areas of Growth Needs from Categories A through E ............................. 126

Chapter V: Schoolwide Action Plan ...................................................................................... 127

Appendix ................................................................................................................................ 151


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Preface

This document is a result of extensive analysis and reflection. It is the product of a comprehensive review of Harbor Teacher Preparation Academy’s (HTPA) program and design. This process has allowed the school to carefully evaluate its structure and practice in providing instruction and support to prepare students for college and careers as well as recognize our critical needs. HTPA’s Self-Study has been conducted in accordance with the guidelines provided by the Western Association of Schools and Colleges, as required in the Focus on Learning Joint WASC/CDE Process Guide, 2013 Edition. This process has allowed us to hold discussions with staff, parents and students; reflect on our work; and identify our strengths and our areas for growth and improvement.

HTPA’s data analysis happens on an annual basis as teachers and administration place a high emphasis on data to determine ways to improve the educational experiences provided to students. Data analysis happens in the AVID program, by department, by grade level, by AP class offered, and at the school level as a whole.

For the purpose of the Self Study, teachers began discussion on Schoolwide Learner Outcomes, specifically, in the Spring of 2013. Data for the Student Community profile was collected during this time as well although a lot of the data existed from before. Data collection, however, continued through Fall 2013.

Perception data was obtained through discussions, surveys, and interviews with students, parents and faculty members. Student and faculty surveys were conducted during the Spring 2013.

Because HTPA’s faculty is so small, extended grouping for discussion was not required. Every member of the staff served on a Focus Group and a Home Group and understood his or her responsibilities to make this process a successful one. The Student/Community Profile was discussed and analyzed in Home groups which were formed by department but we also had discussions in grade level groups with the counselor and administrators involved.

The Self-Study process allowed a school-wide discussion that resulted in conclusive identification of our critical needs at HTPA. We have aligned our Action Plan goals with our Single Plan for Student Achievement to reflect the goals and expectations of the district, school, and departments. Our Action Plan will be used to monitor, evaluate, and sustain overall program effectiveness.


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Chapter 1

Student/Community Profile and Supporting Data and Findings


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Chapter I: Student/Community Profile and Supporting Data and Findings

Overview

Harbor Teacher Preparation Academy (HTPA) is located on the Los Angeles Harbor

College campus in Wilmington, California, about 20 miles south of Los Angeles. The school is a

four-year Early College High School. HTPA is part of the Los Angeles Unified School District and

the Middle College National Consortium.

The school is located in the city of Wilmington, with approximately 53,000 residents,

and is located in the southern part of Los Angeles County (according to 2010 Census Data). In

part due to the state of the economy, many residents have left the area. Among residents,

over half were born outside the U.S., Mexico in particular. The median age is 26 years old and

the median household income is $45,687. The city has a combination of single family units with

a median home value of $250,000 but most households are occupied by renters. Employed

residents work mainly in manufacturing and in the service sector.

Harbor Teacher Preparation Academy first opened its doors to students in 2002 with

only 70 students in the 9th grade; since then, HTPA enrollment has increased. This increase is

due in part to higher numbers of students in each grade level. Currently (2013-14) the

enrollment totaling 436 students, it includes 135 freshmen, 108 sophomores, 98 juniors, and

95 seniors. The largest percentage of students attending Harbor Teacher Preparation Academy

comes from the local area of Wilmington, but many students also reside in surrounding

neighborhoods including Carson, Gardena, South Central Los Angeles, Long Beach, San Pedro,

and Watts. A few have also come from as far as Bell Gardens and South Gate. Transportation

is not provided for the students; they either take public transportation or parents dropped

them off.

Our school is designated Predominantly Latino, Black, Asian, and Other (PLBAO). The

school is 96% minority; Hispanic students 57.3% represent the largest percentage of the

student body followed by African American 14.8% and Filipinos 13.9% students. The make-up

of our student body closely correlates with the population of the surrounding community. In


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the 2013-14 school year 70% of HTPA’s students qualify for free or reduced priced meals.

HTPA has consistently met its AYP. The school currently works with and receives

support from the Middle College National Consortium and receives evaluative data from the

National Center for Restructuring Education, Schools, and Teaching (NCREST). Our high

achievement has earned us the following recognitions: California Title I Academic Achievement

School; California Distinguished School; National Blue Ribbon School; and recently, and

National Title I Distinguished School. Furthermore, we ranked 15th within California (US News

World Report). We are the number 1 high school in the Los Angeles Unified School District.

Students are admitted into Harbor Teacher Preparation Academy based on a multi-part

application process. They must complete a formal application, including an essay,

recommendation forms, transcripts, and a student contract. Students also participate in an

interview conducted by a panel of teacher(s) and students to determine student interest. It is

our goal to insure that students at HTPA are here because they choose to be.

Student Enrollment by Grade Level

2010-2013 Year Grade 9 Grade 10 Grade 11 Grade 12 Total

2013-14 135 108 98 95 436

2012-13 123 100 98 86 407

2011-12 107 105 90 95 397

2010-11 101 102 97 72 372


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In addition, HTPA is considered a schoolwide Title I school since 70% of the student

population qualifies for free or reduced priced meals.

Title I Year Number of

Students Title I Students % of Population

2013-14 436 297 70% 2012-13 407 303 74% 2011-12 397 290 73% 2010-11 372 245 66%


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0

50

100

150

200

250

300

350

400

450

500

2013-14 2012-13 2011-12 2010-11

Total

Title I

As previously mentioned, enrollment has increased since the school first opened in

2002. The ultimate goal has been to have a graduating class of 100 students; as a result, the

number of freshmen admitted is adjusted accordingly every year.

Student Enrollment by Gender

Student Enrollment by Gender (2010-2013)

Grade 9th Grade 10th Grade 11th Grade 12th Overall Year Male Female Male Female Male Female Male Female Male Female

2013-14 49 81 43 62 50 47 42 52 184 242 2012-13 49 74 52 48 43 55 36 50 180 227 2011-12 56 51 47 58 48 52 28 47 179 208 2010-11 45 56 44 58 50 47 34 38 173 199

Our school has worked very hard to balance the gender ratio, an observation made by

the WASC team in 2008. In an effort to increase the number of males attending, we have

expanded our athletics program. HTPA students now have the ability to participate in the

following sports: basketball, cross-country, soccer, baseball, softball and preparation for the LA

Marathon through Students Run LA (SRLA).


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Student Enrollment by Ethnicity

Harbor Teacher Preparation Academy has been designated as a Predominantly Latino,

Black, Asian, and Other (PLBAO) school. Hispanic students represent the largest percentage of

the student body followed by African Americans students, and Filipinos.

Student Enrollment by Ethnicity

2013-14* 2012-13 2011-12 2010-11

Racial and Ethnic Subgroup

%

%

%

%

Alsk Nat or Am In 0 0 0 0 0 0 2 0.5

Asian 30 7.9% 27 6.6% 31 7.8% 32 8.6%

Black 65 14.8% 63 15.5% 75 18.9% 83 22.3%

Hispanic or Latino 253 57.3% 244 60% 217 54.7% 182 48.9%

White 16 4.1% 14 3.4% 31 7.8% 31 8.3%

Filipino 61 13.9% 47 11.5% 35 8.8% 36 9.7%

Pacific Islander 13 2.6% 12 2.9% 8 2% 6 1.6%

Total 438 100% 407 100% 397 100% 372 100%

*These totals are as of the district’s norm day.

0 0 0 230 27 31 32

65 63 75 83

253 244217

182

16 1431 31

6147 35 36

2013-14 2012-13 2011-12 2010-11

Racial / Ethnic DistributionAlsk Nat or Am In Asian Black Hispanic or Latino White Filipino


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Student Enrollment by Special Programs

The GATE coordinator annually identifies qualified students to participate in the

district’s Gifted & Talented Education (GATE) program. Currently, 50.3% of our student body

has been identified gifted and/or talented. The percentage of identified students has remained

steady at close to 50%. That number, however, could be higher, but the GATE coordinator has

decided not to identify 12th graders in part due to the fact that the GATE office takes at least

eight months to review applications.

Gifted & Talented Student Enrollment

Three Year Comparison 2013-14 2012-13 2011-12 2010-11

Racial and Ethnic Subgroup

# at school

Gifted

# at school

Gifted

# at school

Gifted

# at school

Gifted

Alaska Native or American Indian

0 0 0 0 0 0 2 0

Asian 30 22 27 19 31 18 72 46 Black 65 24 63 23 75 25 83 30 Hispanic or Latino 253 122 244 117 217 108 182 97 White 16 11 14 11 31 20 31 17 Filipino 61 35 47 29 35 21 0 0 Pacific Islander 13 4 12 2 8 1 6 3 Total Student Population

438 218 407 201 397 193 372 193


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Student Achievement

Student achievement is measured in a variety of ways. Some of the instruments used

include assessments required under the state’s California Standards Test (CSTs), the California

High School Exit Exam (CAHSEE), and established assessment tools such as the Scholastic

Aptitude Test (SAT), the ACT, and Advanced Placement (AP) exams. In addition, the district had

developed periodic assessments that were administered in each of the core content areas

three times a year. The new assessments, starting this year, aim to prepare students for the

Common Core Smarter Balanced test. The data gathered from these instruments is used by the

teachers for various levels of program assessment and intervention. The district provides the

school with cutting-edge, web-based technology. The system allows teachers and

administrators to access assessment data at the individual student level as well as at the whole

class level. Data can be grouped into the following categories: economically disadvantaged,

English learners, Gifted and Talented. Each category can be further sorted by ethnicity, gender,

grade level. The data can then be reported by individual student, class period, teacher,

department, school, and district.


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HTPA provides students with opportunities to excel in many areas. The course offerings

meet the A-G University of California/California State University admission requirements.

Students are able to take Advanced Placement (AP) courses in the 10th, 11th, and 12th grades

and most of their classes starting in the 9th grade are Honors. Since 2009-10, 10th grade

students are placed either in Spanish for non-Spanish speakers at the college or Spanish for

Spanish Speakers Level 2 at the high school. Academic challenges do not end at the school;

since we are a Middle College school all students take college courses on the campus of LA

Harbor College.

Academic success at HTPA is facilitated by the Advancement Via Individual

Determination (AVID) program. AVID is a college preparatory program with the main goal of

ensuring academic success for underrepresented students. AVID is based on writing as a tool

for learning, the inquiry method, and collaborative grouping. The main components of the

program, as used at our school, involve academic instruction, academic support, tutorial

support, applying to college and scholarships, and motivational activities. Students enjoy

academic opportunities to help them be academically successful, both at the high school and at

LA Harbor College.

AP Results/Passing Rate

(Spring 2013) AP Test Exams Given # Passing Scores % Passed

English Lang Comp 70 33 47% English Lit Comp 62 11 18% Spanish Lang. & Cult. 36 36 100% Japanese Lang. & Cult. 1 1 100% World History 27 10 37% European History 63 18 29% U S History 38 22 58% Calculus AB 16 5 31% Calculus BC 2 2 100% Statistics 4 0 0% Chemistry 1 0 0% Physics 1 1 100%


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As required by The College Board, students can take AP exams even if they have not

taken the appropriate AP class. Thus, the number of “exams given” is different from the

number of students enrolled in the course. Furthermore, students taking the AP European class

are encouraged to take the AP World History test and for those students who are fluent in

their primary language and we do not offer classes for those, they are encouraged to take the

appropriate AP test.

PTSA

The Harbor Teacher Preparation Academy Parent Teacher Student Association (PTSA) is

a small yet enthusiastic group of parents who happily support HTPA teachers, staff, and

students. PTA offices include president, vice-president, treasurer and secretary. The principal

serves as the administrative representative to the PTA. Meetings are held at the school once a

month and all parents are invited and encouraged to attend. Each year, the PTA welcomes

teachers and staff back to school with a special lunch and a bag with classroom supplies. Last

year, PTA contributed a few scholarships to students going to college outside of California. On

an annual basis, PTSA sponsors and supports programs such as the Annual Spring Fling, Walk-A-

Thon, Talent/Fashion Show, and fundraises to help support the MCNC Student Conference.

Community Partnerships

HTPA enjoys the presence of Key Club. The Key Club is part of Key Club International,

also a service group dedicated to supporting the community. A Booster Club was created by

parents a couple of years ago to bring in some much needed funds to support our sports

program.

In Fall 2013, we became the site for the Elaine Lopez Memorial Scholarship. This

scholarship, in honor of Elaine Lopez, was established by her family to assist students who

share Elaine’s teaching ambitions and compassion for others. This generous, $12,000

scholarship will be offered annually to an HTPA student interested in pursuing a career in

teaching.


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Accreditation History

In 2007, Harbor Teacher Preparation Academy received a six year accreditation term

with a three year review. The one day midterm review was conducted in the spring of 2011.

Los Angeles Unified School District Mission Statement

The teachers, administrators, and staff of the Los Angeles Unified School District

(LAUSD) believe in the equal worth and dignity of all students and are committed to educate all

students to their maximum potential. All students of the LAUSD will become college prepared

and career ready.

Harbor Teacher Preparation Academy Mission Statement

The dedicated staff at HTPA empowers students to think critically. The students

analyze and apply concepts in a creative manner to become competitive individuals who are

socially well-prepared and college bound.

Harbor Teacher Preparation Academy Vision Statement

The mission of Harbor Teacher Preparation Academy is to provide students with the

opportunity to concurrently earn a high school diploma and an Associated Arts degree. Our

dedicated staff empowers students to think analytically and creatively while preparing them to

be competitive, socially responsible, and successful in the completion of their college degrees.

School-wide Learning Outcomes (SLOs)

Harbor Teacher Preparation Academy’s School-wide Learning Outcomes have

successfully guided and served its student body for the last six years, but in an effort to keep

them meaningful and relevant all stakeholders brainstormed, reviewed and revised the current

SLOs to ensure their relevancy to the current student population and to the changing curricular

mandates, Common Core Standards.

To begin the revision process, the WASC Leadership team met with all teachers and

administrators at a faculty meeting and deemed some of them had to be updated to include

Common Core Standards and requirements. By department and an administration group,


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reviewed the current SLOs and made suggestions on how to make them stronger and more

relevant. Before breaking into groups, three criteria were given to ensure the SLOs met Harbor

Teacher Preparation Academy’s needs:

1. Are these SLOs measurable?

2. Are the current SLOs clear and easy-to-follow?

3. Are they relevant given the adoption of the Common Core Standards?

The revisions of School wide Learning Outcomes resulted in the following:

Harbor Teacher Preparation Academy will prepare its graduates to be engaged, global-

minded, multi-lingual students who are:

• Effective multimodal communicators

• Critical thinkers

• Conscientious, collaborative leaders who take calculated risks

• Responsible citizens

Academic Performance

Since the last WASC visitation, HTPA’s Academic Performance Index (API) has remained

at above 930 each year. The API index scores since 2010 have been 936, 934, 932, and 921

respectively. The decrease has been steady since the school jumped from 884 to 936 in 2010.

Yet, even with the decrease, we continue to outperform the district (749) and the state (789)

average.

Students Achieving at the Proficient or Advanced Level

Three Year Comparison School District State

Subject 2012-13

2011-12

2010-11

2012-13

2011-12

2010-11

2012-13

2011-12

2010-11

English-Language Arts 93% 93% 95% 48% 48% 44% 56% 57% 54% Mathematics 70% 68% 68% 45% 45% 43% 51% 51% 50% Science 78% 79% 81.8% 39% 39% 36% 59% 60% 57% History-Social Science 80% 88.6% 92.5% 38% 36% 36% 49% 49% 48%


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Schoolwide, the percentage of students scoring at or above proficient was 93% in English

Language Arts, no changes from the previous year. Currently, the only subject with

improvement is mathematics, which had peaked at 68% over the two previous years but saw

an improvement of two percentage points.

CST Racial/Ethnic Groups Percent At or Above Proficient

(2012-13)

Subject

African American

American Indian or

Alaska Native

Asian

Filipino

Hispanic or Latino

Pacific Islander

White

ELA 89% 0 100% 91% 94% 91% 91%

Mathematics 64% 0 95% 84% 67% 54% 80%

Science 71% 0 100% 82% 77% 72% 86%

History-SS 81% 0 94% 87% 79% 72% 80%

Although our CSTs scores in English and social studies are high and mathematics is

improving, we know there is much to be done. For instance, Pacific Islanders’ performance

appears the lowest in all areas but English Language Arts, yet, it is important to mention that

the school only has 12 students who fall under this ethnic classification. African Americans and

Latinos although above the 50% mark are a group we need to help increase the number and

percentages who score above proficient. Overall, although our scores might be stellar, as a

staff, we like to take closer look at the data to help us determine what specific areas need

improvement and how we can better help our students reach their goals.

HTPA has been successful in assuring that students pass the CAHSEE. The passing rate is

much higher than the state and district’s results. For example, the passing rate was 99% in

math and language arts in 2013 for students who took it for the first time in 10th grade.

Overall, our passing rate is 100% by the time students reach their 12th grade. The district’s

average passing rate is 78% for math and 77% for English Language Arts.


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CAHSEE Results for All Student

Three Year Comparison School District State

Subject 2012-13

2011-12

2010-11

2012-13

2011-12

2010-11

2012-13

2011-12

2010-11

ELA 99% 100% 100% 77% 76% 75% 83% 83% 81% Mathematics 99% 100% 100% 78% 77% 75% 84% 84% 81%

As a school, the percentage of students who, according to the CSU-Early Assessment

Program are ready to take on the challenge of College English stays at 50% or above. As the

table below demonstrates, we still have ways to go with mathematics, where although we have

improved over the last two years, there is more still to be done.

Early Assessment Program Three Year Comparison

2013 2012 2011 Students

tested % Ready Students

tested % Ready Students

tested % Ready

Ready for College English 98 47% 90 56% 97 70% Ready for College Math 55 31% 57 28% 69 22%

Advanced Placement & Honors

Currently, most classes offered at Harbor Teacher Preparation Academy are either

Honors (H) or Advanced Placement (AP). All students, regardless of gifted identification benefit

from such courses. The list of AP classes is limited at best given our facilities and limited

number of staff. The following Advanced Placement (AP) courses are currently offered:

• AP English Language & Composition

• AP English Literature

• AP European History

• AP US History

• AP Calculus (online)

• AP Statistics (online)

• AP Spanish


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Plans are on the way to have the AP Calculus and AP Statistics courses taught by our

math teachers. Although we would like to offer other courses in science and social studies,

space is limited and the addition of new courses can come at the expense of eliminating

others. In addition, our facilities prevent us from offering a fully equipped science lab. This

situation hinders in greater ways our ability to provide a sound science experience for our

students.

NCREST Achievement Data

As part of the Middle College National Consortium, we receive data from the National

Center for Restructuring Education, Schools, and Teaching (NCREST). The data is related to

achievement; college-taking courses; credits earned; among others and the perceptions of

students, parents, and school personnel. For the purposes of this section, we have included

data on the cumulative college GPA of our students by grade level for the 2012-13 academic

year. As can be seen, over 85% of 9th and 10th graders had a cumulative GPA of 3.0 and higher;

for 11th graders was 79% and for 12th graders it was over 60%.

Cumulative College GPA per Student, by Grade 2012-13

Cumulative College

GPA

9th Grade

10th Grade

11th Grade

12th Grade

Number of

Students

Percentage of

Students

Number of

Students

Percentage of

Students

Number of

Students

Percentage of

Students

Number of

Students

Percentage of

Students 1.50-1.99 4 3.7% None None None None 1 1.1%

2.00-2.49 6 5.6% None None 1 1% 3 3.4%

2.50-2.99 7 6.5% 11 11.7% 19 19.4% 30 33.7%

3.00-3.49 38 35.2% 31 33% 50 51% 40 44.9%

3.50-4.00 53 49.1% 52 55.3% 28 28.6% 15 16.9%

Total 108 100% 94 100% 98 100% 89 100%

The NCREST data has also allowed us to see how well our students are performing at


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the college level. As can be seen in the table below, on average, our students are maintaining

a GPA higher than a 3.0. This is something we highly encourage since the GPA from LA Harbor

will greatly affect them at a four-year institution. Also, over 90% of our students are earning

grades higher than Cs in college. This again is an important factor since a D is not accepted at

the university level and anything lower than a C affects students’ GPA.

College Course Taking Students 2012-13 & 2011-12

Number of College Course-taking

Students

Average GPA

Average Credits

Earned

Percentage of Courses Passed

(C grade of higher) 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12

9th Graders 108 94 3.35 3.45 9.0 9.5 97% 98% 10th Graders 94 100 3.52 3.39 20.4 22.3 99% 98% 11th Graders 98 95 3.32 3.22 34.6 30.4 97% 96% 12th Graders 89 95 3.11 3.10 42.4 43.7 95% 94% Total 389 384 3.33 3.29 25.8 26.4 97% 96%

SAT Scores

Critical Reading Math Writing Composite Average School State School State School State School State 2013 516 498 551 512 529 495 1596 1505 2012 520 495 539 512 514 496 1572 1503 2011 512 499 537 515 509 499 1559 1513

As shown on the table above, our SAT average scores are higher than the state, yet, we

continue to work to help students improve and to increase their chances of getting accepted

into the college of their dreams.


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ACT Scores

English Math Reading Composite Score

School State School State School State School State

2013 22.2 21.6 22.8 22.8 22.5 22.3 22.2 22.2

2012 23.5 21.6 24.1 22.8 23.2 22.1 23.3 22.1

2011 22.5 21.6 23.8 22.7 22.4 22.0 22.8 22.1

The ACT test scores have consistently been higher than the state. One of the trends we

have noticed in our ACT data rests on the fact that some of our students who performed lower

on the SAT tend to do much better on this test. As a faculty, we encourage students to take

both tests.

Grade Distribution by Semester

Grade Distribution by Courses Fall 2013

Department Total # of marks

As % Bs % Cs % Ds % Fs % Ds/Fs %

English 459 48% 37% 9% 3% 1% 4%

Spanish 134 43% 41% 11% 0% 2% 0%

Math 378 27% 33% 24% 11% 2% 13%

Science 266 34% 31% 25% 6% 1% 7%

Social Studies 416 32% 42% 20% 3% 0% 3%

AVID 386 67% 24% 5% 1% 0% 1%


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Grade Distribution by Courses Spring 2013



English 426 44% 39% 13% 2% 0% 2%

Spanish 136 36% 39% 18% 3% 1% 4%

Math 351 18% 33% 36% 10% 1% 11%

Science 379 39% 38% 18% 1% 0% 1%

Social Studies 331 35% 39% 19% 3% 1% 4%

AVID 407 69% 22% 5% 1% 0% 1%

Grade Distribution by Courses

Fall 2012 Department Total # of

marks As % Bs % Cs % Ds % Fs % Ds/Fs %

English 426 40% 45% 11% 1% 0% 1%

Spanish 138 28% 51% 18% 0% 0% 0%

Math 354 21% 31% 34% 7% 4% 11%

Science 301 17% 33% 32% 12% 3% 15%

Social Studies 402 23% 48% 22% 4% 1% 5%

AVID 401 63% 20% 12% 3% 0% 3%

Grade Distribution by Courses Spring 2012



English 422 54% 36% 8% 0% 0% 0%

Spanish 125 40% 41% 13% 4% 0% 4%

Math 377 23% 36% 30% 7% 1% 8%

Science 370 20% 39% 30% 6% 3% 9%

Social Studies 367 30% 38% 22% 7% 1% 8%

AVID 396 63% 19% 11% 2% 2% 4%


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Grade Distribution by Courses Fall 2012



English 430 51% 36% 10% 1% 0% 1%

Spanish 125 36% 39% 20% 4% 0% 4%

Math 349 27% 35% 24% 9% 2% 11%

Science 340 20% 40% 29% 7% 2% 9%

Social Studies 402 25% 50% 16% 5% 1% 6%

AVID 402 55% 27% 14% 1% 0% 1%

Staff

Harbor Teacher Preparation Academy has a committed staff consisting of 15 classroom

teachers including a part-time ROP teacher plus a counselor. One of the 15 teachers shares her

time as a part-time dean. The school also has the services of the principal, one assistant

principal and one administrative assistant, one part-time senior clerk, one building and grounds

worker, and one campus aide.

This academic year, the District funded a psychologist, a nurse and a financial manager

all once a week.

Faculty Composition 2013-14 2012-13 2011-12 2010-11

Principal 1 1 1 1

Assistant Principal 1 1 1 1

Classroom Teachers 13.5 12.5 12.5 12.5

Counselor 1 1 1 1

Dean 0.5 0.5 0.5 0.5 ROP 0.5 0.5 0.5 0.5

Administra. Assistants/Attendance Clerk 1.5 2 2 2

Last year the district placed an AVID tutor to work with students and teachers in the AVID

classes since funding cuts took away two college AVID tutors. Title I pays for this tutor.


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HTPA enjoys the privilege of having all highly qualified teachers. Two of the teachers

have Ph.D.s, one has a Doctor of Optometry, two teachers are National Board Certified, and

two have their MA Degrees. Currently, two teachers are working on their MAs in the following

areas: History and Science. All teachers have been teaching for four years or more and all

teachers are fully credentialed in their subject area of competence.

For the current 2013-2014 school year, the certificated staff at HTPA is 43% Caucasian,

36% African American, 14% Asian, and 7% Hispanic.

Also, there are more female teachers than male teachers at HTPA. In 2013-14, the

certificated staff of HTPA is 79% female and 21% male.

Certificated Teachers by Department English 6 AVID 7 Math 3 Foreign Language (Spanish) 1 Science 2 Computers .33 Social Studies 3

Teaching Staff Data 2013-14 2012-13 2011-12 2010-11 Certificated Management 1 1 2 2 Certificated Teachers 15 12.5 13 14 Certificated Others 1 1 1 1

Teachers by Ethnicity

Number of Teachers 2013-2014 2012-2013 2011-2012 2010-11

American Indian 0 0 0 0 Hispanic 1 2 3 4.5 African American 5 4 3 3 Asian 2 1 1 0 Caucasian 6 7 5 6.5 Total 14 14 12 14

Teachers by Gender

Number of Teachers 2013-14 2012-2013 2011-2012 2010-11

Female 11 8 8 6 Male 3 5 5 8


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Teacher Evaluation Process

Teachers are evaluated on a regular basis by administrators in accordance with state

and District requirements and contractual agreements. The District requires annual

evaluations for provisional and probationary teachers and biennial evaluations for permanent

teachers. During the 2013-14 school-year eight teachers will be evaluated. To ensure

continued development of professional skills, staff participates in the following growth

opportunities:

• Faculty meetings

• Professional development sessions

• College level courses

• Trainings provided by the District’s GATE office

• Conferences and workshops

• AVID Trainings

Professional Development

Harbor Teacher Preparation Academy Professional Development 2013-14

August 20, 2013 Banked Time Tuesday PD: Initial Conversation with new and returning members about WASC and distribution of work

September 3, 2013 Banked Time Tuesday PD:

September 10, 2013 Short Day PD: Common Core Standards by Ms. Sacks

September 17, 2013 CCSS-Smarter Balance Test Presentation by Ms. Sacks

October 1st, 2013 CC: Sample CC Unit on “Poverty in America”

October 8, 2013 WASC Focus Groups

October 11, 2013 Department Meetings: Implementation of CC standards

October 15, 2013 WASC Focus Groups

October 18, 2013 Department Meetings: Implementation of CC standards

October 29, 2013 AVID and Department Meetings

November 5, 2013 WASC: Gallery Walk

November 12, 2013 WASC: Work on Chapter 4 in small groups

November 19, 2013 Focus groups to finalize work


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December 3, 2013 Review Action Plan by Department

December 10, 2013 Review Action Plan by Grade Level

January 14, 2014 Finalize Action Plan

January 21, 2014 Review SLOs and CLNs for approval

February 25, 2014 Review Chapters 1, 2, 3 by Department.

March 4, 2014 WASC: Critical Learner Needs by Department

Student Activities

Harbor Teacher Preparation Academy offers students a series of extracurricular

activities both in terms of athletics as well as other school related activities.

2013-14 Student Athletes SPORT NUMBER

PARTICIPATING Cross Country Girls 9 Cross Country Boys 20 Basketball Girls 24 Basketball Boys 32 Cheer 16 Soccer Girls 43 Soccer Boys 37 Softball 36 Baseball 18 Students Run LA 10

Over half of our student population participates in athletics and recent highlights have

included Boys Cross Country Crosstown League Champs, Boys Cross Country CIF Champs, Girls

Soccer team made the playoffs for the first time ever. We hosted Boys and Girls Basketball

Tournament, Girls Basketball was seeded fourth place in playoffs. Cross Country, Girls

Basketball, Boys Basketball and Girls Soccer all made playoffs this year. Baseball and softball

are expected to make playoffs too. Softball will be fighting to win CIF this year.

In addition to athletic competition, the Academic Decathlon team, which formed in

2011-12 placed 28 of 65 teams that year. The following year, we placed 39 out of 63 teams.

The push to improve our standing in the competition and the great interest on the part of


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students to be part of the team led to the creation of an Academic Decathlon preparation class

offered in Fall 2013. The class paid off and this year (2014), our team was recognized as the

most improved team as we placed 21 out of 63 teams.

As can be seen by the following list of sponsored school activities, HTPA students enjoy

many opportunities to become involved and be connected outside of regular classroom

activities.

Clubs & Activities

• Anime Club

• Art Club

• ASB (Associated Student Body)

• BSU (Black Student Union)

• Christian Club

• Debate Club

• Engineering Club

• Future Teachers Club

• GSA (Gay Straight Alliance)

• Hip Hop Club

• Key Club

• Middle College National Consortium Student Conference Group

• Poetry Club

• Positive Girls Club

• Rotary Club

• Spanish Club

• Sports Club

• Yearbook, although this is a formal class taught in conjunction with journalism.

• Journalism, this is also a formal class taught in conjunction with yearbook.


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Types of Services Funded

• Title I

Title I funds are distributed on the basis of the number of students in poverty at the

school. The money is used to provide tutoring to students and support Assignment

Workshop in cases where students have not completed assignments. Detention is

another way we push or “encourage” students to perform in class. Detention has been

in place since our school opened a few years back to have students examine their

behavior in class, with adults and peers and to have them work hard to achieve. In

addition, Title I is used to purchase materials for teachers, and to support Summer

Bridge, a program offered to incoming 9th graders to get an introduction to our school

and to get a head start in the rigors of their education at HTPA. Title I also has a parent

component to it, and money is used to support parents interested in attending

conferences. Finally, since we have identified by the district as a Predominantly Latino,

Black, And Other school (PLBAO), we receive money to support two extra teaching

positions to reduce class size in grades 9 and 10.

• School for Advanced Studies

We receive funding through School for Advanced Studies program which we use to pay

for professional development opportunities for staff and supplemental materials for

classes. In terms of professional development, teachers have chosen to attend AP

Summer Trainings over the summer and the supplemental materials have allowed

teachers to provide students with resources in the form of books, novels, lab materials,

among others. The district has provided us with opportunities to attend Saturday

Workshops through the College Board for teachers teaching AP classes and Pre-AP

classes as well.


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Chapter 2

Progress Report


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Chapter II: Progress Report

Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas of follow-up from the last full self-study and all intervening visits.

The administrative team, consisting of the principal and the assistant principal, in

conjunction with the counselor and department chairs from English, Math, Science, and Social

Studies take on the primary responsibility for ensuring that the Action Plan is carried out.

Reports are given to all faculty members on the relative progress made in each of the areas

assigned to each group. Having teachers and administrators work by departments gives them

more ownership over what changes and modification they want to implement. In addition, we

also monitor and adjust the action plan as needs, situations, and funding emerge and change.

Report on Schoolwide Action Plan Progress

Goal #1: Calibrate instruction across disciplines to increase student achievement in problem

solving, higher order thinking skills, and oral and written language to strengthen their access to

academic success at the university and professional levels.

Schoolwide Learner Outcomes: Students will be effective multimodal communicators, critical

thinkers, conscientious, collaborative leaders who take calculated risks, and responsible

citizens.

Several action steps were developed to fully address this goal. Departments are

required to incorporate strategies used for review and differentiation of instruction to

create an emphasis on higher level thinking and question development used and

formulated by students and teachers. Math and English departments agreed to

increase collaboration and curriculum alignment with the college. Overall, the goal is to

see growth in test scores ranging from CSTs, SAT, AP tests, Smarter Balanced and

increase the number of students taking AP classes. In order to reach this goal, another

step involves having teachers attend Pre-AP and AP training, as well as a re-focus on

staff development to better meet the needs of ALL students. As a result, the different

departments have made appropriate changes to their curriculum and instruction.


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o The English curriculum, for instance, is divided into three instructional

components: persuasive, expository, and literary analysis. In the 9th and 10th

grade, teachers incorporate a pre-AP curriculum primarily introducing the items

they read for AP (e.g., rhetorical précis) in a more formulaic approach that

focuses on the structure of an essay in expository, persuasive and literature

response including Common Core units, standards and periodic assessment that

prep students for the Smarter Balanced exam. Research component during

expos unit that includes technology in the presentations (e.g., PPT), Latin roots

and prefixes—learned in 9th and 10th grade for aide in understanding complex

vocabulary. The focus in the 11th grade curriculum is on rhetorical analysis of

American fiction, poetry, drama, and nonfiction prose from the Seventeenth

Century to the present. Most of the major assignments involve research or

require students to write critical responses to text and to cite primary and

secondary source materials using conventions established by the Modern

Language Association. The 12th grade English courses combine expository

composition and world literature. Curriculum has been developed in

collaboration with the school district and the California State University (CSU)

system. All curriculum and instructional elements are standards-aligned and

research-based. Currently, and given that the state has adopted the Common

Core State Standards, all teachers are attending trainings and searching for

resources that will allow them to fully implement those standards. In-house

staff development has also taken place.

o The Social Studies Department challenges students to become critical thinkers

and effective communicators by requiring them to read and analyze complex

texts and documents and write frequently. In History AP courses, students must

complete difficult reading assignments, such as analysis of document-based

questions (DBQs). A DBQ requires students to develop their own conclusion

after examining and analyzing several primary sources from a given time period


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or event. Students also develop skills to become effective communicators

through writing assignments in the form of short answers and essays. Students

are expected to write an essay response for tests beginning in their freshman

year and continue practicing essay writing as sophomores. By their junior year,

students follow a structured hierarchy that builds the foundation needed to

become critical thinkers and effective communicators by the time they

graduate. Oral presentations and communication to explain and present the

students ideas to a diverse audience. This includes the ability to return to the

text, revise and edit material. An awareness of both content of the message and

students must actively listen viewing information to gain a complete accurate

understanding of the presented argument.

o The Math Department uses a variety of strategies to ensure that all HTPA math

students master math concepts and increase computation accuracy. These

Common Core strategies and activities include providing students with material

that functions as an intensive review of basic math skills. Students are arranged

in a purposeful manner so that struggling students can pair with stronger-skilled

students offering peer support and peer tutoring. Students are also required to

present projects to the class which require them to explain mathematical

processes while using academic lessons and language. Teachers use class time

to practice new skills and monitor and guide students who need assistance.

These practices have proven to be effective in increasing and improving math

skills. By 2014-15, the Math Department will use math journals in Cornell Note

form department wide. The Math Department continues to receive CCSS

Professional Development and utilizes CCSS strategies in the classroom to

support students as we transition to CCSS assessments.

o The Science Department challenges students to become critical thinkers and

independent learners with the use of inquiry-based lab activities and science

projects. Students will often articulate their knowledge of the subject matter


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through oral presentations and research projects. Students also analyze

documentation to determine scientific fact from opinion. HTPA’s science

teachers use the 5-E lesson plan format and are currently working towards

aligning the science curriculum with Next Generation Science Standards (NGSS).

o The Spanish Department aims at developing well-rounded individuals as well as

critical thinkers and effective communicators in the Spanish language. Students

in the Spanish classes at HTPA are required to write on a daily basis ranging from

journal responses to questions to formal essay writing. Students are also

expected to gain a great deal of knowledge that ranges from cultural to

intellectual to current events and issues affecting the different Spanish speaking

countries. As a result, students are exposed to newspaper and magazine articles

from the various Spanish speaking countries. In addition, students complete a

number of projects that allow them to tap into their different intelligences or

particular strengths. The projects vary and may be individual or small group

collaborations. The projects in particular allow students to develop their critical

thinking skills since the new changes in the AP course are currently aligned with

CCSS. Students are thus required to focus and analyze current event issues

which are divided into six themes or areas of expertise that they are supposed

to develop throughout the year. To strengthen students’ abilities, they are

required to listen to reports, interviews, and other forms of oral communication

with different Spanish accents. They have to be able to synthesize the

information heard and present it in either formal or informal presentations.

Overall, the Spanish curriculum is aligned with the California Foreign Language

Standards and the new skills required by Common Core.

Goal #2: Enhance students’ preparation and readiness for 4-year universities while

simultaneously lowering the percentage of D’s and F’s in A-G core areas by 3%.

Schoolwide Learner Outcomes: Students will be effective multimodal communicators, and

critical thinkers.


36

Progress:

• 2011: In the fall 2011, 1% of students in English, 11% of students in math courses, 9% of

students in science and 6% of students in social studies earned a D/F grade. By Spring

2012, 0% of students in English, 8% of students in math courses, 9% of students in

science and 8% of students in social studies earned a D/F grade.

• 2012: In the fall 2012, 1% of students in English, 11% of students in math courses, 15%

of students in science and 5% of students in social studies earned a D/F grade. By

Spring 2013, 2% of students in English, 11% of students in math courses, and 4% of

students in Social Studies earned at D/F grade in those courses.

• 2013: By fall of 2013, those numbers remained about the same with 4% of students

earning grades of D/Fs, 13% of students in math, 7% in science, and 3% in history.

Teachers have noted that grades improve and number of D/Fs grades decrease by

Spring semester in part, perhaps, because students have adjusted to the teacher and

the demands of their courses.

Although we have made small gains, this same analysis allows us to determine areas of

focus. In particular, to address this goal, the school has taken several steps which have been

incorporated into the daily workings of the school and the curriculum.

o The English Department began and will continue an aggressive reformation of

the curriculum to better meet the needs of our students and to include

Common Core requirements. Thus starting in the 2008 academic year, the

English Department began to focus on Expository reading and writing from

grades 9 through 12. As a result of this modification in the curriculum, CST

scores rose. In 2012-13, the EAP test rated 47% of our juniors as “college level

ready” in English Language Arts and 31% in math. In Los Angeles Unified School

District, only 14% of students are college ready in English Language Arts and 7%

in math. Although our CST scores are high in comparison to state averages, we


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need to continue focusing on our SAT problem solving scores. We have found,

however, that our students perform very well on the ACT test.

o To lower the percentage of Ds and Fs in A-G college entrance requirements and

college courses, we continue to assign students with less than an 80%

achievement in core and college classes to after school tutoring and/or

assignment workshop. Since 2009-10, HTPA has hired college tutors for Health,

Music, Biology, Physics and Spanish (some of the contracted education classes).

o Through AVID classes, the importance of achieving high grades is heavily

emphasized in order to be eligible to attend 4-year institutions. The counselor

meets with all students and their parents at least once a year to plan and discuss

post-secondary plans. The high school counselor, dean and teachers work

closely to identify students who might be at risk of earning a D or lower in

college classes.

o In terms of math, changes include programming students into appropriate

college math courses and enrolling them in the appropriate math lab. Beginning

in the spring of 2011, students enrolled in any world languages or math class at

the college must also enroll in the appropriate lab class.


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Chapter 3

Student/Community Profile —

Overall Summary from Analysis of Profile Data and Progress


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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Harbor Teacher Preparation Academy has shown significant improvements since its last full

accreditation in spring 2008. Over the past three years, HTPA’s Academic Performance Index

(API) has remained at above 921 each year. We continue to provide students attending this

school with a quality education and an educational experience. Nonetheless, a comprehensive

analysis of the all pertinent data is summarized below in terms of areas of strength and areas

of need.

Areas of strength

Based on the percent proficient on CAHSEE, graduation rate, and API, HTPA has

continuously met Adequate Yearly Progress and ranked 10 out of 10 in the Academic

Performance Index ranking.

All students pass the California High School Exit Exam by the time of graduation.

Graduation rates have consistently been at 100%.

HTPA students complete at least one year of college course work by the time they

graduate and a significant number earn their Associate of Arts degree.

All students have equal access to school’s entire program.

All students have challenging learning experiences through AP, Honors, and college

classes (while the other 10% join the military or some form of vocational education).

Over 90% of graduating seniors continue on to either two or four year colleges, according

to AVID data and NCREST survey results.

All of our students have academic goals beyond high school. According to the student

survey conducted data from NCREST.

HTPA has increased its enrollment every year since the school’s opening.

The ethnic composition of the student population has remained consistent and is

reflective of the surrounding community and the state.

Student attendance rate has remained consistently high at about 97%.


40

The AP Spanish Test has achieved 100% passing rate over the past two years.

Compared to other comprehensive high schools, all 11th graders take the SAT test at least

once.

All 9th, 10th, and 11th graders participate on the PSAT offered in October.

Suspension rates continue to be much lower than the District average and the school has

not had any expulsions.

Teaching techniques used at HTPA encourage inquiry-based learning and engage students

in rigorous, in-depth course work through Honors, Advanced Placement (AP), and

college classes.

After examining the 2013 CST results, students taking the ELA section of the CST showed

significant improvement in English Language Arts at 93%.

Staff frequently attends professional development workshops. Several teachers attend

Pre-AP and AP Saturday workshops offered by the College Board and paid for by the

Gifted And Talented Education (GATE) funding to improve their teaching skills and

abilities and to prepare students for the rigors of AP courses.

In 2013, HTPA launched a new webpage aimed at providing students and parents better

access to information.

In 2013 HTPA began using Jupiter Grades, a grading system that provides parents and

students immediate feedback on all assignments, tests, coursework, etc. The grading

program allows teachers to immediately communicate with parents and students

regarding grades and assignments in real time.

Writing techniques in English parallel history techniques.

After classroom observations, it has been found consistent use of technology in all

classes.

Teachers consistently bring in creativity in their lessons.

Clearly evident is student engagement in most classes.

Science classes have been revamped with freshman taking biology, sophomores taking

chemistry (by 2014) and juniors and seniors AP Environmental Sciences (by 2015).


41

Due to our impressive API score of 921 and because we have closed the achievement gap,

we have been nominated for National Blue Ribbon School recognition (2013).

Areas of Need:

HTPA students taking AP Calculus and AP Statistics online consistently do not pass the AP

test; that’s because of the complexity of the subject matter, the faculty has determined

that this class should be teacher directed.

Although our students outperform students in the state and district on the SAT, our SAT

scores do not align with HTPA’s student scores in other assessments.

Although overall our students perform well on most standardized tests, when we take a

closer look at the data we have noticed our students need to improve on reading

comprehension, vocabulary development and for English in particular literary analysis.

Science and math need to engage in cross-curriculum planning given the Common Core

State Standards.

HTPA needs to offer more AP classes. Suggested courses include: AP Government, AP

Psychology, AP Environmental Science, AP Human Geography. However, space limits

our ability to implement new courses without deleting other courses.

Although a high performing school, our science classes need to be revamped.

Need to offer at least one AP science class, however, in order to offer such classes, we

need a real lab. We are in desperate need for a new building with a proper science lab.

Plans are under way for AP Environmental Science class.

Summer science assignments should include a math component to help students be

successful.

How do we reach bottom 20% of our students to reach their academic goals?

Implementation of Common Core State Standards across disciplines.

Seniors must enroll in at least two college classes per semester; those classes must

include at least one math and one science class.

Implications of the Data with Respect to Student Performance

The following implications were drawn from the comprehensive analysis of Harbor


42

Teacher Preparation Academy’s data:

1. Analysis of data reveals that student performance on California Standards Tests is

consistently the weakest in mathematics. Several intervention and support

programs have been put in place to raise math scores. Students consistently score

the highest in English Language Arts.

2. The lowest percentages of A’s are in mathematics, science and social science courses.

The lower number of A's in the social science courses can be due to the fact that

more students are taking A.P. classes in this content area and per math, more

students are taking higher levels of math.

3. Review of Advanced Placement exam scores from 2013 show that the pass rate is

increasing every year, but still remains low for several courses (English Language

47%; English Literature 18%; AP Euro 29%; World History 37%). Yet, it is fair to

mention too that 70 students took the AP Euro test while 10 took the World History

AP test.

Critical Learning Needs

Through examination of the data and input from the Home and Focus groups, as well as

the Instructional Leadership Team (ILT) and the WASC Leadership Team, the following are

Harbor Teacher Preparation Academy’s Critical Academic Needs:

1. Our goal is to improve students’ reading comprehension, critical thinking, and problem-

solving skills. As a result, we would raise the percentage of students performing at the

proficient and advanced proficient levels in mathematics on the California Standards

Test; however, as we transition to CCSS, we anticipate that these skills will help with our

transition.

2. Enhance students’ preparation and readiness for college and college admissions. For

example, make sure all students are successfully completing A-G requirements, raise

student average schoolwide scores on SAT by at least 5%, and increase participation in

co-curricular activities by providing information about summer programs and

internships as well as after school opportunities.


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3. There is a need to improve learning in math and English Language Arts for African

American and Pacific Islander students and reduce the achievement gap between these

groups and all other significant populations. These groups are scoring below 90% on

multiple assessments. There also needs to be a focus on improving standardized test

scores on the SAT and CST for these sub-groups.

4. Our schoolwide SAT scores need to reflect and align with HTPA’s other scores and

grades. HTPA’s SAT scores are slightly above the national average and significantly

higher compared to the District and State scores but do not reflect our scores on the

ACT, CST, graduation rate, and the number of students pursuing higher education.

5. We need to increase the number of Latino and African American students taking AP

classes.

Questions Raised by the Data Analysis and Related to the Critical Academic Needs:

Review and analysis of the school profile data among faculty, parents, and students led to

valuable discussion regarding student performance and school practice. Questions that arose:

1. Why are African American and Pacific Islander students scoring lower on the CST?

2. Why are seniors not enrolling in college classes when there is time available in their

schedule?

3. How can we provide students with more AP classes with our limited number of

classroom space?

4. What can we do to raise student performance in mathematics?

5. Are students fully utilizing tutoring provided by their teachers? Are we doing enough

to ensure that the students who really need tutoring are attending?

6. How can we better support teachers new to our school?

7. How can we increase the number of students receiving A’s and B’s?

8. What can we do to help students emotionally and academically?

9. How can we improve our students’ SAT scores?

10. How can we better prepare students for college admissions?

11. How can we improve AP test scores?


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Chapter 4

Self-Study Findings


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Chapter IV: Self-Study Findings

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

A1. Organization Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile

Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and perform; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.

Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, identified future global competencies, and current educational research.

Findings Supporting Evidence

The data that has impacted the development of the vision of Harbor Teacher Preparation Academy and our School-wide learner outcomes are the student/teacher/parent surveys, the socio-economic status of our students, family education level, and students’ levels of mastery of content standards. HTPA’s Mission Statement: The dedicated staff at HTPA empowers students to think critically by analyzing and applying concepts in a creative manner to produce competitive students who are socially well-prepared and college bound. Harbor Teacher Preparation Academy will prepare its graduates to be engaged, global-minded, multi-lingual students who are: • Effective multimodal communicators • Critical thinkers

Surveys

Percentage of students participating in free/reduced lunch program

Standardized test results

HTPA’s Mission

HTPA SLOs

Calendar of events


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• Conscientious, collaborative leaders who take calculated risks

• Responsible citizens Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission and schoolwide learner outcomes are effective.

Prompt: Evaluate the effectiveness of the processes.


The process of developing/refining the mission and SLOs is effective but can be improved upon regarding surveys. With the student surveys that have been conducted, we had 50% participation. With the parent survey, we had a much smaller response. The percentage of parents and staff surveys completed last year was low; our staff must create a plan to ensure we get a higher participation rate.

100% of our students participate on standardized tests. We used that data to develop our vision and our schoolwide learner outcomes.

We use the School Site Council which represents all stakeholders to make budgetary decisions and help to assess the needs of Harbor Teacher Preparation Academy.

Surveys

School Site Council sign-in sheets, agendas, and minutes

Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.

Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.


The faculty and administration meet throughout the year to discuss the data in departments, by grade level, and as a whole. We review empirical as well as factual data to assess

Standardized test scores: CST, SAT, ACT, AP scores


47

our students’ needs and set improvement goals. The process has proven to be effective as we continuously revisit the School-wide Learner Outcomes (SLOs), critical learner needs, and review new data.

The faculty is also dedicated and committed to overall academic improvement of all students.

NCREST Data

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the schoolwide learner outcomes based on student needs, global, national, and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.


The process is effective with the use of department meetings/grade level meetings to review student samples, data, and (currently) Common Core standards on a regular basis.

Teachers have informal discussions on overall student progress and achievement levels.

Parent communication is ongoing. The counselor & Discipline Dean meet with struggling students every five weeks. Struggling students are students earning a Ds and Fails.

Student work samples, Common Core standards, meeting dates, agendas

Parent meetings, Jupiter Grades, email, parent PHBAO conferences, Connect-Ed

Open House, Back-to-School

After school tutoring

Counseling and discipline

Calendar of faculty meetings

Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


The Organizational Criterion is being addressed at this school. The faculty created the vision and mission and received input from the School Site Council. The vision and mission were created based on the needs of the students that we serve.

The SLOs are outcomes that we, as a faculty, decided were

Student work samples, Common Core standards, meeting dates, agendas

Parent meetings, Jupiter Grades, email, parent PHBAO conferences, Connect-Ed


48

necessary for students’ success in the 21st Century. The SLOs were taken to the School Site Council for input and agreement.

Open House, Back-to-School

Calendar of faculty meetings

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.


The faculty is able to fully address the critical learner needs except in cases involving internet use. Our access to the internet is limited. Our students take the LAVA Calculus and Statistics classes, but with the limited internet connection, students are unable to complete much work during school hours.

The lack of a science lab inhibits us from fully implementing a meaningful science education critical for student success at the university level.

Our small learning community, the lack of classroom space, and small faculty restricts the variety of class offerings. Advanced Placement and remedial class offerings are limited compared to other high-performing schools.

15% of students do not demonstrate competency in the schoolwide learner needs.

School Location

Technology plan

Summer school applications

K12 forms

Master schedule

New plan building


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A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan.


Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings are clear.


The LA City Board of Education is the governing, policy-making body of LAUSD. Members of the Board make decisions on matters relating to public education in the City of Los Angeles and several surrounding communities. All Board meetings are open to the public, and all Board Sessions. Closed Session agenda items are announced to the public and then discussed with only Board Members and District staff present. Closed Sessions are permitted by law and held in accordance with the State Open Meeting laws to allow Board Members to discuss confidential legal, personnel and collective bargaining matters as well as certain real estate issues. Most official business of the Board is conducted during regularly scheduled meetings on the second and fourth Tuesdays of the month. Upcoming public meetings are announced at the end of Board Meetings and are posted outside the lobby at the District Headquarters, 333 South Beaudry in downtown Los Angeles and on the District’s website. Regular LAUSD Meetings begin at 1 p.m. Special meetings are occasionally held for specific purposes and are always announced in advance. Regular Meetings take place at the District Headquarters in the Board Room unless otherwise indicated.

HTPA’s SSC Sign-in sheets, agendas, minutes, bylaws, procedures.


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Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vision, mission, and schoolwide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and schoolwide learner outcomes through its programs and operations.


School leadership and operation—at the state level, district level, and regional district service—are driven by the school’s purpose with regard to student learning and student growth. They are informed by a variety of data analyzed by stakeholders.

Philosophically we are supported by the district and state in our mission to provide quality instruction for all students—and we are held accountable by those entities. In practice we have also been supported by these governing boards. For the most part these governing bodies have provided us with resources necessary to ensure quality instruction and access to success for all students. The District is planning a state of the arts facility that will provide a multitude of additional resources; greatly improve our school environment; encourage academic success; and provide an enhanced environment. In recent years we have had to stretch our resources—human and material—in response to severe budget cuts.

The bodies that govern our school have, for the most part, given us autonomy in how we implement our collective mission and SLOs, provided quality instruction and access to success for our students. We are held accountable, primarily through objective test data and other assessments numbers—graduation rates, grades, student and staff attendance. We hold ourselves accountable through the quality and consistency of our students’ work and the level of their skills as demonstrated on periodic assessments and other test as well as our own assignments and other assessment tools.

At the Los Angeles Unified School District, our goals are:

1. 100% graduation rate

LAUSD’s performance meter to measure and guide performance as a district.

SLOs

Grades

Graduation rates

CAHSEE

Periodic Assessments


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2. Proficiency for all

3. 100% attendance

4. Parent and community engagement

5. School safety

6. A-G requirements for all students

7. All students college ready

LAUSD has provided HTPA with a performance meter for the last two years. The principal shared the performance meter with the staff, SSC and the school community. The data is discussed and goals are set to align with LAUSD’s priority.

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


Although we do offer two classes online (AP Calculus and AP Statistics), the District is in charge of upgrading and updating technology. Access to the internet is limited on our campus which affects students’ performance and ability to turn in assignments. The District is currently integrating Common Core State Standards and working on upgrading our internet so that we can fully implement the Common Core State Standards.

AP Access points were increased and put throughout the campus giving stronger internet connectivity. Two switch boxes help increase the internet accessibility.

LAVA classes

APEX Learning

LA Harbor College schedule of classes

Internet policy

AP Access points

Understanding the Role of the Governing Board

Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance.



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Parent meetings are held on a regular basis through Title I and SSC. We are mandated to keep records of all elections and we must show parity in our elections having equal number of HTPA staff and parents/community members/students.

The policies support our school’s mission and SLOs. We ensure this through professional development, professional learning opportunities and meetings. The Title I and SSC support the policies of our school by voting on and approving funding for professional learning opportunities and teacher X time for after school tutoring and Saturday school.

The parent handbook is distributed to every student in the fall. When the District updates the handbook, we inform students about the updates through AVID classes. Handbook is also located on the school’s website.

The parent handbook is also discussed at the Annual Title I meeting held at the beginning of each school year.

The HTPA website is current and includes pertinent information for all stakeholders.

Flyers are distributed a week before the SSC meetings to invite parents and community members to participate.

Informational flyers are posted on the Welcome signs in both English and Spanish.

Meeting agenda, returned parent signatures from the handbook prove that parents received a handbook from the school. Title One agenda, sign -in sheet and power point presentation.

Fliers to parents

Governing Board’s Involvement in Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision, mission and schoolwide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and schoolwide learner outcomes.


There are six scheduled School Site Council (SSC) meetings every year. The mission, vision, and school-wide learner outcomes are reviewed and refined once per year with the input from our stakeholders. The SSC members consist of 50% teachers/HTPA staff and 50% parents, students, and/or

SSC Meeting agendas, including election ballots and minutes.


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community members. The direction of the school is discussed as well as overall needs. Using Parliamentary procedures, the council votes and agrees on the best possible options for the school. The process for involving the governing board for regular review and refinement of the school’s vision, mission, and school-wide learner outcomes is effective. The School Site Council takes the input from teachers, data, and the needs of the students and provides input by reviewing the school’s mission, vision, and school-wide learner outcomes.

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.


With the composition of the membership having parity, it ensures that an understanding is developed and maintained. The Bylaws for the School Site Council are reviewed and agreed upon and the SSC is governed by these bylaws.

Member ballots, meeting minutes

SSC Bylaws

PD Schedule & Conference attendance

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of student performance, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board.


With the composition of the membership having parity, it ensures that an understanding is developed and maintained. The fiscal health of the school is ensured by the School Site

SSC Member ballots, meeting minutes

Fiscal specialist & Financial


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Council’s review of the budget and the Single Plan for Student Achievement.

manager & Budget

SPSA

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.


The District has Uniform Complaint Procedures that parents must use when they are filing complains and the District instructs the school on how to resolve the conflict.

The notice is posted and the principal is responsible for resolving complaints.

Uniform Complaint Procedures

Posters in the office

Conclusions



The governing School Site Council (SSC) board is successful at addressing and monitoring the school’s needs and supporting the vision, mission, SLOs, and academic standards.

The governing SSC board reviews the Single Plan for Student Achievement (SPSA) throughout the year to determine needs, improvements, or changes.

The budget approved by the SSC is then used to support student achievement which is demonstrated by CST scores, API score, CAHSEE results, AP scores, SAT scores and graduation rates.

Standardized Testing Data, AP test scores

SPSA

Graduation Rates Data

CAHSEE

SAT/ACT

Acceptances to college



This criterion does impact our school’s ability to address all of our critical learner needs. The LAUSD governing board and

Tutoring services to students


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our SSC supports teachers and their instructional program. Standardized Test Scores

Courses Syllabus

Instructional Programs


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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.


Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, and parents.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents.


Ninth grade orientation gives parents and students the opportunity to learn about HTPA and our vision and mission. Ninth grade students attend summer bridge to prepare them for the rigors of HTPA. Two meetings a year for 9th grade students who are struggling.

At School Site Council meetings, expenditures are discussed as well as the Single Plan for Student Achievement, the Parent/Teacher/Student Compact, and other items that affect the HTPA as a whole.

Administration has frequent faculty meetings.

The faculty discusses the academic needs of students during department meetings.

The faculty participates in professional learning opportunities outside of school (e.g., GATE trainings, Advanced Placement workshops, AVID trainings, Subject specific conferences, CCSS trainings) to support academic standards and insure high achievement of our students.

LAHC has Advisory meetings and assists our students with career development. The Advisory Committee is made up of LA Harbor College and HTPA staff that meets eight times per year. The main responsibilities include the college curriculum and support for students. LA Harbor College has received a

Lesson plans for all subjects

Agendas from faculty meetings and advisory meetings

Professional Development Record

EdMoto

Teachers webpages

Flier for orientation

Student application packet

Road Show

The school’s compact


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grant from The Chancellor’s office to support counseling and tutoring.

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner needs, schoolwide learner outcomes, and academic standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic standards are incorporated into the plan and impact the development, implementation, and monitoring of the plan?


Yes, there is a correlation between the SPSA and student achievement data, critical learner needs, school wide learner outcomes, and academic standards. During faculty meetings, the staff reviews achievement data, student work samples, Common Core State Standards and determine needs and desired outcomes. This information is then shared with the SSC for their input. Recommendations are shared back and forth to provide the best services to students both achieving and those who may need extra support.

SSC meeting minutes

SPSA

Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.


After the Single Plan for Student Achievement is written, the SSC approves the goals and the plan. All monies spent is aligned with goals and decided and agreed upon by the SSC. The SPSA is then sent to the Local District for final review and then approved.

Budgets

SPSA


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Conclusions



On an annual basis, this criterion is being completely addressed.

Budgets, SSC meeting agenda and minutes, action plan, faculty meetings.



Based on student achievement data, the School Site Council and staff make decisions and initiate activities that focus on all students achieving the school-wide learner outcomes and academic standards. Achievement data is review regularly and activities are created annually to help support our program.

SSC minutes, SPSA, faculty meetings

Budget

Professional development meetings

CCSS

AP training meetings offered through the College Board


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A qualified staff facilitates achievement of the academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development.


Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.


LAUSD’s Department of Human Resources hires all employees. Those seeking employment at HTPA are interviewed by the personnel committee and the potential hire’s qualifications and responses to interview questions are discussed and a decision is made by this committee. In addition to multiple interviews, some candidates deliver a micro-lesson.

Interview questions, resumes of potential hires

LAUSD guidelines for personnel

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.


HTPA follows the District guidelines to ensure Smarter Balance and Common Core requirements. The principal/administrator checks references.

LAUSD website

Maximum Use of Staff Expertise

Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning.


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Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction.


Dr. Okonjo, NBC teacher, meets with all new teachers and provides support. Most staff members are happy to assist peers.

All teachers are required to obtain 16 hours of additional instruction in teaching gifted/talented students and differentiated instruction. All teachers participate in regular Professional Development trainings that relate to instruction and/or the well-being of students.

Teachers for LAVA online attend a District workshop.

Professional Development agenda, gifted/talented coordinator’s paperwork.

1st year teachers to HTPA are required to complete 32 hours of gifted education training

Teachers share classrooms which gives support to each other

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.


HTPA follows LAUSD guidelines. From these guidelines, we have created our faculty and staff handbook.

Faculty and staff handbook, district bulletins

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?


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We have a variety of internal communication through email, faculty meetings, and the website, calendar, PA system, face-to-face meetings. Communication is effective. Because of the variety of means of communication, information is available using more than one avenue.

The principal has an open door policy for staff and students.

Weekly bulletin, PA announcements, one on one discussions, informal and formal discussions

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.


Shared responsibility is effective. We review the effectiveness of Assignment Workshop and Detention.

Teachers are encouraged to be innovative.

Jupiter grades helps with accountability because grades are online, plus it sends out messages to parents when students miss assignments or earn low grades in classes.

Teachers are able to effectively communicate with parents and students through Jupiter grades.

Students are encouraged to enroll in Advanced Placement classes.

Assignment workshop sign-in sheets, Saturday tutoring sign-in sheets, and online Jupiter grade system

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


We do not have any online staff members. We have APEX.


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Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership, and staff, focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?


The School Site Council regularly reviews Parent/Teacher/School Compact, Single Plan for Student Achievement as well as reviews the data from the previous school year to vote on after school intervention programs to ensure student success.

The principal constantly reviews organizational structure. Although everyone takes on additional duties, there are many tasks to be completed.

SSC minutes

School Compact

SPSA

Assignment Workshop

Clubs

Tutoring

Standardized test scores

AP test scores

SAT test scores

Conclusions



Our staff facilitates achievement of the academic standards and the school-wide learner outcomes through preparation, induction, and ongoing professional development

Informal and formal meetings



The school is able to address one or more of the critical learner needs. With the use of our action plan and Single Plan for Student Achievement we are able to clearly focus on our critical learner needs.

SPSA, Action Plan, API score

Workshops

Buy special materials for student support

Additional resources


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Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.


Support of Professional Development

Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the schoolwide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence and examples.


Teachers are highly encouraged to participate in professional development workshops. Our teachers facilitate professional development workshops as well as participate in them.

Our API score is 921

SAT scores are above the national average

Over 50% of our students pass the ELA placement test

Nearly 100% graduation rate

PD workshops

AP / GATE / CCSS workshops

Supervision and Evaluation

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

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


We use the ETG (Educational Teacher Growth) format for evaluation and support of teaching practices. Our professional development sessions are created by the faculty based on our needs and suggestions.

Test data is given to all staff members at the beginning of the school year and we discuss next steps.

Documentation of teachers’ evaluations. Professional Development Committee notes

Grade analysis

MR29 (D/Fail report)

Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation


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procedures in order to promote professional growth of online instructional staff, including their technological competencies and use of technology within the curriculum, and their fulfilling requirements for quality student-teacher interaction?


All of our staff members are scheduled for classes on campus, except for teachers of APEX.

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence about whether the professional development/learning has had a positive impact on student learning.


Attend professional development and workshop connection to cutting edge technology to the classroom learning experience. This has had a positive impact on student learning because students are provided with different approaches to learning information and are privy to a vast amount of knowledge that are not in the textbooks.


EAP test scores

Success in college classes


Conclusions



Our professional development trainings positively impact student performance. They are geared towards improving teaching strategies, differentiated instruction, and overall student achievement.

Advanced Placement Conference attendance, department meetings, faculty meetings

CC trainings

AVID meetings



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The professional development trainings positively impact the school’s ability to address several cross curricular critical learner needs. The critical learner needs are focused on improving student achievement and increasing rigor.

Professional Development meeting notes

Critical Learner Needs

Common Core trainings

AVID workshops

AP Workshops

GATE workshops


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A6. Resources Criterion

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


Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, and student achievement of the schoolwide learner outcomes and the academic standards. The school leadership and staff are involved in the resource allocation decisions.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the schoolwide learner outcomes and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?


The majority of resources are used to meet the critical learner needs and to fulfill the vision and mission of HTPA. Teachers are often given the opportunity to purchase material and participate in field trips to help enhance student learning.

Field trips, supplemental material, available technology for students and teachers.

Practices

Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

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


There is transparency record keeping and all Title I budget items are voted on in SSC meetings. We have a fiscal specialist who oversees all budget transfers and documents

Budget transfer request paperwork, SSC minutes


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supporting the budget transfer. Budget handbook

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide learner outcomes, the educational program, and the health and safety needs of students?


The school is safe with gates surrounding campus. We have a covered eating area for students and easy access to the college. There is accessibility to all school facilities. There is a shortage of space for our students. We are lacking adequate science labs for science teachers to fully implement their program.

When repairs are needed, we place a trouble call and the District makes appropriate repairs.

HTPA is located on the campus of LAHC. There are plans for a new building for our campus, but so far, there has been no progress.

LAUSD Certification bulletins

Nurse

Psychologist

Sheriff Department located on the LA Harbor College campus

Instructional Materials and Equipment

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

Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials for instruction including online.

Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate technology and software for all instruction, including online.


Technological systems are assessed and accounted for annually. All unusable equipment is returned to “salvage” and the District properly disposes of this equipment.

Inventory report



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Teachers purchase technology and software as needed.

Teachers are regularly asked to review their curriculum to ensure that it is up-to-date and competitive enough for success during and after high school.

Trainings

Purchased materials

Williams Venezuela Act

Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college career preparation programs are in place.


All teachers are initially hired by the District. The Gifted and Talented Program requires that teachers new to the site take at least 32 hours of trainings outside of school time as ongoing professional development a year on areas related to gifted education. As a staff, however, we like to stay abreast what is going on in our respective areas thus we attend subject trainings offered by the district, AP and Pre-AP trainings offered by the College Board, among others.

Gifted/talented requirements for School for Advanced Studies (SAS)

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-range plan ensures the continual availability and coordination of appropriate resources supports students’ achievement of the critical learner needs, the academic standards, and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of these processes.


HTPA has defined, regular accounting and external audit procedures. The financial manager oversees the accounting and bookkeeping.

HTPA struggles to provide clerical services at the level of the academic program.

See recordkeeping files


Curriculum

Parent feedback during


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At SSC meetings the budget is brought before the parents, teachers, community members, and students for approval.

With this continual examination of our accounting system, it ensures that we have appropriate resources to support student achievement of the critical learner needs, CCSS, and SLOs.

observations

Financial manager job description

Conclusions



Funds are available to effectively implement a successful academic program.

Budget, teacher evaluations

School Accountability Report Card



With adequate funding, we are able to sufficiently address the critical learner needs to ensure the success of our students.


After school tutoring programs

Assignment Workshop

CAHSEE practice

Students B or below, math help

Open House

5-Week Progress Report

Open Door Policy

Jupiter Grades


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

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

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

We properly encourage all stakeholders to participate in the decision-making at HTPA. Our parent participation is increasing and our support for staff and students is excellent. We are taking every opportunity to ensure that students’ needs are met and we are using our resources appropriately.

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards.

Communication is effective across stakeholders.

Teachers are committed to participate in professional development opportunities.

Resources are used properly to increase student mastery of the academic standards.

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

Number of classrooms is limited which means that student choices are limited. Our classrooms are also small which appear overcrowded.

We have no LAUSD sanctioned lab for biology. We are unable to offer our students AP Biology because of the situational challenge presented by the use of bungalows and the lack of having running water in the bungalows.

AVID tutors in the classroom are missing in part due to district hiring decisions and the budget cuts over the past few years.

Pests such as skunks, raccoons, and bees are a daily menace to our students and staff.

Students who have a free period have nowhere to go except under the tent which is usually crowded and not optimal for working (by design, the tables have holes in them) and is outside in the elements—cold, rain, hot, pollution.


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Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.

Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stays current and relevant and revise the curriculum appropriately within the curricular review cycle.


The Common Core Standards, which the district is implementing, are all research based:

For example, English has started to implement CCSS using complex texts to challenge students, multimodal modes of communication, clips from news and media, current events, and relevant topics that won’t be outdated. Example: The poverty unit with the 9th graders.

A Math conference in November focused exclusively on Common Core and math teachers are implementing Common Core strategies and lessons learned from it.

All teachers have been Common Core trained and are implementing those strategies in their classrooms.

Math concept lessons: Students explore a concept on their own and students must explain the rationale. Students work in groups and must critique each other.

LAVA classes: Currently Statistics & Calculus are offered online.

Science education research shows that teaching through the

AP Training Workshops in the fall and spring.

California Math Council South Conference in November.

Common Core workshop trainings year-round


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history of science helps students understand significant science ideas while learning important lessons from how science works, and provides a context for science concepts that students can relate to, “Stories Behind the Science” is a resource can help align lessons to the CCSS (i.e., cite specific textual evidence to support analysis of science and technical texts, and assess the reasoning and evidence in a text as it supports author’s claims).

Academic Standards for Each Area

Indicator: The school has defined academic standards for each subject area, course, and/or program and, where applicable, expectations within the courses that meet the UC “a-g” requirements.

Prompt: Evaluate to what extent there are defined academic standards for each subject area, course, and/or program (e.g., college/career) that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements?


Departments meet together during PD and define what standards need to be covered.

English has talked about what to cover in each grade level from readings to concepts (literary analysis), vocabulary, everything suggested is also included in the Spanish classes.

Academic standards are defined in the course syllabus (English, Math, History, Science).

Math covers the standards and objectives at beginning of each class. Tests are based on particular standards.

The EAP test is used to determine which students should go into the AP class in 12th grade and their articulation into CSU system.

There are clearly defined academic standards for each subject area.

9th grade English teachers use similar assignments, rubrics, and culminating activities

Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum into the program.


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All courses meet state academic standards. Departments meet to discuss the curriculum and changes are made according to the findings in the department meetings and with the administration.

All online courses are taught by APEX. They have met the LAUSD academic standards.

Standardized test scores, teacher lessons

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills taught, the academic standards, and the schoolwide learner outcomes.


There is complete congruence between the actual concepts and skills taught and the standards and school-wide learner outcomes.

All lessons are standards based.

AVID teachers focus on study skills, organization, and time management.

The majority of classes are Honors or AP and thus, students are exposed to a rigorous curriculum.

Science uses Next Generation State Standards (NGSS) which are aligned to CCSS technique: claim, evidence (example), and reasoning (link to CCSS).

API scores

AP Test Scores

College acceptance rates

Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the addressing of the schoolwide learner outcomes.


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Teacher lesson plans encourage student engagement.

Projects and research-based activities are required in all classes.

Science uses labs to help students understand concepts.

Teachers use Socratic seminars to engage students in inquiry-based discussions.

We know as teachers we need to differentiate our lessons so that all students are engaged.

Classroom observation of each other’s classes

Socratic Seminar

AVID Tutorials

Projects

Real life word problems in math and science

Power Point Presentations

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all courses/programs offered. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. How do school staff define rigor, relevance, and coherence? To what extent do the instructional practices of teachers and other activities facilitate access and success for special needs students?


Most of our courses are either Honors or AP.

Students can choose Honors or AP in some classes.

All students have access to the myriad of courses taught at LA Harbor College.

All students are required to take college classes each semester and graduate with a minimum of 30 college credits.

Teachers often pair strong students with weaker ones.

Cooperative learning groups are used in a variety of ways in classes.

Science teachers implement purposeful questioning in lessons; an approach that stimulates productive thinking. Teachers use various questioning approaches that are

Syllabus

Class assignments

Class enrollment in AP classes

Class enrollment in college classes


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appropriate in particular situations. This strategy promotes inquiry based learning and evidence-based reasoning in classroom discourse.

Scaffolding is used to prepare students for complex concepts and to provide students with some background knowledge.

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


The counselor and assistant principal review students’ schedules on a regular basis to ensure that all students are enrolled in classes that will satisfy A-G requirements.

HTPA has a four year plan that fully articulates courses that students will take to meet the A-G requirements. These are posted in every classroom.

Science teachers constantly integrate labs within their course to the best of their abilities with the materials they have.

Counselor meets with all AVID classes about A-G requirements and then meets with each student individually

Integration Among Disciplines

Indicator: There is integration among disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.


The school is project-based and inter-disciplinary.

English classes focus on non-fiction texts and historical time periods to align with history.

English incorporates Greek/Latin roots to improve vocabulary across the disciplines. These roots are found in math, history and science.

Science also incorporates Greek/Latin roots to improve vocabulary and comprehension.

Students do a teaching project 9th and 10th grade where they spend several months developing a science lesson to teach to 3rd and 4th graders – in AVID. This project is a graduation requirement for HTPA

Students read Night in 9th grade when they study the


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Math will review Greek/Latin roots appropriate for its subject

Spanish (at the high school) will also include Latin roots starting next academic year to improve students’ vocabulary

9th grade science incorporates math in the curriculum

Each subject requires students to prepare and present a project-based lesson.

The faculty needs more PD dedicated to integration among disciplines to work more on aligning curriculum.

Holocaust in World History

English 11 focuses on American literature and correlates with US History to some extent

Teaching the discovery of the cell started with Aristotle moving on to Van Hooke and so on

Calling cells a “city” – an analogy in biology

Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, grading policies, and homework policy, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review processes to ensure student needs are being met through the curriculum; include the extent to which there is involvement of key stakeholders.


The stakeholders at HTPA assess, review, and evaluate the curriculum offered to students in several ways. The counselor meets regularly with students starting in 9th grade to plan school course work throughout their four years in high school. The meetings take place in different formats, during AVID class time, individually, or during small groups.

As a staff, teachers meet and agree on grading and homework policy with few differences since every class and every teacher is different. Yet, the faculty tries to keep consistency as much as possible to agree on grading procedures for same classes and same grade level.

During Professional Development meetings, when given the opportunity, teachers discuss and exchange ideas

Department meeting notes

Parent meetings sign in sheets

Faculty meetings

Counselor presentations to students starting in 9th grade

School Site Council Meetings

Parents are included in meetings discussing graduation requirements beginning in 9th grade so they are stakeholders in their child’s learning achievement


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about enhancing curriculum from choosing particular books, articles, artifacts to expose students to projects and tests, to material sharing and exchanging. Often times, teachers meet in small groups during their conference period.

Since we are part of MCNC our relationship with LA Harbor College allows us to have direct contact with college professors. Regular meetings are held with stakeholders where different aspects of our relationship are discussed including curriculum. We have made changes to our curriculum based on LA Harbor’s recommendations and suggestions to helps us help our students be successful.

Every semester, or in some cases, at least once a year, students do anonymous reflections on the teacher and the class. The reflections focus on the curriculum and activities and projects done in class and ways to improve.

Parents, as stakeholders in their student’s education, are included through their participation in meetings with different ends: School Site Council, PTSA, graduation requirements for their children. The meetings are offered starting in the 9th grade.

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the selection and evaluation of the curriculum to ensure it matches the school’s mission and schoolwide learner outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the curriculum and the use of technology within the curriculum.


Our school spends a considerable amount of time assessing and reviewing the curriculum we offer. Since our students are required to take classes at LA Harbor College starting in the 9th grade, we take curriculum preparation, assessment, and coherency very seriously. We work in collaboration with the college to make sure our students are ready to face the challenge. Whenever necessary we have made

Lesson plans from year to year

Faculty meetings

Department meetings

AP Test Scores

SAT Test Scores


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changes to accommodate the skills and abilities our students are supposed to display at the college in college classes.

The staff continuously tries to vertically align the curriculum to build from one year to the next.

As a school that’s preparing students to attend four-year institutions, most of our schools are Honors and/or Advanced Placement. The College Board recommendations on AP classes and the trainings offered are some of the opportunities we take advantage of to help us improve the curriculum. We attend Saturday workshops paid for by the district but offered by the College Board. We meet, whenever possible, as a staff to work on curriculum within the department and whenever possible with other departments.

For non-AP and / or Honors classes, teachers all attend professional development opportunities the College Board, the District’s Gifted and Talented Education office, or subject specific annual conferences aimed at helping them prepare students for AP classes.

After attending Common Core workshops and PDs, the faculty has made a concerted effort to include more technology into their curriculum, incorporating various modes of technology such as Power Point, YouTube video clips, online news media, etcetera.

As a staff, we are aware that we must meet the needs of a diverse group of students and we must provide a rigorous curriculum.

Our curriculum will not be complete if we did not also include the District’s standards and requirements. As a staff, we feel we have far surpassed district requirements.

Even former students have proven to be a great source as they come back from college and we ask them how prepared do they feel at college. From the areas that students feel they are lacking, we work together to improve.

ACT Test Scores

CSTs

CAHSEE Passing Rates

Graduation Rates

Additional Online Instruction Prompt: Determine the effectiveness of the school for outsourced curriculum to maintain curricular integrity, reliability, and security.


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Since our students take courses on the LA Harbor campus and two of our math classes are offered on line, we have no control over that particular curriculum although, the college classes have allowed us to see what we need to work on as a staff to better prepare our students for the challenges of college. The online courses have proven to be not as effective with our students. We have come to the conclusion that our students need a teacher who can guide them, help them and answer their questions.

College Transcripts

Grades on AP Calculus and AP Statistics

AP passing rates for Calculus and Statistics

Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?


Since we are part of the Middle College National Consortium (MCNC), we have had a close relationship with LA Harbor College since we first opened our doors. HTPA and LA Harbor maintain a close relationship; a small leadership team headed by the principal and a handful of teachers participate on regular meetings with the college.

Although we do not and have not conducted formal follow-up studies with our graduates, we do hear from them, in particular, within the first two years of graduating from our school, we hear about their experiences in college and the type of preparation they have received from us. For instance, our graduates who are pursuing science majors have, over and over, commented on the fact that our science preparation is deficient and the lack of access to a science lab hinders their opportunity to compete with others in college. Our mathematics prep is also deficient. AP calculus students indicate that they are not successful in the next calculus class in the sequence and have to repeat

High number of students graduating from high school with at least 30 college credits

Minutes from formal meetings with LA Harbor College


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it to be better prepared.

Conclusions



Perhaps given our size, it makes it so much easier for teachers and administration to address this criterion. Teachers know the District’s curriculum and understand that our students take classes at LA Harbor starting in 9th grade, all of our classes are Honors and/or AP and about 50% of the student population has been identified gifted and talented. We participate in activities in a regular basis that will allow us to improve the curriculum we offer. Several stakeholders are involved in the process: teachers, administration, LA Harbor professors, College Board AP and SAT requirements and recommendations (unofficially), LAUSD, and former students who are attending four-year institutions.

High number of students graduating from high school with at least 30 college credits

Minutes from formal meetings with LA Harbor College

Prompt: Comment on the degree to which this criterion impacts the school’s to address one or more of the identified critical learner needs.


The curriculum criterion clearly impacts our school’s ability to address the identified critical learner needs. All of our students participate in a rigorous, relevant, and standards-based curriculum that prepares them to be competitive at the college level. What we teach and how we teach helps us accomplish this criterion.

After reviewing the curriculum, we know we need to improve our math so we have decided to have one of our math teachers teach AP Calculus.

We have changed the sequence of classes in science to better meet our students’ needs. For example, students will now take chemistry at the high school with the option of physics or other science in their senior year.

All teachers have and will continue attending Common Core training and will continue to adjust current lessons to

Students grades and standardized test scores


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meet the rigor of the CCSS including incorporating technology.


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All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.


Variety of Programs — Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of realistic college/career and/or other educational options? Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.


HTPA is able to have all students make appropriate choices after high school through the different activities and curriculum offered to our students through AVID. AVID supports career exploration and postsecondary education through a number of activities that include career exploration and presentations in classes, visits by professionals as guest speakers from different careers.

Our school also participates in the “Become an Engineer” campaign offered on an annual basis. One-to-four engineers come to visit our school in the month of February. The program also offers opportunities for our students to do an internship with an engineer over the summer.

Clubs and college representatives provide information about colleges and universities. Every year, several college representatives from in-state public and private school and out-of-state private and public schools make their way on to our small campus to talk to our students about what their school has to offer.

We are also heavily invested in programs such as POSSE, QuestBridge, Black Scholars, among others which provide students with realistic college /career preparation,

College Transcripts for all students

Graduation rates

MCNC Student Group

AVID Data

Teaching project student reflections

“Become an engineer” program evidence of participation

Guest speakers

AVID Program and curriculum as implemented at our school


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information, and opportunities.

As a school, our students participate in an activity called the “Teaching Project.” Every year, 9th and 10th graders have and will continue to develop a one-hour, standards-based-science lesson to be delivered to 3rd grade students (9th graders will take on this group) and 4th grade students (10th graders will take on this group) usually during the month of January. Preparation for the one-hour lesson takes place in the students’ AVID class. The teacher in charge of this program makes arrangements with local elementary schools to have our students go to those schools and do this activity. The Teaching Project allows students to have first-hand experience of what teachers have to go through. It is a great activity that our students in general have enjoyed throughout the years.

Given the demographics of our school and the fact that we offer a school-wide AVID program, we are always looking for opportunities for our students. Thus, we participate in the Earthwatch program. The program offers 50 internships nationwide for students to participate in a summer program working on projects aimed at protecting and learning more about our environment. Last year alone, eight of our students got to participate. They worked in different countries and regions in the United States and gained experience as researchers.

Our students are encouraged to participate in other programs offered by local colleges and universities: USC’s one week leadership program, King Drew college preparation and internship program, CSULA Engineering Program (whenever offered over the summer), among others.

South Central Scholars (SCS) offers a program at USC, which several of our students have taken part on over the summer. The SCS Summer Academy offers two college courses, STEM-based math and college level reading and writing. These courses are intended to prepare students for the rigors of their first year in college coursework. Each course is taught by USC faculty members and TA’s.

As part of the Middle College consortium, students


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participate in the year-long program which culminates with a conference hosted in the spring by one of the schools in the consortium. The theme is chosen every year by the hosting school but the projects, activities and even the focus is chosen by each individual school. Students are heavily involved in a process that requires them to develop leadership skills so they can participate and do social research, fundraising, among others.

Last year we paired up with local YMCA to be part of its Youth and Government program where students are trained through the process of creating, working, and lobbying for legislation they care about. One of our teachers was a part of the program last year and several students participated. This year, however, no teacher was able to do so. This did not deter students as several became part of the program by going directly to the YMCA. They did not have a teacher but they represented our school nonetheless.

The requirement for students to take college classes provides secondary experience. Thus, all of our students have had the experience of college and for the most part know what it takes to be successful in college classes.

Our high school counselor discusses careers and postsecondary opportunities with the students. This conversation also takes place in the AVID classes through different activities the students do.

Student-Parent-Staff Collaboration

Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career, and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career and/or other educational goals.


At our school we have several ways through which we 504 plans


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monitor a student’s personal learning plan:

504 plans whereby a student’s program and lesson plans are adjusted accordingly.

The counselor visits all AVID classes at least once a year and goes over students’ educational plan. They keep track of classes taken and needed as well as credits achieved and needed. Suggestions are made as to college courses to take depending on potential major in college.

Jupiter grades allow parents, and students, to monitor progress toward student’s learning goals.

As per district requirements, we host PHBAO Conferences twice a year. Once in the fall and once in the Spring. Although teachers talk about student’s academic progress and needs in their specific subject, we also discuss student’s overall academic path.

Through different projects done through AVID whereby students explore the requirements for potential college majors and/or careers, students themselves come to see specific classes they may want to take at LA Harbor College before they attend a four-year institution.

The six-year plan outline

Jupiter grades

PHBAO Conferences sign up sheets

AVID curriculum in 11th and 12th grade

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs).


504 and IEP plans

Out of classroom staff monitors student progress and contacts parents when students deviate away from their learning plan.

Counselor, as well as the Disciplinary Dean, also meet with students and parents and talks to them about the risks and benefits of changing plans, in particular at our school since

Parent meetings

504 and IEP Plans


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all students are expected to take at least once college class at the college. Also, whenever appropriate, teachers are involved in the process.

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post high school options.


Once again, given our middle college status, all of our students are exposed to the college life and experiences starting in the 9th grade. This particular experience makes the transition to a four-year institution smoother. Our students have come back to tell us how comfortable they feel in college and note that others are particularly stressed. Our students know of mid-terms, finals, and a grading system that may involve only two tests to determine final grades.

Through AVID we encourage and prepare students to take on the challenge to talk to college professors. This is difficult for many but we emphasize the importance. Also, our students are aware that they cannot miss college classes. In high school students may be excused from class if they participate in sports and/or other school sponsored activities, early on they come to learn that this is not the case in college. They have to show up to class.

Also through AVID, we teach and require students to turn in Cornell Notes and to show up to class having read the chapter the professor will cover on that particular session.

On a different scale, we also have all 9th, 10th, and 11th grade students partake on the PSAT test every October as a way to help them begin to get accustomed to the SAT.

Enrollment in college classes

PSAT participation


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Conclusions



This criterion is being fully implemented through Honors, Advanced Placement courses, participation in college classes, AVID curriculum, parent conferences and meetings between the counselor with students and/or parents and participation in the PSAT.

Seniors at times miss or forget dates for college applications/scholarships/career opportunities, even though we constantly remind them. Juniors and seniors need to recognize that they need to be proactive in setting support in their college classes.

High test scores

Enrollment in four-year institutions

College classes

PTSA Participation



This criterion certainly impacts our school’s ability to address all of our identified critical learner needs.

SAT and ACT scores above the national average

Acceptance to four-year institutions of higher learning


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Upon completion of the high school program, students have met all the requirements of graduation.


Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

Prompt: Evaluate ways the school ensures that all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.


We address this indicator in several ways, some of which were mentioned in detail above but will be restated here. Also, a number of our students volunteer in real world experiences in the summer and throughout the year:

“Become an engineer” campaign

Teaching Project (addressed earlier)

Earthwatch (addressed earlier)

JPL Summer High School Internship Program (JPL SpaceSHIP), offered every summer. The program is designed for high school students who have demonstrated a strong interest in and aptitude for science, technology, engineering and/or mathematics (STEM). The student(s) participating get to have a real life experience at the Jet Propulsion Laboratory (JPL) in Pasadena.

Field trips to Finance Park, this is an activity undertaken by the History Department.

Guest speakers in AVID and English classes

Flight program that allows students to visit colleges and universities during their senior year as they are deciding what school to attend.

The Questbridge program allows juniors to participate in summer programs before senior year where they learn

Reflection from the teaching project

Participation in the port of LA summer program

AVID program

POSSE

Earthwatch participants

Questbridge participants

JPL Summer HS Internship Program participants

Student volunteers in different venues


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about and get aid for the college application process.

Participation in the POSSE program whereby students go through a rigorous process to earn a POSSE Scholarship to attend college.

Volunteer opportunities in places such as Kaiser Permanente, Harbor-UCLA Medical Center (among other hospitals), YMCA, Boys and Girls Club of Wilmington, Animal Shelters, Cabrillo Marine Aquarium, among many others.

Science incorporates project based lessons where they have to research current topics and they must communicate what they learned via a presentation or project (e.g., role play as a doctor).

Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements, including the CAHSEE.


To ensure all of our students pass the CAHSEE the first time they take it, we have implemented a mandatory math tutoring program that takes place three Saturdays before the test. The English teachers feel they can offer enough support and preparation for students in the classroom and do a rigorous preparation two-to-three weeks before the test. Students first take a CAHSEE diagnostic test that allows teachers to know weak areas. Whenever necessary, individual tutoring takes place with those students who may need the most help, including Saturday tutoring.

Math teachers use data from the previous year as well as assign a pre-test to know what to focus on during class time as well as Saturday tutoring.

We also offer a program called, “Assignment Workshop.” When students fail to complete an assignment for a particular class, they are sent to Assignment Workshop to

100% passing rate in the CAHSEE by the time they graduate

CST scores


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make up that assignment; what grade the student earns it’s determined by the individual teacher.

If absolutely necessary and required by the teacher, extra support is offered to students through AVID.

Conclusions



We are fully meeting this criterion. Overall, all of our students pass the CAHSEE before they graduate from high school and 96% of our students have met all the requirements of graduation. Our students are also encouraged to participate in experiences and opportunities that expose them to real life practices.

96% graduation rate

College bound students

100% CAHSEE passing rate by time students graduate from high school



We are meeting the needs of students addressed in the critical learner needs. We are preparing students to attend four-year institutions and we’re preparing them following our SLOs.

Yet, the staff at HTPA needs to do a better job informing the students about all the opportunities available for career preparation, such as a pamphlet that lists all the different programs.

Lesson planning

Test sores and other data

Teacher evaluations


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


Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

Common Core Standards are being implemented as we get more information on what would be expected of our students. Professional Developments and sharing ideas with staff (gallery walks, technology, etc.) have taken place and will continue to take place whenever available during faculty meetings and/or Professional Development days.

Integration of disciplines: history and English support each other and AVID works directly with English in helping students improve their writing. Together, we try to offer a rigorous, relevant, coherent curriculum.

Curriculum is rigorous and challenging, our students must maintain a 2.5 GPA and most of their classes are either Honors or AP and students must take at least one academic college class every semester.

Through the college experience, students have access to a full range of choices at LA Harbor College.

Student attendance is high at above 96% making easier for teachers and students to stay focused and advance the curriculum.

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth

Need to have time for Common Core planning for history and science since not much guidance has been provided for these subjects by the district and the state.

Specific areas of growth for this category focused heavily on ability to collaborate within and to make cross curricular connections.

We also need to use the college counselor more so that students know what courses they should be taking.


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Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards and the schoolwide learner outcomes, all students are involved in challenging learning experiences.


Results of Student Observations and Examining Work

Indicator: The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in challenging learning to assist them in achieving the academic standards and the schoolwide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to achieve the academic standards and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding.


Approximately 85% of the students are engaged in challenging / learning activities to achieve the academic standards and the schoolwide learner outcomes. While students are working in groups, the discussions are rich with academic language while teacher monitors students. Students’ work is complete with 70% accuracy. Students are grouped by ability and learning needs. Grouping is heterogeneous and at times homogeneous. Teacher is able to work with students one on one during the homogeneous groupings.

Student interaction in class between student and student as well as student and teacher.

Teacher observes their ability to perform learning activities in groups. Informal/formal assessments are used to assess student learning.

Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides for completing coursework for asynchronous online instruction.


In online AP Statistics and AP Calculus students are provided with the syllabus and the pacing plan at the beginning of each semester. The teachers allow extended time for students who do not complete their work as scheduled and also students may work ahead if they desire to do so. There is no positive correlation between passing the AP courses and the AP classes.


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Student Understanding of Performance Levels

Indicator: The students know beforehand the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels before beginning a new area of study; an example is the use of pacing guides for online instruction.


Data reflects that the online AP courses do not prepare students to pass the AP tests.

Students are given introductory lessons to each area of study. Most teachers review the Common Core Standard and objective before the lesson is taught.

Parent Observations, Objective is listed on the board. Lesson plans. Students’ level of discussion.

Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on student learning.


HTPA teachers on most instructional units provide differentiated instruction to meet the needs of the visual, audio, and kinesthetic learners.

Teachers use technology regularly and it is incorporated within their lesson planning. Teachers use websites to supplement their lessons and the document camera to aid them in displaying visual text.

All teachers have a working laptop, projector, and ELMO in each classroom.

Some teachers use EdMoto to communicate with students.

Additional Online Instruction Prompt: Evaluate the processes and the effectiveness of the strategies used by teachers to make decisions on learning and teaching approaches including direct instruction and other student-teacher interaction opportunities.


Teachers collaborate with one another about teaching approaches including direct instruction and other student-

Parent/student observation forms, teacher interviews


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teacher interaction opportunities. The needs of specific students are discussed and approaches to ensure all students are successful. This process is effective because we are a small school and share classrooms. We are constantly observing one another and providing feedback when needed. Parents and students participated in teacher observations to provide feedback from a different perspective.

Student Perceptions

Indicator: The students understand the expected level of performance based on the standards and the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences, including all specialized programs such as college/career readiness and online instruction regarding the opportunity for teacher-student interaction to reduce isolation and encourage skill transference.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes. Evaluate the effectiveness of the student-teacher interaction based on student feedback.


Student-Teacher interaction is highly effective. Most teachers make themselves available to students when they are in need. According to surveys, most students feel that the teachers care about them and want them to succeed. Students are fully aware of the expectations set by the standards and school-wide learner outcomes.

Student interviews, school accountability report card, student survey

Conclusions



All students are involved in challenging learning experiences. We offer honors, advanced placement, and college classes.

Class schedules



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Because we offer a rigorous curriculum, we are able to address the critical learner need of improving SAT and AP scores.



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C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.


Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in the delivery of the curriculum.


Most teachers use multimedia and other technology in the delivery of the curriculum. Teachers use material from the internet to supplement instruction. Teachers require students to use multimedia in projects, research presentations, and other types of assignments.

CCSS, ELMOs and projectors in classrooms, PDs teachers share ideas using multimedia in the classroom and as a strategy for instructing students.

Additional Online Instruction Prompt: Evaluate how teacher technology competencies are assessed during online instruction.


Unable to comment. The online instructor(s) are not part of our faculty nor do we get to meet them.

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.


Teachers use inquiry-based instruction. Teacher serves as a facilitator while students take an active role in their learning, asking higher level thinking questions of their peers and using credible resources to answer questions.

Students are able to communicate using Costa’s levels of questioning. Students facilitate discussions using higher

Socratic Seminars

Philosophical Chairs

Student discussions during tutorials in AVID


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level questioning during philosophical chairs and Socratic Seminars

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured learning so that students organize, access, and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.


Students learn the academic language and then apply the academic language in writing. Students also learn vocabulary and complete a cloze paragraph outline in social studies class. Students read sample essays as a model and analyzed it. Students complete graphic organizers (say, mean, matter). Students also annotate articles and reflect on their learning.

In Chemistry, students graph different trends on the periodic table and note the trends. It is paired with mass, radius, and ionization energy. Students summarize the three different trends they observed.

In all classes, students are asked to research, inquire, gather information, synthesize information, and then evaluate, analyze, and/or draw conclusions based on their findings.

Student’s final draft of the essay synthesizes all of the information learned.

Student work samples


Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending, and conducting effective research.



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This method of review of student work is not effective. There are some occasions that teachers require students to turn in work online. Most often students are asked to turn in hard copies of their work and discuss their work with a peer for editing and feedback.

Rubrics, peer editing worksheets, rough drafts, final drafts

Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.

Prompt: Evaluate and comment on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates and inquiries related to investigation.


Students at HTPA are involved in a series of educational experiences that allow them to develop the skills necessary to become critical thinker and problem solvers. All classes require students to do independent research projects relevant to the topic / unit the teacher is covering.

In AP Spanish for instance, students conduct research on topics related science and technology and on topics related to global challenges. Some of the topics students have investigated range from breast cancer, to nanotechnology, to problems of poverty and obesity in Latin American countries.

In English 11 students have participated on debates and Socratic Seminars related to the death penalty, banned books in America, etc.

In AVID, students participate in Socratic Seminars and philosophical chairs on a regular basis. The topics are some times those they are most interested in and have ranged from plastic surgery for beautification purposes to 5th amendment rights.

Student work, teacher lesson plans, Synthesis essays, rhetorical précis, algebra 2 projects, Socratic seminar reflections

Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.



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There are some representation of student work that demonstrates that students use technology to assist them in achieving the academic standards and school-wide learner outcomes. Students in AP Calculus work online and use calculators. Algebra I students use computers also. Students must use the internet when completing research-based assignments. Students and parents have access to Jupiter grades. Students are exposed to multi-modal resources to complete homework and class work.

Power Point presentations, Teachers observe students. Teachers monitor students’ activities and check to make sure that students are using Jupiter grades. Some teachers communicate with students using Edmoto.

Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.

Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.


Students use dictionary.com, Encarta, among other appropriate and recommended sites by the teacher. Students complete current events using credible online news sites.

Students use programs in calculus and algebra such as NROC (algebra 1) and APEX (calculus and statistics).

Social studies uses TCI (History Alive) for primary and secondary sources.

Science uses Science live.

Students have access to the LAHC library and computer lab. Students participate in field trips to gather information to link the information to the real world.

Students in the Spanish classes offered at the high school are exposed to authentic Spanish language sources; that is, students have to use written, audio, visual sources from Spanish speaking countries.

Science uses instructional videos. Students use digital cameras to act out historical scenes. Students analyze data and credible sources. Students recognize biases. Students process data. Students interview credible sources.


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Real World Experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students.

Prompt: How effective for students are their opportunities for shadowing, apprenticeship, community projects, and other real world experiences and applications available to all students? Evaluate the degree to which these are readily available to all students.


Students participate in a two year service learning project. Students create a standards-based science lesson plan and teach that lesson to elementary school students. The service learning project is extremely effective. Many students find their love for teaching through this project.

Students participate in service clubs such as Key Club, National Honor Society, and the Rotary Club where they are required to do volunteer work within their local communities.

Service learning project reflections,

Students assist and participate in local events to assist the community to accomplish goals.

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


The opportunities within online instruction are effective. Many students use the internet and learn how to identify credible sources. Most students are able to gather information and get different perspectives using the internet as a source.

Projects, essays, research projects, reflections, current events

Conclusions



Most teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.

AVID curriculum, lesson plans, student work samples

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address


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one or more of the identified critical learner needs.


Actively engaging all students and emphasizing higher order thinking skills is a major emphasis identified in our critical learner needs. We work hard to ensure that all students are learning at an optimal level. We give all students the tools to be active learners and facilitate their own learning.

We place a heavy emphasis on teaching students to recognize and use Costas Levels of questions and Blooms Taxonomy when writing questions for discussion or AVID tutorials and for preparation when students take part in Socratic Seminars and Philosophical Chairs.

Critical learner needs, AVID curriculum, classroom observations


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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs


Category C. Standards-based Student Learning: Instruction: Areas of Strength

Students are focused on continuing on to higher education and are college bound. We are an Early College high school where students are able to take rigorous college classes starting in 9th grade. We have school wide AVID program. Students receive support in academic and college classes. Students who need additional academic support are required to go to after school tutoring and students who miss assignments have the opportunity to go to Assignment workshop and make up assignments. All students are involved in a challenging learning experience. All teachers use a variety of strategies and resources and most teachers include technology to actively engage students. All teachers emphasize higher order thinking skills and actively engage students in the lesson using outside sources other than textbooks.

Category C. Standards-based Student Learning: Instruction: Areas of Growth

We plan to change the AP Calculus and AP Statistics classes from an online course to a teacher-directed course. With feedback from students, this type of instruction will assist students in successfully understanding the complex material and achieve academic success.

We need to transform our current curriculum and lessons to reflect Common Core standards.


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

D1 & D2. Assessment and Accountability Criteria

The school staff uses rubrics, tests, self-checking, peer editing, formal and informal assessments to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders of the school community.

Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.


Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to the parents and other stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.


HTPA uses periodic standardized tests scores, periodic assessments, classroom assessments to analyze data and provide this data to parents and other stakeholders at our annual Title I meeting held at the beginning of every school year.

Annual Title I agenda

Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis for students’ grades, growth and performance levels and uses that information to strengthen high achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.


In AP classes we use the rubrics provided by the College Board to grade students in specific areas

All teachers have a syllabus that indicates how students will be graded (yet we all include projects, tests, homework)

Self reflection on the part of the teachers (this is something perhaps most of us are using in the Teacher Evaluation)

Student work samples, rubrics, peer edit worksheets, syllabi, teacher self reflections


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These methods are effective and provide a variety of feedback to teachers regarding student performance.

Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated.

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

Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results for state-mandated assessments and the high school exit exam are used in decisions about student achievement and advancement and improving the instructional program.


Our students do take the AP Calculus and AP Statistics LAVA classes but the instructor is provided by the APEX program, not at the school site. Our teachers are there to ensure the each student is completing his/her own work. Each student is responsible for faxing his/her work to the online instructor.

The online LAVA classes are not an effective modality of instruction for our students. Data shows that these classes are not effective and thus, we have decided to offer these classes as teacher-directed next year.

Student grades, student work samples

AP Exam results for AP Calculus and AP Statistics

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure student progress toward acquiring a specific body of knowledge or skills. Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.


All of the assessment strategies that teachers use are Teacher certifications for


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appropriate and accurately measures student progress toward acquiring knowledge or skills. Teachers use essays, individual and group projects, and informal and formal assessments.

Each department uses the standards, critical learner needs, and data to create program goals for students.

During standardized tests, teachers must be certified to administer the test and sign an affidavit stating that the test was given with integrity

administering standardized tests, teachers’ lesson plans, student work samples, department meeting agendas/notes

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes.


Student work and other assessments demonstrate student achievement because it reflects what students have learned, their interpretation, evaluation, and/or analysis of the material.

Grades in classes

CST Results

AP Test Results


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


Student work is used to assess student achievement. Teachers are asked to bring a variety of work samples to assess the degree to which students demonstrate academic achievement related to the standards and school-wide learner outcomes.

Student work samples, notes from department meetings

Curriculum Embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments


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in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and across other curricular areas as students apply their knowledge?


The standards-based curriculum assessments in ELA and math are transferrable across curricula. Students take their writing skills and knowledge about expression and visual text to interpret text from social studies and students use basic math calculations in chemistry, biology, and ICS to understand these science concepts.

Subject-matter curriculum, teacher lesson plans, teacher observations

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the schoolwide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards and the schoolwide learner outcomes?


Formal feedback from student evaluations and student reflections are considered by teachers when creating annual goals. Students also offer informal feedback based on lessons and projects throughout the school year. Teachers sometimes make adjustments to lessons based on student feedback.

Student evaluations, teacher goals and reflections

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.


All teachers look at test data to make decisions about student needs and instructional approaches. All teachers provide feedback making this process is very effective.

CST Results

AP Test Results


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AP English: Essay scores have exceeded the national average in part because teachers use test data. There needs to be improvement on multiple choice responses and this issue is currently being discussed among AP teachers in social studies.

CST Results for English: English teachers have used data to help with instructional practices. Because of this, students score well on standardized tests. The English department began using expository text, supplemental materials, primary and secondary sources, as well as technology to create lessons and as a result ELA scores are consistently high.

CST math results have risen consistently over the past few years. Teachers are using data and creating cohesiveness among the different math subjects.

CAHSEE

College Board Reports

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards and schoolwide learner outcomes.


The program we use ensures that all students fulfill the A-G requirements.

The counselor visits AVID classes to talk about making appropriate progress towards graduation from high school and fulfillment of the A-G requirements. Our counselor develops an individual plan for each student.

The LA Harbor College counselor meets with students to talk about steps toward their AA degree

Students do progress report checks with college classes.

A list of students receiving Ds and Fails is reviewed to see which students need counseling, extra assistance or tutoring.

This process is very effective and we have been able to identify the needs of students and help meet these needs to

Four-year plan in counseling office

College Counselor and HS Counselor tracks student progress

D/Fail list and notes

CSU/UC Acceptance


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ensure that students are receiving academic support.

Conclusions



Teachers use a variety of teaching methods to meet the variety of student needs. It is our goal that all students succeed and teachers make every effort to ensure that our students reach academic success. This criterion is being adequately addressed.

Assessments, standardized test results



This criterion fully impacts HTPA’s ability to address the critical learner need of improving our AP passing rate, improving standardized test scores (overall).



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D3 & D4. Assessment and Accountability Criteria

The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes.

The assessment of student achievement in relation to the academic standards and the schoolwide learner outcomes drives the school’s program, its regular evaluation and improvement, and the allocation and usage of resources.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, and parents.


All stakeholders are given information about assessment data at the beginning of each school year. The impact of all stakeholders gives HTPA the full scope of different perspectives regarding our assessment data. The District is constantly asking schools to evaluate and look at key strategies to help students reach academic success.

MyData provided by the district

Jupiter Grades are accessible to all: teachers, parents, students

Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students, and parents) about student achievement of the academic standards and the schoolwide learner outcomes.


The majority of parents and students are accessing grades on Jupiter grades.

Dean, Counselor, and teachers work with students who demonstrate substandard performance in attendance and

Single Plan for Student Achievement,

Dean, counselor notes

SSC agenda and minutes


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academics.

The School Site Council reviews student achievement and helps create the Single Plan for Student Achievement. The School Site Council also evaluates the Single Plan for Student Achievement throughout the school year.

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.

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


Based on AP exam results we are discontinuing AP Statistics and Calculus online and are providing a highly qualified teacher for those classes. Also, this year, those classes were held in separate classrooms.

AP Calculus teacher will attend College Board workshops on Saturdays offered by the District. AP Calculus and AP Statistics teachers will attend summer long workshops to prepare to teach those classes.

Tutoring is heavily emphasized for math, funding is made available for these students using Title I funds

This process is effective. We are currently able to meet our students’ needs. We are always looking to improve our program and provide our students with every opportunity possible. Teachers attend professional development trainings often and are constantly assessing and reassessing their programs in order to properly meet the needs of our students.

AP passing rates & scores

Evidence of attending Saturday workshops

Title I budget

Tutoring schedule


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Conclusions



HTPA staff uses professionally acceptable assessments to collect and analyze data to report student performance. The District provides much of the data for us and we use this data to implement an academic program that is appropriate and challenges our students.



Student achievement is constantly evaluated as well as our approach to teaching. This criterion impacts HTPA’s ability to address the critical learner need of providing consistent support for students who are struggling academically.

Tutoring program, Saturday school, assignment workshop, critical learner needs.


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


Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Data is assessed constantly throughout the year

Performance assessments are used after each unit

All stakeholders are involved in writing the Single Plan for Student Achievement

All stakeholders are privy to the school data related to assessment

Data is used in Department meetings and faculty meetings to drive our instruction

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

We do not have a consistent structure in place for students who perform below standard in their college classes, particularly those dual credit classes.

We also feel that there is a lack of consistency, across classes, in ensuring that all students meet the objectives for the assignment.

Individual teachers need to continually check performance assessment data to ensure that all students have met the proficiency level for that unit.


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

E1. School Culture Criterion

The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.


Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the learning/teaching process for all programs. The school involves non-English speaking parents.

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


We regularly encourage parent involvement through our PTSA, School Site Council, parent meetings, volunteers, and school activities. Flyers are sent home and telephone calls are made via Connect Ed to remind parents. We offer written material in English and Spanish. We have bilingual staff or students who offer translation during parent meetings.

Parents of students earning D/Fails are called to attend PHBAO conferences every semester. They also receive messages to attend Back-to-School-Night and Open House.

PTSA meetings, SSC meetings, parent meeting agendas

Use of Community Resources

Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers.

Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?


Elevate Your GAME is a peer mentoring program that meets with our students on a weekly basis to talk about a number of issues ranging from struggles in classes to how deal with their peers. The program also offers social activities and help

Letters of support that we send to local businesses

Teaching project reflections


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with scholarship application.

Our students participate on what we refer to as the “Teaching Project.” This is our Service Learning project. We partner with local elementary schools once a year to have our students (mostly 9th and 10th graders) give a one-hour lesson on science to 3rd and 4th grade students. The lesson is standards based and the students work under the supervision of their AVID teachers.

We communicate with local businesses to offer partnership opportunities with HTPA. We have had some support from Wells Fargo Bank and local restaurants and eateries, etc.

Mr. David Lopez (Channel 9 News) donated a $12,000 scholarship to a graduating senior, each year, in memory of his wife. The scholarship will be awarded for the first time this May at the Senior Dinner.

from student participants

Teaching project teacher’s evaluation of students’ lessons

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/ schoolwide learner outcomes through the curricular/co-curricular program.

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/schoolwide learner outcomes through the curricular/co-curricular program.


During parent meetings throughout the school year, parents are given strategies and information about our current curricula and how they can assist their student(s) at home. Parents are given information and expectations from each teacher and teachers communicate with parents through email, phone calls, and Jupiter grades. The District offers parent support meetings to ensure parents understand student achievement of the academic standards.

Parent meeting flyers, HTPA parent meeting agendas

9th Grade Parent meeting to understand graduation requirements

Conclusions



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HTPA provides a wide range of strategies to encourage parental and community involvement. The district provides translation services but the number of parents needing translation services at our meetings is too small to meet the minimum number required by the district. Thus, we rely on staff and students, whenever possible and available, to act as translators for non-English speaking parents.

Parent Observations, parent meeting agendas



Parents being active partners in the learning and teaching process supports our critical learner needs.

The number of students successfully passing their high school and college classes


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E2. School Culture Criterion

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


Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety.


We provide our students with a clean and safe environment daily. The custodian has a daily work schedule that provided details as to the best way to complete tasks. The custodian and campus aide ensure that the campus is maintained and that students have the opportunity to learn in an optimal environment. We have a parent volunteer who has donated plants and flowers for our planters to help with campus beautification.

The campus

Student surveys

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.


Creating a caring environment with high expectations for our students has been successful. Most teachers provide an environment that accepts individual differences and provide our students with the socio-emotional (non-cognitive) support to ensure that our students are welcome and free of bullying, intimidation, and harassment by other teachers, administrators, and /or other students. Teachers partake in

Open door policy, Advisory, Code of Conduct with Students

Anti-bullying projects

Mandatory Bulletins provided by the District with instruction on how to properly handle


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the mandatory “child abuse” training provided by the District twice per year.

HTPA has a zero tolerance for bullying. We consider all matters in this area seriously and address it to extinguish negative behavior and provide a positive school climate.

situations.

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?


The positive rapport that most staff members have with students and the professionalism and respect that most staff members show towards each other is evident in the success of the academic program at HTPA.

Student surveys, School Accountability Report Card

Conclusions



HTPA is a clean, safe environment conducive for all students to learn, grow and thrive. HTPA constantly tries to provide the highest level of professionalism while working with our students and staff.

The campus, student surveys



Having a safe, clean environment supports our critical learner needs because it alleviates unnecessary distractions that some larger high schools have to contend with. Our students are able to focus on their academic and socio-emotional growth.

Student surveys, student grades


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E3 & E4. Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help ensure academic success.

Students have access to a system of personal support services, activities, and opportunities at the school and within the community.


Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.


Los Angeles Harbor College offers career counseling. HTPA offers academic assistance as well as individualized learning plans.

Our high school counselor meets with students on a regular basis to review the student’s program and needs. Based on the assessment, the student is placed in the appropriate classes.

The dean of students works with students who may be struggling socially and/or academically and meets with the student and/or parents to help the student find success.

We have a school psychologist who works at HTPA one day per week and he meets with students who are in need of his services.

We also have a school nurse on site once per week to assist students who are ill and to maintain the paperwork to ensure that all students’ health information is up-to-date.

LAHC counselor log, school psychologist and nurse files, and high school counselor files, discipline files

Additional Online Instruction Prompts: Comment on the availability and adequacy of the academic counseling, college preparation support, personal counseling, and health services provided for the students involved in online instruction.


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The academic counseling and other support services provided for our students is exceptional. Students are able to request to speak with the counselor or dean and share concerns. There are many formal and informal opportunities for our student to interact with our staff.

Student survey, school accountability report card

Direct Connections

Indicator: The school demonstrates direct connections between academic standards and schoolwide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Prompt: Evaluate the ways that there are direct connections between academic standards and schoolwide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.


There is a direct connection between academic standards and our school-wide learner outcomes. We assess our students’ needs and tailor our curriculum to service the needs of our students. To support our academic program, we ensure that students are given support to assist them in reaching academic success.

Students meet with their Counselor regarding scheduling and college classes, the Dean regarding discipline and attendance issues, the Psychologist regarding emotional issues, and the Nurse regarding health issues.

LAUSD has allocated resources for a full-time counselor part-time dean. The school psychologist and nurse are on campus one day per week. The Dean is taken out of our norm allocation.

Budget sheets, standardized test scores, School Accountability Report Card, Student Surveys

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress


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in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.


The school leadership and staff have developed a personalized approach to learning and alternative instructional options through 504 plans and individual educational programs. Our teachers teach to the different learning styles by using a variety of methods such as auditory, visual, and hands-on approaches. We offer additional assistance to students during nutrition break, lunch, after school, and on some Saturdays. Most teachers are committed to ensuring that all of their students are successful by offering additional assistance, communicating with parents, and creating lessons that challenge students and support the standards.

Incoming 9th grade students and parents are required to attend an orientation meeting in June, prior to the new fall semester. New ninth grade students are also required to attend Summer Bridge to give students a preview of the expectations and requirements of HTPA. During the fall of each year another mandatory meeting is held for parents of new students to ensure our expectations for student behavior are clear. Students are also given summer assignments to help them prepare over the summer for the fall semester.

The Dean monitors student progress every 5 weeks and schedules appointments with parents and students to create strategies for success and to discuss time management issues.

The Counselor will change student schedules if students are not successfully passing certain classes. Some options include alternative math class and/or college class, i.e., Personal Development.

Student files

Teacher interviews

Jupiter Grades

Orientation agenda

Summer Bridge schedule

Student interviews


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Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success.


N/A

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs.


The District mandates that all activities have a direct relation to student involvement in learning. Field trips, labs, the service learning project, and the MCNC student conference all have a direct relationship to student involvement in learning.

Teachers use informal and formal assessments to identify under-performing students.

The Dean and Counselor use 5, 10, and 15-week progress reports to identify under-performing students. Teachers also participate on this process as they share recommendations that express concern for a student’s academic/social performance at school.

Teacher lesson plans, curriculum, schedule of parent conferences

Additional Online Instruction Prompt: Evaluate the extent to which the support services and related activities have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet.


Teachers offer students access to computers and printers in their classrooms during nutrition, lunch, and after school to

Tutoring schedule, assignment workshop schedule, student


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complete assignments and/or print assignments. All students are given the same opportunities for extra help in their academic classes, extra credit, assignment workshop, and tutoring.

interviews

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on student achievement?


All students are given the opportunity to take Advanced Placement classes. The majority of our classes are Honors classes. Students are required to take college classes. College class offerings are scheduled during school hours and some are after school hours.

Class schedules, LAHC schedule of classes.

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards and schoolwide learner outcomes. How effective are these efforts?


The HTPA students participate in curricular and co-curricular activities that are linked to the academic standards and schoolwide learner outcomes. Examples of this include club activities, several of which focus on volunteering and doing

MCNC Student Conference

Clubs

The Aspen Challenge


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something for the community whether it is collecting used coats or supplies to send to elementary schools to others. MCNC Student Leadership (mentioned before) where students get to choose the emphasis and focus every year given the theme selected by the school sponsoring the conference. The ASPEN Challenge, a platform that allows students to design solutions to critical and complicated problems. Our school selected to focus on housing access for poor families. They have designed a web page that offers information.

“Teaching Project”

Curriculum for the different classes

Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of socialization for the students and involvement in the school.


All students are assigned to an Advisory where students form relationships and bonds with classmates from different grade levels. Advisories compete against each other. Students work together in their Advisories to win these competitions. Student facilitators are selected to organize their team for an entire academic year. They work on team building and leadership strategies.

HTPA has an ice cream social at the beginning of each year as well as a spring fling at the start of our spring break which is sponsored by ASB.

All students share the same break on Fridays and music is played while students dance and socialize.

The athletic director encourages students to try-out for sports using pep rallies and PA announcements.

Students are able to create and join clubs. Every student has the opportunity to join one or many clubs at HTPA’s campus.

Some students participate in an after school mentoring program.

Advisory schedule and activities, ASB activities, list of clubs and sports, Elevate your Game

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.


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Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.


All students are assigned to an Advisory. The athletic director and ASB coordinator monitors student participation in clubs and sports. In AVID, students are encouraged to take part in school activities to show colleges that they are well rounded.

All students are required to participate in the Service Learning Project

Advisory, club, and sports lists, AVID curriculum

Service Learning Project reflections

Additional Online Instruction Prompt: Provide evidence about the effectiveness of the students’ involvement in school and community activities, such as clubs, yearbook, newsletter, newspaper, field trips, volunteer work, service projects, college courses, etc.


Students’ socio-emotional well-being leads helps with academic success. Students find support from not only the administration and staff, but their peers. Students build camaraderie with one another. There are few student-student issues at school.

Grades, student interviews, student surveys

Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.


Students have stated that they feel safe at school and that the best part of coming to HTPA is the lasting friendships that these students make.

Student survey

Conclusions



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Students are receiving appropriate support along with support for academic success. All students have access to support services and opportunities to participate in co-curricular activities.

Activity logs, club, sports, advisory, elevate your game, etc.



Because students are offered support to assist them with academic success, students are steadily increasing their performance.

SAT scores, grades, API scores, standardized test scores

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


Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength

All students participate in a co-curricular activity which helps support their academic and personal growth.

Students have a high interest in co-curricular activities and all students are encouraged to actively participate.

Our students participate on what we refer to as the “Teaching Project.” This is our Service Learning project. We partner with local elementary schools once a year to have our students (mostly 9th and 10th graders) give a one-hour lesson on science to 3rd and 4th grade students. The lesson is standards based and the students work under the supervision of their AVID teachers.

Students find support from not only the administration and staff, but their peers.

Elevate Your GAME

We regularly encourage parent involvement through our PTSA, School Site Council, parent meetings, volunteers, and school activities.

Parents of students earning D/Fails are called to attend PLBAO conferences every semester. They also receive messages to attend Back-to-School-Night and Open House.


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

HTPA is always looking to provide opportunities for our students to participate in co-curricular activities.

We want to continue to support our seniors in continuing to take as many college classes as they can before they graduate, specifically two classes per semester; one science and one math.

Parents should be clearer instruction on how to assist their students.


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Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

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

• Number of classrooms is limited which limits student choices and what we can offer

• Outside, students are exposed to the elements—pollution, cold, rain, hail, fire.

• AVID tutors need to be returned following AVID guidelines.

Category B: Standards-based Student Learning: Curriculum

• Common planning for history and science to revamp curriculum following CCSS.

• Planning time to collaborate within and across disciplines

Category C: Standards-based Student Learning

• Change AP Calculus and AP Statistics to a teacher-directed course.

• Transform current curriculum and lessons to reflect CCSS.

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

• Need to develop a consistent structure in place for students performing below standard in their college classes.

• Be consistent across disciplines in ensuring that all students meet the standards for the lesson/unit/semester.

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

• Support seniors in continuing to take two college classes a semester: one math and once science.

• Offer clearer instructions to parents on how to assist their students.


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Chapter 5

Schoolwide Action Plan

Documents

HARBOR TEACHER PREPARATION ACADEMY HARBOR TEACHER ... · WASC / CDE Self-Study Report Harbor Teacher Preparation Academy WASC/CDE Self-Study Report 11 0 50 100 150 200 250 300 350