Accrediting Commission for Schools

533 Airport Boulevard, Suite 200 Burlingame, California 94010 (650) 696-1060 Fax (650) 696-1867 frivette@acswasc.org www.acswasc.org
DAVID E. BROWN, PH.D.
EXECUTIVE DIRECTOR

MARILYN S. GEORGE, ED.D.

ASSOCIATE EXECUTIVE DIRECTOR

LEE DUNCAN, ED.D.

ASSOCIATE EXECUTIVE DIRECTOR

INITIAL VISIT SCHOOL DESCRIPTION CALIFORNIA PUBLIC SCHOOLS Part I: Identifying Data
Todays Date: 9/28/12! School: Address: Mailing Address (if different): Telephone #: Email Address: Chief Administrator: School District: Enrollment: County: Maya Angelou Community High School !!!!!300 E. 53d St.
Number and Street

!!!!!Los Angeles, CA
City and State

90011
Zip Code

!!!!!
Number and Street

!!!!!
City and State

!!!!!
Zip Code

323-846-4700 !!acg0932@lausd.net!!! !!!!!Abigail C. Nunez, Ed.D.

Fax #:!!!!!

!!!Los Angeles Unified School District!! Current Grade Span 660 to be Reviewed:!!!!!9-12 !!!!Los Angeles!

Check any of the following that apply to your school: Comprehensive Independent Study Online Distance Learning Community Day School Charter School Other: Explain: !!!!! Alternative Education/ Continuation Home Study

If any portion of your schools curriculum is delivered online, please indicate what percentage of your coursework is offered online _10_%, and the percentage of students utilizing the online delivery system !!20!!!%. Briefly describe: APEX online credit recovery courses

Note: If enough space is not available on the following pages, please append additional sheets.

Maya Angelou Comm HS--Social Justice Schools: Fine & Perf. Arts Academy 1

9/27/12

WASC Initial Visit Application/School Description California Public Schools

Part II: School Profile

Write an introductory paragraph or two about the school that briefly summarizes the information found in the description below that can be used by the Visiting Committee in their report to the Commission. This brief overview of the school will assist Commissioners in understanding the basic information about the school. !!!!! Provide a description of the school that includes such areas as: The community in which the school is located, including whether rural, suburban, industrial, or residential; socio-economics: parent population, ethnic distribution, etc. When the school was opened Initial location of the school and any location changes Enrollment by grade level

!!!!! Give demographic information regarding the students, including the following: Ethnicity or nationality (list percentages of the following categories: American Indian or Alaska Native; Asian; African American, not of Hispanic Origin; Filipino; Hispanic or Latino; Pacific Islander; White, not of Hispanic Origin; or Other) English proficiency Gender/age mix Special populations Mobility of students Analyzed and interpreted student achievement data, including subpopulations, if applicable. Include three years of data and comparative state or national data, if available. Student follow-up

Maya Angelou Community High School is located on 53rd Street between San Pedro and Avalon Blvd. This places the school in the South Park neighborhood of what is commonly referred to as South-Central Los Angeles. The school is part of LAUSD ESC East and is in close proximity to three LAUSD middle schools; Los Angeles Academy, William Jefferson Clinton and Washington Carver. The primary purpose of the new campus is to relieve overcrowding at three already operating LAUSD high schools; Fremont, Jefferson an Santee. The South Park community is part of the larger South Central Los Angeles community and as such is undergoing the same changes experienced by the larger community. South Central Los Angeles is one of the most turbulent and troubled parts of Los Angeles County. It experiences relatively high crime rates for Los Angeles and has faced a serious urban gang problem for many years. To many outsiders little seems to change in South-Central Los Angeles, but this is very misleading. In fact the area is currently experiencing major demographic changes. The major

WASC Initial Visit Application/School Description California Public Schools

change occurring is the continuing transition of the area from predominantly African-American to predominantly Latino. According to the 1980 census much of the South Central area was over 50% African-American, with most neighborhoods anywhere from less than 10% Latino to between 10% and 25% Latino. By the 2000 census, this same areas demographics had changed to a majority Latino population of over 50%, while the African American population had declined to between 10% - 25%. In the decade since the 2000 Census this trend has continued, as indicated by the demographic profiles of many of the middle and high schools in the area. There are seven high schools in the South Central region including: Crenshaw, Jefferson, Jordan, Locke, Fremont, Manual Arts, and Washington Prep (Santee is not included here because of its very recent inception). In the 1981-1982 school year, the combined demographic profile of these schools was 85% African- American and 14% Latino. By the 2004-2005 school year, this demographic profile had nearly reversed, with Latinos now accounting for 71% and the percentage of AfricanAmericans falling to 29%. The changing demographics become even more pronounced when data from the individual high schools is examined. For instance, while Jefferson High Schools demographic profile in 1981-1982 was 57% African- American and 42% Latino, that profile had changed to 7% African American, and 92% Latino. The most dramatic of these changes occurred at Fremont High School, where the demographic profile went from one of 93% AfricanAmerican and 7% Latino to one of 12% African-American and 88% Latino. These demographic trends hold true for the immediate area to be served by SJS. In this area (called South Park by the L.A.Times Mapping L.A. Project) there were an estimated 32,851 people in a 1.4 square mile area; giving it a population per square mile of 21,638 persons. That makes it one of the most densely populated areas within the City and County of Los Angeles. This area, which was over 50% African-American in 1980, by 2008 was only approximately 19.2% African-American population, while the Latino population had increased to 78.6%. Among the Latinos, approximately 57.2% are of Mexican ancestry, while the second largest group, Salvadorans, make up 2% of the Latino population. Nearly half of the residents of South Park are foreign born (49.4%), with the largest group coming from Mexico (76.8) and El Salvador (10.2%). The median household? income in 2008 was $29,518, one of the lowest in the Los Angeles Area, with the majority of households earning $20,000 or less. Only 3.4% of persons 25 years or older had attained a four-year degree from a college or university, while over 2/3 of residents 25 years or older had not completed high school (10,236). The average household size in the community is 3.9 persons per residence, of which 72.3% are renters. These numbers are pre-2009, and do not reflect the current housing crisis, which could only have increased the percentage of renters to owners. In 2008 approximately 1,607 families were headed by single parents, comprising 27.9% of the total population. In spite of what may seem to be insurmountable obstacles, the community to be served by Maya Angelou Community High School is one that is resilient, determined, and surprisingly optimistic. The work ethic evidenced by the residents is enviable. In most two-parent families both parents hold full time jobs, while the single-parent families usually rely on the extended family to provide for the students. To a parent, if asked, the response to the question, "What do you want for your child?", will be: "A better life for my child". The depth of their convictions on this subject is

WASC Initial Visit Application/School Description California Public Schools

demonstrated on a daily basis by their willingness to volunteer for whatever tasks are needed; even if performing that task is a personal inconvenience. Finally, the omnipresent optimism that is found in this community, the belief that hard work and sacrifice will result in a better tomorrow, is refreshing and empowering; and is the greatest strength of the community. Opening in September 2011 to grades 9-11, Maya Angelou Community High School (MACHS) Social Justice Schools (SJS): Fine & Performing Arts Academy (FPA) now serves approximately 215 ninth graders, 220 tenth graders, 120 eleventh graders, 80 twelfth graders, and 25 Special Education Day Program students. Ethnic distribution of students is this: 0% American Indian or Alaska Native, 0% Asian, 8% African- American, not of Hispanic Origin, 0% Filipino, 92% Hispanic or Latino, 0% Pacific Islander, 0% White, not of Hispanic Origin. While most of the students matriculate from the local elementary and middle schools, there exists a significant population of students who are classified as long-term English learners (LTEL). The most recent student achievement data (2011-2012) indicate that 68.9% of those tested passed the CAHSEE ELA, 63.9% Math; CST ELA data indicate that 24% of 9th graders, 15% of 10th graders, and 12% of 11th graders scored "Proficient" or "Advanced; CST math data indicate that 5% scored "Proficient" or "Advanced" in Algebra, 0% scored "Proficient" in Geometry, 1% scored "Proficient" in Algebra 2, 0% scored "Proficient" in High School Mathematics.

Is there anything that is unique or special about your school that is not addressed in this or other parts of this form? SJS: FPA, and its sister school, SJS: Global Issues Academy (GI), came into existence through the Public School Choice (PSC) 2.0 process, in which a team of teachers proposal for the schools was accepted by the LAUSD Board of Education and said teachers, along with their administrators, were given the opportunity to realize their vision through implementation of the proposal. As two separate, autonomous small schools who co-locate with a private charter school on the MACHS campus, the SJS are traditional, yet clearly teacher-led, UTLA collective bargaining-represented schools, that operate without an elect-to-work agreement.

WASC Initial Visit Application/School Description California Public Schools

Part III: The Criteria

As you answer the following questions, please strive to base your answers on objective evidence and data that is available at the school. Please remember that this is an Initial Visit Application and not a full self-study. Try to answer questions with one to two paragraphs. Please refer to the rubrics in the WASC Initial Visit Procedures Manuals for California Public Schools (www.acswasc.org/ pdf_cde/ InitialVisitProcedures_WASCCDE_manual.pdf) for areas to review prior to responding to the questions below.

Category A Organization
A1. Vision and Purpose Criterion: Does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? Supported by the governing board and the central administration, to what extent is the schools purpose further defined by expected schoolwide learning results and the academic standards? Do the expected schoolwide learning results stress attainment of the academic standards?

The mission of SJS: FPA is to invest young adults in developing personally and intellectually to forge a path toward graduation and a Bachelors degree so that they emerge as leaders who can help to transform their community. The vision of FPA is to to produce college graduates who use their academic foundation in the arts and sciences to become transformative leaders in their own lives, their communities, and their world. We share a core belief around two principles, asserted by Jim Cummins, regarding the most effective way to teach language learners from underrepresented communities: 1. Cognitive Engagement 2. Identity Investment This means that we give our students a curriculum that excites them, challenges them, is relevant an responsive to them, and makes them think about their world and their relationship to it. It also means that we do not believe our instruction will be effective unless we show our students--every day, in every class, and in our relationship to them, that we value them for who they are, where they come from, and for who they are capable of becoming. Further, we are believers in the concept of educacin: educating the whole person. We do not believe that our students are products to which we merely add knowledge. We provide a rich, well- rounded educational experience so our students can both maximize their potential and actualize their ambitions. In sum, we aim to change the trajectory of our students lives through our vision and daily work centered around the following Expected Schoolwide Learning Results (ESLRs):

WASC Initial Visit Application/School Description California Public Schools

As an FPA student, I will Form my path in life, by Reflecting on my identity, values, and beliefs Communicating effectively orally and in writing Practicing self-discipline, accountability, and responsibility Produce high-quality work, by Integrating cognitive, academic, and artistic skills Demonstrating mastery of content area standards Goal-setting, prioritizing, and using time effectively Act as a socially-conscious citizen, by Demonstrating intellectual curiosity and self-directed learning Leading work that improves the quality of life in school, communities, nations, and the world Using cultural awareness work collaboratively with diverse groups of people ! A2. Governance Criterion: Does the governing board (a) have policies and bylaws that are aligned with the schools purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; (b) delegate implementation of these policies to the professional staff; and (c) monitor results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan? We are part of the Los Angeles Unified School District (LAUSD governed by its own elected board. The school was developed and operates in direct alignment with the overarching goals of the district. Furthermore, the district supports our goal of integrating the arts into a rich, college preparatory curriculum as well as [ESLRs].

A3. Leadership and Staff Criterion: Based on student achievement data, to what extent does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? FPA has in place a School Site Council (SSC) and a Shared Decision-making Council (SDMC) as governance structures that oversee successful fulfillment of the mission and vision of the schools. All stakeholders, including students, parents, community members, teachers, classified staff, and administrators, are represented on both of these councils. The strengths of this leadership is defined by its composition in that all stakeholders are represented and able to voice their concerns.
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The Instructional Leadership Team (ILT), which includes the Principal, Counselor, Special Education Coordinator, Lead Teacher, Dean, and ELA/ESL Department Chair, acts as the main implementation body of school-wide goals, such as the ESLRs, as well as programs relating to student achievement, college readiness, behavior support, and arts programming. Another strength of the leadership is the Instructional Cabinet. This body allows for each academic department, led by an elected chair, to implement the overall instructional program and establish specific goals for students. This is key to a strong leadership -- when teachers are able to authentically develop, implement and evaluate a facet of the instructional program they designed they will truly feel empowered. Does 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? Based on the CAHSEE, the District's Comprehensive Assessment Program (CAP), and CST data, the SSC reviews and makes necessary revisions to the Single Plan for Student Achievement (SPSA), to ensure alignment with student needs. This process begins with the members of the Instructional Cabinet who in their PLC analyze student achievement data, and submit recommendations to the Principal. The Principal then coordinates with the Categorical Program Advisor to share the recommendations with the SSC, taking into advisement the fiscal, personnel, and facilities considerations. It is the SSC who will ultimately approve the revised SPSA.!!!!! Describe the process used to make educational decisions and to initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? As stated above, this process is data-driven. It begins with the members of the Instructional Cabinet who in their PLC analyze student achievement data, and submit recommendations to the Principal. The Principal then coordinates with the Categorical Program Advisor to share the recommendations with the SSC, who will ultimately approve the revised SPSA. To initiate activities that focus on all students achieving the ESLR and academic standards, the Instructional Leadership Team designs, implements, and evaluates professional development around the above as well as LAUSDs three instructional initiatives - Common Core State Standards, the English Learner Master Plan, and the Teaching and Learning Framework. Again, throughout this process a focus on data is the driving force.

A4. Qualified Staff Criterion: To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development? The Principal, Instructional Leadership Team, Department Chairs, and other teacher leaders facilitate a collaborative processes to ensure achievement of the academic standards and the ESLRs--a system of planning and preparation, implementation, ongoing progress monitoring and

WASC Initial Visit Application/School Description California Public Schools

professional development. In all settings, we operate as a Professional Learning Community (PLC). Department Chairs are charged with leading their teams in creating, implementing, and monitoring instructional goals and objectives as well. Additionally, other PLC members are encouraged to facilitate and lead trainings around their own areas of expertise. Finally, through a system of peer-observation, replete with pre-observation and post-observation debrief/feedback, teachers support each other to improve instructional practices.!!!!! List by course those instances where teachers are not teaching in their areas of major or minor preparation, and specify the related preparation, interest, experience, or ability qualifying them to teach in the areas assigned. N/A!!!!! Attach a copy of the schools master schedule indicating staff assignment and length of period or module. Describe any use made of regularly employed instructional assistants. FPA employs several paraprofessionals to support teachers in classrooms who serve students with disabilities. Additionally, we employ one teaching assistant who is bilingually certified to support the achievement of English Learners (ELs).!!!!! Describe any regular use made of community volunteers. MACHS SJS employs two parent/community representatives whose primary duties include parent and community outreach. Additionally, we have several parent and community volunteers who support our campus safety and safe passage initiatives.!!!!! Give the student-teacher ratio: total student enrollment as of October 1 divided by the total number of teaching personnel. 30:1!!!!! Describe the staff evaluation process. Pursuant to LAUSD-UTLA Collective Bargaining Agreement, teachers are evaluated at least once every two years. The principal reserves the right to evaluate teachers annually, at his discretion. Additionally, FPA is currently piloting a District initiative, based on Charlotte Danielson's Teaching and Learning Framework, to support teacher effectiveness. It is expected that in the near future, this initiative will expand its scope in the teacher evaluation process. !!!!! A5. Ongoing Professional Development Criterion: How does the school ensure that the leadership and staff are involved in ongoing professional development that focuses on identified student learning needs?

WASC Initial Visit Application/School Description California Public Schools

Professional development focuses on reviewing data and using conclusions to inform and improve instructional practice. West Ed acts as a partner in facilitating this professional development. This is further described in the Professional Development section. The Social Justice Schools uses LAUSDs MyData website technology as the key tool for collecting and monitoring assessment results. This tool increases the availability and usability of student data enabling educators to improve teaching and learning. MyData reports student information including state test scores, student grades, attendance, A-G coursework, periodic assessments, and English Language Learner data. MyData is also used to manage data from its own school-based benchmark assessments. FPA has also adopted an early warning system to alert the appropriate counselor, teacher, or administrator when data on individual students reveal concerns about attendance, disciplinary actions, or academic performance. Each seminar/advisory teacher is responsible for monitoring their students test scores and triggering appropriate intervention when necessary. ISIS and SIS systems are used to monitor Average Daily Attendance for the entire school as well as track individual attendance rates, counseling needs, and behavior incidents for students. The Shared Decision Making Council is responsible for looking at overall school patterns and identifying systemic ways of improving attendance and behavior disruptions. The Academic Counselor, Pupil Services Counselor, Academic Counselor, and Dean monitor individual student data and collaborative provide intervention for students and families needing support. In subsequent years, graduation rates will be tracked by the school administration and crosschecked against the school data on www.lausd.net. Graduation data will be recorded in the Single Plan for Student Achievement (SPSA). The School Site Council will review graduation rates and revise the SPSA to implement strategies for improvement of the graduation rate. Describe the ongoing professional development at the school? How is it initiated? Commencing in fall 2012, the Principal and Lead Teacher will be trained and will deliver in sequential modules the District's three instructional initiatives: Teaching and Learning Framework Common Core State Standards English Learner Master Plan Department Chairs will act as facilitators in their PLCs to apply the training to content area professional development sessions that cycle through a series of activities that are both datadriven and inquiry-based. PLC facilitators will develop a long-term plan for the professional development they lead at the beginning of the school year and indicate the feedback loops (i.e. assessment data, student grades, teacher evaluations, etc.) they will use to assess its effectiveness. Teachers will be supported in analyzing data from the school, classroom, and student levels to elicit questions or issues for exploration in terms of content and instructional strategies.

WASC Initial Visit Application/School Description California Public Schools

While CST and CAHSEE data serve as a starting point for analysis at the opening of the school year and a reference point through the year, common formative assessments within the disciplines, including both the districts Periodic Assessments (where applicable and/or appropriate) and those generated by the PLC, build on the data available to teachers that is both current and directly aligned to grade level standards and school initiatives. Additionally, data from peer observations that guage foundational pedagogical practice and common strategies will provide teachers immediate feedback and opportunities for persistent reflection around their day-to-day practice. In order optimize the useful data and feedback from peer observations, we have school-wide observation tools and data collection procedures, and train all teachers on these procedures at the beginning of the school year. Teachers will analyze and reference data several times monthly during professional development, and they will use that analysis to inform and plan instruction. Data protocols such as Heres What, So What, Now What help facilitate that transition. The tandem element of data collection and analysis for PD is time for teachers to plan or co-plan, when appropriate, revisions or supplements to their current instructional program. PD sessions and PLCs provide time for essential, guided practice and collaborative work in curriculum-mapping and instructionalplanning that allow teachers to draw on each others expertise and experience as needed. Instrumental to student learning is the strategically planned opportunities to re-teach or enrich content and skills. A6. Resources Criterion: To what extent are the human, material, physical, and financial resources sufficient and utilized effectively to support students in accomplishing the academic standards and the expected schoolwide learning results? Through a system of strategic planning and coordinating, personnel, material, facilities, and fiscal resources are used to effectively support students in accomplishing the academic standards and ESLRs. Again, using the instructional framework of RtI to make data-driven decisions, the governing bodies of SSC and SDMC will revise and monitor the implementation of the SPSA and schoolwide policies, respectively.

!!!!!

NOTE: Only Charter Schools should respond to the following two criteria (A7 and A8).

A7. Resource Planning and Fiscal Health Criterion: To what extent has the charter schools governing authority and the school leadership executed responsible resource planning for the future. Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/ monitoring, internal controls, audits, fiscal health and reporting)? !!!!!

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A8. Operational Standards and Procedures Criterion: Has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards? !!!!!

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Category B Standards-based Student Learning: Curriculum

B1. Standards-Based Curriculum Criterion: How does the school ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? FPA provides a comprehensive, college preparatory liberal arts education for all of our students. As such, the curriculum is organized to ensure that students are enrolled in the A-G sequence of courses which establish eligibility for public, four- year postsecondary institutions in California. In addition, we invite students to choose from one of the following four arts electives pathways as part of their core curriculum during their four years with us: 1. Visual & Digital Arts 2. Drama 3. Dance 4. Music (in progress) Through our curriculum we afford them the opportunity reach beyond their barriers and look at local and global issues with a keener perspective. By combining a rigorous college-preparatory curriculum with hands-on activities and internships in the community, we support real world connections to and applications of their learning, especially as it relates to the arts. Year end projects and student portfolios provide comprehensive evidence of students participation and achievement of standards and learning results. Again, we aim to give our students a curriculum that excites them, challenges them, is relevant and responsive to them, and makes them think about their world and their relationship to it. It also means that we do not believe our instruction will be effective unless we show our students-every day, in every class, and in our relationship to them, that we value them for who they are, where they come from, and for who they are capable of becoming.

B2. Student Access Criterion: How does the school ensure that all students have access to the schools entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals? FPA is organized to ensure that students are enrolled in the A-G sequence of courses which establish eligibility for public, four-year postsecondary institutions in California. Every academic department will is responsible for completing a subject syllabus for each A-G course taught by that department. All subject templates will be submitted to the CIC for review prior to submission to the UCOP to receive a College Board number for the course.

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The Academic and College Counselors maintain and Individual Graduation Plan (IGP) for each student and work collaboratively with students assigned Mentor teacher for the four years to ensure the IGP is realized and post-graduation plans are in place. This team also works together to offer many assemblies, workshops, guest speakers, field trips, and college representative visits to support students in forming their school-to-career path. At FPA, all students are welcome. Students with IEPs, 504 plans, English Learners (EL), Gifted students, students of poverty, Standard English Learners (SEL) and any other student who does not fit into one of these categories will find their needs met in one of our Schools depending on the individuals interest. We are committed to offering all students opportunities to excel in academic, cultural, and social development in order to become transformative leaders in their school, community, and most importantly, their lives after graduation. Recognizing the special needs of students from poverty (81% eligible for NSLP), English Learners (40%), Standard English Learners (43%), as well as Students with Disabilities (11%) and GATE (4%) students, FPA collaborates with the other small school on campus to create the best learning environment where every student can succeed. In order to create such an environment we believe students need to be cognitively engaged and all students must feel they are of importance we will do so by investing in the identity of each and every individual no matter their needs. FPAs mechanism for serving specialized populations of students is based upon Responsive to Intervention (RTI). RTI means 'early diagnosis and the right interventions' which may result in changing the intervention to meet the students need. The focus of RTtI is on early intervention and specific researched- based instructional strategies (or evidenced based) to benefit the specific needs of the student. Monitoring is the key to success. The monitoring of the interventions must be valid and reliable and ensure both long and short term gains. FPA offers several courses to support specific needs we have identified among our students: Algebra Math Lab Tutorial Course This course supports all 9th graders enrolled in Algebra. Aim for Algebra is a curriculum designed to be either supplemental or intervention based, depending on a group of students needs. The program is standards-aligned and based on concepts. WestEd developed it with funding from the U.S. Department of Education's Institute of Education Sciences. The curriculum program is a set of materials, which work together, and is based on concepts, rather than a set of worksheets. It is designed to be individually tailored by each instructor to his/her students. In this curriculum, WestEd has identified and addressed many common barriers to learning algebra. Aim for Algebra helps students better understand math by providing learning experiences that target these important concepts. Aim for Algebra allows for easy implementation and flexible programming. The modules may be accessed as a complete set, or individually. As such, the SJS: Global Issues Academy offers a version of this course for every student programmed to take regular algebra or below. Academic Literacy Course/Reading Apprenticeship

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FPA requires that all 9th and 10th grade students reading below grade level take the Academic Literacy course. Recently awarded a prestigious Investing in Innovation (i3) grant by the U.S. Department of Education, WestEd's Reading Apprenticeship helps students to become motivated, strategic, and critical readers, thinkers, and writers. Their framework supports high school students at all levels to develop their own identities as readers and shows them how to engage every type of academic text. Reading Apprenticeship has produced a dramatic, positive transformations of students engagement and achievement not only in literacy, but also in learning across all academic disciplines. Reading Apprenticeship draws on teachers untapped expertise as discipline-based master readers, and on adolescents untapped strengths as learners and apprentice readers. Special Day and Resource Programs Students with special needs have access to various Special Education programming models, including Special Day Program and Resource. The Resource Program may involve the inclusion of the student in regular education classes, for example a Biology class where there are two teachers, a general education teacher and a special education teacher who design their lessons together, ensuring that all students whether special education or not are able to inquire, learn and master the content. Special Day Program students and students with moderate to severe disabilities (CBI and MR) might be expected to mainstream to the best of their abilities. The student and the IEP team is responsible in determining what percentage of time and what classes are best suited to meet the needs of each individual student. In this instance a student may be included through the Courses for Gifted students Gifted students are grouped together when possible or through Honors courses. We also offer several Advanced Placement (AP) classes. Our classes provide ample opportunities for growth in student-selected areas, allowing students to invest in their education where they see fit under the Teacher/Apprentice Instructional Model where both students and teachers learn from one another. Courses for ELs We provide English as a Second Language courses and the English Language Skills course to support ELs in language acquisition. We also incorporate Specially Designed Academic Instruction in English (SDAIE) strategies into every content area classroom. Our teachers who speak students languages meet with students during their regular advisory period to give them counsel and intervention. Credit Recovery Courses Students who have not been successful in selected A-G courses have the opportunity to retake the courses and stay on track for graduation through the main or satellite campus of Jefferson

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Community Adult School, through District Continuation and Alternative Schools, or in house though our APEX online learning credit recovery courses.

B3. Graduation Criterion: How does the school ensure that upon completion of the high school program, students will be able to meet all the requirements of graduation? List (or attach) the graduation requirements of the school. Our instructional program is designed such that students will meet all graduation requirements of LAUSD, as well as entrance requirements for the University of California and California State University systems (see attached documents). !!!!!

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Category C Standards-based Student Learning: Instruction

C1. Challenging Learning Experiences Criterion: To achieve the academic standards and the expected schoolwide learning results, how does the school ensure that all students are involved in challenging learning experiences? Our name is derived from the fact that we will build a connection to world events/issues in all subject areas. As leaders and successful adults in the 21st century, our students will inevitably partner with people from different parts of the world, and different cultures throughout their lives. As such, we intend all of our teachers to maintain a connection to world events throughout their curriculum, so that our graduates are fluent in both multiculturalism and the impact of globalization on various cultures. We build community involvement into our classroom curriculum, by having community leaders not only on the governing board of the school, but by inviting them to collaborate with teachers and students on curriculum. We nurture this connection by requiring community work, service, or activism from every student in some capacity. This instills a sense of social responsibility in our students, so that their day to day work in the classroom is connected to who they are outside of the classroom. This type of real world connection is vital if we are to truly invest our students in their own educations. Our students education is intended to be transformative--to help each student find the leadership inside themselves, to actualize that potential, and to help them create a path for themselves beyond high school to college and to a leadership role as an adult in their own community. FPA is intentionally working to create a consistent and cohesive academic program that ties the academic standards, Expected School Wide Learning Results (ESLRs), and the core foundational theories and philosophies outlined in our initial school plan together. The standards (and eventually Common Core) set the bar in terms of the content that all students are expected to master. The ESLRs act as implementation drivers of the theories and philosophies of our school plan by outlining and defining who and what the FPA student is at the end of their academic career with us. Similarly, we have created multiple bodies that work together in order to transform our intentions and goals into actions. One body works together to create, and then implement, the instructional goals for the year. The Instructional Cabinet, a group comprised of all Chairs, meets monthly with the Principal, Lead Teacher, and UTLA to discuss concerns, create instructional goals, and review progress/problems towards set goals. The Chairs then take these goals back to their departments and Professional Learning Communities (PLCs) in order to plan how to make these goals come alive within the walls of the classroom. Departments and PLCs work together, not only to meet the goals identified by the Instructional Cabinet, but also to create a year-long instructional unit plan combined with the authentic assessment(s) tied to each unit. This ensures that all students, regardless of the teacher or their personal style, are held to the same high academic standards and expectations. It also ensures that our students are continuously assessed and asked to exhibit the behavior outlined within our ESLRs. The flowchart below illustrates this grouping:

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Instructional Cabinet > Departments > PLCs> individual classroom teachers Another grouping works to support the overall academic program. Each group of grade-level Mentor teachers has elected a Grade-level Lead. This person works closely with the Lead Teacher to coordinate the use of Mentoring for each grade level. Each grade level has a different focal point. For example, 9th grade focuses on character and the individual, learning how to make choices, and identifying what it means to be a student (forging my path section of the ESLRs). On the other end of the spectrum, 12th grade focuses on college applications and scholarships, ensuring graduation, and Senior Project and Portfolio. Aside from the grade level focus, Mentoring acts as a support to the overall academic program through the use of homework time, tutoring, and focusing on specific skill reviews. The article of the week allows all students to work on their reading (reading, comprehension, summary, analysis, and critical thought) and writing skills because they are asked to read and write certain responses. Similarly, specific areas of need (ie. multiplication tables, summary, etc.) that are pointed out in the Instructional Cabinet are then communicated to the Grade Level Leads so that these needs may be addressed. Overall, the Fine Arts Academy creates spaces to ensure that communication about students and student achievement occurs regularly. And, that this communication funnels down into the individual classrooms or up into larger group discussion. Our goal is to produce college-ready, critical thinkers and the only way to do so is through the use of rigorous curriculum that not only makes students think, but that requires them to demonstrate their mastery and understanding of the subject. It is for this reason that as a school we have adopted the use of metacognitive reflectionsstudents need to not only be able to explain a mistake that they made, but be able to explain why it was made, what they were thinking at the time, and what they understand stand about it after new learning has taken place. !!!!! C2. Strategies and Resources Criterion: How does the school ensure that 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? FPA takes the following steps to align instruction with content standards: Teacher recruitment, hiring, and evaluation focuses on the academic standards Aligns all textbooks and supplemental materials with the content standards Evaluations focus on the mastery of standards-based content Sequential instruction and interdisciplinary projects take place across grade levels All lessons are student-driven and standards-based, using inquiry-based instruction Teachers plan units of study through grade levels Teachers utilize small-group instruction and guided reading daily Reading and writing workshops Our teachers integrate the use of English and academic language in units & lesson plans

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WASC Initial Visit Application/School Description California Public Schools

All staff has been trained in three instructional approaches and four core strategies (described below) We are also intentional about meeting the needs of all of our learners. All teachers receive training in Specially Designed Academic Instruction in English (SDAIE) and the various learning modalities/multiple intelligences. Similarly, because we are an Arts school, we also provide professional development in the incorporation of the arts into the core curriculum. Likewise, our goal is for teachers, and eventually students, to manage their own website, and for students to have digital portfolios attached to their website. We have trained all teachers on how to create their website and intend to use them as a form of communication across the school and with students and parents. Students learn how to create their website in their Digital Imaging class (or through Mentoring if they did not have the class) and then have the ability to work with it through Mentoring activities that work with building their portfolio. Instructional Approaches Building upon our foundational beliefs of cognitive engagement and identity investment, we can distill our teaching philosophy into three distinct, equally important approaches: 1. Powerful literacy 2. The Teacher/Apprentice Instructional Model 3. Culturally Relevant and Responsive Education (CRRE) Powerful Literacy We believe in the difference between a powerful literacy (a literacy that allows students to lead, and to speak truth to power) and functional literacy (a literacy which merely equips students to function in society as workers). We believe that our goal is to take our students beyond a functional literacy and provide them with a powerful literacy across the content areas. Clearly, we must teach them an a-g curriculum and enable them to pass the CAHSEE, but our goals reach far beyond these basic standards for functional success. Powerful literacy extends throughout their coursework, so that we enable our students to forge their own paths as leaders on their campus, in their communities, and in their world after graduation, onto college, and throughout their lives. The Teacher/Apprentice Instructional Model In its Reading Apprenticeship framework, WestEd emphasizes the role of teachers as orchestrators of classroom learning environments, and the role of students as inquiry partners. Because metacognition is the goal of the Reading Apprenticeship coursework, and is also the key for a student to properly take advantage of his/her high school education, we intend to build our instructional models in every classroom around the above philosophy. This dynamic creates a classroom culture that is alive, continually evolving and by its very nature requires a negotiated power relationship. The teacher certainly is the director of the learning, but he/she is not the sole holder or knowledge or power.

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WASC Initial Visit Application/School Description California Public Schools

The educational apprenticeship model is one that is collaborative and cooperative in nature, and based on the idea that the goal of education is metacognition and critical thinking. By its very nature this model is also based on problem-solving, analysis, and continual reflection. The apprenticeship model also builds in audio, visual, and kinesthetic learning into each lesson with a continual emphasis on reading, writing, discussion, and, most importantly, doing. Culturally Relevant and Responsive Education (CRRE) If identity investment is to be a core, foundational principle of our schools, it must be embedded in not only our curriculum, but our pedagogy. Culturally Relevant and Responsive Education (CRRE) is the essence of identity investment. Our students are people with specific cultural backgrounds, strengths, and identities. We need to target our teaching to our students in ways that not only challenge them, but inspire and validate. There are three critical factors that every teacher must have or develop in order to conquer what they call, the racial achievement gap: Passion, Practice, and Persistence. We weave CRRE into the culture of the school by teachers developing a passion for their students, continually practicing reflection about their pedagogy and, ultimately being persistent enough to stay open to learning new tricks to identify with each of their students and teach to and through their identities, cultural background and prior accomplishments. Teaching Strategies With the ultimate goal of achieving our expected schoolwide learning results, the following four instructional strategies realize the three main instructional approaches, and are employed in every classroom of FPA. 1. SDAIE 2. Interactive Notebooks 3. The Reading Apprenticeship Framework 4. Socratic Dialogue SDAIE Specially Designed Academic Instruction in English, or Sheltered Instruction, is a methodology that prioritizes attention to four key elements during instruction: content, connections, comprehensibility, and interaction, with the goals of improving the language acquisition and overall learning outcomes of English Learners. Implementing SDAIE means that teachers systematically 1) identify essential content and skills that students require for academic success, 2) help students access prior knowledge from previously reviewed content, skills, and strategies or previous experiences inside or outside of school, 3) increase the comprehensibility of their instruction through careful linguistic and visual cues, and 4) provide multiple and structured opportunities or interaction between teachers and students, students and students, students and
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WASC Initial Visit Application/School Description California Public Schools

texts, and students and self. A myriad of teaching strategies support these elements. A starting place for school-wide strategies would be those the District has already identifiedinstructional conversations, academic language development, cooperative learning, and graphic organizers. Throughout the Reading Apprenticeship model and Socratic dialogue, SDAIE will help teachers make sure that language and content are directly and specifically taught in a way that provides access for ELs. Interactive Notebooks Interactive notebooks, specifically using the left side (student generated)/right side (teacher generated) model, are an excellent way to allow students to actually engage with the various texts they use throughout their content areas. These allow for the passive learning that is necessary to write notes and procedures, but create multiple opportunities for students of all learning types to actively work with their course material in multiple ways--including learning maps, diagrams, drawings, and reflection. Interactive notebooks are an excellent way to foster metacognition in all of our classrooms and we intend to use them in every classroom. The Reading Apprenticeship Framework The WestEd Reading Apprenticeship framework is not only incorporated into our Academic Literacy classes, but the teacher/apprentice model of that framework is implemented school-wide. Our teachers are the orchestrators of the learning environment while helping our kids to become our partners in inquiry. Not only is this kind of relationship--based more on interdependence than power- -clearly an excellent way to validate our students identities and teach them the powerful literacy theyll need to become leaders when they graduate, its a research-validated strategy. In their model for disciplinary literacy, the Institute for Learning at the University of Pittsburgh defines apprenticeship as the process whereby teachers create opportunities within and beyond the classroom that help students acquire the knowledge and habits of mind of their discipline through active engagement in appropriate tasks and further this kind of apprenticeship allow[s] learners to acquire complex-interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior (University of Pittsburgh, as cited in LAUSD Instructional Guide for English Language Arts Grade 8, p. 18). Socratic Dialogue Dialogic discussion, or Socratic Dialogue, draws on the purpose and tone of the dialogue between ancient Greek philosophers such as Socrates. The purpose of dialogue, then, is to seek knowledge and understanding through interaction with others. It is therefore both a form of cognitive apprenticeship as well as a strategy for language development. These elements connect to our mission and vision for the school as well as support critical language development for our specific student population. In dialogic classrooms, the following characteristics are observable: a culture where work is posted, books are available, and thoughtfulness is expected and rewarded

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discussion time is used to develop students understandings about a text or topic students learn how to speak, listen, respond to and challenge each another in effective ways students are taught to look for multiple perspectives to enrich their understanding of a text or topic students are challenged to support ideas on a regular basis in discussions and in writing teachers scaffold each students learning of new and more difficult tasks texts and discussions build on previous ideas; these ideas link back to significant larger topics students reflect on what has been learned through discussion and how understandings have changed over time Dialogic discussion can take several forms in the classroom, such as a Socratic Seminar or a rigorous debate. Each of these forms reinforces and builds on the above classroom characteristics while also deepening student understanding of both content and literacy across the disciplines while giving students a voice in their learning. Thus, they support the intellectual and inclusive culture we aim to create on our campus.

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WASC Initial Visit Application/School Description California Public Schools

Category D Standards-based Student Learning: Assessment and Accountability

D1. Data Collection and Analysis Criterion: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? In terms of assessment, the goal of FPA is to implement a rigorous, multi-faceted program to ensure that student performance levels are meeting and/or exceeding state and school academic standards. Students are assessed regularly throughout the school year with monthly benchmarks set in place. The content mastery is assessed using multiple measures that are based on an assessment program that improves learning and provides ample assurances of accountability and objectivity. Californias state mandated assessments measure annual measurable objectives, such as the Developmental Reading Assessment (DRA), California English Language Development Test (CELDT), California Standards Test (CST)/Standardized Testing & Reporting (STAR), and the California High School Exit Exam (CAHSEE) and CAHSEE Diagnostic. LAUSDs Secondary Periodic Assessment Programs assessments are formative assessments aligned to the CST and CAHSEE that assist students, families, teachers, and administrators in determining students progress toward meeting state annual measurable objectives throughout the school year. Alternative Assessments promote high-level performance, empower students to become responsible learners, and raise the bar for student achievement. Selected activities engage students, demand excellence, and measure student growth in meaningful ways. Alternative assessments include: performance assessment, writing, portfolios, student-led conferences, interviews and presentation protocols. Performance assessments require students to show or demonstrate what they have learned as an alternative and/or in addition to paper and pencil tests. These include but are not limited to: experiments, writing pieces, art products, theatrical performances, demonstrations, presentations, and role-play. Parents are also informed of their children's progress every five weeks via a progress report that is mailed home. D2. Variety of Assessment Strategies Criterion: How does the school ensure that all teachers employ a variety of strategies to evaluate student learning? How does the school ensure that the students and teachers use these finding to modify the teaching/learning process for the enhancement of the educational progress of every student?

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WASC Initial Visit Application/School Description California Public Schools

The following are additional strategies, in addition to traditional multiple choice exams, that our school implements along with a description of each: Writing samples gauge grade level writing ability as well as individual student performance. The writing sample documents growth and is a clear demonstration of writing skill. It reveals specific writing abilities to the student, teacher, and parent so that realistic goals can be developed to increase student achievement. Samples are used in grade level discussions to improve instruction and across grade levels to clarify expectations. Portfolios are an on-going assessment designed to reinforce the concepts of self-evaluation and goal setting. A portfolio is a collection of student work gathered over a period of time for the purpose of demonstrating learning and measuring growth. Although portfolios contain work selected by both the student and teacher, the students reflect upon and assess their own progress and identify areas of strength as well as areas that require improvement. A portfolio is maintained by each enrolled student. The portfolio is a purposeful collection of student work that exhibits the students efforts, progress, and achievement in one or more areas. A purposeful collection of selected work samples, evaluations, and reflections of learning emphasizes the interactive process among the teacher, learner, and materials. English Department Portfolios: The English Department uses writing portfolios to assess the writing development of students, inform school wide curriculum decisions and prepare students for EAP exam. Grade Level/Mentoring Portfolios: All FPA students are required to develop a yearly portfolio in their Mentoring class. While each grade level will develop portfolio requirement that reflect the work and needs of that grade level, College Readiness and Art Artifacts are requirements across grade levels. In the 10th and 12th grades, FPA students are required to present and defend their portfolios. Rubrics define the criteria and standards by which a product, performance or demonstration have been developed and assessed. These criteria can be teacher-generated and connected to the daily instruction in the classroom. Rubrics can be generated for specific projects or standardized and used throughout the year to show growth. Presentation Protocol is a formal method of exhibiting student work which requires students to present their learning product and articulate the process by which it was completed. The presentation protocol includes self-reflection on three essential questions: !" What did you learn? #" How did you learn it? $" How will you use what you learned in the future? Student presenters receive feedback from the teacher, adult audience members, and their peers. The metacognition of their learning process is essential for students to improve their project-based learning skills. Giving and receiving feedback from peers contributes to the collegial atmosphere
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WASC Initial Visit Application/School Description California Public Schools

of shared purpose among the learning community that includes children and adults. Exhibitions are a student led, semester-end celebration of learning showcases the achievements of each class in pursuit of our schools program FPA goals. Entrance/Exit Writing Assessments allow each FPA student to complete an exit project that demonstrates competency in inquiry-driven project-based learning. D3. Review of Student Progress Criterion: To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? See sections D1 and D2.

D4. Assessment of Student Achievement Criterion: Does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the schools program, its regular evaluation and improvement, and the allocation and usage of resources? Nearly ever facet at FPA is driven by and organized with a concentration on student academic achievement as addressed in the academic standards. All lesson plans are standards-based and address the specific standard being taught, pedagogy that is utilized and how the teacher assesses for student understanding as well as the intervention strategy to be incorporated should achievement levels for this standard not be met by a majority of our students. Our evaluations are quantitative and standards-based to allow for analysis of achievement within each standard and for the opportunity to re-address/repackage a particular lesson plan/standard when necessary. Our professional development time includes a significant amount of time and resources to assess whether students are learning the standards by teacher, course and grade level. Our teachers collaborate and share their data with colleagues and provide feedback on best practices that address effective strategies for improvement; they modify their lesson plans to further based on assessment results in order to enable students to become proficient in all content areas. Upon analysis of the plethora of assessments that are administered at FPA, governing bodies such as SDMC and SSC, as well as Departments, make data- driven decisions about how best to allocate fiscal, personnel, and facilities resources to improve student achievement. !!!

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WASC Initial Visit Application/School Description California Public Schools

Category E School Culture and Support for Student Personal and Academic Growth
E1. Parental and Community Involvement Criterion: To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? Our community engagement strategy is driven by the dual philosophy that, first, wrap-around services are essential to pull families into schools and help deal with issues that are barriers to learning, and secondly that central to the philosophy of social justice is the idea that students and parents need to become leaders and advocates for their vision of justice. Some of the ways this work is done is by encouraging parents to support their child in various capacities, therefore our school has school-wide events that involve parents and community members. In addition, we strongly encourage staff and parents to volunteer in as many areas of work that promote parent and community engagement and communication. All parents and students are informed of the schools mission and vision and expectation during the orientation, in addition to the Arts programs offered through our academy. Furthermore, all students and parents receive a copy of the LAUSD Student/Parent handbook. Parents are actively involved in making decisions that directly affect the school community and campus through our School Site Council, Shared Decision Making Committee, and English Learner Advisory Committee. In addition, parents can attend parent workshops and participate in school- wide events, that have not only been organized by the school, like our First Annual Potluck, Monthly Parent & Community Forum, or Community Health Fair, but also by community partners, like Alliance of Californians for Community Empowerment (ACCE), the Association of Raza Educators (ARE), and the youth group sponsored by FPA Teachers, RISE Youth Group. FPA parents have all been encouraged to volunteer at the school and have been given volunteer forms issued by the district to ensure proper procedures are in place as we establish our volunteer program facilitated through the Parent Center. In addition, teachers and parents maintain communication not only about their childs progress and school updates through phone calls from the teacher, but also through academic progress reports (three times per semester), teacher-parent conferences, Back-to-school Night, caf con la directora, monthly forums, and the school website. We ensure that there are Spanish translation services at all school-wide events and in written material sent home to parents, thereby reducing the language barriers that many times impede parent participation.

E2. Safe, Clean, and Orderly Criterion: How does the school ensure that it is a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, and high expectations for all students with a focus on continuous school improvement? !!!!!

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WASC Initial Visit Application/School Description California Public Schools

Indicate the procedures that are used for general communication among staff, between staff and students, and between staff and parents, etc. Ultimately, school safety is the first priority and responsibility with all stakeholders, especially the school administrator. Students must feel physically, mentally and emotionally safe. Safe to express themselves, make academic mistakes, interact positively to grow peacefully and happily. The Shared Decision Making Council sets disciplinary policy for the school. There is also a Positive Schoolwide Behavioral Support Team, made up of faculty, to talk about implementation of the behavioral priorities set by the SDMC. These behavioral priorities include a dress code, behavioral expectations, and attendance policy. We partner with LAPD's Safe Passage program to make sure that not only the school, but also the surrounding neighborhood, is a safety zone for students. In terms of cleanliness, LAUSD employs staff at MACHS that is responsible for the maintenance and cleanliness of our school facilities. However, FPA mentoring teachers have engaged their students in helping keep our campus clean by participating in campus beautication rotations. During busy hours of the day, staff members continuously remind students to pick up after themselves and to have pride in their state of the art facilities because they understand that a college-going school culture is promoted through a safe and adequate school facility, in addition to rigorous academic curriculum. Our dean also plays a vital role in ensuring that our campus is safe and orderly so that all students are focused on their academic goals. Part if this is achieved through a consistent discipline program that does not focus on simply assessing consequences, but on working directly with others like our school PSW, PSA Counselor, Psychologist, Academic Counselor and Chairs for the Special Education Department to provide the restorative discipline, intervention, and support needed to ensure not only the safety of our students, but their academic success. The minute a student is sent to the deans ofce, a parent phone call is made and intervention is put in place, depending on the behavior and help needed. Referrals to the different personnel available to provide support, or even a day in Saturday School Detention or In-School Suspension, run by the deans and school principal, is part of the processes in place to try to provide the support needed for students who are having a difcult time reaching their academic goals as a result of other personal/behavioral factors. The consistency in these referrals and responses has given rise to a culture that promotes self-discipline and a focus on academics. Furthermore, FPA staff and teachers have a presence on campus, during nutrition, lunch, before and after school, and during passing periods to help monitor student safety and redirect student behavior. Effective tools for communication are critical to the smooth operation of our school. To that end, we have several opportunities to facilitate the communication of information to all our stakeholders: staff meetings, parent events, school website, email, postal mail, phone calls, ConnectEd, public address announcements, grade-level assemblies, school-wide rallies, school-tocommunity outreach via targeted telephone calls made by our parent representatives. As a matter of procedure, all communication from the school to the community is first approved by the principal when possible. Faculty are encouraged to communicate frequently with their students' families, and encouraged to initiate parent-teacher conferences when necessary.

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WASC Initial Visit Application/School Description California Public Schools

E3. Student Academic Support Criterion: Do all students receive appropriate support along with an individualized learning plan to help ensure academic success? The Principal, counselors, and Categorical Programs Advisor are instrumental and key leaders in supporting teachers in the classroom. The counselors closely monitor student data, as outlined in RTI, keeps a series of scheduled personalized counseling appointments during the four years. The Social Justice Schools pull together our Title I and Title III resources, wherever feasible, for items such as a Title I Coordinator, professional development, and/or additional resources as deemed necessary for the success of our students. We also collaborate to provide support for struggling students via intervention programs such as after school tutoring, Saturday school, summer school, flex/seminar periods, and/or credit recovery classes. In addition, teachers are expected to maintain an open line of communication with students' families via phone calls home, written notes home, and parent meetings, etc. We also have partnerships with colleges such as Cal Poly Pomona. These efforts scaffold our vision of the entire MACHS campus as the academic, cultural, and social service hub for the community. All students are to the same Mentoring teacher for the entire period they are enrolled at our school. During their mentoring period, they receive support ranging from CAHSEE preparation to college planning. Each mentor teacher has access to our Social Justice Schools Mentoring Guidebook that facilitates the work to be done from the 9th to 12th grade. Therefore, every student receives very similar support on a personalized level with respect to their personal and academic goals. In addition, we have very specic processes for ELL students and students with IEPs as a result of being in the Special Education Program. English Language Learners FPA complies with No Child Left Behind (NCLB) and all laws related to the education of all English Language Learners to ensure they demonstrate and meet adequate yearly progress (AYP) goals. Our teachers are CLAD and or BCLAD certied. Given that we are in our second year of operation, we are working to provide a solid foundation in academic language, as well as opportunities to develop social language. ELLs are immersed in mainstream classrooms and receive small group instruction by their classroom teacher or other qualied teachers in order to develop their English uency and support their understanding of the curriculum throughout the school day. Currently, all ELL students in the Fine and Performing Arts are enrolled with a mentoring teacher that speaks their native language to ensure those specic students receive the benets of all our program, but most importantly, it provides them with daily opportunities to use their language in practical situations. Furthermore, our teachers create content and language objectives with instruction based on the ELD and ELA Standards. The different ways in which we ensure proper identication and placement of EL students include: Identication. All students, regardless of race or ethnic background, must complete an enrollment package that allows us to identify the language(s) spoken. This has allowed us is to identify students who speak languages other than English at home. Students who are indicated as speaking languages other than English at home are classied as an English Learner.

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WASC Initial Visit Application/School Description California Public Schools

Assessment. The CELDT is used to determine a student's overall English prociency level (1, 2, 3, 4, or 5) as well as the current English language prociency levels in the areas of speaking, listening, reading, and writing. It is administered annually to monitor for progress until the student is reclassied as a uent English speaker. Placement. Students identied as ELLs are referred to the Bilingual Coordinator for proper placement. Monitoring. We monitor both the English language development and the overall academic achievement for all ELs. While the two facets are denitely interrelated, we aim to accelerate language development for ELs using SDAIE in all English and content area classes. Teachers instruct and assess around both language and content in the core curriculum. Special Education Our Special Education Program currently serves almost a third of our overall student population. The following describes the Referral Process and support that is in place at this school (Note: this process usually takes place before the student enrolls, while at another school, but we have these processes outlined for any student that may need the services and support. Most of our students come with an IEP, so our role involves mostly steps 5 and on): Pre-referral process. State law indicates that a student is to be referred for special education instruction and services only after the resources of the general education program have been considered and, where appropriate, utilized. At FPA, this pre-referral requirement is met through the Student Support Team (SST) process. Student Support Teams (SST) and Coordination of Services Teams (COST) are typically composed of parents, a school administrator, the students general class teacher, and may also include a school psychologist and/or resource specialist. During the SST meeting, members review the students educational strengths, areas of concern, and previous interventions that have been attempted. Members discuss possible programs and interventions to address the students needs and develop an action plan. A recommendation from the SST may also be a referral for a 504 Plan if a handicapping condition exists. When more intensive services are required, the SST team makes a direct referral for a special education assessment. Initial Referral Process Students can be referred for special education services by parents, the schools Student Support Team (SST), individual school staff member/personnel (teachers, counselors, and administrators), or other agencies and professionals. Parent Notification and Evaluation Plan. Upon receiving a referral for special education assessment, the school psychologist noties the parents that their student has been referred and the reasons why the referral was made.The school psychologist has 15 calendar days to send a written notice and evaluation plan to the parent at home. After the parent completes the forms and returns the signed Evaluation Plan that authorizes the assessment to the school psychologist,
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WASC Initial Visit Application/School Description California Public Schools

the assessment team has 60 calendar days to conduct the evaluation and hold an individualized Educational Program (IEP) team meeting. Assessment and IEP Team. This team consists of a school psychologist, SPED Resource Teacher, and any other specialist to address the needs of the student (i.e.. Nurse, PSW, Academic Counselor, etc). The assessment team gathers information from the parent, school records, and feedback from classroom teacher and input from the schools administrator. FPA parents play a vital role in the evaluation process by providing information about their child through dialogue, interviews and reports about their childs overall needs and observations, at home and with respect to school. The Individualized Education Program (IEP) team using information, records, and reports from the previous school, as well as any additional assessment data that was collected develops an IEP to meet the educational needs of the student and do this collectively with the parent. E4. Student Personal Support Criterion: Do all students have access to a system of personal support services, activities and opportunities at the school and within the community? !!!!! A healthy, safe, peaceful student is able to learn. Students at this age have enormous challenges in balancing their social and emotional needs. All staff is in-serviced regularly on the latest research on student mental health, social issues and best practices. Ongoing professional development on recognizing problem behaviors that can lead to drops in academic performance. Staffing of a psychiatric social worker (PSW) and pupil-services and attendance (PSA) counselor helps ensure that those students struggling with severe social-emotional issues are supported both at school and through referrals to agencies in the community. Additional supports range from guest speakers addressing teen issues from various partners to teen support groups. Additionally, a Student Body Association organizes the ideas of the students into activities and make students feel ownership of the school. There is a strong student participation in the Shared Decision Making Council, the School Site Council, and all other student bodies. MACHS offers an athletics program for the entire campus that is overseen by an Athletic Director. We offer several sports based on cost and the type of athletics space on the campus. In addition, the partnership of the three schools work together so that all the administrators share in the responsibilities of supervising duties for after school clubs, athletic events, dances, etc. In addition to school staff, there are future plans for a medical/legal clinic and currently community organizations (Community Build and ACCE) that specialize in helping families to get the services that they need.

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Part IV: Major Achievements/Needs

Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school. Partnered with WestEd and Cal Poly Pomona in establishing professional development and college preparedness opportunities for faculty, staff, students, and families Established a working partnership with Ryman Arts to provide additional artistic opportunities for students. Established various parent and student groups (e.g. RISE, Restorative Justice Peer Mediation/Conflict Resolution, Magna Club, Dance Ensemble, Fellowship of Christian Athletes, MESA, Environmental Club, Hiking Club) who have contributed to life on the campus as well as community issues and events 1-to-1 iPads program (pending) !!!!!

Major School Needs: Develop a list of major school needs, focusing on student achievement. Major School Needs include fiscal resources to supplement our per-pupil funding model, which would positively impact our personnel resources, particularly out-of-classroom staff (e.g., an operations coordinator, additional campus supervision aides, additional days for our psychiatric social worker (PSW) and our pupil-services attendance (PSA) counselor, and full-time athletic director and dean of student discipline, respectively). Although these positions are out-ofclassroom, they are very much student-centered, as each one has the capacity to mitigate barriers to learning for all students and enable the principal to focus more time on instructional supervision and improvement. Additional funding for class-size reduction and professional development needs that advance student achievement is also critical. !!!!!

Signed:

Position:

Please return your responses to: David E. Brown, Ph.D., Executive Director Accrediting Commission for Schools 533 Airport Boulevard, Suite 200

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