Los Angeles Unified School District:______High School

School SLC Impact Report

Page 1 of 36

Smaller Learning Communities

School SLC Impact Report

submitted to

Los Angeles Unified School District

I. SCHOOL SLC IMPACT REPORT

RECOMMENDATION SIGN-OFF ROUTING SHEET

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants

School SLC Impact Report, Recommendation Sign-off Routing Sheet

March 2006

Los Angeles Unified School District:______High School

School SLC Impact Report

Page 1 of 36

Smaller Learning Communities

School SLC Impact Report

(1 per school)

submitted to

Los Angeles Unified School District

II. Cover Sheet

Name of School: Verdugo Hills Senior High School

Location Code: 8914

School SLC Contact:

Name: Hector Ornelas

Title: Assistant Principal

Mailing Address: 10625 Plainview Ave.

Tujunga, CA 91042

Telephone #: 818-951-5411

Fax #: 818-352-3577

Email:

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants

School SLC Impact Report, Cover Sheet

March 2006

Los Angeles Unified School District:______High School

School SLC Impact Report

Page 1 of 36

Smaller Learning Communities

School SLC Impact Report

(1 per school)

III. TABLE OF CONTENTS

  1. School SLC Impact Report Routing Sheet...... 1
  2. Cover Sheet...... 2
  3. Table of Contents...... 3
  4. Areas of School Impact...... 4
  5. School-wide Summary of SLC Design Proposals...... 4
  6. Planning and Organization...... 6
  7. Space...... 11
  8. Time...... 12
  9. Staffing...... 14
  10. School-wide Programs and Activities...... 15
  11. Student Choice...... 19
  12. Community Resources/Partnerships...... 20
  13. Alterations to Facilities Proposed...... 22
  14. School Technical Assistance Checklist...... 23
  15. Acknowledgements ...... 24

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants

School SLC Impact Report, Table of Contents

March 2006

Los Angeles Unified School District:______High School

School SLC Impact Report

Page 1 of 36

Smaller Learning Communities

School SLC Impact Report

IV. AREAS of School Impact

  1. School-wide Summary of SLC Design Proposals

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

Summary of Smaller Learning Communities
No. / SLC Name / Description / Maximum Student Enrollment
1 / School of Heath, Fitness and Biomedical Sciences / 10th-12th grade SLC with integrated A-G curriculum and electives focusing on health related careers. / 373
2 / School of International
Studies / 10th-12th grade SLC with integrated A-G curriculum and electives focusing on international language, business and politics. / 333
3 / School of Fine and Performing Arts / 10th-12th grade SLC with integrated A-G curriculum and electives focusing on careers in music, drama, painting, and related fields. / 326
4 / Humanitas School of Urban Justice / 10th-12th grade SLC with integrated A-G curriculum and electives based on Humanitas curriculum with focus on law and politics. / 358
5 / Verdugo Hills Discovery Preparatory HS / 9th Grade SLC with integrated curriculum in English/Language Arts and focusing on new-student orientation, VHHS Writing Program, socialization and personal success. / 350-400
6 / Verdugo Hills Exploration Preparatory HS / 9th Grade SLC with integrated curriculum in English/Language Arts and focusing on new-student orientation, VHHS Writing Program, socialization and personal success. / 350-400
  1. SLC #1: The School of Health, and Fitness and Biomedical Sciences (10th-12th Grades)
  1. Underlying Strategies and Plan of Action:

The School of Health, Fitness and Biomedical Sciences will develop motivated, responsible learners who can communicate effectively, think critically, and help build a healthier society. The mission of the school is to provide students with various opportunities to study biology, medical science, health, and fitness, while promoting a better understanding of the body-mind connection. The school will also focus on the physical, moral, and social development of each student in the school.

Strategies include: integrated, thematic curriculum; common, standards-based assessments, standardized VHHS writing program and rubric, personalized instruction in class and through informal interaction, block scheduling of 90-minute periods, team teaching, common planning periods for faculty and Design Team, electives geared towards school themes and career paths, partnerships with community and relevant resources, gradual geographic grouping of SLC classrooms.

  1. Justification for These Strategies and Actions:

The School of Health, Fitness and Biomedical Sciences was established to create a smaller learning community that would sustain the interest and needs of the students, along with the passions and expertise of the faculty. After a year’s worth of professional development focused on the research around SLCs, school visitations, and small group discussions, the VHHS staff came up with a possible list of themes around which schools might be formed. These themes were then presented to several student focus groups and parent focus groups, which distilled the list to six possibilities. This list was then circulated to the entire student body for voting, from which the top four were selected. The School of Health, Fitness and Biomedical Sciences made the final list.

In addition to promoting the highest possible academic standards and providing complete A-G requirements for all students, The School of Health, Fitness and Biomedical Sciences has some unique qualities, including preparation for the following careers:

FitnessNutrition

Physical TherapyNursing

CoachingEMT

Pharmacy Sports Medicine

Sports Management Veterinary Science

Exercise Science General Medicine

Sports Psychology Chiropractics

Psychotherapy

Students were highly receptive to the idea of the school based on high interest in sports, and faculty and students felt that the theme addressed the current national health concerns about lifestyle, obesity, longevity, environmental toxins, etc. Among other plans for the school, a partnership is being pursued with Verdugo Hills Hospital, Kaiser Permanente, Sound Body/Sound Mind, and the Southern California Committee for the Olympic Games. Electives under consideration include: Physiology, Genetics, Statistics, Sports Psychology AP Physics, AP Chemistry, AP Biology, Kinesiology, Aerobics, Yoga, Sports Journalism

c. Date Approved by the School SLC Team: February 14, 2006

  1. SLC #2: The School of International Studies and Business Studies (10th-12th Grades)
  1. Underlying Strategies and Plan of Action:

The School of International Relations and Business Studies promotes the understanding of diverse cultures, global awareness, caring for the environment, and preparing students for future career choices. Students will be offered a wide variety of classes, including French, Spanish, and Italian language and culture; Environmental and Political Studies, and business/job skills. Curriculum is focused on graduating informed, culturally aware students who can succeed in an ever-changing and interdependent world.

Strategies include: integrated, thematic curriculum; common, standards-based assessments, standardized VHHS writing program and rubric, personalized instruction in class and through informal interaction, block scheduling of 90-minute periods, team teaching, common planning periods for faculty and Design Team, electives geared towards school themes and career paths, partnerships with community and relevant resources, gradual geographic grouping of SLC classrooms.

  1. Justification for These Strategies and Actions:

The School of International Relations and Business Studies was established to create a smaller learning community that would sustain the interest and needs of the students, along with the passions and expertise of the faculty. After a year’s worth of professional development focused on the research around SLCs, school visitations, and small group discussions, the VHHS staff came up with a possible list of themes around which schools might be formed. These themes were then presented to several student focus groups, which distilled the list to six possibilities. This list was then circulated to the entire student body for voting, from which the top four were selected. The School of International Relations and Business Studies made the final list.

The world has become increasingly interdependent over issues such as resources, the environment, and of course, the economy. In addition, students were highly receptive to the idea of the school based on high interest in current international events, and as a direct result of the multicultural makeup of VHHS. Faculty, many of whom are self-traveled, relished the idea of sharing their knowledge with motivated students. Among other plans for the school, a partnership is being pursued with the International Baccalaureate program, travel agencies, and Model United Nations. Elective emphasis will include Geography in tenth grade, Environmental Sciences in eleventh grade, and World Literature in twelfth grade. In addition, international travel opportunities will be offered to students during the winter, spring and summer breaks.

  1. Date Approved by the School SLC Team: February 14, 2006
  1. SLC #3: The School of Performing and Fine Arts (10th-12th Grades)
  1. Underlying Strategies and Plan of Action:

The School of Performing and Fine Arts provides a fun, hands-on setting for any student interested in exploring his/her creative side. Students may explore acting, music, dance, script writing, art, scenic design, lighting, sound, costuming, and set building. Courses such as English, Math, History, and Science will focus on topics related to the arts. The school will feature special presentations and guest artists from around Los Angeles. There will be many opportunities for students to display their talents in plays, musicals, concerts, exhibitions, and competitions. No previous arts background is required! All you need is an honest desire to be creative and a willingness to learn.

Strategies include: integrated, thematic curriculum; common, standards-based assessments, standardized VHHS writing program and rubric, personalized instruction in class and through informal interaction, block scheduling of 90-minute periods, team teaching, common planning periods for faculty and Design Team, electives geared towards school themes and career paths, partnerships with community and relevant resources, gradual geographic grouping of SLC classrooms.

  1. Justification for These Strategies and Actions:

Our students live in a media-saturated world, much of which is focused on popular entertainment. Often, little air/cyber space is devoted to the arts, or to the skills necessary for creative self-expression. Even less is devoted to the exploration of the historical impact of the arts on society, and vice versa. Moreover, as the arts have been phased out at the elementary and middle school levels, faculty and students felt strongly that a school based on artistic themes would be enthusiastically welcomed. Finally, valuable community resources and partnerships could be created since we are located in the worldwide heart of the entertainment community of Los Angeles.

Students were highly enthusiastic about a school that will set the standard for quality public arts education programs, where they will be prepared for continued study at the university level, and/or leadership and innovation in the arts and related fields. For electives, each student will be required to complete one of the following classes: Drama A/B, Beginning Instruments A/B, or Painting A/B. Also, an additional semester of fine arts elective credit must be completed to fulfill the graduation requirements for the School of Performing and Fine Arts. Elective clubs will include Drama Club, ComedySportz (Improv), Visual Arts, Jazz Band, String Orchestra, Drum Line, Drill Team/ Dance Team, Fashion Show, Animation/Filmaking, Anime Club, Latin Dance, and Journalism and Yearbook. Finally, The School of Performing and Fine Arts is currently negotiating with a local theater company to provide an artist-in-residence program for the SLC, as well as internship opportunities for interested students.

  1. Date Approved by the School SLC Team: February 14, 2006
  1. SLC #4: The Humanitas School of Urban Justice (10th-12th Grades)

a.Underlying Strategies and Plan of Action:

The Humanitas School of Urban Justice exists to provide students a personalized educational experience in a nonjudgmental environment. This community explores the values of family, trust, respect, and responsibility. The School of Urban Justice prepares students for active participation in the 21st Century and the global community. Specific urban issues to be explored include: civil, human, and environmental rights; urban planning, design, and redevelopment; civil engineering, architecture, politics, forensic science, reproductive rights, youth leadership, juvenile justice, youth culture, community-based and urban policing, and animal rights.

Strategies include: integrated, thematic curriculum; common, standards-based assessments, standardized VHHS writing program and rubric, personalized instruction in class and through informal interaction, block scheduling of 90-minute periods, team teaching, common planning periods for faculty and Design Team, electives geared towards school themes and career paths, partnerships with community and relevant resources, gradual geographic grouping of SLC classrooms.

b.Justification for These Strategies and Actions:

The Humanitas program has been a staple of LAUSD for close to twenty years, and its interdisciplinary, writing based format has long been recognized as a successful way to deliver a content rich, standards-based curriculum in an interesting way. In many ways, Humanitas was a model for SLCs before the current wave of SLC reform. The Humanitas School of Urban Justice extends the current, popular Humanitas program at VHHS with new themes to which students in focus groups were overwhelmingly receptive.

As always, the main focus of Humanitas is on interdisciplinary connections between and among subjects, and the writing of culminating essays. Written expression is emphasized as a basis for future success in academia and the world of business. Electives currently under consideration include Comparative Religions, Women’s Studies, Human Cultures and Urban Ecology for tenth grade; Women in Literature, Government and Criminal Law, Human Geography and Physiology for eleventh grade; Sociology, law and Youth, Business Law, Psychology, and Forensic Science for twelfth grade.

Possible career paths extending from the SLC include Civil Case Lawyer, Criminal Justice Lawyer, Environmentalist, Environmental Lobbyist, Elementary School Teacher, Secondary School Teacher, Sociologist, Anthropologist, Civil Engineer, Industrial Engineer, Architect, and Draftsman.

c.Date Approved by the School SLC Team: February 14, 2006

  1. SLC #5: Verdugo Hills Discovery Preparatory High School (9th Grade)
  1. Underlying Strategies and Plan of Action:

VHDPHS mission is to provide personalized, standards-based instruction and guidance by empowering ninth-grade students to take responsibility for their own academic and social success in order to become effective thinkers, communicators, leaders, and members of society.

  1. Justification for These Strategies and Actions:

The founding of VHDPHS is the logical extension of SLC work that began in 1999-2000 with the successful acquisition of a federal grant for the establishment of ninth-grade SLCs at VHHS. It was determined that ninth-graders require a high degree of support as they transition into high school. In addition, a personalized, high-interest curriculum would sustain student success and insure that more ninth-graders stayed at VHHS through graduation. Over the course of five school years and summer planning institutes, stakeholders have planned and implemented a unified, standards-based curriculum, created a unified ninth-grade referral policy, implemented and extended a unified writing system, and instituted very basic portfolio and student-led conference processes.

  1. Date Approved by the School SLC Team: July 30, 2005
  1. SLC #6: Verdugo Hills Exploration Preparatory High School (9th Grade)
  1. Underlying Strategies and Plan of Action:

VHEPHS mission is to provide personalized, standards-based instruction and guidance by empowering ninth-grade students to take responsibility for their own academic and social success in order to become effective thinkers, communicators, leaders, and members of society.

  1. Justification for These Strategies and Actions:

The founding of VHEPHS is the logical extension of SLC work that began in 1999-2000 with the successful acquisition of a federal grant for the establishment of ninth-grade SLCs at VHHS. It was determined that ninth-graders require a high degree of support as they transition into high school. In addition, a personalized, high-interest curriculum would sustain student success and insure that more ninth-graders stayed at VHHS through graduation. Over the course of five school years and summer planning institutes, stakeholders have planned and implemented a unified, standards-based curriculum, created a unified ninth-grade referral policy, implemented and extended a unified writing system, and instituted very basic portfolio and student-led conference processes.

c. Date Approved by the School SLC Team: July 30, 2005

School SLC Plan Manual: A Guide for Schools with Federal SLC Grants

School SLC Impact Report, Areas of School Impact, School-wide Summary of SLC Design Proposals

March 2006

Los Angeles Unified School District:______High School

School SLC Impact Report

Page 1 of 36

Smaller Learning Communities

School SLC Impact Report

IV. AREAS of School Impact

2. Planning and Organization

A.Timeline for rollout of SLCs. The following chart summarizes the expected rollout of all SLCs at the school by track. Some SLCs on campus are already in place and therefore will not have an expected date of initiation. The school will also document the expected date by which each SLC will be in full operation with all structures, strategies and resources in place.

Smaller Learning
Community Name / Traditional or
Track(s) Served
(A, B, and/or C) / Timeline
Already Initiated
(Yes/No) / Expected Date of SLC Initiation
(month/year) / Expected Date for a Fully Developed SLC
(month/year)
Verdugo Hills Discovery Preparatory HS / Traditional / Yes / N/A / N/A
Verdugo Hills Exploration Preparatory HS / Traditional / Yes / N/A / N/A
School of Health, Fitness, and Biomedical Sciences / Traditional / No / September, 2006 / September, 2010
School of International Relations / Traditional / No / September, 2006 / September, 2010
School of Fine and Performing Arts / Traditional / No / September, 2006 / September, 2010
Humanitas School of Urban Justice / Traditional / No / September, 2006 / September, 2010

Smaller Learning Communities