Smaller Learning Communities THS...Subject 9th Grade 10 th Grade 11 Grade 12th Grade English English 9A/B or 2 hr. English 10 A/B Am. Literature / Contemp. Comp. Expo Comp/ Lit. Analysis

Los Angeles Unified School District:_____________________________High School School SLC Impact Report

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Smaller Learning Communities

School SLC Impact Report

submitted to Los Angeles Unified School District

I. SCHOOL SLC IMPACT REPORT RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: TAFT HIGH SCHOOL Total Number of SLCs Proposed: Two (Three are Currently in Place)

September 12, 2006 ________________________________ ________________________________ Principal’s signature Date September 12, 2006 _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date September 12, 2006 _________________________________ ________________________________ School Site Council Chairperson‘s signature Date

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Recommendation Sign-off Routing Sheet

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submitted to Los Angeles Unified School District

II. COVER SHEET

Name of School: TAFT HIGH SCHOOL Location Code: 8880 School SLC Contact: Name: Dr. Ogo Okoye-Johnson Title: Assistant Principal Mailing Address: 5461 Winnetka Avenue, Woodland Hills, CA 91364 Telephone #: (818) 227-3605 Fax #: (818) 592-0877 Email: [email protected]

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Cover Sheet

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III. TABLE OF CONTENTS

I. School SLC Impact Report Routing Sheet .............................................................................1

II. Cover Sheet ............................................................................................................................2

III. Table of Contents ...................................................................................................................3

IV. Areas of School Impact ..........................................................................................................4

1. School-wide Summary of SLC Design Proposals ...................................................4

2. Planning and Organization.....................................................................................14

3. Space ......................................................................................................................19

4. Time .......................................................................................................................20

5. Staffing...................................................................................................................25

6. School-wide Programs and Activities....................................................................32

7. Student Choice .......................................................................................................39

8. Community Resources/Partnerships ......................................................................40

9. Alterations to Facilities Proposed ..........................................................................43

V. School Technical Assistance Checklist ................................................................................44

VI. Acknowledgements .............................................................................................................45

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School SLC Impact Report IV. AREAS OF SCHOOL IMPACT

1. School-wide Summary of SLC Design Proposals The following chart summarizes all smaller learning communities as described in each SLC Design Proposal for the school. Complete the chart below providing description of the SLCs and respective maximum student enrollments. Outline the proposed strategies and plan of action that have been described in greater detail within each SLC Design Proposal. Include a brief justification for the proposed strategies/plan of action. Expand the list of SLCs as appropriate.

Summary of Smaller Learning Communities

No. SLC Name Description Maximum Student

Enrollment

1

Visual and Performing Arts

(VAPA)

The Visual and Performing Arts SLC provides an opportunity for all students to excel artistically across the spectrum of the fine and performing arts in a challenging academic environment. Embedded in our curriculum is a multi-cultural perspective which emphasizes the relationship between the arts and society.

300

2

Humanitas The Humanitas SLC focuses on thematic interdisciplinary studies, that help students see the connections between English, History and Science in order to see how these subjects connect to everything else.

400

3

Star Leadership Academy

The STAR Leadership Academy serves grades 9-12 students with an educationally rigorous curriculum that is based on the California standards and meets the A-G requirements. The goal of the Academy is to have students graduate as self-initiated learners and critical thinkers who have the desire and necessary tools to function successfully at the college level and in various careers.

300

4

Business and Professional

Academy

The Business and Professional Academy (BPA) is a professional learning environment that prepares a diverse student body for entry level careers and post secondary education in a global business community. The BPA faculty and staff will introduce, reiterate, model and teach professional behavior, peer respect and productive interaction to foster and promote successful student achievement.

300

5

Education and Personal

Development (EPD)

Taft High School’s Education and Child Development Small Learning Community will provide an opportunity for Taft’s diverse student population to excel in all standards-based learning experiences; and participate in a four-year community outreach program consisting of a module of child-development courses and an on-site preschool center, which will provide students with internship opportunities and allow the SLC to establish bonds with the community at large.

300

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals

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1. SLC #1: Visual and Performing Arts a. Underlying Strategies and Plan of Action:

The Vision Taft High School’s Visual and Performing Arts Academy (VAPA) small learning community provides an opportunity for Taft’s diverse student population to experience the arts from both an academic and a performance perspective. Our multi-discipline approach to teaching the arts is designed to bring a greater depth of understanding to the arts by coordinating the curriculum between the Arts, History, English, and Science departments. The VAPA teachers believe that performance and artistic achievement are enhanced when the student understands the historical, cultural, literary, and scientific aspects of a choreographed dance, visual artwork, musical performance, or dramatic presentation. By bringing this kind of relevance to the classroom, our goal is to inspire students to greater achievement, independent thinking, and, ultimately, a life-long appreciation of the arts. VAPA’s other goals include:

• Students will cultivate a passion for the visual and performing arts through performances, art showings, guest speakers and performers, field trips, and by linking the arts to the core curriculum.

• Students will develop an understanding and respect for diverse artistic and cultural perspectives through working with culturally mixed groups on interdisciplinary arts projects.

• Students will demonstrate a familiarity with the canon of the arts through performance and artistic creations. This canon includes the major artistic achievements within each arts group, historically significant works of art, representative works from a variety of cultures, and works that incorporate several art forms such as opera, musicals, film, and multimedia.

Structure

The Visual and Performing Arts SLC is open to all students in grades 9 through 12.

Arts Classes • Dance – Beginning (9th), Intermediate & Advanced (10th), Dance Team (11th and

12th) • Art – Advertising Design 1A & B (9th), Design Crafts (9th) Advertising Design 2A

& B (10th), Design (10th) Art Production, AP Studio Art, Drawing, Ceramics (11th and 12th)

• Music – Choir (9th), Beginning Winds / Strings (9th), Vocal Ensemble (10th), Band (10th), Orchestra (10th), AP Music Theory, Music History

• Drama – Theatre Workshop: Beginning (9th), Intermediate (10th), Advanced: Play Production (11th and 12th)


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• Film/Multimedia – Film: Integrated Art (9-10th), Advanced Film: Integrated Art

(11th and 12th), Media Literacy

Core SLC Classes • English: 9th grade English, 10th grade World Literature, 11th grade American

Literature, 12th grade Expository Composition • Social Studies: 10th grade World History, 11th grade U.S History, 12th grade

Government/Economics • Science: 9th grade Integrated Coordinated Science, 10th grade Biology, 11th grade

Chemistry or Chemical Inquiry, 12th Physics Other classes required for graduation include: Life Skills/Health, Foreign Language, Technical Arts, Math, and PE. Students may passport into AP and Honors classes outside of the SLC if they are eligible.

VAPA Scope and Sequence of Courses

Subject 9th Grade 10th Grade 11th Grade 12th Grade

English English 9A/B or 2 hr.

English 10 A/B Am. Literature / Contemp. Comp.

Expo Comp/ Lit. Analysis

Math Algebra 1 A/B or Geom. A/B

Geom. A/B or Algebra 2

Algebra 2 A/B or Math Analysis A/B

Math Analysis A/B or AP Calculus or None

Science None Biology A/B Chemistry A/B Physics A/B or none

Foreign Lang. None For. Lang. 1 A/B For. Lang. 2 A/B For. Lang. 3 A/B or None

Technical Art Intro to Computers A/B

None None

None

Social Studies None World History US History Gov/Econ

Visual Art / Performing Art

VAPA arts class VAPA arts class

VAPA arts class VAPA arts class

Life Skills / Health

Life Skills/ Health

None None None

Physical Education

P.E. or Dance A/B Or Sports

None None P.E. or Dance A/B Or Sports


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The Visual and Performing Arts SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Career Thematic Integration, Student-Directed Learning, Team Teaching, Senior Project and Portfolios.

b. Justification for These Strategies and Actions:

The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.

c. Date Approved by the School SLC Team: April 4, 2006

2. SLC #2: Humanitas

a. Underlying Strategies and Plan of Action:

Taft High School’s Humanitas (The DaVinci School for Interdisciplinary Studies) is a Small Learning Community that offers a thematically organized, interdisciplinary curriculum which provides an enriched Humanities education and is open to all students. Students are challenged to see the connections between literature, history, art, and science and to develop 21st century skills in technology and communication literacies. Humanitas is comprised of classes designed to promote critical and analytical thinking using thematic units that build and reinforce skills at each grade level. Teachers work as grade level teams across the curriculum, and these teams coordinate vertically to create exciting courses of study that meet the California State Standards and Los Angeles Unified School District requirements for English/Language Arts, Social Studies, Science, Math and Art.

We are concerned with the whole child, modeling core values after the writings and philosophy of Leonardo DaVinci which include fostering curiosity, learning through discovery, developing the senses, and "whole-brain" and systems thinking. These values are reflected in our teaching strategies that are student-centered and project based.

BELONG… to a community where you grow with your peers

BELONG… to a community where you know your teachers and they know you!

BELONG… to a community that supports your interests

BELONG… to a community that is not just about tests


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BELONG…

to a community where you will succeed BELONG…

and be a part of TAFT HUMANITAS

Classes 9th grade: Humanitas English (Ms. Guss: B101 or Mrs. Jacobs:B206) Media (Mrs. Jacobs: B206) Humanities A/B (one semester Art History with Ms. Zeitlin: M269 and one semester Language/Vocabulary with Mr. Castro: E124) 10th grade: Humanitas English (Mr. Castro: E124) Biology (Mrs. Chteine) Humanitas World History (Mr. Serrano) *OPTION: Humanitas Drama in 10, 11, or 12 (Mr. Leydenfrost: D112) *OPTION: Humanitas Filmmaking in 10, 11, or 12 (Ms. Jacobs: B 206) 11th grade: Humanitas English (Mr. Blair: C3 or Mr. Leydenfrost: D112) Humanitas United States History (Ms. Zeitlin: M269) Humanitas Chemistry (Mrs. Chteine) *OPTION: Humanitas Film in 11th or 12th grade (Mr. Blair) 12th grade: Humanitas English (Ms. Madnick) Humanitas Government and Economics (Mr. Serrano) The Humanitas SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Student-Directed Learning, Team Teaching, Senior Project and Portfolios.

b. Justification for These Strategies and Actions: The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner's classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drive Taft High School’s SLCs guiding principle that students think and learn in many different ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.

c. Date Approved by the School SLC Team:

September 3, 2004

3. SLC #3: Star Leadership Academy a. Underlying Strategies and Plan of Action:

The STAR Leadership Academy at Taft High School is open to all grades 9-12 students. STAR offers an educationally rigorous curriculum that is based on the California standards and meets the A-G requirements. This SLC emphasizes a block schedule in 9th grade English and math for students who enter the Academy with average grades and test scores and yet have the potential to work at a more advanced level by the 10th or 11th grade with this additional preparation. The goal of


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the Academy is to have students graduate as self-initiated learners and critical thinkers who have the desire and necessary tools to function successfully at the college level and in various careers.

An intense effort on the part of the Academy instructors and the administration has been created to develop a sense of “family” among the students, their peers, and their teachers through locating the Academy in its own area of the campus, having regular teacher collaboration with each other and the students, and having increased student continuity in the educational process through studying with the same teacher or small group of teachers for more than just one year. Star Academy students also attend Academy classes in cohort groups that provide educational and emotional support. It is this combined student, teacher, and administrative effort using a “family-based” approach to learning that has provided a current 99% passing rate on the CAHSEE for all of the STAR Academy students as well as having 89% score “above standard” on current state tests. 93% of STAR Academy students have successfully continued their education at the college and university level while 7% have been successful in trade or professional schools after graduation. The Star SLC will utilize the following curriculum and assessment strategies: Project-Based Learning, Student-Directed Learning, Team Teaching and Portfolios.




September 2003 4. SLC #4: Business and Professional Academy (BPA)

a. Underlying Strategies and Plan of Action:

The Business and Professional Academy creates a professional learning environment that prepares a diverse student body for entry level careers and post secondary education in a global business community. In the BPA teachers will connect classroom learning and content with real life/world experience. The BPA faculty and staff will introduce, reiterate, model and teach professional behavior, peer respect and productive interaction to foster and promote successful student achievement. The Business and Professional Academy was developed based upon student response on a Small Learning Community interest survey and the students’ demonstrated participation in the L’Atelier Fashion Academy.


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The Business and Professional Academy’s faculty, students and parents participate in the school governance. The Business Academy will develop an advisory board consisting of business professionals. BPA will be represented at all School Site Council meetings. The Taft High School Site Council meets bi-monthly, is composed of representative stakeholders, and maintains and distributes meeting minutes. Taft High School has made great progress in clarifying and communicating school and district policy to parents and students. BPA will continue this tradition of utilizing multiple communication modes to ensure BPA student achievement. Taft’s policies strongly support the school’s expected learning results of social maturity and responsible citizenship by promoting student body activities, community service, peer mediation, and impact counseling. These are strongly aligned with the BPA’s mission of developing focused professionals who can achieve success in any workplace.

Structure

The Business and Professional Academy SLC is open to all students in grades 9 through 12.

BPA Core Course Flow

Freshman Sophomore Junior Senior English 9 Algebra 1 Inter Coordinated Science Introduction to Computers & Telecommunications BPA Life Skills/BPA Health BPA Physical Education

English 10 Geometry Biology Foreign Language 1 World History BPA Electives: 1- Physical Education 2 – Fine Art

American Literature/Contemporary Composition Foreign Language 2 US History Chemistry Algebra 2 BPA Electives: 1 – Student Choice

Expository Composition/ Writers Seminar Government/Economics Foreign Language 3 BPA Electives: 3- Student Choice

Honors, Advanced Placement options are available to all BPA students in English, Mathematics, Science, Social Science and Foreign Language based on student interest and ability. BPA students are able to access additional courses for enrichment, remediation, and intervention in a zero (before school) or seventh (after school) period on the Taft High School Campus and off campus at Regional Occupational Centers.


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BPA Strands

L’Atelier Science & Health

Professions Business & Technology

Professions Professional Certificates/ Portfolio

College Intern Portfolio ACSM Certified Personal Trainer

Microsoft Office Expert Certification / Digital Portfolio

BPA Electives

Independent Living Clothing & Pattern Making (ROP West Valley) Fashion Design Fashion Merchandising Advertising Design Textiles Housing & Interior Design Architecture International Foods Foods & Nutrition Consumer Education Business Management Graphic Arts

Step Aerobics & Aerobic Dance First Aid/CPR Weight Training Flexibility Training & Calisthetics Medical Internship Zoology Animal Behavior International Foods Foods & Nutrition Genetics Molecular Biology

Basic Microsoft Office Advanced Microsoft Office Introduction to Computers Word Processing Web Design Multi-Media Computer Programming Software Applications Internet Publishing Accounting/Banking Financial Management Business Law/OrganizationMicroeconomics Macroeconomics International Relationships Global International Trade




September 12, 2006


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5. SLC#5: Education and Personal Development (ECD)

a. Underlying Strategies and Plan of Action: Taft High School’s Education and Personal Development Small Learning Community will provide an opportunity for Taft’s diverse student population to excel in all standards-based learning experiences and participate in a four-year community outreach program consisting of a module of education courses and internships. We will also incorporate the use of NANO technology in our curriculum across all subjects. Student placement at off-site elementary and middle schools, and at local businesses, will allow the SLC to establish bonds with the community at large. Community outreach will form an integral part of our small learning community. Stakeholders in the SLC, therefore, will include not only students, faculty, and staff of Taft High School, but also local child development and educational professionals, employers, media, and, especially, the parents of the community. A series of guest speakers will expose students to the wide variety of professional opportunities in the educational field. Senior portfolio presentations/projects at the Education SLC Fair will showcase students’ accomplishments each spring, as they present individual projects they have completed with the ongoing guidance of an SLC faculty member. All Taft High School students are eligible to participate in the Education and Personal Development SLC. Accommodations and modifications will be made for Special Education students, English Language Learners, and other students with special needs. Goals

• Student will cultivate a passion for the Education and Personal Development. • Student will demonstrate mastery in the use of NANO technology • Student will meet the A-G requirements for post secondary educational opportunities. • Students will participate in the operation of an on-campus pre-school. • Students will demonstrate skills and knowledge in all areas of child development, including

supervision and instruction of pre-school children. • Students will work closely with one another in a collaborative environment in the classroom

of the SLC and as they supervise children at the preschool center, under the guidance and direction of a certified early childhood development teacher.

• One hundred percent of our students will pass the CAHSEE and graduate from high school. • Our students will meet or exceed the California Standards Test target goals for the school. • Speakers and field trips will be planned to make students aware of the opportunities for

employment in the fields of personal development and education. • Our student grades will be monitored and, when a student is experiencing difficulty,

intervention opportunities, such as tutoring, will be offered.


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Structure

The Education and Personal Development SLC is open to all students in grades 9 through 12. Education and Personal Development Courses:

• Ninth Grade: Early Child Development: Basic Theory and Development. Students will gain a general understanding of the outline of their course of studies.

• Tenth Grade: A Study of Major Theorists: Freud, Piaget, Montessori. • Eleventh Grade: Fundamentals of Teaching Preschool, Elementary, and Secondary

children. • Twelfth Grade: Fieldwork

Core SLC Classes: • English: 9th grade English, 10th grade World Literature, 11th grade American

Literature, 12th grade Expository Composition • Social Studies: 10th World History, 11th grade U.S. History, 12th grade

Government/Economics • Science: 9th grade Integrated Coordinated Science, 10th grade Biology, 11th grade

Chemistry or Chemical Inquiry, 12th grade Physics • Electives: Education and Child Development


The above strategies were chosen in order to ensure that teaching and learning are aligned to the State content standards while providing a more personalized, rigorous and relevant instruction for the students. Howard Gardner’s classic work Frames of Mind: The theory of multiple intelligences and Richard DuFour’s work Whatever it Takes: How Professional learning communities respond when kids don’t learn both drives Taft High School’s SLCs guiding principle that students think and learn in many ways. Educational institutions, therefore, should facilitate learning and not teaching. Teachers should teach to all intelligences in order to reach all students.

c. Date Approved by the School SLC Team: September 12, 2006


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IV. AREAS OF SCHOOL IMPACT

2. Planning and Organization

A. 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.

Timeline

Smaller Learning Community Name

Traditional or Track(s) Served (A, B, and/or C)

Already Initiated (Yes/No)

Expected Date of SLC Initiation

(month/year)

Expected Date for a Fully Developed SLC

(month/year)

Visual And Performing Arts Traditional Yes September 2006 September 2008

Humanitas Traditional Yes September 2004 Fully Developed

Star Traditional Yes September 2003 Fully Developed

Business and Professional Academy (BPA)

Traditional No September 2007 September 2009

Education and Personal Development

Traditional No September 2008 September 2010

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Planning and Organization

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Not Applicable

B. 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

Track B

Track C


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C. Configuration of Design Teams. Identify design teams for the various SLCs on campus

in the chart below. For year-round schools, the school will separate teams for the various tracks, such that if a SLC theme is on multiple tracks, the team for each track will be documented separately.

Design Team Members Smaller Learning Community Name Name Title/Position

Dr. Ogo Okoye-Johnson Assistant Principal Tom Pease Lead Teacher / Music Teacher

Angelica Streif Counselor Angela Barrett Drama Teacher Dianna Arena Art Teacher

Visual And Performing Arts Andrea Ruiz Dance Teacher

Debra Bryant Assistant Principal Charles Sawyer Counselor

David Castro Coordinator / English Teacher Scott Blair English Teacher Linda Guss English Teacher

Jerrilyn Jacobs Lead Teacher / English Teacher Alex Leydenfrost English Teacher

Humanitas

Jessica Zeitlin Social Studies Teacher Renetta Jenkins Assistant Principal Elisa Sagardia Counselor Mark Hetland Lead Teacher / English Teacher

Bo Bevis English Teacher Amy Herman Social Studies Teacher Mark Herder English Teacher


Bill Mulligan Math Teacher Dr. Margaret Kearns Assistant Principal

Holly Moskowitz Counselor Susan Brown Coordinator / Computers Teacher Kathy West Co-Cordinator / Home Ec. Teacher

Eileen Capinha-Viadero Co-Cordinator / Fashion Teacher Aaron Hasson Computers Teacher

Mary Lou Kashima Computers Teacher / English Ron Martin RSP Math

Business and Professional Academy (BPA)

Tana Starr Science Teacher


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Design Team Members Smaller Learning

Community Name Name Title/Position Marc Strassner Assistant Principal Mikell Granberry Counselor

Cheryl Lubin English Teacher Daniela Dormizzi English Teacher

Chris Mahon Lead Teacher Maggie Ku Special Education

Education and Personal Development (EPD)

Narmeen Elfarra Diploma Project Adviser


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D. Dispute/Conflict Resolution Plan. Explain in the space below how your team will resolve

decision disputes and negotiate conflicting resource needs.

All the SLC teams agreed to resolve decision disputes by implementing the consensus model. The consensus of the team will be carried out.

The SLCs will make every attempt to reach consensus on policy issues and will resort to a vote only when an impasse has been reached. An impasse can be declared by a majority vote. • In the event of a vote, each member has equal voting rights. Consensus is defined as each individual member being able to at the least "live with" the decision.


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3. Space Show assignments of all facilities on the school campus, indicating how these resources are being allocated and shared among SLCs. Allocated facilities, such as a classroom, may most typically be designated to an SLC full-time and indefinitely for the calendar year in question. In the chart below, the school will indicate the percentage of time a specific space has been allocated to a smaller learning community. Make sure each row adds up to 100 to show total usage of the space in question. Attach a campus map with clear labels for facility spaces.

Percentage of Time for Allocated Space

Inventory of Facility Spaces

SLC#1:

Visual and Performing

Arts

SLC #2:

Humanitas

SLC #3:


SLC #4:

Business and

Professional Academy

SLC #5:

Education and Personal Development

Athletic Facilities 20% 20% 20% 20% 20%

Oral Arts 90% 2.5% 2.5% 2.5% 2.5%

Library 20% 20% 20% 20% 20%

Taft Hall 90% 2.5% 2.5% 2.5% 2.5%

Annex 20% 20% 20% 20% 20%

College Office 20% 20% 20% 20% 20%

Computer Labs 20% 20% 20% 20% 20%

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4. Time

A. Class/Bell Schedule. Sample class/bell schedules and a discussion of block scheduling can be found on the website at www.lausd.net/slc_schools.

2006-2007 TAFT HIGH SCHOOL BELL SCHEDULE Single Track

Regular Day Schedule

Period Begin End Period Minutes

Passing Minutes

Total Minutes

Period 1 8:00 8:54 54 7 61

Period 2 9:01 9:55 54 54

Nutrition 9:55 10:15 7 7

Period 3 10:22 11:34 72 7 79

Period 4 11:41 12:35 54 54

Lunch 12:35 1:10 7 7

Period 5 1:17 2:11 54 7 61

Period 6 2:18 3:12 54 54

TOTAL 342 35 377 / 377

Professional Development Banked Time Day Schedule

No. of Days: 14


Passing Minutes

Total Minutes

Period 1 8:00 8:39 39 7 46

Period 2 8:46 9:25 39 39

Nutrition 9:25 9:45 7 7

Period 3 9:52 10:49 57 7 64

Period 4 10:56 11:35 39 39

Lunch 11:35 12:10 7 7

Period 5 12:17 12:56 39 7 46

Period 6 1:03 1:42 39 39

TOTAL 252 35 287 / 287

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http://www.lausd.net/slc_schools


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Minimum Day Schedule

No. of Days: 8


Passing Minutes

Total Minutes

Period 1 8:00 8:33 33 8 41

Period 2 8:41 9:14 33 7 40

Period 3 9:21 10:05 44 44

Lunch 10:05 10:35 7 7

Period 4 10:42 11:16 34 7 41

Period 5 11:23 11:57 34 7 41

Period 6 12:04 12:37 33 33

TOTAL 211 36 247 / 247

Shortened Day Schedule

No. of Days: 2


Passing Minutes

Total Minutes

Period 1 8:00 8:44 44 7 51

Period 2 8:51 9:35 44 44

Nutrition 9:35 9:55 7 7

Period 3 10:02 11:00 58 7 65

Period 4 11:07 11:50 43 43

Lunch 11:50 12:25 7 7

Period 5 12:32 1:16 44 7 51

Period 6 1:23 2:07 44 44

TOTAL 277 35 312 / 312


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4. Time B. 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.

School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation Type of Training or

Collaboration Intended

Stakeholder Duration & Frequency

Expected Schedule

(Month/Year)

Expected Outcomes

1. To advance understanding of teachers, administrators, and other stakeholders of effective research-based instructional strategies for improving student achievement (particularly those below grade level) AB 75 Training Administrators Monthly August ‘05 to

April ‘06 Professional Learning Community development and implementation

District 1 ELA Cadre Selected ELA Teachers

Various 9/22/05; 2/16/06; 4/27/06 10/18/06; 1/17/07; 3/28/07; 4/18/07

Improvement of School wide Literacy instruction and programs across content areas

District 1 Math PD Selected Math Teachers

Various Ongoing Improvement of School wide Math instruction and programs

District 1 PD Principals, Assistant Principals, Teachers

Monthly August to June ‘06 To develop leadership, to acquire knowledge and skills needed to improve instruction

District 1 Math PD Math Coaches Monthly 8/9/06; 9/8/06; 10/1306; 11/9/06; 12/8/06; 1/12/07; 2/9/07; 3/9/07; 4/13/07; 5/11/07; 6/8/07

Improvement of School wide Math instruction and programs

District 1 Math Assessment Math Coaches Various 11/1-2/06; 2/14-15/07; 4/11-12/07

Improvement of School wide Math instruction and programs


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Expected Expected Schedule Outcomes

(Month/Year) SLC-Specific conferences Selected Teachers Various Ongoing Increased training for

SLC leadership and design team members

Differentiated Instruction All Teachers Various Eight times per year in department meetings

Collaboration in addressing the needs of all students

Science PD Selected Science Teachers

Various Ongoing Improvement of School wide Science instruction and programs

Social Studies PD Selected Social Studies Teachers

Various Ongoing Improvement of School wide Social Studies instruction and programs

Data Driven Instruction –Teachers collaborate

Core Teachers 7-9 times per year in two hour sessions

Various times with availability of data

Use results of assessment data to drive instruction, especially in areas of need

LAUSD and District 1 Special Education PD

Selected Administrators and Teachers

Various Ongoing Addressing the needs of all special education students in order to provide equity and access

Specially Designed Academic Instruction in English (SDAIE) techniques

Selected Teachers Various 9/1/06; 9/14/06; 10/2/06; 11/17/06

To meet the needs of EL students and to improve the re-designation process

2. To provide teachers, administrators, other stakeholders with knowledge and skills they need to participate effectively in the development, expansion or implementation of a SLC. AB 75 Training Administrators Monthly August to April ‘06 To acquire

knowledge and Skills needed to develop, implement and sustain SLC and PLC

Curriculum Alignment –design rigorous instruction in the SLC

All SLC Teachers Weekly

Standard based grade level and thematic links in all subjects

Professional Learning Community Cyber Conference

Administrators, counselors and Teachers

All Day March 1, 2006 To acquire Professional Learning Community knowledge and skills


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Expected Expected Schedule Outcomes

(Month/Year) SLC Workshops Administrators and

Teachers All Day April 3 and 4, 2006 Development and

successful implementation of SLCs

SLC PD – Guide for developing SLC with emphasis on LASUD Attributes

Non SLC Teachers Three times a year in two hour sessions

August 31, 06; January 31, 07; May 29, 07

To acquire SLC knowledge and skills needed for a successful initiation and implementation of SLC

Coffee with Principal – information about key school programs and events are shared

Parents and Community

Monthly Ongoing Develop and increase parent support to ensure student success


March 2006


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5. Staffing IN PROGRESS

All the SLCs’ have access to the administrative, clerical and support staff. List each staff member on campus, including teachers, administrators, counselors, deans, clerical staff, and custodial staff and show allocation of their time by SLC.

Name Title/Position SLC 1 SLC 2 SLC 3 SLC 4 SLC 5

Sharon Thomas Principal 20 20 20 20 20

Dr. Margaret Kearns Asst. Principal 100

Dr. Ogo Okoye-Johnson Asst. Principal 100

Renetta Jenkins Asst. Principal, SCS 100

Debra Bryant Asst. Principal, SSS 100

Marc Strassner Asst. Principal, SSS 100

Mikell Granberry Counselor 20 20 20 20 20

Holly Moskowitz Counselor 2.5 2.5 2.5 80 2.5

Bree Pasmyn Spec. Ed. Counselor 20 20 20 20 20

Jill Ricci Counselor 20 20 20 20 20

Elisa Sagardia Counselor 10 10 40 10 10

Charles Sawyer Counselor 2.5 80 2.5 2.5 2.5

Angelica Streif Counselor 90 5 5 5 5

Eileen Kassem Counselor 20 20 20 20 20

Rachel Livingston College Counselor 20 20 20 20 20

Jarrett Gold Dean 20 20 20 20 20

Barbara Haskin Dean 20 20 20 20 20

Mark Pierce Dean 20 20 20 20 20

Narmeen Elfarra Drop Out Prevention 20 20 20 20 20

Sheppard, Kathleen Library 20 20 20 20 20

Rosanne Gercke Nurse 20 20 20 20 20

Karen Jaster Psychologist 20 20 20 20 20

Andrea Albarracin Teacher 20 20 20 20 20

Sohyun An Teacher 20 20 20 20 20

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Staffing

March 2006


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Dianna Arena Teacher 80 5 5 5 5

Bruce Bader Teacher 45 55

Terry Barber Teacher NA NA NA NA NA

Angela Barrett Teacher 80 5 5 5 5

Art Berchin Teacher 20 20 20 20 20

Maria Bergin Teacher 20 20 20 20 20

Bo Bevis Teacher 100

Jennilyn Bingham Teacher 45 55

Scott Blair Teacher 20 80

Patricia Blazic Teacher 20 20 20 20 20

Dara Blumfield Teacher 20 20 20 20 20

Rachel Brill Teacher 20 20 20 20 20

Susan Brown Teacher 20 50 10 10 10

Bridget Brownell Teacher 15 40 15 15 15

Stephen Burch Teacher 80 5 5 5 5

George Caandoy Teacher 100

April Cano Teacher 20 20 20 20 20

Eileen Capinha-Viadera Teacher 5 5 5 80 5

Eileen Casanova Teacher 20 20 20 20 20

David Castro Teacher 100

Sangeeta Chhabra Teacher 20 20 20 20 20

Tatiana Chteine Teacher 100

Linda Cleary Teacher 100

Raymond Conklin Teacher 20 50 10 10 10

Derrick Coy Teacher 20 20 20 20 20

Jeffrey Dichter Teacher 100

Larry Dill Teacher 20 50 10 10 10

Maria Dorbritz Teacher 20 20 20 20 20

Daniela Dormizzi Teacher 20 20 20 20 20

David Douglas Teacher 20 20 20 20 20

Mark Drucker Teacher 20 20 20 20 20

Stacy Drucker Teacher 20 20 20 20 20

Bill Durham Teacher 20 20 20 20 20


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Brian Fagan Teacher 60 10 10 10 10

Ramin Fayyazi Teacher 20 20 20 20 20

Richard Ferreria Teacher 20 50 10 10 10

Kathi Flood Teacher 80 5 5 5 5 Cindy Forbes Teacher 20 20 20 20 20 Debra Gambardella Teacher 20 20 20 20 20

David Gaughen Teacher 20 20 20 20 20

Richard Gibbons Teacher 20 20 20 20 20

Brian Godsey Teacher 20 50 10 10 10

Andrea Gold Teacher 20 50 10 10 10

Erika Gonzalez Teacher 20 50 10 10 10

Susan Gordon Teacher 20 50 10 10 10

Linda Guss Teacher 100

Kevin Harlow Teacher 20 20 20 20 20

Judith Hassel Teacher 20 20 20 20 20

Aaron Hasson Teacher 5 5 5 5 90

David Hawley Teacher 20 20 20 20 20

Mark Herder Teacher 100

Amy Herman Teacher 100

Mark Hetland Teacher 100

Jerrilyn Jacobs Teacher 100

Mary Lou Kashima Teacher 10 90

Hisham Kasim Teacher 100

William Kidder Teacher 20 20 20 20 20

Byung Kim Teacher 20 20 20 20 20

Matthew Kodama Teacher 20 20 20 20 20

Wendy Kraft Teacher 20 20 20 20 20

Maggie Ku Teacher 20 20 20 20 20

Lily Kwan Teacher 20 20 20 20 20

Lyda Lara Teacher 80 5 5 5 5

Doug Lasken Teacher 80 5 5 5 5

Alex Leydenfrost Teacher 100

Melissa Lewinson Teacher 20 20 20 20 20


March 2006


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Cheryl Lubin Teacher 20 20 20 20 20

Jim Lutz Teacher 20 20 20 20 20

Wendy Madnick Teacher 10 90

Chris Mahon Teacher 20 20 20 20 20

Shazia Malik Teacher 20 20 20 20 20

Esther Marantz Teacher 20 20 20 20 20

Bryan Martin Teacher 100

Ron Martin Teacher 20 20 20 20 20

Tina Matthews Teacher 20 20 20 20 20

Joshua Mayesh Teacher 20 20 20 20 20

Lisa McKeon Teacher 100

Rich McKeon Teacher 20 50 10 10 10

Arman Mercado Teacher 20 50 10 10 10

Cesar Moreno Teacher 20 20 20 20 20

Kylowna Moton Literacy Coach 20 20 20 20 20

Bill Mulligan Teacher 100

Robert Munson Teacher 100

Nina Nazarian Teacher 80 5 5 5 5

Richard Nolte Teacher 20 20 20 20 20

Tom Pease Teacher 80 5 5 5 5

Leslie Proud Teacher 20 50 10 10 10

Regina Reyes Teacher 20 20 20 20 20

Chris Rizzo Teacher 20 50 10 10 10

Ronald Roverud Teacher 20 20 20 20 20

Andrea Ruiz Teacher 80 5 5 5 5

Lisa Ryder Teacher 20 50 10 10 10

Harriet Sasson Teacher 20 20 20 20 20

Gloria Saucedo Teacher 20 20 20 20 20

Chris Serrano Teacher 100

Roya Shayan Teacher 20 20 20 20 20

Elia Sheiner Teacher 20 20 20 20 20

Tom Simpkin Teacher 100

Dana Smith Teacher 20 20 20 20 20


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Pedro Solorzano Teacher 20 20 20 20 20

Ken Solovy Teacher 20 20 20 20 20

Omar Soto Teacher 20 50 10 10 10

Carol Spector Teacher 20 20 20 20 20

Tana Starr Teacher 20 20 20 20 20

Troy Starr Teacher 20 50 10 10 10

Sherie Stephens Teacher 20 20 20 20 20

Allan Stevens Teacher 20 50 10 10 10

Carolyn Swaim Teacher 20 50 10 10 10

Fataneh Tabatabai Teacher 20 20 20 20 20

Sally Taitz Teacher 20 50 10 10 10

Linda Tamshen Teacher 80 5 5 5 5

Lance Tapper Teacher 20 20 20 20 20

Louis Tartaglia Teacher 60 10 10 10 10

Edwin Tucker Teacher 60 10 10 10 10

Allan Valerio Teacher 100

Sylvia Wendel Teacher 20 50 10 10 10

Kathleen West Teacher 100

Joanne White Teacher 20 50 10 10 10

Jim Whitley Teacher 20 20 20 20 20

Carol Wise Teacher 20 50 10 10 10

James Woodard Teacher 20 20 20 20 20

Tom Wright Teacher 20 20 20 20 20

Yun Yu Teacher 20 20 20 20 20

Jessica Zeitlin Teacher 100

Malcolm Norrington School Police 20 20 20 20 20

Laura Boghosian Clerical 20 20 20 20 20

Jessica Chavez Clerical 20 20 20 20 20

Bev DeFinney Clerical 20 20 20 20 20

Elise Dietterich Clerical 20 20 20 20 20

Ben Geronimo Clerical 20 20 20 20 20

Aida Gonzalez Clerical 20 20 20 20 20

Dina Johnson Clerical 20 20 20 20 20


March 2006


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Cheryl Matlin Clerical 20 20 20 20 20

Marilyn McFerguson Clerical 20 20 20 20 20

Sonia Meier Clerical 20 20 20 20 20

Jessica Mier Clerical 20 20 20 20 20

Esther Nelson Clerical 20 20 20 20 20

Lynn Okin Clerical 20 20 20 20 20

Sharon Ortiz Clerical 20 20 20 20 20

Jackie Petrucci Clerical 20 20 20 20 20

Guadalupe Rivera Clerical 20 20 20 20 20

Rosalyn Savage Clerical 20 20 20 20 20

Steven Savage Clerical 20 20 20 20 20

Yamil Torrez Clerical 20 20 20 20 20

Beverly Turner Clerical 20 20 20 20 20

Marilyn Waldman Clerical 20 20 20 20 20

Cathy Al Awami Special Ed. Aide 20 20 20 20 20

Bilal Al-Rashid Special Ed. Aide 20 20 20 20 20

Daniel Berg Special Ed. Aide 20 20 20 20 20

Elise Berg Special Ed. Aide 20 20 20 20 20

Lawrence Cory Special Ed. Aide 20 20 20 20 20

Sholeh Fakheri Special Ed. Aide 20 20 20 20 20

Shohreh Fariab Special Ed. Aide 20 20 20 20 20

Jill Jensen Special Ed. Aide 20 20 20 20 20

Hank Lindsey Special Ed. Aide 20 20 20 20 20

Karman Moore Special Ed. Aide 20 20 20 20 20

Albert Muljodiredjo Special Ed. Aide 20 20 20 20 20

Marjorie Smilanick Special Ed. Aide 20 20 20 20 20

Afsaneh Tabar Special Ed. Aide 20 20 20 20 20

Diane Waber Special Ed. Aide 20 20 20 20 20

Chuck Berrington Campus Aides 20 20 20 20 20

Anthony Foli Campus Aides 20 20 20 20 20

Pat Glander Campus Aides 20 20 20 20 20

Edgar Hernandez Campus Aides 20 20 20 20 20

Jacob Pollon Campus Aides 20 20 20 20 20


March 2006


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Name Title/Position

SLC 1 SLC 2 SLC 3 SLC 4 SLC 5 Jere Swaggerty Campus Aides 20 20 20 20 20

Estella Williams Campus Aides 20 20 20 20 20

Candelaria Astorga Cafeteria 20 20 20 20 20

Alice Ayrapetyan Cafeteria 20 20 20 20 20

Jeri Baxter Cafeteria 20 20 20 20 20

Norma Guerra Cafeteria 20 20 20 20 20

Eloida Gutierrez Cafeteria 20 20 20 20 20

Lora Kukuczka Cafeteria 20 20 20 20 20

Marilyn Lombard Cafeteria 20 20 20 20 20

Louiza Mardoyan Cafeteria 20 20 20 20 20

Fukimo Matusumura Cafeteria 20 20 20 20 20

Alma Aguirre Custodian 20 20 20 20 20

Armando Arellano Custodian 20 20 20 20 20

Jackie Austin Custodian 20 20 20 20 20

Juan Cadena Custodian 20 20 20 20 20

Florine Crummie Custodian 20 20 20 20 20

Claude Fontenot Custodian 20 20 20 20 20

Gelonda Forshee Custodian 20 20 20 20 20

Gloria Gonzalez Custodian 20 20 20 20 20

Jim Graham Custodian 20 20 20 20 20

James Jacobs Custodian 20 20 20 20 20

Danny Montgomery Custodian 20 20 20 20 20

Randy Morris Custodian 20 20 20 20 20

Antonio Nuesca Custodian 20 20 20 20 20

Edwin Palucho Custodian 20 20 20 20 20

Ryan Rogers Custodian 20 20 20 20 20

Isaiah Serrano Custodian 20 20 20 20 20

Tim Soto Custodian 20 20 20 20 20

Jose Tabancay Custodian 20 20 20 20 20

Sandra Urrutia Custodian 20 20 20 20 20


March 2006


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IV. AREAS OF SCHOOL IMPACT IN PROGRESS

6. School-wide Programs and Activities

A. The school outlines the various school-wide programs available on campus by each SLC and grade level.

9th Grade 10th Grade 11th Grade 12th Grade

SLC 1: Visual and Performing Arts AP Classes Yes Yes Yes Yes

Electives Yes Yes Yes Yes

Music Yes Yes Yes Yes

Interventions See chart below

Athletics Yes Yes Yes Yes

Adult School Yes Yes Yes Yes

ROP Yes Yes Yes Yes

Community-based organizations

Yes Yes Yes Yes

ESL Yes Yes Yes Yes

Special Ed. Yes Yes Yes Yes

SLC 2: Humanitas AP Classes Yes N/A N/A N/A

Electives Yes N/A N/A N/A

Music Yes N/A N/A N/A

Interventions See chart below.

Athletics Yes N/A N/A N/A

Adult School N/A N/A N/A

ROP N/A N/A N/A


Yes N/A N/A N/A

ESL Yes N/A N/A N/A

Special Ed. Yes N/A N/A N/A


March 2006


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SLC 3: Star Leadership Academy AP Classes Yes Yes Yes Yes






ROP Yes Yes Yes Yes


Yes Yes Yes Yes

ESL Yes Yes Yes Yes


SLC 4: Business and Professional Academy AP Classes Yes Yes Yes Yes






ROP Yes Yes Yes Yes


Yes Yes Yes Yes

ESL Yes Yes Yes Yes


SLC 5: Education and Personal Development AP Classes Yes Yes Yes Yes






ROP Yes Yes Yes Yes


Yes Yes Yes Yes


March 2006


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ESL Yes Yes Yes Yes



March 2006


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6. School-wide Programs and Activities B. Interventions: The school outlines each intervention available at the school site. For

each intervention listed, the school will also document whether the program is required by the school district.

TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES FOR

READING/LANGUAGE ARTS PROGRAM REQUIRED

BY DISTRICT (YES/NO)

9th to 12th Graders School Based Tutorial Services No

9th to 10th Graders with a Below Basic or Far Below Basic Performance Level

Developing Readers and Writers Yes

9th to 12th Graders with a Below Basic or Far Below Basic Performance Level, and 12th Graders who failed the ELA part of CAHSEE

Extended Learning Program

Yes

9th to 12th Graders District Tutorial Services Program Yes

9th to 12th Graders Individual Teacher Tutoring No

12th Graders who failed the ELA part of CAHSEE

CAHSEE Boot Camp Yes

10th and 11th Graders who failed ELA CAHSEE

CAHSEE Prep within the school day No

9th to 12th Graders Supplemental Educational Services for PI Title I students Yes


March 2006


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TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES FOR

MATHEMATICS PROGRAM REQUIRED

BY DISTRICT (YES/NO)


9th to 10th Graders with a Below Basic or Far Below Basic Performance Level

Double Period Block of Math within the school day No

9th to 12th Graders with a Below Basic or Far Below Basic Performance Level, and 12th Graders who failed the Math part of CAHSEE

Extended Learning Program

Yes

9th to 12th Graders District Tutorial Services Program Yes


12th Graders who failed the Math part of CAHSEE

CAHSEE Boot Camp Yes

9th to 12th Graders Supplemental Educational Services for PI Title I students Yes

10th and 11th Graders who failed Math CAHSEE

CAHSEE Prep within the school day No

TARGETED STUDENTS GENERAL INTERVENTION FOR OTHER SUBJECTS PROGRAM

REQUIRED BY

DISTRICT (YES/NO)


9th to 12th Graders Foreign Language Tutoring No


Students Referred by teachers for poor performance

Consultation with Clinical Psychologist No

Students with poor attendance

Consultation with PSA Counselors No

Students at risk for academic failure

Dropout Prevention Adviser yes

At-risk incoming 9th graders Summer Bridge Program Yes

All at-risk students IMPACT, SPIRIT, BLUE RIBBON COMMISSION, HEART and PEER MEDIATION support groups No


March 2006


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Taft High School also offers students opportunities to participate in its School for Advanced Studies with an Individualized Honors Program component for highly gifted students.

SCHOOL FOR ADVANCED STUDIES The Advanced Studies Program at Taft High School is specifically designed for state-identified highly gifted and high performing students. The program challenges students to the highest degree that they are able and willing to achieve and makes available a myriad of activities, organizations, and opportunities to create a comprehensive educational environment. A strong support system within the program assists students during their high school experience. The college preparatory curriculum at Taft was developed in conjunction with the University of California with an emphasis on preparing students academically to compete in the finest colleges and universities in the nation.

A carefully selected, highly qualified staff An experienced counselor acting as Advanced Studies coordinator

An administration with experience in coordinating gifted and highly gifted

programs A differentiated curriculum to afford students academic challenges designed to

meet individual intellectual needs An opportunity for Advanced Studies students to take courses for college credit

concurrent with their high school curriculum at Pierce and Santa Monica Community Colleges, where Taft maintains established relationships

A Peer College Counseling Program that provides individualized guidance in the

college application/preparation process A Gifted Focus Committee comprised of parents, students, faculty, and

administrators that determines and recommends gifted budget expenditures, program direction, and course offerings.


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INDIVIDUALIZED HONORS PROGRAM FOR HIGHLY GIFTED STUDENTS IN THE TAFT SCHOOL FOR ADVANCED STUDIES: A COLLABORATION BETWEEN WILLIAM HOWARD TAFT HIGH SCHOOL AND SANTA MONICA COLLEGE

DESCRIPTIONS OF SANTA MONICA CLASSES ART HISTORY: A survey of chronological development of a designated time periodCIS4: This course is designed to introduce students to Microsoft Office SuiteCOUNSELING 11: This course introduces higher education to high school studentsDESIGN: This is an introductory course in the theory and application of the elements of 2-D designENGLISH 1: The first semester of college freshman English prepares students to read in depth, write expository essays, and learn the tools of research equired by the Modern Language AssociationENGLISH 2: The second semester of college freshman English prepares students to write

analytical papers on important literary worksENGLISH 31: The third semester of college English prepares students to write essays on mature works of iterature under timed conditionsENGLISH 10: The fourth semester of college English introduces students to the study of ethnic literature of the United States including African-American literature; Jewish-American literature; and European-American literatureECONOMICS 1: The principles of microeconomics ECONOMICS 2: The principles of macroeconomicsHEALTH 10: This course is designed to develop proper attitudes toward healthful livingPOLITICAL SCIENCE 1: The study of the government of the United States and California POLITICAL SCIENCE 2: The study of comparative government and politic


March 2006


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7. Student Choice

Please describe your student recruitment and transfer policies and process in the space below.

Student Recruitment and Transfer All the SLCs are accessible to all students who express interest in the respective SLCs. Once in the SLC, a student would have to finish the school year, conference with parent and the SLC counselor before transferring out of the SLC.

Staffing

Cerificated staff self selects to become a staff of any SLC. Once a staff member, the SLC follows the UTLA and LAUSD staffing procedures for openings, transfers and displacements.

Scheduling of classes within SLCs Students will be enrolled in SLC courses of interest and into core classes also to ensure access to a rigorous, A-G curriculum. The APSCS will work with the SLC Administrator, SLC Coordinator and SLC teachers to select and prepare schedules. A common planning period is the ideal schedule.

Assigning of Resources The IMA is currently allocated to departments based on student enrollment. Art classes with expensive instructional materials receive additional allocation to offset the high cost of materials. The administrator in charge of the budget and the fiscal services prepares and distributes the allocations to each department. SLC teachers within each department receives their allocation, completes the purchase requisition, gets the approval of the SLC administrator who then forwards the requisition to the administrator in charge of fiscal services.

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Student Choice

March 2006


Page 40 of 45




8. Community Resources/Partnerships Community resources/partnerships help sustain smaller learning communities over the long-term. Partners include, but are not limited to, institutions of higher education, local non-profit agencies, local large and small businesses, and faith-based organizations. A. Existing Community Resources/Partnerships: Please indicate existing resources and partners available school-wide and for each smaller learning community. Existing partners are entities within the school community that are already providing in-kind or grant/donations support to one or several SLCs.

Existing Community Partners

by SLC Role/Use of Resource for SLC

Expected Timeframe for Resource to Last

(month/year)

School Wide Partners (available for all SLCs) PTSA Equipment, substitutes for teachers,

Instructional materials, athletic materials and general school needs

Ongoing

Booster Club Equipment, substitutes for teachers, Instructional materials, athletic materials and general school needs

Ongoing

Western Bagel Hospitality Ongoing

Ralph’s at Ventura and Winnetka Hospitality Ongoing

Starbucks Hospitality Ongoing

Department for Justice Advisement, training and education As Needed

City of Los Angeles Human Relations Commission

Advisement, training and education As Needed

Los Angeles County on Human Ralations


Asian Pacific American Dispute Resolution Center


California Arts Council Projects, speakers, training and education

As Needed

Stirling Institute Advisement and education Ongoing

SLC #1:

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Community Resources/Partnerships

March 2006


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Existing Community Partners

by SLC

Expected Timeframe for Resource to Last Role/Use of Resource for SLC

(month/year)

Media City Ballet Advisement, internships, work experience, training and education

Ongoing

SLC #2: Motion Picture Academy Field Trips Ongoing Getty Museum Field Trips Ongoing Getty Zila Field Trips Ongoing Mark Taper Forum Field Trips Ongoing SLC#3: Motion Picture Academy Field Trips Ongoing Getty Museum Field Trips Ongoing Getty Zila Field Trips Ongoing Mark Taper Forum Field Trips Ongoing SLC #4: West Valley Occupational Internships, work experience, training

and education Ongoing

Fashion Institute of Design and Merchandising

Field trips, training, presentations Ongoing

Macy’s Passport Show Field trips Ongoing Trade Tech Field trips SLC#5: Pierce College Training, speakers, field trips Ongoing Cal State University Northridge Training, speakers, field trips Ongoing University of Southern California Training, speakers, field trips Ongoing Starbucks Jobs, training Ongoing Washington Mutual Life Skills Ongoing Will Gear Theatre Field Trips Ongoing


March 2006


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8. Community Resources/Partnerships B. Potential Community Resources/Partnerships: Please indicate potential resources and partners that the school and each SLC plan on pursuing for ensuring long-term sustainability.

Existing Community Partners by SLC Role/Use of Resource for SLC

Target Date for Securing Resource

(Month/Year)

School Wide Partners (available for all SLCs) To be Determined SLC #1: Creature Effects Supplies, Trips, Staff, Professional

Development To be determined

SLC #2: To be determined SLC#3: To be determined SLC #4: Fourth and Town Store Supplies To be determined SLC#5: To be determined


March 2006


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9. Alterations to Facilities Proposed

Please discuss any facilities alterations that should occur to accommodate your SLC. Provide as much information as is available. For instance, do you know costs and timelines? Do you have the resources to complete the alterations, or do you need to identify the resources? No facilities alterations have been planned at this time. However, Taft High School would like to receive funding for the improvement of TAFT Hall, the multi-purpose room that is used to hold most of the school functions and events. Additional funding will go towards personalizing the individual SLC spaces and in creating outdoor spaces for various school wide and individual SLC meetings.

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants School SLC Impact Report, Areas of School Impact, Alterations to Facilities Proposed

March 2006


Page 44 of 45



V. SCHOOL TECHNICAL ASSISTANCE CHECKLIST SLC Design Teams are entitled to receive professional development and technical support. What are the greatest challenges that you can foresee at this time to completing your work? What assistance do you need? Please check all that apply and attach to your letter of intent.

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity

Student outcomes

Matrix

School to work transition X

Academic requirements: A-G

Content integration X

Assessments/evaluation

Alterations to facilities X

Resilience building

Youth development strategies

Advisories X

Leadership roles

Bell schedules X

Contract issues/waivers

Best practices X

Articulation

Budgets

Sustainability

Community partnerships X

Parent outreach and involvement

Student outreach and involvement

School staff outreach and involvement

Union (UTLA) agreements

Working with the Local District

Other:

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants SLC Design Proposal, School Technical Assistance Checklist

March 2006


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VI. ACKNOWLEDGEMENTS

Acknowledge, as appropriate, all staff, professional experts, community partners and others who have helped the school prepare, develop and implement smaller learning communities on campus and/or various sections of the SLC manual. Office of School Redesign staff, Local District 1 Administrators and Taft High School Administrators, staff and community.

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants SLC Design Proposal, Acknowledgements

March 2006

Smaller Learning Communities THS...Subject 9th Grade 10 th Grade 11 Grade 12th Grade English English 9A/B or 2 hr. English 10 A/B Am. Literature / Contemp. Comp. Expo Comp/ Lit. Analysis

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