Los Angeles Unified School District - 6

5/15/07 Los Angeles Unified School District, International Studies Learning Center High School SLC Design Proposal

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Los Angeles Unified School District - 6

Guillermina Jauregui, Principal


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Small Learning Communities

SLC Design Proposal

submitted to Los Angeles Unified School District

I. SLC DESIGN PROPOSAL RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: International Studies Learning Center Total Number of SLCs Proposed: 1 ______________________________ ________________________________ Principal’s signature Date _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date _________________________________ ________________________________ School Site Council Chairperson‘s signature Date


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SLC Design Proposal

II. COVER SHEET

Name of School: International Studies Location Code: 8701 Design Team Leader: Name: Guillermina Jauregui Title: Principal Mailing Address: 2701 Sequoia Drive, South Gate 90280 Telephone #: 323- 569-7140 Fax #: 323 -569-7139 Email: [email protected]

International Studies Learning Center Design Team

Name Title/Organization Affiliation Email Chris Forfar Social Studies Teacher

Department Chair [email protected]

Sheila Buttle UTLA Representative Math Teacher

[email protected]

Mladen Christov English Teacher WASC Coord.

[email protected]

Joan LeCesne School Improvement Facilitator [email protected] Guzman Literacy Coach Gladys Sepulveda Counselor [email protected]

mailto:[email protected]


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SLC Design Proposal

III. TABLE OF CONTENTS

I. SLC Design Proposal Routing Sheet .......................................................................2

II. Cover Sheet..............................................................................................................3

III. Table of Contents.....................................................................................................4

IV. Letter of Intent .........................................................................................................6

V. SLC Technical Assistance Options Checklist..........................................................8

VI. SLC Design by Attribute .........................................................................................9

5/15/07 Los Angeles Unified School District: International Studies Learning Center High School SLC Design Proposal

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SLC Design Proposal

submitted to Los Angeles Unified School District

IV. LETTER OF INTENT When a SLC design team begins initial planning at a school site, they are required to submit a Letter of Intent to their School Site Council with a copy of the Technical Assistance Checklist and a Conflict Resolution Plan. This information will be used to assist the team as appropriate. Federally-funded SLC schools are not required to submit a Letter of Intent, since their original SLC formation process is past this stage of development.

(Attached)


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International Studies Learning Center 2740 Tweedy Blvd. South Gate, CA 90280

Los Angeles Unified School District Attn: Central Committee on Small Learning Communities 333 South Beaudry Avenue, 18th Floor Los Angeles, CA 90017 May 1, 2007 Dear Committee Members: International Studies Learning Center (ISLC) opened in September of 2004 in South Gate, California as its own small learning community. ISLC welcomed during its first year 335 students from 6th through 8th grade. With its 35 staff members, the school currently serves 570 students from the 6th through 10th grade and will continue to grow to a complete span school offering grades 6th through 12th.

The school's demographic description reflects the community's demographics. There are 566 Hispanics, 3 Asians, one black, and one white student in ISLC. About 75% of the students receive free or reduced price meals. Currently, there are 139 English Learner students (25.3%) and 49 (8.9%) special education students. The school is partnered with the International Studies Schools Network (ISSN) which operates throughout the United States and is sponsored by the Asia Society and the Bill and Melinda Gates Foundation. ISLC is one of only 15 schools in the nation fully operating with an international program.

ISLC is founded in personalization, instructional support for faculty, engaging thematic content, and academic intervention. In partnership with the Asia Society, the ISLC also prepares students with the tools and awareness to successfully succeed in the global society by focusing on foreign languages and international content. Our mission is “to prepare active and responsible citizens of the modern global society”. ISLC is a modern school equipped to meet the needs of the community- an image primarily built by the members of the SLC- parents, students, teachers, staff, and partners. Active parent involvement serves as a real indicator for their understanding and appreciation of the idea of our small learning community. The enthusiastic participation of students in various types of curricular and extra curricular activities also illustrates the effectiveness of a safe, trusting, and


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promising atmosphere of a smaller organizational unit like ISLC characterized by a unique emphasis on the international theme. Invaluable contributors to the school’s atmosphere are our teachers, most of them speakers of more than one language and credentialed in more than one area, they bring to the classrooms their international and professional experience. There are a number of activities that demonstrate the unique character of the school’s culture such as the Ojai Council Program, the Dragon Festival, Travel Abroad, Concordia Village, and the Japanese Cultural Center. As a site we are committed to offering our students a quality education, meeting the requirements of LAUSD for graduation and a global awareness creating well rounded individuals who are equipped to succeed in a global society. Sincerely, Sheila Buttle, UTLA Representative Dr. Guillermina Jauregui, Principal ISLC


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V. SLC TECHNICAL ASSISTANCE CHECKLIST The Office of School Redesign will offer professional development and technical support. What are the greatest challenges that you can foresee at this time to completing your work? What assistance do you need? Please check all that apply and attach to your letter of intent.

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity

Student outcomes X

Matrix X

School to work transition X

Academic requirements: A-G

Content integration

Assessments/evaluation

Alterations to facilities X

Resilience building

Youth development strategies

Advisories X

Leadership roles

Bell schedules

Contract issues/waivers

Best practices X

Articulation X

Budgets

Sustainability

Community partnerships X

Parent outreach and involvement X

Student outreach and involvement

School staff Outreach and Involvement

Union (UTLA) agreements

Additional Bungalows @ High School Site per Superintendent Brewer X

International Partnerships – Schools/Businesses X

Teleconference Support – for Video conferencing X


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Dr. Guillermina Jauregui Principal, Mr. Eric Huang AP, Ms. Sheila Buttle UTLA Chapter Chair, Ms. Joan LeCesne School Improvement Facilitator 323-569-7140

SLC DESIGN BY ATTRIBUTE:

“In the 21st century, our nation must prepare every student for the challenges of a global age…”

James Hunt, Former Governor of North Carolina

Unifying Vision

International Studies Learning Center (ISLC) administrators, faculty, students and parents share

a unified vision for the school, its underlying philosophy, curriculum and operational norms. In

addition, administrators, staff and families demonstrate high expectations for all students and

support a culture that reflects its mission and identity as a small, international studies school: that

is, to inspire responsible world citizens who are capable of participating in, engaging and

contributing to our global society.

As a new school opening in 2004, the philosophy and objectives of ISLC were developed in

collaboration with the Asia Society International Studies Schools Network. In consideration of

local community demographics, LAUSD initiatives, district publications, student needs, and

social expectations, teachers have thoughtfully collaborated to construct a rigorous and enriching

academic program that integrates a thorough knowledge of students’ own culture with a

knowledge and understanding of the multiple perspectives of current world events, international

issues and global debates. The school’s curriculum is standards-based with a strong emphasis on

international studies, global dynamics, language acquisition and an appreciation for world

cultures and travel experiences demonstrated at both the middle school and high school levels.

ISLC Stakeholders

The staff regularly meets and discusses their individual and professional goals, classroom

objectives and the collective responsibility toward International’s vision and their role in making

the vision a reality in the lives of all ISLC students. The community perspective of the school is

that ISLC provides an invaluable learning opportunity, vital in understanding world culture,

exploring world wide travel, and transforming student perspectives of diversity in a safe,

engaging learning environment. The staff recognizes that the priorities of our site are inclusive


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of the entire ISLC community, the families who entrust us with their children, the needs of the

students we instruct, and the continued professional growth of our teachers toward implementing

the vision.

Structure of ISLC

Our school site structure is a combination of the LAUSD span school model with grades 6-12,

the Smaller Learning Communities model, as outlined in Bulletin 1600, and the International

Studies Schools Network thematic model. We have a site Principal, one Assistant Principal, two

Counselors, a Title 1/Bilingual Coordinator, 25 teachers consisting of 10 at the High School and

15 at the Middle School, four Parent Site Volunteers, and four Office Clerks. Our School

Improvement Facilitator and instructional coaches for English and Math support the overall

instructional program of both sites and the monitoring of classroom practice. We are one school

in two locations. Currently, we are housed in designated areas identified on the campuses of the

South East High School and the South East Middle School both on the same acreage. In the

middle school we are housed in the first floor classrooms of Building A. The ISLC High School

is housed in its own building facility on the acreage of South East High School. We share the PE

fields, the Auditorium, and the Libraries of the South East campuses. The ISLC middle and high

schools are within a two block radius. Issues regarding student conduct, and discipline are shared

by all out of classroom personnel, as there is no dean position allotted for the site.

Decision Making

We follow a collaborative and shared decision making process due to the nature of our small

size, and International Studies Training as a site in Council Protocol. Decisions regarding

budgets and grants are discussed by the SLC advisory board with consideration given to all

recommendations by stakeholders. Input is welcomed and solicited from all stakeholders as it

relates to instructional materials and opportunities.

The master schedule and student programming are discussed by the two counselors who share

the case load for middle and high school, the Lead teachers in the subject area, Instructional

coaches, faculty and ISSN. Teacher assignments follow the agreement outlined in the UTLA

contract. Teacher leaders at our site are trained LAUSD Cadre content leads, in addition to the


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Social Studies department chair. Currently, there is no SLC Lead Teacher, as we are one small

school and do not have multiple SLCs. The SLC Lead Teacher will come into existence at the

site if there is an absence of the School Improvement Facilitator.

Goal and Objectives

The goal of the ISLC is to prepare our students morally, culturally, academically and

intellectually for the conditions of the modern world and to meet the requirements of citizenship

in the global society. As a new and still relatively small school we have the unique advantage of

emphasizing among stakeholders a shared commitment to the ideals of respect, community, and

civic responsibility. In the building of our school culture, we are able to model for our students

and reinforce concepts over the four – seven year period that our students remain with us in our

span school model – what will eventually become grades 6-12.

Students and teachers, alike, are able to identify their individual areas of strength, develop

communication skills and articulate the vision in both their social endeavors and academic

pursuits. Our span school structure allows us to witness the transformation and maturity of our

students from early 6th grade through 11th grade, allowing us to accurately review the impact of

our thematic program and curriculum planning.

The faculty of the International Studies Learning Center is committed to accomplishing the

following immediate goals and objectives:

Improvement in Literacy : o Striving toward a marked improvement in Literacy skills and test scores.

The ISLC staff has begun developing and modeling a school-wide reading program at both the Middle School and the High School level by employing various reading strategies within the advisory period such as identifying specific days for reading, utilizing audio books, practice of literacy skills.

Global Awareness: o Creating awareness of various cultures and global issues through the study of

Language, the Arts, and core subjects to enhance ISLC students’ appreciation and value of cultural diversity and an understanding of world challenges (e.g. hunger, poverty, war , disease) and organizations such as the United Nations that address these pressing issues.


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Collaborative Vision: o As a unified staff, the middle school and high school teachers, will collaboratively

redefine, combine, and make relevant the vision of the ISLC; creating a vision that is reflective of the school’s ESLRs, the Asia Society ISSN graduate profile, and the LAUSD initiatives.

We, as teachers, at International Studies Learning Center, believe that the role of the teacher in

our small school should encompass:

o Serving as models of good citizenship within the global community contributing to the site our organizational vision, content knowledge, real world experience, diversity of languages spoken among them, instructional strategies, and demonstrating positive norms of socialization.

o Serving as transmitters of knowledge, skill, and abilities utilizing various teaching techniques and means of communication in passing information on to our students as the next generation.

o Being integral by nature with the process of education through teaching and continual learning, requiring strategic collaboration and commitment.

o Creating a safe haven where there is ample communication impacting students, teachers, parents/community regarding guidance of students in decision making, and development of their future aspirations.

We expect our administrators to facilitate the process of education, assist in problem solving and

develop preventive measures for future problems. The administrators at ISLC will remain

familiar with youth culture, and maintain relationship with the students served in order to

effectively meet student needs. Colleagues at our small school are willing to embrace and share

new instructional practices; embrace diversity as educators by sharing and understanding that

100% collaboration is required to reach our site goals. Our vision for our school is large enough

to be inclusive of all faculty, administrators, students, parents and partners toward reaching the

best possible outcomes in post secondary opportunities for all of our graduates.

Anticipated Partnerships for ISLC include: * Indicates – they are current partners with ISLC Partner Role/Support Provided *ASIA Society Leading global organization, nonprofit educational institution.

Existing partner collaborating on curriculum, facilitating professional development for staff, the graduate profile, and instructional philosophy.

*ACIS Students participate in International Travel/Study Programs *Concordia Village (Minnesota) ISLC Students participate in a cultural immersion

program conducted in Mandarin Chinese. LA Harbor Import/Export information, Cargo /Trade/Global Economics and


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Transportation – Speakers, job shadowing, and real world experience. Los Angeles Airport Tourism, International Travel and Economics ISLC is also establishing international educational relationships with middle/high schools in Germany and China.


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Identity Our unique identity stems from our distinction as the only complete high school in LAUSD that

is founded in International Studies and one of two in the state of California. We are proud to hail

as one of 15 International Studies Schools in the nation. Walking into any office on our campus,

you are immediately drawn into the international perspective by the display of international flags

layering the ceilings of all offices. The hallways of ISLC reflect the awareness, and

understanding of global concepts and concerns by the students through their projects and school

activities. The classrooms verify the ownership by the students who learn in them; whereby the

doors and walls of the classrooms reflect the content of courses, student work, and student

perspective of community through their advisory council protocol.

We are a small learning community by the shear nature of our size and concentrated focus on our

international studies theme. Parents and Students in the community are given equal opportunity

to complete application for enrollment in International beginning in the 6th grade. The Principal

of ISLC conducts joint presentations with the Principal of South East Middle School in feeder

elementary schools to explain the process of applying. Enrollment is open all students on a first

come, first served basis. There is no grade point average requirement or special classification

needed to be admitted. Where there arises an issue in regards to available space the application

is then addressed by LAUSD local district 6. Students are admitted to grades 7 -11 on a space

availability basis. Fall 2007 will expand to our first 11th grade class.

We anticipate our first graduating class in 2009. Currently, we have 570 students enrolled, 350

at the middle school and 220 at the high school. We intend to grow to our capacity of 770 for

student enrollment. Due to the small size, all students are in ISLC for all of their classes during

the instructional school day. No class rosters are shared with South East High School.

This year our 11th grade students will begin working on post secondary educational plans in their

advisory periods. We have begun making contacts with local colleges, scheduling college

representative visits and campus tours, as well as, travel study programs to better inform students


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of post secondary learning opportunities. This year we had our first College Fair for the high

school.

The international theme is deeply infused into the school’s curriculum and shapes its unique

character. The partnership with the Asia Society allows the school to provide professional

development that integrates the international theme in the curriculum and instruction. The

instructional coaches in Literacy and Math support the classroom teachers at the middle and high

school with curriculum planning, thematic common planning, periodic assessment administration

and distribution and review of the LAUSD instructional guides for both subject areas.

Our overall International Studies goals are reflective of our international identity:

♦ Students will participate in specific activities/programs to demonstrate their willingness to assist with resolving international issues.

♦ Students will develop knowledge about culture through a variety of

instructional experiences. ♦ Students will demonstrate their knowledge skills in how the United States is

connected to the world. ♦ Students will have opportunities to explore democratic citizenship through

international connections. ♦ Students will improve their ability to understand others through lessons that

incorporate tolerance, communication, languages, and appreciation for the study of other cultures.

As stated previously, the space for International is divided between two campuses. Currently,

there is no opportunity for more contiguous spacing that would join the middle school and high

school campuses. However, contiguous spacing of classrooms exists for all middle school

classes and all high school classes.

The Principal is the SLC administrator, the instructional coaches, SIF, and coordinators play a

larger role in the operation of the school due to the small administrative team, and faculty. Due

to the size of the school, the Principal, the AP, Counselors, and Coordinators are available to all


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students and have daily interaction with the student body beyond the norm expected in an urban

school. The personal touch is appreciated by all students and parents. ISLC students feel a

connection to the adults at the site and are aware of the support available to them beyond the

classroom.

The achievements and challenges of ISLC are shared school-wide via multiple forums for

communication and progressive dialogue. Council protocol which takes place between faculty

and faculty, students and students, teachers and students, parents and staff is embedded in the

dialogue process of the school site. Email, memorandum, meetings, school calendar, school

website, School Site Council, CEAC, ELAC, and SLC Advisory are all opportunities for

communication between all stakeholders.

Opportunities for learning extend beyond the school day through after-school courses in

Japanese and French; club activities like, such as, the Chess Club, Travel Club and Student

Leadership; special events like the Dragon Festival; and participation in organized sports, and

on-campus ROP and future College courses offerings which will be held on the high school

campus.

Parents have opportunities to meet with faculty, staff, and other support personnel to discuss

their student’s progress, or lack of progress, and strategies to support student success through

formal IEP meetings, or by requesting a meeting attended by the student, his/her parent(s), and

his/her teachers, as well as the counselor, and at times, an administrator.

Advisory and content class projects provide students with additional opportunities from which

they can learn and gain new insight. Advisors have access to a variety of resources to support

interactions that create a personalized experience for every ISLC student. Efforts are made to

tailor advisory activities to be developmentally appropriate and foster supportive groupings for

students. For example, all athletes are enrolled an advisory class with other athletes where the

coach serves as the advisory teacher. This grouping allows for students to participate in advisory


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without multiple absences due to games and practices and they are in an environment where the

other students and teacher understand their concerns.

Additionally, Advisors conduct regular short interviews throughout the school year to monitor

students’ experiences. Advisors receive print-outs of students’ grades at every marking period.

When necessary, advisors act as advocates for students speaking with counselors and

occasionally with other teachers about the student’s progress. In the middle school advisories

are grouped by gender and grade level allowing for more open communication and

personalization through council protocol. High school advisories are grouped alpha by grade

level and remain with their advisory teacher throughout their program at ISLC.


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Equity and Access Students attend ISLC as a matter of choice decided by their interest and their parents request and

are drawn from the local community. ISLC maintains a high level of articulation with feeder

elementary schools and post-secondary institutions in order to sustain the natural continuity of

the educational process. The College Fair, College Days, the PSAT for all 10th graders and many

of the 9th and 8th grade students, represent just a few of the activities dedicated to ISLC graduates’

future education.

The school’s structure ensures that all students have equal access to the school’s entire program

comprised of core content areas and the electives. Corresponding to the school’s philosophy and

objectives, it promotes student interest by providing diverse areas of study and a non-traditional

(global/international) perspective to traditional content areas.

Utilizing the idea of small learning community where all the community members know each

other; teachers, administrators, counselors, and parents work on a daily basis with the students to

discover their interests, specific kinds of intelligence, and/or talents and to formulate their goals

and needs in order to ensure success in high school and expand options for post-secondary

educational choices. Exploring and analyzing the educational and career options in the modern

world is a major part of the advisories’ agenda.

Student’s personal learning plans reflect the staff’s collaborative efforts to guide the students

toward a meaningful future. Counselors have met with the parents of all the 7th and 10th grade

students. Currently, ISLC student achievement data only has a two- year span and is shared by

faculty and out of classroom personnel to support student needs.


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Personalization At ISLC all students have full access to all personal support services, activities, and

opportunities. The school’s mission, “to prepare active and responsible citizens of the modern

global society” suggests a school wide personalized approach to all student’s individual

academic needs and career goals; this approach is also facilitated by the school’s size. Within

and outside of the classroom, teachers use innovative instructional strategies and techniques

aimed at students multiple intelligence in order to identify their personal interests and /or talents.

Teachers personalize the advisories and enforce the co-curricular activities (such as the school

wide reading strategies initiative) that are connected to the academic standards and the expected

school wide learning results. Students are offered a number of clubs, intervention programs, and

after school classes (as described earlier) that help them to explore themselves, to feel the power

of thinking, and to enjoy the pleasure of learning.

Students have easy access to all social, psychological, and health services provided by the school

or are available from community resources. Lists, posters, bulletins, flyers, newsletters, planners,

and handbooks help students and all stakeholders to contact the appropriate person or committee

in order to meet specific needs and interests.

There is also a formal process for the regular review of the student and school wide profiles.

Various teams and committees (such as the SSC, the Discipline Committee, SST, and others)

along with the schools’ counselors are involved in the process of identifying and resolving

student personal, academic, or behavior problems. For example, through SST the school deals

with behavior problems making referrals to counseling, special programs, or administration for

further assistance. Currently the school’s counselors are in a process of meeting the 7th grade

parents and are planning to meet with parents of all ISLC students. School wide parent

conferencing fulfills AB 1802.


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In building strong leaders, who are confident in their ability to make decisions and communicate

effectively, ISLC encourages and supports students taking risks and responsibility both at the site

and abroad. Students are able to participate at the site level in activities that foster belonging,

initiative, and creativity such as: Student Leadership, Dragon Festival, Council Protocol,

Technology Outreach, Model UN and International Travel. Abroad, students are encouraged to

participate in travel study programs.

For example, this year at Spring Break (2007) the Principal lead a tour of students through Spain,

England, and France in partnership with ACIS. Students spent a week visiting three countries

with students from around the world along with their school Principal, a Parent and an ISLC

Teacher as chaperones. This is a major accomplishment in the high school where there are only

approx. 200 students. In addition, five students attended the Concordia Village Language

Immersion Program in Minnesota where they spent a full week in a Mandarin Chinese Village.

Two students will be traveling to China this summer in a study exchange program. Lastly, a

group of students will also travel to New York to complete their study in Model United Nations

and compete nationally with Mock UN teams from around the country.

One of the best personalization aspects of International is the span school model that allows a

concept to be introduced at the middle school level which is then reinforced and developmentally

progresses to intense study by the time the student reaches 12th grade. Students are allowed time

and opportunity to make relevance of classroom concepts through real world situations.

Middle School Concept (Introduction)

High School Concept Realization/Real World Opportunity

Model UN (Class/ Project/ Competition) Grade 6

National Model UN Competition in New York

Journey in Film Program (Grade 6) Dragon Festival/ Author Visit/ Travel Exchange

International Drums/ Intro Language – Chinese (Grade 6)

ACIS - European /Asia Travel Study Concordia Village

There is an authentic sense of belonging for students and teachers at ISLC. Teachers are trained

in team building and demonstrate the importance of socialization for students through their

interaction as a faculty. There exists an understanding that team work is necessary to make the


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dream work on all levels. Advisories allow for students to have connection with at least two

adult mentors and role models during their time at ISLC. Students experience the same advisory

teacher throughout middle school and transition to the second advisory teacher at high school.

Teachers collaborate between the middle and high school as facilitated by the instructional

coaches to ensure continuity of instruction and concepts for students during their seven year

program at ISLC. The fact that parents are trained and participate in monthly Council protocol

meetings enhances the transparency and power of relationship across campus.

The faculty at ISLC recognizes that personalized learning must be inclusive of both social and

academic forums for students. We understand that positive educational relationships must

reflect recognition, acceptance, trust, respect, purpose, and confirmation to meet the needs

of the students and to affect the actions of the faculty. Creative opportunities exist at ISLC to

support and develop relationships between teacher to teacher, student to teacher, student to

student, and student to world. ISLC meets student needs by:

Student Need Relationship ISLC Offerings to Meet Need

Voice express personal perspective

Recognition Council in Advisory/Classroom practice Student Government

Belonging Acceptance Uniforms @ Middle School Clubs/Organizations/ Travel Tours

Choice – examine options Trust Language Study/Travel Study/ROP Freedom – take risks Respect Class Projects/ Travel Study

Imagination – to create Purpose Dragon Festival/Author Visit/ Class Projects ISLC faculty agrees that they are making progress with student involvement by the fact that a

majority of students participate in extracurricular activities beyond the classroom. Teachers have

regular opportunities to interact with students through many opportunities. We believe that we

have achieved connectedness at the site because teachers and students know each other by name

and teachers are able to identify individual students’ strengths and challenges. Students are also

able to select and create roles for themselves within ISLC. In March we completed our WASC Accreditation Visit, after completing school wide student surveys our students

commented on the following reasons they continue to attend ISLC:

“We are all international and special in our own way. I like most people at ISLC because we are smaller and closer as a community” - 10th Grade ISLC student

“I like the fact that we get to learn different languages like Japanese, French, and Mandarin. I like going to the

High School because they are able to go to different parts of the world. I’m going to travel too.” - 7th Grade


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Rigorous Standards-Based Curriculum, Instruction, and Assessment

Our academic goals for our students are defined by our school-wide ESLRs (Expected School-

wide Learning Results), as well as the LAUSD Graduation Requirements and the University of

California (UC) A-G requirements. Moreover, our learning center goals clearly align to the

ISSN’s national graduate profile, and important LAUSD initiatives, such as, standards-based

curriculum and instruction, periodic assessments, Developmental Readers and Writers (DRW)

program, and will include the Individualized Graduation Plan development and implementation

with our 11th grade students Fall 2007, and the California Standards Tests (CST’s).

Parents and community partners have also been an integral voice in our decision making

processes since the initial planning stages of our school. Great efforts continue to be made to

sustain their roles as valued members of our community, though challenges of time and

coordination continually need to be addressed. A number of activities act to unify staff members

of different cultures, experience, and areas of education, shaping the school’s professional

culture, (e.g. sharing best practices, new teacher support meetings, common planning, the

Council, and the ongoing professional development

Instructional Program

The instructional program of International Studies Learning Center is entirely designed to meet

the A-G graduation requirements. The school’s staff, the counselors, and advisory teachers

ensure that students are well informed about all district graduation requirements and the

university requirements as well. Counselors ensure that all students are meeting the district and

university requirements. Failing students are encouraged to take classes in adult school, a

community college, and/or summer school.

Teachers employ a variety of 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.


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The assessment strategies used to address all learning modalities and the multiple intelligences

vary from traditional to innovative. The strategies are inclusive of informal observations, final

exams, press conferences, deconstructing standards, projects, power point presentations, rubrics

for self assessment, peer assessment, e-assessment, role playing, practiced standardized tests,

science activities(labs), objective tests, formal and informal quizzes, class participation,

homework, debates, performance, performance assessments, concept lessons, compute works

and tests included, school wide translation and interpretation services, periodic assessments, state

mandated tests, and the use of Council. Teachers (and respectively students) use this information

to identify student strength and weaknesses in the process of learning, to analyze student

difficulties and thus recover, review and reteach material.

Concept lessons are used in many subject areas to introduce students to key standards. These

lessons give students an opportunity to constructivistically approach a topic. Through carefully

guided questioning, teachers lead the students through their exploration. These lessons are

introduced to the teachers at local district sponsored workshops and through professional

development with ISSN.

Realizing the technological nature of the modern world, the school's programs utilize technology

to enhance the instruction. Students in math and science programs actively participate in hands-

on learning. California Streaming is another technology program that enhances the learning

process.

Teachers use the services of the Instructional Technology Outreach - an institution that promotes

effective use of technology to improve teaching, learning, and administration in Los Angeles

County schools and districts. Technology opportunities will be available for ELA classes as well.

Students will also use technology to develop brochures based on the novels that are being read as

a school-wide literacy project (Burro Genius and House on Mango Street) with Audio CD

support. In the near future the school is going to introduce a much larger range of technological

learning programs and systems.


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Students identified as gifted and talented receive appropriate differentiated instruction. A

designated coordinator ensures that teachers are appropriately trained and have resources to meet

those student needs. Students that need Special Education are periodically assessed and specially

organized teams evaluate their needs and participate with the development of their Individualized

Education Plans making sure their IEPs are up-to-date and complete.

The school's vision require an interdisciplinary and complex character of its curriculum that

further shapes the school’s culture and promotes active student engagement. Implementation of

innovative methods and techniques focusing on higher-order thinking is encouraged and,

eventually, highly appreciated by the students. Teachers implement instructional techniques and

strategies (e.g. Graphic Organizer Strategies, Cornell notes, SDAIE methodology, etc). The

school developed a variety of challenging activities ensuring that all students are actively

involved in the learning process (e.g. group and individual projects, global debates, discussions,

school-wide reading strategies initiative reinforced in the advisories). Beginning fall 2007 all

students at ISLC will experience in depth study of all global regions of the world. Students will

experience a different global region at each grade level. This approach will ensure that ISLC

students have been exposed to complete global awareness.


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ISLC students complete several project-based assignments during the school year. One major

assignment was the organization and realization of ISLC's first Dragon Festival on October 9,

2006. Students, assisted by teachers developed techniques to access, organize, and apply

knowledge, through their ISLC advisory classes, and conducted research on specific countries of

their choice and displayed artifacts, landmarks, and other significant pieces of information in

their student constructed booths. Students used the opportunity to demonstrate their oral skills in

mini-presentations. Much of the work on the countries was completed at the library-media

center. The event was promoted throughout the surrounding community and supported by local

officials, businesses, LAUSD Local District 6 Superintendent, and the Mayor of South Gate.


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Students are able to embark on a joint adventure with USC and Journey in Film. The project’s

intent was to expose American urban students to the lives of students in Iran, New Zealand,

China, and Korea through the use of full length feature films. After viewing the films

individually, students respond with rigorous standards based writing and thinking lessons.

Students are logged onto USC’s web board to reflect on their own values and culture as well as

through the web board “Accountable Talk”. The program culminates with students competing in

an oration contest with “Identity” as the theme.

Implementation at ISLC of the Compass Learning Instructional Program assists the teachers in

supplementing the needs of our population of diverse learners. Students are encouraged to attend

an after school program which is held several days per week and is supervised by a classroom

teacher. This program also offers a web-based curriculum which targets explicit, systematic

direct instruction; online tools; periodic formative assessment; it has a fast paced and engaging

format; accommodates for Spanish-speaking students; it also offers home extension opportunities

and parent reporting in addition to comprehensive teacher training.

Another major project, a school-wide literacy initiative to practice life long reading and literacy

strategies (such as questioning the author, predicting, visualizing, and making connections to

self, world, and others), was started during this semester based on the novels Burro Genius by

Victor Villasenor for the high school and House on Mango Street by Sandra Cisneros for the

middle school. Students began a letter writing campaign, requesting the author travel to Los

Angeles and a student initiated fundraising campaign began to cover the cost of the trip. This

real world experience will result in celebrated author, Victor Villasenor, coming to ISLC and

engaging in dialogue and activities with the students this spring.

Data

The School Site Council oversees, directs, and improves the process of utilization of the

collected data through the school's Single Plan for Student Achievement and particularly the

school's Professional Development Plan. Teachers work in subject area cadres and grade level

groups in schoolwide professional development and common planning.


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The assessment of student achievement in relation to the academic standards and the expected

school wide learning results drives the school’s program, its regular evaluation and

improvement, and the allocation and usage of resources. The School Site Council is developing a

mechanism for involving all stakeholders in the process of systematic review and allocation of

resource. Based on the Single Plan for Student Achievement, the data from CAT-6, district

periodic assessments, student attendance, student discipline, and the recent progress reports that

include analysis and interpreted student achievement data, the School Site Council looks at

resources according to subject area needs. Particular areas of need of additional resources

currently are the Special Education, English Language Learners, mathematics, and language arts.

Intervention and Enrichment

A full (and open) set of extension and enrichment activities is aimed at the completion of the

requirements and at a higher graduation rate. Some examples are the career oriented events (the

College Fair and the College days held on site), PSAT, after school tutoring in ELA and Math to

assist struggling students.

Extended Learning Program, the computerized CAHSEE preparation class, and LAVA (a district

online program) are available for those needing to make up classes or for those wanting to take

AP courses. New forms of intervention and support will be introduced according to the CAHSEE

results that will be available for analysis in the fall of 2007.

Graduation Requirements from 12th grade

a. Students will take 7 years of English b. Complete Mathematics courses through Algebra 2 and beyond c. Complete 7 years of Social Science d. Complete 6 years of Science e. Participate in 6 years of World Language Studies f. Perform 150 hours of community service g. Complete PE, Visual/Performing Arts, Health and other required course

Special courses available to ISLC students include: Mandarin Chinese, Model UN, International

Drums, Introduction to Japanese. We anticipate expanding our ROP/Community college

offerings to include career paths in International Business, Tourism, Global Economy and

International Relations.


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Accountability and Distributed Leadership The school’s decision-making and planning are based on a professionally developed assessment

process of collecting, analyzing, and reporting quantitative and qualitative data on the students

and learning outcomes. Both formative and summative assessments are considered integral

elements of the educational process. Formative assessment (diagnostic, district’s periodic

assessment, and self-assessment) as “assessment for learning” is largely used by the teachers to

identify and meet student needs. Summative assessment (e.g. the final exams) as “assessment of

learning” is also effectively used by the school’s staff as a tool of measurement of student

performance.

The school’s governing board has clearly stated policies that directly correspond to the school’s

purpose and actively contribute to the achievement of the expected school wide learning results.

The school has a functioning governance structure where the authority and responsibilities are

allocated to the professional staff at all levels. The School Site Council composed in accordance

with EC 52012, 52852 as mandated by the California Department of Education, approves and

oversees the school’s Single Plan for Student Achievement. In order to effectively support

student achievement, the School Site Council functions in close collaboration with the following

elements of the school’s governance structure: CEAC, ELAC, SBM, LEARN, SBCP.

The collaborative governance allows the school to coordinate and integrate all services and

resources helping all students to maximize their standards-based learning and achievements.

The parent participation in the decision making process and the school governance is also

significant. The school provides a wide range of opportunities for meaningful decision making

for parents and students, along with the school’s professional staff.

The School Site Council is the decision making body at International Studies Learning Center. It

works in close collaboration with the various committees and councils considering their reports,

recommendations, and suggestions in designated areas. The School Site Council is also

participating in monitoring the school’s Single Plan for Student Achievement concentrating its


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attention on activities aimed at students meeting the academic standards and the expected

learning results.

Assessment results are considered at ISLC as an invaluable source of information for evaluation,

reevaluation, and modification of the elements of the school's curriculum to meet student needs.

Assessment data also helps students of all groups and levels of achievement (students identified

as gifted and talented or designated as special education students, students who qualify for Title

1 services, English language learners, etc.) to more clearly recognize the standards and the

ESLRs. For instance, students designated as Special Education students are periodically

assessed by their general education teacher, special education teacher and RSP teacher, who as a

team give special attention to these students, evaluate their individual needs and participate with

the development of the Individual Education Program (IEP). Another example is that through

the use of the CELDT and other criteria from the school district, students from the English

Language Learners group may be re-designated in regards to their language fluency.

The school staff is qualified for the assigned responsibilities in accordance with the district’s

clear employment policies related to qualification requirements of staff. Moreover, the school

leadership reviews all information regarding staff background, training, and education in the

light of the school’s philosophy and objectives. The international theme and school ‘s high

standards explain why most ISLC teachers speak more than two languages, have international

cultural and professional backgrounds, and possess California credentials in more than one

subject area.

There are several layers of leadership. Multiple responsibilities are expected of the

administrative team and out of classroom personnel. As a small school teachers are involved in

more than the classroom and diligently assume additional roles of leadership and responsibility.

International Studies Learning Center is a school with strong policies regarding its learning

environment. Again, utilizing the advantages of the small learning community where staff,

students, parents, district representatives, and community members know each other, understand


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each other, help each other, the school ensures a safe, clean, and orderly learning setting and a

trustful, collaborative, collegial, professional, goal-oriented, and successful learning atmosphere.

Promoted through advisories, clubs, Council, and supervision on a daily basis, this orderly and

professional setting has become an essential feature of the school's culture.

There is a clearly articulated supervision and evaluation process in place at International Studies

Learning Center. The Stull evaluation is the major tool for formal evaluation at ISLC.

Administrators visit classrooms on a regular basis and identify teachers' needs assisting them

with their teaching practice and classroom management. The entire evaluation process is focused

on teacher's contribution to student accomplishment of the ESLRs and meeting the academic

standards.


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Collaboration/Parent and Community Engagement

The school administration and faculty realize the importance of a functional system of

communication with the parents and community members and employs a wide range of

strategies to involve them in problem-solving and decision–making bodies and procedures. We

recognize that a vital element in the success of every student is ensuring that parents are well-

informed.

Various levels of communication have been established to make certain that teachers,

administrators, parents, and students work together to resolve problems and issues. Handbooks,

informational meetings/ grade level orientations, and conferences ensure that parents understand

the school’s vision and the expected school-wide learning results. In addition, most school

correspondence is translated into Spanish and the office staff speaks fluently both English and

Spanish, as almost 100% of the students are Spanish speaking. The role of the parent on our site

is constantly evolving as the school grows in size and productivity. ISLC currently uses a

variety of venues to communicate with our parents:

• Parent Night/Back to School Night • International Dragon Festival/ISLC Activities/Awards • Parent Training in Council Protocol • Title I: Compensatory Education Advisory Committee (CEAC) meetings • English Learner Advisory Committee (ELAC) meeting • Parent Information Evenings, including College Information Nights

o 6th Grade, 8th Grade, 9th Grade, 10th Grade, and Traveling Students • Monthly Newsletter/Brochures • ISLC Website (updated regularly)/ School Calendar • Sprintel Phone Master • Special Flyers

Parents and community actively participate in the organization and realization of all school’s

routine procedures supporting student learning and special events. Actively involved in the

school’s decision making and problem-solving committees and the other groups, parents and

community members ensure the school’s vision corresponds to the social expectation offering a

realistic, vivid, and productive perspective.


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The Council, previously described communication process, significantly reinforces parents and

community member’s involvement into the school’s mission. ISLC is working to improve its

system for communicating with parents and community on a continuous basis.

External Partners Focused on College and Post Secondary Career Pathways for ISLC Students

Foundation for California Community Colleges: VP Learning Programs Mr. Jeff Thompson Ms. Joyce Arnston 3478 Buskirk Ave. Suite 333 Pleasant Hill, CA 94523 http://www.foundationccc.org

Los Angeles Southwest College Interim President: Dr. Jack E. Daniels III 1600 West Imperial Highway Los Angeles, CA 90047 Phone: (323) 241-5225 http://www.lasc.edu/

Los Angeles Trade-Technical College President: Dr. Roland "Chip" Chapdelaine 400 W. Washington Blvd. Los Angeles, CA 90015 Phone: (213) 763-7000 http://www.lattc.edu/

Asia Society Executive Director International Ed Dr. Tony Jackson 350 S. Figueroa St., Suite 350 Los Angeles, CA 90071 http://www.internationalstudiesschools.orghttp://www.asiasociety.org ISLC has initiated discussions with FCCC, LASC, LATTC and AS partners to develop a

comprehensive post secondary, and career pathway for all ISLC graduates. LASC President

Jack Daniels, in a meeting on May 4th, informally agreed to a plan where by students from ISLC

will be concurrently enrolled in college courses. College courses will be taught either at LASC,

LATTC, or on the ISLC campus. Students can potentially graduate from ISLC with 32 college

http://www.foundationccc.org/

http://www.lasc.edu/

http://www.lattc.edu/

http://www.internationalstudiesschools.org/

http://www.asiasociety.org/


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credits. Superintendent, Mr. Marty Galindo, has established working partnerships for six of

District 6 High Schools with LASC and a Middle College High School already exists on the

LASC campus. ISLC is in the early stages of developing a MOU with the VP of Academic

Affairs Leige Henderson and the college liaison Ramon Miramonte.

ISLC 9th grade students will take the college placement exam. The first course ISLC students

will take is called Personal Development which will support students in the academic behaviors

and decision making required as successful college students.

ISLC has a school-wide focus on Global Citizenship, Awareness, International Studies, World

Cultures and Languages and a requirement of 120 hours of community service, service learning

and internships. LASC courses that enhance to ISLC focus are African American Studies,

Business, World Languages, Law, anthropology, Public relations, Psychology, Sociology, the

Sciences (focusing on the solutions to global issues such as Global Warming) Technology and

Media, Education, and Nursing…to name a few.

ISLC students will also have access to the LA Trade Technology College which offers other

Career pathways such as: Culinary Arts, Child Development, Electronic Communications,

Nursing, Small Business Entrepreneurship, Fashion Design and Merchandising.

In addition, ISLC has held a yearly career fair with guest speakers from a wide range of

businesses and industry. Photos of faculty in their cap and gowns are hung in the office and

many teachers have their College Diplomas hanging in their classrooms. A College week was

held and faculty wore their college colors and held discussions in Advisory about the experience

of College. The 10th grade students attended College Day held at the LA Convention Center.

Partnerships are also being developed with the Community Colleges, local businesses and the

City of South Gate for the community service, service learning and internship opportunities.


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Professional Development Plan

The school follows a carefully calibrated plan for the professional development focused

on student achievement needs directly related to the expected school wide learning

results. Most teachers also participate in the three voluntary Buy Back Days that are held

at the beginning of the school year. A portion of the available shortened and minimum

days are devoted to professional development activities and common planning.

Professional Development is an integral part of the school’s global focus. Based on the

understanding that professional growth is a key component to improving student learning,

ISLC Professional Development Plan represents a flexible mechanism that allows the

school to professionally meet student learning needs. The professional development goals

of ISLC are:

1. To ensure standards-based teaching and learning with an international focus while providing appropriate scaffolding activities and differentiated instruction.

2. To ensure that core curriculum teachers use the district’s instructional guides in order to align curriculum, instruction, and assessment.

3. To ensure training and ongoing support for Council and other Advisory activities to increase personalization, literacy strategies, and open communication.

The classroom activities and projects target these goals. Many of the ISLC teachers have

participated in various conferences with an international focus, such as The Fifth Annual

International Studies Schools Association Conference in Raleigh, North Carolina and the

2006 Summer Institute in Washington D.C. Teachers were able to participate in field

trips and in significant instructional programs such as Model U.N., and integrating Art

into the Curriculum, Immersion Strategies and Interdisciplinary planning. Summer

institutes are also available with ISSN.

The school’s Professional Development Plan was initiated by the school leadership with

guidance from the local district involving all stakeholders. The plan has clearly stated

goals, described activities, and appointed responsible parties. Its flexible structure allows

the inclusion of new topics and activities as necessary to meet newly identified needs


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(e.g. educational research techniques, assessment analysis techniques, etc). The staff

members collectively decide on PD topics.

Professional Development topics this school year included:

Topic Concept

Council Introduction/Training Protocol World Languages Staff Study Visa Notebook Training Experiential Learning Day Staff travel tour /developed understanding

of cultures and identities – Korea Town, Little Tokyo, Pueblo Los Angeles, and China town.

Curriculum Development Math, Science, Literacy, and Social Studies

Grade Level Sharing Review Student work

Another unique feature of ISLC is the Council Program – a practice of authentic and

empathic communication that facilitates the entire learning process, improves student’s

communication skills, and enforces the school’s mission. The staff is trained in Council,

and in turn they facilitate the training of student use of Council through advisories.

Faculty meetings are conducted using the Council method. International Studies Learning

Center is the only school in LAUSD implementing this unique communication practice

throughout all the middle and high school advisory classes. The professional

development is an integral part of the school’s Single Plan for Student Achievement. It is

entirely oriented to meet student learning needs.

Documents

Los Angeles Unified School District - 6