Los Angeles Unified School District Local District 4


E. Proposed daily Schedule



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E. Proposed daily Schedule: overview

1st Period


20 minutes:

56 minutes:

56 minutes:

56 minutes:


56 minutes


Student Conference Period



2nd Period

56 minutes:

3rd Period

4th Period

Nutrition

Periods:


Instructional minutes:

Class:

56 minutes

Class:

core, elective, or Phys. Ed

Class:

Student Leadership

Class:

core, elective, or Phys. Ed


Class:

core, elective, or Phys. Ed


Class:

core, elective, or Phys. Ed

5th Period



Class:

core, elective, or Phys. Ed


LUNCH

6th Period



Class:

core, elective, or Phys. Ed

* block Global English courses will be spread over two consecutive class periods.


F. SAGE Bell Schedule:



Bell Schedule

Regular Schedule Common Planning Schedule


Period

Begins

Ends




1

7:36

8:34




HR

8:42

9:03




2

9:11

10:09




Nut.

10:09

10:29




3

10:37

11:35




4

11:43

12:41




Lunch

12:41

1:12




5

1:20

2:18




6

2:26

3:24














































































































Period

Begins

Ends

1

7:36

8:19

HR

8:27

8:48

2

8:56

9:39

Nut.

9:39

9:59

3

10:07

10:50

4

10:58

11:41

Lunch

11:41

12:12

5

12:20

1:03

6

1:11

1:54


Minimum Day Schedule Shortened Day Schedule

Period

Begins

Ends




1

7:36

8:11




HR

8:19

8:34




2

8:42

9:17




3

9:25

10:00




Nut.

10:00

10:20




4

10:28

11:03




5

11:11

11:46




6

11:54

12:29













Period

Begins

Ends




1

7:36

8:22




HR

8:30

8:51




2

8:59

9:45




Nut.

9:45

10:05




3

10:13

10:59




4

11:07

11:53




Lunch

11:53

12:24




5

12:32

1:18




6

1:26

2:12
























Appendix:

Appendix A: Demographics of Belmont Senior High School.





Appendix B: English Learners (EL’s)

Appendix C: Student Attendance.

Appendix D: Faculty/Administration Roster.





School of Awareness & Global Education (SAGE)

Faculty/Administration Roster:

 

Subject

Teacher

Status

Eng. Lang. Arts (4 Positions)

Gloria Lewyn

Design Team

 

Eileen Bustos

Design Team

 

Rosa Campos

Coord./Dsgn. Team

 

Max Mackendrick

Lead/Dsgn. Team

Mathematics (3 Positions)

Robert Castro

Design Team

 

Elmerito Sy

Design Team

 

Jamoon Song

Design Team

Science/Chem. (1 Position)

Nancy Le

Design Team

Biology (1 Position)

Veronica Galang

Design Team

Foreign Language (3 Positions)

Alonso Rolland-Estrada

Design Team

 

Elena Dontsova

Design Team

 

Rosa Parra

Design Team

Soc. Studies (2 Positions)

Yubani Sosa Pineda

Design Team

 

Walter Pineda

Coord./Dsgn. Team

Art (1 Position)

Katharine Carver

Design Team

Special Ed. (3 Positions)

Benjamin Mendoza

Design Team

 

Chantile Emerick

Design Team

 

Ron Ayson

Addtl. Faculty

 

Total: 19 faculty

 

Administration (4 Positions)

Mike Parker

Design Team

 

Max Mackendrick

Design Team

 

Walter Pineda

Design Team

 

Rosa Campos

Design Team



Bibliography
1. Dr. Emma Violand-Sánchez., “Best Practices for English Language Learners.” Create confident

students who value school and value themselves as learners , (2005) ch. 9, pg.21.
2. Wake County Publlic School System. “The School Connection.” 2000. May 17, 2006

http://www.wcpss.net/evaluation-research/report/1999/9920_poverty.pdf
3. Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America.

New York: Crown Publishers: 2005.


4. Feldman, Dr. Kevin. “Helping Older Kids Who Struggle With Reading.” Schwablearing.org. 2003.

Nov. 18, 2006. http://www.schwablearning.org/pdfs/expert_feldman.pdf


5. Ibid.


SMALL LEARNING COMMUNITY #8

LOS ANGELES ACADEMY OF MEDICAL AND PUBLIC SERVICE
VISION AND IDENTITY

Belmont High School is one of the many comprehensive high schools in the Los Angeles Unified School District. Its student population consists of residents from the Westlake and Pico-Union districts, two well- known immigrant communities undergoing the process of gentrification. The Pico-Union district is a densely populated urban area in California with a total of 18,562 people occupying every square mile in the area, compared to the state average of 2,093 people per square mile. The Westlake district, however, is now the most densely populated neighborhood in Los Angeles with 36,095 persons per square mile. According to the latest census reports, the racial make-up of these districts is as follows: 62% Latino, 36% white, 18% Asian and 2.6% Black or African-American.


Also, the two main districts that Belmont High School serves are composed of low wage, working class families. According to the latest census, 63% of the population 16 years of age or older comprise part of the labor force, 80% of which work in private wage or salary type jobs such as manufacturing or retail trade. Additionally, in 1999, 35% of families with children under the age of 18 lived below poverty, earning less than $24,999 annually.
The high school offers a total of 180 instructional days and 68,134 instructional minutes. According to the current enrollment statistics, there are a total of 4326 students enrolled at Belmont, including those within the Newcomer Center. Nevertheless, the ethnic make up of the school does not represent that of the community, since out of the total number of students, 90% of them are Latinos, almost 4% Asian, 3% Filipino, almost 2% African American, and less than 1% white. Moreover, out of the total number of students in the school, 12% met or exceeded state standards for language arts according to California Standardized Test results. The number is significantly lower than that of the rest of the students in California, 40% of whom are meeting state standards. In addition, the school’s Academic Performance Index score was 537, which means that the school did not meet the state determined score of 800.
One of the ways in which Belmont is correcting these issues is by making a transition into wall-to-wall small learning communities. Furthermore, there are already several small learning communities (SLC) at Belmont that students can choose to be a part of which deal with various themes. At the same time, there is still a number of students who have not yet joined a small learning community because of either lack of space or interest. These students are normally seen as the underachievers, and that is why the Los Angeles Academy of Medical and Public Services (LAAMPS) is determined to serve them. Our SLC will focus on guiding students into careers that will directly serve their communities. Our emphasis will be on careers in the medical and public services field. Our LAAMPS plan includes partnerships with local hospitals, clinics, elementary and middle schools, community organizations, postsecondary institutions and other external providers in order to facilitate our goals for our students.



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