Abraham Lincoln High School 2011 WASC Addendum...2 Submitted to the WASC Visiting Committee by...

Abraham Lincoln High School

2011 WASC Addendum

March 12, 2011

2

Submitted to the WASC Visiting Committee by

Abraham Lincoln High School,

Los Angeles Unified School District

Ramon Cortines, Superintendent

Robert Martinez, Local District 5 Superintendent

Jose Torres, Principal

WASC Committee

Daniel Brewer, WASC Co-Coordinator, SLC Lead Arman Bustillo, WASC Co-Coordinator &

Magnet Lead Teacher Sissi O’Reilly, Assistant Principal

Marisa Crabtree, UTLA Representative

WASC Focus Group Leaders: Marisa Crabtree Miles Nagaoka

Luisa Pak Michael Skramstad

Suzanne Strojny

Alicia Hernandez, SAA

Rosa Diaz-Denny, Assistant Principal Ricardo Rosas, Assistant Principal Alex Vasquez, Assistant Principal

Coordinators: Eva Lara, Title-I

Fidel Nava, Bilingual Coordinator, Magnet Coordinator John Robinson, Title-III Coach

Michael Skramstad, Technology Coordinator Howard Yao, Bridge Coordinator

SLCs & Magnet:

Dan Brewer, SGS Lead Teacher Arman Bustillo, Magnet Lead Teacher

Gilberto Martinez, VOICE Lead Teacher Larry Mowrey, Humanitas Lead Teacher

Mark Shump, Medical and Health Careers Lead Teacher

http://www.lincolnhs.org

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Foreward

This addendum reflects additional information as requested by the WASC Committee in order to

clarify any remaining questions regarding Public School Choice, additional process data, and

schoolwide changes in relation to WASC criteria that were not including in the initial WASC

Progress Report for 2011. The addendum is intended to provide relevant answers to questions that

the WASC committee may have.

We thank you for the time and dedication in providing us with feedback on our progress, and we

are proud to honor our efforts as reflected in our work during the last 3 years.

Sincerely,

Jose Torres, Marisa Crabtree,

Principal UTLA Representative

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Table of Contents Page

Public School Choice & Decision-Making Systems 5

PSC and WASC Recommendations 8

Decision Making Bodies 12

Additional Data 14

School Experience Surveys ESL Survey Parent Conference Data SDAIE Survey College and Career Tracking and Surveys

14 16 17 20 22

2010 WASC PROGRESS REPORT Public School Choice & Decision Making Systems

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Public School Choice and Decision Making Systems

Lincoln High School was selected for Public School Choice Phase I during the 2009-10 school year for the

following reasons: a low graduation rate, a high dropout rate, low proficiency in English and Math, and a

decrease in API. We were one of 12 schools and 6 senior high schools that were selected for the PSC

Phase I Motion on September 25, 2009 that met the criteria and were specifically selected by the District

and the Board. Since then, there have been two additional cohorts to the Public School Choice Process,

and we have participated in District Reviews of our progress in the implementation of our PSC Plan.

LAUSD asked for applicant teams to submit plans to the District to take control of each of the school

sites on the PSC list and to take control of new school sites that did not yet have operating groups. We

had to go through a rigorous process that included a letter of intent by October, several meetings with

various outside support, District meetings, submission of the PSC Proposal to the board by January 2010,

an Advisory Vote by the school community and neighborhood in February, review process in March byt

the Superintendent’s Review Panel, group interview with the Superintendent in April, and addendum

submission on March 30. Several schools had many different entities vouch for the potential of taking

over the school including UTLA submissions, charter entities, pilot schools, Partnership for Los Angeles

Schools (City of Los Angeles), and the local school teams. Some of these entities ultimately gained

operation of schools on this list. Lincoln High School had two plans that were accepted for the campus:

Lincoln High School Focus Team Proposal and the LEMA Proposal for a pilot school on the campus. For

additional information on this process, please visit this link that provides all the District required

processes and paperwork during the Public School Choice Process 1.0:

http://notebook.lausd.net/portal/page?_pageid=33,1129253&_dad=ptl&_schema=PTL_EP

http://notebook.lausd.net/portal/page?_pageid=33,1129253&_dad=ptl&_schema=PTL_EP


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As one of the choice schools, we had meetings with all stakeholder groups in to address the academic

and behavioral needs of students, plan to accelerate student achievement, and facilitate school

transformation based on our community of stakeholders. These were specific Stakeholder Focus

Groups that included separate meetings to gather the input of parents, teachers, students, classified

employees, TAs, and administrators. From these meetings, there were volunteers from each stakeholder

group to join the Lincoln High School Focus Team, which was our Stakeholder Representatives Group.

This was a group of stakeholders who worked collaboratively in conjunction with other stakeholders to

look at data and engage in an academic audit that will identify the positive direction from which we

moved forward. The urgency for our work, time, and commitment to the school community was great,

and this focused representation of the school community was dedicated to the process of effective

transformation based on the concerns of parents, the needs of students, and the instructional

commitment of the faculty. We urged our school community to join us in designing a vision for the

future of Lincoln High School. Through research and several meetings around the PSC Proposal, this

group made many of the decisions that were placed in the PSC Proposal and Addendum with the

support of the school community stakeholders.

The Lincoln High School Focus Team held General meetings, Stakeholder Representative Meetings, and

Focus Meetings by committees that included all stakeholders: parents, students, certificated

staff/teachers, classified staff, and administrators. Everyone was included and welcomed at the

meetings. The Focus Team was organized into four committees: a) Curriculum and Instruction

Committee, b) School Community Committee, c) Leadership Team Committee, and d) Operations and

Budget Committee. The stakeholder groups met several times during the week and on Saturday

mornings to analyze the needs of students, gather feedback from stakeholders, and develop a plan that

best supported the instructional and behavioral needs of all students.

General Stakeholders Meetings:

October 6, 2009

October 9, 2009

Stakeholder Focus Group Meetings: (parents, students, teachers, classified staff, and administrators)

October 13, 2009 to October 30, 2009


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Stakeholder Representative Group Meetings Every Saturday:

November 7, 2009 to January 9, 2010

Committee Meetings:

The four committees that included all stake holders met several times during the week

between November 7, 2009 and January 9, 2010

Public School Choice 2009-10 Committee Members

Student Representatives

Lizbeth Garcia (Grade 10)

Kathia Garcia (Grade 12)

Daniel Garcia (Grade 12)

Carolina Ramon (Grade 11)

Erika Saracho

Pablo Ramirez

Parent/Community Representatives

Ana Guzman

Daniel Gil

Lucila Robles

Maria Bizarro

Vladimir Reyes

Elodia Loya

Richard McCarthy

Classified Reps

Patti Evangelista (Office Technician)

Elsa Cisneros (Sp Ed TA)

Raudel Rubalcava (Plant Manager)

Maria Banuelos (Campus Aide)

Connie Borja (Office Technician)

Ramona Scott (Sp Ed TA)

Teacher Representatives

Allen Cox Sean Leys

Angela Blewitt Susan Fong

Gilbert Martinez James Naish

Mark Wilkins Jacob Lim

Arthur Licon Susan Geiger

Beth Kennedy Marissa Crabtree

Michael Kennedy X

Administrative Representatives

Jose Torres, Principal

Ricardo Rosas, Assistant Principal

Brig Tratar, Assistant Principal SIF

Alejandro Vasquez, AP Student Counseling Services

Rosa Diaz-Denny, Assistant Principal

Sissi O’Reilly, Assistant Principal


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Public School Choice and WASC Recommendations

The reforms in the Public School Choice Plan were made specifically with the recommendations of the

WASC Visiting Committee as shown in the following chart. There are direct alignments with our PSC

reforms, our Single Plan for Student Achievement and WASC.

WASC Recommendation PSC Reform, District Initiative or Schoolwide Action

Current Level of Implementation/Evidence

Criteria A Organization A1. Develop a mechanism for data analysis to include sufficient time to collaborate, plan, implement, monitor, and evaluate the effect of initiatives on student learning and performance on preidentified indicators so that the most productive programs or program elements can be strengthened and replicated.

MyData CoreK12 RTI Problem Solving Process

Teachers have been trained on MyData and CoreK12 (evidence in PD Agendas and materials). Teachers have been provided with preliminary training on RTI Problem Solving Process. The School Based Leadership Team has used RTI to place students, develop interventions and provide school wide support for academic and behavioral student needs. (evidence in master schedule and supplemental interventions).

A2. Establish a 3-5 year research-based Professional Development program that provides timely, sustainable, and cyclical activities that allow staff to move from initial to full implementation of techniques and activities that allow staff to move from initial to full implementation of techniques and strategies.

Public School Choice Plan and SPSA provide an outline of the 3 year Professional Development Plan. See WASC Progress Report section on WASC Recommendations.

We are in our first year of implementation, which includes investigation and refinement of reforms outlined in PSC Plan and WASC Progress Report section on Significant Changes. Evidence in PSC Initiative.

A3. Increase input opportunities from all stakeholders, including parents, students, community and staff in the decision making process.

All stakeholders were included in Lincoln High School Focus Groups and the Lincoln High School Focus Team. All stakeholders are represented in Legislature and School Site Council.

Evidence in Lincoln High PSC Sign-Ins and Agendas and Legislature sign-ins and agendas. Evidence in CEAC, Legislature, and SSC agendas and sign-ins.

A4. Increase communication schoolwide, including financial updates and disseminate minutes of SSC, Legislature, Leadership meetings and SLC Lead Teacher meetings on the Lincoln High School Website, teacher boxes and to parents.

Information is disseminated via email, mailboxes, Lincoln HS website, Connect-Ed and in a Binder in the Main Office.

Binder of Legislature and SSC Meetings Information disseminated via UTLA Chapter Chair and Classified Representative to respective bodies.

Criteria B Curriculum B1. Ensure that the intended standards-based curriculum is the taught curriculum to support students’ literacy and numeracy

PSC Proposal Interdisciplinary Lessons through SLCs Project Based Learning Support from Literacy Coach and Department Chairs

Evidence in Student Work Evidence in Pacing Plans


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success

B2. There is a lack of available data regarding the success of the numerous programs being used to assist students

MyData CoreK12 STAR Assessment Accelerated Reader ISIS ODR for behavioral referrals

Data for District formative assessments and State summative assessments are widely available. We also use the STAR Reading Assessment and Accelerated Reader

B3. Investigate, design, implement, and monitor a comprehensive plan for increasing the graduation rate and decreasing the drop-out rate.

Public School Choice Plan Schedule changes and Advisories PSA/DPA (Diploma Project Advisor duties) Decentralized SLCs and increased personalization Online credit recovery classes CAHSEE Intervention Program

This is in full implementation for the 2010-11 School year across SLCs. Students were provided with 6 Saturday CAHSEE intervention classes in English and Math.

B4.Develop and monitor a counseling process that affords more student quality time with counselors to work on their IGP.

2 Counselors for each SLC Individual Graduation Plan Counseling with students and parents

Logs on IGP meetings and time spent with students.

Criteria C Instruction C1. There is a need to develop a mechanism for analysis of the data from common, district, and state assessments to revise the essential/power standards and reteaching strategies.

RTI Problem Solving Process MyData CoreK12 Common Planning time

Teacher Professional Development Agendas Teachers have spent time analyzing Periodic Assessment data, State Testing Data, Grade Analysis of their last 5 semesters, and CAHSEE diagnostic data to inform instruction,

C2.There is a need to define and reinforce best practices from year to year. This requires time within the school day for teaching to collaborate.

Public School Choice Plan: Professional Development Tuesdays on every Tuesday and Common Planning Time Learning Teams from 2008-09 and 2009-10

Professional Development Agendas

C3. There is a need to articulate the content standards so that students are able to speak to what they are able to do as a result of their learning.

Standards posted in every classroom and highlighted in daily agendas/objectives Standards-Based Bulletin Boards

Students should be able to articulate what they are learning when asked.

C4.There is a need to integrate the SLC themes into the instruction of each class more fully.

Public School Choice Plan: SLCs are decentralized and themes are emphasized; Interdisciplinary Lessons

SLCs are decentralized with an administrator, 2 counselors, clerk, and Lead Teacher. Interdisciplinary Lessons are still in the process of being refined. SLC Themes are highlighted in core classes and electives.

C5. There is a need for further professional development in the use of technology for teachers.

Public School Choice Plan: Increase in use of technology

Teachers have been provided with additional PD on use of technology by Technology Coordinator and


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provided with consistent technology updates. Attendance taking and student achievement data are available online.

Criteria D School Culture and Support D1. Develop a mechanism for analysis of the data to better productive programs or program element can be strengthened and replicated.

MyData CoreK12 ODR for Behavior Referrals ISIS for Attendance

These are available and in use by all teachers. RTI implementation for analysis is currently being used by School Based Leadership Team to analyze successes for schoolwide decision making.

D2. Ensure support services for students are both well understood and coordinated where possible.

Public School Choice Plan Student Success Team CoST PSW PSA/DPA Healthy Start/St. John’s Heart Program Language Appraisal Team

See WASC Progress Report Criteria D for improvements in student support services.

D3. Build stronger and more open communication among faculty, administration, lead teachers, department chairpersons, and program coordinators on Schoolwide issues so that all staff are well-informed

Public School Choice Plan: SLC Decentralization More Professional Development Tuesdays that are distributed by Dept, SLCs, and General PD Instructional Leadership Council Meetings SLC Lead Teacher Meetings

Consistent communication from Lead Teachers and ILC members to their staff. Schoolwide surveys for important issues by Legislature Schoolwide surveys for all stakeholders.

D4. Develop a student culture that values the importance of mandated state testing.

Improved schoolwide testing atmosphere and publicity for the importance of success on tests. Testing in Advisories for personalization CAHSEE Tiered Intervention SLC advisories discuss importance of testing

Evidence in school culture. Proficiency levels for 2009-10 improved School wide posters and publicity before testing Teachers in advisories working on test-taking tips

Criteria E. Assessment and Accountability E1. Data is collected and disaggregated from various sources, but needs to be provided to staff in a timely manner, including the beginning of the school year.

MyData Corek12

Teachers now all have immediate access to student formative and summative data. Bilingual coordinator, Title-3 coach and Bridge coordinator provide ongoing data for teachers as well.

E2. All staff training in how to access the student data at the site, how to interpret the data and how to use the data to inform and adjust instruction.

Professional Development in MyData and Core K12 in 2010. Using Data to Inform Instruction is part of RTI

2

MyData training was provided to all teachers in spring 2010 and core K12 was provided in Winter 2010. RTI

2 is being utilized by SBLT and

move forward with teachers for the 2011-12 School Year.

E3. More collaboration time must be devoted to analyzing data and developing best practices among

Every Tuesday is reserved for Professional Development and Common Planning time by SLCs and

Agendas and Professional Development Calendar


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colleagues to improve student performance

Depts.

E4. Refine existing and explore new methods to improve the school testing environment, including improvement of student attitudes towards testing and conditions that encourage individual student ownership

School testing is now done in advisories for SLC Personalization Testing is discussed in core classes and advisories. Students are tested by advisory. Positive Incentives for testing. CAHSEE Madness Online Challenge

SLCs are encouraging positive test-taking attitudes in advisories and meeting with students about their progress. Students received certificates with their progress if their scores improved, and all students received a letter of encouragement from the Principal with their scores for the 2010 CSTs.

E5. Science and Social Studies need to develop interim assessments

Science now has periodic assessments provided by the District. Social Studies teachers utilize a pacing plan and interdisciplinary culminating assignments by SLC.

CoreK12 has the assessment results and a library of sample testing items by standard for both science and social science.

E6. Increase communication on how school funding is used to address student needs

Title-I funding is used to provide support schoolwide and representatives include all stakeholders SSC makes budgetary decisions and representatives share this knowledge with their stakeholders

SPSA Budget lines Communication by phone, Connect-Ed, Lincoln Website, and meetings.


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Decision Making Bodies

Decisions at Lincoln High are made by committees and subcommittees of stakeholder representatives.

School Site Council and Legislature is the combined decision making council for programs at the school

to improve student achievement. Its responsibility is to oversee professional development, school

activities, local budget and categorical budgets, student life, the Single Plan for Student Achievement,

and school equipment. SSC updates and revises the SPSA annually, including proposed expenditures of

categorical funds. The council consists of the principal, elected parents, students and elected classroom

teachers. All members have equal voting rights. This governing body oversees reforms that are

occurring at Lincoln High School and makes adjustments as needed to our reform efforts. For instance,

there is a Calendar Committee to evaluate the effectiveness block scheduling at Lincoln High School.

These subcommittees are focused on issues of concern within the school community and reflect

concerns expressed by stakeholders.


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The Compensatory Education Advisory Committee (CEAC) advises and makes recommendations in

writing to the principal and SSC on the development of an effective education program. CEAC

participates in the assessment of educational needs, establishment of priorities, planning of the

educational program and budget resources, and evaluation of the school and its effectiveness. CEAC

includes parent members and community members. The English Learner Advisory Committee (ELAC)

advises and makes recommendations on the development of the SPSA, assists in the school’s needs

assessment, language assessment, efforts on regular school attendance, program for English Learners,

participation in the school needs assessment, and development of the school’s language census.

SLC Leads and ILC Description

As the school continued to form autonomous Small Learning Communities, the role of SLC Leads has

become essential in supporting and implementing the operational and instructional reforms at Lincoln

High School. SLC Leads and their respective Administrators meet once a month to engage in dialogue

and discussion over issues and concerns. In order to horizontally and vertically support instructional

initiatives across content areas and SLCs, the Instructional Leadership council, which includes content

leads, SLC Leads, administrators, and out-of-classroom staff, meets once a month as a learning

community to communicate, research, support, and address instructional issues at Lincoln High School.

Over the last three years, these meetings have developed reforms and changes to support student

achievement.


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Additional Data

Although process data was not thoroughly included in the WASC Progress Report, Lincoln High School

frequently uses process data to gauge the success of our programs. There were three main surveys done

since 2008: the School Experience Surveys from School Report Card, Lincoln High School surveys for ELs,

Seniors, and SDAIE instruction, and the RTI2 Beliefs Survey and Perceptions Survey to evaluate the

effectiveness of programs and clarify student mindsets. We have only begun implementation of the RTI2

School Experience Surveys

The School Experience Survey provide detailed information on the responses that LAUSD students,

parents and employees shared as feedback from the previous year. The survey data for the School

Report Card reflected a vast improvement in the school culture and expectations from parents and

students. All school employees and students were asked to complete a survey. A sample of secondary

school parents were asked to complete the survey via mail or a survey that was sent home. The

following chart compares the results of the survey for the 2008-09 school year to the 2009-10 school

year. Please note that the participation rate in the survey for 2009-10 was significantly higher than the

previous school year. The survey for school year has not yet been completed, and we expect to

distribute them this spring. Since we have noticed a trend in the positive reception to changes at the

school site, we believe that the 2010-11 survey results will be very positive. These surveys reflect the

ongoing change occurring at Lincoln High School since 2008 through the perceptions, experiences, and

attitudes of students, parents, and staff members. Each survey item below has a set of sub questions

that are relevant to the overall categories below.

2008-09 Response 2009-10 Response Change

# of Students 59 1635 + 1576

Survey Item % of students who

agreed or strongly agreed

% of students who

agreed or strongly agreed Increase or decrease

Level of School

Involvement 68% 76% +8%

Overall Opportunities for

Learning in ELA 85% 84% -1%


Learning in Math 73% 81% +12%


Learning in Science 85% 81% -4%


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Learning in Social Science 77% 84% +7%

Overall School Cleanliness 43% 63% +20%

Overall School Safety 73% 88% +15%

# of Parents 92 103 +11


Involvement 86% 88% +2%

Overall Feeling of

Welcome 83% 85% +2%

Overall Home

Involvement 63% 57% -6%

Overall School

Involvement of Parent 22% 29% +7%

Overall Parent Center 90% 75% -15%

Overall School Safety 68% 75% +7%

# of Certificated Staff 29 125 +96

Overall Support

Commitment and

Collaboration by Teachers

60% 63% +3%

Overall Support,

Commitment and

Collaboration by

Classified and Out of

Classroom Staff

64% 70% +6%

Overall Opportunities to

Learn and Lead 45% 57% +12%

Overall Physical

Environment and Safety 71% 64% -7%

Significant Findings from the Survey for 2009-10:

Students

67% of students surveyed felt that adults know their name. 82% felt that the courses at

Lincoln HS are helping them prepare for college. An average of 80% felt that they are

encouraged to ask questions in their classes. 79% of students felt safe on school grounds.

79% felt that adults at the school are fair to people of all backgrounds, and 68% felt that

adults at the school do not allow teasing or name calling. 80% said that they were proud to

be a student at the school.

Parents

97% of parents felt that they are welcome at school. 42% have talked to their child’s teacher

about schoolwork. 75% felt that their child was safe on school grounds. 78% felt that they

get enough notice about things that are happening at the school. 63% have visited the

parent center.

Teachers

83% of teachers surveyed said that they work with other teachers to improve their

instruction. 70% said that they have the technology at the school to do their job well. 55%

said that they have had opportunities to influence what happens at Lincoln Highs School.

69% use ideas from professional development in their classrooms, and 52% felt that what

they learned in professional development addressed the needs of their students. 52% made

decisions about instruction based on student data, and 63% have used a protocol for

analyzing student work. 41% worked on instructional strategies with other teachers during

common planning time.


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English Learners Survey

In 2010, the Bilingual Coordinator also conducted a survey of 84 students in ESL classes to develop a

snapshot of what students felt about their experiences in class in the areas of academic rigor, curricular

relevance, relationships, reading, and writing. With the exception of one question, the majority of

students agreed or strongly agreed that their experiences in ESL were positive or that they had positive

experiences reading and writing in class. This survey reflects the efforts that Lincoln High School is

placing on improving the educational experiences of our ELS and our students preparing to reclassify.

Digital images of the survey are provided below.

College and SAT Data


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Parent Conference Data

Over the last year, we have place many efforts in increasing parent participation at Lincoln High School,

as described in our WASC Progress Report. With the introduction of Café con Leche, Zen Tea with

Torres, APALC Parent Trainings, the Parent Center Trainings, and the Annual Parent Conference, we

have seen increased participation in Parent Conference Attendance. The following chart highlights our

increased participation during our PHBAO Parent Conference Night per teacher from fall 2009 to fall

2010. The numbers indicate the number of visits, not the actual number of parents who attended

during parent conference. Some parents conferred with only one or two of their child’s teachers, while

other parents wanted to conference with all of their child’s teachers. During the fall of 2009, we had

1555 visits to teachers during parent conference night. This last fall, we had 2165 visits to teachers

during parent conference. We attribute this increase to our initial work with Student-Led Conferences

and the use of portfolios in classrooms. More students encouraged their parents to come to PHBAO

parent conferences to articulate their success in their coursework.

PHBAO Parent/Teacher Conference Nights

NAME 11/24/2009 3/5/2010 PHBAO 10/26/10

Aguilar, Carlos 23 19 15 Alamo, Daniel 5 16 19 Alexander, John 5 1 Baker, Justin 10 12 22 Barbour, Eleanor 15 11 12 Bedoy 8 13 Benitez, 4 16 Bernal, Gabriel 6 Berumen, 5 10 Blewitt, Angela 8 1 34 Brewer, Dan 4 Brow, Mark 5 3 16 Buenaventura, Flora 14 12 25 Bustillo, Arman 27 Butchko, Jillian 24 Cade-Lopez, 1 Calderon Mastros, Sylvia 1 3 3 Cardenas-Giron, Deanna 4 Cardoza, Miriam 34 34 55 Carona, Stephen Castro, 27 24 Cervantes, Joanna 20 42 Chai, Hayley 9 21 Cho, Eric 20 33 Collins, Jean 6 5 31 Conde, Hector 13 Contreras, Virginia 7 3 4 Cotero, Gabriel 9 Cox, Allen 18 16 31 Crabtree, Marisa 26 Cristiano, Gary 24 20 22 Cruz, Benito 7 De Pauw, Dennis 20 15 11 De Witt, Pauline 4 3 10 Diaz-Denny, Rosa Diliscia, Renata 13 12 23 Duong, Bao


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Durden, Raymond 7 Ernstrom-Fdez, Jennifer 6 Escobar, Isiderio 15 9 19 Ezmirlian, Michael Ferrufino, Karina Flores, Kelly 12 4 Fong, Susan Garcia, Danny 29 17 33 Garcia, Maria 2 Garcia, Mayra 9 11 Garret 5 4 Gavilan-Castro,Rafael 21 13 Geiger, Susan Gonzales, Stephen 20 13 18 Gonzalez, Cecilia 22 25 31 Gonzalez, Patricia 16 15 38 Guzman, A 16 12 Henderson, Clifford 12 4 6 High, Cynthia 17 Huff, Rourke 17 18 15 Hunter, 8 Hurtado, Adrienne Johnson, Yvonne 13 Jovel, Silvia 4 12 6 Kaing, Nora 26 10 Keefe, Dennis 13 5 15 Keeton, David 10 5 15 Kelley, Jennifer 27 20 40 Kennedy, Beth 22 6 Kennedy, Michael 19 12 Kwan, Winnie 21 17 26 Lara, Eva Lauer, Ali 21 28 Lee, J 5 Lee, Mia Leys 13 14 Licon, Arthur 15 21 45 Lieu, Peter 11 9 15 Lim, Jacob 22 16 21 Lopez, Alfredo 6 15 6 Lou, Victor 14 11 35 Luckey, 1 Luu, Sam 8 4 Ma, Jenny 15 11 16 Machamer, Carol 21 Mancia-Olivares, Henry 9 10 11 Martinez, Gilbert 26 13 75 Martinez, Ivy 23 14 35 Martinez, Paul 12 14 16 Martinez, R 18 19 Mejia, Rose Melatinkara 16 13 Merrill, Ana 3 Mesa, Stephen 9 Milton, Leighton 16 22 Morataya, Joel 11 12 21 Mowrey, Larry 9 5 12 Mukamisha, Immaculee 13 9 14 Mun, Kam 8 5 14 Muñoz, Arlene 18 19 27 Muñoz, Frank 20 15 17 Nagaoka, Miles 28 28 35 Naish, James 13 15 26 Nava, Fidel O'Reilly, Sissi


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Oseguera, Jaime 15 15 18 Pak, Luisa 8 12 Parra, 7 3 Parsanian, Artin 13 21 18 Pastor, Reyna 15 13 14 Paulson, Barbara 19 12 27 Pedroza, Richard 0 1 4 Perkins, Pam 12 26 Petri, Scott 39 Plescia, Carrie 10 2 11 Quitegui, Cristina 18 11 Ramirez, Edgardo 23 2 32 Ramos, Fidel 21 52 Rauda 7 8 Reyes, Toni Robinson, John Romero-Flores, Fatima 27 27 Rosado, Gilberto 12 4 6 Rosario, Ismael 12 27 Rosas, Ricardo Rose, Victoria 20 21 16 Ruedas, Edith 20 16 61 Salcido, Gloria 10 9 7 Salcido, Jacquelyn 5 2 Sanchez, Jorge Sandoval, Irene 17 7 30 Santos, Mark 12 Schauer, Nathan 3 10 22 Sehwani, Genghis 3 7 Serna, Eduardo 9 18 29 Shump, Mark 12 8 25 Skramstad, Michael Smith, John 0 Song, Suyong "Judy" 9 23 20 Sork, Eeve 1 5 20 Stahly, Marlene 13 10 32 Strojny, Suzanne 12 13 Talwani 22 Tattevosian, Anahit 19 14 8 Tomlin, Stephen 15 15 14 Torres, Jose Uchida, 24 21 Umemoto 1 11 Van Dyck, Ramona 18 20 18 Vasquez, Alex Velasquez, Irma 13 Velasquez, Salvador 18 9 28 Verdon, Steve 21 13 19 Villalta, Edith 14 2 33 Villarreal, Edgar 1 12 26 Vinh, Henrietta 7 9 11 Viramontes, Maricela 12 40 15 Wangila, Collins 4 6 5 Wilkins, Mark 2 1 Windman, Nathan 5 7 2 Wong, Buck 14 7 41 Wood, Victoria 2 3 2 Yao, Howard Yates, Charles Alan 5 2 4 Yom, S. Anthony 18 18 32 Zapata, Maury 17 14 15

Total 1555 1384 2165


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From Theory to Practice: SDAIE Surveys

In order to support our instructional reforms and reinforce the importance of good first instruction to

English Learners and diverse learners, all teachers at Lincoln High School were provided with 3 modules

of professional development on using SDAIE as an in-class intervention approach to make learning

comprehensible. This work was supported by the Language Acquisition Branch and delivered at the site

by the Title-3 Instructional Coach and the Bilingual coordinator. In order to gauge the use of SDAIE

instruction, administrators also observed teachers using SDAIE strategies and other access

methodologies and emphasized SDAIE as primary instructional focus for delivering lessons.

Overview of Title III Plan, Data, and Review of Specially Designed Academic Instruction in English (SDAIE )

Professional Development Module

Module 1:

Reintroduction

of SDAIE

The objectives for this session are the following:

1. Share English learner achievement data.

2. Acquire a common definition of SDAIE/sheltered instruction that can be shared

throughout the district.

3. Identify the features within the four critical elements of SDAIE.

4. Develop a common lexicon to describe SDAIE and its characteristics.

Module 2:

Lesson Design

Template

Secondary


1. Learn the components of the Universal Access/SDAIE Lesson Design Template

2. Look at a sample lesson to identify the four critical elements of SDAIE.

Module 3:

Lesson

Planning

Protocol -

Language


1. Review English learner characteristics by proficiency level.

2. Understand the role of language objectives in a SDAIE lesson

3. Analyze a Math Concept Lesson to identify the four critical elements of SDAIE.

An anonymous teacher survey during the spring of 2011 across 4 SLCs in all subject areas, including core

teachers and elective teachers, indicated that 78% of teachers confirmed that write content standards

and objectives in a visible location and refer to them often. 92% indicated that they used District

adapted curriculum and texts along with SLC interdisciplinary lessons. The majority use academic

vocabulary instruction along with the SDAIE Lesson template and supporting intervention software such

as ALEKs and Agile Mind. The following chart below highlights teacher self-initiated responses to the

reception and implementation of SDAIE at Lincoln High. Through these follow-up surveys, Lincoln High

School teachers enthusiastically shared that they frequently use word walls, content area posters, and

various forms of graphic organizers in their classrooms. Also, our teachers are now more readily using


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interactive strategies and collaborative learning methodologies to support student learning and

language objectives.

SDAIE Element Sampling of teacher survey responses of how they incorporate these

areas into their instruction of core content

Content Standards and content objectives in student friendly language

Academic vocabulary development

District-adopted grade level curriculum

Interdisciplinary Lessons

District adopted text with differentiated supplementary material

SDAIE lesson template

Connections KWL charts

Tapping prior knowledge and personal experiences

Connecting with previous course/grade level knowledge

Think-Pair-Share

Groupings and pairings

Role Play

Real world connections

Comprehensibility Visuals

Graphic organizers and Thinking Maps

Checking for understanding

Journals

Quickwrites

Content centered learning games (Puzzles and Exit Card)

Reflections

Formal and Informal Assessments

Project Based Learning

Modeling

Interaction Cooperative learning groups and pairings

Peer support

Jigsaw

Discussion/Dialogue/Debate

Laboratory groups

Role Play

Book Talk

Chat Box

Stations

Field Trips

Socratic Seminars


22

College and Career Accountability Tracking and Surveys

Our efforts to raise the graduation rate and decrease the dropout rate extend beyond the supports

provided in the classroom and double-block intervention classes. The college and career ready culture of

Lincoln High School is reinforced through SLC personalization, advisories, support from the college

counselor, AVID, and the Gear-Up Program. Students are provided access to A-G requirements with the

guidance of their SLC counselors and begin to compile their portfolios and requirements for college and

career program as freshmen. We have an online credit recovery program for students who are missing

credits, and we have been able to refer them to the East LA Skills Center and the Wilson-Lincoln Adult

School while maintaining enrollment at Lincoln High. Since we now have two counselors per SLC, we

have been able to support the development of post-high school interests with incoming freshman. As

college and career programs become more competitive and freshman enrollment numbers decrease,

Lincoln High School teachers and counselors are placing emphasis on college and career pathways in

student advisories to support them in increasing readiness for success as 21st century students and

adults.

The data provided below reflects the tracking of the last three classes to graduate from Lincoln High

School juxtaposed with compelling survey data from the School Experience Surveys that shows that our

students are very interested in attending a four year college and above. Out of the 1,562 students who

were surveyed during the 2009-10 school year, 64% expressed a desire to complete a 4-year college

degree or beyond. Their responses reflect the growing high expectations that our students are

developing for their own post-high school success. We understand that our students are fully capable of

achieving academic success and our focus on college and career readiness will provide a clearer outlook

on how they will accomplish it.

Class Year 2008 2009 2010

University of California 55 56 46

California State University 115 92 90

Private College 11 5 7

College Outside of CA 2 5 3

California Community

College

209 210 264

Vocational Program 8 7 18

Employment 15 15 13

Military 4 3 5

Other 35 40 15

Total Students 454 433 461

Total Percentage

attending a 4-year college

40.3% 36.5% 31.7%

Total Percentage

attending a 2-year college

or vocational program

47.8% 50.% 61.2%


23

Not only are we focusing on State mandated high-stakes tests, but we are also preparing our students

with the national exams from the College Board to calibrate learning outcomes and expectations for

college. We are increasing the number of students taking Advanced Placement classes and AP Exams. In

2009, 379 students took 675 Advance Placement exams, and 46% of our students scored a passing score

of 3 or better. In 2010, 416 students took 686 Advanced Placement Exams, and 43% scored a passing

score of 3 or better. Both our sophomores and our juniors are taking the PSAT in order familiarize them

with the test in order to increase participation in the SATs. For this school year, we are expecting an

increase in students taking the SATs and PSATs.

PSAT for Class

of 2010

PSAT for

Class of 2011

(current

seniors)

PSAT for

Class of 2012

(current

juniors)

SATs

during that

year

2008-09

School Year

Number of Students Tested

and Grade Level 113

11th

Graders

630

10th

Graders

226

Critical Reading Mean 37% 31.8% 420

Mathematics Mean 41.7% 35.9% 451

Writing Mean 38% 33.3% 409

2009-10

School Year

Number of Students Tested

and Grade Level 422

11th

Graders

416

10th

Graders

229

Critical Reading Mean 34.2% 34.4% 420

Mathematics Mean 39.6% 37.7% 451

Writing Mean 34.3% 33.4% 409

Furthermore, in our Public School Choice Plan, we emphasized the importance of providing students

with options and access for their college and career pathways. Our SLC themes are geared toward

providing students with exposure and access to their pathway option in a more contiguous and

personalized environment. In SGS, students are able to do laboratory projects at California State

University, Los Angeles in biology, chemistry, and physics with graduate students. In Humanitas,

students produce art shows with support from partnerships established with LA Art Lab and MOCA. In

VOICE, students work with the City of Los Angeles and the National Endowment for the Arts to produce

the BIG READ and Cultural Fair. In the Math, Science and Technology Magnet Program, senior students

develop, investigate, and present senior science projects at the California Institute of Technology.

Students in the Medical and Health Careers SLC produce the annual Health Fair at Lincoln High School.

Upon full implementation of our efforts, Lincoln High School is confident that we are increasing the

graduation rate and decreasing the dropout rate.

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Abraham Lincoln High School 2011 WASC Addendum...2 Submitted to the WASC Visiting Committee by...

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