[Do we have a logo to put here



[pic]

THG WEST SCHOOL

|School Information |

|School Name |THG West – Culver City Campus |

|Director |Pamela Clark |

|Street |4160 Grand View Blvd. & 12095 W. Washington Blvd. |

|City, State, Zip |Los Angeles, CA. 90066 |

|Phone Number |310-751-1101; (310)437-5800 |

|Fax Number |310-397-5827; 310-437-5820 |

|Web Site | |

|CDS Code |1931460000090265 |

| |

I. SCHOOL DESCRIPTION

THG West School serves students with challenges in the area of socialization and peer relations, pragmatic language/nonverbal communication skills and academic performance. Students in this program are typically challenged with one or more of the following diagnoses: Autism, Asperger’s Syndrome, Pervasive Developmental Disorder, Speech and Language Impairment, Intellectual Impairment, and Specific Learning Disabilities. Students range in cognitive ability from moderate-severe to gifted. THG West’s programs are highly structured with a varied curriculum that is designed to meet each student’s individual needs. Educational programming is determined by grade level, the individualized education plan, framework in core content areas and well researched methodology. A unique aspect of the THG West curriculum is the focus on social skills.

Core Program Description

Educational focus of the program: THG West, Core Program, promotes social and personal well-being and strong academic achievement. Students in this program range in cognitive ability between average to gifted. The educational framework has been designed around the national state standards with an emphasis on STEM/STEAM integration and project based learning. With technology as a teaching tool students access the curriculum through total interaction. THG West provides creative, individualized and advanced placement classes that maximize each student’s potential. Related services may include speech and language, occupational therapy, specially designed physical education, and counseling as per each student's individual education plan (IEP). The Core students, upon completion of their high school requirements (12th grade) exit with a high school diploma.

BEACON Program: The students in this program receive the same educational benefits as those in the CORE program, but require a more intensive structured tiered behavioral system.

STEM3 West Program Description

STEM3 West is a program for students with cognitive abilities that range from high average to gifted who also have social and learning differences, including autism. In addition, the students have a passion for STEM subjects (Science, Technology, Engineering, and Mathematics). Related services may include speech and language, occupational therapy, specially designed physical education, and counseling as per each student's individual education plan (IEP). STEM students, upon completion of their high school requirements (12th grade), exit with a high school diploma.

Young Learners Preschool Program Description

Young Learners Preschool is an innovative and comprehensive early intervention day school program designed to serve children between 2.9 and 5 years of age. The program supports students diagnosed with autism, high functioning autism, Asperger's Disorder, and Pervasive Developmental Disorder. The program is an intensive six hour per day, five day week special education program that incorporates various research based programs and strategies such as TEACCH, Pivotal Response Treatment, and Discrete Trial Training. Supportive services, which take place during the school day, may include speech and language, occupational therapy, and specially designed physical education, as per each student's individual education plan (IEP).

Climb Program Description

The CLIMB program is a Middle School and High School program at THG West. This program is designed for students who need instructional accommodations as well as modifications. The curriculum in the Climb Program consists of similar academic subjects taught in the Core program but modified both in range and depth. In addition, elective classes and community based instruction focus on the student’s need to be aware of the range of services and resources available in the community. Climb students exit the program with a Certificate of Completion. Related services may include speech and language, occupational therapy, specially designed physical education, and counseling as per each student's individual education plan (IEP).

Bridgeport Program Description

The Bridge program on the THG West campus provides students with the ability to access skills that will improve their quality of life, and to assist them in becoming productive members of their communities. It is designed for students who can benefit from an academic curriculum as well as hands-on life skills instruction and vocational services. Delivery of the curriculum is age appropriate and as close to the natural environment as possible. Related services may include speech and language, occupational therapy, specially designed physical education, and counseling as per each student's individual education plan (IEP). Upon completion of the program students receive a Certificate of Completion.

The Bridge Transition/ Vocational Education Program

The Bridge Transition Program is a vocational/career development program for students 18-22 who have completed the 12th grade in an Alternative Curriculum Program but are not yet ready to leave the structure and support of a Special Education setting. The program focuses on functional/ applied academics, communication skills, socialization, vocational development, and independent living skills. Students participate in classroom instruction, community based activities, and on site jobs both and off site internships in community businesses. The program assists students to work toward their goals and interests as they prepare for the adult world of further education or employment. Related services may include speech and language, occupational therapy, specially designed physical education, and counseling as per each student's individual education plan (IEP).

Sunrise Program

Sunrise School offers a comprehensive special education program for students with moderate to severe delays associated with autism spectrum disorder and other developmental disabilities. With a multidisciplinary team of professionals, Sunrise provides a wide range of learning opportunities that foster growth in all essential areas. This educational program promotes communicative, behavioral, academic, and independent living skills, as well as social and emotional development. The primary goal is to enable each student to realize his/ her fullest potential and to become as independent as possible. Related services may include speech and language, occupational therapy, and adaptive physical education as per each student's individual education plan (IEP).

For all of our programs at THG West, the multidisciplinary team collaborates to assess cognitive, academic, social functioning and behavioral challenges in order to plan a program that best accommodates the student’s strengths and weaknesses. Education-related services such as speech and language therapy, counseling, adaptive physical education, and occupational therapy are also available as designated by student IEP’s.

DEMOGRAPHIC INFORMATION

Student Enrollment by Grade Level

|Grade Level |Number of Students |Grade Level |Number of Students |

| | | | |

|Preschool |0 |Grade 7 |44 |

|Kindergarten |4 |Grade 8 |45 |

|Grade 1 |10 |Grade 9 |49 |

|Grade 2 |8 |Grade 10 |35 |

|Grade 3 |17 |Grade 11 |46 |

|Grade 4 |20 |Grade 12 |41 |

|Grade 5 |19 |Transition (18-22) |53 |

|Grade 6 |26 |Total Enrollment |417 |

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

|  |PERCENT OF TOTAL |

|GROUP |ENROLLMENT |

|African American |28% |

|American Indian or Alaska Native |4% |

|Asian |4% |

|Hispanic or Latino |29% |

|White (not Hispanic) |28% |

|Other |7% |

|Students with Disabilities |100% |

Average Class Size and Class Size Distribution

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

 

Average Class Size and Class Size Distribution (Secondary THG West Core)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

|Subject |2014-15 |

| |Avg. |Number of Classrooms |

| |Class | |

| |Size | |

| | |1-22 |23-32 |33+ |

|English |12 |15 | | |

|Mathematics |11 |16 | | |

|Science |11 |16 | | |

|Social Science |12 |15 | | |

OPPORTUNITIES FOR PARENT INVOLVEMENT

THG West is fortunate to have a very active Parent Association that generously contributes time and effort to enhance our school programs. The Parent Association organizes fund raisers such as the Book Fair, Paint Night, and the Annual Carnival that support various co-curricular and extra-curricular activities. Parents donate funds that are earmarked for special projects that augment technology, field trips, creative arts, music and drama, athletic program and the library through the Annual Giving campaign. THG West parents also support their child’s individual classroom teachers by acting as Room Parents. Parent Support Nights, run by a therapist, parents, and staff help to disseminate current research and information regarding Autism, and to lend support to our parents and community. The school also encourages parent participation through daily communication (i.e. logs, emails, cloud based system) and hosting various events such parent – teacher conferences, Back to School Night, Open House, and quarterly Community Building (ex. Beach Bon Fire, Opening Base Ball Night, Grandparents Day, Siblings Party) each school year.

II. SCHOOL CLIMATE

School Safety Plan

THG West makes every effort to provide a safe environment for learning. Students participate in emergency drills held on a monthly basis for earthquake and fire preparedness. All staff receives mandatory yearly training regarding Child-Abuse Reporting, Sexual Harassment, Prejudice and Blood-Borne Pathogens. The Safety Committee meets monthly to discuss concerns and correct safety issues. Earthquake supplies are available on site. Staff members practice emergency drills and are assigned to stations such as triage, search and rescue, and first aid. The front gate is kept locked and visitors are required to contact the front office to enter the premises. Teachers are aware of lock-down procedures and procedures for requesting immediate assistance.

School-Based Behavior Management System

Philosophy

The THG West School believes that children show the most growth in their academic, social, communication, emotional and behavioral skills when they are provided with a safe, predictable and structured learning environment. The most effective manner that this is achieved is through the establishment of clear and consistent rules and expectations.

The THG West philosophy is that the way to strengthen all skills is to highlight what a student is doing correctly, by attending to appropriate behaviors rather than inappropriate behaviors. Once a student knows how to respond appropriately, and receives positive feedback for such, the likelihood is that he/she will continue to respond appropriately. When too much attention is focused on a student’s poor behavior or academic failure, motivation decreases and maladaptive (negative/inappropriate) behaviors increase.

In any school setting it is often found that children display negative behaviors because the more severe their outburst: 1) the more attention they receive; 2) the more likely staff are to withdraw demands; 3) the more assistance they will be given and 4) the more likely staff are to allow the student increased time with a preferred adult or activity (such as letting a child avoid a task while “taking a walk”).

What are missing in many programs are increased attention, assistance, and preferred activity time for appropriate behaviors. The behavior management system at THG West seeks to change this way of responding. THG West students will receive desired reinforcement for “good” behaviors and following rules, and not for undesirable behaviors.

In order to accomplish this, students work toward building up the necessary skills to deal effectively with their need for attention, assistance or break-time, handling anger, frustration and over-excitement appropriately, and develop social and problem-solving skills which allow them more control in dealing with negative situations.

THG West employs a pro-active approach, which means that we attempt to deal with any situation we know will lead to negative behaviors BEFORE the problem behavior occurs. We also work on building up any necessary skills that the student requires in order to handle such situations/ environments. When students feel comfortable and understand the rules of their environment, a positive learning situation is created, and disruptive behaviors decrease dramatically.

THG West adheres to a proactive classroom management system philosophy that believes that any behavior plan will be more effective if it includes interactive strategies and or techniques.

Social Skills Curriculum

THG West School takes a multi-disciplinary approach to helping our students succeed both academically and socially. Appropriate skills increase the quality of life and success currently and post secondary. Social skills at THG West are taught daily, both directly and indirectly. Skills are taught using a variety of classroom lessons as well as in real life situations so each student is prepared to be successful in a wide variety of social situations.

All students participate in a social skills class every day of the week. The curriculum focuses on 4 areas of skills necessary for social success: 1) fundamental skills; 2) social initiation skills; 3) getting along with others; 4) social response skills. Research based curriculum is presented developmentally and is interactive and multi modal.

Role plays and active participation provide the students an opportunity to practice the many ways to engage socially. In addition, informal instructional occurs throughout the day and in all environments. The entire staff is responsible for fostering positive social instruction with students they interact with throughout the day. Effective ways to teach social skills is to model good social skills in all of our interactions and help facilitate positive interactions where students can demonstrate success. The staff promotes positive social interactions by “catching” students interacting appropriately and telling him/her specifically what they did well. The more frequently a student gets noticed for good social skills, the better their social skills will become.

Behavior Management:

THG West School emphasizes a positive behavior management system. The Behavior Management System is designed to target behaviors that impeded academic success in the classroom and reinforce positive behaviors. Our school believes that students experience increased motivation both in the classroom and in social settings when they are provided with consistent positive reinforcement from the staff. THG West recognizes that is often difficult for students with autism, learning differences and attentional deficits to comply with classroom and social expectation at all times, and believes that each day is a fresh start for our students. This system includes:

➢ Token Economy

➢ Classroom Management Techniques

➢ Individual Student Target Goals

➢ Student of the Month assemblies that recognize students who have shown growth in academics, behavior and/or social skills.

Suspensions:

THG West adheres to the suspension regulations and policies of the California Education Code. The goal is to minimize the amount of time that a student spends out of class. However, there may be times in which a student’s behavior is severe enough to warrant a suspension.

There are two different types of suspensions- Classroom and School.

1. Classroom Suspension- Students may be given classroom suspension for any destructive or aggressive act committed against property or another child, which does not result in extensive damage or bodily injury. Students who are not considered a risk to the health and safety of other pupils or staff may be placed on Classroom Suspension. Classroom Suspensions can last for part of the day (such as one class period) or for a full day, depending on the type of negative act, and the severity of damage incurred. A student who is placed on Classroom Suspension will be met as he/she leaves the bus by a staff member and accompanied to the refocus room. This is a distraction-free environment, where a child can be watched at all times, but will not be receiving excessive individual attention. The following are the guidelines for Classroom Suspension:

a) The student will have a packet of work compiled by the teacher, which he/she is to complete during the course of the day. This will include all school assignments and/or tests that the student will miss by being out of the class.

b) Parents will be notified by a school administrator of the infraction committed, and the consequences. An incident report will be sent to the District/ SELPA Representative (for LAUSD it will be sent to the administrative designee and uploaded to the Google Hub), within 24 hours.

c) All students given a Classroom Suspension will be provided with appropriate counseling.

2. School Suspension- Students who engage in significant property damage, aggressive acts which cause or threaten to cause bodily injury to another person, willfully use force or violence against a person for reasons other than self-defense, possess a firearm or other weapon, steal or attempt robbery, use habitual profanity, vulgarity or who make sexual advances or commit sexual harassment against another are subject to School Suspension.

The guidelines for such a suspension are as follows:

a) The program coordinator, Heads of Schools, Assistant Principal or Principal will immediately notify the student’s parent/guardian. An incident report will be sent to the District or SELPA Representative (for LAUSD it will be sent to the administrative designee and uploaded to the Google Hub), within 24 hours.

b) The school administrator will schedule a formal Case Conference to discuss the problem behavior(s) and to initiate a Functional Behavior Assessment (FBA) (once formal assessment plan has been signed).

c) If a change needs to be made to the student’s Behavior Support Plan (BSP), or a Behavior Emergency Report (BER) was generated an IEP meeting will be scheduled. This meeting will include the parents, all administrators listed above (as needed), and representatives from the District.

d) On the student’s first morning back to school, a re-entry meeting will be held. The purpose of this meeting is to assess the student’s current mental and behavioral status, and to review his/her behavioral expectations. These expectations will be outlined for the student in whatever form they can best understand. A parent or guardian of the child must attend this meeting.

e) In cases in which a student receives more than 10 in-home suspensions an IEP meeting is scheduled for the purposes of a manifestation determination review.

|Rate |2017-18 |

|Suspensions |14 |

|Expulsions |0 |

III. SCHOOL FACILITIES

THG West School maintains a clean, safe physical plant. School facilities are cleaned daily. Repairs are made in a timely manner. There is a maintenance crew on site to provide immediate assistance to staff and students. Floors and carpets are cleaned and waxed thoroughly during pupil-free days. There is an on-going schedule of touch-up and repairing to ensure upkeep of the facility. The school receives annual inspections and clearances from the Health and Fire Departments. Our staff has the ability to submit Maintenance Requests on the intranet.

|Item Inspected |Repair Status |Repair Needed and |

| | |Action Taken or Planned |

| |Good |Fair |Poor | |

|Gas Leaks | | | | |

|Mechanical Systems | | | | |

|Windows/Doors/Gates (interior and exterior) | | | | |

|Interior Surfaces (walls, floors, and ceilings) | | | | |

|Hazardous Materials (interior and exterior) | | | | |

|Structural Damage | | | | |

|Fire Safety | | | | |

|Electrical (interior and exterior) | | | | |

|Pest/Vermin Infestation | | | | |

|Drinking Fountains (inside and outside) | | | | |

|Restrooms | | | | |

|Sewer | | | | |

|Playground/School Grounds | | | | |

|Roofs | | | | |

|Overall Cleanliness | | | | |

IV. TEACHERS

Teacher Credentials

All THG West special education teachers hold a full California Teacher Commission credential, Internship Credential Permits, or Short Term Staff permits that are authorized by the California Teacher Commission.

|Teachers |2017-2018 |

|With Full Credential |24 |

|With Internship Credential |2 |

|STSP & PIPs |11 |

|Sub Credentials |10 |

|Teaching Outside Subject Area of Competence |0 |

Substitute Teacher Availability

THG West School uses our instructional aides who have passed the CBEST and have substitute credentials to cover teachers when they are absent. This system ensures familiarity with staff and continuity of curriculum for our students and causes the least disruption. We also call on regular substitute teachers that have taught previously at THG West School or similar schools that serve students on the autism spectrum, and are familiar with profiles of our students and the specialized teaching strategies we use.

Teacher Evaluation Process

Teachers and instructional aides are formally evaluated once a year by the director and principals. In addition, administrators conduct observations and classroom visits several times a year on an informal basis. Teachers receive feedback and suggestions regarding implementation of lessons, behavior management and addressing learning styles.

Designated Instructional Services Providers and Other Support Staff

|Title |Number |Average Number of |

| |Assigned to School |Students per |

| | |Academic Counselor |

|Academic/Transition Counselor |2 |n/a |

|Specially Designed PE Specialists |1 |n/a |

|Socio-emotional Therapists |11 |n/a |

|Nurse |2 |n/a |

|Speech/Language/Hearing Specialist |8 |n/a |

|Occupational Therapists |5 |n/a |

|BCBAs |2 |n/a |

|Behavioral Interventionists |3 |n/a |

Professional Development

Minimum days are scheduled once every month for staff development. In the 2017-18 school year, the following topics were addressed during teacher-training workshops:

• Organizing the classroom environment

• Differentiating curriculum

• Reinforcement

• Generalization/ Maintaining skills

• Using Prompts and Prompt Fading

• Self Determination

• Curriculum: Touch Math/ Edmark/SRA

• Common Core State Standards

• Focusing on Target Behaviors

• How to accommodate & Modify

• Social Skills Training

• The Hidden Curriculum

• Teaching Small Groups- Effective Teaching Strategies

• Social Studies Rubric Writing

• ITP Training

• Utilizing Graphic Organizers

• OT Strategies for the classroom

• Language Arts Rubric Writing

• School Wide Learning Goals

• Positive Behavioral Support

• Effective Data Collection

• Khan Academy- Math

• Voyager Passport Reading Training

• Wilson Training

• Differentiation

• Enriching Curriculum

• Project Based Learning

• Alternative Assessments

• Using Assessments When Planning Curriculum

• Engaging Students in Curriculum

• Curriculum and Technology

• Smart Board Training

• Autism Service Delivery and Evidenced Based Practice

• Intro to Early Ed Model

• STEM

• SKILLS program for Early Education

V. CURRICULUM AND INSTRUCTIONAL MATERIALS

THG West Diploma Bound Programs- THG West School offers a core curriculum that meets or exceeds the Common Core State Standards and California State Standards. In addition to academic subjects, we are able to offer physical education, art, music, drama, and computer technology. At THG West, students receive specialized remedial instruction in a small group setting that addresses specific deficits and diverse learning styles. Organizational, writing, and study skills are weak areas for many of our THG West students. Supplemental resources are used to teach the students accommodations for these deficits. Daily Planners and homework organizers are used in all grades, and notebook organization is stressed and checked on weekly. Computer software such as Inspiration and Wynn provide guidance in concept mapping for written expression. Study strategies, outlining techniques, graphic organizers and the use of reference materials are explicitly taught. The elementary program includes grades K through 6, middle school program grades 7 and 8 and High School includes 9th-12th graders.

The scope and sequence of classes in grades 9 –12 are based on the graduation requirements adopted by contracting districts. In addition to the minimum courses required for high school graduation, THG West offers higher level courses such as AP Biology, AP History, Physics, Pre-Calculus, Chemistry, and Spanish 3. THG West has an approved University of California A-G list that enables our students to apply for admission to the UC system and other college programs.

Mastery of content and access to curriculum are ensured through alternative assessment and accommodations in testing, curriculum and presentation. Textbooks and curriculum materials are selected from the instructional resources reviewed and adopted by the California State Board of Education and the LAUSD approved textbooks list. In order to ensure that textbooks meet state standards, we purchase the California editions of textbooks when available. Due to the diverse cognitive levels of the THG West population, supplemental resources are necessary. Resources have been chosen that address not only the regular course of study for grades K - 12, but also implement remediation strategies for those students with specific learning disabilities and socialization deficits.

THG WEST CORE PROGRAM

LIST OF SUBJECT AREA COURSES BY GRADE LEVEL

Elementary

Grades 1-6 Language Arts, Math, Social Studies, Science, Art, Music, and P.E.

Middle

Grade 7 English, Math, Life Science, World Cultures, P.E., Elective

Grade 8 English, Math, Physical Science, US History, P.E., Elective

High School

Grade 9 English, Intro to Algebra/Algebra 1, Earth Science, Spanish 1, Life Skills/Health, P.E

Grade 10 English, Algebra 1/Intermediate Algebra, Algebra 2, Geometry, Biology, World History, Spanish 1, Spanish 2, P.E.

Grade 11 American Literature, Contemporary Composition, Algebra 2, Geometry, Chemistry, U.S. History, Science Elective, Spanish 1, Spanish 2, Fine Art, Workability

Grade 12 Expository Composition, English Elective, Algebra 2, Geometry, Pre-Calculus, Math Elective, Government/Economics, Spanish 2, Spanish 3, Fine Art, Physics, Science Elective, Career Pathways, Technical Art, Senior Seminar, Practical Math, Japanese

Pupils Who Lack

Textbooks and

Instructional

Core Curriculum Areas Materials_______

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Foreign Language 0%

Health 0%

CERTIFICATE (Alternate Curriculum) Programs (Sunrise & Bridge):

THG West Certificate Bound Programs are designed for students who can benefit from an academic curriculum as well as hands-on life skills training and vocational services. The mission of the program is to provide our students with the ability to access skills that will improve their quality of life, and to assist them in becoming productive members of their communities. The curriculum is based on a multidisciplinary team approach that includes functional academics, vocational skills, community based instruction, and social skills.

The curriculum reflects skills that are required for all adults to function independently. It is based on the premise that students learn best from direct instruction and “real-life” experiences. Integrated throughout the curriculum is social skill instruction and improving communication skills. Delivery of the curriculum is age-appropriate and as close to the natural environment as possible. The curriculum is structured for life-long independence and self-fulfillment.

The Programs have a school-wide framework integrating the Common Core State Standards into the curriculum. Instruction in core areas uses a balanced comprehensive program with a strategic selection of methodologies and curriculum. Explicit instruction is integrated with experiential learning providing meaningful instruction. The majority of the students take the California Alternate Assessment (CAA) – therefore, the curriculum reflects both academic and functional skills.

The instructional focus and delivery design changes by grade level. The elementary grades use a diagnostic/intervention curriculum. Given the individual learning differences it is difficult to predict the academic achievement of the students. Through intensive remediation the students are provided with the means to develop basic skills or remediate core skills.

The Elementary curriculum uses a research-based core curriculum with supplemental materials to provide the necessary intervention. A diagnostic-prescriptive model of assessment is used to appraise student learning. Assessment is an on-going process to identify needs, determine goals, measure progress, and revise goals as necessary. Modifications and accommodations are used as necessary based on assessment results.

The Middle School curriculum continues the diagnostic/intervention curriculum along with functional academic skills. The curriculum offers applied academic skills recognizing a necessary balance of academics and functional skills for the students to achieve their potential.

The High School curriculum is progressively more functional in its content. Remediation in core subjects is still evident in the curriculum but more emphasis is placed on accommodations and alternative skills to achieve independence.

All students in the THG West’s Certificate Bound Programs participate in the Community Based Instruction (CBI) Program where they learn real-life skills in their actual environments including riding a bus, purchasing food in a restaurant, and shopping in stores. In multiple environments students practice their social and communication skills, their money handling ability, and their independence.

These programs also include a vocational education component. The comprehensive vocational program facilitates students with a smooth transition into the adult working world. Students begin their vocational training in the early grades, and as young adults they become independent workers in real job sites. Students run various classroom businesses and access the Practical Assessment Exploration System (PAES) to simulate real work settings. Additionally, students in high school and transition grades perform office work, tutor, and run on-campus businesses throughout the school as well as maintaining off-campus jobs. In the vocational program, students learn to work independently, follow directions, and use appropriate social skills with a sense of responsibility, respect, and a strong work ethic.

LIST OF SUBJECT AREA COURSES BY GRADE LEVEL

Elementary

Grades 1-6 Reading, Language Arts, Math, Social Studies, Science, Social Skills, Art, Music, P.E., Computer

Middle

Grade 6, 7 & 8 Reading, Language Arts, Writing, Math, Life Skills, Transition, Social Skills, Health (Sex Education & Hygiene), Community Based Instruction, PE, Science, Social Studies, Elective (Art, Drama, Computer, Library)

High School

Grade 9& 10 Practical English A/B, Applied English A/B, Practical Math A/B Consumer, Math A/B, Practical Social Science A/B, Practical Science A/B, Community Science A/B, Life Skills Personal Health, Electives (Art, Drama, Library, Computer) Community Based Instruction

Grade 11 & 12 Community English A/B, Community Resources A/B, Consumer Math

Practical Math, Social Science/History Community A/B, Social Science/ History Consumer A/B, Practical Science, Life Skills, Sex Ed., Transition, P.E., electives (Art, Drama, Library, Computer) Community Based Instruction

The THG West Transition Program- For students 18 – 22 years old the transition program bridges the gap between school and adult independence. The curriculum is primarily functional and experiential with core academics embedded in the curriculum reflecting how the skills are used by adults. Students in the program run on-campus businesses and receive curriculum-based vocational and life skills training. They manage business as well as personal budgets. Students develop their portfolio and other job-related skills, such as interviewing skills, resume writing and time management. The curriculum reflects skills and activities necessary for adult independence. Students also have the option to take classes at the local community college.

|Grade |English |English |Mathematics |Mathematics Intervention |

| |Language Arts |Language Arts | | |

| | |Intervention | | |

|K |McGraw-Hill | |McGraw-Hill | |

|K |Wonders (2017) | |My Math | |

| | | |Volume 1 & 2 (2015) | |

|3 |McGraw-Hill |McGraw-Hill-Wonders (17) |McGraw-Hill |Scott Foresman |

| |Wonders (2017) |Sopris West: Language! 3rd |My Math |Envision-Math (2009) |

| | |Edition (2012) |Volume 1 & 2 (2015) |McGraw-Hill |

| | | | |Number Worlds (2016) |

|4 |McGraw-Hill |McGraw-Hill-Wonders (17) |McGraw-Hill |Scott Foresman |

| |Wonders (2017) |Sopris West: Language! 3rd |My Math |Envision-Math (2009) |

| | |Edition (2012) |Volume 1 & 2 (2015) |McGraw-Hill |

| | | | |Number Worlds (2016) |

|5 |McGraw-Hill |McGraw-Hill-Wonders (17) |McGraw-Hill |Scott Foresman |

| |Wonders (2017) |Sopris West: Language! 3rd |My Math |Envision-Math (2009) |

| | |Edition (2012) |Volume 1 & 2 (2015) |McGraw-Hill |

| | | | |Number Worlds (2016) |

|6 |McGraw-Hill |McGraw-Hill-Wonders (17) |McGraw-Hill |Scott Foresman |

| |Wonders (2017) |Sopris West: Language! 3rd |California Math CCSS |Envision-Math (2009) |

| | |Edition (2012) |Volume 1 & 2 (2015) |McGraw-Hill |

| | | | |Number Worlds (2016) |

|7 |McGraw-Hill |McGraw Hill-StudySync (17) |McGraw-Hill |McGraw-Hill |

| |StudySync (2017) |Sopris West: Language! 3rd |California Math CCSS |Number Worlds (2016) |

| | |Edition (2012) |Volume 1 & 2 (2015) | |

|8 |McGraw-Hill |McGraw Hill-StudySync (17) |McGraw-Hill |McGraw-Hill |

| |StudySync (2017) |Sopris West: Language! 3rd |California Math CCSS |Number Worlds (2016) |

| | |Edition (2012) |Volume 1 & 2 (2015) | |

|9 |McGraw-Hill |McGraw Hill-StudySync (17) |McGraw Hill-Glencoe |The CA Challenge (08) |

| |StudySync (2017) |Sopris West: Language! 3rd |CA Pre-Algebra (2010) |McGraw-Hill |

| | |Edition (2012) | |Number Worlds (2016) |

|10 |McGraw-Hill |McGraw Hill-StudySync (17) |BIG IDEAS MATH ALGEBRA I 2016 |BIG IDEAS LEARNING |

| |StudySync (2017) |Sopris West: Language! 3rd | |(2016) |

| | |Edition (2012) | | |

|11 |McGraw-Hill |McGraw Hill-StudySync (17) |BIG IDEAS MATH GEOMETRY 2016 |BIG IDEAS LEARNING |

| |StudySync (2017) |Sopris West: Language! 3rd | |(2016) |

| | |Edition (2012) | | |

|12 |McGraw-Hill |McGraw Hill-StudySync (17) |BIG IDEAS MATH ALGEBRA II 2016 |BIG IDEAS LEARNING |

| |StudySync (2017) |Sopris West: Language! 3rd | |(2016) |

| | |Edition (2012) | | |

WONDERS ELA/ELD-McGraw-Hill

Program details Wonders, a comprehensive K-6 ELA/ELD program, which is designed to meet the challenges of today’s classroom and reach all learners. Wonders provides a wealth of research-based print and digital resources that provide unmatched support for building strong literacy foundations. Students access complex texts, engage in collaborative conversations, and develop critical thinking skills. Wonders literacy instruction builds proficiency in speaking, listening, reading, and writing with scaffolded support for all language proficiency levels. The Reading/Writing Workshop is a key component to intervention instruction, teacher’s model close reading of short complex texts allowing students to practice key skills and strategies. The Close Reading Companion guides students to reread with purpose, highlight and annotate text, cite evidence, answer text-dependent questions, and organize their thoughts as they move toward analytical writing and integration of knowledge and ideas. Leveled Readers are accompanied by lesson plans and are thematically connected to each intervention unit of study. Instruction at each level addresses the same subject, theme, content, skills, and strategies, with connection points to move up to the next level as soon as students are ready.

StudySync ELA/ELD-McGraw-Hill

Program details StudySync is a powerful core ELA curriculum built for today’s technology enhanced classroom. StudySync blends Common Core Standards with differentiated instruction, relevant literature, and engaging multimedia tools that challenge and support students of all learning levels. StudySync’s literature-rich intervention curriculum meets the needs of all learners by continually evolving resources that keep students engaged and teachers on the forefront of changing educational expectations. StudySync lesson plans support close reading, analysis, daily writing practice, vocabulary, spelling, and grammar are embedded throughout and tied back to the literature. The intervention component uses differentiated resources for all learners, students can cultivate a passion for reading and writing through structured lessons that engage and support struggling readers with digital text selections, embedded audio, and video enhancement. All lessons include Access Path resources such as sentence frames, graphic organizers, glossaries, and tools for use in whole group, small group, and one-on-one instruction.

LANGUAGE! Sopris West-Voyager Learning

Program details LANGUAGE!® is designed for students in grades 2–12 who score below the 40th percentile on standardized literacy tests. The curriculum includes six levels, A–F, each with six units of instruction and 10 lessons per unit. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the developer calls “six steps from sound to text”): phonemic awareness and phonics (word decoding), word recognition and spelling (word encoding), vocabulary and morphology (word meaning), grammar and usage (understanding the form and function of words

BIG IDEAS MATH-Big Ideas Learning

Big Ideas Math is a complete math program developed with Common Core Standards for Mathematical Content and Standards for Mathematical Practice as its foundation. Big Ideas Math has been systematically developed using learning and instructional theory to ensure the quality of instruction. Students gain a deeper understanding of math concepts by narrowing their focus to fewer topics at each grade level. Students master content through inductive reasoning opportunities, engaging activities that provide deeper understanding, concise stepped-out examples, rich thought-provoking exercises, and a continual building on what has been previously taught. Big Ideas Math provides a balanced instructional approach of discovery and direct instruction. This approach opens doors to abstract thought, reasoning, and inquiry as students persevere to answer the Essential Questions that drive instruction to build mathematical understanding and proficiency.

ENVISIONMATH Scott Foresman-Pearson Education

Program details Envision MATH, developed and published by Pearson Education, Inc., is a classroom‐and computer evidence-based, Common Core State Standards‐aligned program for students in grades K‐ 6.80. Lessons are composed of a review session, a small‐group, problem‐based exercise, followed by individual learning activities. Daily assessment of all students help teachers recognize which skills are coming easily to students and identify which students need extra help to achieve mastery. EnvisionMATH provides synchronized print and digital resources to guide students through interactive and technology‐based activities. EnvisionMATH was found to have potentially positive effects on math achievement with its students attaining an average improvement index of +6 percentile points, representing a range of +1 to +9. The extent of this evidence was deemed by the What Works Clearinghouse (WWC).

NUMBER WORLDS McGraw Hill

Program details Number Worlds® 2015 is a highly-engaging, research-proven, teacher-led math intervention program that was built on rigorous state standards to bring math-challenged PreK-8 students up to grade level with Real World Applications. Number Worlds helps struggling learners in Response to Intervention Tiers 2 and 3 achieve math success and quickly brings them up to grade level by intensively targeting the most important standards. In Number Worlds, students participate in Inquiry-Based Learning (IBL) and Project-Based Learning (PBL) through the completion of cumulative projects. Incorporating the Constructionism and Learning by Design aspects of IBL and PBL through sustained, cooperative investigation, which takes place in a structured approach. Structure is offered to students through multiple questions, activities, and assessments. Both Inquiry-Based and Project-Based Learning encourages students to be engaged in productive, guided inquiry learning that begins with background information and an essential question. Students work through the process, assimilate learning, and present their findings.

2017-2018 Alternate Curriculum

THG West’s Alternate Curriculum Programs (Bridgeport & Sunrise) use a wide array of instructional and supplemental materials. The main/ core curriculum (in addition to providing access to CCSS curriculum) used by THG West’s alternate curriculum programs is the Unique Learning System. Unique is a complete curriculum program provided monthly for students with special learning needs. Unique Learning System is comprised of five grade bands: Elementary, Intermediate, Middle School, High School and Transitional. Each month a new thematic unit contains all the materials needed, including leveled reading books. The units are centered on a science or social studies topic and incorporate reading, writing, math, science and history lessons.

Accommodations & Modifications

THG West acknowledges that some students with disabilities need accommodations and/or modifications to their educational program in order to access their curriculum and to be successful in school. An accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. THG West also understands this (any) accommodation does not alter in any significant way what the test or assignment measures. A modification on the other hand, is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Necessary modifications and accommodations are written into each student’s IEP and are implemented by the classroom teacher and staff.

Accommodations needed (for curriculum access & testing) are noted in students' IEPs (both diploma and certificate (of completion).

Diploma students at THG West School (Core Program) are “held to the same content standards as their non-disabled peers. The IEP team will make this determination based upon assessments of the student’s skills and abilities.” (Bulletin No. BUL-1353.1 Instructional Services, LAUSD 12/23/05). All students are held to district grade level standards.

Students in THG West Bridgeport (alternate & general curriculum) Program can receive both modifications and accommodations.

Sample Accommodations and Modifications Provided:

BOOKS:

• Provide alternative books with similar concepts, but at an easier reading level as supplemental curriculum.

• Provide audiotapes of textbooks and have the students follow the text while listening.

• Provide summaries of chapters.

• Provide interesting reading material at or slightly above the student’s comfortable reading level.

• Use peer readers.

• Use marker to highlight important textbook sections.

• Use index cards to record major themes.

• Provide the student with a list of discussion questions before reading the material.

• Give page numbers to help the student find answers.

• Provide books and other written materials in alternative formats such as large print.

CURRICULUM:

• Shorten assignments to focus on mastery of key concepts.

• Shorten spelling tests to focus on mastering the most functional words.

• Encourage alternative assignments that provide for demonstration of mastery of concepts (i.e. posters, re-enactments, projects, video or computer presentations).

• Specify and list exactly what the student will need to learn to pass the class, and review these requirements often.

• Set clear expectations: “When you have read this chapter, you should be able to list three reasons for the Civil War.”

• Give alternatives to long written reports (i.e. write several short reports, give an oral report on an assigned topic, preview a book or movie on an assigned topic and write a short review.)

CLASSROOM ENVIRONMENT:

• Use oral and printed directions.

• Give directions in small steps and in as few words as possible.

• Number and sequence the steps in a task.

• Have students repeat the directions for a task.

• Provide visual aids.

• Show a model of the end product of directions (i.e. a completed math problem or finished quiz).

• Stand near the student when giving directions or presenting a lesson.

TIME/TRANSITIONS:

• Alert students several minutes before a transition from one activity to another is planned; give several reminders.

• Provide additional time to complete a task.

• Allow extra time to turn in homework without penalty.

• Provide assistance when moving about the building or campus.

HANDWRITING:

• Use worksheets that require minimal writing.

• Use fill-in questions with space for a brief response rather than a short essay.

• Provide a “designated note taker” or photocopy of other student or teacher notes. (Do not require a poor note taker or a student with no friends to arrange with another student for notes.)

• Provide a print outline with videotapes and filmstrips.

• Provide a print copy of any assignments or directions written on the blackboard.

• Omit assignments that require copying, or let the student use a tape recorder to dictate answers.

GRADING:

• Use daily or frequent grading averaged into a grade for the quarter.

• Weigh daily work higher than tests for a student who performs poorly on tests.

• Mark the correct answers rather than incorrect ones.

• Permit a student to rework missed problems for a better grade.

• Average grades out when assignments are reworked, or grade on corrected work.

MATH:

• Allow the student to use a calculator without penalty.

• Group similar problems together.

• Provide fewer problems on a worksheet.

• Require fewer problems to attain passing grades.

• Use enlarged graph paper to write problems to help the student keep numbers in columns.

• Provide a table of math facts for reference.

• Tape a number line to the student’s desk.

• Read and explain story problems, or break problems into smaller steps.

• Use pictures or graphics.

TESTS:

• Go over directions orally.

• Teach the student how to take tests (i.e. how to review and plan time for each section.)

• Provide a vocabulary list with definitions.

• Permit extended time to finish tests.

• Allow tests to be taken in a room with few distractions.

• Have test materials read to the student, and allow oral responses.

• Divide tests into small sections of similar questions or problems.

• Use recognition tests (true/false, multiple choice or matching) instead of essays.

• Allow the student to complete an independent project as alternative test.

• Grade spelling separately from content.

• Provide typed test materials, not tests written in cursive.

• Allow take-home or open-book tests.

• Provide possible answers for fill-in-the-blank sections.

OTHER:

• Use Post-it notes to mark assignments in textbooks.

• Check progress and provide frequent feedback in the first few minutes of each assignment.

• Place a ruler under sentences being read for better tracking.

• Introduce an overview of long-term assignments so the student knows what is expected and when it is due.

• Break long-term assignments into small, sequential steps, with daily monitoring and frequent grading.

• Have the student practice presenting in a small group before presenting to the class.

• Hand out worksheets one at a time.

• Sequence work, with the easiest part first.

• Provide study guides and study questions that directly relate to the test.

• Reinforce student for recording assignments and due dates in a planner.

• Draw arrows on worksheets, whiteboard or overheads to show how ideas are related, or use graphic organizers such as flow charts.

BEHAVIOR:

• List daily schedule on board.

• Pair the student with a fellow student who is a good behavior model for class projects.

• Use nonverbal cues to remind the student of rule violations.

• Use positive behavior modification (i.e. reward a forgetful student for remembering to bring pencils to class, rather than consequencing the student for failure to remember).

• Develop an individualized behavior intervention plan that is positive and consistent with the student’s ability and skills.

• Increase the frequency and immediacy of reinforcement.

• Arrange for the student to leave the classroom voluntarily and go to a designated “safe place” when under high stress.

• Develop a system or a code word to let the student know when behavior is not appropriate.

• Ignore behaviors that are not seriously disruptive.

• Develop interventions for behaviors that are annoying but not deliberate (i.e. provide a small piece of foam rubber for the desk of a student who continually taps a pencil on the desktop).

• Be aware of behavior changes that relate to medication or length of the school day; revisit expectations to see if they are appropriate.

ASSISTIVE TECHNOLOGY & TECHNOLOGY ACCESS

Specific technology, both software and hardware, is available to students whose Individualized Education Plans designate the need. This is the case for both written and oral language needs. A strong emphasis at THG West has been to not only provide technology access to those with specific goals, but to also infuse technology into the instructional program across all subject areas.

The THG West computer labs provide opportunities for students of all grade and achievement levels to access the Internet, learn different software, and research a variety of subjects. The labs are also equipped with numerous software programs that are used to enhance classroom instruction, as well as help student meet individual goals.

In addition to the computer labs, all classrooms are equipped with computers. Over 90% of the classrooms also have interactive whiteboards (SMART Boards or TEAM Boards). These interactive whiteboards are a powerful way to improve the learning outcomes of students. Used by millions of students and teachers world-wide, the system enables the teaching of dynamic lessons, encourages natural collaboration with students, and allows all work to be saved with just the touch of a finger. We also provide our students the opportunity to use (other) portable devices to promote ease in creating a written document and develop keyboarding skills. Portable devices are also used to assist students reach their speech and language (communication) goals. These include alpha-smarts, Fortes, Chrome Books, tablets, IPads, and our mobile laptop carts.

Teachers also use an array of different technological equipment and software such as power point slides, and multimedia games which aide in the delivery of their lessons.

Hardware

• Dell desktop computers

• Smart board

• Teamboard

• IMac’s

• IPad Cart

• Laptop carts (Thinkpads Lenovo)

• Chromebooks

• 3D Printer

• Student Networking Station

 Software

• Windows 7 and Windows 8 Operating systems

• Microsoft Office 2013

• Adobe Acrobat

• Solo 6 Plus

• Inspiration 9

• Kidspiration

• Mavis Beacon

• Boardmaker

• Dragon Speaks

• Easy Grade Pro

• Teach Town

• Team Board Draw

• Woodcock Johnson

• Welligent

• SQL

• Read Naturally

• Kuzweil 3000

• Proloquo (district access)

• SolidWorks

• Windows 10

• Adobe Creative suite

• Solid Works

• 3D printing

• Python

• Arduino

• Alice

EXTRA CURRICULAR ACTIVITIES

Athletics:

THG West has been an active member of the California Interscholastic Federation since 2003. Presently, we have a High School Basketball team that competes in the community against other member teams. Presently there are two levels of basketball groupings. The Junior Varsity team prepares our 9th and 10th graders for Varsity play. Our Varsity Team is made up of 11th and 12th graders.

Rigorous physical training starts in summer school and continues into the fall semester. Students must maintain an appropriate grade level as well as a positive behavioral profile to continually qualify as a team member.

Social Clubs:

Friday Clubs are also available to support and endorse social experiences quite different from the academic classes. Chess club, sports club, movie club, debate club, anime club, art club, music appreciation, writers’ theater club, girls’ club, cooking club, singing club, and school service club all provide THG West students the opportunity to meet other students from a variety of grade levels who share common specific interests. Friday Clubs also gives the students the opportunity to practice their social skills while developing an understanding of leisure and recreational activities.

Performing Arts:

Students in all programs have the opportunity participate in a spring drama performance. They work with an outside director for several months prior to the performance date. Their experience allows them to memorize lines, learn songs and understand all the elements and skills needed in putting on a theatrical production.

Field Trips:

Students at THG West have the opportunity to participate in off-campus field trips at least once a month.  Field trips allow students to continue learning beyond the walls of a classroom and allow students to expand their knowledge base in particular subject areas as well as implement social skills that are taught daily at THG West.  THG West believes that trips to culturally institutions such as historical sites, science centers, memorials, aquariums, art museums, galleries, zoos, and the theaters are central to implementing our school’s mission statement.  THG West recognizes the educational value of such trips but we also recognize the importance of community participation for out student body.  

 

School Dances:

School dances are an important component of a student’s experience during his or her middle school and high school years. School dances give the students an opportunity to practice important social skills in a different setting. Students are prepped to attend the dances with lessons in attending social events that include topics such as asking others to dance, responding to social questions, turning down a request, accepting “no” for an answer, inviting others to join in, joining others, proper attire, and manners (i.e. eating at social functions, etc.).

There are three regularly scheduled school dances during the school year – Masquerade Ball in October, Valentine’s Dance in February and the Spring Fling in May. From the flyer design to the decorating and the snack selections the students play a very active role in the entire planning process. Aspiring student DJs are also given the opportunity to practice their skills under the guidance of our GREAT musical and talented staff.

In addition to the three scheduled campus school dances, there is also Junior/Senior Prom which is typically held off campus. High School students raise money throughout the year to fund this important milestone event.

On Campus Activities:

• School Dances

• Student Interest Clubs

• Student Government

• Workability

• Sports Teams

• Awards Ceremonies

• Art

• Music

• Drama

• Computers

• Fitness Room

• Cheerleading

• After School Enrichment Classes, Kids Like Me

• Mentoring Program

• On and Off Campus Jobs

• Community Based Instruction

• Science Fair

• Student Art Show

• Boys Choir and Girls Choir

• Paws & Pals

• Robotics

Off Campus Activities:

• Inter School sports Teams/California Interscholastic Federation

• Junior/Senior Prom

• Educational Field Trips

• Odyssey of the Mind Competition

• Opportunities for local transportation use

• World Strides Trips –Middle and High School (Overnight Field Trips)

• Art Exhibits of Student Work – James Gray Art Gallery

• Robotics Competitions

• Community Service

o Heal The Bay Beach Clean Up

o LA Regional Food Bank

o Pen Pal Letters

o Ocean Park Community Center

o SPCA

o Grandview Senior Home

VI. CAREER PREPARATION AND VOCATIONAL TRAINING

Career preparation and vocational training is provided to students in accordance to their IEP and Transition Plans.

At The Help Group West transition planning is an on-going process that extends across all grade levels. In accordance with the individual needs of the student, the IEP team regularly reviews placement options, with an ultimate goal to allow the student to transition to the least restrictive placement. The initial stage of transition may involve dual enrollment, facilitating a supported transition back to the student’s home school, or nearest public school site to The Help Group West School. The dual enrollment period is documented in an IEP and includes continued academic and therapeutic support at The Help Group West while the student enters or reenters the public school system.

The Individual Transition Plan (ITP) is an essential component of transition planning for students who are 14 years old or older. It encompasses resources and plans that pertain to successful transitions. It provides an outline of pertinent educational, vocational/ employment training, and life skills activities to be considered during high school as well as post-graduation. Students may be referred to the Regional Center at any time during their enrollment in The Help Group West. Students may also be referred to the Department of Rehabilitation during their senior year

College and Career counseling guides our students to understanding the options available to them after The Help Group West. With the support of our counselors, each student 14 years and older will individually explore college placements and/or vocation training and the necessary requirements needed for successful transition. The counselor assists the student and family in researching the information needed to help develop their Individual Transition Plan, as well as helping the student to put together the necessary documentation.

The Help Group West also works with various community agencies and their representative to sponsor a Career Information Night for high school students and their parents. Some of the agencies included in the presentation are Regional Center, Department of Rehabilitation, ACCESS, Department of Transition Services (DOTs), and West Los Angeles College. During this evening each representative gives an overview of their respective program, and explains how our students can access their services. Information is handed out, and there is an extended Question and Answer Period for students and their families.

A particularly important focus of transition for our students is the development of employment and life skills. The workplace is a dynamic, constantly changing environment that requires adaptability and certain essential skills. Through the Vocation Education department at the HELP Group, The Help Group West students (16 yrs. & older) are provided with work related training programs. The Help Group West workability program allows our students to be employed (on campus, as well as off- campus) allowing them to gain job skills as well as experience the responsibility and dependency of our nations’ work force. The program’s overall goal is to improve students’ quality of life beyond school and to have a long lasting effect on their lives.

Additionally, students in the THG West Vocational Education Program have opportunities to participate in work-based learning activities through the age of 22. Students go through a rigorous process before being placed in off-campus internships. Students have to complete essential work related documents such as an application, resume, and cover letter before interviewing with THG West staff including the College Counselor, Career Counselor, and school-based speech and language pathologists. Students are placed in internship cohorts, meaning 3 to 4 students, at local community businesses including B&B Hardware, Pet Co, Pit Fire Pizza, and a Laundromat. The cohort is accompanied by a trained job coach to each site to supervise the student interns and provide regular and on-going feedback.

At THG West School, transition planning is an on-going process that extends across all grade levels. The Help Group West School employs many age appropriate resources and activities to develop successful transitions.  The curriculum and activities include, but are not limited to the following:

o Life Skills for the 21st Century

o Informal and formal assessments for transition planning

o Skills for school success

o Educational field trips to support transition and educational needs

o College and vocational school tours

o Access to community resources, (e.g., transportation)

o Village Glen High School Career Day

o Village Glen hosts an annual College Fair

o High school seniors participate in mock interviews

o Guest speakers to assist parents and students in the post-secondary planning process

o Instruction and support in executive functioning skills

o Social skills instruction

Educational field trips to support transition and educational needs include:

• College and vocational school tours

• Overnight educational trips to help facilitate independent living skills

• Access to community resources (i.e. transportation, job search, banks, grocery store outings, laundry facilities)

• Recreational Outings

During middle school, the teams’ focus for the student is:

o helping the student to understand their learning style

o identifying what subjects in school interest the student

o becoming aware of classes and other opportunities at the local high school and within the community that can help the student achieve their goals

o participating in career exploration, such as attending job fairs,

o completing interests inventories, and listening to guest speakers to learn about different careers

During high school the transition focus is:

• establishing individual meetings with the career counselor

• developing self-determination and self-advocacy skills

• creating a personal portfolio

• completing graduation requirements or coursework that impacts their career choice

• becoming involved in career preparation experiences, such as job shadowing, summer jobs, volunteering, and paid part time employment

THG West supports the following activities to help our students learn about career choices through:

o work experience education

o community service experiences

o job and career fairs

o elective classes such as art, music, drama, computer technology

SCHOOL COMPLETION AND POSTSECONDARY PREPARATION- Core Program

Indicator

THG West’s graduation rate for 12th graders 100%

Measures

Drop out Rate for high school students 80%

Students who completed all courses required for University

Of California or California State University admission

INSTRUCTIONAL DAYS

This table displays a comparison of the number of instructional days offered at the school compared to the state requirement for each grade.

|GRADE |Instructional Days With at Least 180 Instructional Minutes |

|LEVEL | Offered State Requirement |

|9 | 180 days 180 days |

|10 | 180 days 180 days |

|11 | 180 days 180 days |

|12 | 180 days 180 days |

-----------------------

School Accountability Report Card

Reported for School Year 2017-2018

Published During 2018

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download