Small Learning Communities - Los Angeles Unified School ...
Small Learning Communities
School SLC Impact Report
Submitted to
Los Angeles Unified School District
I. SCHOOL SLC IMPACT REPORT
RECOMMENDATION SIGN-OFF ROUTING SHEET
Small Learning Communities
School SLC Impact Report
Submitted to
Los Angeles Unified School District
II. Cover Sheet
Name of School: International Studies Learning Center
Location Code: 8701
School SLC Contact:
Name: Guillermina Jauregui
Title: Principal
Mailing Address: 2701 Sequoia Drive, South Gate 90280
Telephone #: 323- 569-7140
Fax #: 323 -569-7139
Email: gjauregu@lausd.k12.ca.us
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|Los Angeles Unified School District - 6 |
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|Small Learning Communities |
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|School Impact Report |
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|In Partnership with the Asia Society International Studies School Network |
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Small Learning Communities
School SLC Impact Report
III. TABLE OF CONTENT
I. Recommendation Sign-Off Routing Sheet
II. Cover Sheet
III. Table of Contents
IV. Areas of School Impact
1. School-wide Summary of SLC Design Proposal
2. Planning and Organization
3. Space
4. Time
5. Staffing
6. School-wide Programs and Activities
7. Student Choice
8. Community Resources/Partnerships
V. School Technical Assistance Checklist
VI. Acknowledgements
VII. Attachments
1. ISSN Graduate Profile
2. ISLC Professional Development Plan
3. ISLC Hospitality and International Culture Plan
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
1. School-wide Summary of SLC Design Proposals
The following chart summarizes all small learning communities as described in each SLC Design Proposal for the school.
|Summary of Small Learning Communities |
|No. |SLC Name |Description |Maximum Student |
| | | |Enrollment |
|1 |International Studies |A span school, grades 6 – 12 will be schoolwide in 2009. The focus is on international studies, | |
| |Learning Center |world languages, awareness of world events and global dynamics and a college going culture. |770 |
Proposed Strategies and Plan of Action
1. Vision and Mission
ISLC Vision Statement:
Our vision is to inspire responsible world citizens who participate and engage in this global society.
ISLC Mission Statement:
Our mission is to prepare graduates who are problem solvers, who are aware of global issues, and are academically and culturally literate for the twenty first century.
2. Global Studies: Students Investigate a Different World Regions in each Grade 6-12
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3. ESLRS/Graduate Profile
Expected Schoolwide Learning Results (ESLRS) /ISSN Graduate Profile Attributes
The International Studies Schools Network (ISSN) proposes that all students who graduate from ISSN schools will possess the knowledge, skills and habits of mind necessary to work in the twenty first century global environment.
ISSN graduates are Academically Prepared. Upon leaving school, each ISSN student:
• Is intellectually curious, has a desire for life-long learning, and has the capacity to effectively organize his or her own effort.
• Has earned a high school diploma with course credits required for entry into any state’ university system.
ISSN graduates are Proficient Thinkers and Problem Solvers:
• Demonstrate a capacity for mathematical analysis, scientific processing, and logical reasoning.
• Hold themselves accountable for moral reasoning and ethical decision making.
ISSN graduates are Culturally Aware. They are young people that:
• Know world geography, including the locations of major world regions and cultures, as well as human and environmental interaction, and how geography influences cultural development.
• Understand the contributions of different cultures to the ways of life in the United States.
ISSN graduates are Aware of the World Events and Global Dynamics:
• Understand the multiple perspectives of current world events, international issues, and global debates.
• Integrate a thorough knowledge of their own culture and country to become a fully enfranchised and participatory global citizen.
4. Students participate in 120 hours of community service and service learning in which they, “Think Globally and Act Locally”. Additionally they will experience programs such as: Model United Nations; projects, E-pals around the World, Concordia Language Academy, spring and summer trips to various countries.
5. Council: Another unique feature of ISLC is the Council Program: A form of conversation and communication utilized by all members of our school community that focuses on authentic expression and non-judgmental listening. Council facilitates the entire learning process and improves communication skills for students, faculty, and families thereby supporting the school’s mission of preparing students for the modern global society. Council is a weekly practice during advisement that is being incorporated into the core curriculum. Staff and parent councils take place at least once a month.
6. The Asia Society ISSN Design Matrix provides the philosophical and research base for ISLC in accordance with all local LAUSD and State programs and mandates. The Key Domains and Elements of the ISSN Design Matrix follow on the next two pages.
SCHOOL DESIGN CRITERIA DOMAINS & KEY ELEMENTS
|Vision, Mission, and School Culture |
|Key Element 1: Faculty, staff, students, and families in the school community share a common vision of and mission for the school, its |
|underlying philosophy, curriculum, and operational norms. |
|Key Element 2: Faculty, staff, families, and community members consistently demonstrate high expectations for students. |
|Key Element 3: The school has a supportive culture that reflects its mission and identity as a small, international studies school. |
|Learning Outcomes |
|Key Element 1: Faculty, staff, students, and families understand and use the Profile of an International Studies Schools Network (ISSN) |
|Graduate to frame decisions. |
|Key Element 2: All students are consistently progressing on a continuum of achievement that meets or exceeds local, state, national and |
|international standards. |
|Curriculum, Assessment, and Instruction |
|Key Element 1: Local, State, National, and International standards form the foundation of the school’s curriculum which is organized around |
|“big ideas” and essential questions within an international context. |
|Key Element 2: The school’s curriculum is coherent and consistent in its global focus. |
|Key Element 3: Curriculum is interconnected across disciplines and provides students with multiple opportunities to engage in complex, |
|problem-based projects and investigations. |
|Key Element 4: The school consistently engages students in a study of world languages and cultures. |
|Key Element 5: Students have a wide range of learning opportunities including electives, after-school, extracurricular programs, and travel |
|to deepen their global knowledge & language skills. |
|Key Element 6: The school has strong global simulations and Model United Nations programs in which all students participate. |
|Key Element 7: Students have opportunities to earn college credits through Advanced Placement (AP) and/or International Baccalaureate (IB) |
|courses and/or dual enrollment in college courses. |
|Key Element 9: Faculty uses multiple forms of ongoing assessment, including authentic and performance-based measures, based on rubrics that |
|provide clear expectations for mastery. Data from the assessments are used to guide instructional decision-making. |
|Key Element 10: Students develop cumulative portfolios showing the development of their learning and progress toward attainment of the ISSN |
|Graduate Profile. During senior year each student produces an internationally themed project as their “capstone.” |
|Key Element 11:The Faculty uses a variety of instructional strategies to engage and meet the learning needs of every student. |
|Key Element 12: The school provides a variety of effective interventions to prevent students from falling behind and assists students who do |
|not yet meet standards. |
|Key Element 13: The faculty uses instructional strategies that promote high levels of literacy competence across disciplines, with particular |
|attention to the needs of English Language Learners and students requiring Special Education services. |
|Key Element 14: Faculty and students use technology to access global resources, connect to international schools and organizations, and support|
|all facets of the learning process. |
|Key Element15: Students engage in service learning experiences that address local, regional, national, and global issues and perspectives. |
|Key Element 16: Students have opportunities to develop globally relevant professional knowledge and skills through internships and other career|
|exploration activities. |
|Professional Learning Community |
|Key Element 1: School leaders, faculty, staff, coaches, and partners define themselves as a Professional Learning Community (PLC) focused |
|on the continuous improvement of teaching and learning within the school. |
|Key Element 2: The faculty collaboratively reflects on and analyzes existing practices to improve teaching and learning. |
|Key Element 3: School leaders, faculty, staff, coaches, and partners engage in professional development to acquire, use, and create new |
|knowledge of global studies, the academic disciplines, and pedagogical skills. |
|Key Element 4: Grade level/discipline-based teams use student achievement and other data to inform decisions about teaching and learning |
|Key Element 5: The staff identifies and uses opportunities for international travel and learning. |
|Family and Community Partnership |
|Key Element 1: Parents, families, and guardians are productively involved in school life. |
|Key Element 2: The school leaders and staff respect and appreciate the cultures, backgrounds, and values of their students' parents, |
|families, and guardians and engage them in strengthening the school’s international dimension. |
|Key Element 3: The school develops key partnerships w/ institutes of higher ed., businesses, cultural institutions, and community orgs. |
|Key Element 4: Community based family service professionals work in collaboration with school staff to ensure students’ physical, social, |
|and emotional health |
|School Organization and Governance |
|Key Element 1: The school is planned, developed and maintained as a small school. |
|Key Element 2: Students, representative of the local demographics, enroll in the international studies school as a matter of choice. |
|Key Element 3: Faculty and staff are recruited and hired at the school as a matter of choice. |
|Key Element 4: Each school has an international studies coordinator who facilitates the infusion of global studies into CAI |
|Key Element 5: The school is structured to support the development of close adult-student relationships. |
|Key Element 6: Teachers are organized into instructionally focused teams w/ common planning time in the contractual day. |
|Key Element 7: Students are grouped heterogeneously for instruction except for targeted efforts to accelerate specific learning outcomes. |
|Key Element 8: The locus of control on critical school policies and practices is held at the level of the school within the local context. |
|Key Element 9: The school provides opportunities for meaningful decision making by families and students. |
Justification for the proposed strategies/plan of action
1. Historical and Current State of the School
• International Studies Learning Center (ISLC) was initially known informally as the South Gate International Learning Community.
• During its first year, 2004, ISLC welcomed 335 students from 6th grade though 8th grade and will continue to grow to a complete 6-12 span school by 2009..
• ISLC began as a small learning community that opened under the leadership of SherrieLopez Quach. In February 2006, Ms. Lopez Quach accepted a position with the Office of School Redesign and Mrs. Marcia Haskin served as interim Principal from March-May 2006. Dr. Guillermina Jauregui was appointed ISLC Principal May 19, 2006.
• ISLC currently shares campus and facilities with Southeast Middle and Southeast High School complex. A plan for Bungalows at the HS site is being researched with the assistance of LAUSD Superintendent Brewer, Board Member David Tokovsky and the Local District Superintendent Martin Galindo.
• International Studies Learning Center is an urban school in a residential area located close to major industrial facilities. The School serves the community of Suoth Gate, CA, a part of the Gateway Cities region of southeastern Los Angeles County. South Gate’s population (about 104,000 in 2005) is predominately Spanish speaking and is characterized by its strong sense of community.
• The feeder elementary schools include Liberty, Montara, Stat Street, Victoria and Stanford. Students that live in the school boundaries are allowed to choose to attend South East Middle and High or International Studies Learning Center
As a new school opening in 2004, the philosophy and objectives of ISLC developed by the Asia Society International Studies Schools Network (ISSN) and in active collaboration with the ISSN school’s staff are clearly aligned to both LAUSD/State Standards and to the key elements of Bulletin 1600. The ISSN and respectively, ISLC’s vision is also congruent with the results and recommendations of nationwide educational research ( e.g. Turning Points 2000).
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
2. Planning and Organization
Timeline for rollout of SLCs. The following chart summarizes the expected rollout of all SLCs at the school by track. Some SLCs on campus are already in place and therefore will not have an expected date of initiation. The school will also document the expected date by which each SLC will be in full operation with all structures, strategies and resources in place.
|Small Learning |Traditional |Timeline |
|Community Name | | |
| | |Already |Expected Date of SLC Initiation |Expected Date for a Fully Developed|
| | |Initiated | |SLC |
| | |(Yes/No) |(month/year) | |
| | | | |(month/year) |
|International Studies |Traditional |Yes |Grades 6-8 | |
|Learning Center | | |September, 2004 | |
| | | | | |
| | | | |September, 2009 |
| | |Yes |Grade 9 added | |
| | | |September 2005 | |
| | |Yes |Grade 10 added | |
| | | |September 2006 | |
| | |No |Grade 11 to be added | |
| | | |September 2007 | |
| | |No |Grade 12 to be added | |
| | | |September 2008 | |
1 Number of SLCs per Track: For year-round schools, the chart below summarizes the total number of SLCs offered at the school by the calendar schedule.
|Number of SLCs |Total Number of SLCs |
|Track A |N/A |
|Track B |N/A |
|Track C |N/A |
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
2. Planning and Organization
Configuration of Design Team:
|Small Learning |Design Team Members |
|Community Name | |
| |Name |Title/Position |
|International Studies |Gladys Sepulveda |Counselor |
|Learning Center | | |
| |Shelia Buttle |Teacher, UTLA Representative |
| |Chris Forfar |Teacher, Sixth Grade Core |
| |Antonia Guzman |Literacy Coach |
| |Mladen Christov |Teacher, English |
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
2. Planning and Organization
D. Dispute Resolution Process
1. The Lead Teacher is notified of the concern and works to resolve the situation.
2. The SLC Leadership team consisting of the Administrator, Counselor and Lead Teacher work with the concerned staff person to resolve the situation.
3. The SLC Administrator along with the Principal and UTLA representative work to resolve the situation.
4. The SLC Council which is composed of the Principal, *School Improvement Facilitator (SIF), Lead Teachers from each SLC, UTLA representative, non certificated staff representative, parent representative(s) and student representative(s) are consulted and work to resolve the situation.
5. The School Site Council will be consulted and will work to resolve the situation.
6. Local District 3 Operations Coordinator, School site Director and Superintendent will be consulted and work to resolve the situation.
*The SIF will provide assistance with initial SLC implementation.
Additional relevant Collective Bargaining Agreements from the LAUSD/UTLA contract will be referenced.
|Small Learning Communities in the Context of the Collective Bargaining Agreement |
|Article VIII. |Section |Title |
| |1.0 |Central Committee |
| |2.0 |Conversion Schools |
| |3.0 |New Construction |
| |4.0 |Staffing, Vacancies, and Transfers |
| |5.0 |Protection of Employee Rights |
| |6.0 |SLC Leadership |
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
3. Space
a. ISLC Middle School Map
b. Shared Spaces with South East Middle School: Library, Lunch Area, Auditorium, Multipurpose Room, Locker Room and Field, Lecture Hall, and 4 classrooms for advisory period only.
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
3. Space Continued
c. ISLC High School Map
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
3. Space Continued
d. Shared Spaces with South East High School: Lunch area, Library, Locker Room, Field, Basketball courts, Auditorium and in 2007-2008, Classrooms 101, 102, 104, and 200 will be used by ISLC10th and 11th grade students.
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
4. Time
A. International Studies Learning Center is part of the Southeast complex. There is no bell which is sounded for ISLC because we are a school within a school and the bells which ring are for either Southeast Middle School or Southeast High School. ISLC has adopted a 105 minute block schedule. Monday and Thursday schedules are Blocks 1, 3, and 5. Tuesday’s schedule is all blocks for Middle School and High School. Wednesday and Friday are scheduled with Blocks 2, 4, and 6. Advisement is held daily for 45 minutes except for Tuesday when it is reduced to 18 minutes. (See below for the complete schedule)
IV. AREAS of School Impact
4. Time
Collaboration/PD Schedule. The school will document school wide collaboration and professional development for teachers, administrators, and other stakeholders using the two stated goals as their guide. These activities will prepare school stakeholders in transforming and expanding the school into small learning communities. For each type of training and collaboration, the school will document the stakeholders involved, the duration and frequency of training or collaboration and the expected schedule for the proposed activity. For each, the school will also highlight the expected outcome of the collaboration or training.
See the Attached 12 page PD Plan which includes activities in the following categories.
|Key: For Type of Professional Development (PD) |
|Buy Back Days (BBD) |
|Pupil Free Day (PFD) |
|Common Planning (CP) MS Banked Tuesdays |
|Common Conference (CC) MS and HS Blocks 1-6 |
|Sharing Best Practices (SBP) (Wed. Blocks 2,4,6 and Thurs. Blocks 1,3,5) |
|School-wide P.D. Banked Tuesday (SWPD) |
|Faculty Meeting (FM) |
|Workshops and/or In-services, Training(W/I/T) LAUSD, Asia Society, Other |
|Content Coaching Individual and Small Group: (CCIS) Hanson, Cartmell, Martinez, LeCesne |
The Hospitality/International Food Plan is also attached showing the culture to be explored at each Whole School PD.
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
5. Staffing: ISLC SCHOOL DIRECTORY
|ADMINISTRATION |
|Name |Phone/ |E-mail Address |Radio Code |
|Title |Extension | | |
|JAUREGUI, Guillermina |400 |gjauregu@lausd.k12.ca.us |International 2 |
|Principal | | | |
|HUANG, Eric |323-568-3156 |ehuang@lausd.k12.ca.us |International 3 |
|Assistant Principal | | | |
|LECESNE, Joan |323-568-3157 |jlecesne@lausd.k12.ca.us |International 5 |
|Sch. Improvement Facilitator | | | |
|FRANKLIN, Claudia |403 |amarti51@lausd.k12.ca.us |International 4 |
|Bilingual/Title I Coordinator | | | |
|SEPULVEDA, Gladys |407 |gsepul2@lausd.k12.ca.us |International 6 |
|Counselor | | | |
|OSUNA, Karina |401 |karina.osuna@ |International Base |
|School Administrative Assist. | | | |
|SUPPORT STAFF |
|Name |Phone/ |E-mail Address |Radio Code |
|Title |Extension | | |
|Abad Jasmine |323-568-3440 |cjc0958@lausd.k12.ca.us | |
|Library Media Teacher | | | |
|ALVARADO, Peter |323-568-3434 |palvarad@lausd.k12.ca.us |Jaguar 9 or J9 |
|Plant Manager | | | |
|CARTMELL, Dan |323-569-7140 |dcartmel@lausd.k12.ca.us |International 7 |
|Math Coach | | | |
|CHIRINOS, Rosa |323-568-3155 | |International 12 |
|Educational Aide II | | | |
|CRUZ, Rosalba |323-568-3155 | |International 15 |
|Resource Ed. | | | |
|ESTRADA, Ronald |323-568-3155 | | |
|Special Ed. Trainee | | | |
|FORSYTHE, Allen | | | |
|Counselor | | | |
|GONZALEZ, Suly |323-568-3436 |zxg5319@lausd.k12.ca.us | |
|Cafeteria Manager | | | |
|INUMERABLE, Dolly |323-568-3133 |dolly.inumerable@ | |
|Financial Manager | | | |
|LUJAN, Maria |323-569-7140 | |International 14 |
|Campus Aide | | | |
|LUNA, Maria |323-569-7140 | |International 13 |
|Educational Aide II | | | |
|KALAM, Mariles |323-568-3441 | | |
|School Nurse | | | |
|School Police |323-568-3407 | |Jaguar 1 |
|South Gate Police |213-625-6631 | | |
|HIGH SCHOOLTEACHERS |
|Name |Subject |E-mail Address |Room # |
|CHRISTOV, Mladen |English 10 |mladchrist@ |201 |
|JIMENEZ, Gloria |Spanish |gjime3@lausd.k12.ca.us |Roving |
|LAU, Kenny |Math 9 |kxl4752@lausd.k12.ca.us |202 |
|LEUTERIO, Rosario |Math 10 |rxl4797@lausd.k12.ca.us |204 |
|MEZA, Pedro |Resource Specialist |pxm6383@lausd.k12.ca.us |Roving |
|NGUYEN, Nhi |Biology |nyn4724@lausd.k12.ca.us |111 |
|PETKOVA, Nina |World History |npp7378@lausd.k12.ca.us |116 |
|RODRIGUEZ, Patricia |Health |psl0263@lausd.k12.ca.us |110 |
|SANCHEZ, Jair |Physical Education |jas0108@lausd.k12.ca.us |Gym |
|SMITH, Veronica |English 9 |vms0244@lausd.k12.ca.us |203 |
|TSUNO, Michael |Science |Mmt0143@lausd.k12.ca.us |117 |
|MIDDLESCHOOL SCHOOLTEACHERS |
|aTIENZA, Nelson |Algebra | |Roving |
|Bloch, Rachel |English 8 | |113 |
|Butler, Marlisa |English, Math 6 | |103 |
| |Japanese | | |
|Buttle, Sheila |Math/Science 6 | |102 |
|Caro, Eric |Physical Education | |Gym |
|Diaz, Matthew |English 7 | |105 |
|Eustis, Karole |HSS 7 | |107 |
|Flores, Claudia |Special Day Class | |106 |
| |6-8 | | |
|Forfar, Chris |HSS, English 6 | |101 |
|Geller, Erlene |HSS 8 | | |
|Meza, Pedro |Special Education | | |
|Qian, Fumin |Math/Science 8 | | |
|Tofukuji, Yukio |Math 7 | | |
|Walker, Varetta |Science 7 | | |
|Zhang, Renli | | | |
| | | | |
|NEIGHBOR SCHOOLS |
|School |Principal/SAA |Phone |E-mail Address |
|Phone/Fax | | | |
|SouthEast MS |Walter Flores, Principal | |walter.flores@ |
|323-568-3100/ |Rosamaria Figueroa-Calderon, Jaime | |jaime.morales@ |
|323-564-9398 |Morales, AP | |rfiguero@lausd.k12.ca.us |
| |Silvia Wagner, AP | |sylvia.wagner@ |
| |Elizabeth Lozoya, SAA | |ecisn2@lausd.k12.ca.us |
|SouthEast HS |Jesús Angulo, Principal | |jangulo@lausd.k12.ca.us |
| |Julia Chung, AP | |julia.chung@ |
|323-568-3400/ |Miguel Saenz, AP | |mxs4965@epals.lausd.k12.ca.us |
|323-566-7918 |Maria Sotomayor, AP | |msotomay@lausd.k12.ca.us |
| |Jose Suarez, AP | |jls9373@lausd.k12.ca.us |
| |Angie Leyva, SAA | |aml9414@lausd.k12.ca.us |
|LOCAL DISTRICT 6 |
|Name |Title |Phone |E-mail Address |
| | |Fax | |
|Martin Galindo |Superintendent |323-278-3919 | |
|Ana Rodriguez |Administrative Assistant |323-720-9012 |ana.rodriguez@ |
|Dr. Evelyn Mahmud |Director |323-278-4909 |evelyn.mahmud@ |
|Therese Gutierrez |Administrative Secretary |323-720-9426 |therese.gutierrez@ |
|Lourdes Echevarria |Fiscal Specialist |323-278-4904 |lourdes.echavarria@ |
| |School Police |213-625-6631 | |
|Tim Faulkner |Certificated Personnel |213-241-2091 |timothy.faulkner@ |
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
5. Leadership Team Roles and Responsibilities
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
5. Staff Roles and Responsibilities
International Studies Learning Center
Clerical Team Responsibilities
|School Administrative Assistant |Office Technician |Office Technician |Office Technician |
|High School |Middle School |Middle School |High School |
|7:00 – 3:30 pm |8:00 am – 4:30 pm |7:00 am – 3:30 pm |8:00 am – 4:30 pm |
|11:00 pm – 1:20 pm | | | |
|Karina Osuna |Virginia Figueroa |Ivy Lopez |Shirley Puga |
|Assist Dr. Jauregui |Assist Jasmine Abad |Assist Eric Huang |Assist Claudia Franklin |
|Budget |Attendance MS |Cums MS & HS |Attendance HS |
|Payroll |Back up to SAA @MS |IFS Gui |ISIS |
|P-Card Reconciliation & Orders |ISIS | | |
|Staff Evaluations | | | |
|Career Day |Attendance Supplies & Packets |Back to School Night |Attendance Supplies & Packets |
|Custodial Issues |Bell Schedule |Collect Illness/PN Cards |Collect Illness & PN cards |
|Guest Teachers |Checkouts |Copiers MS |Bells HS |
|Office Supplies |Equipment Inventory MS |Custodial Issues |Equipment Inventory |
|Staff Recognition |Report Cards |Guest Teachers |Equipment Repair |
|Storage Room |Service Workers MS |Mail & Fax Distribution |Mail & Fax Distribution |
|Work Permits |SIS |Requisition collect. |Parent Conferences |
|Worker’s Comp |Special Education |Storage Room MS |Tardy Policy |
|Other duties as assigned |Tardy Policy |Textbooks MS |Textbooks HS |
| |Technology Equipment (Inventory) |Other duties as assigned |Technology Equipment (Inventory) |
| |Weekly Bulletin | |Service Workers HS |
| |Other duties as assigned | |Supply Room & Copiers HS |
| | | |Other duties as assigned |
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
6. School-wide Programs and Activities
A. The school outlines the various school-wide programs available on MS campus by each grade level.
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
6. School-wide Programs and Activities
A. The school outlines the various school-wide programs available on HS campus by each grade level.
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
B. Interventions.
|TYPE OF INTERVENTION |TARGET AUDIENCE |ASSESSMENT |
|ESL Classes |Students who speak English as a second |Diagnostic testing at the beginning of school year |
| |language | |
| | |Performance in ESL classes in 9th grade |
|Resource Classes |Students who qualify for Resource Classes |IEP process will determine students in need |
| |based on IEP requirements | |
|CAHSEE Prep |Students who have taken but did not pass |All 10th graders will be required to take preparatory |
| |one or both portions of the test. |classes. |
|Student Success Team |Students recommended for academic or |Written recommendations will be provided by teachers |
| |behavioral intervention by teachers | |
|Before and After School Tutoring |Any 10th grade student in need of grade |Students who are failing at 5 week or 10 week progress |
|and Credit Recovery |improvement or recovery of missing credits|report are recommended to tutoring |
| | | |
| | |Students short of credits entering 10th grade and students|
| | |who fail classes in first semester of 10th grade. |
|Extended Learning Academy |Offered to 10 – 12 graders who need |Students who consistently attend will receive 1 credit per|
| |support with passing one or both parts of |12 hours of completed instruction |
| |the CAHSEE | |
|T.U.P.E. |Programs to prevent and or reduce the |Provides education support groups, smoking sensation |
| |number of teenagers who smoke |workshops and referral services to students who desire to |
| | |quit smoking. |
|Advisement |All Students receive daily contact with |Self esteem, grade conferencing, parent contact, planning |
| |one adult for all three years in MS and |and organization, service learning, book discussion, |
| |one teachers for the 4 HS years |Council Process |
|Impact Groups |Students requesting counseling with Ms. |Confidential Support for challenging life circumstances |
| |Sepulveda or Mr. Meza | |
|Drop out Prevention Counselor |Identified students | |
|Teleparent |All students for positive and negative | |
| |communications with parents in home | |
| |language | |
|Saturday School | | |
|Developing Readers and Writers | | |
|Program | | |
|Adopt A Student |Any student identified as falling behind |Teachers provide one on one assistance for as long as |
| |or with behavioral issues |needed |
|8th Grade Contract |All 8th Graders in danger of failing |Contract for behavior and school work to earn admission to|
| | |8th Grade end of year activities |
|Operation School Bell |2 students per month identified by |Ms. Sepulveda transports students to the Operation School |
| |teachers as being in need of clothing and |Bell Site where they are allowed to select item of |
| |supplies |clothing, books, etc… |
|LAVA |Students desiring to take a class not |A Variety of On-line Virtual courses |
| |currently offered by ISLC | |
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
7. Student Choice
Students apply for and attend ISLC as a matter of choice and are drawn from the local community. The school’s structure ensures that all students have equal access to the school’s entire program – core content areas and the electives.
Demographics
• ISLC’s demographic description data reflects the community’s demographics.
• Student population - 543 Hispanics, 3 Asians, one black, and one white student.
• About 75% of students receive free or reduced meals.
• 139 English Language Learners (25.3%) and 49 special education (8.9%)
• 229 Males, 287 Females students total.
• ISLC only has two years of achievement data.
• School began with a 655 API base in 2004 – 05 school year
• The next year, ISLC had a 17 point decrease ending with 638 API.
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
8. Community Resources/Partnerships
A. Community Resources/Partnerships: Collaboration 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.
Various levels of communication have been established to make certain that teachers, administrators, parents, and students work together to resolve problems and issues. Mail, newsletters, calendars, bulletins, and memos are used to keep all stakeholders informed about the upcoming events, meetings, conferences, and academic updates. Handbooks, other written materials, orientations, and conferences ensure that parents understand the school’s vision and the expected schoolwide 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.
Parents and community actively participate in the organization and realization of all school’s routine procedures supporting student learning and special events (e.g. the first Dragon festival, the College Fair, field trips). 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.
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.
|Existing Community Partners |Grant/Donation/Support |
|Asia Society |75,000 per year for 5 years: PD, Technology Computer cart, international |
|International Studies Schools Network |travel, classroom supplies: maps, flags, costumes, cultural items, world |
|Dr. Tony Jackson, Executive Director |drums, Japanese Teacher… |
| |On-Site coaching |
| |Summer Institute Professional Development (team of 6-10) |
| |Regional Professional Development in Math, Science, HSS, Literacy, World |
| |Languages, Advisory |
| |Leaders Seminar (3 times a year) |
| |On-Line resources Asia Society WWW |
| |Travel to China for 2 ISLC students Summer 2007 |
|Concordia Language Academy |Scholarship for 2 students to study Mandarin language |
|Restaurantes: El Pollo Loco, El Pescador, El Salto del Fraile, |Donations of Food for the Dragon Festival and for International Food events |
|Joy Wok Express, La Caisita Mexicana, Northgate Market, Red Boxx |at the PD Tuesdays |
|Pizza & Mexican Cuisine, Tacos Tomas, ISLC Parents and Families | |
|Ms. Maria Davila, Mayor of the City of South Gate |Stage for performances at the Dragon Festival, Personal time and Advocacy |
| |for ISLC, Provided performers |
|Hector De La Torre | |
|Joel Vasquez | |
|Chivas U.S.A. | |
|Ms. Marcia Haskin |Donation of time for Council Training and support for Administrative Team |
|One World Now |Leadership Conference for Students in Seattle, WA |
|Merle Lynch Executive |Principal for a Day |
|15-20 Community and Business Leaders |Career Day |
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
8. Community Resources/Partnerships
A. Existing Community Resources/Partnerships:
Small Learning Communities
School SLC Impact Report
IV. AREAS OF SCHOOL IMPACT
8. Community Resources/Partnerships
B. Potential Community Resources/Partnerships.
|Potential Community Partner |Desired Grant/Donation/Support |
|Cal State LA Firestone Campus |Concurrent College courses for Students |
|Local Industry TBD |Opportunities for Community Service, Service Learning, and Internships|
| | |
Small Learning Communities
School SLC Impact Report
IV. AREAS of School Impact
9. Facilities proposal for contiguous space
Currently, ISLC shares campus and facilities with Southeast Middle and Southeast High School complex. Within this shared space, we have “contiguous space”. However, with our school facilities in different locations, we lose many “just in time” opportunities for collaboration for both teachers (and students) cross grade levels. A plan for Bungalows at the HS site is being researched with the assistance of LAUSD Superintendent Brewer, Board Member David Tokovsky and the Local District Superintendent Martin Galindo.
Small Learning Communities
School SLC Impact Report
V. School Technical Assistance Checklist
| |
|Foreseeable Challenges Check All That Apply |
|Attribute analysis | |
|Vision creation/identity | |
|Student outcomes | |
|Matrix | |
|School to work transition | |
|Academic requirements: A-G | |
|Content integration | |
|Assessments/evaluation | |
|Alterations to facilities | |
|Resilience building | |
|Youth development strategies | |
|Advisories | |
|Leadership roles | |
|Bell schedules | |
|Contract issues/waivers | |
|Best practices | |
|Articulation | |
|Budgets | |
|Sustainability | |
|Community partnerships | |
|Parent outreach and involvement | |
|Student outreach and involvement | |
|School staff outreach and involvement | |
|Union (UTLA) agreements | |
|Working with the Local District | |
|Other: | |
Small Learning Communities
School SLC Impact Report
VI. ACKNOWLEDGEMENTS
THIS IS A SECTION TO ACKNOWLEGE, AS APPROPRIATE, ALL STAFF, PROFESSIONAL EXPERTS, DISTRICT SUPPORT, COMMUNITY, PARENTS AND OTHERS WHOO HAVE HELPED DEVELOP AND IMPLEMENT THIS SMALL SCHOOL AND/OR VARIOUS SECTIONS OF THE SLC MANUAL.
Small Learning Communities
School SLC Impact Report
VIi. ATTACHMENTS
1. The Asia Society Graduate Profile
2. ISLC Professional Development Plan
3. ISLC Hospitality and International Culture/Food Plan
-----------------------
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
Freshman Year
Senior Year
6th Grade
7th Grade
Junior Year
Sophomore Year
8th Grade
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