1. education
2. school

Palisades Charter High School
More Than 50 Years of Innovation and Excellence
ACADEMIC ACCOUNTABILITY
BOARD STANDING COMMITTEE
WEDNESDAY, APRIL 15, 2015
3:15 PM, Academic Achievement Room
AGENDA
REASONABLE ACCOMMODATION WILL BE PROVIDED FOR ANY INDIVIDUAL WITH A DISABILITY
Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual
with a disability who requires reasonable accommodation to attend or participate in this meeting of the
Governing Board of Palisades Charter High School may request assistance by contacting the Main Office
at (310) 230-6623 at least 24 hours in advance.
Notice is hereby given that the order of consideration of matters on this agenda may be changed without
prior notice. All items may be heard in a different order than listed on the agenda.
I. PRELIMINARY
A. Call to Order
B. Roll Call
II. APPROVAL OF THE MINUTES:
There are no previous minutes due to the fact that this is the inaugural meeting.
III. PUBLIC COMMENT:
Non-agenda items: No individual presentation shall be for more than two (2) minutes and the
total time for this purpose shall not exceed sixteen (16) minutes. Board committee members will
not respond to presentations and no action can be taken. However, the Board committee may
give direction to staff following a presentation. Speakers may choose to speak during the public
comment segment and/or at the time an agenda item is presented.
IV. DISCUSSION ITEMS
A.
B.
C.
D.
E.
F.
G.
COMMITTEE MEMBERSHIP AND MEETING CYCLE
COMMITTEE PURPOSE
COMMITTEE BYLAWS AND BOARD RESOLUTION
WASC MIDCYCLE REPORT
CDE SARC REPORT
BOARD DASHBOARD DATA
BOARD PRESENTATION ITEM
V. ACTION ITEMS
A. COMMITTEE MEMBERSHIP AND CALENDAR
B. BOARD PRESENTATION ITEM
VI. NEW BUSINESS/MEMBER CONCERNS
A. REGULAR MEETING DATE
VII. ADJOURNMENT
15777 Bowdoin Street, Pacific Palisades, CA 90272 * (310) 230-6623 * www.palihigh.org
@PaliCharterHigh * Facebook.com/PaliHigh
Palisades Charter High
California Department of Education
School Accountability Report Card
Reported Using Data from the 2013-14 School Year
Published During 2014-15
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about
the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to
prepare a Local Control Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address
state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA W eb sites.
For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community members should contact the school principal or the district office.
Pamela Magee, Executive Director/Principal
Principal, Palisades Charter High
About Our School
Palisades Charter High School is a high performing, comprehensive, independent charter high school.
An independent charter school since 2003, Pali High w as the first comprehensive high school in the Los Angeles Unified
School District to achieve independent charter school status.
Independent charter school status allow s PCHS to be independent of much state and district policy as long as w e
demonstrate that our students’ achievement levels are higher than those in comparable public schools…an area w here our
school thrives. PCHS continues to reflect the diversity of the greater Los Angeles community providing a safe environment
w here students are able to learn from each other and feel comfortable interacting w ith young people from different areas
of the city and of different ethnic backgrounds.
An important characteristic of California’s charter school landscape is the distinction betw een schools that operate as a
non profit public benefit corporation—called “independent” charters —and ones that, similar to traditional public schools,
are governed by the district board—called “affiliated” charters. A school developer must elect either independent or
affiliated status w hen applying for a charter from LAUSD. Independent status allow s the school stakeholders and
governing board to make important decisions regarding instruction, budget allocations, and policy, all areas that w ere
recently reevaluated by the PCHS Board of Trustees at the Back to School Retreat held in September.
Although our school educates over 2900 students, PCHS' trademark is "making big small". The collaboration among all
school stakeholders produces a caring environment created through academic engagement, school activities, and
community service. Through PCHS' diverse extracurricular offerings, students' individual interests are served from visual
and performing arts to over 24 different sports. Students lead over 150 clubs on campus that represent the diversity of
our school community.
Parent participation is evident at our school. 25 parents w ork w ith PCHS staff to support our school on a daily basis.
Additionally, organizations such as PTSA, PCHS Education Foundation, Booster Club, Parent Institute for Quality Education
contribute parent talent and resources to contribute to student achievement.
I am proud of PCHS and the educational environment and opportunities it provides our students. The PCHS school
community is truly a family, w ith staff w ho are invested in continuous improvement w hile delivering high quality education.
Contact
15777 Bowdoin St.
Pacific Palisades, CA 90272-3523
Phone: 310-230-6623
E-mail: pmagee@palihigh.org
2013-14 SARC - Palisades Charter High
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Page 2 of 25
2013-14 SARC - Palisades Charter High
About This School
Contact Information - Most Recent Year
School
District
School Name
Palisades Charter High
District Name
Los Angeles Unified
Street
15777 Bow doin St.
Phone Number
(213) 241-1000
City, State, Zip
Pacific Palisades, Ca, 90272-3523
Web Site
w w w .lausd.net
Phone Number
310-230-6623
Superintendent
First Name
Ramon
Principal
Pamela Magee, Executive Director/Principal
Superintendent
Last Name
Cortines
E-mail Address
pmagee@palihigh.org
E-mail Address
ramon.cortines@lausd.net
Web Site
w w w .palihigh.org
Last updated: 1/30/2015
County-District19647331995836
School (CDS) Code
School Description and Mission Statement (Most Recent Year)
Mission
PCHS w ill empow er our diverse student population to make positive contributions to the global community by dedicating our resources to ensure educational
excellence, civic responsibility, and personal grow th.
History
PCHS is nestled on 11 acres in Temescal Canyon betw een the Santa Monica Mountains and the Santa Monica Bay. The school w as built in 1961 to alleviate the
crow ding at University High School in W est Los Angeles.
Presently, PCHS’ spraw ling campus is home to approximately 2,850 students and 223 staff. In 1993, PCHS became an affiliated charter school, receiving approval
from the Los Angeles Unified School District and the California State Department of Education. PCHS’ charter specified accountability for higher levels of student
achievement. W ith the advent of PCHS’ original affiliated charter, a “charter complex” w as created comprising PCHS’ feeder middle school, Paul Revere, and five
elementary schools.
In an effort to support student success, create innovative instructional programs, and harness the creative energies of the staff, parents, and community, all
school stakeholder groups unanimously supported PCHS’ transition to financial independence and accountability in 2003. W ith its conversion to fiscally independent
charter status in 2003, PCHS gained more autonomy from the district. W ith this independence came a great deal of responsibility in creating a strong
administrative structure to create and implement short- and long-term goals. PCHS has involved all stakeholders in governance to ensure every group of
stakeholders is heard.
Values
The focus of the school’s core activities on pupil learning and achievement and the development of positive values and goals.
A belief in ongoing collaboration in Professional Learning Communities (PLC) in order to achieve goals and promote professional grow th of all adults in the school
community.
Expectations that all pupils w ill master the same rigorous academic content in standards-based curricula and w ill be prepared for post-secondary opportunities.
A belief in diversity as an asset, particularly in the promotion of multicultural understanding; this includes the belief that pupils should be taught explicitly to value
diversity and to learn about other cultures as w ell as become proficient in more than one language.
A commitment to provide a safe and secure learning environment.
Recognition that communication and know ledge-acquisition require maximizing the use of technology.
The need for personalization in education in w hich a community of adults nurture students and ensure that they meet graduation requirements and prepare
them for goals beyond high school.
Last updated: 1/30/2015
Page 3 of 25
2013-14 SARC - Palisades Charter High
Student Enrollment by Grade Level (School Year 2013-14)
Grade Level
Number of Students
900
Grade 9
836
Grade 10
779
Grade 11
685
Grade 12
592
Total Enrollment
2892
800
700
600
500
400
300
200
100
0
Grade 9
Grade 10
Grade 11
Grade 12
Last updated: 1/30/2015
Student Enrollment by Student Group (School Year 2013-14)
Group
Percent of Total Enrollment
Black or African American
14.6
American Indian or Alaska Native
0.5
Asian
7.6
Filipino
1.0
Hispanic or Latino
23.9
Native Haw aiian or Pacific Islander
0.6
W hite
51.2
Tw o or More Races
0.6
Socioeconomically Disadvantaged
33.9
English Learners
2.6
Students w ith Disabilities
8.5
14%
7%
1%
51%
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
23%
Last updated: 1/30/2015
Page 4 of 25
2013-14 SARC - Palisades Charter High
A. Conditions of Learning
State Priority: Basic
The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):
Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair.
Teacher Credentials
Teachers
School
District
201213
201314
201415
118
119
121
W ithout Full Credential
2
2
2
Teachers Teaching Outside Subject
Area of Competence (w ith full
credential)
0
0
0
201415
140
120
W ith Full Credential
Teachers with Full Credential
Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
100
80
60
40
20
0
2012-13
2013-14
2014-15
Last updated: 1/30/2015
Teacher Misassignments and Vacant Teacher Positions
Indicator
Misassignments of Teachers of English
Learners
201213
201314
201415
1
0
0
1.2
Misassignments of Teachers of English Learners
Total Teacher Misassignments
1.0
Total Teacher Misassignments*
1
0
0
Vacant Teacher Positions
0
0
0
Vacant Teacher Positions
0.8
0.6
0.4
0.2
0.0
2012-13
2013-14
2014-15
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/30/2015
Page 5 of 25
2013-14 SARC - Palisades Charter High
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)
Percent of Classes In Core Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by
Highly Qualified Teachers
This School
98
2
All Schools in District
89
11
High-Poverty Schools
in District
92
8
Low -Poverty Schools
in District
52
48
Location of Classes
Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year
Year and month in w hich data w ere collected: September 2014
Subject
Textbooks and Instructional Materials/year of
Adoption
Reading/Language Arts
From Most Recent
Adoption?
Percent Students Lacking Own Assigned
Copy
0.0
Literature 2012
Elements of Literature 4th Course 2000
Elements of Literature 5th Course 2000
Adventures in American Literature 1996
Question and Forms in Literature 1982
Perrine's Literature Structure, Sound, and Sense 2006
The Compact Reader 2011
Mathematics
0.0
Algebra 1: Concepts, Skills, and Problem Solving 2008
Geometry Connections Vol. 1 CPM 2007
Geometry Connections Vol.2 CPM 2007
Algebra 2 2001
Precalculus w ith Trig Concepts 2007
The Heart of the Mathematics 2005
Precalculus Graphical,Numerical,Algebraic 2001
Precalculus and Discrete Mathemaatics 1992
Calculus: Graphical, Numberic, Algebraic 1999
Calculus of a Single Variable Early Transcendental
Functions 2003
Algebra Readiness 2008
The Practice of Statistics 2008
Science
0.0
Hole's Human Anatomy & Physiology 2003
Marine Biology (6th Edition) 2007
Marine Biology 2003
Modern Biology 2002
Biology in Focus 2014
Integrated Coordinated Science It's About Time 2004
Physics 1998
Physics for Scientist & Engineers w ith Modern Physics
2009
Modern Earth Science 2002
Modern Chemistry 2005
General Chemistry: The Essential Concepts 2008
Chemistry 2012
Environmental Science: A Global Concern 2007
History-Social Science
0.0
America's History 2014
United States History preparing for the AP Exam 2015
Government by the People 2006
The W estern Experience vol.1 2003
The W estern Experience vol.2 2003
Traditions & Encounters 2008
The Americans 2003
Magruder's American Government 2003
Economics Principles & Practice 2003
Page 6 of 25
2013-14 SARC - Palisades Charter High
Modern W orld History: Patterns of Interaction 2007
W orld History: Patterns of Interaction 2012
Sophie's W orld 2007
Human Geography People, Place & Culture 2012
Foreign Language
0.0
Navegando I 2005
Navegando II 2005
Navegando III 2005
De Paseo 3rd Edition 2005
Essential Repaso 1998
Abriendo Paso Gramatica 2007
Abriendo Paso Lectura 2007
Azulejo 2012
Oggi in Italia 2002
Uffa 2007
AP Italian Track level 1 2007
Discovering French 1 2004
Discovering French 2 2004
Discovering French 3 2004
Tresors du Temps 2005
French 4 Reprise 2004
AP French 2012
Health
0.0
Lifetime Health 2004
Visual and Performing
Arts
0.0
Art in Focus 2000
Art History vol.1 (3rd ed.) 2008
Art History vol.2 (3rd ed.) 2008
Discovering Draw ing 2000
Exploring Painting 2003
Anatomy of Masters 2000
Draw ing Dynamic Hands 2002
Draw ing Hands & Feet 2005
Draw ing the Nude 2007
Science Lab Eqpmt(912)
0.0
Last updated: 1/30/2015
School Facility Conditions and Planned Improvements - Most Recent Year
Palisades Charter High w as originally constructed in 1961 and is comprised of 101 classrooms, tw o gyms, a multipurpose room, library, staff lounge, labs, and an
offsite school academy w ith 3 classrooms.
Safe School Plan
Safety of students and staff is a primary concern of Palisades Charter High. The school is in compliance w ith all law s, rules, and regulations pertaining to hazardous
material and state earthquake standards. The School Site Safety plan w as last review ed and updated in August 2013 by the School Safety Committee. All
revisions w ere communicated to both the classified and certificated staff. The school's preparedness plan includes steps to ensuring student and staff safety
during a disaster.
Fire and disaster drills are conducted on a monthly basis throughout the school year. Lock dow n drills are held as needed. Students are supervised before and
after school by staff. There is designated area for student drop off and pick up. Visitors check in w ith the main office and issued a visitor's pass.
Cleaning Process
The Director of Operations w orks daily w ith the custodial staff of nine (full-time) to ensure that the cleaning of the school is maintained to provide for a clean safe
school. The school has adopted cleaning standards that comply w ith district regulations. A summary of these standards are available at the main office for review .
Maintenance and Repair
The maintenance staff ensures that the repairs necessary to keep the school in good standing are completed in a timely manner. A w ork order process is used to
ensure efficient service and highest priority is given to emergency repairs.
Page 7 of 25
2013-14 SARC - Palisades Charter High
Last updated: 1/30/2015
School Facility Good Repair Status - Most Recent Year
System Inspected
Rating
Systems: Gas Leaks,
Mechanical/HVAC, Sew er
Good
Interior: Interior Surfaces
Good
Repair Needed and Action Taken
or Planned
Main sew age maintenance and
cleaning
Asbestos abatement program
continued (LAUSD)
Cleanliness: Overall
Cleanliness, Pest/Vermin
Infestation
Good
Electrical: Electrical
Good
Comprehensive vector control by
Scheiv Pest Solutions (approved
LAUSD)
Prop 39 money is planned to
improve usage and meters for
electrical output. Updating outdoor
lighting
w ith low energy, high output led
light using same funding source.
Restrooms/Fountains:
Restrooms, Sinks/Fountains
Good
Safety: Fire Safety, Hazardous
Materials
Good
Ongoing installation of Dyson air
cleaners for hand dryers and low
flush urinals and toilets.
Updated safety protocol, evac
procedures
Stocked food, w ater, safety supplies
short and long term
Structural: Structural
Damage, Roofs
Good
External: Playground/School
Grounds,
W indow s/Doors/Gates/Fences
Good
None needed
None needed
Overall Facility Rate - Most Recent Year
Overall Rating
Exemplary
Last updated: 1/30/2015
Page 8 of 25
2013-14 SARC - Palisades Charter High
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):
Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program);
The Academic Performance Index; and
The percentage of pupils w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California
State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All
Students in Science – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
Science (grades 5, 8, and 10)
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
72
75
79
51
52
52
60
59
60
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Last updated: 1/30/2015
California Assessment of Student Performance and Progress Results by Student Group in Science (School Year
2013-14)
Group
Percent of Students Scoring at Proficient or Advanced
All Students in the LEA
52
All Students at the School
79
Male
81
Female
77
Black or African American
64
American Indian or Alaska Native
Asian
83
Filipino
Hispanic or Latino
67
Native Haw aiian or Pacific Islander
W hite
88
Tw o or More Races
Socioeconomically Disadvantaged
64
English Learners
20
Students w ith Disabilities
40
Students Receiving Migrant Education Services
1
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Page 9 of 25
2013-14 SARC - Palisades Charter High
Last updated: 1/30/2015
Standardized Testing and Reporting Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
70%
73%
76%
44%
48%
47%
54%
56%
55%
Mathematics
45%
49%
52%
43%
44%
45%
49%
50%
50%
History-Social Science
66%
71%
70%
37%
39%
40%
48%
49%
49%
Note: STAR Program w as last administered in 2012–13. Percentages are not calculated w hen the number of students tested is ten or less, either because the number of
students in this category is too small for statistical accuracy or to protect student privacy.
Last updated: 1/30/2015
Academic Performance Index Ranks – Three-Year Comparison
API Rank
2011
2012
2013
Statew ide
9
9
9
Similar Schools
6
9
9
Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.
Last updated: 1/30/2015
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API Change 2011
Actual API Change 2012
Actual API Change 2013
All Students at the School
10
19
8
Black or African American
22
17
21
9
11
-1
7
18
24
-7
14
-3
9
21
16
English Learners
-20
34
80
Students w ith Disabilities
18
92
21
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Haw aiian or Pacific Islander
W hite
Tw o or More Races
Socioeconomically Disadvantaged
Note: “N/D” means that no data w ere available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Grow th or target
information. “C” means the school had significant demographic changes and there is no Grow th or target information.
Last updated: 1/30/2015
Page 10 of 25
2013-14 SARC - Palisades Charter High
Career Technical Education Programs (School Year 2013-14)
It is the goal of Palisades Charter High School that students understand the importance of academic subjects and experience how employees apply subject
learning to w ork situations. Curriculum and instructional strategies that foster critical thinking, problem, solving, leadership, and academic skills are consistently
taught to students to ensure w ork-readiness skills.
All students receive counseling from school personnel regarding career paths and courses of study. Programs are available to assist students in developing a career
path based on individual interests, goals, strengths, and abilities.
W ork Experience Education courses reinforce to students that the school's curriculum is relevant to career requirements and responsibilities and allow s students to
analyze career opportunities and requirements compared to personal expectations. The Regional Occupation Program(ROP) is offered through the Los Angeles
County Office of Education.
Last updated: 1/30/2015
Career Technical Education Participation (School Year 2013-14)
Measure
CTE Program Participation
Number of pupils participating in CTE
145
Percent of pupils completing a CTE program and earning a high school diploma
0.0
Percent of CTE courses sequenced or articulated betw een the school and institutions of postsecondary education
0.0
Last updated: 1/30/2015
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
Percent
2013-14 Students Enrolled in Courses Required for UC/CSU Admission
76.4
2012-13 Graduates W ho Completed All Courses Required for UC/CSU Admission
63.3
Page 11 of 25
2013-14 SARC - Palisades Charter High
Last updated: 1/30/2015
State Priority: Other Pupil Outcomes
The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):
Pupil outcomes in the subject areas of English, mathematics, and physical education.
California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if
applicable)
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
English-Language Arts
77%
79%
82%
45%
49%
47%
56%
57%
56%
Mathematics
81%
82%
84%
50%
54%
56%
58%
60%
62%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
2011-12
0
2011-12
2012-13
2012-13
2013-14
2013-14
Last updated: 1/30/2015
Page 12 of 25
2013-14 SARC - Palisades Charter High
California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if
applicable)
English-Language Arts
Mathematics
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
All Students in the LEA
52%
24%
24%
44%
36%
20%
All Students at the School
18%
23%
59%
16%
37%
48%
Male
21%
26%
54%
15%
40%
45%
Female
15%
21%
64%
16%
34%
50%
Black or African American
35%
27%
38%
30%
43%
27%
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
N/A
Asian
12%
17%
72%
5%
13%
82%
Filipino
N/A
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
31%
36%
33%
28%
47%
25%
Native Haw aiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
N/A
W hite
9%
17%
74%
7%
34%
59%
Tw o or More Races
27%
36%
36%
27%
45%
27%
Socioeconomically Disadvantaged
34%
30%
36%
28%
43%
29%
English Learners
85%
15%
N/A
86%
14%
N/A
Students w ith Disabilities
76%
14%
10%
66%
26%
9%
Students Receiving Migrant Education
Services
N/A
N/A
N/A
N/A
N/A
N/A
Group
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Last updated: 1/30/2015
California Physical Fitness Test Results (School Year 2013-14)
Percent of Students Meeting Fitness Standards
Grade level
9
Four of Six Standards
Five of Six Standards
Six of Six Standards
13.0%
21.0%
59.6%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Last updated: 1/30/2015
Page 13 of 25
2013-14 SARC - Palisades Charter High
C. Engagement
State Priority: Parental Involvement
The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement - Most Recent Year
Contact Information
Parents or community members w ho w ish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Palisades
Charter High at (310) 230-6623.
Parent Involvement
Palisades Charter High School greatly benefits from its supportive parents. Parents are asked to commit 40 hours of volunteer hours a year per family.
Parents are invited to join the PTSA, PIQE, The Village Nation, Fuerza Unida, Booster Club, Education Foundation, Longterm Strategic Plan and school governance
committees (Budget and Finance, Academic Accountability and Charter Committee). To find more information about these organizations and committees, please
see the school w ebsite at http://w w w .palihigh.org.
Last updated: 1/30/2015
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):
High school dropout rates; and
High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
School
Indicator
Dropout Rate
Graduation Rate
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
7.5
3.8
3.2
22.6
20.3
17.2
14.7
13.1
11.4
89.28
93.13
92.09
77.14
78.87
80.44
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
100
Page 14 of 25
2013-14 SARC - Palisades Charter High
100
Dropout Rate
Graduation Rate
80
60
40
20
0
2010-11
2011-12
2012-13
Last updated: 1/30/2015
Page 15 of 25
2013-14 SARC - Palisades Charter High
Completion of High School Graduation Requirements
Graduating Class of 2013
Group
School
District
State
All Students
98
82
84
Black or African American
97
77
75
American Indian or Alaska Native
100
76
77
Asian
97
90
92
Filipino
100
90
92
Hispanic or Latino
97
83
80
Native Haw aiian or Pacific Islander
100
83
84
W hite
99
87
90
Tw o or More Races
100
93
89
Socioeconomically Disadvantaged
99
94
82
English Learners
62
46
53
Students w ith Disabilities
89
47
60
Page 16 of 25
2013-14 SARC - Palisades Charter High
Last updated: 1/30/2015
State Priority: School Climate
The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
Suspensions and Expulsions
School
Rate
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Suspensions
3.70
1.50
1.40
2.70
1.70
1.30
5.70
5.10
4.40
Expulsions
0.00
0.00
0.00
0.00
0.00
0.00
0.10
0.10
0.10
Suspensions
Expulsions
6
0.12
5
School Suspensions
School Expulsions
District Suspensions
State Suspensions
District Expulsions
State Expulsions
0.10
4
0.08
3
0.06
2
0.04
1
0.02
0
0.00
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Last updated: 1/30/2015
Page 17 of 25
2013-14 SARC - Palisades Charter High
School Safety Plan - Most Recent Year
The School Emergency Operations Plan addresses Palisades Charter High
School’s responsibilities in emergencies associated w ith natural disaster, humancaused
emergencies, and technological incidents. It provides a framew ork for
coordination of response and recovery efforts w ithin the district in coordination
and w ith the county of Los Angeles, California. The Plan establishes an
emergency organization to direct and control operations at the school site during
a period of emergency by assigning responsibilities to specific personnel. The
School Emergency Operations Plan:
• Conforms to the National Incident Management System (NIMS), the
Standardized Emergency Management System (SEMS), and effectively
restructures emergency response at all levels in compliance w ith the Incident
Command System (ICS).
• Establishes response policies and procedures, providing school sites clear
guidance for planning purposes.
• Describes and details procedural steps necessary to protect lives and
property.
• Outlines coordination requirements.
• ProvidesPromulgation
The School Emergency Operations Plan addresses Palisades Charter High
School’s responsibilities in emergencies associated w ith natural disaster, humancaused
emergencies, and technological incidents. It provides a framew ork for
coordination of response and recovery efforts w ithin the district in coordination
and w ith the county of Los Angeles, California. The Plan establishes an
emergency organization to direct and control operations at the school site during
a period of emergency by assigning responsibilities to specific personnel. The
School Emergency Operations Plan:
• Conforms to the National Incident Management System (NIMS), the
Standardized Emergency Management System (SEMS), and effectively
restructures emergency response at all levels in compliance w ith the Incident
Command System (ICS).
• Establishes response policies and procedures, providing school sites clear
guidance for planning purposes.
• Describes and details procedural steps necessary to protect lives and
property.
• Outlines coordination requirements.
• Provides a basis for unified training and response exercises to ensure compliance.
The School Safety Plan is review ed quartly by the School Safety Committee and yearly by the school's Board of Trustees. Both of these entities include
stakeholder representatives. The last meeting of the Safety Committee w as held on 1/12/15
Last updated: 1/30/2015
Page 18 of 25
2013-14 SARC - Palisades Charter High
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
AYP Criteria
School
District
Made AYP Overall
No
N/A
Met Participation Rate - English-Language Arts
Yes
N/A
Met Participation Rate - Mathematics
Yes
N/A
Met Percent Proficient - English-Language Arts
Yes
N/A
Met Percent Proficient - Mathematics
No
N/A
Met Graduation Rate
Yes
N/A
Last updated: 1/30/2015
Federal Intervention Program (School Year 2014-15)
Indicator
School
District
In PI
In PI
2010-2011
2013-2014
Year 3
Year 1
Number of Schools Currently in Program Improvement
N/A
1
Percent of Schools Currently in Program Improvement
N/A
100.0%
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement *
Note: Cells w ith NA values do not require data.
* DW (determination w aiver) indicates that the PI status of the school w as carried over from the prior year in accordance w ith the flexibility granted through the federal
w aiver process.
Last updated: 1/30/2015
Page 19 of 25
2013-14 SARC - Palisades Charter High
Average Class Size and Class Size Distribution (Elementary)
2011-12
2012-13
Number of Classes *
Grade Level
Average Class Size
1-20
21-32
33+
2013-14
Number of Classes *
Average Class Size
1-20
21-32
33+
Number of Classes *
Average Class Size
1-20
21-32
33+
K
1
2
3
4
5
6
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Last updated: 1/30/2015
Average Class Size and Class Size Distribution (Secondary)
2011-12
2012-13
Number of Classes *
Subject
2013-14
Number of Classes *
Number of Classes *
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
English
18.4
83
44
32
20.0
81
34
49
21.0
77
34
50
Mathematics
24.8
32
26
37
25.0
35
25
42
27.0
28
23
45
Science
29.3
14
22
47
29.0
19
29
48
29.0
17
29
51
Social Science
27.5
22
16
36
31.0
14
15
52
30.0
16
19
49
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is
reported by subject area rather than grade level.
Last updated: 1/30/2015
Page 20 of 25
2013-14 SARC - Palisades Charter High
Academic Counselors and Other Support Staff (School Year 2013-14)
Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
7.5
475.0
Counselor (Social/Behavioral or Career Development)
0.0
N/A
Library Media Teacher (librarian)
1.0
N/A
Library Media Services Staff (paraprofessional)
1.0
N/A
Psychologist
1.0
N/A
Social W orker
0.0
N/A
Nurse
2.0
N/A
Speech/Language/Hearing Specialist
0.0
N/A
Resource Specialist (non-teaching)
1.0
N/A
Other
0.0
N/A
Note: Cells w ith N/A values do not require data.
* One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Last updated: 1/30/2015
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)
Total Expenditures Per
Pupil
Expenditures Per Pupil
(Supplemental/Restricted)
Expenditures Per
Pupil
(Basic/Unrestricted)
Average Teacher
Salary
$8,697
$1,258
$7,439
$79,049
District
N/A
N/A
N/A
$68,953
Percent Difference – School Site and
District
N/A
N/A
N/A
14.60%
State
N/A
N/A
$4,690
$70,720
Percent Difference – School Site and State
N/A
N/A
58.60%
11.80%
Level
School Site
Note: Cells w ith N/A values do not require data.
Last updated: 1/30/2015
Page 21 of 25
2013-14 SARC - Palisades Charter High
Types of Services Funded (Fiscal Year 2013-14)
In addition to general state funding. Palisades Charter High School receives state and federal funding for the follow ing categorical funds and other support
programs:
Special Ed: IDEA Basic Local Assistance Entitlement
Child Nutrition Program-Federal
Child Nutrition Program-State
NCLB:T1 Part A,Basic School Support
NCLB:TII, Teacher Quality
NCLB:TIII,Ltd English Prof (LEP)
NCLB:TIII,Ltd English Prof (Immigrant)
Special Education- AB602
SELPA Grant Funding
State Lottery:Prop 20 Instructional Materials
CAHSEE Intensive Instruction
Mandated Cost Reimbursements
State Lottery:Non Prop 20
Federal Advance Placement
Extended School Year
Common Core Funding
Prop. 39 Energy Savings
Last updated: 1/30/2015
Teacher and Administrative Salaries (Fiscal Year 2012-13)
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$39,788
$41,761
Mid-Range Teacher Salary
$63,553
$66,895
Highest Teacher Salary
$78,906
$86,565
Average Principal Salary (Elementary)
$104,385
$108,011
Average Principal Salary (Middle)
$114,264
$113,058
Average Principal Salary (High)
$115,542
$123,217
Superintendent Salary
$330,000
$227,183
Percent of Budget for Teacher Salaries
35.0%
38.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ .
Teacher Salary Chart
90000
Principal Salary Chart
120000
Page 22 of 25
90000
120000
2013-14 SARC - Palisades Charter High
80000
100000
70000
80000
60000
50000
60000
40000
40000
30000
20000
20000
10000
0
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
0
Average Principal Salary
(Elementary)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
Last updated: 1/30/2015
Page 23 of 25
2013-14 SARC - Palisades Charter High
Advanced Placement Courses (School Year 2013-14)
Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
1
N/A
English
10
N/A
Fine and Performing Arts
N/A
Foreign Language
5
N/A
Mathematics
5
N/A
Science
10
N/A
Social Science
19
N/A
All Courses
50
0.5
Note: Cells w ith N/A values do not require data.
*W here there are student course enrollments.
Last updated: 1/30/2015
Page 24 of 25
2013-14 SARC - Palisades Charter High
Professional Development – Most Recent Three Years
During recent years, PCHS has engaged in targeted Professional Development aimed at improving the self-efficacy and academic outcomes of English Learners and
Hispanic and Latino students. Four years ago, teacher leaders created Fuerza Unida, or “United Strength,” a social, cultural, academic, and community support
program for PCHS Latino students and their families; the program is modeled after The Village Nation (TVN), the intervention program PCHS successfully
implemented several years ago to support African American students. Since 2010, the Hispanic or Latino subgroup’s API score has improved by 59 points, climbing
to 818. In the spring of 2014, a parent w ho completed the PIQE program w as elected to the school’s Board of Trustees, marking the first time the parent of a
Hispanic or Latino student has served on the Board. In addition to supporting students, Fuerza Unida has teamed w ith the Parent Institute for Quality Education
(PIQE) to offer a series of w orkshops that teach parents how to access educational resources. Since 2012, 470 parents have completed the PIQE program,
w hich, beginning in 2014, also is being offered through TVN. Empow ering parents, supporting students, and providing targeted Professional Development in
Specially Designed Academic Instruction in English (SDAIE) strategies collectively contributed to tremendous gains that can be seen in state standardized test
scores as w ell as the composition of the school’s Board of Trustees. In 2013, the API score of English Learners increased by 82 points.
During the 2013-14 school year, PCHS launched the Academic Achievement Team, a collaborative coaching/coordinator model in w hich an administrator, teacher
leaders, and key non-certificated staff w ork together to support teachers and students. The AA Team responsibilities included creating and implementing the
school’s California Common Core State Standards (CA CCSS) roll-out plan, creating data reports, designing Professional Development, supporting Professional
Learning Communities (PLCs), and individual teachers seeking to improve instructional practices, and supporting implementation of the LTEL Designee Program
cited in the school’s English Learner Master Plan. This professional development team provides in class coaching, w orkshops, and individual mentoring for faculty
and administration. The Academic Achievement Team has also presented at both national and state educational conferences.
PCHS has collaborated w ith various colleges and univerisities, Apple, Mastery Manager, Solution Tree, PIQE, W ildw ood School, DaVinci Charters, and other
educational consultants to bring high quality professional development to staff.
Last updated: 1/30/2015
Page 25 of 25
PALISADES CHARTER HIGH SCHOOL
MID-CYCLE PROGRESS REPORT
15777 Bowdoin Street
Pacific Palisades, CA 90272
Chartering Agency: Los Angeles Unified School District
April 15, 2015
Accrediting Commission for Schools
Western Association of Schools and Colleges
1
PALISADES CHARTER HIGH SCHOOL
BOARD OF TRUSTEES
CHAIR
ALLISON HOLDORFF POLHILL, PARENT
VICE CHAIR
SECRETARY
JEANNE SAIZA, TEACHER
LESLIE WOOLLEY, COMMUNITY
EMILIE LAREW, TEACHER
MYSTIC THOMPSON, TEACHER
KIMBERLEY ALLEN, CLASSIFIED
MARK EPSTEIN, PARENT
GREG NEPOMUCENO, PARENT
JAMES PASTO, COMMUNITY
MICHAEL STRYER, COMMUNITY
MONICA IANNESSA, ADMINISTRATION
LONG-TERM STRATEGIC PLAN COMMITTEE
ACADEMIC INNOVATION
KIM THEARD
FACILITIES
CAROLIN HERRMANN
TECHNOLOGY
DONNA MANDOSA
FAMILY & COMMUNITY
JIM SCHIFFMAN
FINANCE & FUNDRAISING
GREG WOOD AND MARY BUSH
PALI ADMINISTRATION
EXECUTIVE DIRECTOR & PRINCIPAL
DR. PAMELA A. MAGEE
CHIEF BUSINESS OFFICER
DIRECTORS
GREG WOOD
MARY BUSH
RUSS HOWARD
MONICA IANNESSA
DAVE RICCARDI
JIM SCHIFFMAN
2
CONTENTS
I:
Introduction and Basic Student/Community Profile Data
4
II:
Significant School Changes and Developments
18
III:
Follow-up and Progress Report Development Process
34
IV:
Progress on the Critical Areas for Follow-up within the Action Plan
36
V:
School-wide Action Plan
52
3
I: Introduction and Basic Student/Community Profile Data
Include the following:
●
●
●
A brief general description of the school, the school-wide student goals, the student demographics,
and the faculty/staff demographics.
A summary of the disaggregated and interpreted student achievement data since the last full selfstudy, and how it may have impacted the entire school and designated subgroups of students.
The status of the school with respect to governing authority expectations, e.g., program improvement
school, year three; Academic Performance Index (API); audit and resulting corrective action plan
integrated into the single school plan.
➔ Note: Utilize the current student/community profile and summary that has been updated annually
since the last full visit and other annual progress reports.
Description of School
Palisades Charter High School is nestled in a beautiful location between the mountains and the sea. It educates a
diverse population of approximately 2,940 students from over 100 ZIP codes across Los Angeles County and its
surrounding communities. More than 65% of PCHS students come from outside the residency boundaries
through both its feeder middle school and the lottery process.
Mission Statement
PCHS will empower our diverse student population to make positive contributions to the global community by
dedicating our resources to ensure educational excellence, civic responsibility, and personal growth.
Vision
PCHS envisions itself as a national model of a rigorous college-preparatory educational program serving a
diverse student population. Through shared responsibility, a student-centered curricular and co-curricular
program, a standards-based and standards-aligned curriculum, inclusive classes, and an extensive use of
technology, the overarching goal is to create a highly enriched comprehensive secondary school. PCHS will
educate all students to reach their intellectual, physical, psychological, and social potential in a safe,
cooperative, and supportive environment. The educational program will prepare PCHS graduates for admission
to four-year colleges, institutions of higher learning, and post-secondary career fields.
School Information
Since converting to an independent charter high school in 2003, Palisades Charter High School (PCHS), which
serves students in grades 9 through 12, has provided children from far-reaching areas of Los Angeles with
access to a high-quality educational program that focuses on skills needed for college and career readiness.
PCHS is the home school to students residing in the communities of Pacific Palisades, Topanga, and
Brentwood; however, approximately 68% at the school live outside the traditional attendance boundaries. In
2013-14, PCHS served 2,893 students. Of these students, 1,976 came from more than 100 ZIP codes, making
4
this student body population one of the most ethnically diverse (Mexican, Central American, African American,
Chinese, Korean, Persian, Filipino, Russian, Pacific Islander, Arab, and Brazilian) and geographically diverse
(West Los Angeles, Mid City, Baldwin Hills, Palms/MarVista, Midcity, Koreatown, Inglewood) in Los
Angeles. Some students come from distant areas such as Long Beach, Granada Hills, Carson City, and Highland
Park. Applications for transportation scholarships and subsidies are made available to students from low-income
households. The traveling students commit to making three- to four-hour daily commutes to and from the
campus in order to take advantage of the school’s highly regarded academic, athletic, and arts programs. Our
students report that they are happy with their experience at PCHS (77%) and feel safe at the school (96%)
according to the 2013-14 PCHS Columbia University School Survey. Their satisfaction is reflected in the
school’s academic achievement. In 2013, PCHS had an API score of 861. This score was incorporated in the
school ranking of second among comprehensive public high schools in the city of Los Angeles. Palisades
Charter High School has an API three-year average of 845. Palisades Charter consistently is ranked among the
best high schools in the nation, according to polls published by both U.S. News and World Report (rank #563
National, #116 California, #92 Charters, 2013) and Newsweek Magazine (rank #582, 2013).
Every year, applications to the school far outnumber the seats available. In 2013-14 approximately 1,800
students applied for the 2014-15 school year; 1,435 of the applications were for 9th grade. Of these applications
970 go to the lottery to receive seats or waitlist orders. From this application pool, approximately 800 freshman
seats are filled. Once enrolled in PCHS, students have access to a variety of programs and services that provide
academic and emotional support. Since 2003, PCHS has been able to accomplish the following:
● support individual student achievement in all subgroups, targeting specific subgroups whenever state or
internal assessments warrant;
● commit resources to academic intervention and support programs, lower student-to-counselor ratios, and
create special programs aimed at closing the achievement gap;
● increase the size of its teaching staff from 116 to 121, exceeding the LAUSD norm table and thus
reducing class size;
● undertake innovation and constant improvement of its educational programs and practices, based on
professional reflection on student achievement data;
● adopt the Professional Learning Community model of aligning standards, goals, and assessments for
student achievement, collaborating on best practices, and providing continuous on-site professional
development;
● expand opportunities for students to gain access to rigorous curricula and experience the diversity of
learning in heterogeneously grouped classrooms;
● continue development of a comprehensive tiered intervention system to support struggling students;
● implement policies to encourage student attendance and participation resulting in an in-seat attendance
rate of 96 percent;
● begin implementation of a comprehensive school technology plan, which includes piloting a 1:1 iPad
program in ninth grade classes in 2013-14;
● replace obsolete textbooks on a continuous basis;
● improve communication among all stakeholders, a process that includes using Infinite Campus, a webbased, password-protected student information system, and Schoology, a learning management system;
● allocate resources appropriately and effectively, using zero-based budgeting to have the maximum
impact on student learning.
5
School Commitments
PCHS is committed to the following:
1. The focus of the school’s core activities on pupil learning and achievement and the development of
positive values and goals.
2. A belief in ongoing collaboration in Small Learning Communities (SLCs) and Professional Learning
Communities (PLCs) in order to achieve goals and promote professional growth of all adults in the
school community.
3. Expectations that all pupils will master the same rigorous academic content in standards-based curricula
and will be prepared for post-secondary opportunities.
4. A belief in diversity as an asset, particularly in the promotion of multicultural understanding; this
includes the belief that pupils should be taught explicitly to value diversity and to learn about other
cultures as well as become proficient in more than one language.
5. A commitment to provide a safe and secure learning environment.
6. Recognition that communication and knowledge-acquisition require maximizing the use of technology.
7. The need for personalization in education by which a community of adults nurture students and ensure
that they meet graduation requirements and prepare them for goals beyond high school.
PCHS 2014-15 School Goals
The PCHS school-wide goals are developed annually with the PCHS Board of Trustees. The goals incorporate
stakeholder input and are based on the PCHS Long Term Strategic Plan (LTSP) and WASC Action Plan. The
goals are revisited monthly in board and LTSP meetings throughout the school year to ensure that the school is
progressing. LTSP stakeholder teams meet monthly to prioritize goals, review progress, make
recommendations, and develop budget proposals for the coming school year.
Goal 1: PCHS will increase math support for both students and teachers.
STUDENT SUPPORT
A. PCHS will adopt and support the PCHS Math Department SMART goals:
1) Increase the percentage of 9th graders who complete the first half of Algebra
(Algebra 1A/Algebra B) their first year by 5%.
2) Increase the percentage of 11th graders who complete Geometry AB by 5%.
3) Increase proficiency rates on each standard by 3% (as measured on the final exam).
B. PCHS will develop and administer a math survey to students to determine perceptions about math classes
and math supports. Surveys will be completed within the first five weeks of the school year and followed by a
post survey in December 2014 to determine student participation in support programs. PCHS will analyze the
data to determine frequency of access, level of improvement in standards acquisition, and degree of
improvement in affective reactions to math.
C. PCHS will develop and provide a math lab to support successful completion of math standards. Student use
and program effectiveness will be monitored through log sheets, student surveys, and evidence of improvement
6
on standards assessments. This data will also inform the school about the number of students who elect to
access outside tutoring as well as the number of students who have no longer pursue outside support due to
improvements in PCHS supports and programs.
D. PCHS will offer a three-semester class for Algebra 1 students who need additional time to master
foundational material.
TEACHER SUPPORT
A. PCHS will provide professional development for math teachers to analyze internal and external factors
pertinent to student success. Success will be measured by surveying participants to determine participation and
impact of training.
B. The PCHS math coach is available to assist with lesson differentiation, instructional strategies, and class
interventions.
C. Each math department member will attend a common core approved math training opportunity to be
completed by the end of the school year. Each math teacher will give a PLC presentation with materials for the
PLC members by the end of the school year.
D. PCHS Math teachers will observe in other math classrooms and participate in a reflective debrief
conversation to share observations and insights each semester.
E. PCHS will strategically reduce class size in targeted courses by hiring additional math teaching staff. Staffing
needs will be reviewed prior to the start of second semester.
F. PCHS will strive to articulate with Paul Revere Middle School and other Palisades Charter Complex schools
to backwards map a cohesive k-12 math program by the end of the 2014-2015 school year.
G. PCHS will increase support using I XL (from “I excel”) online interactive math program to assist teachers
and students.
Goal 2: PCHS will expand intervention support options including tutoring for all students.
A. PCHS will increase the number of strategically differentiated intervention course offerings. Needs
assessments will be based on student performance data collected and reviewed at the end of each semester.
B. PCHS will assess the use and effectiveness of programs currently offered, including but not limited to, Study
Center, Office Hours, and Math Lab.
Students referred to and/or attending these programs will be administered a survey to identify their perceptions
of effectiveness, accessibility, motivation to attend, practices that were helpful, and impediments to the process.
Survey responses will be reviewed to revise locations, hours, etc.
C. PCHS will reduce class sizes for college prep English classes to reach an average class size of 28 in grades
10-12.
D. PCHS will provide emotional support options for students who suffer from anxiety. Recommendations
include identifying budget resources to:
1) Provide three 4-week educational/therapy groups during the 2014-15 school-year to increase
students’ ability to manage anxiety through coping strategies to include relaxation techniques, selftalk, and visualization.
2) Increase 504 Coordinator position to full time to provide safe area for students with
emotional/academic distress to remain at school to complete work.
3) Provide additional two days of mental health support for all students.
7
E. PCHS will implement Temescal Academy After School Academic Support program. To increase student
credit recovery, Temescal Academy will provide mandatory after school support to assist students with less than
80% work completion.
F. PCHS will improve the use of data to identify effective instructional practices and supports. To assist in
identifying a correlation between tutoring and student success, a tracking/monitoring system will be
implemented to ensure referred students are 1) accessing tutoring consistently and 2) if not, supports to include
follow up parent / student meeting, reinforcement for attending tutoring, escort to tutoring, change in tutors.
Tutoring location, frequency, and duration will be compared to student work completion and test scores to
identify effectiveness.
Use correlations above to identify instructional practices, (i.e. differentiation strategies and grading policies)
through focused/strategic classroom observations by teachers and administrators, to identify effective strategies
leading to student success to guide professional development.
Goal 3: PCHS will establish a positive culture and customer service focus throughout the
organization from the Board of Trustees, administrative offices, and classrooms to
demonstrate respect and encouragement for all stakeholders.
A. PCHS will establish and enforce standard operating procedures pertaining to customer service.
PCHS will provide customer service skills training by group (office staff, other classified, faculty, volunteers,
and student aides) and department to be completed by January 2015 with monthly follow up and refresher
modules. Midterm and end-of-year feedback will be collected from stakeholders regarding progress and
satisfaction.
B. PCHS will post and convey timely, accurate information relevant to stakeholders (calendars/events, grades,
assignments) through available resources including Infinite Campus, Schoology, and Event Management
System (EMS) calendars. Administration and technology support will review calendars monthly to make
adjustments.
C. PCHS will evaluate the configuration of offices and restructure where needed to promote customer service
as well as provide a workspace that allows for the concentration needed to ensure accuracy and efficiency.
D. PCHS will prioritize “civil discourse” through outreach to collective bargaining groups and all stakeholder
groups.
Goal 4: PCHS will increase 21st century career awareness and opportunities for students
through expanding the Career Center and increasing community involvement to offer career
fairs, speakers, job shadowing and internships.
A. PCHS will explore and establish work/study opportunities for employment, internship, and mentorship with
local community businesses, agencies, and receptive organizations. Outreach to local civic groups such as the
Chamber of Commerce, Rotary Club, and other organizations is in progress to establish internships, job
shadowing and speakers. The PCHS Career Fair will be held in spring 2015. Potential grant funding for a
Career Coordinator will be sought.
8
B. PCHS will partner with receptive local and national corporations open to creating mutually beneficial
relationships between the classroom and the community with opportunities to increase social awareness and
enhance educational programs.
Goal 5: PCHS will refine school data analysis including metrics and measurements to
increase academic achievement.
A. PCHS will identify measurements to be revisited and analyzed according to established timeline.
B. PCHS will develop and administer 9th and 10th grade internal assessments aligned with the common core
standards (Smarter Balanced assessments)
C. PCHS will provide training for all PLCs on the use of a data protocol to analyze common assessment data
and use the data to inform instruction. Every PLC will have gone through this training by spring 2015.
D. PCHS will provide training for all PLCs on the use of Mastery Manager to convert common assessments
using system upgrades by the end of spring 2015.
E. PCHS administrators will develop a process to determine how well the PLC assessments align with the
common core standards to provide feedback each semester.
F. PCHS PLCs will share progress via written reports to be completed by April/May 2015.
G. The Academic Accountability Committee will review PLC data/reports and present to the Board.
School Demographics, 2014
PCHS enjoys a richly diverse student body that mirrors the unique cultural and ethnic mosaic of the greater Los
Angeles area.
White
52%
Hispanic/Latino
23%
Black
15%
Asian
8%
Other
2%
9
Faculty Demographics, 2014
White
61%
Hispanic/Latino
17%
Black
9%
Asian
10%
Other
3%
School Achievement 2010 – 2013 // PCHS Academic Performance Index, 2010-2013
Category
2011
2012
2013
Growth
Schoolwide
828
847
861
+33
African-American
727
748
783
+56
Asian
914
926
926
+12
853
858
+5
Filipino
Hispanic or Latino
765
783
818
+53
White
881
895
894
+13
Two or More Races
846
871
871
+25
Socioeconomically
Disadvantaged
761
783
810
+74
English Learners
672
705
797
+125
Students With Disabilities
537
631
663
+126
*Source: California Department of Education
**note: Empty cells appear when no significantly significant numbers are available.
10
During the three-year period for which data are available, 2010-13. PCHS met or exceeded Academic Growth
over Time (AGT) projections schoolwide and in 10 of 14 CST tested subjects. Students exceeded AGT
projections in General Math 8/9, General Math, Algebra 1, Integrated Science, Chemistry, World History, U.S.
History, and English 9.
Nonetheless, PCHS is under the mandate of the 2001 No Child Left Behind reauthorization of the Elementary
and Secondary Education Act. Although PCHS consistently met All Yearly Progress and Annual Measurable
Objectives for many years, in 2009-10 the English Learner subgroup did not meet ELA proficiency in
mathematics and English Language Arts. For that reason, PCHS was in Program Improvement. By focusing on
this issue, however, in 2013, PCHS met all AYP targets. Thus, in 2012 and 2013, two critical subgroups far
exceeded API growth targets. During the last two years, the API score of English Learners realized a 125-point
gain, climbing to 797. During the same period, the API score of students with disabilities increased by 126
points, climbing to 663. These gains were realized after the staff engaged in its routine reflection of student
achievement data, designed and implemented interventions, increased parent engagement through the Parent
Institute for Quality Education and administered intensive targeted Professional Development for all core
academic departments. PCHS is currently a Program Improvement School due to a missed CAHSEE math
target by its white student subgroup. (See Program Improvement Year 3 below.)
School Achievement 2013-14
CELDT RESULTS
Currently, PCHS serves an ELL population of 42 students. However, PCHS has a large population of
reclassified ELL students also known as Reclassified Fluent English Language Learners. PCHS serves 182
students who were reclassified less that two years ago and over 700 students who were reclassified for two
years or more. The ELL department works closely with the special education department to meet the needs of a
specialized subset of ELL student. This subset consists of 47% of ELL students who have learning disabilities.
To address this challenge, the school’s ELD teacher has been collaborating with members of the special
education department who teach ELA to build lesson plans and modify curriculum for these students.
ELL RECLASSIFICATION DATA
Year
EL Reclassification Rate
2011-2012
10%
2012-2013
28%
2013-14
19%
11
PCHS Accountability Progress Report 2013-14, Annual Yearly Progress
CAHSEE Participation Rate
Target
Criteria met
English-Language Arts Target
95%
Yes
Mathematics Target
95%
Yes
Groups
Math
Enroll Math #
ELA
ment
of
Enrollment ELA # of
ELA Met First Day Stude
Math Met
First Day of Students
2014
of
ntsTes Math
2014
Testing
Tested ELA Criteria Testing ted Rate Criteria
Schoolwide
747
736
99
Yes
750
739
99
Yes
Black or African
American
121
120
99
Yes
122
122
100
Yes
2
2
100
--
2
2
100
--
Asian
60
60
100
--
60
60
100
--
Filipino
10
10
100
--
10
10
100
--
157
154
98
Yes
159
157
99
Yes
7
7
100
--
7
7
100
--
386
379
98
Yes
386
377
98
Yes
4
4
100
--
4
4
100
--
223
220
99
Yes
226
225
100
Yes
English Learners
75
71
95
--
77
75
98
--
Students with
Disabilities
59
58
99
--
60
56
94
--
American Indian or
Alaska Native
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
12
Percent Proficient- Annual Measurable Objectives (AMOs)
Target
Criteria met
English-Language Arts Target
100.0
Yes
Mathematics Target
100.0
No
CAHSEE Results ELA and Math (at or above proficient)
Groups
ELA % ELA
Math # Math %
at or
met
at or
at or Math met
above above
2014
ELA
ELA # at above 2014
Math
Valid or above proficie Criteri Valid proficie proficie AYP
Scores proficient
nt
a
Scores
nt
nt
criteria
Schoolwide
730
595
81.5
Yes
733
614
83.8
Yes
Black or African American
119
77
64.7
Yes
121
83
68.6
Yes
2
--
--
--
2
--
--
--
Asian
60
53
88.3
--
60
57
95.0
--
Filipino
10
--
--
--
10
--
--
--
153
107
69.9
Yes
156
113
72.4
Yes
7
--
--
--
7
--
--
--
375
338
90.1
Yes
373
342
91.7
No
4
--
--
--
4
--
--
--
220
144
65.5
Yes
225
161
71.6
Yes
English Learners
71
28
39.4
--
75
40
53.3
--
Students with Disabilities
58
18
31.0
--
56
18
32.1
--
American Indian or
Alaska Native
Hispanic or Latino
Native Hawaiian or
Pacific Islander
White
Two or More Races
Socioeconomically
Disadvantaged
13
Graduation Rate Goal: 90 Percent
Met Schoolwide
Graduation
Met Student Group
Graduation Rates
Met Overall Graduation Rate
Criteria
Yes
Yes
Yes
CELDT RESULTS English Learner, Title III Accountability Reports 2011-2014
AMAO 1 - Percentage of ELs Making Annual Progress in Learning English
2011-2012
2012-2013
2013-2014
Number of Annual CELDT
Takers
217
179
248
Number with Required Prior
CELDT Scores
211
169
206
Percentage with Required
Prior CELDT Scores
97.2%
94.4%
83.1%
Number in Cohort Meeting
Annual Growth Target
145
109
151
Percent Meeting AMAO 1 in
Consortium
68.7%
64.5%
73.3%
Target
56.0%
57.5%
59.0%
Met Target for AMAO 1 for all three years: Yes
14
AMAO 2 - Percentage of ELs Attaining the English Proficient Level on the CELDT
Less than 5 Years Cohort
2011-2012
2012-2013
2013-2014
Number of 2013-14 English
Learners in Cohort
90
79
82
Number in Cohort
Attaining the English
Proficient Level
41
27
44
Percent in Cohort
Attaining the English
Proficient Level
45.6%
34.2%
53.7%
Target
20.1%
21.4%
22.8%
Yes
Yes
Yes
Number of English
Learners in Cohort
144
128
178
Number in Cohort
Attaining the English
Proficient Level
87
68
101
Percent in Cohort
Attaining the English
Proficient Level
60.4%
53.1%
56.7%
Target
45.1%
47.0%
49.0%
Cohort Met Target
Yes
Yes
Yes
Cohort Met Target
5 Years or More Cohort
Met Targets for AMAO 2 for all three years: Yes
15
AMAO 3 - Adequate Yearly Progress for English Learner Student Group at the Consortium
Level
English-Language
Arts
2011-2012
2012-2013
2013-2014
Met Participation Rate
for English Learner
student group
Yes
Yes
Yes
Met Percent Proficient
or Above for English
Learner student group
No
Yes
No
2011-12
2012-13
2013-2014
Met Participation Rate
for English Learner
student group
Yes
Yes
Yes
Met Percent Proficient
or Above for English
Learner student group
Yes
Yes
No
Mathematics
Met Targets for AMAO 3
2011-2012 No
2012-2013 Yes
2013-2014 No
PCHS has shown three years of progress in AMAO 1 of ELs Making Annual Progress in Learning English.
Additionally, PCHS has established a positive trend in CELDT achievement.
Due to the achievement on the CAHSEE (explained below under Program Improvement 3), PCHS has progress
to make on AMAO 3.
Program Improvement Year 3
In 2013-14, Palisades Charter High School met all growth criteria but one. PCHS met its English Language Arts
growth criteria for students who were at or above proficient. Additionally, PCHS met its criteria on both
CAHSEE participation and graduation rate. However, PCHS did not meet its math growth target for its white
16
student subgroup. Although 91.7% of white student are scoring at or above proficient, PCHS did not decrease
the number of white students who are not proficient from the previous year by 10%. PCHS did keep its
historically vulnerable populations, students with disabilities and English Language Learners in Safe Harbour.
On March 7, 2014, the U.S. Department of Education approved California’s testing waiver for certain statutory
and regulatory requirements of Title I, Part A of the Elementary and Secondary Education Act of 1965, as
amended. Specifically, a one-year waiver was granted that allows flexibility in making AYP determinations for
schools and local educational agencies participating in the Smarter Balanced Field Test.
PCHS notified all parents/guardians of students attending a PI school have the right to request a transfer of their
child(ren) to a non-PI district school with school-paid transportation. PCHS students from low-income families
at PI schools, whose parents/guardians did not select a public school choice option, are eligible for free
Supplementary Educational Services (SES). These services are classes or tutoring which occur outside the
regular school day with educational providers approved by the State Board of Education. If the number of
eligible students who apply for the SES program exceeds the financial resources available, the lowest achieving
students from low-income families will receive SES first. PCHS provides many benefits to students. PCHS
students receive free tutoring in any subject. The tutoring is provided beyond the regular school day. The
tutoring is delivered in a one-to-one setting or in small groups.
PCHS is working with school staff on a monthly basis to revise the school plan, which includes:
● Strategies, policies, and practices that utilize scientifically-based research and have the greatest
likelihood of ensuring that all groups of students will meet the state’s achievement targets
● High quality professional development for school staff that will lead to removing the school from PI
status (ELL Strategies, Common Core, Engagement Strategies, Math Practices, Writing across the
Curriculum)
● Strategies to promote effective parental involvement in the school (Parent Educational Foundation,
Parent Institute for Quality Education, The Village Nation, Fuerza Unida)
● Parents/guardians are encouraged to attend the Long Term Strategic Plan committee to give input to the
school plan on how best to serve the students’ academic needs.
17
II: Significant School Changes and Developments
● Include a description of any significant changes and/or developments, i.e., program additions since
the last full visit, changes in student enrollment, staffing changes.
● Describe the impact these changes and/or developments have had on the school and/or specific
curricular programs.
2012-2013
Development of Long-Term Strategic Plan based on WASC Action Plan
Establishment of the Long-Term Strategic Plan Committee and subgroups: Academic Achievement and
Innovation, Finance and Fundraising, Facilities and Operations, Family and Community, Technology
Academic Achievement
PCHS in Program Improvement Year 2 (Graduation Rate, ELA CAHSEE with Latinos)
EL Coordinator role expansion to connect with Bilingual Advisory Council, Fuerza Unida, The Village Nation,
LAUSD ELL Program, Parent Institute for Quality Education, and Latino Student Union
PI Y2 trainings for Core Teachers
Academic Integrity Task Force formed
Pod redesign: Green Science Pod
Summer School for Credit Recovery (Online component)
Professional Development/Assemblies
Sling Shot Media contracted for assembly performance “The Blood They Shed”
Los Angeles Educational Partnership Training for 9th grade pod teachers
Suicide Prevention Assembly for all grade levels (TeenLine)
Apple Technology Training to prepare teachers for integration of technology in classrooms
Finance and Fundraising
Formation of the PCHS Education Foundation
Targeted fundraising for technology
Secured Charter Operated Programs grants to expand technology, professional development and curricula for
students with disabilities
Secured funding for Learning Center from Kennedy Marshall Company
18
Family and Community - Communication
YMCA Community Partnership for Community Service (Center for Social Responsibility)
Parent Institute for Quality Education (PIQE) instituted for Latino parents
Website redesigned to streamline communication
Facilities
Private Maintenance Contract and severed LAUSD provided services
Mercer Hall and Gilbert Hall Renovations started
HVAC upgrades initiated
Creation and Upgrade of Learning Lab J120
ADA bathrooms project
Wheelchair ramps installed
Traffic plan study and improvement to morning drop off procedure
Technology
Phase 1 of 1:1 iPad Program: Initial Apple TV, projector upgrade, iPads for all teachers
Infinite Campus chosen as the school’s Student Information System (January 2013)
EMS facility communication system on the school website established
Board/Governance
Board development of Executive Director and Principal Evaluation Tool
Board resolution passed for A-G Alignment in Graduation Requirements
Board approval of Schoology contract
Anonymous Tipline/Whistleblower line established by Board
New Courses: AP Human Geography, Philosophy, Astronomy, California Literature
Staffing: Social Worker (funded through Celebrate My Drive), Green Science Pod Elective Teacher,
Technology Supervisor, Database Manager, Replaced RN for Nursing Assistant Position, 7 CAHSEE
Intervention Teachers
19
Enrollment 2012-13: by grade level
Grade 9
756
Grade 10
712
Grade 11
643
Grade 12
707
TOTAL
2818
2013-2014
Academic Achievement
Student Academic Achievement Team (consisting of one Assistant Principal leading teacher-coordinators,
classified staff, teacher-instructional coaches in ½-time positions) established
Assistant Principal
Faculty Office Assistant
Attendance Coordinator (½ time classified)
EL Coordinator (3 periods)
Data Coordinator (3 periods)
Literacy Coach (3 periods)
Math Coach (3 periods)
General Instructional Coach (3 periods)
PCHS in Safe Harbor due to API increase with Latino subgroup (35 point gain), ELL subgroup (92 point gain)
graduation rates, and CAHSEE scores
PLC stipends for teachers established
Requirements for PLC Notebooks determined; accountability for PLCs (admin team reviewing notebooks)
Faculty Office Hours for student intervention implemented
Curriculum Council reinstated to investigate and adopt common core curriculum and promote more A-G
offerings
Fuerza Unida Staff-Student mentoring program implemented
Virtual Academy/Blended Learning Program initiated (25 students)
Summer School Online Program for credit recovery offered
Summer Dolphin Leadership Academy offered
Distance Learning Program piloted at Temescal Academy
20
Blended Instruction research at Temescal Academy
Release time created (2 periods) for Section 504 Coordinator to provide student support
Learning Center opened housing three special education teachers, meeting room, quiet testing area and
dedicated space for related service providers
Professional Development/Assemblies
Office of Civil Rights Training provided for all staff
The Village Nation support staff expanded (stipend)
Late start professional development bell schedule enacted once a month
PCHS Assembly programs sponsored by Gay Straight Alliance (now known as Rainbow Alliance)
Slingshot Media contract continued for student outreach and professional development
Turning the Wheel continued relationship with Temescal Academy
ALICE Lockdown training initiated for administration and select safety staff
PCHS first “Day of the Dead” Celebration
Common Core implementation -- Trainings/PD, Practice Tests for Smarter Balanced Field Testing
Apple Training, Google Docs, Infinite Campus, and Schoology training for staff
Conference participation strongly encouraged for Common Core State Standards training (for example, CA
Math Conference, ASCD, CUE)
Senior portfolio professional development provided by Temescal Academy (PCHS 12th grade teachers
investigating senior project)
Finance and Fundraising
Local Control Funding Formula introduced to employees and parents
Transportation scholarships provided
Local Control Accountability Plan developed and implemented
Charter Operated Programs grants secured annually to expand technology, professional development and
curricula for students with disabilities
Planning Grant from AmeriCorp awarded to develop post secondary transition support
Creation and continued development of the Education Foundation
Strategies to increase cafeteria sales and student participation
Developing strategic partnerships with local colleges to increase courses for students
Participating with consortiums to implement strands through LACC District Pathways grants
Attended both AmeriCorps and Pathways grant training
Secured e-rate funding
21
Restructured system of collecting and reporting revenue and expenses derived from the use of facilities (Civic
Center Permit) resulting in increased facilities use (Modern Family, Teen Wolf, commercials)
Increased ADA by 50 students with implementation of the Virtual Academy
Established process for MediCal reimbursements for eligible services
Established online donation portal to PCHS website
Family and Community - Communication
Constant Contact communication increased to better update parents and employees
Schoology, a learning management system for teachers, parents, staff, and students established
Dolphin Updates and Week-at-a-Glance added to the school communication plan
Formation of the Pali Parent Special Education Council
Facilities
Special Education Learning Center grand opening
PCHS Gym and athletic facility upgraded
HVAC upgraded throughout campus
Temescal Academy facility upgraded (lighting, ramps, interior/exterior painting, furniture)
Prop 39 Energy Saving Initiatives determined and implemented
Science labs upgraded
Electrical system upgraded throughout the campus
Maggie Gilbert Aquatic Center project completion (scoreboard installment)
Hydration station added and water filters for all water faucets upgraded
Science room Phase 1 update
Quad restoration completed
Security camera system Phase 1 upgrade (summer 2013)
EMS Facilities Scheduling System expanded
Internal operations/maintenance service department developed to streamline response to facility needs
Signage plan for whole campus developed
VAPA subcommittee formed to review and develop Master plan for Visual and Performing Arts Center
Tumbleweed Transportation (yellow bus) 3 year contract to ensure stable pricing
STEAM Shop in J123 Phase 1 initiated
Robotics Club workspace established in J123 (prior they met off-site)
Campus beautification Gateway Garden Project Phase 1 completed
22
Technology
School-wide faculty wifi - PCHS infrastructure enhanced with new servers and cabling
School-wide student wifi launched
1:1 iPads program for 9th graders (Class of 2017) initiated
Phase 2 1:1 iPad Program: Macbooks for all 9th-grade teachers; iPads for Counseling staff
Digital textbooks in 9th grade English and Social Studies; also in one section of Spanish 1
Tech support ticketing system (SpiceWorks) launched to better track repairs and issues
New computers/iPads and ear buds purchased for Smarter Balance field testing
Charter Operated Program grants secured /donations to purchase laptop cart for students with disabilities
Board/Governance
Board directed audit with new fiscal auditor and audit expansion to include ASB finances
New Courses: ROP Sports Medicine Class (one-year only), ELL English classes
Staffing: Lost 1 LAUSD Adult School Teacher, Gained 1 ELL Teacher, Operations Liaison, Half-time Virtual,
1 English Teacher, Virtual Academy Coordinator, Virtual Academy Tutor
Student Enrollment 2013-14:
Grade 9
764
Grade 10
755
Grade 11
674
Grade 12
625
TOTAL
2818
23
2014-2015
Academic Achievement
Student Academic Achievement Team expanded, connecting existing positions together as a team
Assistant Principal / Director
Faculty Office Assistant
Attendance Coordinator (½ time classified)
EL Coordinator (3 periods)
Data Coordinator (3 periods)
PLC Coordinator (3 periods)
Student Success Team/Intervention Coordinator (1 period)
General Instructional Coach- specialty Math (1 period)
General Instructional Coach- specialty Technology (1 period)
General Instructional Coach - specialty Math, Differentiation (3 periods)
Summer Dolphin Leadership Academy provided
12th grade English teachers tasked with exploring a school-wide senior project
11th grade English teachers created the American Literature Anthology/Reader in both hard copy (for student
annotation) and e-reader
Early release professional development schedule on a monthly/bimonthly basis
Additional requirements for PLC Notebooks; accountability for PLCs (admin team reviewing notebooks)
Intervention/SST Coordinator and Intervention Team (consisting of counselor, assistant principal, and 4
intervention teachers)
Retheming two 9th-grade SLCs for the year 2015-16
Expansion of Virtual Academy with two full-time teachers/coordinators and 50 students taking high school
courses online using APEX Program and Blended Learning
Parent Institute for Quality Education (PIQE) expansion to TVN students
Math Lab offered to students for intervention purposes
Common Core -- new textbooks ordered for 2015-16
Autoshop Club relaunch
Rocketry Club forms and competes in TARC (Team America Rocketry Challenge)
Temescal Classroom Technology components (Acellus, Chromebooks) fully implemented in all three
classrooms
Students with disabilities participate in a monthly curriculum of learning through equine assisted activities at
local ranches
24
Professional Development
Common Core trainings provided for all teachers
Classified guest service training
Internal professional development created by Academic Achievement Team focused on PLCs, Common Core,
and Technology
ALICE Lockdown training provided for all staff
PLCs reinvigorated with DuFour/Solution Tree training
Finance and Fundraising
PCHS selected to be the pilot charter school for LACOE finance system (Best Project)
Grant applications submitted for innovative school programs (AmeriCorps, CA Career Partnership Pathways,
Charter Operated Programs, Looking Beyond Foundation, Palisades Optimist Club)
Development coordinator position considered to provide consistent focus exclusively on fundraising
Family and Community – Communication
Parent Volunteer Program expanded
Career Focus - Parent and school partnership to coordinate Career Fair and career focused opportunities (job
shadowing, internships, presentations)
Communication expansion to parents regarding school events and involvement
Palisades Beautiful partnered with Temescal Academy to apply for grant assistance with school garden
Facilities
Safety Committee and School Safety Plan revised
Emergency supplies and containers restocked
HVAC upgrades continued campus-wide
Stadium track and field upgraded
Technology
Google Apps for Education (GAFE Phase 1) launched through Temescal Academy and Media Pod
Hapara Chromebook management implemented
Atomic Learning online tutorials; access for entire community (staff, student, parent) provided
Temescal Academy wi-fi network upgraded, Chromebook carts (50 devices), and Windows laptops (25)
25
LAUSD collaboration to plan and complete campus-wide network upgrade
1:1 tablets for 9th graders BYOD with a preference for iPads; loaner iPads provided for students who do not
have a personal device
10th Grade -12th Grade BYOD with support from tech department for wi-fi access
Digital textbooks in 9th grade English and Social Studies; also in three sections of Spanish 1; Two deployments
of English novels (House on Mango Street and Raisin in the Sun)
Eye Gaze technology introduced to facilitate greater communication for our students with significant disabilities
Board/Governance
Charter Rewrite to create/maintain Standing Board Committees -- Budget, Elections, Academic Accountability
and Charter. Long-Term Strategic Plan Committee is written into the charter.
Board approval of Ewing Job Study (stemmed from audit finding)
Main Office reorganization based on Board Stakeholder Survey responses
LAUSD Charter Division Annual Visit and positive review
Charter Renewal granted (July 1, 2015 through June 30, 2020)
District Validation Review (DVR) success both on Visit and Assessment in Special Education Department
Leadership Council examination for leadership structure
Faculty Senate reconstitution
Board “Title” resolution in January 2015
Board “Labor Partners” resolution in Oct/Nov 2014
Board approval of ALICE training (lockdown procedure)
New Courses: Photoshop, Media (community college dual-credit), Marine Biology (from G-elective to D-lab),
Geology (from G-elective to D-lab), Three-semester Algebra 1 (Algebra A,B,C), Study Skills (for failing
students), West Los Angeles College personal development classes held on site after school to support students’
successful transition to college and career.
Staffing: 2 Virtual Academy Teachers/Co-coordinators, 4 Intervention Class Teachers, 2 Math Teachers, 1
English Teacher, Santa Monica College Teacher, Special Education Teacher, West Los Angeles College
Teacher Life Skills, 1 Tech Team Supervisor, 3 Technicians, 1 Audio-Visual Technician, 1 History Teacher,
Human Resource Specialist, Resource Specialist, Part-time World Language Teacher, 1 social worker intern, 1
full-time Temescal Academy Senior Office Assistant
26
Student Enrollment 2014-15:
Grade 9
733
Grade 10
745
Grade 11
729
Grade 12
671
TOTAL
2878
Important Program Highlights
Fuerza Unida and PIQE
During recent years, PCHS has engaged in targeted professional development aimed at improving the selfefficacy and academic outcomes of English Learners and Hispanic and Latino students. Four years ago, teacher
leaders created Fuerza Unida, or “United Strength,” a social, cultural, academic, and community support
program for PCHS Latino students and their families; the program is modeled after The Village Nation (TVN),
the intervention program PCHS successfully implemented several years ago to support African American
students. Since 2010, the Hispanic or Latino subgroup’s API score has improved by 59 points, climbing to 818.
In addition to supporting students, Fuerza Unida has teamed with the Parent Institute for Quality Education
(PIQE) to offer a series of workshops that teach parents how to access educational resources. Since 2012, over
550 parents have completed the PIQE program, which, beginning in 2014, also is being offered through TVN.
In the spring of 2014, a parent who completed the PIQE program was elected to the school’s Board of Trustees.
Empowering parents, supporting students, and providing targeted professional development in Specially
Designed Academic Instruction in English (SDAIE) strategies collectively contributed to tremendous gains that
can be seen in state standardized test scores as well as the composition of the school’s Board of Trustees. In
2013, the API score of English Learners increased by 82 points. In 2014, in conjunction with PCHS Theatre
Department, Fuerza Unida and the Latino Student Union, PCHS held its first nighttime event of “Dia de los
Muertos”, which was open to the community.
LTEL Designee Program
The LTEL Designee Program, based on the PCHS Master Plan and the Office of Civil Rights, is designed to
meet the needs of Long-Term English Learners. An LTEL is an English Learner who has been enrolled in
schools in the United States for more than six years with no more than one year of interrupted schooling, has
not reclassified, and is scoring at Intermediate or above on the CELDT, and Below Basic (BB) or Far Below
Basic (FBB) on California Standards Test (CST) in English Language Arts (ELA). In light of AB484
suspending CST, PCHS will use the following criteria: Language Assessment for CELDT, English Language
27
Arts grades, CAHSEE and ELA; EL periodic assessment. In addition, at least once yearly the PCHS Language
Appraisal Team meets to review the performance and progress of LTEL students.
In accordance with the EL Master Plan, LTELs enrolled in grades nine through twelve are assigned a counselor,
teacher specialist, or faculty member to serve as a designee. LTEL students and their parent(s) or guardian(s)
meet at least twice a year with the school-based designee for the purpose of reviewing the student’s current
language status, program placement, test results, and goals for attaining reclassification criteria and accelerated
academic progress targets. In addition, each student meets twice a month with the designee to discuss individual
academic progress. Meetings are documented on the LTEL Student Goal Sheets, which are retained by the EL
Coordinator.
The Learning Center
The Learning Center provides support for students with disabilities and for students who may need extra
support to succeed in classes. This project was actualized through a generous donation from the Kennedy
Marshall Foundation. In the fall of 2013, PCHS opened the Kennedy Marshall Learning Center, which provides
students with special needs access to individualized academic support. Additionally, the Center provides a
quiet testing area for students, IEP meeting room, dedicated space for related service providers, and office space
for the administrator and assistant. The Center is staffed with three special education resource specialists, four
instructional assistants, a transition teacher, speech pathologist, occupational therapist, physical therapist and
adapted physical education teacher. Students may check out laptops or use the Center’s computers to complete
assignments. An interactive projector system is available for direct instruction.
Virtual Academy
The Palisades Charter High Virtual Independent Study Program (PCHVISP) is a yearlong, full-time academic
program for students seeking an alternative to the traditional classroom. Students enroll semester-by-semester
allowing them to either continue in the distance-learning model or to transition back to the traditional
classroom. This program offers core academic courses and electives in a blended learning model with highly
qualified instructors and advising mentors. Students may take electives and other high level courses, such as
Advanced Placement, in the traditional Pali classroom. The online curriculum aligns with the Common Core
and a-g University of California requirements. Students are also required to attend academic seminars, labs,
and oral language meetings throughout the month while having the opportunity to work on campus in the
Virtual Learning Lab or off-campus in a setting conducive to their learning. Families have access to student
work through the Infinite Campus system and Schoology site. Students receive weekly assignments and
benchmarks to guide and pace them towards success. Additionally, students are encouraged to participate in
Pali High clubs, athletic teams, music programs, drama programs, and any of the arts. Interested student
enrollment begins with the counseling office and the Virtual Independent Study coordinator.
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Temescal Academy
Temescal Academy is a small learning community adjacent to the main Palisades Charter High School campus.
With enrollment of about 75 students, Temescal Academy is dedicated to helping students overcome both
academic and personal obstacles while they recover academic credit to graduate from PCHS.
Temescal students are referred by PCHS Intervention Team, PCHS counselors, deans and administrators. It also
serves students with IEP's and Section 504 plans.
Temescal Academy offers students, who have good attendance and work habits, the chance to earn credits at an
accelerated rate. Students who come to Temescal Academy a semester or year behind in academic credit have
the opportunity to take extra classes, receive work experience credits, and earn community service. Students
who are in the program are able to transfer back to PCHS main campus to complete their academic program.
Some choose to stay at Temescal, graduating on time or even early.
Temescal Academy’s graduation rate goal for 2015 is 90%. Temescal Academy met this goal in 2014 by
graduating 30 out of 31 seniors. This year, Temescal Academy is on track to meet this goal. Course completion
rate has increased due to distance learning and blended instruction. Acellus online courses are incorporated with
mathematics and science, 9th/10th grade English (only offered to students with multiple Fails that are currently
11th/12th graders), Geography, Health, typing web, USA Test Prep, CAHSEE Math/ English and Financial
Planning. In 2013, Temescal Academy had 10 computers for all three classrooms when Acellus was
implemented. Currently, Temescal Academy has 25 Chromebooks in Rooms B and C and 25 HP Laptops in
Room A (English) for research, essays, and blended instruction.
In the fall semester of 2013-14 school year, using traditional classroom methodology, there were 188 course
completions. Comparatively, in the fall semester of 2014-15, using blended classroom strategies, students
completed 218 courses.
In Spring 2014, Acellus courses were introduced to the classroom. From March 2014 to June 2014, students
completed 34 courses. Now, with the increase in technology, Temescal students have finished 153 courses to
date. That's approximately five times the amount from last year. In the fall semester of 2013-14 school year,
using traditional classroom methodology, there were 188 course completions. Comparatively, in the fall
semester of 2014-15, using blended classroom strategies, students completed 218 courses.
The Temescal Academy Coordinator attributes the success of increases class completion rates to: increased
individualized attention using onsite tutoring; increased technology, required parent intake meetings, where the
coordinator outlines student and parent expectations; and weekly progress reports to parents. Temescal
Academy requires parents to sign the weekly progress report if the student does not do the minimum amount of
daily work required. The student must bring the progress report back to the coordinator the next day. The
Temescal staff meets weekly to discuss student needs and student achievement.
Temescal has incorporated technology, blended instruction, parent involvement, community partnerships and
project based learning to provide an instructional environment that focuses on the development of academic and
social skills necessary for the optimal development of the students' potential. It is paramount that at Temescal
Academy we create an academically stimulating, safe and nurturing environment for students. In the last two
years, student support services have increased with the help of an Resource Specialist Program teacher and a
dedicated social worker.
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Temescal Academy Highlights
●
●
●
●
●
●
●
Increased Course Completion Rates
90% Graduation Rate
Blended Instruction/ Use of Online Curricula / Technology Chromebooks
Parent Involvement (intake meetings and weekly progress reports delivered home)
Community Partnerships- Garden Project/Palisades Beautiful
Project-based Learning-Senior Project, Classroom Projects
Increased RSP and Social Worker support
Partnership with West Los Angeles College
Beginning with the 2014-15 school year, PCHS is hosting West Los Angeles College (WLAC) personal
development classes. The college offers two courses each semester to 1) prepare students for success in college
and 2) explore career options to support post secondary success. Students receive both high school and college
credit for the classes. College credits are UC and CSU transferable.
Academic Highlights
Standards-Based Instruction using the Common Core
Palisades Charter High School is implementing the newly adopted California Common Core Standards (CA
CCSS) while also following pre-existing California State Content Standards, the Next Generation Science
Standards, and English Language Development Standards. There is a school-wide expectation that, in every
class, students will engage in standards-based instruction that is linked to school-wide ESLR’s. All PCHS
teachers routinely address standards in daily lessons as they collectively work to equip students with the skills
and knowledge needed to take full advantage of a wide variety of post-secondary opportunities.
PCHS began implementing the CA CCSS during the 2013-14 school year. The CCSS rollout plan was created
and implemented by the school’s Academic Achievement Team. Key elements included the following:
●
providing informational assemblies for all stakeholders;
●
providing professional development;
●
•
●
formulating a Common Core budget that included funding for every teacher to attend a Common Core
conference or workshop;
shifting internal common assessments to resemble common core performance tasks
completing the Smarter Balanced Assessment Consortium’s field test on three different platforms
(laptop computers, desktop computers, and iPads), and supporting Professional Learning Communities
(PLC’s) in developing lessons and assessments that included performance tasks, constructed responses,
and enhanced multiple-choice questions.
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Response to Intervention Results
The Intervention Team has gathered data both on the student achievement measured by Ds and Fs earned each
5-week grading period. The data revealed that the RtI efforts are reducing these numbers each grading period.
The Summer Leadership Academy compared student achievement before the program and 10 weeks after. The
students demonstrated increased academic achievement.
See data under Critical Area #7 Response to Intervention.
Senior Project Development
The 12th grade English PLC began designing a common senior project. The project was initiated by each
English teacher analyzing existing senior writing projects. One of the English teachers visited Helix Charter
High School to see how the school designed their schoolwide senior projects. Additionally, the PLC studied
Philadelphia’s Science Leadership Academy’s inquiry-driven, project-based model. Currently, the English 12
PLC is synthesizing and updating senior project models to reflect current methodologies and Common Core
Standards, e.g. Digital Citizenship, Enhanced Communication Skills, Listening and Speaking Standards,
Collaboration, Relevant Reflection, etc. The English PLC proposes an idea that the senior project involve
different departments and more collaboration among and within departments. The senior project would
demonstrate mastery of life skills and common core “anchor” standards that cut across content areas.
Personalized Instruction
PCHS’s trademark is “making big small.” The connectivity between teachers and students, counselors and
counselees, and the administration and the faculty and staff all combine to create a caring and supportive
environment for students. Since the last WASC visit, PCHS has introduced several innovative programs. Here is
the list:
●
In 2012, towards its goal of personalized, differentiated, and inclusive instruction, PCHS has continued to
foster the development of the ninth-grade Small Learning Communities (SLC’s), or pods, in their efforts
to provide a small individualized, enriched, interdisciplinary family-like learning environment for each
ninth-grader; exposed students to the diversity of learning styles through heterogeneous grouping in the
ninth grade; focused resources on the needs of specific subgroups of students as state and internal
assessments have warranted. Urban Ecology pod and Digital Media pod were redesigned and became
frontrunners in incorporating iPad technology in the classroom. Currently, there are two teacher proposals
for pod theme redesigns. These themes are Myths and Heroes Pod and a Social Justice and Law Pod. The
PCHS pod teachers are still trained in a humanitas interdisciplinary curriculum by the Los Angeles
Educational Partnership.
●
In 2012, PCHS assigned additional resources to a PCHS designed, specialized program to serve the needs
of Latino students called Fuerza Unida. Fuerza Unida is a coalition of parents, teachers, administrators,
and community members whose mission is to increase the academic achievement of Latino students.
●
In 2013, PCHS expanded Temescal Academy, a small learning community committed to helping high-risk
students in need of credit recovery, by adding an online learning component and student access to
chromebooks.
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●
During the 2013-14 school year, PCHS piloted a Virtual Independent Studies Program, which allowed the
Charter School to retain/enroll 25 students in need of a blended, distance-learning program. The
program’s enrollment this year is 50.
●
In the fall of 2013, PCHS opened the Kennedy Marshall Learning Center, which provides students with
special needs with access to individualized academic support as well as a wide variety of services.
Construction of the center was funded through private donations and grants.
●
During the 2013-14 school year, PCHS piloted the Academic Achievement Team, a collaborative
coaching/coordinator model in which an administrator, teacher leaders, and key non-certificated staff
work together to support teachers and students. The AA Team responsibilities included creating and
implementing the school’s California Common Core State Standards (CA CCSS) roll-out plan, creating
data reports, designing professional development, supporting Professional Learning Communities (PLCs),
and individual teachers seeking to improve instructional practices, and supporting implementation of the
LTEL Designee Program cited in the school’s English Learner Master Plan.
●
During the 2013-14 school year, PCHS received an AmeriCorps planning grant and developed a grant
proposal to fund a transition program for disadvantaged students as they transition from high school to
college and/or career. PCHS is developing community partnerships to support our students; current
partners include West Los Angeles Community College and Westside Regional Center.
●
On an annual basis, PCHS has staged a series of intervention assemblies for students who were not
meeting -- or who were struggling to meet -- grade-level standards.
●
In 2014, the administration provided both summer school and 9th grade Summer Bridge to serve students
who needed more academic support.
In 2014, PCHS partnered with Santa Monica Community College to offer dual enrollment classes
available for students at PCHS.
In 2014, PCHS partnered with West Los Angeles College to offer personal development courses designed
to prepare students to identify and meet their post-secondary goals.
In 2014, PCHS reorganized its Student Crisis Team.
In the fall 2014, PCHS fully formed its Intervention Team.
In the fall 2014, PCHS opened the Math Lab for students.

●
●
●
●
To promote personalization of instruction, PCHS devotes resources to maintaining its foundational ninth-grade
Small Learning Communities (SLCs) and to reducing class sizes school-wide. PCHS recognizes that the
student-teacher relationship is essential to academic success. Moreover, earlier this year in response to feedback
from all stakeholders, PCHS began instituting strategic class-size reduction, reducing class sizes in all collegeprep sections of World History 10, US History 11, English 10, English 11, and Algebra 1, so that students
receive more personalized instruction.
PCHS’s dedication to innovation also has produced a wide variety of opportunities for students to individualize
their education and build self-confidence in their own abilities and insights. Programs such as Mathematics,
Engineering and Science Achievement (MESA), Environmental and Spatial Technology (EAST), and newly
launched STEM/STEAM activities offer students a diverse range of opportunities to use technology at the
school.
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Digital Literacy
PCHS recognizes that digital literacy is an important component of any 21st Century education plan, and is
committed to promote digital citizenship and to provide learning experiences that will equip students with the
skills needed to locate, evaluate, use, share, and create content using the Internet and information technologies.
Strategies include:
●
launching a 1:1 iPad Program in ninth grade in 2013-14;
●
providing Schoology accounts for teachers, staff, and students;
●
providing Infinite campus access for teachers, staff, students, and parents;
●
equipping classrooms with LCD projectors, speakers, and Apple TV;
●
upgrading the school’s infrastructure to improve wireless connectivity;
●
providing access to a media center in the school library;
●
housing iPad carts in select tenth-grade classrooms in 2014-15;
●
maintaining carts of iPad and laptop computer carts that teachers may borrow as needed;
●
launching a 1:1 Chromebook program at Temescal Academy in 2014-15; and
●
creating the school’s Acceptable Use Policy which every student must read and sign.
In 2013-14, PCHS launched the 1:1 iPad Program for ninth-grade students and upgraded its infrastructure to
improve wireless access. English Language Arts and history textbooks and three high-utility productivity apps
(Numbers, Pages, and Keynote) were downloaded onto every iPad. An internal iPad Program assessment survey
of parents, teachers, students, and staff revealed the following:
●
Students in iPad classes spent more time on individual and group investigation and collaboration
activities than did students in comparable non-iPad classes.
●
Students used electronic channels to communicate with, receive resources from and deliver
products to teachers more often than they used traditional channels.
●
When iPads and/or other collaborative/interactive activities were effectively integrated into
lessons, students in 1:1 iPad classes were more engaged than were students in comparable non-1:1 iPad
classes. However, during lessons when the iPad plays a minor role in classroom activities, students were
more likely to be off-task or disengaged than their counterparts in a traditional setting.
●
Students produced a wider variety of products as part of assignments both in class and out of class
and have acquired skill in a large number of educational/productivity apps.
This year, the program is being expanded; select tenth-grade classrooms will house iPad carts. To support
teachers in integrating the use of technology into the classroom, professional development was provided by
PCHS staff and staff. In addition, more than twenty PCHS staff members have attended the annual Computer
Use in Education CUE conference during each of the last three years.
By providing with frequent opportunities for meaningful, real-world application of technology, teachers are
helping students develop the college and career readiness skills needed to meet the increased demands of the
CCSS as well as to prepare to take the new computer-based Smarter Balanced assessments.
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III: Follow-up and Progress Report Development Process
● Briefly comment on the school’s follow-up process. Include a description of the committee that has
●
●
been responsible for overseeing the progress of the school’s action plan and the preparation for the
visit.
Describe the process to prepare the progress report. Include to what extent stakeholders were
involved in the preparation of the report.
Describe the process to present the progress report to the governing board.
The PCHS Long-Term Strategic Planning Committee
The School-wide WASC Action Plan and the Local Control Accountability Plan directly led to the
development and implementation of the Long-Term Strategic Planning Committee (LTSPC). Created in
2012, the LTSPC is comprised of the following five focus groups: Student Achievement and Academic
Innovation, Family and Community, Facilities, Technology, and Finance and Fundraising. All stakeholders
are invited to participate in focus group meetings, which are held on the fourth Wednesday of every month.
The LTSP is a fluid document and will always be a work in progress, adapting to current school needs. The
current version of the LTSP may be viewed by accessing the school’s website, www.palihigh.org.
Annually, the PCHS Board of Trustees develops schoolwide goals with the Executive Director & Principal and
administrative leadership team. The goals incorporate stakeholder input and are based on the PCHS Long-Term
Strategic Plan (LTSP). The goals are revisited monthly in Board and LTSP meetings to ensure that the school is
progressing. LTSP stakeholder teams prioritize goals, review progress, make recommendations, and develop
budget proposals both for short and long range planning. All stakeholders are welcome to participate in LTSP
meetings which are open to the public.
Process
The process to create the mid-cycle report was expedited by Google Doc. The WASC mid-cycle report template
was pasted into a google doc. Then, the mid-cycle report was shared among stakeholder groups.
The PCHS Administration had access to editing and commenting on the document. The Director of Academic
Achievement and the Academic Achievement Team worked on Part I.
The WASC process was reviewed at the curriculum council meeting.
The chairs of the LTSP subcommittees had access to commenting on the content. The LTSP committees wrote
Part II and Part V of the document. The committee chairs recorded academic highlights of the past three years.
Committees were tasked to update their sections of the LTSP.
The members of the Academic Achievement Team had access to editing and commenting on the document.
The Board of Trustees contributed to specific questions in Part 4 Governance during a special board meeting. At
that time, the draft report was posted a public material for public comment.
The report was reviewed by the AA team, administration, and LTSP committee chairs.
The finished report is posted on the website and linked to all stakeholders by email.
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Timeline
WASC Report Review
Stakeholders
December 22
WASC Mid-cycle Report and
Midcycle Visit Training on
WASC website
Administration
January 6, 13
Administration Meeting
Administration
February 13, 27, March 6
AA Team
Administration, Faculty, Staff
February 18
Department
Chairs/Curriculum Council
Administration, Teachers
February 25
Long Term Strategic Plan
Committee
Students, Parents,
Community Members,
Teachers, Staff,
Administration
March 4
Board of Trustees Special
Meeting
Parents, Community
Members, Teachers, Staff,
Administration
March 4
Intervention Team
Faculty, Staff, Administrator
March 6
Temescal Academy
Temescal Coordinator,
Administration
March 6
AA Team
Faculty, Staff, Administration
March 9
LTSP Committee Chairs
Faculty, Staff, Administration
March 10
Administration Meeting
Administration
March 13
WASC mid-cycle report
delivered and posted on
school website.
Communiques go out with
the link.
April 15
WASC Visit
Visiting Committee Members,
AA Team, Staff,
Administration
35
IV: Progress on the Critical Areas for Follow-up within the Action Plan
● List the critical areas for follow-up and reference the schoolwide action plan sections where each
critical area for follow-up has been addressed. If any critical areas for follow-up were not included in
the school’s action plan, indicate what actions have been taken to address this issue.
➔ Note: The school’s action plan should have incorporated all the critical areas of follow-up or major
recommendations that were stated in the last full visiting committee report.
● Comment on the progress made to date for each critical area for follow-up and cite evidence and
examples of the impact on student learning.
Schoolwide Critical Areas for Follow-Up from WASC Visiting Committee, 2012
1. Develop and implement a bell schedule that allows for more PLC and Professional Development
collaborative time and to maximize instructional minutes.
As PCHS works to fully analyze the current bell schedule and instructional needs, two adjustments have been
implemented to support professional development, PLC collaboration, and support for students: 1) an early
release professional development schedule on a monthly/bimonthly basis and 2) scheduled office hours for
students to meet with teachers during seventh period.
Stakeholder discussions regarding the current bell schedule and the potential for ways to restructure the
instructional minutes have taken place in Long-Term Strategic Planning meetings and Department
Chair/Curriculum Council meetings. The needs raised in discussions by stakeholders include but are not limited
to the following items:
1) PLC collaboration time
2) Intervention and enrichment
3) Advisory
4) Class-size reduction
5) A-G/College & Career Readiness
6) College classes offered on site
7) Later start time to accommodate adolescent sleep patterns
Collaboratively determining and adopting a bell schedule that better address the needs of students has been
included in bargaining proposals with UTLA-PCHS annually since the last WASC visit. Negotiations are still in
progress and this item is an important component of the discussion. Both teams have identified the need to form
a stakeholder committee and develop a timeline to examine the current bell schedule along with relevant
research to provide a recommendation which include keeping the current bell schedule.
2. In coordination with LAUSD implement the facility modernization Master Plan, including electrical
and network upgrades and bringing facilities into compliance with all local, state, and federal
regulations.
36
From implementing the facility modernization Master Plan in coordination with LAUSD, PCHS has expanded
campus security, improved facilities and grounds, increased outside civic center permit revenues, and improved
customer service when responding to operational and technical concerns at the school.
Originally constructed in 1961, Palisades Charter High School is situated on 32 acres in the heart of Pacific
Palisades, California.
In addition to 7 permanent buildings and 12 bungalows which house more than 100 classrooms, the campus
consists of a pool, a large and a small gymnasium, a large amphitheater, a small amphitheater, computer labs, a
football stadium with full track and athletic facilities, a baseball field, and tennis courts.
Palisades Charter High School has spent considerable funding over the last three years to renovate many of its
classrooms, IT infrastructure, athletic facilities, restrooms, grounds, and most of its facilities. The school
provides a safe and clean environment for all students, faculty, and staff. The school has adopted and exceeds
district cleaning standards that are performed on a daily basis throughout the school year. A joint effort with our
students and faculty helps maintain our clean facility.
Maintenance repairs are also performed on a daily basis by our dedicated custodial and maintenance staff. All
heavy maintenance will usually occur during the breaks while emergency repairs are given top priority
immediately. Regular repair requests are completed efficiently and in the order in which received.
The school has incorporated a new camera system for security as well as hired additional security personnel to
monitor activities campus wide. The school has also installed a night guard for added security after hours. The
school has recently adopted the ALICE philosophy and principles for training our staff and students on what to
do in the event of an armed intruder.
The following list is a small representation of some of the many projects completed here at Palisades Charter
High School over the last three years:
-The main quad was restored back to its original state of open green space. This area now can be used as
an assembly area again for students.
-Water pipes in buildings across campus have been repaired and the master control isolator water valve
was recalibrated to allow for continued water flow without interruption.
-Student and faculty restrooms have been repaired, painted, and new lighting has been installed
-Multiple classrooms in the G, E, F, D buildings have been renovated/modernized. WiFi access points,
over head projectors, document cameras, Apple TV, and new teacher computers were added to support
the 9th Grade iPad program.
-Solar Film reflective material was installed under Prop 39 for classroom temperature reductions in all
classrooms and at Temescal Academy.
-Furniture expenditures were increased to support a furniture replacement program campus wide. This
program provided hundreds of new desks, whiteboards, tables, chairs, etc.
-All air handlers on campus were serviced and repaired for improved climate control conditions in
classrooms bringing in fresher, cleaner air.
-Portable a/c units and fans were purchased during the last heat wave to cool down the warmest
classrooms in the C, D and G buildings.
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- A PCHS Booster donated Dolphin statue was placed at the entrance to the school and the development
of the new Gateway Garden completed.
-”Head In Parking Only” signs installed on upper student parking lot to eliminate any issues involving
vehicle tailpipes and brush for fire prevention
-New shelving and cabinet doors were installed in several existing classrooms.
-New Emergency Evacuation signs were installed across campus for improved student safety
-All existing curbing, speed bumps, and loading zones were repainted and marked for safety.
-New signage installation at the school entrance for drop-off/pickup to improve campus-wide safety.
-Main gate closure and monitoring daily from 7:30 AM - 3:15 PM, staffed with security personnel.
-New visitor lot opened at stadium lot.
-Sprinkler unit repair campus wide for improved water conservation during the drought.
-Temescal Academy renovation, new lighting, electrical repairs, paint, furniture, and access to
emergency doors, built new staircases, and added wifi.
- New energy efficient lighting installed on campus per Prop 39 energy audit results.
- Marquee power supply was replaced and repaired and operates at 100% efficiency.
- Gilbert Hall was repainted and repaired damaged walls from 2013-14 school year.
- Heat and A.C. installed to LAUSD specifications in Gilbert Hall.
- Reg 4 Life Fire Safety Certification Test completed.
- School wide energy and power assessment for allocation strategy of Prop 39 funding.
- U building bungalows repair which included decking installation, termite remediation, floor and roof
repairs, window repairs, painting and more.
- Gas line replaced and retrofitted to the Maggie Gilbert Aquatic Center from the main feed regulator.
- Radio repeater was installed on the roof of G building for improved radio communication and safety.
- PE offices were re-furnished in the gym.
- Stadium by the Sea athletic field was GMAXX tested and the long jump runways were replaced.
- Revenue streams from day-camps, charity events, and filming on campus has significantly increased
civic center permit revenue.
-Broken bleachers were replaced in the large gym.
- Stadium bleachers were sealed with an epoxy to eliminate the injuries associated with loose fiberglass
shreds.
- New emergency supplies and storage units are in placed to store materials on site in both classrooms
and fields.
- AED was ordered for the Stadium by the Sea. Pali now has the life saving AED device in four areas: A
building; Pool; Gym, and Stadium.
- Auto shop opened with more than 45 kids involved and active in the club.
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- Main Office was renovated with counters and partitions for improved customer service and
beautification.
- New safety committee formed for improved student and campus wide safety.
- Safety training was increased for all staff for overall campus wide security (ALICE training).
- All current Emergency Drill and EVAC incident recording documents were relocated to the Main
Office for easy access.
- School Emergency Operations Plan has been revised.
3. Fully develop all PLCs so as to maximize their effectiveness and impact on student achievement.
In Learning by Doing, a handbook by Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many, a
Professional Learning Community (PLC) is defined as follows: “Educators committed to working
collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the
students they serve. Professional learning communities operate under the assumption that the key to improved
learning for students is continuous, job-embedded learning for educators.” Milbrey McLaughlin, co-director of
Stanford University’s Center for research on the Context of Teaching, states: “The most promising strategy for
sustained, substantive school improvement is building the capacity of school personnel to function as a
professional learning community. The path to change in the classroom lies within and through professional
learning communities” (DuFour et al.).
PCHS’ Professional Learning Communities have worked for the past three years on collaborative tools
(communication protocols and reflections on student work), designing new internal assessments, and designing
student performance tasks aligned with the Common Core State Standards. 95% of PCHS PLCs have showed
progress on all three fronts.
Since 2012, the administration has recognized PLC work through assigning teacher stipends, embedding PLC
time in special schedules, and budgeting for targeted professional development in conjunction with Dufour’s
Solution Tree. Through these efforts, PCHS has begun to maximize PLC effectiveness. When PCHS’ charter
was originally written, teachers advocated for Dufour’s PLC model because they viewed collaborative PLC
work as a research-based strategy that would increase student achievement, provide support for all teachers, and
ensure that course-alike classes share the same learning goals. In most departments, PLC members include
teachers assigned to Advanced Placement, honors, college-prep, and special education classes. Teachers from
Temescal Academy, a Small Learning Community (SLC) serving at-risk students, also participate in PLC’s.
Teachers are expected to meet in PLC’s at least twice a month.
Guiding the PLC meetings are what DuFour et al., refer to as the “Four Critical Questions of Learning.”
Working in PLC’s, teachers at PCHS identify the essential standards, develop formative and summative
common assessments, analyze the assessment results, and then use this data to drive instruction. Teachers also
share best practices, develop instructional programs that offer success and challenge for each student, and use
data analyses to determine whether sections of their curriculum need to be re-taught. Students who are not
succeeding in their classes are referred to intervention programs. Each PLC keeps notebooks, which include
pacing plans, copies of common assessments, rubrics, samples of student work samples, and an analysis of the
data collected. The administrative team, a Data Coordinator, a PLC Coordinator, academic coaches, and
National Board Certified teachers are available to support PLCs in developing assessments, interpreting
assessment data, and lesson tuning protocols.
39
In 2013, since AB 484 suspended the STAR assessment program, PCHS has focused more attention to internal
assessments. Mastery Manager is the PCHS internal assessment software system. This system is used to
monitor the academic growth of all students. Each course-alike PLC has designed common benchmark
assessments, which are shifting in alignment to the common core standards. The frequency and number of
common assessments varies between PLCs, depending upon the developmental level of the PLC. PLC
assessments range from two to ten assessments per year. In the year 2013-14, performance tasks were
developed for each course using The Literacy Consortium (TLC) model. The Literacy Consortium’s mission is
to bring together the expertise of a group of educators and experts committed to literacy. The goal of TLC is to
increase knowledge and empower teachers to adapt curriculum and instruction to support common core literacy
standards. PCHS coaches and coordinators created targeted professional development to assist PLCs in
developing common core performance tasks using the TLC model.
In the fall of 2013, PCHS began implementing the Common Core State Standards (CCSS). Using school-wide
rubrics and templates created by the Academic Achievement Team, every PLC developed and administered a
Common Core-style Performance Task. Every PLC also created a common assessment that included enhanced
multiple-choice questions, another new component of the new Smarter Balanced assessment. 95% of PCHS
PLCs have given performance tasks to students and analyzed results. Additionally, PLCs met to analyze the
implementation of their performance tasks and made changes for improvements in the task as well as the
instructional module.
On February 2, 2015, a full PD day, all PLCs were given a PLC “tune-up” by Dr. Luis Cruz, a representative
from Dufour’s Solution Tree company. This professional development was designed with input from the
Academic Achievement Team, which includes the PLC Coordinator. In this professional development, teachers
were reintroduced to the core principles of Professional Learning Communities. Dr. Cruz provided an article
(“One Step at a Time: Many professional learning teams pass through these 7 stages” by Parry Graham and Bill
Ferriter) for the teachers to peruse. Each PLC member was asked to reflect on her or his own contributions to
the PLC as well as the whole PLC’s stage of development.
Additionally, since 2012-13, the administration has developed their own PLC protocols to analyze PLC
development and student achievement. Each semester, administrators review PLC notebooks together and give
written feedback to each PLC about the different sections of the notebook: meeting minutes, student data,
examples of student work, pacing plans, and common assessments, essays, or projects. Administrators attend
PLC meetings that are under their department supervision, rotating their attendance to each one according to
calendar and availability.
4. Implement a current, integrated data system to provide accurate information/feedback to
stakeholders (parents, students and staff) regarding student achievement, attendance, and related issues.
Infinite Campus
After researching options and gathering input, PCHS adopted Infinite Campus as its own, separate student
information system (SIS) in Spring 2013. Infinite Campus is a web-based application that allows school staff
and families to securely access student information from any computer. Teachers are able to take attendance,
manage their rollbook, and report grades electronically. Students and parents are able to view in-progress
grades, submit updates for contact information, and monitor student attendance. Office staff and program
coordinators are able to obtain more specific and varied data values for analysis and reports. For example, we
are able to identify students who are struggling in a class at each reporting period for intervention. We send
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notifications home, inform teachers so they can intervene, set up Student Success Team meetings, and create
Study Skills classes to help these at-risk students. While the migration of historical data points from students
who matriculated from LAUSD or data collection of non-LAUSD students, training for end-users, and daily
maintenance is a challenge, our vast database is more complete and more accurate with each passing year.
Ultimately, managing our own SIS program has allowed us better access to maintain and update student data,
the ability to create custom reports and extracts for data analysis, and an avenue of direct and immediate
communication with families regarding current grades and attendance. With our own student information
system, access and use of data as a tool to inform and improve education is more prevalent than ever before.
Schoology
Over the Summer of 2013, the school adopted Schoology as its new Learning Management System (LMS).
Prior to Schoology, individual teachers either had their own websites or used TeacherWeb, a website that hosted
individual teacher web pages. With Teacherweb, parents and students went to individual teacher pages and not
all teachers had accounts. With Schoology, each teacher has an account and all their courses are listed with their
roster of students. Schoology enables teachers to manage their courses more effectively to engage students,
increase communication and share materials with students and peers. Parents also can monitor students and
contact teachers as well. The advisee function within Schoology enables staff to monitor students’ with 504s,
IEP or who are in intervention classes. Currently PCHS is in the process of integrating information from
Infinite Campus so that students and teachers would only need a Single Sign On to access information from
both systems.
Schoology has helped teachers with classroom workflow on iPads. Students can submit assignments to teachers
online through Schoology. The school calendar and class calendar are maintained in the system. With parent
logins, parents can communicate with teachers through sending Schoology messages. Teachers can use their
instructional and grading time more efficiently with Schoology. The system gives easy opportunities for
teachers to re-teach and students to re-learn. Schoology provides analytics to measure teacher, student, and
parent activity.
Schoology Benefits:
1.Import course data from Infinite Campus (two way integration system)
2.Common core 1:1 iPad help facilitate successful
3. Single sign-on for parents
4. Advisee function (TVN, FuN, Special Ed, and Intervention Team)
5. Integration with 3rd parties
6. Advanced user management
7. Video conference capabilities
8. Unlimited storage and uploading
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Snapshot of Schoology Analytics: February/March
5. Develop and implement a coordinated professional development program that is aligned to the
Board goals and the School’s ESLRs.
PCHS has developed an infrastructure of staff who work to create onsite professional development programs at
the school. The Academic Achievement Team consists of teachers, classified, and Pali administration who work
together during the school day to help reach the student achievement goals of the school.
For PCHS staff, the team utilizes 6 part-time teacher reassignments away from classroom time to work on
professional development and peer coaching. The model creates a team to include the EL coordinator, PLC
coordinator, Data Coordinator, Intervention Coordinator, Attendance/Admissions Coordinator and three parttime teacher coaches/mentors, working under an Assistant Principal.
Pali staff and faculty partner with administration to provide teacher support and professional development to
help prepare our students for the Common Core standards, English Language Learner program, differentiated
instruction, technology tools, and intervention strategies. This team (except for the Attendance/Admissions
Coordinator) works out of the same office space. Staff who apply for these positions are informed that the team
uses collaboration, shares work assignments, and shares work space.
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The Executive Director and Assistant Principals have maintained their duties as instructional evaluators.
However, both coordinators and coaches are non-evaluative and will work with teachers to provide guidance,
assistance, and support for classroom instruction.
Any teacher can volunteer to get coaching from administrators, coordinators, or coaches. However, the
Executive Director and Assistant Principals may assign coaches to teachers who need guidance and assistance
in the classroom. Before the construction of the Academic Achievement Team, the school depended on one Pali
Pal, one BTSA coordinator, and 3 outside consultants who served as coaches to provide guidance and assistance
to teachers. Once the model was established, the need for outside consultants was reduced.
The benefit of this model is that it builds an internal structure at the school to meet the needs of instruction and
student achievement. It also expands professional growth opportunities for our staff. The creation of teacher
leader opportunities are challenging at a single site institution. Additionally, this structure provides for a school
succession model and builds the leadership capacity at our site.
For example, a coach will work with coordinators side by side, and coaches and coordinators can be exposed to
the role of school administration. With this type of experience, the single school site is not incapacitated when a
an administrative job needs to be filled. When, leadership positions are available, there are experienced internal
candidates who can apply for the job.
The Academic Achievement Team has developed many workshops for professional development. Here are a
few:
● Common Core Curriculum Training and Humanitas Design
● Technology Training- Apple Apps, Infinite Campus, Schoology, iPads, Mastery Manager, Google Docs
● Assessment Training- Common Core Alignment, Performance Task Design
● Instructional Training- Engagement Strategies, Lesson Tuning Protocol, Literacy Practices, SDAIE,
Performance Task Lessons
● Professional Learning Communities- Guided Reflection, PLC Protocols, PLC Leadership
Here is the professional development calendar for the 2014-15 school year:
DATES
TIME
PLAN
8/1/14
8:00 AM – 2:00 PM
Humanitas Design Training- LAEP- 9th
Grade SLC
8/7/14
8:00 AM – 2:00 PM
Apple Training
8/8/14
8:00 AM – 1:00 PM
New Teacher Orientation
8/11/14
8:00 AM – 11:00 AM
Charter Element One Reading and
Revising, Charter Element Four
Reading and Revising, Teacher
Technology (Schoolfinder)
8/13/14
2:15 PM – 4:15 PM
Infinite Campus Gradebook Training
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8/26/14
2:10 PM - 3:10 PM
Charter Element Four Presentation and
Feedback
9/5/14
12:30 PM – 3:30 PM
Mastery Manager Training for PLC
Leaders
9/9/14
2:10 PM - 3:10 PM
Professional Learning CommunitiesCommon Core Performance Task
Tuning Protocol
10/7/14
2:10 PM – 3:10 PM
PLC- Student Interventions with
Grading Policies
11/18/14
2:10 PM – 3:10 PM
Charter Renewal LAUSD Board
Meeting- No PD
12/9/14
2:10 PM – 3:10 PM
Math Practices- Alana/Cheryl/Minh Ha
12/19/14
8:00 AM– 11:00 AM
Grading Intervention; Guided Fall Final
Data Analysis; Apple Training
1/12/15
8:00 AM – 3:00 PM
ALICE TRAINING
1/20/15
2:10 PM – 3:10 PM
Literacy across the Curriculum
Workshop
2/2/15
8:00 AM – 3:00 PM
Dufour Schoolwide Training- PLC
Tune-ups
2/3/15
2:10 PM – 3:00 PM
Continuation of Dufour Training
2/24/15
PD ½ DAY
PLC Festival
3/3/15
2:10 PM – 3:10 PM
Guest Speaker, Charter Committees,
WASC
3/24/14
PD ½ DAY
PLC Common Assessments/Grade
Level Assessments/Mastery Manager
4/14/15
2:10 PM – 3:10 PM
Internal Assessment Training/Mastery
Manager
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5/12/15
2:10 PM – 3:10 PM
PLC Notebook Check and Material
review
Dates TBA
2:15PM – 3:08 PM
p.7 Teacher Workshops: Schoology,
Infinite Campus, Apple, Google docs,
Engagement Strategies, Literacy
Strategies, SDAIE Strategies
6. Develop a comprehensive teacher evaluation process that includes a measure of teacher effectiveness
In the fall of 2013, UTLA-PCHS and PCHS management agreed to form a subcommittee to write and reach an
agreement on a new evaluation process. A committee was formed that included department chairs, UTLAPCHS representatives, and administration.
The purpose of creating a new evaluation was to enhance teacher performance as well as provide jobembedded, differentiated support and professional development for PCHS teachers, provide quality feedback on
teacher performance and provide a BTSA aligned pathway for preliminary credential holders to earn a clear
credential.
Elements of the evaluation include reflection: state standards and writing, observations: walk-throughs,
and conferences. At the end of each evaluation the teacher will be able to reflect on the continuum of
hierarchy, practice and identify growth target progress. The teacher will establish a professional growth
plan for the following year.
7. Develop and implement a clear systemic schoolwide model of response to intervention (RtI)
Palisades Charter High School continues to develop a tiered Response to Intervention (RtI) model designed to
improve the performance of all students, including those identified as low-achieving, under-achieving, or at-risk
of retention. To that end, PCHS has allocated resources and is committed to the following:
-refining school-wide protocols for timely identification of pupils who are not achieving up to ability;
-refining and implementing systemic, graduated, directive responses when pupils do not appear to be
making adequate academic progress; and
-providing timely and appropriate support for pupils’ individual learning and socio-emotional needs.
Staff routinely uses data from progress reports, report cards, and internal and state assessments to identify pupils
who are low-achieving or at risk of retention. Members of the school’s newly formed Intervention Team and the
Crisis Team, made up by administrators, teachers, counselors, and support staff also help identify pupils and
recommend them to any one of a number of academic or emotional support programs on campus. Once a
student has been identified as being in need of support, PCHS staff works with parents to identify appropriate
resources. PCHS has increased its parent communication about academic progress by designing a systemic
letter mailed at 5-week grading intervals.
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Pupils have access to a wide variety of academic support services, including content-specific support classes
embedded in the regular school day; small intervention courses designed to give students time with teachers
who help them organize and complete assigned work; targeted informational assemblies; one-on-one tutoring;
credit-recovery classes at Temescal Academy, and the Virtual Academy program, which offers blended-online
learning. Temescal Academy, a small learning community designed to serve approximately 80 pupils, is
committed to providing the individual help pupils need to overcome obstacles, recover academic credit, develop
interpersonal skills, and graduate and receive a diploma. Long-Term English Learners (LTEL’s) have access to
specially designed support classes, and their progress is monitored through the LTEL Designee program.
Additionally, the EL Master Plan supports EL students who need intervention with a Language Appraisal Team.
This team consists of the EL Coordinator, counselor, administrator, ELD teacher, and general education teacher
who meet with parents and students to assess and monitor student progress.
In an effort to be proactive in providing support, PCHS also uses internal diagnostic placement tests to identify
high-risk and at-risk incoming ninth-graders, who are invited to participate in a Summer Bridge Program that
focuses on helping pupils build academic skills and develop leadership skills.
PCHS also provides pupils with access to a registered school nurse, a credentialed school psychologist, and a
social worker who work collaboratively to address issues pertaining to an individual pupil’s medical and
emotional well-being. Through the Health Office, pupils and parents/guardians are informed of and will have
access to psychological and counseling services provided on and off campus by community agencies and
organizations.
PCHS staff uses qualitative and quantitative data to monitor a pupil’s individual progress.
Parents are provided with password-protected access to the school’s student information system, where they
may access real-time information about their child’s academic progress and attendance records. Through the
school’s learning management system, parents may access information regarding course-specific learning goals
and assignments.
Student Achievement 2014-15: Decrease in D’s and Fs for student cohort taking Intervention Classes
Semester
Number of Ds
Number of Fs
Fall Semester 20 week (12-15-14)
109
211
Spring Semester 5 week (2-27-15)
59
140
Total Decrease
-50
-71
Support Classes and Programs
Academic support for students will be provided in a variety of ways. PCHS takes a proactive approach,
administering a series of diagnostic tests to determine which incoming students may be in need of additional
academic support.
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After being accepted for admission to PCHS in the spring, every incoming ninth-grade student is required to
take a math placement test and the Gates-MacGanitie diagnostic reading test, which assesses each student’s
reading comprehension and command of high-utility vocabulary. Based on these initial assessments,
students may be placed in a Lit Success, an academic reading and writing support class, and/or one of three
math support classes. The students with the highest needs are placed in Essentials of Math, a one-semester
review of fundamental concepts that will prepare students to move into Algebra IA in the spring semester.
Students with low qualifying scores for placement Algebra 1AB may be placed in a three-semester Algebra
ABC class. In previous years, students have been placed in an Algebra 1AB class that meets daily during
Period 7, rather than in a block period, ensuring that students have daily contact with the curriculum and
supports in place in the classroom. In targeting specific literacy, numeracy, and study skills essential to
academic success at the secondary level, these classes both prepare freshmen for their high school
coursework and provide them with yet another adult who knows them on a more personal level than they
may find in larger classes.
PCHS identifies ninth grade at-risk students through articulation with Paul Revere Charter Middle School
and by analysis of the results of the school’s two diagnostic tests. Ninth grade at-risk students are invited to
attend the Dolphin Leadership Academy, an intensive, three-week summer boot camp that allows students
to earn five credits toward graduation and acquire the knowledge and the skills that will prepare them to
make the critical transition from middle school to high school. Participating in the bridge program allows atrisk students to acquire confidence and leadership skills and to forge relationships with PCHS teachers and
established student leaders. The students learn leadership skills as they help plan and participate in the 9th
Orientation Day. The student-teacher ratio is approximately 25:1, and each teacher is supported by a group
of established student leaders. Curriculum includes reviewing fundamental math concepts and practicing
reading and writing skills needed to meet the rigorous demands of high school work. Students also review
graduation and A-G requirements, complete a mandatory summer reading project, and participate in a
community service project.
PCHS also offers CAHSEE support for (a) rising tenth-grade students who fail to achieve qualifying scores
on a diagnostic assessment given each spring and (b) tenth-, eleventh-, and twelfth-grade students who have
not yet achieved a passing score on the English Language Arts (ELA) and/or Math portion of the CAHSEE
exam. Initially, students were placed in a two-week math boot camp to prepare for the CAHSEE exam.
Recently, support was expanded to include full-semester classes. The course teaches students how to study
and to prepare for the ELA and/or Math section of the CAHSEE, which consists of multiple-choice
questions as well as one essay (ELA only) and addresses state academic content standards through grade
ten. Students have access to an on-line CAHSEE prep class which they can access any time of day or night.
Any student who wants individual help may visit teachers during office hours, which are available during
lunch and Per. 7. Help also is available in the Study Center, where the Tutoring Coordinator arranges for
one-on-one tutoring in all academic subjects. Tutoring is available Monday through Friday before school, at
nutrition, at lunch, and after school. Local and traveling students have equal access to the tutoring. Tutors
are also provided in Intervention classes to provide individualized support for students.
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In addition, throughout the school year, teachers and parents of students who are struggling are given more
systemic written notification so that interventions can be put in place both in the classroom and at home.
As a staff, PCHS strives to find more effective and efficient means of helping pupils succeed. The tiered RtI
model will undergo changes, but its core principle will remain the same: PCHS wants to provide assistance
to every pupil who needs it to ensure academic success for every pupil. To maintain and monitor a systemic
schoolwide model of response to intervention, PCHS has developed an Intervention Team. Currently, this
team consists of two co-coordinators, an intervention counselor, the attendance coordinator, tutoring
coordinator, 4 intervention teachers, and one administrator. The intervention coordinator identifies pupils
who are failing 2 or more courses. The coordinator sorts these students for differentiated intervention
accommodations. These accommodations range from Tier 1 classroom strategies to a Student Success Team
referral with assigned intervention classes. During a Student Success Team meeting the student, parent,
teachers, administrator and academic counselor work as a team to identify the student's strengths and assets.
Using that information, the team will design a “student success” plan. Follow-up meetings are planned to
monitor individual student progress toward meeting goals stated in the plan.
Student Achievement 2014-15: Student cohort in the Summer Dolphin Leadership Academy
Students who scored below 50% on the Gates-MacGanitie diagnostic reading test and who placed at the
level of Essential Standards Math or Algebra I ABC were invited to the program. At the end of the program,
students were retested using the same math department diagnostic test. 40% of the Dolphin Leadership
Academy students passed the test to move onto the next level math class. 45% of this student cohort, passed
all of their classes on their fall ten week progress report. Students of this cohort who needed support (10%)
assigned to PCHS intervention classes during the school year
Notes from the WASC Visiting Committee Report, 2012:
“Factors that will support school improvement:
· Strong commitment of leadership, board and staff
·
Well-developed plan
·
Support of the governing board
·
Stakeholders’ pride in the school and their desire to improve- quantifying involvement”
School Response:
Stability of Leadership in Governance and Administration
The goal of PCHS Governance is to give voice and effect to the notion of local control of PCHS by the
stakeholders directly affected by PCHS. This includes the students, faculty, parents, classified staff, and
administration. In addition, PCHS Governance is designed to ensure that all voices are heard; that decisions
by the governing Board are made in a transparent way, visible to the public; that consensus is achieved when
possible; and that there is strong accountability for the decisions that are made. More particularly, the Board
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of Trustees is charged with ensuring that PCHS achieves appropriate results, in an appropriate manner, for its
students in accordance with its Charter. Finally, it is important for pupils to witness, engage with, and
participate in a democratic, transparent system of governance and shared decision-making.
To this end, the PCHS Board of Trustees is elected by the different stakeholder groups, specifically the
faculty, parents, classified staff, administrative staff, and students, with various different groups having the
ability to elect certain members of the Board of Trustees as described below. By allowing Trustees to be
directly elected by stakeholder groups, the ability of those groups to be heard in a meaningful way is
enhanced. At the same time, however, the Board of Trustees, and each of its members, must always be
cognizant of the fact that in their capacity as a Trustee, he or she does not “represent” the stakeholder group
that elected him or her. Rather, each Trustee is obligated to “represent” the stakeholders as a whole.
Accordingly, each Trustee must decide each question put to the Board based on what is best for PCHS
overall, not simply what is best for the stakeholder group that elected that particular Trustee.
To best fulfill its Mission, PCHS has adopted the Carver/Carpenter model of governance. Under that model,
while all governance power ultimately resides in the Board of Trustees, it is anticipated that this power will
be routinely delegated to the Executive Director and Principal (EDP) as to the day-to-day operations of
PCHS. In other words, the Board of Trustees’ role is to set overall school-wide policies and goals, ensure
fiscal responsibility, ensure compliance with law, and oversee the EDP. In contrast, the EDP’s role is to
oversee the school’s operation, implement the policies approved by the Board, and determine the best way to
achieve the school-wide goals set by the Board. (The current specific delegation is spelled out in the
Governance Policies, attached hereto.) This is so for a number of reasons. First, the EDP is a full-time
employee whose job is to implement the Board’s policies and goals, and to determine the best method to do
so. Because the EDP is a full time employee, and because he or she has direct control over the
administration, he or she is in a better position to run the school on a day-to-day basis than would be a parttime Board of Trustees. Accordingly, good governance demands that, except under exceptional
circumstances, the Board of Trustees not micro-manage the EDP’s operational administration of PCHS and
further that (again, absent exceptional circumstances) the EDP have the latitude to hire and fire senior
managerial personnel. Second, it is critical that the EDP be accountable for PCHS’s operations. This cannot
be accomplished if the EDP does not have the discretion to choose the best methods by which to implement
the policies and goals set by the Board of Trustees. Third, because of the manner in which the Board of
Trustees is elected, it is critical that the EDP be given wide latitude in PCHS’s operations.
While it is anticipated that operations and day-to-day governance will be delegated, the Board of Trustees
remains directly responsible for setting PCHS’s overall goals, priorities, and major policies. It is also directly
responsible for ensuring that PCHS operates in a fiscally responsible manner. The Board is also responsible
for directly overseeing and evaluating the EDP, and for being informed concerning the performance of
PCHS’s senior staff. Finally, the Board is directly responsible for ensuring that PCHS obey all applicable
laws and regulations and operate in the highest ethical manner possible. Those responsibilities cannot be
delegated to others, although all members of the PCHS community have a responsibility to work toward
these ends as well.
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To implement this governance philosophy, the Board of Trustees has adopted Governance Policies. Under
those policies, the Board’s role is to specify outcomes and ensure that those outcomes are achieved, but it is
the EDP’s duty to determine and, where appropriate, execute the means necessary to achieve those
outcomes. Thus, the Board of Trustees’ actions emphasize goals rather than means, encourage diversity in
viewpoints, focus on governance rather than administrative detail, draw a clear distinction between the
Board’s role and the EDP’s role, rely on collective rather than individual decision-making, and strive to be
proactive rather than reactive.
On April 19, 2012, the Board adopted a comprehensive evaluation tool for the Executive Director Principal.
PCHS’ annual school-wide goals are part of the evaluation tool along with an over twenty category rubric
ranging from: focus and planning; decision-making; and curriculum, instruction and assessment. The goal of
the evaluation tool is to provide feedback to the EDP in a constructive manner identifying strengths and areas
for improvement. The evaluation committee conducts a lengthy process wherein many members of the
stakeholder community are interviewed and surveyed. The results of the school-wide survey are also used to
provide value data to the Board regarding a plethora of issues. The evaluation committee is made up of all
non-interested members of the Board.
In adhering to the stakeholder feedback from the UCLA search process - prioritizing long-term leadership the Board and EDP worked to create three-year contracts for all administrators. This has provided much
needed stability for the PCHS Administrative Team. Currently, the median years for the administrative
directors (including the Executive Director) is 4.5 years. This indicates that at least half of the administration
is staying stable. The mean for administrative longevity is approximately 5.4 years; this also equates
statistically to a team that has been stabilized half way.
At the beginning of each school year, the Board and Administration host an all day retreat inviting all
members of the Pali community to reflect on the prior PCHS goals and brainstorm on priorities for the
current school year. The objective of the meeting is to come up with a comprehensive list of priorities for
PCHS. The Board provides the list of priorities to the Administration. Then, the Administration reduces
these priorities into PCHS’ School-wide goals for the upcoming year (including SMART goals). The goals
are presented for Board approval. At each regular Board meeting, the EDP is asked to report on one of
PCHS’ School-wide goals.
Pali Pride and Stakeholder Desire to Improve
PCHS is dedicated to ensuring stakeholder input is included in the decision making process. We are a vital
member of our community and take pride in welcoming families, often through generations, that keep our
school vibrant with a history of diversity. The Booster Club is a long-standing committee comprised of
parents and community members who dedicate their time and resources to support programs for our students.
One can see our pride in banners lining Temescal Canyon representing our achievements and honoring our
students and staff. The Pali Education Foundation is a more recently organized group dedicated to providing
funds for our academic program.
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We are proud that our committees are comprised of students, parents, community members, teachers,
classified staff, administrators and Board members who come together dedicating their time to identify the
direction and goals of PCHS. Our teachers are highly qualified, dedicated teachers who provide a strong
voice in the direction of the school. Faculty are involved in school-wide committees and have recently
expressed the desire to have more of a voice in the direction of the school in the reconstitution of the Faculty
Senate to identify and make known pertinent issues and recommendations of teachers. Our Professional
Learning Communities are dedicated to improving instructional practices through ongoing development of
formative and summative assessments as well as instructional strategies to shift to Common Core Standards.
PLC’s are applauded for increased documentation of the good work they are doing.
New faculty are supported through New Teacher Orientation prior to the start of each school year and are
introduced to faculty in New Teacher Luncheons. The New Teacher Council provides ongoing support to
assist them in acclimating to Pali. School staff are acknowledged monthly for exemplary acts and
contributions to the school through our Pali Positive program. Recipients of the Pali Positive award receive
a certificate, gift card and are provided a dedicated parking spot for the month. Students receive recognition
through the Dolphin of the Week award whereby Dolphin tickets are earned when students are seen doing
good deeds and tickets are drawn for a weekly prize. Winners are identified during school-wide
announcements. Student of the Month Awards are given monthly where students, recommended by teachers,
are acknowledged for exhibiting growth or high achievement during a luncheon.
PCHS has focused on developing stronger parent involvement and student support through building our
bilingual program, The Village Nation for our African American population, Fuerza Unida for our Latino
members and Parent Institute for Quality Education to increase the number of minority students who attend
higher education.
We take special pride in our students who earn high achievements in academics, athletics, marching band,
drama, music and most recently formed robotics and rocketry.
From the WASC Visiting Committee Report, 2012:
“Impediments to improvement that the school will need to overcome:
· Short history of current leadership and board. While all indications are that the current situation
is positive and likely to achieve their goals, the principal and the board are both new and have the
joint challenge of changing/improving a long-established school.
·
It is unclear whether the school will be able to get the support and resources it needs from the
sponsoring district to accomplish the plans.
It seems evident that the school’s board will appropriately monitor the progress on the action plan.”
School Response
Changing and improving a long established school is challenging. The Board and Administration have made
great strides in creating new governing policies, an evaluation tool, implementing Infinite Campus,
Schoology, the creation of the Academic Achievement Team, school-wide Wi-Fi infrastructure, digital
devices, facilities improvements, and other school-wide needs identified in the LTSP. While many changes
51
have been made, it is a constant challenge to gain the trust and respect of some stakeholders who may want
to rely on the status quo or make changes at a slower rate. This is an area where PCHS continues to evolve.
PCHS has worked to identify fiscal resources to support the school goals and plans. In addition to direct
fundraising campaigns to support new technology, the school has also increased revenue through restructuring
the facilities permit program. Due to the development of relationships within the film industry, filming on
campus has developed into a consistent source of revenue. PCHS is also a member of the LAUSD Charter
Operated Programs Option 3 which serves as the school’s special education SELPA. Through this program the
school is able to apply for grants to recoup some expenses affiliated with special education programs. PCHS has
also worked to identify innovative programs supported by grants such as the AmeriCorps planning grant and the
California Career Pathways Trust grant which connects community colleges, secondary schools, and business
partners to provide college and career pathways for students as well as dual enrollment credits for those who
participate. PCHS parent partners continue to support school initiatives through the development of the PCHS
Education Foundation and the Booster Club, a separate 501c3 from that of PCHS. The school works
collaboratively with the chartering district to ensure compliance in all areas.
The PCHS Board monitors the school’s progress through the development of the annual school-wide goals
based on feedback from the stakeholder survey which reflects the LTSP. The Board added the Academic
Accountability Committee to its structure this year as a means to regularly monitor academic achievement and
progress. The Board Budget Committee meets monthly to monitor expenditures and develop the annual school
budget, which is then sent to the board for review and approval prior to implementation. The Board Audit
Committee hires the outside auditor who reviews the school fiscal procedures and who reports directly to the
Board regarding findings and recommendations.
V: School-wide Action Plan
● Comment on the refinements made to the school-wide action plan since the last full self-study visit to
reflect school-wide progress and/or newly identified issues.
● Include a description of the school’s procedures for the implementation and monitoring of the single
●
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school-wide action plan.
Comment on the integration of plans into one single school-wide action plan.
Include a copy of the school’s latest updated school-wide action plan.
Refinements to school-wide action plan since 2012-13
- Inclusion of the LTSP Committee and LTSP in the Charter Renewal (2015-2020)
- Incorporation of LCAP goals into the LTSP
- Establishment of the Long Term Strategic Planning Committee stakeholder communication protocol (all
stakeholder groups meet monthly with posted agendas and minutes)
Procedures for implementing the school-wide action plan (Long-term Strategic Plan and Yearly Goals)
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The PCHS Board of Trustees develops annual school-wide goals with the Executive Director Principal and
administrative leadership team. These annual goals are developed during a special board meeting, allowing all
stakeholders to participate. The goals incorporate stakeholder input through an annual survey and are based on
the PCHS Long-Term Strategic Plan (LTSP) and Western Association of Schools and Colleges (WASC)
Action Plan. As of 2013-14, the LCAP goals are also incorporated. The goals are revisited monthly in Board
meetings, administrative team meetings, and LTSP meetings to ensure that the school is progressing. LTSP
stakeholder teams prioritize goals, review progress, make recommendations, and develop budget proposals
both for short and long range planning. The LTSP Committee is composed of five groups representing the
sections of the strategic plan: Academic Achievement and Innovation, Facilities, Family and Community,
Finance & Fundraising, and Technology. All stakeholders are welcome to participate in monthly LTSP
meetings, which are open to the public.
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