Los Angeles Unified School District Local District 4

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In addition, our small learning community has collaborated in developing a vision and goals as stated in our mission statement, as follows: We will develop conscientious, accountable, socially responsible community ambassadors through equitable, personalized, standards-based instruction. Our curriculum will emphasize higher education and foster life-long learners. The students will posses the strategies to overcome both academic and personal challenges through reflective and proactive reasoning. Furthermore, students will be encouraged to prepare for professions which will be advantageous to their community, personal growth and ultimately enrich their social capitol.

LAAMPS seeks to develop lifelong learners with strong academic habits out of each of its students. A challenging standards-based curriculum will be implemented as a vehicle to improve student achievement. LAAMPS course offerings are aligned to district graduation and university admission (A-G) requirements. Support and intervention will be provided, through collaboration with Belmont Extended Learning Academy, to ensure that all students pass the California High School Exit Exam. In addition, LAAMPS will introduce students to careers within the medical and public service fields. Students will be prepared for future roles in health care, education, civic leadership, social services and the legal system.

Our SLC will be implementing the 4 period block-scheduling program, providing LAAMPS the capability of focusing on depth and sequence of study. Block scheduling presents students the opportunity to progress rapidly through the curriculum while allowing students who fall behind, or need more time to master course curriculum, to repeat courses quickly without falling too far behind the rest of their graduating classmates. For students who do not need extra mastery time in core course work, this schedule will allow for extra room to take supplementary courses that reinforce the skills needed for academic success. Training and research on best practices for 90-minute blocks will be provided to ensure teachers construct an efficient classroom plan given the amount of instructional time allotted.
Instructors in LAAMPS are hired following a careful interview process involving selected LAAMPS and Belmont Senior High faculty. Potential hires are invited to demonstrate a sample lesson plan to a group of faculty and student observers. All hired teachers must be fully qualified to teach in their designated subject areas.
In addition to demonstrating full qualification, teachers in LAAMPS must implement strategies and use technology to make the curriculum accessible to students of all socio-demographic groups. Driven by state standards, curriculum is developed so that it is culturally relevant and linguistically responsive to provide meaningful, engaging, challenging, and relevant learning experiences. Reading comprehension and multiple writing assessments will be standardized across disciplines.
Multiple forms of assessment are implemented to measure student progress as well as identify where intervention is necessary. These forms consist of standards based assessments, periodic core subject assessments, project based assessment and multiple writing assessments. Upon identification, English learners, special education students, and gifted and talented students will receive appropriate differentiated instruction to meet their educational needs. Generally, students will be in a normal class environment with the appropriate support in the form of IEPs.

Every student in our SLC will participate in a rigorous curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating achievement gaps between groups for students. First, our SLC will support a diverse community of learners representing the range of different student subgroups present at Belmont High School including immigrant students, English learners, students with special needs, academically gifted students, and the economically, socially, culturally, and linguistically disadvantaged students. Accordingly, we plan to cater to our heterogeneous student population by offering courses using a High Point curriculum all the way through courses in using Advanced Placement material. All students will have an equal opportunity to participate in any of the diverse courses offered in our SLC. Further, our SLC will have an open and inclusive admissions policy that includes students from the local and migrant communities.

In addition, our SLC plan recognizes the need for accommodating student interests and parental desires in admissions, budget and course programming. Throughout the planning and execution of our SLC, we will unfailingly and consistently hold group discussions and create committees where students, parents, and teachers can voice any concerns and offer possible solutions.
Also, our SLC supports high expectations for all students with culturally relevant and linguistically responsive teaching to support all students. Our teachers will work closely together to create a curriculum that is relevant to and efficient for the students through interdisciplinary thematic units and through an array of activities and projects tailored for each individual student’s needs. We plan to assess the success of our work by examining student work on Common Planning Tuesdays. By utilizing data this way, we expect to consistently refine our teaching.
Further, our SLC will provide intervention for students who are falling behind. All teachers will be advisors for students during homeroom and will keep track of each student’s grades and behavior. If there is any concern, interventions will be held in timely manner with the student, his parents, and his teachers in order to salvage the student’s educational success.
Lastly, our proposed SLC will provide a learning environment that is safe and equitable for instruction physically, emotionally, and psychologically. Our teachers will be their educators, their mentors, their

advisors, and their motivators. We will provide a positive and inspiring environment where each student will feel like they belong and like they can achieve anything they put their mind to. Ultimately, our SLC will provide equity and access itself through our admissions policy and curriculum, but also, it will prepare all students equally so that they all have access to pursue any career they wish. In our SLC, all students will have access to college and to other post-secondary opportunities.


The Los Angeles Academy of Medical and Public Services (LAMPS) will provide a unique personalized learning environment designed to prepare students for higher education and, simultaneously, for a career in the medial and public service professions. LAMPS will provide approximately 400 students with sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise and advocate for them and their families. LAMPS will materialize the personalization of its students by providing differentiated pedagogical practices via schedule, curriculum, advisory periods, tutoring, and internships.

The first step LAMPS will take to personalize its students’ learning experience is to implement a 4 period block schedule. As research shows, block schedules have numerous advantages including increased conference time for teachers to prepare their lessons and to grade, but more specifically, a more personalized learning experience for students. For example, students will spend less time commuting form one period to the next and more time in their class. As a result, students and teachers will spend additional time together to forge more meaningful relationships, but also, have extra time for in-depth instruction and support.
Also, LAMPS will personalize its students learning experience by providing a curriculum that will meet their cultural, social, and economic needs. Teachers will work to incorporate student-generated suggestions, gathered from surveys and focus groups, into their lessons in order to bring difficult and abstract concepts into more concrete, more familiar, and higher-interest student contexts. In addition, instruction will be based on diverse learning styles and multiple intelligences in order to best cater to the assorted student population.
Further, instead of homeroom, LAMPS will implement an advisory period into its students’ daily schedule. During this advisory period, students will have the opportunity to work with the same teacher, their Advisor-Advocate, for their 4 years in caring, supportive relationships. Each Advisor-Advocate will act as the lead contact for 15-20 students and their families. Such a student-teacher relationship, will allow for mentoring, advising, prevention, and intervention for issues such as drop out. Also, the Advisor-Advocate will monitor and evaluate student progress as well as provide verbal counseling as a regular part of student educational programming. In addition, the LAAMPS faculty will conduct parent outreach and conferences on students’ personal needs to further support its students. Moreover, during these advisory periods, students will be exposed to skill building, CAHSEE Prep, tutoring, as well as college/career planning. This includes the preparation of a written secondary course plan and post-secondary plan.
Lastly, the learning experience for the students of LAAMPS will further be personalized as they will have opportunities for learning that extend beyond the instructional day, including after-school tutoring and internships. The LAAMPS faculty will dedicate themselves to provide after-school tutoring in order to better support their students’ academic success. Furthermore, students will have to serve as volunteers and interns in career-related fields, mostly medical, in order to experience authentic personal engagement with professional mentors and with the community. Students will also participate in service learning, job shadow days, career related field trips, college tours, and other extracurricular activities.

The Los Angeles Academy of Medical and Public Services is thorough committed to fully include the parents of each of their students. Students and parents collaborate with faculty to develop SLC events and activities. Every two weeks the parents will be given a progress report of their child coursework inside and outside the classroom. The parents will have access to the personnel of the facilities which their child is working. When students are committed to the school, both the parent and student agree at least two hours of study time each day and by providing a quiet, well-wit place at home for study. Students are also committed to following the most rigorous course of study and agree to attend tutoring if grades fall below a 2.0 grade point average.

One of the mainstays of the Los Angeles Academy of Medical and Public Services is our connection to private and public community-based postsecondary institutions. We will set up job shadowing opportunities for students with hospitals, law firms, elementary schools, social service agencies, police and fire departments, incorporating curriculum with consulting outside partners to help develop and assess authentic student projects. We will solicit community members, along with parents, students and teachers, to form a SLC Advisory Board that will meet twice a year to evaluate data concerning the successful performance of LAAMPS students.

The Los Angeles Academy of Medical and Public Services (LAAMPS) has agreed to personal and collective responsibility for achieving the vision of success for all students. Our team has agreed that leadership needs to be distributed amongst individuals while at the same time making those individuals responsible to a group of stakeholders. To this end, the leadership in our SLC will be distributed to a lead and a co-lead teacher. Also, an advisory board will be established comprised of staff, students, parents and community partners in order to establish a system of check and balances.

LAAMPS’ leadership will be individual, distributive, and collective. The individual responsibility will be placed on all faculty and staff to ensure that a rigorous curriculum is provided to all students. Teachers will be leaders in their subject matter and will serve as models to other educators across the district.
Distributive leadership will be reached through the responsibilities of the lead and co-lead teachers who will work to ensure that curriculum is focused on research data supporting critical pedagogy. Furthermore, they will support faculty and staff by researching and providing professional development for all in class and out of class personnel. The advisory board will focus on analyzing school data to ensure that student achievement is the intended result of all decisions as well as providing counseling on leadership issues and other issues relevant to good management and effective daily instruction.
Collectively, these two groups of leaders will work to review school plans, SLC goals, and current strategies for student achievement and alter them as needed in order to meet the necessities of our students as well as honor and strengthen LAAMPS’ original vision. These changes will be made public and shared with students, administrators, parents and other stakeholders in the community.
In addition, LAAMPS will seek district, school and technical assistance in order to meet the requirements of our SLC plan. Services offered by both the local district and the central district will be needed in order to provide a safe accommodating learning environment. LAAMPS will also utilize technical recourses provided by LAUSD including things such as Internet support and technical assistance, ISIS, fiscal experts and school specialists.

The Los Angeles Academy of Medical and Public Services (LAAMPS) is a professional learning community committed to implementing best instructional practices in education. At LAAMPS, professional development focuses on preparing all students to successfully engage in medical and public services. This is possible due to the AVID program. The AVID program is begun in the 9th grade for all students with a grade point average around 2.0 and above. The mainstay AVID strategies, like Cornell note taking, inquiry, and binder organization, will take place in all classes for all students; however, only those who have space in their school schedule will be able to take the AVID elective for all four years.

Professional development activities will consist of direct and indirect community activities that fall in differentiated fields and are determined by state and student specific data evaluation. Specific accommodations are met in the fields for all students through rigorous methodology. In addition, the instructors and counselor will be consistently aware of their students’ community activities by directly being involved with neighboring communities and the professionals in these fields. Team and small group meetings that focus on individual student work inside and outside the classroom will take place during common planning Tuesdays. In addition, parents will be notified and invited to join professional development activities as welcome participants and/or observers.
The complexities of the students’ coursework will enhance the student’s ability to achieve their full potential in the medical and public service fields. This is achieved through weekly direct experience in working in multiple hospitals, schools, and other neighboring facilities in the area. The LAAMPS teachers and
counselors will continually monitor and reflect on the student’s coursework in team and small group meetings.




Our SLC promotes a rigorous academic and computer oriented community to encourage the growth and development of our students’ academic, personal and social life and set the stage for our students to be productive life-long learners in their community.

We, the Computer Science Academy Small Learning Community, envision a strong relationship between computers and the academic life in the lives of our students. We believe computers are a tool for effective teaching and successful learning while applying knowledge and logic to problem solving exposed by our rigorous and exiting curriculum. We desire to facilitate both, the students’ desire and ambition to fulfill their interest in computer technology while completing A-G college requirements and high school requirements for graduation. We, the Computer Science Academy-SLC, encourage our students to be independent, cooperative students who can articulate their ideas, meet challenges with creative solutions, and play strong roles in their communities in a smaller school set up that can create promote individualization and student success.


We, the Computer Science Academy teachers, have not only developed a four-year plan for our students to follow based on district’s required curriculum and standards, but expanding the more a rigorous curriculum and personalize it by giving more elective computer classes options for four years. Our students take the A through G courses and required high school classes, and also take a computer class per semester giving them a more confidence and computer knowledge for their future professions that will definitely require computer technology and application. Our students learn computer concepts that are currently utilized in other classes or subjects making them more confident and proud while presenting or working on a class project that might required the use of Microsoft Word for typed documents, PowerPoint for presentation, Excel for data manipulation, Access or database for record keeping, drawing for artistic projects, painting for artistic project with more options, I Movie for movie editing and creation, I DVD for DVD creation from I Movie, Dreamweaver for website creation, Flash for animation, FreeHand for web art, Fire Works for animated buttons, Java language for programming to name a few. Our students take a class in computer repair to name one (please see our four year plan), maintenance and upgrade concepts for our students to learn what computer system is needed depending on their class project.

We have developed many networks in the community and at the academic level. Family Farms Market nicely sponsors our annual Computer Science Academy BBQ’s while our students participate in the AP Computer Science Awareness program organized by our school district, our school and UCLA. We are currently conversing with Mr. Luis Flores, Computer Science Chair, at Los Angeles City College (LACC) to offer our students the ability to get video production and computer class credits by either taking the class our school or at LACC for a way to introduce and guide our students to college paths. We have also participated in various films festival in the past two years in which our students have received a “Honorable Mention” by Assembly Member Hector De La Torre from the city of South Gate at the Southeast Student Film Festival for three of our short films. Our students have also participated in the Bresee (www.bresee.com) community program by presenting an immigration related short film “CROSSED” which also was invited to the Echo Park Film Festival and the Human Rights Film Festival. We are currently starting a network with Mr. Jerold Kress, Multimedia Technology Coordinator, from the Breese community center to have Mr. Kress as guest speaker and as an invited instructor to provide our students with filming techniques and video camera operation knowledge.
We have developed a student body that represents the freshman, sophomore, junior and senior class by having a student president and vice-president per class level. These student-body students keep their classmates informed about past, current, and future CSA activities by attending daily meetings during their advisory period (homeroom) where we discuss better ways to serve our academy students by promoting student-created activities such as the Homecoming Parade participation, Halloween Costume Contest, Thanksgiving dinner, the annual CSA group picture, the annual Secret Santa, to name a few, but the student-body also helps set up student cooperative group to work on the film festivals, web design competitions, and other student-oriented events. The student-body students also help construct, maintain and update the Computer Science Academy website at www.computerscienceacademy.us by keeping their
peers inform, creating student accounts, orienting students on how to log in and use it, resetting passwords, creating, maintaining and updating on-line calendar events, and e-mail news to their peers among other student-oriented ideas.
The CSA faculty is currently working on identifying a possible group of community organizations or business where our students can do job shadowing, mentoring, job participation or seek a future entry-position. We are currently working on developing a strong network of community organizations or business that could give the community organizations and businesses the opportunity to work on various student-oriented projects and give back to the community by helping our students. We had the opportunity to have various motivational guest speakers from various private and public colleges as well as some community members.

Ninth Grade

The CSA computer teacher have worked on the following four year plan to offer our CSA students computer related classes in conjunction with the A through G classes and the required high school required classes.
Our ninth grade students take the Introduction to Computers class for the first semester. Our students learn from basic concepts as computer parts, operating systems, RAM and ROM memory, storage devices, how to buy a computer, word processing, database, spreadsheet, presentation programs, drawing, painting, basic video creation and editing, basic website creation, basic programming, and operating system among other introductory concepts. Students create different projects base on some computer concepts that they present at the end of the semester using a presentation program. At the same time, our ninth grade teachers meet to discuss how to share computer-based projects where students can develop or improve their presentation skills at the same time that they work on reading, math, writing and analytical skills.
Computer Science Academy (CSA) ninth grade students follow up the Introduction to Computers class with the Web Design class. Our Web Design class give our students basic web design skills such as html to create web pages, to using a word processing program such as Microsoft Word to creating web pages, to a professional web creator program package such as Studio MX that has Dreamweaver for web page creation, Flash for animation, Fireworks for menus and buttons animation, and Freehand for artistic work. Students learn how to create an informational website using some basic and advanced web tools such as JavaScript, roll-over images, picture gallery tools, navigator bars, background, image handling, animation handling, links, e-mail links, internal link, external links, text and font handling among other advanced concepts. Our CSA students have the opportunity to get first hand the file transfer protocols to upload or put files in the Internet to work in real time. Students also have, first hand, the knowledge of uploading, updating, and modifying files for the maintenance of a website.
Selected CSA students work and maintain our CSA website by creating, maintaining and updating CSA online accounts. These Jr. Webmaster students create, maintain and update events in the online calendar while creating, maintaining and updating online news. Students also communicate with fellow students via e-mails. Students are selected to work with other students to keep building, maintaining and updating our academy website.

The Web Design class prepares our students to participate in web design showcase or competitions such as the Info Tech, which is held annually at the Pasadena Convention Center. Students get to display a web design project at the same time that fellow students get to design a website under two hours using from basic html code to advanced tools such as Dreamweaver.

Tenth Grade

CSA students take Programming at the tenth grade where they learn the basic, and intermediate programming concepts while learning the latest programming language Java. Students learn concept such as variable types, declaration procedures, program set up, compiler selection and set up, debugging procedures, programming language syntax, error correction, running programs, program execution, running time error correction, logic correction, operators and data types. Students also learn about control statements such as If, If-else, and loops. Students get to write a great number of varied programming to learn the programming language. Programming will lead to Advance Placement Computer Science or AP Computer Science in the twelfth grade where they will have the chance to prepare for the AP Computer Science Exam.
CSA students continue the second half of the semester by taking Video Production class. CSA students learn video production by understanding pre-production, production, and post-production of short films. Students be exposed to storyboard creation, various video editing programs, digital video camera handling, importing and exporting video from and to the computer. Students learn about the creation of introductive video clips, video clip color, speed, effect and modification. Students learn how to include transition between video clips and sound importing and modification. Students learn how to test and review their films before they export it to back to a video camera or export it to a video clip, CD or DVD for TV viewing. Students get into film crews or cooperative groups and work on various topics to produce a variety of films that they can present to class or create for film festivals. Filming crews also get the opportunity to analyze other students’ work in a constructive form. Students also present their finished films to the class. This class will prepare our students for some film festivals that CSA participate annually such as the Southeast Student Film Festival at the city of South Gate, the Breeze Film Festival in Los Angeles, the Echo Park Film Festival in our local community.

Eleventh Grade

At the eleven-grade year, students will follow two paths depending on their choice or recommendation. Student will continue on more technical classes like computer repair, networking, video production or AP Computers Science, or students will continue on a less technical, but still rigorous and educational path in which students will take office clerk and medical record clerk with computer emphasis for their eleventh and twelfth grade.
First Path Choice or Recommendation:

Teachers offering computer technology classes shall integrate their curriculum to best meet the needs of the students and supporting staff. This will ensure a smooth transition of the chronological sequence of these technical subjects. For instance, Computer Repair or Computer Networking will be integrated with Computer Programming. Within each properly sequenced technical subject, students study and learn the technological developments that evolved into the most powerful machine of the twenty-first century, the computer. With that in mind, it is our desire and goal to capture the essence of this powerful teaching tool and incorporate it in our classroom instruction.

In the eleventh grade, Computer Programming is integrated with Computer Repair or Computer Networking. Clearly, this ordered unit is the proper sequence for the student to realize that this powerful machine would be impossible without the integration of computer programming instructions and the modular computer system hardware. From the above, the student can discern that computer hardware is useless without the coded programming instructions that allow it to perform its function. The student will, clearly, understand that software and hardware must be integrated in order for the computer system to perform its powerful function as a teaching tool. To supplement and reinforce this important concept, the student will perform a software and hardware installation and make the computer system operational as part of the standard class curriculum. Embedded in the subject material is the data necessary for the student wishing to take and pass the A+ Certification Exam.
As an elective, students wishing to advance their studies of computers may take a course in networking. The student will realize and understand that Web Design and Computer Networking are a perfect marriage in that they produced the extremely powerful tool, the Internet, as we know it today. Moreover, students will learn the three major network classifications, that is, the LAN, MAN, and WAN. They will know and realize that the Internet is classified as a WAN or World Area Network and why. As a lab project, students will setup a Peer-To-Peer Local Area Network (LAN) System in a Star Topology configuration and network it to the schools Internet line and make it operational as part of the standard class curriculum.
Second Path Choice or Recommendation:

As with any computer systems performance, our student’s performance will be evaluated initially and on an ongoing basis. Quizzes, tests, written exams, proficiency demonstrations, individual and/or class projects, oral/or written presentations, agenda notebooks, hands-on lab projects, and text questions evaluate the student’s performance. Due to the fact that computers are our central focus, data needed for assessments and performance evaluations will be made available through computer records and documentation. Moreover, as with any computer system, constant feedback of data is essential when reviewing our student’s progress. Feedback is also essential for making corrections and revisions to our programs curriculum, when necessary, in order to achieve continued success in achieving our mission and vision.

Twelfth Grade

CSA students take Advanced Placement Computer Science (AP CSA) classes in the fall semester. Students review concept such as variable types, declaration procedures, program set up, compiler selection and set up, debugging procedures, programming language syntax, error correction, running and program execution. Running time error correction and logic correction. Students also learn about control statements such as If, If-else, and loops. At this time, CSA students participate in the Advanced Placement Computer Science Awareness program at UCLA. This program provide transportation to the UCLA campus to allows student to attend about seven Saturday student workshops at the UCLA campus where students meet with UCLA faculty to learn about Java programming language (this is the latest programming language in the programming science area). This program gives our students the opportunity to get think about college selections while preparing for the AP Exam in Computer Science.

In the spring semester, students move on to Advanced Placement Computer Science classes (AP CS B) where students learn advanced concepts like integer, float, double, arrays, searching, sorting user-defined classes, simple graphics, files, html concepts, and applets. Students also continue attending the AP Computer Science Awareness Program at UCLA where students discuss about advanced computer concepts with students from other participating high schools.

Second Path Choice or Recommendation:

Our CSA students who choose or are recommended will take a different path in which they will learn office techniques and procedures emphasizing on computer technology for their eleventh and twelfth grade year.

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Our computer classes cover not only computer concepts, but also CSA teachers discuss way to work on collaborative projects that integrate computer technology to every class taken by our students. CSA teachers meet regularly to discuss how to create subject related class projects while integrating computer technology.
CSA faculty is also currently working on how to integrate California High School Exit Exam concepts to better prepare our students to this high school requirement. We recommend our students to the Extended Learning Academy or California High School Exit Exam Saturday program for CASHEE preparation. This program gives our students the opportunity to review Math and English concepts by textbook support and a computer program that assesses the student’s knowledge and customized and personalized lessons for the students.
Rigorous Standard Based Assessments
The faculty of the Computer Science Academy uses multiple assessments to assess students’ learning. Recognizing the complexity of understanding performance, we find it impossible to assess a student’s performance by any single tool. To help ensure equity, an assessment system is planned by our academy. The faculty has also agreed to have common mid-term exams as well as common final exams.
The assessments are holistic in order to keep track of student progress. We access the students’:

· Ability to acquire and information and follow instructions

· Interpersonal skills

· Basic skills

· Job skills

· Thinking skills

· Ability to cooperate with others

· Quantity of work

· Quality of work

· Practices good work habits

· Attitude

· Technology

· personal qualities

The following list comprises various ways of assessment:

· Placement tests

· Teacher prepared tests, midterms and finals

· Multiple-choice exams

· Essays

· Oral presentations

· Observation

· Projects

· Self-assessments

· Portfolios

· Pretests and finals

· Year-end teacher evaluations

· State mandated tests (CELDT,CAHSEE, CST)

· Peer-assessments

· Academy team evaluations

· Listening assessment

· Analytic assessment

· Assessment of the Collaborative teams

· Miscue analysis

Teacher Prepared Tests

We believe that written tests yield good feedback for teachers. In our academy, teachers have access to students on a weekly basis; the tests are used to determine the understanding of the material being presented. Depending upon the results of the assessments the teacher can modify the lessons.


English teachers prepare essay questions that are relevant and interesting to all students. It is our duty to improve California Standard Test (CST) scores. The English teachers have great expectations for our students and are working really hard to prepare them.

Multiple-Choice Exams

The current trend in assessment is Multiple-Choice exams. There are several tests of this kind administered to the kids: District Quarterly Assessments, CST, California High School Exit Exam, SAT, and others. In our academy, we prepare our students for tests and beyond.

Note: The National Center for Research on Evaluation, Standards, and student Testing (1996) suggests that an assessment system made up of multiple assessments (including norm-referenced or criterion-referenced assessments, alternative assessments, and classroom assessments) can produce comprehensive, credible, dependable information upon which important decisions can be made about students, schools, districts, or stated.
Oral Presentations

Oral presentation is another assessment tool used quite frequently in the classrooms. Presentations are a valuable way for students to share their knowledge and to improve their communication skills. Students can be intimidated by standing up in front of their peers; however, it is important to boost their confidence by thoroughly preparing them for the experience. We strongly believe that if a student has learned the material, then that student should be able to articulate the knowledge.

The oral presentations are evaluated on the student’s ideas, content, structure, form and delivery. Topic should be clearly focused and highly engaging. Main idea is clearly stated and supported by specific details. Presentation is well organized and includes transitions between all ideas and parts. Speaker uses pleasing, confidant voice and body language.
The listening assessment is focused on the student’s attentiveness and interest. We want to check if the listener consistently responds actively through eye contact or body language. Listener should be able to recall all of the main ideas and identifies important details. Listener asks relevant questions and makes comments to clarify understanding. A good listener should listen actively, listen for details, listen critically, and respond actively and critically.


Students create a personal computerized portfolio with their best work. The portfolio will consist of the whole high school experience. It tarts in the 9th grade. The portfolio will be given to our students at the time of their graduation.

When the students are assigned project, we want to check if the students set clear goals, divide all project tasks among its members, give positive feedback and all decisions are made by consensus.
The students’ planning skills, working skills and presenting skills are evaluated by using the miscue analysis. We can assess how a student constructs meaning, disrupts meaning, to what extent the student has mastered narrative reading skills and to what extent the student has mastered expository reading skills.

The Computer Science Academy provides equal opportunity enrollment to students who demonstrate a genuine desire to learn about the field of computer science. Students will be exposed to a quality curriculum within an all-inclusive academic community. Every student in the Computer Science Academy will participate in a rigorous program that is culturally relevant and structured to meet his or her unique learning needs, while enrolled in core curriculum and elective courses specified by the academy.

The Computer Science Academy staff will work collaboratively to provide an inclusive program that draws from the best pedagogical strategies, the first line of attack to eliminate achievement gaps between the following groups of students: (1) Learning disabled students and (2) English language learners. A learning center will be developed to accommodate students who need assistance in a pullout program. A team teaching model will provide full inclusion to all students. This model can include, but is not limited to co-teaching or consultative teaching.
The Computer Science Academy will combine cutting edge technology and research-based pedagogical practices to accommodate learning needs of all students, including students identified as gifted or high achieving. All students in the Computer Science Academy will be provided with the opportunity to take elective courses related to the field of computer science and computers in the workplace.
A mentoring committee composed of teachers, counselors, administrative staff, parents, and alumni or senior students will assist students in various academic activities. The dedicated and committed staff of the Computer Science Academy will provide a support structure necessary to promote a sense of belonging among students, which will set the tone for a culture of respect for diversity, individual and team achievement.
The logistics of each program directed by the mentoring committee will be decided by its members and implemented in the academy to benefit all students. Every student in the Computer Science Academy will participate in computer science projects and will have full access to all available services and organized activities.

English as a Second Language

The Computer Science Academy will follow the district mandated “High Point” program that requires two-hour blocks. The successful implementation of the program will require a joint master schedule with the other small learning communities sharing the same plant. In the event that an insufficient number of ESL 1 and 2 students, the Computer Science Academy will work cooperatively with other small learning communities to accommodate their needs. ESL 3 and 4 students will be integrated in regular courses where Computer Science Academy teachers will implement SDAIE strategies.

Special Education

Students with special needs will be provided with accommodations and/or modifications as prescribed by their IEP’s in every course available in the Computer Science Academy. Provisions to work collaboratively with other small learning communities are anticipated if the number of learning disabled students disabilities is insufficient to create a “pure” Computer Science Academy course. All students with mild to moderate disabilities will be fully included if IEP team deems full integration as the least restrictive environment. Students with mild to moderate disabilities eligible for full inclusion include RSP and SDP students. An

education specialist will be assigned a SESAC load to monitor the academic progress of each student with special needs.

Advanced Placement

The Computer Science Academy will offer advance placement courses in computer science and, if possible, advance placement courses in other core curriculum courses. In the event that the amount of students to create other advance placement courses is insufficient, the same provision to work collaboratively with other small learning academies applies as in the previous sections. Liaisons with universities and other post-secondary academic institutions will be forged in order to assist advanced students in the Computer Science Academy with a co-enrollment option or other opportunities to continue their pursuit for greater knowledge.

The model of the Small Learning Community makes personalized interaction between students, teachers, and counselors more feasible than with a larger school. It is easier to manage, instruct, and help, 400-500 students rather than 1,500-2,000 students. Working with a smaller group of students, such as an academy, is similar to a small learning community. The Computer Science Academy would like to become a SLC. Our academy has been implementing some of the components of an effective SLC, and we plan to incorporate more strategies to better serve the students who are interested in our academy. The following information highlights some of the things we have been doing and plan to do to foster a more personal exchange between students and educators within the context of education. The design team realizes that we are embarking on a model of education that is new to our students and us. We are prepared to learn new ways of teaching and learning, and we will learn from our mistakes as we try to build a small learning community.


Our teachers understand the importance of developing a healthy rapport with students. The doors of communication between student and teacher are more open when each is comfortable to talk about important matters regarding a student’s education and future.

Our academy has arranged our students’ schedules to allow for prolonged contact with the same teachers and counselor. Our goal is to ensure that each student has the same teacher for his or her core subjects for at least one year (two semesters). The length of time could be more than a year depending on the number of teachers in a particular subject area. Although a student may have one teacher for more than a year, no student in our academy will be with a teacher for less than one full year. A constant change of teachers and students would inhibit our goal for healthy communication between student and teacher. We also plan to use the homeroom as advisory time between the student and his or her homeroom teacher. We would like to see that group of students same homeroom teacher for the duration of their high school years. The homeroom teacher can use that time to check on a student’s grades or other concerns the teacher might have. Homeroom can be used in a variety of ways, but the important thing is that the students have consistent contact with that teacher for as long as possible.

Teachers who know their students well and care about their education will be in a better position to intervene when they see a student struggling in school. We see homeroom as a perfect opportunity for a teacher to follow up on a student who is failings classes, exhibiting a high number of absences, or has some personal problems that are negatively influencing his or her schooling. Our plan is to have a simple reference and information transfer procedure whereby a teacher informs a student’s homeroom teacher about concerns for the student. Upon receiving that information, the homeroom teacher can counsel with the student to help solve the problem. The teacher would have the option to contact the counselor or the parent(s) to help resolve the issue. This way the core subject area teacher and the counselor aren’t responsible for 300 or 400 students, but the homeroom teacher is responsible for a more manageable 20-25 students. A major component of our intervention program will include a tutoring/after-school homework program made available to students who either need help with challenging schoolwork or need a focused environment to complete assignments they might not be doing at home.

Design Team

The Computer Science Academy was created to meet the needs of Belmont students in computers and Information Systems. The CSA SLC will offer specifically designed curriculum and PBL projects. The major stakeholders will create rubrics to determine and address accountability. Accountability benchmarks will range from issues regarding student achievement, curriculum, to technology use, parent participation, and community memberships. The SLC teachers will meet regularly to conduct school/district business, evaluate programs, disseminate information, provide in-services, evaluate program. These meeting will include the involvement and the fostering of the many SLC leadership groups into a cohesive unit. Student work will be evaluated from authentic assessments such as CHASEE scores, CAT 6 scores, district assessments to student portfolios, graduation rates to number of students being accepted major college and universities.

Committees on SLC leadership will include all major stakeholders. District personnel teachers, students, parent, and community members will embody these programs to assess, manage, maintain the program, and plan. These advisors will work within the SLC to effectively meet our student needs and communities. CSA SLC will continue to work with Belmont High School. Principal Gary Yoshinobu has officially recognized the formation of the academy. Design team members are teachers from Belmont High School who became interested in the participation of the creation of this school. Member’s degrees are in many fields from special education to English and S. These members will develop a formal plan for cooperatively sharing Belmont facilities and services until the opening of the new school in 2008.
Cooperative Leadership and Accountability

SLC members will include parents, teachers, support staff, community members, and students. These groups will collectively at regularly scheduled meetings, working toward the schools goal. Committee groups maintain accountability by sharing responsibility of the program as a whole. A School Success Rubric with pre agreed upon outcomes and benchmarks will evaluate success by predetermined standards and outcomes. Authentic assessment tools will be used to validate development and create interventions when required.

There will be a CSA advisory committee that will meet twice a year. These participants will be members drawn from the community, businesses groups, district personnel, and universities. Advisory meetings will address the leadership issues; funding for the program and compliance of the school mission and vision of the SLC.
All SLC events, will be in compliance with LAUSD mandated regulations and protocols. Our SLC understands will certain events must be kept within the SLC population, meanwhile other significant events will need us to collaborate with the other campus SLC’s as one unified campus.
The student leadership committee will continue to meet regularly with at least one faculty member always present. The committee will conduct organized meetings, take minutes, and be responsible for weekly updates of news and future plans to be executed for the benefit of everyone in the SLC.
The best way to access parents is through the parent center and to encourage our parents to join the Title One afternoon SEAC and ELAC meetings. With our students and parents meeting and representing the SLC at these campus leadership meetings, we can hope to protect our interests and further our viability within the entire campus.
Computer Science Academy SLC will seek funding grants and support from businesses, both local and global. Currently our SLC works with local universities, business leaders, and parent groups. We want our community connections to bolster the mission of the school in preparing our students to compete in an information-based technology advanced society.
When the faculty meets for regular professional development, a portion of the meeting minutes will be dedicated to discussing student issues. There will also be maintained a secure (teacher only) web-based discussion board where teachers can post issues about the school plan, curriculum and student achievement, so that teachers can communicate collectively about these issues. The special education

teachers will add reports to what they know about the students to help students with learning disabilities achieving despite their difficulties.

Student Leadership and Accountability

Our SLC will enlist students to be leaders and be part of the decision making throughout the year. Each homeroom will elect two committee members. Once a week, all committee members will meet at a lunch leadership meeting. At this meeting of students, there will be at least one teacher present to facilitate the meeting. Within the leadership committee, they will elect a President, Secretary, VP, treasurer, and historian-web developer. These leadership committee members will receive training in the areas of leadership skills such as: Goal Setting, Problem Solving/Decision Making, Communication, Team Building/Collaboration, and Time Management. These members will report back to the other students during homeroom.

In the future, we hope to create a partnership with a community member, MESA at USC, who can further foster leadership and provide resources germane to our SLC mission and vision regarding student leadership. Officers of the student leadership committee will attend faculty meetings; school site council meetings to present concerns, questions, and ideas to a larger group.

What are the criteria for a student being in leadership or taking classes? All students wishing to be an officer in the SLC must meet the following criteria: GPA of 2.5 or higher, no suspensions or unsatisfactory disciplinary record, good attendance, recommendations by 2 academy teachers, submitted application.

List of titles, duties, and responsibilities for officers in the Leadership committee:

  • President

  • Makes certain the purpose of the organization is upheld, and the goals of the group are clearly defined and carried out.

  • Plans and conducts meetings.

  • Appoints committees to head various projects.

  • Helps to enforce the rules of the organization.

  • Conducts voting sessions when the group has to make decisions.

  • Collaborates with leaders from other groups when necessary.

  • Understands the needs of the others in the group.

  • Acts as a spokesperson for the organization.

  • Creates an atmosphere of good will.

  • Is quick to help out when things go wrong.

  • Delegates and shares responsibility.

  • Does not allow personal feelings or outside pressure influence decisions.

  • Vice-president

  • Assists the President in all his or her duties.

  • Takes over the responsibilities of the President when that person is absent.

  • Succeeds the President in the event the President resigns or is permanently incapacitated.

  • Secretary

  • Maintains records for the group, including attendance at meetings.

  • Takes, writes, and distributes minutes of the meetings.

  • Handles all correspondence.

  • Notifies members of meetings.

  • Calls the meetings to order in the absence of the President and Vice President.

  • Treasurers

  • Receives, deposits, and disburses all money received and spent.

  • Reports the financial status of the group.

  • Keeps a ledger of all deposits and expenditures.

  • Collects receipts of expenditures.

  • Makes a regular report at every meeting.

  • Historian; Publicity; Web Developer

    • Takes pictures, and maintains archives on biographies

    • Works with Yearbook staff, School Newspaper

    • Maintains Website

    • Takes photos and video of events

    • Maintains display cases, updated with images and news

    • Maintains news files of the academy

Parent Leadership and Accountability

See –Boyle heights/ Alumni Program

  • Who are the parents on the design team?

  • How will parents participate in school leadership with the school?

  • How will parents be incorporated in the school decision-making process?

  • What will be some of the successful student leadership benchmarks for the school?

  • What are immediate goals and long-term objectives for parent leadership?

  • What will be used as indicators of successful parent participation and decision-making?

  • Who will foster/sponsor the parent leadership program

  • How will that program development and the mechanist to it happening? i.e. senior student leadership/leadership homeroom/ teacher facilitator

  • What are the criteria for a student being in leadership or taking classes?

  • Who will be the committee that decides who will be in leadership?

Potential structure with the list of duties/responsibilities/of the parent leadership organization/ program:

  • President –PARENT

  • Vice-president PARENT

  • Secretary PARENT

  • Treasurers PARENT

  • Historian PARENT

  • Publicity PARENT

List the duties/responsibilities/ grad level of the following or variation thereof

  • PARENT Committee Member /liaison

  • PARENT Committee Member /liaison

  • PARENT committee Member/ liaison

  • PARENT Birthday Committee Member/ liaison

  • Parent Leadership

CSA will create an e-scrip account.

CSA has a booster club

CSA has a parent support panel that meets regularly with the lead teachers and students to assist with communication and decision-making

We will need donations of volunteer time from parents

We need parents to assist with our campus clubs and support groups

We want our parents and students to be members of the SEAC and ELAC Title One meetings

We want our parents to be members of the School Site Council

We will communicate with parents through Reminder Flyers and Regular Newsletters

Parents and community members actively support the school’s academic, technology, and scholarship programs. Parents participate enthusiastically in the Parent organization, known at New Technology High School as the Parent Support Team.

School Site Council collaborates with staff in the design and implementation of the Single Plan for Student Achievement. They review student performance data, program quality, and the allocation of resources to meet the needs of the whole school and each subgroup.

English Language learner Advisory Committee (ELAC) The ELAC committee meets each fall to decide whether to form a separate ELAC authority or subsume this authority into the School Site Council. This year the ELAC is a part of the SSC.

Representatives from the site sit on district advisory committees for GATE and English Language Learners.

Faculty Leadership and Accountability

The Academy will have a Common Planning Bell Schedule, early dismissal every week. Promptly after students are dismissed, faculty will meet in the SLC faculty meeting where the school issues will be discussed. Student achievement, discipline, attendance, campus events, and other concerns with the program and students will be addressed.

How will professional development be used? On what will it be used?


Create consensus on the school you are trying to become

2. Identify, promote, and protect shared values

3. Monitor the critical elements of the school improvement effort

4. Ensure systematic collaboration throughout the school. Teacher isolation is such an inherent part of traditional school practices that merely encouraging teacher to collaborate is not enough. A collaborative culture is so strongly linked to improving schools that principals can not afford to simply hope this culture emerges: They must take steps to ensure that collaboration becomes the norm within their schools. The use of small teams provides an excellent vehicle for this collaboration.

5. Encourage experimentation

6. Model a commitment to professional growth. Principals who hope to convince others to grow professionally must model their own commitment to continual development

7. Provide one-on-one staff development. Although staff development is usually associated with group activities, principals must also take advantage of opportunities to promote professional growth one teacher at a time. For example, in many districts teacher supervision procedures represent an ineffective and unproductive attempt to rate teachers. When done well, however, teacher supervision can provide a fertile ground for systematic individualized staff development.

8. Provide staff development programs that are purposeful and research based. Because effective staff development is a purposeful, conscious effort to change practices and beliefs in order to move the school toward a specific, articulated end, principals must insist that staff development is firmly rooted in the goals and vision of a district. Furthermore, they must make certain that staff members are aware of the relationship between the objectives of the program and the overall improvement goals of the school.

9. Promote individual and organizational self-efficacy. The willingness of teachers to put forth the effort and energy required learning and implementing a new skill or strategy depends to a great extent upon their sense of self-confidence and belief in their ability to affect their classrooms. Teachers who believe that their efforts are not likely to bring about meaningful change, who have lost hope that anything will make a difference in their effectiveness or job satisfaction, are unlikely to be affected by even the best staff development program (Sparks, 1983).

10. Stay the course. An extensive study of schooling practices across the nation found that staff development programs are generally fragmented and unfocused with no clear priorities or in-depth attack on school problems (Goodlad, 1984). Programs are often based on "this year's new thing" rather than on a clear, compelling vision of the school's future (Sparks, 1994). When teachers are introduced to cooperative learning one year, multiple intelligences in the next, and portfolio assessment in the next, it is inevitable that they will respond to pronouncements of new programs with an attitude that suggests, "This too shall pass."

School personnel must begin to think of professional growth, not in terms of workshops, but in terms of their workplace. Imagine a school in which:
Teachers have a shared vision of what they hope their school will become and a commitment to upholding the organizational values that will move it in that direction; teachers work together in teams to design curriculum, instruction, and assessment; teaching teams systematically analyze indicators of student achievement and collectively search for ways to be more effective; personnel routinely conduct action research and share their findings; personnel form study groups to read, reflect upon, and discuss ideas presented in the professional literature; clinical supervision is used as a form of one-on-one staff development; peer coaching is a valued component of the culture; personnel collaborate in small teams to identify and address school problems; the staff shares their ideas with colleagues and the profession at-large through writing and presentations.
Conference periods will be used to examine student work, contact parents, do curriculum planning, and other administrative duties.
How will the curriculum be rigorous and relevant to all students?

Examination of school data; Student work; CAHSEE results; ratios

We will define our school goals, School Profile, Barriers, Student Performance Data, Academic Strengths & Academic Needs.

Looking at test scores and progress through the CST, CAT 6, CELDT, CAHSEE, SAT, School API and School AYP

Performance Goal 1: Reading and Math-- All Students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

Performance Goal 2: English Learners--- All limited-English- proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance Goal 3: Highly Qualified Teachers--- All students will be taught by highly qualified teachers and administrators.

Performance Goal 4: Safe and Drug Free School Environment-- All students will be educated in a learning environment that is safe, drug-free, and conducive to learning.

Performance Goal 5: High School Graduation--- All students will graduate from high school

Who will create interventions programs and support systems to sustain student needs?

As part of our 4th Goal: There was one student suspended during the 02-03 school year. Suspensions will continue to be low remaining <2% of enrollment. Expulsions will be rare. The School Safety Plan will be revised, as needed each fall. Students will participate in regular safety/fire drills throughout the year. Counseling will be provided to address student needs.

High level caring relationships between teacher, other adults and students will be sustained by a culture that establishes high expectations for all students, provides meaningful opportunities for student engagement, promotes positive conflict management systems, and fosters daily attendance.

Site staff annually reviews the School Safety Plan, which attends to strategies to maintain student safety and a drug-free learning environment.

Students at-risk of not meeting grade level mastery in any grade will be provided with adequate intervention and counseling for student and parents.

Reasons for students dropping out will be analyzed and steps taken to ensure student success in graduating from high school.

Barriers that must be addressed to improve student learning (based on Data Analysis):

Use Tutoring – 60% teacher-directed instruction and 40% individualized lab practice.

Provide explicit direct instruction in math strands identified as weaknesses in CST data

Calibrate instruction and instructional resources to all sub strands in English language arts school wide.

Align writing instruction to match modes identified in state standards.

Provide explicit direct instruction in writing strategies school wide.

The Single Plan for Student Achievement is part of the School Based Coordinated Program (SBCP) and operates with state and federal funds including: Title 1, School Improvement Program (SIP), English Learners (EIA/ELP) and English Language Acquisition Program (ELAP). All programs are based on state content and performance standards. Goals are established annually and made explicit in the objectives and activities in each section of the plan, which is aligned with the Napa Valley Unified School District Local Educational Agency (LEA) Plan and No Child Left Behind Act of 2000. Goals are supported by professional development including site and district meetings, SB1193 Buy-Back Days and conferences. The plan supports learning for all students school wide with additional funding and services provided for educationally disadvantaged youth (EDY), gifted and talented students (GATE), resource (RSP) and English Learners (ELs).

  • http://www.jrpalomares.com/

  • http://www.computerscienceacademy.us/news.php

Program Information and Planning

 How can the school of today prepare students for a future that is almost unimaginable? This question drives educational leaders and reformers to search for teaching methods and school structures that will prepare students for their futures, not the pasts of their parents and teachers. A significant body of research suggests that one answer to this question may lie in the establishment of small school. The Computer Science Academy SLC program is centered on strong personal connections and an innovative delivery of instruction grounded in the state content and performance standards.

We encourage students to learn through collaboration with family, business, and community. Students have the opportunity to develop the resilience necessary to succeed in a rapidly changing world and are offered preparation for lifelong learning, productive citizenship, and personal growth. We invite you to join us in this commitment, and in our vision for our students and ourselves.

Mission Statement

To engender and elicit in students the skills and resilience to maximize students' potential as learners and human beings:

Guiding principles: When making decisions that affect individuals or groups within our school we will ask,

“Does this advance . . . ”

Sense of community Concern and respect for others Trust

Healthful living Autonomy Adaptability and resilience

Problem-solving Personal integrity Dynamic problem solving

Life long learning Accountability

Methodologies: When making decisions about teaching and learning within our school, we will ask,

“Does this action . . . ”

Customize learning

Maximize students’ future options

Build curriculum based on individual student modalities

Produce into original and creative outcomes

Teach effective sequencing of tasks and time management

Increase ability to collaborate

Promote critical thinking

Actively involve the student in decision-making

Model skills and traits for success
Expected Learning Outcomes ESLR’s
The CSA Learning Outcomes state the knowledge and skills necessary for success beyond high school.  You will need to strengthen these skills to succeed in advanced education, training or the work place.  Because achieving and demonstrating the Learning Outcomes is critical to completing your Professional Portfolio, you need to know the Learning Outcomes well.

Technology Literacy

Citizenship and Ethics

Critical Thinking

College-Career Preparation


Written Communication

Oral Communication

The seven Learning Outcomes are:

1. Technology Literacy

Many jobs require computer skills, technical knowledge and the ability to learn and adapt to new technologies.  Employers expect you to be able to use technology to complete tasks and to improve your job performance.

Examples of technology literacy include:

Typing skills — type 40 WPM with 90% accuracy

Software skills — 80% accuracy in presentation software, word processing, spreadsheet, database, and animation modules

Multimedia skills — create a project that incorporates sound, animation, and interactivity

Technology communication skills — create web pages and gather information from the Internet and a variety of technological media

Graphing calculators — effectively represent data

2. Citizenship and Ethics
Being successful does not only pertain to academic or financial achievement.  The most successful individuals are that who also purposely contribute to their community and conscientiously do what they know is right, even when it is not the easiest choice.

Examples of citizenship and ethics include:

Student government — get involved in important school decisions

Service learning/volunteering — donate time and energy to support a cause that needs your help

Peer tutoring — help a fellow student understand coursework you have mastered

3. Critical Thinking

There are many ways to solve a problem.  Good thinking and problem-solving skills will help you contribute to solutions on the job.  Employers and colleges will expect you to be able to think analytically and creatively, use logical reasoning and interpret information.  You may need to apply skills such as numerical estimation, measurement, calculation, and evaluation to solve problems.

Examples of thinking and problem-solving skills include:

Problem definition — recognizes a problem and identifies the relevant facts

Organization — identifies and gather information needed to solve a problem

Analysis — evaluates and select information, and consider possible solutions to a problem

4. College-Career Preparation

In order to prepare for a career, you need to learn responsibility, self-discipline and time management.  Honesty and personal integrity are also expected on any job.  In addition, it is important to have a good understanding of career paths and how to find jobs in your chosen field.  You will develop a career plan that describes your goals and plan of action.  In order to develop a career plan, you need to compile information about yourself, information about requirements for education or training and information about the job market.

Examples of career preparation include:

Positive attitude and perseverance — willingly follow directions, take on tasks and responsibilities, and complete a task even when it is difficult

Flexibility and initiative — adapt to change, apply your knowledge

Knowledge of your skills — be aware of personal strengths, weaknesses, interests and abilities, and how they relate to specific career areas

Knowledge of career paths — investigate possible careers and entry-level positions with potential for growth

5. Collaboration

Today’s classrooms and workplaces require that you be able to work as part of a team.  You need to be able to work cooperatively with people of different ages and cultural backgrounds.  When working with others it is important to understand how to resolve conflicts, negotiate, share responsibilities, accept supervision and assume leadership roles.

Examples of collaboration include:

Leadership — assign work and inspire co-workers to complete tasks

Following — accept a decision and helpmeet a goal

Teamwork — use group planning and goal-setting techniques to solve problems

6. Oral Communication

Parent involvement is a crucial point in the development of the Computer Science Academy (CSA). It has been proven to be a positive reinforcement in a student’s life. The increase in academic demands makes the task of academic success even more difficult for academic studies. As students progress through school parent involvement generally declines dramatically. The academy’s success depends on the increase in collaboration between home and school. As an academy we wish to prevent barriers such as parents feeling intimidated by teachers, teachers having limited training on parental relations, limited language skills and unwelcoming physical environment. The first two will be addressed in professional development, while the last two are already being implemented by having several bilingual (English-Spanish) teachers and a cordial and welcoming staff. As an academy, we intend to become familiar with research regarding practices in the field of parent engagement. We will build culturally relevant strategies as well as build our own expertise in college preparatory knowledge to guide parents and students.

The CSA Partnership with parents begins at the middle school level. As an academy, we present our vision to 8th graders at the BHS 8th grade recruitment presentations, in which students are exposed to all the

academies offered at BHS. Students share our understanding of students expected academic outcomes from the academy with their parents, and jointly choose the academy of their choice. BHS holds a general 9th Grade Orientation hosted by all academies, clubs, sports, extra curricular activities booths are provided as well as campus tours. A welcoming orientation for parents/students of all our new 9th grade computer science members will be held during the first month of fall semester. This will impart knowledge regarding our curriculum, student’s goals, high expectations, intro to staff, etc. School counselor will empower students by presenting graduation requirements to new 9th graders in class or with small groups in fall semester. On spring semester counselor will meet with parents/students on an individual basis to go over graduation requirements. A similar meeting will be required for seniors for their official notification of remaining graduation requirements needed to obtain a high school diploma. As we get to know our parent population, we will form a parent committee partnership that will be part of the parent center at BHS, attend Title I parent presentations and encourage other parents to attend school functions.

Parent involvement is a positive and powerful source of influence for our CSA student’s academic achievement. By encouraging parents to be involved, our school will benefit in our effort not leave any student behind.
Community Engagement

Academic accountability is strengthened by our academies community involvement. Physical and emotional development is required for our students well being. The Computer Science academy uses BHS community resources such as:

  • Belmont Community Adult School –provides community based adult education programs for ESL, adult secondary education, vocational education, and citizenship and parent education.

  • Sunrise Community Counseling Center-non-profit organization providing counseling/assessment-children (12-17) and adults; domestic violence, drug diversion, parenting classes (English/ Spanish/Korean) and anger management.

  • Gateways Hospitals/Clinics-specializes in adolescent outpatient services and psychiatric evaluation, stabilization and medication support and case management. Therapist based at BHS.

  • Hillsides Family Center-counseling program for treatment and child abuse and mental health needs. Helps in community involvement with a youth council. Based at BHS.

  • New Beginnings Recovery Treatment Center-individual/group substance abuse counselor/chemical dependency/relapse prevention. Counselor based at BHS.

  • CARECEN-services legal assistance for immigrants and refugees, youth and family education programs that serve elementary through high school.

  • Bresee Foundation-tutoring, after school programs, computer access, summer camps, employment placement, and GED classes.

  • Upper Bound Program at Los Angeles City College (LACC)- provides year-round support services to assist in tutoring, college admissions advising, personal/academic skill development, career advising, visits to local colleges/universities.

The CSA strongly suggests to our students to serve community service hours at different places such as local elementary schools-Gratts/Union/Placencia, middle schools-Virgil/Berendo, Catholic Big Brothers Big Sisters community program and Good Samaritan Hospital.

As an academy we aspire for our students for a bright future, want them to attend college, pursue a career and be successful and responsible adults. By relying on our parents and community resources, we encourage them to work hard so that they can have a life full of opportunity.

The proposed Computer Technology Academy (CTA) will continually strive to improve upon planned professional development, specifically designed and organized to enhance all stakeholders participating in the CTA. Scheduled meetings for teachers, staff, faculty, students and parents will take place after school and/or after interdisciplinary grade level planning meetings already scheduled. During these meetings, all participating stakeholders will have the opportunity to share any problems or concerns that may arise regarding the academy. Counselors will play a key role in recruitment and retention of students.

Professional development will consist of various activities for teachers, parents and students. Teachers will attend “hands-on” workshops that explain various types of strategies to be used in the classroom. Those teachers who attend those workshops will meet with other teachers and share information and handouts. Parents will attend workshops that will empower them and help them in assisting them in helping their

children at home. Online staff development, professional development “buy back” days, District approved professional development and continued collaboration with UCLA will assist all the stakeholders who are participating in the Computer Science Academy.

The academy will work diligently to incorporate and integrate secondary and vocational curriculums by using SCANS foundation skills and workplace competencies and state mandated standards while meeting the needs of all students.

Quarterly meetings with all the stakeholders are crucial in program evaluation. Assessment and evaluation of program practices, such as “An Educators Guide to Evaluating the use of Technology in Schools and

Classrooms,” which is a publication from the State Department of Education will be one of the models used to assist teachers in assessing and evaluating programs within their perspective classrooms. Compliance issues, accountability and student data will insure fairness and equity while improving the quality of the academy. The faculty, including the design team members, will meet as needed when deemed appropriate by the lead teacher in order to improve the delivery of services.
Appropriate funding for teachers and other stakeholders is imperative to be able to attend computer technology conferences and workshops to enhance teaching strategies within the classroom setting. Parents will also benefit from attending workshops that will be appropriate in preparing them in being able to assist and understand the academy process.
Organizing staff development is key to engaging and supporting all stakeholders, creating and maintaining effective environments for student learning, integrating vocational education within the secondary curriculum.

This is our four-year master plan and the staff needed to implement it.






































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  • Master’s schedule developed assuming CS academy has 400 students.

100 students per grade level (9th, 10th, and 11th, 12th.)

  • Special Education teachers will have 15 students on their SESAC Assignments per teacher. They will equally divide/supervise the remaining Resource Students. Classes taught by Special

  • Education teachers (*) will be determined by the Special Education Department. Counselor will attend all IEP meetings.

  • TEAM TEACHERS (assigned by Conference Period)

  • English 9 A/ Algebra 1A/ Life Skills (Period 6)

  • English 10 A/ World History A (Period 3)

  • Contemporary Composition/ US. History A/ Algebra 2A/ Chemistry (Period 4)

  • EI ESL / EI Algebra 1A/ EI Geometry 1A/ EI Biology/ Foreign Language. (Period 6)

  • Special Education (Period 4)

Computer Science Academy


Fall Spring

1. CS English 9A CS English 9B

2. CS Algebra 1A CS Algebra 1B

3. CS Inter-Coordinated Science A CS Inter-Coordinated Science B

4. CS Life Skills Health

5. CS Introduction to Computers CS Web Development & Production

6. Physical Education Physical Education

Fall Spring

1. CS English 10 A CS English 10 B

2. CS World History A (H or AP) CS World History B (H or AP)

3. CS Geometry A CS Geometry B

4. CS Biology A CS Biology B

5. CS Computer Programming CS Computerized Video Production

6. Physical Education Physical Education

Fall Spring

1. CS American Literature (H) or CS Contemporary Composition or

AP English Language A AP English Language B

2. CS U.S History A (H or AP) CS U.S History B (H or AP)

3. CS Algebra 2 A CS Algebra 2 B

4. CS Chemistry A CS Chemistry B

5. CS Computer Repair A or CS Computer Repair B or

CS General Clerk A (Intro.) CS General Clerk B (Occupations)

6. CS Foreign Language 1A (Spanish for CS Foreign Language 1 B

Spanish Speakers or Chinese)


Fall Spring

1. CS Modern Literature (H) or CS Expository Composition (H) or

AP English Literature A AP English Literature B

2. CS Government (H or AP) CS Economics (H or AP)

3. CS H-Math Analysis A CS H-Math Analysis B

4. Fine/Visual Arts A Fine/Visual Arts B

5. CS AP Computer Science A or CS AP Computer Science B or

CS Advanced Networking A or CS Advanced Networking B or

CS Video Production A CS Video Production B

CS Medical Record Clerk A CS Medical Record Clerk B

6. CS Foreign Language 2A CS Foreign Language 2B

Basic Four -Year Computer Science Class Plan Overview

Fall – Introduction to Computers

Spring - Web Design

Fall – Programming 1A

Spring - Programming 1B

Fall – Computer Repair 1A

Spring - Computer Repair 1B

Fall – AP Computer Science 1A or Video Production A

Spring - AP Computer Science 1B or Video Production B
Alternative Computer Science 11th & 12th Grade Path

Fall – General Clerk A : Office Occupation (Introduction)

Spring - General Clerk B : Office Occupations

Fall – Medical Record Clerk A: Terminology

Spring - Medical Record Clerk B: Records Management



II. Narrative

Belmont High School is a large school by U.S. standards. Students easily get lost in such a school. Immigrant students are affected on a larger scale. Most of our students come from schools that were relatively small. It was easy to belong. In the U.S. they experience the opposite. Individualizing and personalizing instruction becomes very difficult when you are dealing with such large numbers within which diversity is the common thread. Because of this diversity, the major academic issue at Belmont is that of Language Development.

As a transitional one-year program, the Newcomer Center has been at the forefront of addressing this issue. This program was enacted by an LAUSD Board of Education resolution. Its purpose was to address the academic needs of an ever-increasing number of newly arrived immigrants who were at high risk of dropping out of school. It also served to satisfy the tenets of Lau vs. Nichols.
We plan to expand this idea into a four-year autonomous pilot high school centered around language acquisition and development. We intend to service 400-450 students who might struggle academically due to their Limited English Proficiency. We have the knowledge, commitment, and expertise to effectively guide and instruct English language learners. We want the opportunity to expand our current program in order to provide equity and access to a population of students that is often times educationally disenfranchised.
Need for English Language Acquisition

LAUSD has the largest population of limited English Proficient students in the state. Our experience has demonstrated that one year of focused language acquisition is not enough to meet their academic needs and facilitate the acquisition of skills required to achieve high school graduation. In fact, most research shows that it takes between five and seven years for second language learners to attain the academic proficiency of native born peers (Cummins, 1981).

Students need a motivating and sheltered English environment to best develop language skills through exposure to aural, written and spoken English. Our new school design will provide a four-year rigorous academic program. In addition, it will be combined with a supportive psychosocial orientation curriculum. {We feel that the career path of education and teaching is an excellent platform for language development among our students. If you’ve learned it well, then you should be able to teach it to others. }
Language Acquisition literature clearly states that it is critical to properly assess and place students within an English development curriculum in order to assure future academic success. When students come to us with very limited skills, a concentrated effort will be made to closely monitor their progress and advance them as needed.
Primary Language Acquisition

Many schools struggle with students who come with interrupted or no primary language education or are below grade level. These students might only be a handful in most schools, but at the Newcomer Center we have been attending to these students in much larger numbers for sixteen years (40-50 percent of our student population). These students need to learn basic language and math skills as well as other skills we take for granted such as knowing what side of the paper to write on, how to organize a notebook, the concept of homework, or classroom social skills. Our program is designed to build these basic skills along with primary language skills (listening, speaking, reading and writing), so that they can have a framework from which to learn English. Providing primary language instruction and or strong primary language support facilitates learning of English through direct transfer of those skills (Chiswick, 1991; Krashen, 1996; Tse, 1997). It is no secret that these students have a much higher ladder to climb in order to attain a high school diploma. Our expectations are that they will achieve that goal whether it takes them four, five, six, or seven years. A recent study of the New York International schools shows that, “Four year graduation rates are a fundamentally inadequate measure of school success.” Schools that graduate students with limited primary language education, “…should be credited positively for their ability to maintain and graduate…” these students beyond four years. The LAUSD Master Plan clearly makes provisions for an English language learner to continue their high school studies until they are twenty-one years of age.

Psycho-Social/Cultural Needs

Immigrating to a new country is a traumatic experience. Our students have often times not seen their parents for many years. Many have to learn to live with a parent, a stepparent, new siblings, on their own, or group homes. A large percentage of LAUSD students are homeless and our student population reflects this statistic. These unique living arrangements often times make them susceptible to domestic, emotional and sexual abuse. Our students have to struggle with daily communication, learn a new culture, establish friendships within a multi-ethnic student population, and adjust to new life routines. Some of our students must work part or full time jobs in order to survive. Years of working with an immigrant population, has allowed us to gain experience in identifying and assisting with these various scenarios. We will continue servicing students through our established networks of community-based programs such as the Chinese Youth Center, Families in Schools, and Search to Involve Philipino-Americans (SIPA). Our school psychologist has been instrumental in designing the strategies to meet the psycho-social/cultural needs of our students. He has worked with students, teachers, and parents both individually and in groups. It is critical for the success of our program to continue with this work.

Administrative/Clerical/Support Staff

A dedicated staff with strong interpersonal skills has been fundamental to the success of the Newcomer Center program. We function as a school within a school, therefore, our clerical staff is responsible for payroll, initial language and math assessment records, meal tickets distribution, translation services, establishing CUMs’, making purchases, distributing books, making phone calls to report absenteeism and everything else an autonomous school staff is in charge of.

Our support staff will be comprised of an administrator, counselor/dean, psychologist, nurse and paraprofessionals. In addition to administrative duties, our administrator directly handles admission orientation for all new district students. Our paraprofessionals constitute a unique element in our program. They are all bilingual certified. Many are former alumni who have an innate sense of how to work with our students. Furthermore, almost all have gone on to teaching positions themselves or are working toward a teaching career. This uniqueness greatly enriches our program. This highly skilled team creates an environment in which effective learning takes place in our existing program and for our planned autonomous school.


The proposed Los Angeles International High School will be an SLC and will move toward becoming an autonomous school. It will provide a high school program specializing in English language acquisition and development. Upon graduation, students will be prepared to function productively in an international community. They will then continue on a career path in the field of education or choose an occupational area of study. The Los Angeles International High School will prepare students to fully develop their skills in understanding, speaking, reading, and writing English. This will occur through a rigorous and enriched academic program founded on research-based methodologies in language acquisition and development. Our school will encourage the students to realize their own potential within an English speaking society. Other core features of the program are appropriate placement in English instruction classes, and enhancing students’ self esteem and motivation through validation and respect for all students’ mother language and culture.

Our transition into this autonomous school will be facilitated by:

  • Our existing location code

  • Our existing budget which includes Title I and Bilingual monies

  • Credentialed and classified staff; support staff ( administrator, counselor, psychologist, etc. )

The Los Angeles International High School will be comprised of three modules of instruction:

Module A

Module A will be formed by students newly arrived to the country. This program, by Board of Education resolution, comprises two semesters. During the course of these two semesters, students receive orientation and guidance to the American school system, are supported on many levels in their acculturation process, begin their rigorous study of English as a Second Language, and, at the same time, proceed with their high school academic program requirements. (See attachment for Newcomer Center philosophy and structure)

Module B

Module B will assist any other student identified as ESL Intermediate by LAUSD criteria. It will include students with two or more semesters in the school system. Academic instruction will be aligned to meet A-G requirements.

Module C (Upper School)

This module is open to any student designated as ESL Advanced, redesignated, or Native English Speaker who wants to pursue a high school course of study within the International High School career paths. Wherever appropriate, the academic instruction will be based on SDAIE methodologies.

Career Paths

Two distinct career paths will be offered to students at the LAIHS. They are:

  • Pre- K, Elementary, and Secondary Teacher Education and Training

  • Occupation Exploration and Training.

Our rationale for these choices is as follows:

  • There is an on-going and critical need not only for teachers, but, also, for bilingual teachers in the Greater Los Angeles area. This includes languages in addition to Spanish, such as: Cantonese, Korean, Armenian, Thai, and Tagalong.

Teaching has long been considered one of the most direct ways to give back to our communities. We recognize that ESL students often have a strong affinity, enthusiasm and interest in careers which provide services to individuals and communities at large.

  • Our experience leads us to see the need to offer alternatives to the students who wish to prepare themselves for a vocational career path. We will provide for this option concurrently with our rigorous A-G programming, allowing all students as many career options as possible, while our main career focus remains Teacher Education and Training.

Studies in these two career paths will be accomplished through the 70 elective credits required by LAUSD for high school graduation. We will pair our career path programs with local pre-k through secondary schools, Los Angeles Community Colleges, Adult Education and ROP programs. This collaboration will allow for apprenticeships, internships, and part time jobs. Thereby, students have the opportunity to explore areas of their own interest, which in turn will allow them to gain an experience in an area for future development and possible economic support while pursuing a college career.

The majority of our incoming students will be second language learners, and a large proportion of them will be in the process of completing their ESL classes. Our SLC’s primary job will be to ensure that our students quickly progress through the California English-Language Development Standards and move on to the English Language Arts Standards. A summary of the initial English-Development Standards for Listening and Speaking is included below. It is obvious that our student population will have double the task most other students face. These standards will guide us in the design of our rigorous curriculum. We have or will insure a Rigorous Standards-Based Curriculum, Instruction and Assessment through the implementation of the following:


  • Offer A-G courses as default student programming

  • Appropriate adjustments in classes for special needs, i.e. EL, Special Education and other special needs (see attached chart of a typical 4-year plan)

  • Use of approved State/District textbooks, and other supportive materials

  • Electives will serve several purposes:

    • Offer more A-G classes

    • Offer courses that focus on Education/Training as a Career Path

    • Fulfill high school technology and other graduation requirements

    • Offer courses that allow career exploration in other areas

    • Offer other Community College/AP level courses when possible


  • Use California Dept. of Education Standards of English Language Development as the unifying concept for curriculum design and choice

    • We will implement these standards of language acquisition into all other subjects, and incorporate instructional techniques and curricula as an integral part of all classes

  • Syllabi for all courses will be closely aligned to content area standards and the English Language Development Standards stated above.

  • Develop thematic/integrated units that integrate with most or all content areas

  • Appropriate use of technology by students in coursework, college and career

    • Maintain a complete computer lab:

      • Complete network (server, workstations)

      • software: MS Office Suite, I-life Suite, Accelerated Reader, Carnegie Math Software, other appropriate software as needed

      • other peripheral hardware as needed

    • teach appropriate technology classes: Information Processing, Intro To Computers, Internet Publishing

    • incorporate student use of technology into classroom activities, including typed reports and other assignments, multimedia presentations, experimental activities (such as using I-pods for interviews and verbal related instruction)

  • SDAIE methodology


Listening and Speaking

English–language arts

sub strand

Beginning ELD level


Answer simple questions with one- to two-word responses.

Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

Begin to speak with a few words or sentences by using a few standard English grammatical forms and sounds (e.g., single words or phrases).

Use common social greetings and simple repetitive phrases indepen­

dently (e.g., “Thank you,” “You’re welcome”).

Ask and answer questions by using phrases or simple sentences.

Retell stories by using appropriate gestures, expressions, and illustrative objects.

Organization and

Delivery of Oral


Begin to be understood when speaking, but usage of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he or she]) may be inconsistent.

Orally communicate basic personal needs and desires (e.g., “May I go to the bathroom?”).

English–language arts

sub strand

Intermediate ELD level*


Ask and answer instructional questions by using simple sentences.

Listen attentively to stories and information and identify important

details and concepts by using both verbal and nonverbal responses.

Ask and answer instructional questions with some supporting ele­

ments (e.g., “Which part of the story was the most important?”).

Comprehension and

Organization and

Delivery of Oral


Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Organization and

Delivery of Oral


Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules are not followed (e.g., third-person singular, male and female pronouns).

English–language arts

sub strand

Advanced ELD level*


Demonstrate understanding of most idiomatic expressions

(e.g., “Give me a hand”) by responding to such expressions and

using them appropriately.

Organization and

Delivery of Oral


Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.

*The ELD standards must be applied appropriately for students in each grade level from kindergarten through grade twelve.

(This page is taken from the English language Development Standards for California Public Schools)
A Typical 9th Grade Student Program

A typical ninth grade student will be taking two classes of English since ESL comes in blocks of periods. We realize ESL classes are not A-G requirements, yet it is a necessary progression for our students. The level of English Development our students bring with them will determine how many extra English classes he or she must take. This is a reality most college students face today when they enter post-secondary education and they are academically handicapped. Our rigorous curriculum design is based on the fact that our students have a lot of catching up to do. The majority of our 9th graders will take Algebra or Geometry which are part of the A-G course work, but we might will also have students with limited L1 education, in which case, basic math will be offered as a way to prepare them for the more rigorous math curriculum. A student’s fourth class will be Physical Education. Fifth period will be a computer literacy course. Sixth period will be Health Science one semester and a Life Skills semester.


Students with Limited on Interrupted L1 ED.

Students in ESL Levels 1-4

Students in Regular English Classes

Period 1

Intro ESL A/B

ESL 1A/B; 2A/B; 3; 4

English 9A/B

Period 2

Intro ESL A/B

ESL 1A/B; 2A/B; 3; 4

Physical Science

Period 3


Spanish 1A/B

Spanish 1A/B

Period 4

Intro Math A/B

Algebra/Geometry A/B

Algebra/Geometry A/B

Period 5

Physical Education

Intro to Computers/

Life Skills

Physical Education

Period 6

Introduction to Computers/Geography


Life Skills/Health

Intersession will be provided and will be a requirement for our students. Intersession will be provided with the intent of accelerating students through the English-Language Development Standards or to provide students with on-going …based on assessed needs.

Multiple Assessments: a variety of assessments will be used

  • All District/State Required Tests, including CASHEE

  • College Placement Exams when appropriate

  • Career Interest/Exploration (Career Cruising Online)

  • Various high school curriculum exams:

    • District benchmarks and exams

    • District unit exams

    • Unified departmental exams

    • Teacher designed assessments

      • Assessments utilizing different modalities

      • Assessments that are data driven, i.e., based on measured student needs

  • Incorporation of school indicators to measure school progress (attendance, drop out rates, number of graduates)

  • Project based assessment integrating the above referenced standards, according to the student’s level of Language Acquisition. Our students taking a math class in which there are a variety of ESL levels might do a project where they present/teach a problem using English that is appropriate for their ELD level (this is where the collaboration of the English and Math teacher is essential).

Flexible Four Year Program

Attached at the end of this proposal is a rough draft of a typical four-year high school plan, with allowance for English language acquisition classes and other special needs adjustments. Note we have listed typical A-G courses we suggest for each grade, and space to make adjustments, depending on each student’s specific needs, goals, and career path selection.

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