Los Angeles Unified School District Local District 4


Belmont Zone of Choice Technology Plan 1:1 Learning



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Belmont Zone of Choice Technology Plan 1:1 Learning
In this age of rapidly changing information technology, students need to acquire technology skills in order to function effectively in their adult lives. This is especially true in California where economic growth is based largely on high-tech industries. Most workplaces now provide employees with computers and basic applications (spreadsheet, word processing, database, presentation software, email, and browser). Workers must have the skills to use these tools productively. When students leave high schools, whether they enter the workforce or college, they will be expected to use computers and the Internet.
By definition, 1 to 1 learning I involves one student, one computer, one interactive, personalized learning experience in a wireless environment with anytime access to the Internet. The reality is that 1 to 1 configurations in schools range from laptops checked out to all students 24/7 (24 hours per day, 7 days per week, throughout the four years of high school), to classrooms of students using wireless laptops available from mobile carts only during the school day. The most powerful learning from 1 to 1 is realized in the 24/7 configuration, guided by highly qualified teachers and informed parent/guardians.
All learning is highly personal. A laptop in the hands of each student builds on that concept. High=tech tools serve as an extension of the student’s thoughts and learning process. They provide a place to explore ideas, research questions, test hypotheses, compose thoughts, and come to conclusions—in other words, to learn. Along the way, these tools serve as vehicles for social networking and authenticity, two highly effective accelerators to learning. Social networking via technology can connect students to a broad range of interactivity that wsharpens and extends thinking and piques intellectual curiosity. 1 to 1 learning adds authenticity into the mix, enabling students toexplore rigorous academic concepts in the context of the world around them.
Indicators of Success
No question about it, test scores are important, but most stakeholders agree that they are no longer the only factor critical in the education of today’s student. 1 to 1 learning provides a unique opportunity to broaden the dimensions by which students success is measured. For example, problem solving, critical thinking, visual and information literacy, communication skills, teamwork, and the quality of students’ multimedia products. Multiple assessments to measure academic achievement, 21st century skills, and engagement provide new insights into the quality and intensity of student learning.
As Belmont Zone of Choice educators concentrate on teaching the state curriculum frameworks, they also will provide students with opportunities that build technology skills. When students leave Belmont Zone of Choice schools, they will know how to select the right technology tool to perform a task most efficiently. They will be able to access the Internet to locate information on a particular subject, analyze that information for relevance and accuracy, synthesize it and present it in a professional manner. These are life skills that will help them thrive in a world where new technologies continue to emerge and information grows ever more abundant.

In the Belmont Zone of Choice Technology Plan, the term “technology” refers to “instructional technology,” or “educational technology.” Where once we thought of instructional technology as simply “learning with computers,” today it encompasses a broad range of hardware, software, and networking technologies. The software applications that students use most commonly in the classroom are those same basic tools routinely used in the workplace. Networking technologies (such as Local Area Networks, Wide Area Networks, and high-speed Internet connections) provide students with access to a world of information. Portable equipment such as writing tools, graphing calculators, and handheld devices are among the expanding array of technology tools now used in many classrooms. Just as VCRs have been a standard pieces of equipment in most schools for years, we are now likely to find camcorders, LCD projectors, scanners, iPods, and digital cameras among the hardware in classrooms.


Belmont Zone of Choice schools will continue to work to prepare all students for college, the world of work, and lilfe-long skills using multiple technology tools.


Small Learning Communities Technology Plan




Activists for Educational Empowerment


Business and Finance

International School of Languages

Post HS

Career Paths

Post secondary education aimed at careers in the fields of science, humanities, the arts, education, engineering, and liberal studies.





Accounting, International Business, Healthcare Mgmt, Human Resources, Marketing, Management, Public Administration, Tech Mgmt, Business, Accounting, E-Business, and Finance




Teacher, Translator, Interpreter, Ed Consultant, Academic, School Administrator



Core

Curriculum

A-G Requirements




A-G Requirements



A-G Requirements



Enhanced SLC Curriculum

Through their individual academic plan, students will embrace an intense academic commitment as the ley to their future success.





Accounting, Marketing, International Relations, Finance



Foreign Languages, Multicultural Appreciation, Pedagogy & Teaching Methods, Creativity and Caring



Expected Outcomes

Students are expected to acquire knowledge that affects their development of decision-making process and refine their problem-solving skills within and across disciplines.




Students are expected to enroll and graduate from college with knowledge that will affect their development of decision-making process and problem-solving skills within and across their chosen field of study.



College/University enrolled and proficient in various languages with understand of language acquisition pedagogy.



Specific Technology Requirements

1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner




1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner




1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner




Universal Technology Requirements

Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software


Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Connection to ¡Conectese! CTC

Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment

Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment


Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment


Professional Development

Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy




Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy



Retail AppleStore Classes, APD

Online/Atomic Learning and APD Digital Literacy


Assessment

CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality



CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality


CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality





Multimedia

Performing Arts and Design Technology

Visual Arts & Humanities


Post HS

Career Paths

Post secondary education aimed at careers in the fields of web design, computer animation, digital imaging, pre-production and video production, DVD authoring.





Performing artists in front and behind the camera, technical experts, artistic directors, philanthropists, impresarios and patrons of the arts.



Visual artists, teachers, university professors, curators, administrators of non-profit arts organizations, staff members of National Endowment for the Arts, California Arts Council, Arts Evaluators for Cultural Affairs Department.




Core

Curriculum

A-G Requirements




A-G Requirements



A-G Requirements



Enhanced SLC Curriculum

Screenwriting, Digital Photography, Animation, Illustration, Video Production





Acting, directing, dancing, choreography, sound, set, and lighting designing




3D Design, Digital Art, Painting, Studio Art, Art History.



Expected Outcomes

Students are expected to develop proficiency in both academic course work leading to college admission and technology skills leading to advance training in related media fields.



Students are expected to have the choice to pursue a college/university or technical education in order to achieve their chosen field of study.



Fluent in artistic fundamentals (design aesthetics, range, quality, and substance), confident use of technology resources to enhance and break our of traditional arts, highly competent in use of industry standard tools (acquisition, editing, and expressions.)



Specific Technology Requirements

1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner

1:1 laptop or 1:1 laptop carts, Digicam, Audio Recorder, AV Capturee and editing software, Script Writer, Drawing/Painting tablets & software, portable handled database.

1:1 laptop or 1:1 laptop carts, Digicam, Audio Recorder, AV Capturee and Drawing/Painting tablets & software, portable handled database.


Universal Technology Requirements

Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software


Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Connection to ¡Conectese! CTC

Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment

Access necessary for video production, set design, script writing, image & sound capture and manipulation, Whiteboard group collaboration.


Access necessary for video production, Drawing/Painting tablets and software


Professional Development

Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy




Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy



Retail AppleStore Classes, APD

Online/Atomic Learning and APD Digital Literacy


Assessment

CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality



CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality


CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality








Academic Leadership Community

Business & Tourism

School of Social Justice


Post HS

Career Paths

Post secondary education aimed at careers in the fields of science, humanities, the arts, education, engineering, and liberal studies.




Hotel Management, Travel Agency, Airline Professionals, Tour Company, Cruise Lines, Resort/Hotel, and Car Rental Companies




Post secondary education aimed at careers in the fields of law, government, civil rights organizations, human services agencies, or teaching.



Core

Curriculum

A-G Requirements




A-G Requirements



A-G Requirements



Enhanced SLC Curriculum

Leadership internships within the community



Internships within the travel industry and convention centers




Leadership internships within the community



Expected Outcomes

Students are expected to have the choice to pursue a college/university or technical education aimed at achieving their chosen field of study.



Students are expected to have the choice to pursue a college/university or vocational education in order to achieve their chosen field of study.



Students are expected to pursue a university education in their chosen field of study,



Specific Technology Requirements

1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner




1:1 laptop or 1:1 laptop carts, video conferencing, appropriate software focused on SLC curriculum, organization tools and outliner




1:1 laptop or 1:1 laptop carts, Digicam, Audio Recorder, AV Capturee and editing software, Script Writer, Drawing/Painting tablets & software, portable handled database.




Universal Technology Requirements

Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software


Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Word processing, Email, Spreadsheet, Database, Web Search, Presentation, Portfolios and Archival Backups, Writing, Simulation, and math software



Connection to ¡Conectese! CTC

Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment

Access necessary for tutoring and general support in video conferencing, language acquisition, special education support, Web Research, Reference Library, tools and Equipment


Access necessary for video production, set design, script writing, image & sound capture and manipulation, Whiteboard group collaboration.


Professional Development

Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy


Retail AppleStore Classes, APD Online/Atomic Learning and APD Digital Literacy

Retail AppleStore Classes, APD

Online/Atomic Learning and APD Digital Literacy



Assessment

CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality



CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality


CAHSEE


STAR

Subject Matter Testing

Portfolio Assessment

Project Quality





¡Conectese! With Technology Community Technology Center
As we move into the new millennium the Belmont Zone of Choice is implementing initiatives to help our community members, specially our youngsters and their parents, to better position themselves in this digital era. One of the new initiatives is related to bridging the digital divide, not only between the haves and have not, but also between parents and children.
¡Conectese! With Technology is a Community Technology Center whose principal aim to support the instructional program offered by Belmont Zone of Choice small learning communities. Students and their parents in the Pico Union community will have access to continuous instruction beyond the school day.
¡Conectese! With Technology is a model program that will significantly increase the educational attainment, academic progress and social and cultural enrichment of students and their parents to provide opportunities for educational advancement, access to services, national communications, and job/career/ business opportunities.
The ¡Conectese! Community Technology Center will offer classes and workshops for students, parents and the community in general. The core curriculum of the ¡Conectese! CTC is composed of the following workshops:

* Introduction to Windows;

* Fundamentals of Word Processing - Microsoft Word

* Introduction to Spread Sheets - Microsoft Excel

* Fundamentals of Desktop Presentations - Microsoft PowerPoint

* Navigating the Web

* E-mail Fundamentals
The ¡Conectese! Community Technology Center offers 45 networked, Internet-connected computers with Microsoft Office Suite in an open, safe, well lit, inviting environment, that has a reference library, interactive educational CD-ROM and other technology materials.
The ¡Conectese! Community Technology Center will operate Mon.-Thu, from 8:00am to 8:00pm, Fridays from 8:00am to 6:00pm, and all day Saturday. Typically, morning sessions are designed for parents and off-track students. Starting at 1:30pm, groups of students arrive for specialized instruction in animation, homework using Vantage (writing), Gismos (simulations), Carnegie (math). By 3:30pm, groups of middle and high school students begin doing homework or school projects, receive tutoring, develop web pages, engage in math and science enrichment, or access information on colleges and financial aid with Internet and CD-ROMs.
In the evenings, usually at approximately 6:30pm, groups of adults begin taking one-hour workshops on word processing, spreadsheets and the Internet. Then, one group starts looking for educational opportunities; another works with their children; another takes an ESL or basic education class; another looks for jobs, writes resumes, or seeks business opportunities; and still another is communicates with others through e-mail. The same pattern is followed on Saturdays. Parents can then check-out a laptop to further explore at home.

Computer Literacy Resources


* Computer Literacy for Kids

* Children & Teens Safety Guidelines for Safe Computing

* Parent's Safety Guidelines for Computer Usage

* Microsoft Office 2000 Applications Tutorials

* Other Software Applications (Ripple)

* How to use the Internet and E-mail

* Web Design

* Computer Networking

* Wireless Fundamentals

* Virus's/Anti-Virus/Data Recovery

* Operating Systems

* Microsoft Application Use Articles

* Network Security

* Statistics & Reports on Computer's/Internet



Community Technology Center Workshops


 

Computer Basics

* Computer Help-Site ( over 2,000 online manuals)

* Everything you want to know about a Computer

* Computer Literacy & Vocabulary

* The Free On-line Dictionary of Computing - Content

* Using the mouse requires tricky hand-eye coordination,link to fun mouse exercises

* Computer Basics: IBM/PC: 8 Things You Should Know Before You Get Started
Keyboarding

* Free Online Keyboarding Program (Tutorial)

* Typing Tutor (Practice Game)

Tutorials


* Tutorials (Maintaining Computer)

* PC Tutorials (Software,Typing & much more)

* Java

* Computer Literacy for Children/Teens


Computer Basics

* Net Detectives (Interactive Computer Game)

* Click & Learn Game (Learn the parts of the Computer)

* Kids can Program (Tutorial & Lesson)

* Computer Terms ( Dictionary for kids)

* Do Spider's Live on the World Wide Web? (Online Interactive Story on Computer Basics


Computer Games

* Computer Lessons for Kids and Small Adults

* Online Games for Children of All Ages

* Keyboarding Practice (Free online game for Children)

* Space & Technology (NASA) Games, Activities

* Learn how to make your own Cartoon & Animations (On-line Tutorial)


Web Page Design

* Building a Website

* Computer Game (Learn your heritage)

* Computer Activities for Kids (Games)



Children & Teens Safety Guidelines for Safe Computing

* CyberNetiquette Game for Kids(Disney Website)

* SafeTeens.com

* Kids Rules for Online Safety

* Staying Smart Online

* Safety Tips for the Net

* Net Smartz Kids (Workshop for Kids)

* StaySafe Online (Animated online kid tutorial)

* 5 Smart Safety Tips when using the Inernet

* Chat Danger-Vital advice for young people and parents on using Internet Chat rooms

Parent's Safety Guidelines for Computer Usage

* Parents Guide to Information Superhighway (Rules & Tools for Familes online)\

* A Parents Guide to Internet Safety (Official Dept of Justice Website)

* Free online Parent Safety Filter for keeping your children safe while online

* When Online Kids Are at Risk: Where to Get Help?

* Online-Safe Resources for Home & School

* NetWise (100's of links to Safe sites for Children)

* CyberTip Line

* Cyber Tip line Demonstration (Interactive video)

* NetSmartz Kids Workshop for Parents,Kids & Educators

* (Free downloadable poster, Internet Guide, Safety Contract)



Microsoft Office Applications Tutorials
Word

* Introduction to Word Processing, Microsoft Word Part II - PDF file 93KB

* Microsoft Word 2000 (Free on-line Tutorials)

* Using Mail Merge in Word 2000 - PDF file

* Introduction to Word Processing, Microsoft Word Part I - PDF file 103KB
Excel

* Spreadsheet Fundamentals, Microsoft Excel - PDF file 185KB

* Demo.xls

* Learning Microsoft Excel (Tutorial & Lesson)

* Learning Microsoft Excel (Tutorial & Lesson)
Access

* Database fundamentals (PowerPoint presentation)

* Microsoft Access (Free on-line Tutorial)

* Microsoft Access (Free on-line video tutorial)

* Microsoft Access Introduction to databases (Tutorial)
Powerpoint

* Introduction to Desktop Presentations, Microsoft PowerPoint - PDF file 1.17MB

* Learning Microsoft Powerpoint 2000 (Tutorial & Lesson)
Outlook/Entourage Email

* Introduction to Microsoft Outlook - PDF file 107 KB

* Microsoft Outlook (Free on-line Tutorial)

* Using Outlook Canlendar -

* Using Outlook Contacts - PDF file 866 KB
Other Microsoft Software

* Introduction to Microsoft Publisher

* Microsoft Publisher tutorial

* How to articles for Publisher


Other Software Applications

* Macromedia Shockwave (Free online video tutorial)


How to use the Internet and e-mail

Internet/Web Basics

* Introduction to the Internet - PDF file 1.54MB

* World Wide Web Workbook

* Internet/Web Concepts Tutorial

* Internet Guidebook

* Searching Web Tutorial
Web Design
Web Page Basics

* Web Page design (Tips,Tricks,Graphics)


* Design your own Web Page (Tutorial)

* Web Page Basics (Tutorial)

* Web Development (Free on-line Tutorial)

* What is Flash?

* Web Developer's Resource

* Web/Media Production Step by Step (Lesson & Tutorial)

* Choosing a Domain name

Web Design Software

* HTML (Free on-line Tutorial)

* Dreamweaver (Free on-line Tutorials)

* Microsoft Front Page 2000 (Free on-line Tutorials)

* Introduction to Microsoft Front Page


Computer Networking

* Overview of Networking

* Networking Tutorial

* Cisco Networking Basics & Essentials

* Networking Basics

* How Home Networking Works

* Networking Basics (Tutorial)

* Networking Trouble Shooting Tips

* Networking Slide Show & Tutorial

* What is a Network? (Tutorial & Networking Game)

* All About Networking

* Network + Certification (Free on-line Tutorial)

* How to Ping??

* Learn all about networks, wiring and cabling practices

* Networking Basics - Key Concepts in Computer Networking

* VPN-Virtual Private Networking

* Hardware - Network Gear

* Speed Test - Internet Network Connection Speed

* Network Design


  • Windows Networking (The Microsoft Windows family of operating systems support numerous networking technologies and features)


Wireless Fundamentals

* Basic Wireless Networks

* Wireless Networks Configuration

* Setting Up A Wireless Network for a Home Office or Small Business

* Trouble shooting wireless
Virus's/Anti-Virus/Data Recovery

* Computer Viruses

* Hoaxbusters

* Virus Bulletin (Info. on viruses,tracks wild viruses, free monthly)

* How to recover data lost from a Virus ? (Tutorial)

* Mcafee Official Website

* Symantec Official Website

* Virus Resources (Information & Tips)

* Data Recovery Information

 OPERATING SYSTEMS

 

Windows NT

* Introduction to Windows NT 4.0

* Windows NT Information

Windows

* Introduction to Windows, Part I - PDF file 126KB

* Introduction to Windows, Part II - PDF file 176KB



Windows 2000

* Windows 2000 (Microsoft Official Home page)
Windows XP

* Windows XP

* Configuring Windows XP
Linux

* What is the linux operating syste


Network Security

* Information Systems Auditing & Control Foundation

* Personal Firewalls

* Security Focus

* Federal Trade Commission Website of Computer Security

* WatchGuard (Download free Practical Strategies Free Security Guide)

* Corecom (Contains Articles, publications, presentations written on Computer /Network Security) click here for presentations

* Network Security and Internet Privacy


Technology Guides

* Wireless LAN Risks and Vulnerabilities (PDF File)

* IS Risk Assessment Measurement (PDF, 86k)

* Why do I Need a Firewall

* Home Computer Security (Guide)

* Home Network Security (Guide)

* Security of the Internet (Guide)
Statistics & Reports on Computer's/Internet

* Statistics on Home Computers and Internet Access

* Connected to the Future/ A Report on Children's Internet Use from the
 Microsoft Application Use Articles

* Create and Maintain Hyperlinks More Easily in Your Office 2000 Documents - developed by Microsoft

* Design the Tables You Want Using Microsoft Word 2000 - developed by Microsoft

* Build a Frame-based Web Site with Microsoft Word 2000 - developed by Microsoft


 

No Child Left Behind


As required by No Child Left Behind, Belmont Zone of Choice SLCs will work to insure that all students have full access to the curriculum and that each subgroup in the school is making meaningful progress towards meeting all of the standards. Small Learning Communities are committed to reducing the education gap for all students. They will implement all provisions of No Child Left Behind that are applicable to public schools including use of effective methods and instructional strategies that are based on scientific research that strengthens the core academic program, meeting its Adequate Yearly Progress goals, publicly reporting the school’s academic progress; providing extended learning for students falling behind who need extra help; teacher quality; and participating in all required assessments.


  1. Application for Title I – as a fiscally dependent small learning communities, Belmont Zone of Choice will continue to receive their proportionate Title I funding based on the number of documented low-income students enrolled in an SLC. Documentation of eligibility will be based on one or more of the criteria established by the federal government in Public Law 107-110:

  • Information regarding the number of children eligible to receive medical assistance under the Medicaid program.

  • Information regarding the number of children eligible for free- and reduced-priced lunches.











  • Information regarding the number of children receiving assistance under Calworks (formerly AFDC)

Given the demographic data (high poverty, low performing, neighboring schools are Title I and are not meeting AYP) of our target communities, we anticipate that the majority of our students will be eligible.

  1. Identification of Title I Students – Title I service to eligible students will be based on low achievement. Students who are identified by staff as being the most at risk of failing to meet the state student performance goals. Eligible students will be identified at the beginning of the school year as new students enroll.

  2. How the Needs of Identified Title I Students Will Be Met – (See low-performing at-risk student needs will be assessed and how their needs will be met).

  3. Adherence to all NCLB requirements – Belmont Zone of Choice SLCs will implement all provisions of No Child Left Behind that are applicable to public schools including meeting its Adequate Yearly Progress goal, publicly reporting the school’s academic progress, providing extended learning for students falling behind who need extra help, teacher quality, and participating in all required assessments.

  4. Open Enrollment for All Students Including Students from Program Improvement Schools as NCLB Part of Public School Choice – Enrollment will be to all students in the state of California whose parents voluntary choose to apply for enrollment with priority to low performing, low income students in the target communities.

  5. Commitment to NCLB Highly Qualified Teachers and Paraprofessionals

  • Teachers hired by Small Learning Communities will meet the NCLB required criteria for “highly qualified teachers.

  • Teachers will meet the “highly qualified” NCLB requirements.

  • Paraprofessionals will meet NCLB required criteria including: completion of at least two years of study at an institution of higher education; will have obtained an associate or higher degree or; met a rigorous standard of quality and will be able to demonstrate through a state or local academic assessment in knowledge of, and the ability to assist in instruction, reading, writing, and mathematics with the exception of paraprofessionals who serve as translators or whose duties consist solely of conducting parent involvement activities.

  1. Adherence to Title I Accountability Including Adequate Yearly Progress – See adequate yearly progress.



Students with Special Needs
Belmont Zone of Choice Small Learning Communities will administer a comprehensive diagnostic test for every student upon entrance to the school. The assessment will be used to detect learning strengths, weaknesses, and/or disabilities, psychological (social and emotional) development, and speech and language attainment. If a student is identified as potentially having special needs, the plan for Students at Risk of Retention, English Learner Students, and/or Special Education will be implemented. Belmont Zone of Choice SLCs recognize that students who are gifted and talented also have special needs and will provide appropriate identification and instructional strategies to meet their needs.
Students at Risk of Retention




    1. Low-achieving Students

In an effort to improve the performance for all students including those who have been identified as low achieving, or at risk of retention, Belmont Zone of Choice SLCs will implement a strategy based on an Individualized Learning Plan (ILP) for all students. The following will take place for those specifically identified as low achieving:



      1. Parents will be informed of the student’s academic standing within one week of identification.

      2. Within three weeks of identification, a conference will be scheduled between the student, parent, teachers, and the administrative staff to develop an action plan. The action plan will have specific responsibilities for the student, parent, and teachers.

      3. The student will receive supplemental support services. In the areas where the student is struggling most, one-to-one instruction will be offered by the classroom teacher and/or assistant teacher, as well as computer programmed learning projects to address specific individual needs.



      1. The student will be enrolled in an intervention program to accelerate learning. Teachers, paraprofessionals and/or trained tutors (recruited from the business community, the college/university community, and volunteer organizations) will provide remedial tutoring through individualized and/or small group assistance.

B. Promotion and Retention of Students


Belmont Zone of Choice Small Learning Communities do not endorse social promotion. Small Learning Communities are committed to helping students achieve the necessary skills to progress from grade to grade yearly. Because of the linguistic and socioeconomic barriers that a student population may have faced, readiness to move to the next grade level will be examined on an individual basis. Each student will be assessed individually according to his/her total needs.
Belmont Zone of Choice SLCs have clearly defined expectations for what students should know and be able to do at each grade level in each subject in an effort to equip all students with the academic skills that will enable them to be ready for entrance to and success in college. Promotion and retention of students will be based on multiple assessment measures to determine if the student is advanced, proficient, basic proficiency, below or far below proficient. Assessment measures will include the student progress report based on degree of proficiency and teacher recommendations. Students whose average rubric score classification is “below or far below proficient” on the final student progress report for the academic year will be eligible for retention.
The principal, Lead Teacher and/or teaching staff will prepare a written determination to specify the reasons for retention. The written determination will include recommendations for interventions that are necessary to assist the student to attain acceptable levels of academic achievement. The written determination will be provided to and discussed with the student’s parents, the student’s teachers, and the principal.
Student’s identified for retention must participate in a remediation program (i.e. after-school, tutoring, summer school). The student’s academic performance will be reassessed at the end of the remediation program, and the decision to retain or promote the student will be reevaluated at that time.
The promotion and retention of special education students will be determined according to their Individualized Education Program (IEP).

English Language Learners

Belmont Zone of Choice Small Learning Communities will meet all requirements of federal and state law relative to equal access to the curriculum for those who are English Language Learners (ELL’s). The goal will be to develop high quality instructional programs and services for ELL’s that allow them to achieve the same challenging grade level and graduation standards, in the same proportions, as native-English speaking students.


The English language literacy intensive component of the program will support ELL’s through:

  • A teaching staff qualified in second language pedagogy.

  • An after school and summer school program with a strong language literacy focus.

  • Additional bilingual teacher’s aides in the classroom to assist ELL’s in English intensive classes.

Small Learning Communities will offer the core content areas in a sheltered English environment for students who are not proficient in English. Sheltered content classes are subject matter content courses designed specially for ESL students. The curriculum content for the sheltered English classes will be the same as in the English only classrooms.


To support the environment needed to assure that students needing English as a second language, Belmont Zone of Choice SLCs will recruit teachers who have a secondary credential as well as bilingual or ESL endorsements (state authorization to teach ELL’s such as BCLAD, CLAD, SB1969), and who

not only have training in second language pedagogy but also have experience teaching second language learners and sheltered English classes. All teachers will be trained in appropriate methods for teaching ELL’s at various levels of proficiency. These methods will include using bilingual teacher aides and coaching, preview and review strategies, and after school tutoring programs that are coordinated with the regular curriculum and designed for ELL’s.


Small Learning Community teachers will be trained to use the state English Language Development standards. The LAUSD ELD Handbook will be used as a resource guide for curriculum planning. Selected teachers will attend appropriate LAUSD training on effective ELD instructional strategies. This will allow these teachers to become qualified to train other teachers in their respective SLCs.
Belmont Zone of Choice SLCs will administer the California English Language Development Test (CELDT) to all new students whose home language is other than English on their Home Language Survey and to al English Learners annually to determine each student’s individual proficiency level and to assess student progress in acquiring English Proficiency according to State Board of Education ELD standards:


  • Beginning

  • Early Intermediate

  • Intermediate

  • Early Advanced

  • Advanced


Non-standard English Speakers

Recognizing that many students in the Belmont Zone of Choice SLCs may not be Standard English speakers, many of the same guidelines and programs listed above will be followed for them so as to ease their transition into Standard English. Specific strategies include modeling standard English; building student communication skills through structured classroom participation in oral language presentations for project-based learning culminations; training teachers in recognizing non-standard English language interference with learning; establishing a culture of appreciation for home language usage and culture and recognition of the importance of standard English usage in the world of work and education.



Special Education




  1. Program Overview

Belmont Zone of Choice SLCs recognize the importance of providing educational opportunities for all students regardless of physical challenges or special needs. To that end, each small learning community pledges to work in cooperation with LAUSD, its LEA, and all other applicable LEAs, to see to it that the SLC and the LEA are serving the exceptional needs of such students in accordance with applicable federal and state law and will adhere to all District Policies and Procedures and forms regarding special education.


Belmont Zone of Choice SLCs will adhere to all laws affecting individuals with exceptional needs, including all provisions of Title II of the Americans with Disabilities Act of 1990, the Individual with Disabilities Educational Act (IDEA), its amendments, Section 504 of the Rehabilitation Act, Office for Civil Rights mandates, AB 602, and the Modified Consent Decree / Chanda Smith Consent Decree including compliance with the Annual Plan, submitting documents and information, participating in reviews and attending informational sessions and meetings. All students will be given equal access to the school, regardless of disabilities, and Science Academy will not discriminate against any student based on his or her disabilities in accordance with Free, Appropriate Public Education (FAPE). Each SLC will provide appropriate services for the exceptional needs student in compliance with the California Master Plan for Special Education.
Belmont Zone of Choice SLCs will participate in the state quality assurance process for special education including verification reviews, coordinated compliance self-reviews, complaints, and the local plan.

  1. Fiscal Responsibilities

Belmont Zone of Choice SLCs are obligated by federal law to adhere to the provisions of the Individuals with Disabilities Education Act (IDEA) and State Education Regulations.


Belmont Zone of Choice SLCs will be responsible for providing their own special education services and instruction to the students they serve, as set forth in the IDEA. They shall ensure the participation of a District Special Education representative at any IEP meeting when it is anticipated that special education service options will be considered within least restrictive environments other than those at the school.
Belmont Zone of Choice SLCs will receive their allocated share of AB602 special education funds. The allocated amount will be calculated using a funding model based in pupil population (average daily attendance).


Consent Decrees

Belmont Zone of Choice SLCs will adhere to all terms and conditions of any court orders and/or consent decrees imposed upon the Los Angeles Unified School District as they pertain to special education. If the District, a court of law, or a federal or state agency determines that the Belmont Zone of Choice SLCs has failed to comply with the terms and conditions of any court order and/or consent decree, Belmont Zone of Choice SLCs will be responsible for remedies associated therewith.




  1. Services Identification

Belmont Zone of Choice SLCs will conduct IEP meetings with special education representatives from LAUSD and the student’s district of residence (if applicable) to determine the placement of students who are identified as requiring any special education program or when there is an expectation that a student with disabilities may be considered for any change in placement, program option, or services.


Belmont Zone of Choice SLCs will cooperate fully with LAUSD or any other institutions to provide programs that are the most appropriate and least restrictive for students with special needs, including retaining itinerant teachers with special skills to provide Designated Instructional Services (DIS) or Resource Specialist Programs (RSP), or establishing a Special Day Class (SDC). Belmont Zone of Choice SLCs will provide qualified personnel to deliver the prescribed program in the IEP and a structure for personnel planning to focus on in-service to meet needs of students with disabilities. Belmont Zone of Choice SLCs will certify student eligibility for participation in special education programs and services according to district procedures.

When, as a result of the IEP, it is agreed that the most appropriate placement in the least restrictive environment is not in the Belmont Zone of Choice SLC, the parent of the identified student must be in agreement with the decision. If the parent disagrees, the matter would have to be resolved through the due process procedures. Belmont Zone of Choice SLCs will participate with LAUSD in order to facilitate due process procedures whenever required.


Gifted and Talented Education
The special needs of identified gifted and talented students will be addressed through differentiated classroom instruction and through enrichment programs after school and through partnerships with community colleges.
Program Description

Belmont Zone of Choice SLCs will provide challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. GATE funds will be used to design and deliver a supplemental differentiated program for individuals or groups of gifted and talented students with special needs. This includes providing a rich academic program that addresses both acceleration and differentiation and continually reviewing student data to increase the number of gifted and talented students.


Our criteria extends beyond the intellectually gifted to students who are gifted, talented, or both in areas such as specific academic ability, leadership, visual and performing arts, and creativity.

Objectives

Differentiated curriculum based on the core curriculum will be provided during the regular school day through part-time and cluster grouping. Other differentiated learning activities, such as, extended day classes, Saturday seminars, independent study, acceleration, Advanced Placement (AP), honors, or International Baccalaureate (IB) programs and distance learning programs that offer college-level courses on CD-ROM to high-school age youth such as Stanford University's Education Program for Gifted Youth (EPGY).


Belmont Zone of Choice SLC staff development will provide teachers with strategies to broaden or deepen their ability to provide differentiated curriculum and individualized programs to meet students' needs and will provide all parents with information regarding gifted and talented programs and services provided to students.

Gifted Education Plan

Belmont Zone of Choice SLCs will set Clear Expectations for the school community and provide a quality, standards based gifted and talented program that demonstrates academic rigor. Provide a description of gifted and talented program to parents at Open House.


The gifted and talented program will include:

* Flexible grouping of students

* Honors programs

* Strategies for the increased enrollment of all sub-groups

* Differentiated instruction in the classroom in all areas of the core curriculum

* Parent involvement

* Professional development offerings for coordinators, teachers, administrators and support staff to support academic and talent excellence in students
Our goal is to increase the identification of gifted and talented students to reflect a minimum 10% identification rate to provide professional development for teachers in the instruction of Advanced Placement courses and gifted students and to provide parent education on strategies to address the needs of gifted and talented students.

Acceleration

Acceleration is a strategy that adjusts the pace of instruction to the gifted student's capability for the purpose of providing an appropriate level of challenge. Acceleration offers a way to meet the needs of highly able students when other forms of differentiation at grade level do not provide enough challenge. Research documents the academic benefits and positive emotional outcomes of acceleration for gifted students when the needs of the student are carefully matched with the form of acceleration used.


Grouping Practices

Flexible grouping will enable students with advanced abilities and/or performance to receive suitably challenging instruction. Flexible grouping will allow more appropriate, advanced, and accelerated instruction that more closely aligns with the rapidly developing skills and capabilities of gifted students. Gifted children may not be gifted in all academic areas; therefore grouping placements will be flexible for part time flexible periods of time or activities when there are few identified gifted students in the school.




Regular Classroom

Our goal is to provide appropriate educational practices that motivate and challenge all students to achieve their potential. To optimally provide for learners in our regular classrooms teachers will:



  • create an environment that is responsive to learners

  • assess each learner’s knowledge, understanding, and interest

  • integrate the intellectual process including both cognitive and affective abilities

  • differentiate and individualize the curriculum to meet each learner’s needs

  • evaluate learning and teaching, reflecting on the information obtained to adapt the learning plan and improve the program

SECTION 5: SHARED VISION: MEASURING STUDENT OUTCOMES





STUDENT OUTCOMES


Outcome Goals – Skills, Knowledge, and Attitudes
Belmont Zone of Choice SLCs will be a high performance school that will deliver a consistent educational environment and experience for students—preparing every student with the skills, experience, and knowledge to enter college. Our measure for success for students enrolled for four years is that:

  • At least 97 percent of our students will graduate from high school meeting LAUSD graduation requirements to receive a high school diploma.

  • 100% of students who are continuously enrolled in a Belmont Zone of Choice SLC from grades nine through twelve will pass the California High School Exit Examination and will be prepared for college- passing University of California and California State University A-G requirements.

  • 100% of graduates will be accepted and will make the transition to some level of post secondary education, continuing on to community college or a four-year college/university.

Belmont Zone of Choice SLCs will accomplish their educational mission through clear expectations and an intensive focus on students meeting Grade Level/Subject State Standards in English/language arts, science, math, history/social sciences and foreign language, as well as a service-learning component.




  • Students will achieve proficient to advanced performance in English Language Arts content standards (reading, writing, and speaking skills) that shows understanding and effective communication.

  • Each Belmont Zone of Choice SLC will meet Adequate Yearly Progress goals as required by No Child Left Behind.

  • Students who are English Learners will achieve proficient to advanced levels of fluency in English Language Development.

  • Students will achieve proficient to advanced performance in Math and Science content standards demonstrating understanding of the use of math and science to become aware of how the universe works.

  • Students will achieve proficient to advanced performance in History/Social Science in understanding of how government, economics and the social sciences impact individual and global interactions.

  • Students will demonstrate an understanding of the place of the arts in society and their lives.

  • Students will meet college readiness requirements.

Belmont Zone of Choice SLCs guarantee a powerful learning experience for each student. Key attributes include:

  • Small and personalized learning environment with a school size of 400 students where no teacher team works with more than 75 students per day in core content classes and 85 percent of teacher-student time is spent together within that small learning community. In addition, teachers will stay with students for at least two years. Each student will be known intensely by at least one adult through advisory groups of 15 students.

  • A significant part of learning is accomplished through interdisciplinary projects, bringing real-world applications into the classroom.

  • Each student has an individualized learning plan that represents an agreed-to plan by teacher, student, and parent on how the student will learn.

  • Every person in the system is held accountable for student success and uses data to appraise improvement efforts.

  • Culture of high expectations of the abilities of all students—that all can and will succeed.

In order to best serve our students and community, Belmont Zone of Choice SLCs will continue to examine and refine their list of student outcomes over time to reflect the school’s mission and any changes to state or local standards that support such mission. The SLC will submit to the local district any changes to the

listed student outcomes. Understanding that Belmont Zone of Choice SLCs will be responsible for following the California State Standards for students in grades 9-12, specific emphasis will be placed on those standards which prepare students for entry into and success in college. These will include all or part of the following:



Curricular Focus

Measurable Outcomes

Course

English/Language Arts

  • Students will read with comprehension, write with clarity, speak with meaning, and possess familiarity with literary works.

English – Grades 9-10

American Literature

Contemporary Composition

Advanced Composition



Mathematics

  • Students will demonstrate an understanding of the symbolic language of mathematics and the use of mathematics in a variety of problem-solving situations.

  • Students will be able to use geometric skills and concepts. They will be able to construct formal, logical arguments and proofs in geometric settings and problems.

  • Students will gain experience with algebraic solutions of problems, including the solution of systems of quadratic equations, logarithmic and exponential functions and the binomial theorem, and the complex number system

  • Students will be able to use trigonometric functions and the ability to provide basic identities regarding them for the study of more advanced mathematics and science.

  • Students will be able to apply mathematics and its intrinsic theory.

Beginning Algebra (as needed)

Geometry


Advanced Algebra

Trigonometry/Math Analysis

A.P. Calculus A

A.P. Calculus B



Biological/Physical Science

  • Students will demonstrate through investigation and experimentation, an understanding of the principles of physical and life science as well as ecology.

Biology

Chemistry

Physics

Physiology



History/Social Science

  • Students will demonstrate intellectual reasoning, reflections, and research skills related to chronological and spatial thinking, historical interpretations, and research, evidence and point of view. Students will demonstrate an understanding of American history, government, economics and a belief in the values of democracy and capitalism.

World History

American History

American Government

Economics



Foreign language and literature

  • Students will demonstrate the ability in a foreign language to read with comprehension, write with clarity and speak with meaning, as well as possess familiarity with literary works.

Spanish 1- 4 (AP)

Spanish for Native Speakers

French 1-4 (AP)


Visual and Performing Arts

  • Students will demonstrate some facility with a fine or performing art. Students will understand the place of art in society.

Dance

Art


Drama

Music


Community Service

  • Students will demonstrate that they are active members of their community. Students will participate in meaningful community volunteer efforts.




Service Learning /

Internships



Health Education


  • Students will demonstrate that they value lifelong, positive health-related attitudes and behaviors towards their own well-being through healthy physical, social and mental habits.

Advisory Groups

Physical Education

Health Education



California Content Standards-Based Curriculum

The core curriculum for the Belmont Zone of Choice SLC students will be based on the specific standards

in core content areas aligned with A-G college-prep coursework.

Health Education


We believe that student mental, physical, and social health is a factor that contributes significantly to academic success. Our health education for high school students is designed to achieve the concepts and expectations set forth in the California Health Education Framework.
We also believe that specific time must be devoted to developing healthy student attitudes and behaviors of mental, physical, and social well-being. Our health education curriculum will be emphasized as a course in grade 9 with life skills, specific health skills and an advisory focus in grade 10 and will be integrated throughout our advisory periods and school culture through grade 12.
We will use the textbook Lifetime Health, published by Holt, Rinehart and Winston that promotes wellness and health literacy, encouraging positive behavior now to ensure a lifetime of health. Lessons cover important subjects and allow us to tailor the program to our curriculum. Frequent assessment ensures students understand lessons that can affect the rest of their lives. Lifetime Health meets all National Health Education Standards focused on life skills for healthy life styles.
Life Skills help students learn skills to protect, enhance, and maintain their health, with an emphasis on decision-making and refusal skills including: making good decisions; using refusal skills; assessing personal health; evaluating media messages; communicating effectively; setting goals; being a wise consumer; practicing wellness; coping; and using community resources.
Our curriculum is designed to help students make healthy decisions through built-in reading and writing support to help students understand what they read, then help them explore how the lessons impact their lives.

Calendar





Beginning Date

Ending Date

Last Day


Holidays and Breaks

Professional Development Days

Instruction Begins

Tuesday,


Sept. 5, 2006



Instruction

Ends


Wednesday,

June 28, 2007




Labor Day

Veterans’ Day

Thanksgiving

Winter Break

Martin L. King Day

Presidents Day

Spring Break

Memorial Day



9/4/06

11/10/06


11/23 & 11/ 24/06

12/18/06 - 1/2/07

1/15/07

2/19/07


4/2-4/6/07

5/28/07 (Observed)



8/21/06 – 8/29/06

(7 days stipend)


8/29/05 – 9/1/06

(3 days pupil free)



Advisory Groups


Student voice will be included in all aspects of the school that directly affect student learning, interests and needs through a structure of advisory groups that connect each student with a personal learning team and insure that no student falls through the cracks.

All students 9 -12 will be well known and students will be supported through advisory groups of 15-20 students. A credentialed teacher will serve as advisor and will work with the same students from grade 9 through graduation. The advisory structure will provide a small focused support group to motivate and support each student’s progress. Each student will also have a personal learning team consisting of their teacher advisor, a parent, and a mentor that meets throughout the year to provide guidance and assess progress. The teacher advisor will monitor each student’s individual learning plan to address individual interests and needs.



Creating a College-Going Culture


Development of a college-going culture begins with all incoming ninth grade students through advisory groups, parent engagement and throughout school-wide activities. The question at Belmont Zone of Choice Small Learning Communities is not “Are you going to college?” but “Which college are you going to attend?”
College-Preparatory Coursework and Readiness Portfolio – A poster of college-coursework and entrance requirements is posted in every classroom. Each individual student will maintain an electronic portfolio to document progress and next steps of meeting college-entrance requirements. Parents receive a copy of their child's portfolio with a guide to plan for success at the initial parent orientation to the school program. Parents will participate in learning about and supporting their child’s preparation for meeting college-entrance requirements. Each student will be required to have a college-entrance plan including applications submitted at the conclusion of their senior year.
College Study Skills – Advisory curriculum will include direct development of study skills to prepare our students to be independent learners through the use of study skills materials and though a visiting college student program that provides an opportunity for students to learn from students in the community who have successfully entered college programs.
College Orientation – Pennants from local and national colleges and universities will be displayed throughout the campus and in each classroom. Students will have the opportunity to research college programs beginning in tenth grade.
College-Campus Visits – Trips to local universities will be coordinated to provide students and their parents an opportunity to become familiar with college campuses and their programs.
College Scholarship Application Support – Beginning in the eleventh grade, students and their parents will participate in identifying scholarship programs and receive assistance in preparing and submitting applications for scholarships.
PSAT and SAT Tutoring and Preparation – Belmont Zone of Choice Small Learning Communities will coordinate awareness, tutoring and support preparation for PSAT and SAT exams as well as include CSU Early Assessment into our college-readiness program.

Process for Selecting Curriculum, Materials, Instructional Activities
Curriculum, materials, and instructional activities will be selected based on their rigor and their relevance to supporting our goal of achieving proficient to advanced performance on state standards, meeting A-G course requirements, and preparing students to graduate ready for college.
Each pupil in the school will have sufficient current textbooks and instructional materials in each subject area consistent with the content and cycles of the curriculum frameworks adopted by the California Department of Education.
Each spring, the principal, in consultation with the staff, will identify areas of need and order texts and materials for the following year.
Instructional activities will be developed in alignment with the stated goals and measurable student outcomes of Belmont Zone of Choice SLCs. The principal and the teachers will participate in common planning and lesson study to continually design and improve rigorous instructional activities that require critical thinking, reflect high expectations for students, and provide opportunities for students to apply their skills and knowledge to real world situations.


Accountability for Student Progress
The Principal, Lead Teachers, and teachers will have primary responsibility and accountability to the school community for implementing the core values, beliefs, curriculum, instruction and best practices of the SLC education model insuring that each and every student gets what they need to achieve their individual and school performance goals. The Principal and Teacher Leads will be responsible and accountable for guarantees made by the Belmont Zone of Choice Small Learning Communities in providing operational and management services, monitoring academic progress, documenting and publishing results to the school community and the community of Los Angeles.

The principal will be hired with an annual performance evaluation conducted by the Local District Superintendent or designee. The principal in collaboration with Teacher Leads will be responsible for and have the authority to select, hire, evaluate and recommend the termination of teachers based on teacher accountability for clear performance expectations and evaluation criteria.


The local district will monitor, document, evaluate and publish implementation results and student outcome results. The local district will contract with a third party evaluator to document and evaluate the implementation of the Belmont Zone of Choice SLC model and results. Ongoing evaluation will serve to document best practices achieved, provide longitudinal data for continuous improvement, and most importantly, will inform parents and the community on the degree to which Belmont Zone of Choice Small Learning Communities is achieving its stated goals for individual students.
The principal and Lead Teachers of Belmont Zone of Choice Small Learning Communities will be accountable for demonstrating progress towards and meeting Adequate Yearly Progress goals as required by No Child Left Behind.
SECTION 6: SHARED VISION: METHODS OF MEASURING STUDENT OUTCOMES


TOOLS


Assessment Tools to Measure Student Outcomes

Using the State Standards, Belmont Zone of Choice Small Learning Communities has clearly defined what students should know in each core subject at each grade/course level. These measurable student outcomes are based on the content of the curriculum and will serve as the basis to measure student outcomes. Student achievement in developing conceptual thinking, problem-solving skills, and content mastery will be assessed using multiple measures, based on an assessment program that both improves learning and provides assurances of accountability. Students will be able to demonstrate proficiency when measured against multiple measures. Proficiency will be measured using an assessment model that is formative and summative, holistic and standardized, narrative and norm referenced. The approach will be conducive to benchmarking students against statewide benchmarks and against themselves, evaluating groups of students and assessing the whole school from year to year for longitudinal study of our progress. The assessment measures will include but not be limited to:




  • State Mandated Standardized Tests (Content Standards Tests, CELDT, CAHSEE)

  • Academic Performance Index

  • Interim School Wide Student Assessments (Edusoft)

  • College Entrance Exams, PSAT, SAT I, SAT II, CSU Entrance/Placement Exams

  • California High School Exit Exam

  • Analysis of Student Projects

  • Student Progress Reports, Quarterly

  • Ongoing Classroom Teacher Assessments

  • Student Conduct Records


State Mandated Tests

Belmont Zone of Choice Small Learning Communities will meet all statewide standards and conduct pupil assessments required pursuant to Section 60602.5 and any other statewide standards authorized in statute or student assessments applicable to students in non-charter public schools. The assessment structure will include, in addition to other standards-based and performance-based assessment tools such as the SAT standardized tests, comprehensive final exams in each of the core academic subjects, quizzes and tests, homework assignments, essays and research reports, and teacher evaluation of in class performance. These measurements will be weighted and combined into a comprehensive educational program assessment to determine student achievement and promotion to the next grade level. The aggregate results will be issued as a report card to the community evaluating the measurable goals and terms outlined in the charter.


Belmont Zone of Choice Small Learning Communities plans to test with LAUSD. If the Belmont Zone of Choice Small Learning Communities does not test (i.e., STAR, CELDT, CAHSEE) with the District, a copy of its test results must be submitted to the District on a CD on or before September 30, following that spring’s test administration pending receipt of its test results from the state. The CELDT and CAHSEE results must be submitted to the District no later than two weeks after receipt of the CD from the state’s vendor.
Testing Students With Disabilities

Belmont Zone of Choice Small Learning Communities will conduct assessment and standardized testing of students with disabilities using state and District guidelines for modifications and adaptations.


Ongoing Interim Assessment

On-going assessment and evaluation of educational outcomes are vital in determining if the educational purposes are attained. The first step in the assessment process is the collection of data and information. The student achievement data routinely gathered and analyzed include:



  • Results from regularly scheduled assessments given in core academic subjects.

  • In classroom departmental placement and final exams.







  • Results from CST, PSAT, SAT I & II, CAHSEE, Golden State Exams (if offered), and Advanced Placement Exams.


Analysis of Student Work

Under the leadership of the principal and Lead Teacher, teachers will regularly use a wide range of assessment information to modify curriculum and instruction and to improve student achievement.

Teachers will develop and implement an efficient, student performance data gathering and reporting system to benchmark student performance using multiple measures of assessment and data gathering techniques, including:


  • Observing the lessons teachers are delivering and the nature of student participation in classroom activities.

  • Classroom Curriculum and Instruction Walk-throughs

  • Interviewing students about their courses of study.

  • Conducting student case studies.

  • Shadowing/Accompanying students during their school day.

  • Using Rubrics and Benchmarks to calibrate teacher assessments of student work projects

  • Using Electronic Pupil Portfolios as part of data collection

  • Analyzing the results of parent and student surveys.


Data Gathering

As data is gathered, the faculty will begin the task of analysis to measure progress towards the school’s selected objectives. Ongoing data gathering and analysis will guide and inform decisions for determining successful progress or the need for program adjustments.


Student Placement

All students as they enter the school will be given a series of survey assessments. These will indicate needs to be met as part of the student’s Individualized Learning Plan and the student’s English Language status. Objective, written tests and teacher recommendation and student participation in student-led self review conferences will be used to evaluate student progress and their need for more individualized help to reach the required proficiency in grade level standards. All students will have access to the grade level core curriculum. Students at risk will participate in an extended learning program to provide more time for learning and to accelerate their progress. All students will be eligible to take all classes, including Advanced Placement. Students who show a continued lack of progress will be served as detailed under No Child Left Behind and/or the Special Education section depending on individual student needs.


Student Reporting

The principal will implement an effective student reporting system to include reporting to students/parents and the distribution of a school wide report of student grades by department. Teachers and advisors will meet together to analyze these reports and to make necessary adjustments in the program being offered to students who are showing a lack of progress.


Student Progress Reports

Teachers will prepare and provide a student progress report on a quarterly basis for the students and their parents. The student progress report will use multiple measures such as teacher assessments, portfolio/exhibits, and specific assessments developed to quantify student performance. Student progress reports will reflect their progress towards advanced, proficient, partially proficient or not proficient performance.


Measurement for College-Readiness in Partnership with CSU

Part of the measure of determining readiness for college will include the CSU early assessment and/or placement exams. Our goal is to prepare students who are ready to perform in college level coursework. Students who are successful in their junior high school year on the CSU early assessment exam will have the opportunity to attend courses on a CSU campus in their senior high school year. Students who graduate from high school and spend their first year in remedial college classes are 50% less likely to


complete their college coursework. Though our goal is to prepare students for a four-year college program, students who choose to make the transition to a community college academic program will be considered to have met our college-ready goal using the same assessment.


Academic Performance Index (API)

One of the major indicators of the success of the educational program at Belmont Zone of Choice Small Learning Communities will be the API. The purpose of the API is to measure the academic performance and growth of schools. A school’s score or placement on the API is an indicator of the school’s performance level and growth as measured by how well the school is moving towards target goals. Belmont Zone of Choice Small Learning Communities will meet the following API growth indicators:

- Annual API will meet or exceed the established growth target.

- All subgroups will make at least 80% of the school target

- The standardized testing participation rate will be at least 95%.
California High School Exit Exam

All students beginning with 10th grade will take the California High School Exit Exam (CAHSEE). It is expected that by the time that each student completes the 12th grade they will have passed the CAHSEE and receive a diploma. All students continually enrolled at Belmont Zone of Choice Small Learning Communities for three years will pass the CAHSEE.


Factors That Influence Academic Achievement

Belmont Zone of Choice Small Learning Communities will carefully monitor both the process and outcome of its program in three areas that influence academic achievement and growth: Student Conduct, Parent Involvement, and Professional Development.




Factors that Influence Achievement

Measurable

Expected Outcomes



Measurement Tools

Student Conduct

  • Average daily attendance rate of at least 95%

  • Tardies continually decrease each year

  • Suspensions/expulsions decrease every year

  • Mediation referrals decrease

Teacher and school records

Student Health

  • Practice good personal hygiene

  • Participate regularly in physical education activities

  • Demonstrate healthy physical, mental and social habits and attitudes

Teacher observation

Attendance rate

Annual Physical Performance Assessment


Parent Involvement

  • 90% will attend ongoing parent-teacher conferences

  • 75% will join the Parent Association

  • Parent attendance at special programs, festivals and forums will increase annually

School records

Professional Development

  • 100% participation in annual two week program held prior to opening of school each year and at ongoing professional development programs during the year.

School records

Teacher Performance

  • Knowledge of curriculum

  • Competence in pedagogy

  • Professional Attitude

  • Effective teaching strategies.

  • Student Test Scores

  • Annual Principal Evaluations

  • Annual Staff Self-Evaluations.

  • Parent/Student Surveys

Financial Solvency

  • No deficit in the operation budget after the initial three years of operation (this time frame allows for start up costs).

  • Annual Audit

  • Forecast/Budgets

Longitudinal Analysis of Progress


Results from the academic assessments, data collection records, evaluations, stakeholder surveys and interviews will be collected, analyzed, reported, published, and distributed to the school community, interested members of the community at large as part of an annual progress and program audit.

SECTION 7: SHARED VISION: GOVERNANCE STRUCTURE


SCHOOL ORGANIZATION



Organizational Chart

Please refer to Exhibit A



School Advisory Council

Belmont Zone of Choice Small Learning Communities will have a School Advisory Council, consisting of the principal, Lead Teachers, elected parents, teachers, classified staff, the student body president, and local community members. The School Advisory Council will provide suggestions and recommendations to the small learning communities on day-to-day operations and issues including, but not limited to budgeting, curriculum, school policies, school/community participation, and the general direction.


School Building Council


Belmont Zone of Choice Small Learning Communities will have a School Building Council, consisting of the principal and lead teachers. The School Building council will be the body that will make decisions on issues pertaining to the overall school building and related issues.

Parent Engagement


Parents have a right to choose to send their children to excellent high performing schools and have a right and the responsibility to participate actively in insuring the success of their child and the school. Belmont Zone of Choice Small Learning Communities understands the importance of active parent involvement in the education of their children.
Parents of Belmont Zone of Choice Small Learning Communities students will be meaningfully and actively engaged in their children’s education. Parents will be responsible and accountable for supporting their children’s learning at school and at home through their participation in understanding what it will take for children to achieve college-readiness, and by their active voice in achieving the goals of the school through volunteering.

  • Parents will be actively engaged in the development of the school as members of the initial school development team and as members of the ongoing School Advisory Council.

  • Parents will be guaranteed access to the school, school leaders and classroom teachers to support their children’s education.

  • After the enrollment of a student, the parent(s) and the student will meet with the principal.

  • Parents will be provided multiple opportunities to develop awareness of college readiness benchmarks and what their children must achieve to be successful. Parents will be supported in their participation in monitoring their child’s individual learning plan towards college readiness.

  • Each parent, their child and the school will sign a Parent/Student/School Compact acknowledging their understanding, responsibility and commitment to support student learning and the academic goals of the Belmont Zone of Choice SLCs.

  • Each parent, the student and their teacher advisor will participate in developing an Individual Student Learning Plan, based on an initial assessment, student interests and needs. Parents will be responsible and accountable for committing to volunteering time to support the school and to participate as parent mentors.

  • Belmont Zone of Choice Small Learning Communities will seek to establish partnerships with effective parent engagement leaders such as Families-in-Schools which have a proven track record of meaningfully engaging the voice of parents and the community as partners in schools.

  • Meetings with individual classroom teachers, with the student’s instructional team and with the student’s advisor. These meetings will be held on a regular basis,

  • Individual parent-teacher conferences will be held quarterly to share and discuss the progress and needs of each individual student.

  • An active parent volunteer program, so that each parent feels part of the school and understands their responsibility to the school.


Community Engagement

Belmont Zone of Choice Small Learning Communities also understands the importance of community engagement. We understand that the school if it is to be effective it must be part of the community. To that end, the Belmont Zone of choice SLCs will hire a Community Liaison of Parent/Community Engagement. This individual will work with the Teacher Leads to ensure that the school best represents the interests of the community, prior to its opening and continues in this role as the school grows.


  • The Liaison of Parent/Community Engagement and the principal will continue to involve the community in the school. Students will be encouraged and required to perform community service as part of their graduation requirements.




  • Members of the community at large will be solicited to serve in the school in various functions. A mentoring program will be part of the program, with these community members serving as the mentors. In addition a job shadowing program, using community resources will be initiated for 10th and 11th grade students. An attempt will be made to provide each student as they transition from the 11th to the 12th grade with an internship program within the community.




  • Community resources, such as parks, libraries, athletic and classroom facilities will be part of the school. Belmont Zone of Choice Small Learning Communities believes that by using community facilities, it becomes an integral member of the community in which it is located.


Qualifications For School Employees

Belmont Zone of Choice Small Learning Communities will not discriminate against any employee on the basis of race, ethnicity, color, creed, age, sex, national origin, disability, religion or marital status. Belmont Zone of Choice Small Learning Communities will adhere to California laws, including fingerprinting, drug testing, and prohibitions regarding the employment of any person who has been convicted of a violent or serious felony. All employees must furnish or be able to provide:




  • Medical clearance including proof of medical exam and tuberculosis (TB) testing.

  • Fingerprinting for a criminal record check.

  • Applicants will be required to provide a full disclosure statement regarding prior criminal record.

  • Prior to the first day of work for every employee, Belmont Zone of Choice Small Learning Communities will process all background checks through the Department of Justice.

  • Documents establishing legal status.

  • Principal and applicants for employment will be required to provide a full disclosure regarding relationships that would be considered nepotism prior to employment.


Work Agreements (PENDING WAIVER APPROVAL)

Employees’ job duties and work basis will be negotiated in individual basis. General job descriptions have been developed for the administrative staff; teachers, other certificated staff, office personnel, and classified staff.


Nepotism Policy

Belmont Zone of Choice Small Learning Communities will comply with conflict of interest laws that apply to all public entities per Government Code section 1090.


Administrative Structure

The principal will be the initial school site administrator along with the Teacher Leads to address planning and management issues, student progress, and progress with the implementation of the educational program.


Principal Selection

The principal will be selected on an application and interview basis with final approval of the Local District Superintendent. Selection of the principal will be based on proven experience in educational leadership, educational vision, experience and success with low-income and/or minority children, demonstrated ability in program design and development, entrepreneurial, and interest and total commitment to educational reform.


Responsibilities of the principal is to work collaborately with Teacher Leads in the following areas:

  • Instructional leadership and accountability for implementation of curriculum and instruction

  • Overseeing the development and implementation of all programs.

  • Facilitating communication between all school stakeholders.

  • Hiring and terminating (with cause) all other employees according to the mission, philosophy, and obligations defined in the charter petition.

  • Overseeing the day-to-day operations of the school.

  • Preparing credential documentation and monitoring processing.

  • Organizing professional development.

  • Assisting with student discipline.

  • Reporting to the Local District on the progress of the school in achieving educational success.

  • Opening and closing the campus

  • Maintaining a balanced budget and drafting an annual budget proposal.


Teachers

Belmont Zone of Choice Small Learning Communities teachers will meet the requirements for employment as stipulated by the California Education Code section 47605(l) and the applicable provisions of No Child Left Behind. Primary teachers of core, college preparatory subjects (English language arts, mathematics, science, history, special education) will hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in a non-charter public school would be required to hold. Teachers selected to insure that the needs of English learners are met will have CLAD, BCLAD


certification and all teachers will be trained in the effective use of sheltered-English. These documents will be maintained on file at Belmont Zone of Choice Small Learning Communities and will be subject to periodic inspection by LAUSD.


The principal and Teacher Leads will select the teachers based on collective bargaining agreement. Selection of teachers will be based on their teaching experience, the degree of subject matter expertise, and their ability to demonstrate classroom instructional capabilities. Inexperienced teachers will be hired on educational experience (i.e. former paraprofessional, school volunteer, child care, etc.), work experiences found beneficial to education, and resumes with good references. Responsibilities for the teachers will include:

- Preparing and implementing lesson plans that lead to student understanding of the pre-established

curriculum content.

- Assessing student progress and maintaining accurate records.

- Participating regularly in professional development opportunities.

- Maintaining frequent communication with students, student’s families, colleagues, and other school

stakeholders.

- Maintaining regular, punctual attendance.


Instructional Coach or Assistant Principal

An instructional coach or Assistant Principal will be selected by the principal in collaboration with Teacher Leads. The instructional coach will meet teacher qualifications and must have a record of successful teaching experience. The Assistant Principal has experience in successful leadership and management and knowledgeable of secondary reform. Job duties will include but not be limited to providing assistance to new and experienced teachers in effective teaching practices, in planning and assessing student proficiency on content standards and in analyzing data to inform instruction.


Classified Staff - Office Personnel

Office personnel will be selected by the principal on an application and interview basis. Selection will be based on the ability to perform the job duties for that position. Office personnel duties will include, but not be limited to:

- Answering telephones.

- Filing reports.

- Enrolling students, entering student data.

- Managing/monitoring office operations.

- Ordering and purchasing office and classroom supplies and vendor management.

- Developing and implementing clerical and administrative procedures for daily school operations.

- Preparing correspondence, reports, bulletins, files, forms, memorandums, and performing other

clerical and administrative duties as assigned.

- Bilingual translation and communication with parents and community.

Classified Staff - Financial Personnel Qualifications


At the school site, the administrative assistant qualifications will require experience and capacity to be responsible for:

  • Maintain accounts of all expenses

  • Enrollment

  • Time reporting

  • Attendance accounting

  • General Booking

  • Maintenance and reconciliation

  • Full charge bookkeeper

  • Assist in using fiscal management system



Classified Staff – Instructional Assistants


Instructional assistants working in classrooms providing assistance to students in core academic courses will be directly supervised by highly qualified teachers and will meet No Child Left Behind qualification requirements including:

  • High school diploma, General Equivalency Diploma (GED) or equivalent; and

  • Two years of college; or associate’s degree or higher;



Classified Staff – Campus Assistants


Campus assistants general duties include assisting with yard and campus supervision to support campus safety.
Classified Staff – Plant Manager

Plant manager duties include maintenance and cleanliness of school facility and grounds. Other services needed to maintain building and grounds will be outsourced including pest management, trash pick up, repairs, plumbing, etc. to the extent needed support district maintenance of district owned facility.


The principal in collaboration with Teacher Leads will select classified staff on an application and interview basis. Selection will be based on qualifications, experience and the ability to perform the job duties suitable for the specified job position.
Performance Evaluations

Evaluations will be performed annually for all personnel. Performance measures based on meeting expectations for duties assigned and outcomes achieved will be used to evaluate all school personnel.


The principal will be evaluated by the local district based on:

- Overall successful implementation of school academic program and achievement of educational goals.

- High parental and community involvement.

- Maintaining a fiscally sound charter school including a balanced budget.

- Completion of required job duties.

- Creation of a school atmosphere of enthusiasm, warmth, and cooperation among all parties.


Lead Teachers will be evaluated by the principal based on:

- Student progress as referenced from assessment measures.

- Effectiveness of standards-based teaching strategies.

- Performance of job duties.

- Knowledge of curriculum
Teachers will be evaluated by both the Lead Teacher (pending peer review waiver) and principal based on:

- Student progress as referenced from assessment measures.

- Effectiveness of standards-based teaching strategies.

- Performance of job duties.



- Knowledge of curriculum
Classified and other school personnel will be evaluated by the principal based on completion of assigned job duties and regular, punctual attendance.
If an evaluation reveals poor job performance, a conference will be scheduled among appropriate staff members to develop a written action plan detailing recommendations for improvement. The action plan will outline an implementation plan for support services, specific responsibilities and expectations, timelines, and consequences for failure to meet the expectations. If an employee disagrees with an evaluation, a written objection may be appended to the review. Employees always have the right to engage in Due Process and the Grievance Procedure.

SECTION 8: SHARED VISION: MULTI-YEAR BUDGET PROJECTIONS


SMALL LEARNING CCOMMUNITY BUDGET






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