HELEN BERNSTEIN HIGH SCHOOL
MID-CYCLE PROGRESS REPORT

1309 N. Wilton Pl.
Los Angeles, CA. 90028

Los Angeles Unified School District

February 21st -23rd, 2016

Accrediting Commission for Schools
Western Association of Schools and Colleges

CONTENTS

I: Student/Community Profile Data 1-14

II: Significant Changes and Developments 15-38

III: Ongoing School Improvement 39-41

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan 42-55

V: Schoolwide Action Plan Refinements 56-68

 

I:  Student/Community Profile Data

Include the following:

  • An updated student/community profile that includes the following: a brief, general description of the school and its programs; the school’s vision, mission, and learner outcomes; student and faculty/staff demographics; and student achievement data for a three-year period.
  • An updated summary of data with implications, identified critical learner needs, and important questions for staff discussion.

Note: Use the current student/community profile and summary that has been updated annually since the last full visit and other annual progress reports. (See Task 1 of the Focus on learning manual.)

 

Student/Community Profile:

Data and Findings

 

A General Description of the Los Angeles Unified School District

The Los Angeles Unified Board of Education, with seven “Board Districts”, governs the Los Angeles Unified School District (LAUSD).  LAUSD has a population of over 640,000 students in K-12, with over 900 schools and over 200 charter schools. LAUSD has an average daily attendance of 93.99% and employs 1,491 certificated management employees, 33,529 certificated teachers, and 1,402 classified employees.  

The Los Angeles Unified School District is the second largest school district in the United States.  This public, urban school district is divided into six geographical regions (Central, Northwest, Northeast, South, East and West called Local Districts). Helen Bernstein High School (HBHS) has been assigned to Local District West located in the East Hollywood area.

LAUSD Goals:

  1. 100 percent graduation
  2. Proficiency for all
  3. 100 Percent Attendance
  4. Parent and Community Engagement
  5. School Safety

LAUSD Mission Statement states that, “LAUSD will provide high-quality instruction and a coherent and rigorous curriculum in every classroom to facilitate student learning and achievement.”  HBHS is committed to supporting this mission. The Vision of LAUSD is that “Every student will receive an education in a safe, caring environment and every student will be college-prepared and career-ready.”

The HBHS complex is comprised of three schools – Helen Bernstein High School, the Science Technology Engineering & Medicine (STEM) Academy, and Academic Performance Excellence (APEX) Independent Charter. When HBHS opened in 2008, STEM was part of HBHS as a small learning community. In 2010, STEM became a pilot school with its own principal,  staff and working agreement/soft contract with UTLA which is our local teacher’s union. STEM has since received a separate CDS code and now functions independently from HBHS. APEX Charter also opened with HBHS in 2008. In 2011, APEX initiated its application for charter status and was approved for conversion to an independent charter beginning the 2012-13 school year. Both STEM and APEX each house approximately 500 students.

In addition to the structural changes related to STEM and APEX, HBHS has faced a number of other operational challenges since it’s opening in September of 2008.  HBHS was planned as Central LA New HS #1 in the fall of 2001, with a construction budget of $177, 437, 659.  Construction of the school began in 2004 and although the school was scheduled to open in September of 2007, it was delayed by a number of construction setbacks from the original contractor. HBHS did finally open the day before school was to start in 2008.  The physical structure of the building was complete, but the contractor left many electrical and facilities projects unfinished.  At this time, we are proud that with constant monitoring, vigilance and support from our former Superintendents Ramon Cortines and John Deasy working with LAUSD maintenance and operations, those projects have been completed.

 

Our Community

HBHS is a dynamic urban high school located at the corner of Sunset Boulevard and Wilton Place in Los Angeles, California.  Its location in the “East Hollywood” area provides it close proximity to television and film studios, as well as the redeveloped Hollywood Boulevard attractions and the storied “Sunset Strip”.  HBHS serves a community that is largely Latino, but contains a small, diverse pocket of residents that are White (Armenian/Russian), Asian, Filipino, and Black.  

 

Subgroups % of Students
African American 5.0%
American Indian or Alaska Native 0.6%
Asian 3.0%
Filipino 3.3%
Latino 84.2%
Pacific Islander 0.2%
White (Not Latino) 3.8%
Two Or More Races 0.0%
Socioeconomically Disadvantaged 86.2%
English Learners 33.2%
Students with Disabilities 16.0%

 

HBHS maintains partnerships with outside community agencies including the Los Angeles Chamber of Commerce, Sunset/Vine Business District, Hollywood Community Council, Paramount Studios (Paramount Mentoring Program), Reality LA, Hollywood Police Department Police Activity League (PAL), YPI (Youth Policy Institute), Children’s Hospital Gang Reduction and Youth Development (GRYD) Program and the New York Film Academy(2012-2013).  HBHS participates in chamber events and maintains excellent relationships with community partners. The colorful banners above the street lining the west border of the school and almost two miles of Sunset Boulevard are the work of four HBHS students. Our students participated in the Sunset/Vine Business District contest to design the banners and only students from HBHS won the honor to have their artwork displayed on Sunset Boulevard for an entire year. The Hollywood Chamber of Commerce participation and the Paramount Mentoring program offer HBHS students career and social experiences that support the goals of the HBHS Vision Statement, where “student volunteerism and community service are the norm… [and there is] strong community and business support” (See Appendix B).

HBHS School Profile

HBHS was created in an effort to relieve the overcrowding at nearby year-round Hollywood and John Marshall High Schools.  The physical buildings of the school were initially planned to serve as a single comprehensive high school with a food and catering services program on the second level and an extension of that program at the corner of the complex. The structure was repurposed during its construction phase to serve a high school (Helen Bernstein HS) and a school for at-risk youth (APEX Academy).  The extension building at the corner of Fountain and Van Ness is the home of Richard Alonzo Community Day School.  HBHS, APEX and STEM share the same physical building, which creates its own set of unique challenges.

HBHS opened in the fall of 2008 with grades 9 through 11, with an area of attendance set by the Planning and Demographics Office of LAUSD.  The boundary process allowed for school district and community input. The designation of the school’s area of attendance was created to allow a prosperous, but geographically close neighborhood to remain in the John Marshall High School attendance area.  As a result the restructuring HBHS area of attendance has a concentration of a student population characterized by high rates of poverty, high transiency and students of recently immigrated families. It also allowed for the possibility of eight neighborhood gangs/crews to be enrolled at one school site, the most notable being MS13. HBHS has been successful in providing a safe haven in the neighborhood by not allowing gang activity on campus.

 

Student Enrollment By Grade Level (2013-14)

Grade Level Enrollment 2013-2014
Grade 9 187
Grade 10 172
Grade 11 121
Grade 12 159
Total Enrollment 639

 

Student Enrollment By Grade Level (2014-15)

Grade Level Enrollment 2014-2015
Grade 9 252
Grade 10 89
Grade 11 107
Grade 12 122
Total Enrollment 612

 

Student Enrollment By Grade Level (2015-16)

Grade Level Enrollment 2015-2016
Grade 9 209
Grade 10 152
Grade 11 99
Grade 12 119
Total Enrollment 597

 

Over the past three years our school has seen a steady decline in enrollment. Factors that contribute to this decline include a transient demographic, competition for enrollment with charter schools and decreasing enrollment throughout LAUSD.  The transition for the tenth and eleventh grade students that made the switch to the new high school in 2008 was difficult; many of those students were unhappy to leave Hollywood and John Marshall, two schools with historical significance and strong community ties.  Some students were able to remain at Hollywood and Marshall if they qualified for participation in the School for Advanced Studies at Hollywood (Gifted), or if they participated in the Marshall’s athletic program.  The founding HBHS students felt cut off from friends and found themselves in an, although new, seemingly unwelcoming environment. Consequently, the challenge at HBHS has been, since day one, the establishment of a unified school culture and identity.  However, the 2012-2013 school year has seen great advances in the creation of a positive school culture and dragon identity. In the 2014-2015 school year HBHS fully implemented the SWPBS (School Wide Positive Behavior and Support) plan, which includes grade level and school wide assemblies to honor students who have acted in a positive manner.  In fact, in the most recent student experience survey, 85% of students stated “I feel safe on school grounds” (See Appendix S). The three principal’s on the complex meet weekly to collaborate to ensure that school safety, operations and events are properly addressed.

So far, the greatest asset that HBHS possesses in the effort to develop culture and identity, is a strong sense of family. Academics, athletics and parent involvement have come a long way in bringing our school together as a cohesive group. The HBHS Associated Student Body, led by the HBHS Leadership class, has also made great efforts to improve student extracurricular engagement by encouraging and facilitating the participation of STEM and APEX students in school wide events.  Some of the joint activities initiated by the HBHS ASB are prom, homecoming, pep rallies, dances, blood drives, and denim day to name a few. Our principal, Andre Spicer instituted a strong sense of community by developing an “Open Door” policy to hear any and all concerns by the families. Coffee and Dinner with the Principal have evolved into a tradition where parents can be made aware of all events, programs, challenges and progress occurring on campus. Our families enjoy this opportunity to be able to informally dialogue with the principal and other staff members. We have done a good job in inviting special guests from the District and community to give our families important information. Our Board Member, Steve Zimmer is a regular attendee of our meetings.

Each school year has brought the loss and influx of staff caused by a combination of the current state budget crisis and our declining enrollment.  Since 2008, the school has lost an average of 10 non-tenured teaching staff. At of the beginning of the 2015-2016 school year we also saw the loss of QEIA funding, which proved to enhance the educational program with more teachers. With each cut, the teachers within the core and the Career Technical Education (CTE) Pathways have been affected.  We have most recently lost our business teacher, art teacher and band teacher due to low enrollment.  Similarly, the leadership of HBHS has been disrupted by administrative assignment changes as well.  At the end of the first school year (2008-2009), only the complex principal and one assistant principal remained of the original administrative team.  At the end of the second year (2009-2010), the complex principal and three assistant principals were reassigned to different sites.  In 2010, one assistant principal remained and in 2011, we lost another assistant principal.  The ability of the District to maintain continuity in leadership plays a significant role in the establishment of a school culture that is truly our own and one we can be proud of. This has been the third school year for our current Principal and fifth school year for our Assistant Principal here at HBHS. There are 13 teachers that have remained on staff since the school opened. These teachers have committed themselves to the growth of our development and are proud Dragons.

Demographic Data

During the WASC initial visit in November of 2008, there were 1147 students enrolled at HBHS, in grades 9 through 11.  Based on the credits earned at the time of their enrollment, HBHS began with 635 ninth grade, 320 tenth grade and 192 eleventh grade students.  Approximately ten percent of HBHS students in 2008 received Special Education services and ninety-percent of the student population qualified for free or reduced school lunches.  This enrollment and population distribution remained consistent for year two (2009-2010).  However, at the end of year two, one of the three Small Learning Communities of Helen Bernstein HS complex, STEM, applied for and was granted a request to become a Pilot School.  With the change of school structure and administration, the enrollment at HBHS has decreased to reflect our new student population.

HBHS enrollment totals were reduced drastically starting in the 2010-2011 school year due to the pilot school status of STEM and the autonomy that accompanies the pilot school model. The chart below reflects the student population of HBHS students by year.  HBHS has however had an extreme influx of students who are new to the country, these immigrants are primarily from Mexico and Central American countries. The students are almost always Spanish speakers and come in as Beginning Limited English Proficiency (LEP) level 1.  LEP students require special consideration as they are acquiring the language. Ultimately these new students who are acquiring the language take ELD 1, ELD 2  and English 9a  before moving onto the 10th grade. The process to successfully complete the courses takes two years. We have seen that our promotions from 9th to 10th grade have greatly suffered due to this phenomenon.

 

HBHS Enrollment

Grade Level 2010-2011 2011-2012 2012-13 2013-2014 2014-2015 2015-2016
Grade 9 242 202 192 187 252 209
Grade 10 208 156 168 172 89 152
Grade 11 149 192 168 121 107 99
Grade 12 162 167 176 159 122 119
Total Enrollment 761 718 704 639 612 597

 

Currently, HBHS is a school wide Title I school with 63.8% of students receiving free and reduced lunch. We have placed a high importance on the Free and Reduced Lunch applications and students are now using the internet to complete these applications. There has been a change in the application process; first, most of the applications are submitted online and second many of our undocumented parents are fearful of providing income details. We believe our poverty index is closer to 85%, and we are working to improve understanding so parents will submit the necessary forms. We have also added an incentive for students to make sure their applications are submitted – the sooner you submit, the faster you are assigned a locker. Our efforts have been successful as early data shows that our percentage of free and reduced lunch eligible students is over 80% for next year.

Students on Free and Reduced Lunch

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
69.7% 74.1% 75% 78% 82.8% 64%

 

Enrollment by Ethnicity

The enrollment of specific ethnic groups for each grade level is a reflection of the surrounding community of East Hollywood. Although HBHS draws its population from an established attendance boundary, the school must compete with the other two schools within the building (APEX, STEM) to generate their student population for norming purposes.  As a result, all incoming high school students must have selected HBHS as their school at the end of their 8th grade year, or chose to enroll when they moved into our attendance area. Therefore, the ethnic enrollment is a function of yearly student choice, which may vary. Our school participates in the District’s Zone of Choice program which allows students who live in our attendance area to choose the school that best suits their interests and talents. The two schools in the Bernstein Complex Zone of Choice are Helen Bernstein High School and The STEM Academy@ Bernstein High School.

Student Racial & Ethnic History

Racial & Ethnic History
Year AI/Alsk Asian Filipino Pac Isl Black Hispanic White Total
# % # % # % # % # % # % # %
2015-2016 3 .5 3 2.7 19 3.2 1 0.2 25 4.1 505 84.6 26 4.3 597
2014-2015 4 1% 17 3% 17 3% 2 0% 28 4% 543 85% 23 3% 638
2013-2014 4 1% 19 6% 21 4% 1 0% 32 5% 538 84% 24 4% 639
2012-2013 6 1% 16 2% 30 4% 1 0% 23 3% 596 84% 31 4% 703

 

Home Language Information (2014-2015)

*(2015-2016) data unavailable

Over 80% of our students come from homes where the primary language spoken is other than English.

 

Language Code Type 9th 10th 11th 12th Total
Spanish 01 EL

FEP

97

92

30

46

29

81

32

60

188

279

Korean 04 EL

FEP

2 1

1

1

3

Filipino 05 EL

FEP

1

2

1

3

1 2

6

Armenian 12 EL

FEP

1 1

1

1

2

2

4

Russian 29 EL

FEP

1 1 1 1

2

Thai 32 EL

FEP

5 3 2

1

10

1

 

Language Proficiency

EL students are reclassified from LEP to RFEP according to multiple criteria, standards and procedures adopted by the district.  A student must have an overall score of “4” or better on the California English Language Development Test, score at the basic level on the Scholastic Reading Inventory (SRI) Tests, and achieve a “C” or higher in the most recent English course. The percentage of reclassified English Learner students to Fluent English Proficient has increased by 5% since the 2011-2012 school year. During the 2012-2013 school year, 29 students have been reclassified indicating a focused effort to support EL students being reclassified as Fluent English Proficient. Last year, during the 2014-2015 school year 26 students (12.3%) have been re-designated RFEP. LAUSD has 15% re-designation rate goal annually. Also, the percentage of our students that are Long Term English Learners (LTEL) is 40% compared to the district average which is 66%.  LTEL students are those who are designated as EL and haven’t re-designated after 5 years. We are proud of the fact that we have 26% fewer LTEL students than the District average.

 

English Learners (EL) Data (2014-2015)
Grade Armenian Cantonese Korean Farsi Pilipino Russian Spanish Vietnamese Other Total
9th 0 0 0 0 0 0 97 0 0 97
10th 0 0 0 0 1 0 30 0 0 31
11th 1 0 1 0 1 0 29 0 0 32
12th 1 0 0 0 0 0 32 0 0 33
UG 0 0 0 0 0 0 0 0 1 1
TOTAL 2 0 1 0 2 0 188 0 1 194

 

English Learner Trends 2013-14 2014-15
Scoring Proficient or Advanced on Initial CELDT 17% 15%
Scoring Basic or Below Basic on Initial CELDT 83% 85%

 

Special Needs and Other Programs:  Title I, Special Education, Gifted and Talented Education (GATE), and Advanced Placement (AP) Students

 

The number of the Special Education students enrolled at HBHS has increased since 2008 for the Special Day (SDC), Mild-To-Moderate Retardation (MID), Autistic (AUT) classes.  This is the result of two issues: STEM and APEX historically have not offered a full compliment of special education classes needed for incoming students. More importantly, most parents of the Special Education students elected to keep their special needs children enrolled with HBHS, rather than move to the newly reorganized schools. This is the result of having an exemplary special education program as identified in our recent District Validation Review (DVR).

 

Special Education Student Population (2015-2016)

Program Type # of Student Enrolled % Students Enrolled
Special Day 56 71.8%
Resource 22 28.2%
TOTAL 78 100.0%

 

(2014-2015)

Identified Gifted – All 4.5%
Identified Gifted- Asian 6.3%
Identified Gifted – African Am. 4%
Identified Gifted- White 4%
Identified Gifted – Latino 6%

 

Advanced Placement

Subject Number of Students Enrolled in AP Courses 2014-15 Number of Students Enrolled in AP Courses 2015-16
English 20 35
Foreign Language 15 20
Mathematics 19 23
Science 18 19
Social Science 74 61
All courses 146 158

 

Subject Number of AP

Courses Offered 2014-15

Number of AP

Courses Offered

2015-16

English 2 2
Foreign Language 1 1
Mathematics 1 1
Science 2 2
Social Science 4 3
All courses 10 9

 

The percentage of students participating in Advanced Placement classes at HBHS includes gifted and non-identified students.  The staff continues to encourage students to participate in Honors-Level and Advanced Placement courses. The significant increase in the number of students taking Advanced Placement courses indicates our commitment to prepare students for post-secondary opportunities.  We will continue to develop strategies to increase the number of students who score 3 and above on Advanced Placement tests.  In 2012, HBHS launched its new Advanced Studies Advanced Placement (ASAP) program to attract more students to advanced studies and to compete with the advanced studies programs at Hollywood and Marshall high schools.  The mission statement for ASAP states: Students will be intellectually and academically challenged while enhancing leadership and social development. The Gifted and Talented Education Program at HBHS is disproportionately small for its population.  Many of the anticipated incoming ninth grade Gifted students from the feeder middle schools, elected to enroll at the nearby Hollywood HS School for Advanced Studies (SAS) site. This issue has partially been addressed by the recruitment committee. We must improve our efforts to identify more gifted students at HBHS. As our community becomes more aware of the Advanced Studies Advanced Placement (ASAP) program we believe that more gifted and talented students will choose Bernstein.  In2014-2015 it has been reported on the School Report Card that we had a6% increase in the amount of students scoring “3” or higher on the AP exams.

HBHS has experienced considerable challenges since the doors opened in 2008. Yet, in spite of the decreasing enrollment, loss of funds, and loss of staff we are committed to our students. We have improved our instructional expertise through weekly professional development, peer observations and developing the Instructional Leadership Team (ILT). We have established a positive and cohesive school culture to help ensure all students leave HBHS with the education to enter the post-secondary institution of their choice and life skills to be contributing citizens in our society.  

 

II:  Significant Changes and Developments

  • Include a description of any significant changes and/or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes.
  • Describe the impact these changes and/or developments have had on the school and/or specific curricular programs.

 

Budget constraints, gradual decline in enrollment and District/Federal mandates

State budget crisis has contributed to a decrease in the General Fund, Title I and EL budgets. Q.E.I.A. (Quality Education Investment Act) funds sunset in June 2014 creating a loss of $900 per student. A gradual decrease in enrollment to approximately 600 students has caused changes at Bernstein High School. These cuts and drop of enrollment have decreased the certificated staff by six , two English teachers, two Social Studies teachers, one RSP teacher and one counselor. Teacher turnover has been significant accounting for certificated staff changes of 18 teachers.  Many of our teachers volunteer their time to tutor students during lunch or after school without any financial compensation. Our school has had to find creative ways to fund programs that would normally be funded through the District. Many of our partners also donate resources to alleviate the financial burden.

The Arts, Media and Entertainment (A.M.E.) Small Learning Community and the Business Technology Labor Relations (BTLR) Small Learning Community have been removed from our program. Two new pathways have been instituted in our Master Schedule, the Design Visual & Media Arts pathway and the Production and Managerial Arts pathways. Perkins funds have been awarded to Career Technical Programs (CTE) to provide supplemental funding for the pathways. The Master Schedule now includes seven classes instead of six per day allowing more flexibility in the student’s schedule. A new blended on-line program, Edgenuity, is offered as credit recovery classes as well as classes for students who are working to improve their G.P.A. for college acceptance.

Common Core State Standards, District Performance Meters and EL Master Plan and Summative Assessments

The Common Core State Standards are standards designed to ensure that students graduating from high school are prepared to take credit bearing introductory courses in two- or four-year college programs or enter the workforce. The adoption of the Common Core State Standards, the English Learners Master Plan and Performance Meters has brought about changes in the School-wide Action Plan including our Professional Development and data driven focus.

The District has set up Performance Meters to help focus our efforts for improvement. The five  performance meters are written in terms of goals: 100% graduation, proficiency for all, 100% attendance, parent and community engagement and school safety.

The new English Learner Master Plan provides guidance and direction to administrators, teachers, paraprofessional and students regarding the options available to parents and the expectations the District holds. It offers a practical guide for all staff to ensure that consistent, coherent services are provided to every English learner (EL) and Standard English Learner (SEL) in our district. This change includes a restructuring of the ESL program to an English Language Development (ELD) program. Support classes for those students, who have not reclassified for a period of 5 years or longer, called Long Term English Learner (LTEL), has been implemented. Targeted professional development is provided for teachers who have a large population of long-term English learners.   

The Smarter Balanced Assessment Consortium has developed a system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11. The system—which includes both summative assessments for accountability purposes and optional interim assessments for instructional use—will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.

Smarter Balanced assessments go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills. Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. The performance tasks will be taken on a computer (but will not be computer adaptive) and will take one to two class periods to complete. Smarter Balanced capitalizes on the precision and efficiency of computer adaptive testing (CAT). This approach represents a significant improvement over traditional paper-and-pencil assessments used in many states today, providing more accurate scores for all students across the full range of the achievement continuum. HBHS students tested using Smarter Balance for the first time in 2014-2015. Results of the assessments will be discussed later in this report.

 

Change in District and School Leadership

John Deasy resigned in 2014 and Ramon C. Cortines returned, for a 3rd time, to lead L.A.U.S.D. as the Superintendent. The Intensive Support and Innovation Center which is no longer in existence so HBHS has been reassigned to Local District West, the western instructional branch of LAUSD. Effective November, 2013, Andre Spicer became the Principal of Bernstein High School. In January of 2016 Michelle King was selected as the new Superintendent following the retirement of Ramon Cortines. HBHS has had 4 different Instructional Directors in the 2 ½  years that Mr. Spicer has been principal. Currently Dr. Felipe Velez is the Instructional Director assigned to HBHS.

The Instructional Leadership Team (ILT)

The Instructional Leadership Team (ILT) was developed in 2014. The ILT is composed of Department Chairpersons, Certificated volunteers, Title III Instructional Coach, Title I Coordinator, Assistant Principal and Principal. The ILT collaborates monthly to establish and communicate instructional goals for school success, allocates and manages resources to support the instructional program, shares leadership responsibilities and participates in decision making that advances the school’s mission.

7 Period Instructional Bell Schedule

In 2014 Mr. Spicer and the leadership team including the Head Counselor proposed that our school adopt a 7 period instructional bell schedule to accommodate the growing need for intervention, credit recovery options and increase number of electives.

Rationale for 7 Period Straight Bell Schedule

  • Advantages of a 7 period day:

*Classes of equal length make assigning teachers and students to courses and classrooms more efficient.

*Because each class meets daily it is often easier for students to catch up on missed work.

*The teachers expressed concern with the 8 period block schedule that students didn’t take advantage of the day when the class didn’t meet.

*Students are able to obtain more credits within the school year.

*Summer school session or any other credit recovery isn’t guaranteed, i.e., adult school  

*The flexibility created has the potential to increase the graduation rate     

  • A-G, with the new A-G requirements students is able to do credit recovery between the bells. We are not giving them more opportunity to fail but the opportunity to graduate on time.
  • A seven period gives us the flexibility we are able to offer a new career pathway, we also able to strengthen our existing pathways.
  • Flexibility for our EL students and other special populations that are increasing in numbers.

Our EL students now have the chance to graduate within four years. The seven periods allows students to double up on classes that a straight six cannot.  We are able to offer more customizable schedules than a six.

EL students are required to pass two (1) year ELD courses before taking English 9A

  • With a seven we are able to offer interventions between the bells, such as CASHEE prep for English and Math.
  • Seven will help control class size. With the loss of QEIA class size will increase. However with a seven we can control and keep class sizes down.
  • The LAUSD goals are District Goals: 1) 100 percent graduation; 2) Proficiency for all; 3) 100 percent attendance; 4) Parent and community engagement; 5) School safety
  • Improved teaching and learning is the school’s highest priority.
  • The schedule is a powerful tool to deliver the school’s instructional program. It provides teachers and staff with the time they need to implement the school’s program.
  • Most importantly, a schedule is a reflection of the school’s values and priorities.
  • Quality schedules only emerge when the goals are clear.
  • Changing the schedule often indicates that priorities are changing when in fact they are not.
  • Flexibility in a school schedule is essential to implementing a school program.
  • With the loss of teachers a seven helps us keep a viable academic program.
  • Increased opportunities for pathways; graphic design, advanced graphic arts, video production, computer science
  • Allows more opportunity push-in and pull-out interventions with Title III coach for ELD population
  • Spec ed inclusion more viable

Since adopting the new intervention schedule we have reported an increase in graduation rate, decrease in LTEL students and higher CAHSEE pass rates.

Title III Coach.

In 2015 our school was granted a Title III Coach by LAUSD coach to provide direct instruction and indirect services for ELD program and EL students who are acquiring English as a second language. Ms.Kurban, our Title III coach is instrumental in the development of intervention programs both inside the classroom and as a supplemental service. Ms. Kurban also develops interventions to help students re-designate to Reclassified Fluent English Proficient (RFEP). Our title III coach is also an important factor in our professional development and a member of our Instructional Leadership Team (ILT). The Title III Coach trains teachers and staff members on how better to assist students in the acquisition of English while providing resources to implement the new ELD Standards. Since the arrival of our title III coach we have already seen an increase in the re-designation of students as our data indicates.

 

Other Significant Changes

The School Quality Improvement System (i.e., Core Waiver) is a holistic approach to school improvement and accountability that focuses on academic preparedness, social emotional skills, the culture and climate of a school, collaborative learning from each other and supporting effective instruction. In August of 2014 edition of LAUSD Brief announced school designations for 2014-15 school year. Bernstein was removed as a “Support School” under the Core Waiver status in 2014-15! The 2013 data shows our school as having met the API growth target and graduation target and no longer performing in the lowest 30% of schools.  Our school wide community celebrated this accomplishment as it was a result of everyone’s work and dedication to the program.

Intensive Personalized Intervention

In 2015 school administration adopted a philosophy that every at-risk student receives 1:1 intensive counseling and  intervention. Each out of classroom personnel was assigned an equal number of students to review their Individualized Graduation Plan (IGP) and make necessary recommendations for those students to recover credits and graduate on time. Personnel also set up parent conference to discuss possible interventions with families. In addition to the 1:1 counseling, out-of-classroom personnel and administrators made home visits during the fall semester of 2015 to address chronic absenteeism. Students that had been absent seven or more days were visited by an assigned staff member to explain the benefits and importance of regular attendance. Community partner (Reality LA) has pledged to participate in the next round of home visits in February of 2016.

 

Full Implementation of Instructional Rounds

Instructional Rounds are used to help educators look closely at what is happening in classrooms in a systematic and purposeful way. Teachers are afforded the opportunity to reflect on their peers practice as well as their own. The rounds can be scheduled according to departments or cross curricular. Rounds are not used to evaluate teachers, but rather the focus on the instructional practices through the use of data analysis. The Rounds are also designed to support and explicitly connect the observations to teachers’ professional learning needs, instructional goals and ultimately improving student achievement.

 

Campus Layout

The beginnings of the 2013-14 school year classrooms from the three schools were relocated to increase teacher communication and establish a sense of community. Currently Bernstein Math, English, Science, Social Studies, Foreign Language and Special Education certificated staff and students occupy the classrooms on the fifth floor of the main building. The Video Production classroom and studio is found on the second floor of the C building. Two Social Studies classrooms are located in the second floor of the D building and one ID Special Education classroom is located in the second floor of the E building.

The Science Technology Engineering and Math (STEM) Pilot is occupying the 4th floor of the B building and three classrooms in the C building.

The Independent Charter, APEX, occupies the 3rd floor of the B building. The result of this change has been extremely positive. This change in the school layout has greatly helped making accountability and the identification of students easier. The day to day operations and safety on campus has improved tremendously since the reorganization occurred.    

Youth Policy Institute

The Youth Policy Institute, YPI, is a non-profit organization developed from the Robert F. Kennedy Memorial Fund in 1983 to lift low-income families out of poverty by funding programs and services that increase family income and academic achievement. In 2013 YPI partnered with HBHS. Some of the YPI programs that exist at Bernstein are:

  • Los Angeles Promise Neighborhood: targets the needs of the Hollywood community with the goal of improving educational outcomes for youth, increasing safety in the neighborhood, and ensuring families are healthy and successful.
  1. Community School Coordinator: coordinates any YPI programs that operate at school; connects students and staff to resources.
  2. College Career Advisor: Provides College and career advisement to all grade levels; guides students through the application and financial aid processes; schedules college representative to visit Bernstein and provide information; works to improve the college culture at school; SAT and ACT registration assistance.
  3. AmeriCorps Program: trains and places members to provide in-school and afterschool tutoring; college and career ambassadors.
  • St. John’s Mobile Health Unit: provides medical services for students and their families the first Tuesday of every month.
  • Hollywood Family Resource Center: a one-stop shop for families where they can receive support in their search for employment, open bank accounts, learn about financial literacy and more.

 

Dragon Pride

In 2014 Mr. Spicer, our principal along with the leadership team developed the “Dragon Pride Awards.” The Dragon Pride Awards assemblies are held bi-annually with the entire school community to recognize student achievement, athletic accomplishments, positive behavior and improved attendance. Twice a year we meet in the auditorium to award the Principal’s Award, Honor Roll, Perfect Attendance and Most improved Dragon Awards. Students are excited as fun incentives including electronics and gift cards are given to these deserving students. Also, each student on the honor roll receives certificates and medals for their accomplishments. We feel that this process has definitely helped to improve our school climate and culture.

Mr. Spicer has also developed “Dinner with the Principal” as an opportunity to collaborate with families in the evenings who can’t normally attend “Coffee with the Principal” due to morning work schedules.

 

The California High School Exit Examination (CAHSEE) was an examination created by the California Department of Education that was previously mandated to be administered in High Schools statewide in order to graduate. Governor Jerry Brown signed a bill, Senate Bill 172, which requires school districts to award diplomas to students who met every other graduation target but failed the exit exam, which became a requirement starting with the class of 2016. The new law also calls for the state to suspend the exit exam in 2015-16, 2016-17, and 2017-18 school years and to eliminate it as a graduation requirement during that time. The law will not take effect until January 1, 2016, at which time districts shall be permitted to issue diplomas to eligible students.   Prior to CAHSEE being not required by the state HBHS experienced a steady increase in the number of students who passed CAHSEE on the first attempt. We believe that the positive results were due to CAHSEE “boot camps” which were intensive tutoring based on the CAHSEE criteria.

CAHSEE Results, 10th Grade Census
Data refreshed as of: MAY 2014-2015
    ELA MATH
All School Year # Tested % Passed % Proficient # Tested % Passed % Proficient
All 2014-2015 112 67.0% 28.6% 110 80.9% 44.5%
2013-2014 150 64.7% 25.3% 151 70.9% 35.1%
2012-2013 140 57.9% 25.7% 143 62.9% 37.8%
2011-2012 234 61.5% 24.4% 233 57.9% 26.6%
2010-2011 283 73.1% 43.1% 284 66.5% 27.1%

 

Instructional Technology Initiative (ITI)

The Instructional Technology Initiative (ITI) is LAUSD’s investment in technology that is intended to provide every teacher and student in one-hundred schools with a computing device, professional development, and technical support. HBHS chose the Lenovo PC laptop as their device. The technology is intended to transform learning in three primary ways, as expressed by the district’s goals for ITI. HBHS developed the plan below in 2014-2015 and successfully implemented the program in 2015-2016.

       Provide educators with tools (Tablet or laptop) to advance student learning and create learning spaces that are designed to increase learner engagement. Teachers will have access to curriculum content and digital activities that are interactive and engaging.

       Prepare students for the digital adaptive assessments that will be implemented in 2015 under the Smarter Balanced Assessment Consortium (SBAC).

       Close the “digital divide” by ensuring that all students have access to 21st century technology. Students in all schools, and from all populations, will have access to 21st century technology and learning environments. Students will use devices and applications to engage in learning activities involving collaboration and communication, research, synthesis/knowledge production, review of digital text.

In addition to computing devices, ITI provides technical support to schools by onsite microcomputer support assistants (MCSAs). Instructional Technology facilitators (ITFs) provide a variety of types of instructional and logistical support to school staff as they learn how to integrate digital resources to support instruction.

Bernstein High School’s ITI plan states:

Vision

 

  • To what education technology tools do teachers have regular access at your school? (Highlight all that apply)

 

Laptop / Convertible

Tablet (Testing)

Classroom Desktop Computer

Digital Camera (stand-alone)

Video Camera (stand-alone)

Green Screen

Interactive Whiteboard

Videoconference Equipment

Apple TV

Projector

Document Reader

Classroom Amplification System

Other (describe):

 

  • Describe teachers’ current use of instructional technology tools.

 

Teachers at Bernstein High School are using technology in the classroom daily. Uses include but are not limited to the following:

  • lesson presentation
  • research
  • assessments
  • student presentations
  • monitor student progress
  • formative assessment during instruction
  • exit tickets
  • word processing
  • communication with stakeholders (website, email, homework, academic content)
  • Google Docs to collaborate during professional development    

 

  • Use the table below to describe your students’ general access to computers or tablets: Highlight one scenario in the left column, and the level of access in the right column. (If the context varies by grade band or doesn’t match one of the descriptions, please describe in the final row.)

 

1:1 (provided by school,

district, or PTO)

24/7

All-Day

Part Day

2-4 times/week

Once a week

Less than once a week

N/A

1:1 (combination of bring-your-own devices and devices provided by school, district, or PTO)
Shared cart devices
Computer lab
If the context varies by grade band or doesn’t match one of the descriptions above, or if you’d like to add information about your students’ access to education technology, please briefly describe here: Students will be given laptops to use at school and at home for CCSS activities in all grade levels and core subject areas.

 

  • To what type(s) of computing devices do students have greatest access?

 

Device Type Age of Devices
Android
Chrome OS 2 years
iOS
Linux
OSX
Windows 8 ITI Laptops 1 years
  • To what other education technology tools do students have regular access at your school? (Highlight all that apply)

 

Digital Camera (stand-alone)

Video Camera (stand-alone)

Green Screen

Interactive Whiteboard

Videoconference Equipment

Apple TV

Document Reader

Classroom Amplification System

Other (describe): There is school wide access to digital/video cameras that are housed in the two ROP classrooms. All departments will have a limited number of devices readily available to support daily instruction in all disciplines.

 

  • Describe student’s’ current use of education technology tools.

 

Students at Bernstein High School use educational technology tools to: complete written course assignments, create PowerPoint presentations, work on and submit college/financial aid/employment applications, conduct research projects, and complete online homework assignments. Students also use technology in the classroom under the supervision of the teacher to supplement direct instruction for CCSS activities.

 

  • What is your school’s vision for integration of technology to enhance student learning? (Vision Statement)

 

Vision Statement:

The vision for integration of technology at Bernstein High School is to supplement CCSS activities by using 21st Century learning tools, vocabulary and familiarity with computer software, building a more rigorous instructional program in all core subject areas. Our teachers and students will be able to develop more comprehensive project-based learning activities to further the students’ understanding of the content.  

 

Leadership and Change
  • Please list the name, position, and email address for each member of your Instructional Leadership Team (ILT).  (Add or delete rows as needed.)

 

Name Position Email Address
Andre Spicer Principal ajs3955@lausd.net
Evelio Leon Assistant Principal eleon2@lausd.net
Meredeth Livingston Dean of Students mgw7014@lausd.net
Nurnisa Kurban Title III Coach nurnisa.kurban@lausd.net
Diana Martinez-Favela Coordinator dxm7671@lausd.net
Pamela Amaya

** tech team

Teacher pamela.amaya@lausd.net
Nick Deligencia

** tech team

Librarian ndeligen@lausd.net
Rosa Chulia Teacher rac9049@lausd.net
Mario Espino Teacher mle7520@lausd.net
Nicole Lapolt Teacher njl3335@lausd.net
Ramond Owusu Teacher rxo9491@lausd.net
Cristian Pineda Teacher cristian.pineda@lausd.net
Osofu Washington

** tech team

Teacher osofu.washington@lausd.net
Tom Mcclusky

**tech team

Teacher tmcclusk@lausd.net

 

  • If there are not students and/or parents on the ILT, describe how students and parents will participate in the planning process.

 

Communication and input from parents and students will be conducted through our monthly School Site Council, Coffee with the Principal and ELAC meetings.  Principal letters that go out to families regularly, postings in the news platform on school website, and through the use of multiple variations of surveys.

 

  • How often does your ILT meet for planning that includes instructional technology integration?

 

Bi-monthly

 

Instructional Technology Integration Goals

 

  • What are your instructional goals? (from the Single Plan for Student Achievement; HS Only: Graduation and WASC goals)

 

English Language Arts For the 2015-2016 school year, the proficiency level in ELA will improve by 10% based on percentages of students failing.  Fewer students will be required to take credit recovery courses, further improving the graduation cohort rate.
Math For the 2015-2016 school year, the proficiency level in Math will improve by 10% based on percentages of students failing.  Fewer students will be required to take credit recovery courses, further improving the graduation cohort rate.
English Learner Programs We will meet the State’s annual measurable achievement objectives and build teacher capacity in meeting the needs of our EL students in ELD and all other core content areas as well as meeting the goal of increasing our reclassification rate by 15%.
100% Graduation

(HS Only)

We will increase our graduation rate to 75% during the 2015-2016 academic school year.
WASC Goals
  1. Develop elective course sequencing to support authentic, complete CTE career pathways that culminates in industry certification.
  2. Develop systematic protocols for data collection, data analysis and dissemination of information focused on student learning.
  3. Refine, implement and monitor a school wide vision and mission that reflects the identity of HBHS.
  4. Implement and monitor a formal professional learning community (PLC) and provide teachers with PD on how to create and analyze formative assessments to drive real-time instruction and target classroom interventions per individual students.
  5. Implement and monitor a systemic approach, such as RTI2 to address instruction and intervention for all students
  6. Establish clear, well-defined and well-monitored expectations and protocols for the operational systems of HBHS, such as: campus security, educational systems (PLC, RTI2, walk-throughs), and campus layout.  

 

  • What goal(s) do you have for technology integration to support those instructional goals? The International Society for Technology in Education student standards (categories listed below) may provide an area of focus; or, you can choose “other” and describe your goal(s). (Highlight selection[s] below)

Note: Standard 5, Digital Citizenship, is covered in a separate section of this plan.

 

Standard 1: Creativity — Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Standard 2: Communication and Collaboration — Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Standard 3: Research and Information Fluency — Students apply digital tools to gather, evaluate, and use information.
Standard 4: Critical Thinking, Problem Solving, and Decision Making –Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Standard 6: Technology Operations and Concepts — Students demonstrate a sound understanding of technology concepts, systems, and operations.
Other (describe):

Our instructional technology goals will support our WASC Action Plan through:

  • defining and engaging students in specific applications that will be foundational to supporting CTE curricular career pathways (e.g., FinalCutPro for Video/Film Production, Photoshop for Graphic Design, etc.)
  • using specific applications for data collection, data analysis and dissemination (e.g., Google Forms)
  • use the school website and social media to project school wide vision and mission that reflects the identity of HBHS
  • use Schoology to monitor a formal professional learning community (PLC)
  • provide PD on how to use tech tools for formative assessments
  • promoting Edgenuity/APEX to implement and monitor intervention for all students (e.g., RTI2)
  • use Google forms  to monitor educational systems (PLC, RTI2, walk-throughs) and (dis)aggregate and analyze data

Our instructional technology goals will support the proficiency level in ELA/Math through:

  • Students at Bernstein High School will continue to use educational technology tools to: complete written course assignments, create digital presentations, work on and submit college/financial aid/employment applications, conduct research projects, and complete online homework assignments. Students also use technology in the classroom under the supervision of the teacher to supplement direct instruction for CCSS activities.
  • HBHS has also adopted the SpringBoard math curriculum and will incorporate the use of the e-tools.

 

  • How will you support grade level / departmental planning to achieve your integration goals to enhance teaching and learning? You may want to use these templates (elementary / secondary) for an overview of these plans. These examples may be helpful (elementary / secondary).

 

  • Departmental planning will be supported by continuous collaboration with our Instructional Technology Facilitator on a bi-weekly basis.
  • The technology portion of school wide professional development will be supported by our ITF through collaboration with our ILT.

 

  • How will you measure progress toward your technology integration goals, and the impact that implementation is having on teaching and learning (e.g., classroom support tool, student portfolios, showcase events, and other data)?

 

  • The ILT will conduct instructional rounds to monitor teacher use of technology in the classroom
  • During PDs, teachers will take periodic surveys to report on their progress and pain points of implementation.
  • Departments will LASW and monitor progress, analyzing data during department meetings.
  • School stakeholders will take the ADKAR; the school will use the data to determine the need for further training.

 

  • How do you plan to use technology to differentiate and personalize instruction and learning so that students who need more support receive it, while advanced students move at their own pace?

 

Teachers will receive training and professional development on strategies to differentiate instruction through the use of educational software systems including Achieve 3000, ALEKS and Edgenuity. Teachers will be able to develop individual lesson plans for students based on reading lexiles and math levels of students.





 

Professional Learning Plan

 

  • How will you facilitate professional learning? (Highlight any that apply)

 

Support school site sessions facilitated by VLC (after school and/or Saturdays) Encourage other district professional development sessions
Develop a peer mentoring or coaching system Fund teacher attendance at conferences
Schedule time during full staff meetings Schedule time during grade-level planning (elementary) or department planning (secondary)
Encourage student co-facilitation of professional development Schedule faculty visits to exemplary school(s)
Other (describe):

 

How will you build capacity among teachers to sustain the continuing growth of teachers and students using technology as a tool to support teaching and learning?

 

Capacity building will be increased by creating space and time for on-going conversation, sharing of best practices, exploration of tools, modeling of effective practices, one on one support, and feedback.

  • Departmental planning will be supported by continuous collaboration with our Instructional Technology Facilitator on a bi-weekly basis.
  • The technology portion of school wide professional development will be supported by our ITF through collaboration with our ILT.

 

Digital Citizenship

 

  1. When and how will you introduce the digital citizenship plan to faculty? (Sample Presentation)

 

Through professional development / staff meeting during the first month of school.

 

  1. How will digital citizenship be incorporated in your beginning-of-the-year behavior assembly for students?

 

Will be discussed as part of overall behavior expectations.

 

  1. Use the table below to develop a plan for basic minimum digital citizenship education at each grade level. This guide shows examples of how you might organize Common Sense Media lessons for students to have broad exposure to digital citizenship content without repetition from one year to the next.

 

Grade Level/Subject Lesson Title(s)  Links below go to CSM archived lessons
9th grade LAUSD RUP Policy, Cyberbullying, (oversharing) Digital Footprint and Privacy   (Your Online Self)
10th Grade LAUSD RUP Policy, Cyberbullying  Hate Speech

Creative Credit and Copyright

11th Grade LAUSD RUP Policy, Cyberbullying  College Savvy  CopyRights & Wrongs
12th Grade LAUSD RUP Policy,  Cyberbullying   Protect your Privacy  Who’s Collecting your data?

 

  1. What do you expect of students and faculty in one year? two years? three years? (e.g., special digital citizenship events; students’ use of social media; citation of sources as early as first grade; evaluation of websites)

 

Our school envisions our students to use technology in every class, including but not limited to during:

  • email communication years: 1-3
  • lessons using Schoology years: 1-3
  • Project-based learning using technology years: 1-3
  • classwork and homework assignments years: 1-3
  • interventions including credit recovery: years 1-3
  • blended learning assignments: years 1-3

 

  1. What professional development is needed to support those expectations?

 

Teacher training on:

  • Email communication
  • Developing lessons using schoology
  • Project-based learning using technology
  • Schoology to monitor a formal professional learning community (PLC)
  • Using tech tools for formative assessments
  • Edgenuity to implement and monitor intervention for all students (e.g., RTI2)
  • use Google forms  to monitor educational systems (PLC, RTI2, walk-throughs) and (dis)aggregate and analyze data

 

  1. What is your plan for parent education on digital citizenship?

 

1.Coffee with the Principal: student led workshops for parents regarding digital citizenship

2. Back to School Night: Student project to show the different digital citizenships lessons being taught.

3. Remind- parent communication through Blackboard Connect regarding digital citizenship events taking place on campus

 

 

Parents, Community, and Culture

 

  1. Describe your plan for parent education and involvement in the integration of technology for student learning. (How often will you have school-wide parent meetings? How will you publicize them? Will you have more frequent parent workshops? How frequently?)

 

Parents will receive training and informational meetings on a monthly basis. ITI updates will appear on the agenda for all monthly parent meetings including: SSC,ELAC, Coffee with the principal. Information regarding the technology project will also appear on the school website. The ITF will hold informational meetings for parents that coincide with the four yearly “Back-to-School” nights.

 

  1. Who coordinates your parent education/involvement? (Please include name; position/role; email address; and phone number)

 

Name Position Email Address
Andre Spicer Principal ajs3955@lausd.net
Diana Martinez-Favela Coordinator dxm7671@lausd.net
Emilia Mickel Parent Representative eem8305@lausd.net

 

Smarter Balance Summative Assessments: In 2014 Smarter Balance tests were administered to 11th grade students in math and ELA. These tests are strictly aligned to the Common Core State Standards. Test results showed that 74% of our 11th grade students either met/nearly met/ or exceeded the standards for ELA and 48% either met/nearly met/ or exceeded the standards for math.  We here at Bernstein High School are determined to increase the percentages of students who met or exceeded the Smarter Balance Standards.  Through rigorous instruction, specific tutoring, and intervention programs, students will exceed expectations.                                                                                      Test Results for: Helen Bernstein High School

  • Total Number of Students Enrolled in Grades Tested in School: 219
  • Total Number of Students Tested in School: 196

 

English Language Arts/Literacy

 

Overall Achievement in English Language Arts/Literacy for grade 11
11th Grade All
Number of Students Enrolled 121 121
Number of Students Tested 109 109
Percent of Enrolled Students Tested 90.1 % 90.1 %
Number of Students With Scores 108 108
Mean Scale Score 2556.8  N/A
Standard Exceeded 5 % 5 %
Standard Met 37 % 37 %
Standard Nearly Met 32 % 32 %
Standard Not Met 26 % 26 %

 

Reading: Demonstrating understanding of literary and non-fictional texts
11th Grade All
Above Standard 18 % 18 %
At or Near Standard 54 % 54 %
Below Standard 26 % 26 %

 

Writing: Producing clear and purposeful writing
11th Grade All
Above Standard 16 % 16 %
At or Near Standard 60 % 60 %
Below Standard 19 % 19 %

 

Listening: Demonstrating effective communication skills
11th Grade All
Above Standard 7 % 7 %
At or Near Standard 62 % 62 %
Below Standard 27 % 27 %

 

Research/Inquiry: Investigating, analyzing, and presenting information
11th Grade All
Above Standard 20 % 20 %
At or Near Standard 62 % 62 %
Below Standard 14 % 14 %

 

Mathematics

 

Overall Achievement in English Language Arts/Literacy for  grade 11
11th Grade All
Number of Students Enrolled 121 121
Number of Students Tested 107 107
Percent of Enrolled Students Tested 88.4 % 88.4 %
Number of Students With Scores 106 106
Mean Scale Score 2515.5  N/A
Standard Exceeded 5 % 5 %
Standard Met 10 % 10 %
Standard Nearly Met 22 % 22 %
Standard Not Met 62 % 62 %

 

Areas

CONCEPTS & PROCEDURES: Applying mathematical concepts and procedures
11th Grade All
Above Standard 8 % 8 %
At or Near Standard 29 % 29 %
Below Standard 63 % 63 %

 

PROBLEM SOLVING & MODELING/DATA ANALYSIS: Using appropriate tools and strategies to solve real world and mathematical problems
11th Grade All
Above Standard 6 % 6 %
At or Near Standard 42 % 42 %
Below Standard 52 % 52 %

 

COMMUNICATING REASONING: Demonstrating ability to support mathematical conclusions
All
Above Standard 8 %
At or Near Standard 58 %
Below Standard 33 %

 

III:  Ongoing School Improvement

  • Describe the process of engagement of all stakeholders in review of the student achievement data and the implementation and monitoring of the school wide action plan.
  • Describe the process used to prepare the progress report.

Student achievement data from the LAUSD School Report Card, graduation cohort rates, Smarter Balance Assessment results, Student grades, CELDT results, Interim Assessment results, reclassification reports are shared with all stakeholders through:

  • Professional development meetings
  • School website postings
  • Parent meetings
  • Coffee with the principal meetings
  • Instructional Leadership Team Meetings
  • District and School Mailings
  • District Website
  • Parent Conferences and Open House
  • School Site Council Meetings
  • Social Media Outlets (Twitter and Instagram)
  • Faculty Meetings
  • Departmental Meetings
  • English Learner Advisory Committee
  • Student Assemblies
  • Parent Workshops (Parent Center)

In order to fully implement and monitor the school wide action plan stakeholders collaborate at the before mentioned opportunities to develop strategies and best practices to improve student achievement. Each group of stakeholders provides valuable input based on the data. As a result of collaboration Bernstein High School has improved in the following areas:

  • 7% increase in graduation cohort from 2013-2015
  • 14% increase in students in attendance at least 96% of the time 2013-2015
  • 5% increase in 12th grade completion of FAFSA 2013-2015
  • 6% Increase in reclassification of EL students 2013-2015
  • Reduced the percentage of students that don’t reclassify as English Learners (LTELS) by 8% in 2013-2015
  • Increased % of students passing AP courses with a score of “3” or better in 2014-2015

 

Following the 2013 Western Association of  Schools and Colleges (WASC) visitation, Bernstein High School re-developed the Single Plan for Student Achievement (SPSA)  to mirror the school’s vision and goals from the school’s WASC self -study document for the 2014 – 2016.    Due to the changes in administration, staff, and student enrollment, some goals and plans reflected on the school action plan and the Single Plan for Student Attachment needed to be updated and communicated with all stake holders.

The SPSA was developed to reflect the needed changes identified for the school through the self-study process with input given by all stakeholders. The school leadership presented the Single Plan to all stakeholders including; School Site Council, English Learners Advisory Committee, certificated and classified staff members, students and District personnel despite the challenges and obstacles, Bernstein High School continues to move forward and work hard to improve instruction. In 2013, under the leadership of Mr. Spicer, Bernstein High School formed Instructional Leadership Team to oversee decisions related to instruction and develop professional development in an effort to implement the WASC action plan related to instruction and student academic achievement. As a result   the new action plan for 2015 – 2016 school-year has been updated and embedded in the Single Plan to reflect the changes in programs and strategies to achieve the goals presented on WASC Self – Study report.

For preparation for WASC Mid –Cycle Visit, the findings of WASC Self –Study report were shared and discussed with the staff during professional development and departmental meetings.  After the rough draft was prepared, departments subsequently reviewed the revised action plan and other sections of the progress report, assessed their progress, and provided their input. The draft of the progress report was also presented to the School Site Council, School Decision Making Council, English Learner Advisory Committee, and Student Leadership. The document has been edited and revised based on the feedback all stakeholders provided. The final copy will be submitted to School Site Council and the Instructional Leadership Team.

 

IV:  Progress on Critical Areas for Follow-up/Schoolwide Action Plan

  • Provide analytical comments on the accomplishment of each schoolwide action plan section referencing the critical areas for follow-up addressed through each section; provide supporting evidence, including how each area has impacted student achievement.
  • If any critical areas for follow-up were not included in the school’s action plan, indicate what actions have been taken to address this issue and provide supporting evidence, including the impact on student achievement.

Note: The school’s schoolwide action plan should have incorporated all the critical areas of follow-up or major recommendations that were stated in the last self-study visiting committee report.

 

GOAL A. Develop elective course sequence to support authentic, complete CTE career pathways that culminate in industry certification.

1.The careers pathways at Helen Bernstein High school

HBHS has effectively developed full elective CTE career pathways in Video Production, Digital Media, and Computer Science. The pathways are developed as a sequence of courses with each course building upon the previous one. Each pathway links academics with real world applications. Students in the pathway are taught theory and receive practical hands on experience using state of the art equipment.   Students are exposed to and able to explore possible career opportunities within each pathway.  While in the pathways students are developing their technical and employability skills. These skills will help make the students more marketable in their chosen field. At HBHS we hired a full time video production teacher in 2104 to increase the opportunities for students to complete the coursework. We continue to work towards having the pathways culminate with an industry certification.

 

  1. Establish partnerships with nearby business to support avenues for career

         pathways.

  • The Paramount Mentoring Program consists of Paramount employees acting as mentors for students at Bernstein High School. The mentors meet with students twice-a-month at the Paramount Studios. Paramount provides training, transportation of students to the Paramount lot, provides lunch and provides students with experiences and opportunities students-at-risk would not have access to. The goal of the program is to combine life-skills training with the development of supportive relationships between adults and youth.
  • Reality LA is a church congregation that leases space on campus every Sunday. The church partners with our school in a variety of ways including:
  1. Participating in home visits for chronically absent students
  2. Audio and visual support for events including graduation
  3. Mentoring of students in TV/film production(2016)
  4. Provides financial support for the Dragon Awards Assembly incentives

 

  1. Develop school-based production company for graphic design photography  

         and film.

  • Dragon Media is a school based student operated business that conducts various projects for organizations within the confines of Helen Bernstein High School. These projects are in the areas of video production, photography, web design and graphic design. Some examples include logo design for campus based clubs, apparel design for athletic teams, and promotional video’s for campus Activities. The future goal is to expand this model to the surrounding community businesses and organizations for profit, for the purposes of funding scholarships and purchasing new equipment for students. Currently our group works for the Council of Black Administrators. We have shot video coverage of their events along with maintaining the official website.
  • Skills USA is a partnership of students, teachers and industry working together to ensure America has a skilled workforce. The benefits for students are access to career resources and contacts as well as opportunities for scholarships, awards, and honors. The plans are to implement Skills USA in the 2016-17 calendar school year. Training for the Skills USA will be held this summer.     

 

  1. Develop a computer science pathway for students to be exposed to 21st century technology with an emphasis on “Coding.”

In 2015 HBHS adopted a computer science curriculum and added the pathway to our master schedule. Students are able to take courses in (1) Exploring computer science and (2) Intro to data science. In the spring of 2016 we will host our first computer science club called “ Girls who Code.”

 

Goal B.  Develop systematic protocols for data collection, data analysis and dissemination.     

     

  1. Monthly review of student grades by department to identify trends and establish instructional response.

After every progress report, i.e., after the 5th, 10th and 15th week progress reports, student grades are distributed to the certificated staff who, in turn, review student grades during department professional development. The results are used to inform their instructional program; plan, develop and implement appropriate acceleration and interventions; provide feedback to students, which helps students recognize what they must do to close any gaps in their knowledge or understanding; maintain a record of each student’s grade results to discuss results of students’ progress toward standards proficiency with students, parents and school staff; to bridge instruction and interventions that are beyond the school day and to guide professional development. Grades, work habits and cooperation were discussed with parents and students during parent-teacher conferences.

 

  1. Quarterly interim assessments given in English and Math. Results will be analyzed and shared with students and parents.

For 20152016, the District adopted the Smarter Balanced Assessment

Consortium’s Interim Assessment Blocks* (IAB) in Mathematics and

English/Language Arts for Grades 3rd -11th (9th and 10th grade students can only take the 11th grade IABs). Science and History/Social Science assessments will continue to be the District’s California State Standards -based assessments. For ELA and Mathematics, grades 3rd -12th, schools will have the option to: (1) give the SBAC IABs, or (2) give the District’s CA State Standards-based interim assessments in ELA and Math, or (3) give CCSS -based interim assessments determined by the school and with approval of the Local District Superintendent. Bernstein chose to give the SBAC IAB’s and they were administered in 2015.

The assessments are formative in nature and measure areas of student strength and weakness on the standards assessed. The data from the assessments allow teachers to obtain information on their instructional practices in order to improve student achievement. The data also facilitated targeted professional development and strategic support for teachers. Teachers will use the results to plan, implement, and monitor instruction and intervention for all students. Results from the assessments will be mailed home to the parents.  

3.Offer APEX online courses for students deficient in credits.

  • We are currently using Edgenuity instead of APEX. Edgenuity is a research-based interactive on-line video course curriculum, which offers more than 185 semester-equivalent core and elective online courses for students, grades 6-12. The program can be used at home or in school. It is used as core curriculum, for intervention, to recover credits, to prepare for standardized assessments and prep for some Advanced Placement programs. Course offerings include Math, English, Science, Foreign Languages, and career-oriented courses (business, IT, health sciences). Material is presented in full courses and subjects are across the range of high school disciplines including foreign language courses (Spanish, French, German, Latin, Mandarin Chinese).
  • Edgenuity (formerly called e2020) offers online blended learning programs in which the videos are part of traditionally structured classes. Its heavily video-based course program also includes exercises, quizzes and tests; courses are aligned with Common Core and state standards. The program is designed to be used under the guidance of teacher.
  • The math program goes from 6th grade math through pre-Calculus. Programs are based on state standards and the Common Core; as individual states add additional requirements (on top of the Common Core curriculum), Edgenuity is keeping up with those additional requirements. It incorporates both formative and summative assessments.
  • Students can also listen to Edgenuity videos in a dozen other languages including Spanish. Special needs students can adjust the pace of the curriculum to better suit them. HTML-enabled text can be read out loud to support second language learners.

4.Implement graduation tracker used by counselors and support personnel.

  • Individual Graduation Plans are provided to 11th and 12th grade students in the Fall of 2015 and for the 9th and 10th graders they are provided in the Spring of 2016.  In addition, in December of 2015 an IGP was completed for the following students: all 9th and 10th grade students that received 3 F’s or more in the 15th week progress report of the Fall semester; all 11th grade students who received one F in the 15th week progress report of the Fall semester; and all 12th grade students, regardless of grades. During the first week of December the out-of-the-classroom school staff visited the homes of the students who demonstrated excessive full day absences in order to inform families of their children’s attendance situation.
  1. Instructional Rounds

Instructional Rounds are the process in which teachers observe the instructional practice of their colleagues and use data collected in a debrief with the principal and the ILT to identify best practices and/or areas of challenge throughout the school. The ILT uses this data to develop and deliver meaningful professional development.

 

  1. C. Implement and monitor a formal professional learning community (PLC) and

    provide teachers with PD on how to create and analyze formative assessments

    (common assessments) to drive real time instruction and target classroom

    interventions, per individual students.

 

Our professional learning community is comprised of departments at every grade level. Our school has been systematically working together to collaborate to improve our professional development cycle through:

  • Instructional Learning Team (ILT)
  • Whole group professional development sessions
  • Department meetings
  • Instructional Rounds
  • District trainings

Every Tuesday our school conducts professional development sessions alternating between whole group and department meetings. We adopted this modified schedule in 2013. The Instructional leadership Team (ILT) is comprised of the principal, assistant principal, department chairs for each subject area, instructional coaches, coordinators and volunteers. The ILT meets over the summer for a week to develop the professional development cycle including topics from needs assessments results from teachers. The ILT meets monthly to establish and communicate instructional goals, plan professional development (pd), collects and analyzes formative and summative assessment results, facilitate whole group pd, and analyze pd evaluations from staff. The ILT plans and develop the Instructional Rounds. Instructional rounds are a process where by observing teachers compare their own instructional practices with those of the teachers they observe. A discussion takes place among observing teachers at the end of the observation as well as in subsequent self-reflection. If the observed teacher so desires, feedback from the observers is provided. Instructional rounds allow observing teachers to identify instructional practices they’ll continue to use because they observed other teachers employing them effectively. Our school developed a schedule based on the teachers’ conference periods so that observing teachers wouldn’t need to lose instructional time.

Our school has adopted 4 “Focus Elements” based on the Teaching and Learning Framework to drive our professional development topic selection. Each professional development topic must be related to the focus elements. The four “Focus Elements” include:

Bernstein Focus Elements

  • Improve Common Core State Standards-Based Learning Activities using technology
  • Expand Academic Discourse in all core subject areas
  • Use  Purposeful Grouping to ensure students learn through collaboration and meaningful discussion
  • Implement Management of Routines, Procedures and Transitions to provide clear academic expectations for every class

The departments meet on alternating weeks to follow up what was learned during whole group meetings in order to practically apply the lessons to individualized instruction in the class. Departments also develop formative assessments and analyze data and trends as a department to create interventions based on student. Departments also collaborate to analyze summative assessment data based on Smarter Balance Results, CAHSEE Results (2015), student grades and

We have worked together to create a strong sense of professional learning, however we haven’t mastered the practice at this time. Some departments are stronger than others as it relates to the practice of professional learning communities. We will continue to work towards having every department always analyze data and develop individual intervention for students. We will continue to build a strong community and ultimately use the cross-curricular PLC model.

 

  1. D. Implement and monitor a systematic approach, such as RTI2, to address  

    instruction and intervention for all students.

 

  1. Develop an understanding among staff regarding a need for systemic and

intensive intervention program to support student achievement.

Student achievement data from the LAUSD School Report Card, graduation cohort rates, Smarter Balance results, student grades, transcripts, CELDT results, reclassification reports, attendance, and the information available in the MyData system is shared with staff professional development, staff meetings, Instructional Leadership meetings and School Site Council meetings. The staff collaborates regarding the student data and provides feedback that points to the understanding that there exists the need for intervention programs to support student achievement. Staff also provides examples of student work from their respective classes that demonstrate the need for a systematic and intensive intervention program.

 

  1. Establish a school-wide means to deliver intervention and reinforcement in

English and Math in addition to the regular classes.

7 Period Instructional Bell Schedule

In 2014-2015 the school developed and adopted a 7 period bell schedule in order to combat deficiencies in the master schedule along with providing students an opportunity to recover credit.

  • Advantages of a 7 period day:

*Classes of equal length make assigning teachers and students to courses and classrooms more efficient.

*Because each class meets daily it is often easier for students to catch up on missed work.

*The teachers complained with the 8 period block schedule that students didn’t take advantage of the day when the class didn’t meet.

*Students are able to obtain more credits within the school year.

*Summer school session or any other credit recovery isn’t guaranteed, i.e., adult school  

*The flexibility created has the potential to increase the graduation rate     

  • A-G, with the new A-G requirements students is able to do credit recovery between the bells. We are not giving them more opportunity to fail but the opportunity to graduate on time.
  • A seven period gives us the flexibility we are able to offer a new career pathway, we also able to strengthen our existing pathways.
  • Flexibility for our EL students and other special populations that are increasing in numbers.

Our EL students now have the chance to graduate within four years. The seven periods allows students to double up on classes that a straight six cannot.  We are able to offer more customizable schedules than a six.

  • Advantages of a 7 period day:

*Classes of equal length make assigning teachers and students to courses and classrooms more efficient.

*Because each class meets daily it is often easier for students to catch up on missed work.

*The teachers complained with the 8 period block schedule that students didn’t take advantage of the day when the class didn’t meet.

*Students are able to obtain more credits within the school year.

*Summer school session or any other credit recovery isn’t guaranteed, i.e., adult school  

*The flexibility created has the potential to increase the graduation rate     

  • A-G, with the new A-G requirements students is able to do credit recovery between the bells. We are not giving them more opportunity to fail but the opportunity to graduate on time.
  • A seven period gives us the flexibility we are able to offer a new career pathway, we also able to strengthen our existing pathways.
  • Flexibility for our EL students and other special populations that are increasing in numbers. Our EL students now have the chance to graduate within four years. The seven periods allows students to double up on classes that a straight six cannot.  We are able to offer more customizable schedules than a six.

 

Targeted ELD Interventions

ELD students who have three (3) or more failing grades at the various progress report marking periods and are identified and scheduled for targeted intervention. This intervention focuses on content-based language skills and takes place once a week during the school day.  It takes place during their ELD class in a pull-out model. Collaboration between the ELD teacher, the Title III Coach and the Restorative Justice Adviser allows for communication of student progress or lack thereof.

The English, Math, Science, Social Studies and Special Education departments provide during and after-school tutoring for those who may be struggling in the core curriculum.  

Tutoring

Algebra 1 and Algebra 2 classes have an additional tutorial lab in a double block fashion based on grades, test scores and teacher recommendations. These lab classes offer students immediate intervention and reinforcement during the school day.   

The Youth Policy Institute trains and places Ameri-Corp members at school to provide in-school and afterschool tutoring.  Two members are currently in Mathematics classes and one member is in English classes. One additional member will be available at the start of the spring semester in January 2016 and will be placed in an English class.

 

  1. Implement courses for Long-term English Learners.

The District has implemented courses for students who have been in the English Language Development Program for more than five (5) years and have not reclassified.  The Long Term English Learners (LTEL) support courses are designed to accelerate language development, vocabulary and expository language. The course titles are Advanced ELD and Literacy and Language for English Learners. LTELs are place in core A-G English course and one period of either Advanced ELD or Language and Literacy. LTEL students who are in one of the LTEL classes in the Spring of 2015 semester and do not reclassify before the start of the 2015-16 school year will continue in LTEL classes. However, students identified as LTELs for the third consecutive year must be referred to the Language Appraisal Team (LAT) for review. All LTEL courses may be repeated for credit.  Our Title III Coach is instrumental in providing training and professional development to teachers so that they can effectively provide instruction to our EL students. Data shows that only 40% of our EL students are designated as LTEL compared to over 60% in the District.

  1. Establish clear, well-defined and well-monitored expectations and protocols for the operational systems of HBHS, such as campus security, educational systems (PLC, RTI2, walk-through, campus layout).  

 

  1. Provide HBHS school security with outerwear to identify them as security.
  • Each campus aide and supervision aide is provided with a LAUSD campus supervision vest so that they are visible to all near and far. The vest is worn during the entire period of their work day. In 2015 the 3 schools of the complex collaborated during the Complex Principals meeting to purchase an additional campus security personnel to help with the traffic coming in and out of the school.

 

  1. Ensure that all staff aware of the School Safety Plan, individual roles and

   responsibilities.

  • The Safe School Plan Volume 1, The Coordinated Safe and Healthy School Assessment/Practices, Volume 2: Emergency Response Procedures and Volume 3: Intervention and Recovery Procedures have been completed and submitted to the District.  Roles and responsibilities for classroom and out of the classroom staff have been discussed in Faculty meetings. The Great ShakeOut Drill was held complex wide on October 15, 2015 in which all stakeholders participated.

3 .Relocate classrooms to increase teacher communication and establish sense of    community.

  • During the summer of 2013 a relocation of classrooms took place
  • Starting in August of 2013 Bernstein was housed in the 5th floor, STEM was housed on the 4th floor and the charter, APEX was housed on the 3rd floor. Bernstein still has one (1) classroom in the C building, two (2) Social Studies classrooms in the D building and one (1) Special Education classroom in the E building.

 

  1. Develop a student-centered multi-tiered approach of structure and support
  • A master schedule containing seven (7) periods allows for flexibility in the student’s schedule. We have learned that when creating the master schedule it is essential to schedule for students who require interventions first.
  • Students are scheduled into Algebra 1 and Algebra 2 classes that have an additional tutorial lab in a double block fashion based on grades, test scores and teacher recommendations. These lab classes offer students immediate intervention and reinforcement during the school day.
  • Resource Special Education students meet with their resource teacher during one period a day, allowing for immediate intervention. Special education day class students are mainstreamed in Mathematics and Biology and have, in addition to the general education teacher, a Special Education teacher in the classroom and a teacher’s assistant in the classroom.  
  • Algebra and Geometry classes have an AmeriCorps tutor in the classroom to provide students additional assistance. English classes will have two (2) AmeriCorps tutors effective January 2016 to provide similar assistance.
  • English Language Development classes have an Educational Aide III who provides assistance to students in ELD 1 and 2 classes.
  • A Title III Coach provides support for implementation of the English Learner Master Plan, support for English Learner courses (LTEL), coach teachers via Cognitive Coaching, analyze student work and data, lead action research projects, and coordinates with other staff at the school site.  
  • The Long Term English Learners (LTEL) support courses are designed to accelerate language development, vocabulary and expository language. The course titles are Advanced ELD and Literacy and Language for English Learners. LTEL’s are place in core A-G English course and one period of either Advanced ELD or Language and Literacy.
  • The EL Program Coordinator assists the principal in maintaining a compliant instructional program for EL students. Additionally, the EL Program Coordinator provides direct and indirect services, in accordance with State and Federal EL program mandates.
  • The Restorative Justice Teacher Adviser assists school staff with the implementation of the Discipline Foundation Policy. The Adviser reviews school data and reports to provide support, monitor, implementation progress and effectiveness of the Policy. The Adviser supports classroom teachers with the implementation of Restorative Justice Practices as well as supports school administration and other key staff in developing the infrastructure needed to provide Tier 2 and Tier 3 interventions and support. Restorative Justice is a three-tier model of prevention, intervention, and reentry in response to conflict and or harm.  
  • Instructional Technology Initiative: A total of 101 schools participate in the program to provide a laptop to every student and teacher on campus. Technology is used as a tool to differentiate and personalize instruction, increase academic rigor, and build student ownership of learning. In addition, the District is expanding professional development opportunities so that teachers not only become adept but comfortable when using technology in the classroom. Our mission is to prepare all students to be digital learners who use technology as a tool to graduate ready for success in college and careers.
  • The Community Representative reaches out to the parents in the community and brings resources to parent to assist in the education of their children in order to be successful academically. Parenting classes, workshops and information regarding the school. Some of the topics the parents learn about are related to Common Core and the requirements needed to graduate from high school. A monthly Coffee with the Principal meeting is held in the parent center. The goal of the parent center is to involve parents, community and school to have 100% graduation rate.   
  • The School Psychologist  provides psychological services to general education students and students with disabilities; develops individual case studies of students to determine eligibility for special programs; assists in the development of behavior support plans and functional behavior assessments; consults with school personnel, parents, and others concerned with the progress of students; and provides both individual and group counseling.
  • School counselor provides counseling services to secondary students for the early identification and intervention for barriers to academic achievement of students, and to promote and encourage a healthy learning environment.    
  • Campus Aides and Supervision Aides assist in maintaining the proper environment and student control by patrolling school campus; maintain standards of student discipline and ensuring the observance of rules and procedures by students and others on a school campus at the direction of the school administration.   
  • The school Police Officer patrols the school, offices and other property; apprehends suspects; investigates crimes; makes recommendations for the disposition of criminal matters involving the security of District facilities, personnel or students.   
  1. Refine implement and monitor school wide vision and mission that reflects the identity of HBHS.

Our school takes pride in our mission and vision. A copy of the mission and vision appears throughout the school in offices and classrooms.  We will continue to revise the mission and vision statement to reflect our pathways, commitment to computer technology through our ITI program and our much improved college going culture. Drafts of the revised versions are currently being developed and shared with stakeholders

School Mission

The Helen Bernstein High School learning community empowers students to graduate with the knowledge and skills necessary to achieve their goals as 21st Century learners who are active contributors to the community. The staff ensures state content standards are the basis of a relevant and rigorous curriculum that incorporates responsive teaching methods to address the unique learning needs of students. The Helen Bernstein High School students, parents, faculty, community partners, and staff respect and trust each other as they work together to guide students toward social and academic maturity, and to build personal character that will enhance their personal and professional lives.

School Vision

Students at Helen Bernstein High School experience an ambitious and challenging curriculum that makes post-secondary education a reality. This neighborhood school provides an open and welcoming environment where student volunteerism and community service are the norm, parents are actively engaged in student learning, and there is strong community and business support. Teachers’ work within a professional learning community that embodies the belief that improved teacher practice results in improved student learning.

 

V:  Schoolwide Action Plan Refinements

  • Comment on the refinements made to the single schoolwide action plan since the last selfstudy visit to reflect schoolwide progress and/or newly identified issues.
  • Include a copy of the school’s latest updated schoolwide action plan.

 

The following focus areas were identified in our WASC self-study visit and have served as the focus of our action plan.

 

  1. Develop elective course sequence to support authentic, complete CTE career pathways that culminate in industry certification.
  2.  Develop systematic protocols for data collection, data analysis and dissemination.     
  3. Implement and monitor a formal process of professional learning and

    provide teachers with PD on how to create and analyze formative assessments

    (common assessments) to drive real time instruction and target classroom

    interventions, per individual students.

  1. Implement and monitor a systematic approach, such as RTI2, to address  

    instruction and intervention for all students.

  1. Establish clear well defined and well monitored expectations and protocols for the operational systems of HBHS, such as campus security, educational systems (PLC, RTI2,walk- thrus) campus layout.
  2. Refine, implement and monitor a schoolwide vision and mission that reflects the identity of HBHS

 

Self-Study Critical area for Follow-up: Develop elective course sequencing to support

authentic, complete CTE career pathways that culminate in industry certification.

 

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1.  Establish partnerships with nearby business to support avenues for career pathway
  • A-G completion rates
  • Film projects

•Student outcome data

  • Filming and production of Public Service Announcements
  • Student requests for classes
  • Student rate of participation/completion
  • Principal
  • Assistant Principal
  • Counselors
  • CTE Teachers
  • LAUSD CTE Department Personnel
  • Department Chairs
  • General fund budget
  • LAUSD Counseling Services
  • Film Funds (4242)
2013-Ongoing

  • Est. speaker series for film class(Video production classes)
  • Job-Shadowing at Paramount
  • Reality LA internship and mentorship
2. Develop school-based production company for graphic design

photography and film.

  • A-G completion rates

•Student outcome data

  • Student requests for classes
  • Student successful completion data
  • Yearbook production
  • Website production and monitoring
  • Website design projects
  • Schoolwide Student Film Festival
  • Principal
  • Assistant Principal
  • Counselors
  • CTE Teachers
  • LAUSD CTE Department Personnel

Department Chairs

  • General fund budget
  • CTE/ROP
  • LAUSD Counseling Services
2013-Ongoing

Continue “Dragon Media Group” school-based production co.

  • Coordinate alignment between video production and digital and graphic arts

2015-2016

  • “Dragon Media Group” open for in-school operations

Spring  2016

  • Development of business plan for “Dragon Media Group”
3.Develop a computer science pathway with an emphasis on coding
  • Student requests for classes
  • Student successful completion data
  • A-G completion rates

•Student outcome data

  • Student rate of participation/completion
  • Principal
  • Assistant Principal
  • Counselors
  • ILT
  • Computer Science Teachers
  • LAUSD Personnel
  • Department Chairs
  • General fund budget
  • LAUSD Counseling Services
  • Film Funds (4242)
  • Donation Funds
2015-2016

Development of the HBHS Computer Science pathway with 2 sections of computer science courses

Spring  2016

Development of “Girls who code” club

4.Develop pathways in graphic arts and media design, video production and computer science
  • Student requests for classes
  • Student successful completion data
  • A-G completion rates

•Student outcome data

  • Student rate of participation/completion
  • Principal
  • Assistant Principal
  • Counselors
  • CTE Teachers
  • LAUSD CTE Department Personnel
  • Department Chairs
  • General fund budget
  • LAUSD Counseling Services
  • Film Funds (4242)
  • Donation Funds
2013-Ongoing

 

Self-Study Finding – Develop systemic protocols for data collection, data analysis and

dissemination of information focused on student learning.

 

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1. Train teachers and ed-aides during professional development  to collaborate in developing and analyzing formative assessments to improve individualized intervention for student achievement
  • A-G completion rates
  • Graduation Rate

•Student outcome data

  • Student requests for classes
  • Student successful completion data
  • Principal
  • ILT
  • Counselors
  • Department Chairs
  • Teachers
  • General fund budget
  • LAUSD Counseling Services
2013-Ongoing

Continue professional development cycle that influences the way we analyze and use formative assessment data

2.  Implement “Graduation Tracker” through MiSis and  counselor IGP process
  • A-G completion rates

•Student outcome data

  • Smarter Balance Results
  • School Report Card
  • Principal
  • Assistant Principal
  • ILT
  • Instructional Coach
  • Counselors
  • teachers
General fund budget

LAUSD Counseling Services

2014- Ongoing

  • Counselor/ Support Personnel training on analyzing tracker data and utilizing reports

Ongoing-

Distribute tracker to students and parents and review data

3. Periodic review of student grades by department to identify trends and establish instructional response
  • A-G completion rates

•Student outcome data

  • Smarter Balance test results
  • Principal
  • Assistant Principal
  • Department chairs
  • Counselors
  • Principal
  • Counselor
  • Department Chairs
  • Principal
2013-Ongoing

  • Administrators and counselors  training on analyzing tracker data and utilizing reports

Quarterly

  • Distribute IGP and results from summative assessments to students and parents and review data
4. Quarterly interim assessments administered in English and math. Results analyzed and shared with students and parents.
  • A-G completion rates

•Student outcome data

  • Course grades
  • CST(2013)
  • CAHSEE(2013-2015)
  • Smarter Balance test results
  • Principal
  • Counselors
  • Department chairs
  • LAUSD Data Analyst
2013-Ongoing

  • Teacher training on analyzing tracker data and utilizing reports

Quarterly

  • Distribute tracker to students and parents and review data beginning in 2016

 

Self-Study Finding – Implement and monitor a formal process of professional learning

and provide teachers with PD on how to create and analyze formative assessments

(common assessments) to drive real-time instruction and target classroom interventions,

per individual students

 

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1. Develop an understanding of the core characteristics of professional learning through departments and whole group professional development.
2. Establish a shared vision and goals to create a laser-like focus on the defined purpose
3. Establish norms and utilize protocols for efficiency and effectiveness to formalize the process analyzing formative and summative assessments to drive individualized instruction.
4. Establish team structures that connect teachers and encourage inter-departmental collaboration
  • Participation in professional development
  • Instructional Leadership Team (ILT) meets to develop pd cycle and continuous improvement of instruction
  • Implementation of Instructional Rounds
  • Feedback on survey and during debrief
  • Observations of staff instructional team meetings
  • Principal
  • Instructional Leadership Team
  • District Instructional Specialists
  • Department Chairs
Various readings

Summer 2013

  • Attend training as leadership team regarding refining vision and developing professional learning in our school

2013-Ongoing

  • Introductory meeting with professional readings and use of protocols

Bi-Annually

  • Distribute IGP to students and review data

 

Self-Study Finding – Implement and monitor a systemic approach, such as RTI2 to

Address instruction and intervention for all students

 

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1.  Develop an understanding among staff regarding the need for a systemic and intensive intervention program to support student achievement
  • Participation in professional development
  • Feedback on survey and during debrief
  • Observations of staff instructional team meetings
  • Quarterly assessments
• Principal

• Department Chairs

• Instructional Leadership team

  • Teachers
Student Achievement Data

• Grades

  • CST(2013)
  • CAHSEE(2014-2015)
Fall 2015-Spring 2016

Weekly discussions during professional development

2.  Establish a schoolwide means to deliver intervention and reinforcement in English and math in addition to the regular classes • 7 period instructional bell schedule

  • Needs Assessments

• Teacher Referral
• PSA Referral
• Counselor Referral
• Parent Referral

  • COST Team

• Administrators

School •Psychologist

• Nurse

• Dean

• Counseling Staff
• DOTS Coordinator
•Coordinator

• Outside Agency Referrals
• School Mental Health
• Student Attendance Review Board
• Focus/Home Groups
Spring 2013 and ongoing
• Establish 9th and 10th grade advisory classes focusing on math and English instruction

  • Implement teacher-developed advisory curriculum

• Implement ALEKS math program

3.  Implement courses for Long-term English Learners •7 Period instructional bell schedule

CAHSEE and SRI  Results and other Student Outcome Data as identification
•CELDT/ SRI  Results
•Master Schedule

• Title III Coach

  • Administrators

• Counselors
• EL Coordinator
• Department chairs

  • Teachers
• Bulletins and policies

  • New LAUSD ELD Stsandards

• Categorical Funding

Fall 2013-ongoing

• Initial classes begin
Fall 2013 -ongoing

• Quarterly progress monitoring

  • Quarterly reports to parents on student achievement

 

Self-Study Finding – Establish clear, well-defined and well-monitored expectations and

protocols for the operational systems of HBHS, such as: campus security, educational

systems (PLC, RTI2, walk-throughs), campus layout

 

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1.  Provide HBHS school security with outerwear to identify them as campus security
  • Feedback from staff, students  and visitors
  • Principal
  • Supervision team
  • General fund budget
Fall 2013-ongoing

  • Security team issued brightly colored vests labeled as “LAUSD Campus Supervision”
2. Ensure all staff are aware of School Safety Plan and individual roles and responsibilities
  • Staff Survey
  • Emergency drills
  • Observations
  • Principal
  • Complex Principals
  • Safety Team
  • Teachers
  • Staff
  • Security Team
  • School Police
  • Local Police (LAPD)
  • General fund budget
  • Local District West Operations Coordinators
  • LAUSD Office of Operations
Fall 2015

  • Revise Safe School Plan

Fall 2013 and ongoing

  • Conduct frequent emergency drills with debrief
3. Relocate classrooms to increase teacher communication and establish sense of community
  • Stakeholder Surveys
  • Attendance and tardiness data
  • Principal
  • Plant manager
  • Teachers
  • Custodial team
  • LAUSD Facilities Management
Fall 2013

Majority of classrooms relocated to 5th floor. Remaining classrooms grouped by department where possible.

3. Develop a student-centered multi-tiered approach of structure and support
  • Student achievement data
  • 7 period instructional bell schedule
  • Student social-emotional growth
  • Principal
  • Counselors
  • Teachers
  • Psychologist
  • Dean
  • LAUSD Office of Instruction
  • Categorical funding
  • LAUSD MyData System
Spring 2013-ongoing

  • Develop an understanding among staff regarding the need for a centered multi-tiered approach of structure and support

 

Self-Study Finding – Refine, implement and monitor schoolwide vision and mission that

reflects the identity of HBHS

Tasks Means to Assess Improvements Responsible Persons Resources Timeline

and

Benchmarks

1.  Provide HBHS stakeholders with an opportunity to collaborate and add input into a revised vision and mission if needed.
  • Feedback from staff, students  and families
  • Survey monkey
  • Emails
  • ILT meetings
  • Principal
  • Instructional Leadership Team
  • Teachers/staff
  • Families
  • SSC
  • ELAC
  • Leadership Students
  • General fund budget
  • Donations
Fall 2013-ongoing
2. Ensure all staff are aware of School’s mission and vision
  • Staff Survey
  • Posters
  • Website posting
  • Principal
  • Instructional Leadership Team
  • Teachers/staff
  • Families
  • SSC
  • ELAC

Leadership Students

  • General fund budget
  • Donations
Fall 2013 and ongoing
3.Ensure that the mission and vision reflects our school’s true identity Collaborate at meetings, during professional development and student assemblies Principal

Instructional Leadership Team

Teachers/staff

Families

SSC

ELAC

Leadership Students

General fund budget

Donations

Fall 2013 and ongoing

 

In order to better serve our students and provide intense intervention to those that are challenged by poor academic performance and habitual attendance issues our principal in conjunction with the administrative team made the decision to have all support personnel counsel each individual student with 3 or more F’s and/or chronic absenteeism. These student intervention meetings were conducted December 2nd – 4th 2015. Students were summoned by their assigned staff member for a 10-15 minute meeting to discuss grades, absenteeism, alternative credit recovery programs, tutoring and other intervention possibilities.

Support personnel also be conducted home visits for students who are chronically absent during the first week in December. Home visits are designed to reach the parents of students with chronic absenteeism that may not be aware of their student’s behavior and possible negative repercussions.

In addition to our focus areas in the critical areas for follow up as written in section II and section IV of our mid-cycle progress report we have geared instruction to the common core state standards (CCSS) and the new ELD Master Plan from LAUSD. We have included critical criteria from our Single School Plan for Student Achievement (SPSA) into our School Action Plan. Our action plan has changed significantly over the past three years due to factors stated in section 2 “significant school changes and developments.” In an effort to improve student achievement our school developed and instructional leadership team (ILT) in 2014-2015. The ILT is comprised of school leadership, administration, department chairs and teachers. The ILT develops professional development aligned to the common core state standards, District initiatives, student need and the new ELD Standards. Our school continues to meet weekly for professional development that has improved both adult and student learning based on data analysis, achievement goals, action plan and our Single School Plan for Student Achievement. This year all students and teachers were trained on the instructional technology initiative (ITI) which provides one to one computer technology for each student and staff member. Teachers were trained on ways to enhance instruction and supplement the coursework by the use of technology. Each student was issued a laptop device to enhance 21st-century learning. Our school has continued to adopt new assessments to monitor student learning in progress. Our focus has been on English-Language Arts and mathematics as measured by the Smarter Balance Summative Assessments. Teachers use variety assessments in department meetings and planning sessions to align instruction and monitor student progress by the sharing of student work, rubrics etc.

 

In the beginning of the 2015 school year Bernstein High School adopted the practice of Instructional Rounds. The purpose and expected outcomes of the Instructional Rounds are communicated with teachers so that they can complete the Instructional Rounds with fidelity to improve instructional practice at Bernstein High School.

 

Instructional Rounds are used to:

  • Help educators look closely at what is happening in classrooms in a systematic   and purposeful way
  • Are NOT used to evaluate teachers
  • Focus on the instructional practices through the use of data analysis,  NOT on the teacher
  • Are designed to support and explicitly connect the observations to teachers’ professional learning needs, instructional goals and ultimately improving student achievement

 

  1. Conducting Observation
  1. The Instructional Rounds are conducted monthly. Teachers are informed of dates and meeting locations before the Instructional Rounds.
  2. Observers meet with the Instructional Leadership Team during their conference period at the designated locations and receive instruction on how to conduct their observation:
  • Form groups of two or three
  • Observe at least two classrooms, 15 minutes minimum in each classroom.
  • Use the observation form to collect data that is descriptive, not evaluative,  and specific
  • DO NOT write teacher’s name on the observational form.
  • DO NOT provide feedback unless it is requested by the teacher.
  1. Teachers return to the meeting location ten minutes before the bell to debrief

 

  1. Debriefing Instructional Rounds
  1. Teachers share their observation data based on the following areas:
  • What did I see?
  • What was I left wondering?
  • What is the next step?
  1. The facilitator (the principal) summarizes observed data by periods and possible next steps discussed by the ILT team, and share with whole staff during Professional Development.        

The schoolwide community is an integral part of the decision making process as is outlined in our school vision. School Site Council(SSC) , English Learner Advisory Committee(ELAC), Coffee/Dinner with the Principal and Camp Bernstein which is an informative session for families are all avenues used to invite families and community partners to share input into the decision making process. Information is also distributed in quarterly newsletters from the principal and an updated website with video messages and live calendars.