GOAL A. Develop elective course sequence to support authentic, complete CTE career pathways that culminate in industry certification.

1.The careers pathways at Helen Bernstein High school

HBHS has effectively developed full elective CTE career pathways in Video Production, Digital Media, and Computer Science. The pathways are developed as a sequence of courses with each course building upon the previous one. Each pathway links academics with real world applications. Students in the pathway are taught theory and receive practical hands on experience using state of the art equipment.   Students are exposed to and able to explore possible career opportunities within each pathway.  While in the pathways students are developing their technical and employability skills. These skills will help make the students more marketable in their chosen field. At HBHS we hired a full time video production teacher in 2104 to increase the opportunities for students to complete the coursework. We continue to work towards having the pathways culminate with an industry certification.

2. Establish partnerships with nearby business to support avenues for career

         pathways.

• The Paramount Mentoring Program consists of Paramount employees acting as mentors for students at Bernstein High School. The mentors meet with students twice-a-month at the Paramount Studios. Paramount provides training, transportation of students to the Paramount lot, provides lunch and provides students with experiences and opportunities students-at-risk would not have access to. The goal of the program is to combine life-skills training with the development of supportive relationships between adults and youth.
• Reality LA is a church congregation that leases space on campus every Sunday. The church partners with our school in a variety of ways including:

1. Participating in home visits for chronically absent students
2. Audio and visual support for events including graduation
3. Mentoring of students in TV/film production(2016)
4. Provides financial support for the Dragon Awards Assembly incentives

3. Develop school-based production company for graphic design photography  

         and film.

• Dragon Media is a school based student operated business that conducts various projects for organizations within the confines of Helen Bernstein High School. These projects are in the areas of video production, photography, web design and graphic design. Some examples include logo design for campus based clubs, apparel design for athletic teams, and promotional video’s for campus Activities. The future goal is to expand this model to the surrounding community businesses and organizations for profit, for the purposes of funding scholarships and purchasing new equipment for students. Currently our group works for the Council of Black Administrators. We have shot video coverage of their events along with maintaining the official website.
• Skills USA is a partnership of students, teachers and industry working together to ensure America has a skilled workforce. The benefits for students are access to career resources and contacts as well as opportunities for scholarships, awards, and honors. The plans are to implement Skills USA in the 2016-17 calendar school year. Training for the Skills USA will be held this summer.     

4. Develop a computer science pathway for students to be exposed to 21st century technology with an emphasis on “Coding.”

In 2015 HBHS adopted a computer science curriculum and added the pathway to our master schedule. Students are able to take courses in (1) Exploring computer science and (2) Intro to data science. In the spring of 2016 we will host our first computer science club called “ Girls who Code.”

Goal B.  Develop systematic protocols for data collection, data analysis and dissemination.     

1. Monthly review of student grades by department to identify trends and establish instructional response.

After every progress report, i.e., after the 5th, 10th and 15th week progress reports, student grades are distributed to the certificated staff who, in turn, review student grades during department professional development. The results are used to inform their instructional program; plan, develop and implement appropriate acceleration and interventions; provide feedback to students, which helps students recognize what they must do to close any gaps in their knowledge or understanding; maintain a record of each student’s grade results to discuss results of students’ progress toward standards proficiency with students, parents and school staff; to bridge instruction and interventions that are beyond the school day and to guide professional development. Grades, work habits and cooperation were discussed with parents and students during parent-teacher conferences.

2. Quarterly interim assessments given in English and Math. Results will be analyzed and shared with students and parents.

For 2015–2016, the District adopted the Smarter Balanced Assessment

Consortium’s Interim Assessment Blocks* (IAB) in Mathematics and

English/Language Arts for Grades 3rd -11th (9th and 10th grade students can only take the 11th grade IABs). Science and History/Social Science assessments will continue to be the District’s California State Standards -based assessments. For ELA and Mathematics, grades 3rd -12th, schools will have the option to: (1) give the SBAC IABs, or (2) give the District’s CA State Standards-based interim assessments in ELA and Math, or (3) give CCSS -based interim assessments determined by the school and with approval of the Local District Superintendent. Bernstein chose to give the SBAC IAB’s and they were administered in 2015.

The assessments are formative in nature and measure areas of student strength and weakness on the standards assessed. The data from the assessments allow teachers to obtain information on their instructional practices in order to improve student achievement. The data also facilitated targeted professional development and strategic support for teachers. Teachers will use the results to plan, implement, and monitor instruction and intervention for all students. Results from the assessments will be mailed home to the parents.  

3.Offer APEX online courses for students deficient in credits.

• We are currently using Edgenuity instead of APEX. Edgenuity is a research-based interactive on-line video course curriculum, which offers more than 185 semester-equivalent core and elective online courses for students, grades 6-12. The program can be used at home or in school. It is used as core curriculum, for intervention, to recover credits, to prepare for standardized assessments and prep for some Advanced Placement programs. Course offerings include Math, English, Science, Foreign Languages, and career-oriented courses (business, IT, health sciences). Material is presented in full courses and subjects are across the range of high school disciplines including foreign language courses (Spanish, French, German, Latin, Mandarin Chinese).
• Edgenuity (formerly called e2020) offers online blended learning programs in which the videos are part of traditionally structured classes. Its heavily video-based course program also includes exercises, quizzes and tests; courses are aligned with Common Core and state standards. The program is designed to be used under the guidance of teacher.
• The math program goes from 6th grade math through pre-Calculus. Programs are based on state standards and the Common Core; as individual states add additional requirements (on top of the Common Core curriculum), Edgenuity is keeping up with those additional requirements. It incorporates both formative and summative assessments.
• Students can also listen to Edgenuity videos in a dozen other languages including Spanish. Special needs students can adjust the pace of the curriculum to better suit them. HTML-enabled text can be read out loud to support second language learners.

4.Implement graduation tracker used by counselors and support personnel.

• Individual Graduation Plans are provided to 11th and 12th grade students in the Fall of 2015 and for the 9th and 10th graders they are provided in the Spring of 2016.  In addition, in December of 2015 an IGP was completed for the following students: all 9th and 10th grade students that received 3 F’s or more in the 15th week progress report of the Fall semester; all 11th grade students who received one F in the 15th week progress report of the Fall semester; and all 12th grade students, regardless of grades. During the first week of December the out-of-the-classroom school staff visited the homes of the students who demonstrated excessive full day absences in order to inform families of their children’s attendance situation.

5. Instructional Rounds

Instructional Rounds are the process in which teachers observe the instructional practice of their colleagues and use data collected in a debrief with the principal and the ILT to identify best practices and/or areas of challenge throughout the school. The ILT uses this data to develop and deliver meaningful professional development.

1. C. Implement and monitor a formal professional learning community (PLC) and

    provide teachers with PD on how to create and analyze formative assessments

    (common assessments) to drive real time instruction and target classroom

    interventions, per individual students.

Our professional learning community is comprised of departments at every grade level. Our school has been systematically working together to collaborate to improve our professional development cycle through:

• Instructional Learning Team (ILT)
• Whole group professional development sessions
• Department meetings
• Instructional Rounds
• District trainings

Every Tuesday our school conducts professional development sessions alternating between whole group and department meetings. We adopted this modified schedule in 2013. The Instructional leadership Team (ILT) is comprised of the principal, assistant principal, department chairs for each subject area, instructional coaches, coordinators and volunteers. The ILT meets over the summer for a week to develop the professional development cycle including topics from needs assessments results from teachers. The ILT meets monthly to establish and communicate instructional goals, plan professional development (pd), collects and analyzes formative and summative assessment results, facilitate whole group pd, and analyze pd evaluations from staff. The ILT plans and develop the Instructional Rounds. Instructional rounds are a process where by observing teachers compare their own instructional practices with those of the teachers they observe. A discussion takes place among observing teachers at the end of the observation as well as in subsequent self-reflection. If the observed teacher so desires, feedback from the observers is provided. Instructional rounds allow observing teachers to identify instructional practices they’ll continue to use because they observed other teachers employing them effectively. Our school developed a schedule based on the teachers’ conference periods so that observing teachers wouldn’t need to lose instructional time.

Our school has adopted 4 “Focus Elements” based on the Teaching and Learning Framework to drive our professional development topic selection. Each professional development topic must be related to the focus elements. The four “Focus Elements” include:

Bernstein Focus Elements

• Improve Common Core State Standards-Based Learning Activities using technology
• Expand Academic Discourse in all core subject areas
• Use  Purposeful Grouping to ensure students learn through collaboration and meaningful discussion
• Implement Management of Routines, Procedures and Transitions to provide clear academic expectations for every class

The departments meet on alternating weeks to follow up what was learned during whole group meetings in order to practically apply the lessons to individualized instruction in the class. Departments also develop formative assessments and analyze data and trends as a department to create interventions based on student. Departments also collaborate to analyze summative assessment data based on Smarter Balance Results, CAHSEE Results (2015), student grades and

We have worked together to create a strong sense of professional learning, however we haven’t mastered the practice at this time. Some departments are stronger than others as it relates to the practice of professional learning communities. We will continue to work towards having every department always analyze data and develop individual intervention for students. We will continue to build a strong community and ultimately use the cross-curricular PLC model.

1. D. Implement and monitor a systematic approach, such as RTI2, to address  

    instruction and intervention for all students.

1. Develop an understanding among staff regarding a need for systemic and

intensive intervention program to support student achievement.

Student achievement data from the LAUSD School Report Card, graduation cohort rates, Smarter Balance results, student grades, transcripts, CELDT results, reclassification reports, attendance, and the information available in the MyData system is shared with staff professional development, staff meetings, Instructional Leadership meetings and School Site Council meetings. The staff collaborates regarding the student data and provides feedback that points to the understanding that there exists the need for intervention programs to support student achievement. Staff also provides examples of student work from their respective classes that demonstrate the need for a systematic and intensive intervention program.

1. Establish a school-wide means to deliver intervention and reinforcement in

English and Math in addition to the regular classes.

7 Period Instructional Bell Schedule

In 2014-2015 the school developed and adopted a 7 period bell schedule in order to combat deficiencies in the master schedule along with providing students an opportunity to recover credit.

• Advantages of a 7 period day:

*Classes of equal length make assigning teachers and students to courses and classrooms more efficient.

*Because each class meets daily it is often easier for students to catch up on missed work.

*The teachers complained with the 8 period block schedule that students didn’t take advantage of the day when the class didn’t meet.

*Students are able to obtain more credits within the school year.

*Summer school session or any other credit recovery isn’t guaranteed, i.e., adult school  

*The flexibility created has the potential to increase the graduation rate     

• A-G, with the new A-G requirements students is able to do credit recovery between the bells. We are not giving them more opportunity to fail but the opportunity to graduate on time.
• A seven period gives us the flexibility we are able to offer a new career pathway, we also able to strengthen our existing pathways.
• Flexibility for our EL students and other special populations that are increasing in numbers.

Our EL students now have the chance to graduate within four years. The seven periods allows students to double up on classes that a straight six cannot.  We are able to offer more customizable schedules than a six.

• Advantages of a 7 period day:

*Classes of equal length make assigning teachers and students to courses and classrooms more efficient.

*Because each class meets daily it is often easier for students to catch up on missed work.

*The teachers complained with the 8 period block schedule that students didn’t take advantage of the day when the class didn’t meet.

*Students are able to obtain more credits within the school year.

*Summer school session or any other credit recovery isn’t guaranteed, i.e., adult school  

*The flexibility created has the potential to increase the graduation rate     

• A-G, with the new A-G requirements students is able to do credit recovery between the bells. We are not giving them more opportunity to fail but the opportunity to graduate on time.
• A seven period gives us the flexibility we are able to offer a new career pathway, we also able to strengthen our existing pathways.
• Flexibility for our EL students and other special populations that are increasing in numbers. Our EL students now have the chance to graduate within four years. The seven periods allows students to double up on classes that a straight six cannot.  We are able to offer more customizable schedules than a six.

Targeted ELD Interventions

ELD students who have three (3) or more failing grades at the various progress report marking periods and are identified and scheduled for targeted intervention. This intervention focuses on content-based language skills and takes place once a week during the school day.  It takes place during their ELD class in a pull-out model. Collaboration between the ELD teacher, the Title III Coach and the Restorative Justice Adviser allows for communication of student progress or lack thereof.

The English, Math, Science, Social Studies and Special Education departments provide during and after-school tutoring for those who may be struggling in the core curriculum.  

Tutoring

Algebra 1 and Algebra 2 classes have an additional tutorial lab in a double block fashion based on grades, test scores and teacher recommendations. These lab classes offer students immediate intervention and reinforcement during the school day.   

The Youth Policy Institute trains and places Ameri-Corp members at school to provide in-school and afterschool tutoring.  Two members are currently in Mathematics classes and one member is in English classes. One additional member will be available at the start of the spring semester in January 2016 and will be placed in an English class.

1. Implement courses for Long-term English Learners.

The District has implemented courses for students who have been in the English Language Development Program for more than five (5) years and have not reclassified.  The Long Term English Learners (LTEL) support courses are designed to accelerate language development, vocabulary and expository language. The course titles are Advanced ELD and Literacy and Language for English Learners. LTELs are place in core A-G English course and one period of either Advanced ELD or Language and Literacy. LTEL students who are in one of the LTEL classes in the Spring of 2015 semester and do not reclassify before the start of the 2015-16 school year will continue in LTEL classes. However, students identified as LTELs for the third consecutive year must be referred to the Language Appraisal Team (LAT) for review. All LTEL courses may be repeated for credit.  Our Title III Coach is instrumental in providing training and professional development to teachers so that they can effectively provide instruction to our EL students. Data shows that only 40% of our EL students are designated as LTEL compared to over 60% in the District.

1. Establish clear, well-defined and well-monitored expectations and protocols for the operational systems of HBHS, such as campus security, educational systems (PLC, RTI2, walk-through, campus layout).  

1. Provide HBHS school security with outerwear to identify them as security.

• Each campus aide and supervision aide is provided with a LAUSD campus supervision vest so that they are visible to all near and far. The vest is worn during the entire period of their work day. In 2015 the 3 schools of the complex collaborated during the Complex Principals meeting to purchase an additional campus security personnel to help with the traffic coming in and out of the school.

2. Ensure that all staff aware of the School Safety Plan, individual roles and

   responsibilities.

• The Safe School Plan Volume 1, The Coordinated Safe and Healthy School Assessment/Practices, Volume 2: Emergency Response Procedures and Volume 3: Intervention and Recovery Procedures have been completed and submitted to the District.  Roles and responsibilities for classroom and out of the classroom staff have been discussed in Faculty meetings. The Great ShakeOut Drill was held complex wide on October 15, 2015 in which all stakeholders participated.

3 .Relocate classrooms to increase teacher communication and establish sense of    community.

• During the summer of 2013 a relocation of classrooms took place
• Starting in August of 2013 Bernstein was housed in the 5th floor, STEM was housed on the 4th floor and the charter, APEX was housed on the 3rd floor. Bernstein still has one (1) classroom in the C building, two (2) Social Studies classrooms in the D building and one (1) Special Education classroom in the E building.

4. Develop a student-centered multi-tiered approach of structure and support

• A master schedule containing seven (7) periods allows for flexibility in the student’s schedule. We have learned that when creating the master schedule it is essential to schedule for students who require interventions first.
• Students are scheduled into Algebra 1 and Algebra 2 classes that have an additional tutorial lab in a double block fashion based on grades, test scores and teacher recommendations. These lab classes offer students immediate intervention and reinforcement during the school day.
• Resource Special Education students meet with their resource teacher during one period a day, allowing for immediate intervention. Special education day class students are mainstreamed in Mathematics and Biology and have, in addition to the general education teacher, a Special Education teacher in the classroom and a teacher’s assistant in the classroom.  
• Algebra and Geometry classes have an AmeriCorps tutor in the classroom to provide students additional assistance. English classes will have two (2) AmeriCorps tutors effective January 2016 to provide similar assistance.
• English Language Development classes have an Educational Aide III who provides assistance to students in ELD 1 and 2 classes.
• A Title III Coach provides support for implementation of the English Learner Master Plan, support for English Learner courses (LTEL), coach teachers via Cognitive Coaching, analyze student work and data, lead action research projects, and coordinates with other staff at the school site.  
• The Long Term English Learners (LTEL) support courses are designed to accelerate language development, vocabulary and expository language. The course titles are Advanced ELD and Literacy and Language for English Learners. LTEL’s are place in core A-G English course and one period of either Advanced ELD or Language and Literacy.
• The EL Program Coordinator assists the principal in maintaining a compliant instructional program for EL students. Additionally, the EL Program Coordinator provides direct and indirect services, in accordance with State and Federal EL program mandates.
• The Restorative Justice Teacher Adviser assists school staff with the implementation of the Discipline Foundation Policy. The Adviser reviews school data and reports to provide support, monitor, implementation progress and effectiveness of the Policy. The Adviser supports classroom teachers with the implementation of Restorative Justice Practices as well as supports school administration and other key staff in developing the infrastructure needed to provide Tier 2 and Tier 3 interventions and support. Restorative Justice is a three-tier model of prevention, intervention, and reentry in response to conflict and or harm.  
• Instructional Technology Initiative: A total of 101 schools participate in the program to provide a laptop to every student and teacher on campus. Technology is used as a tool to differentiate and personalize instruction, increase academic rigor, and build student ownership of learning. In addition, the District is expanding professional development opportunities so that teachers not only become adept but comfortable when using technology in the classroom. Our mission is to prepare all students to be digital learners who use technology as a tool to graduate ready for success in college and careers.
• The Community Representative reaches out to the parents in the community and brings resources to parent to assist in the education of their children in order to be successful academically. Parenting classes, workshops and information regarding the school. Some of the topics the parents learn about are related to Common Core and the requirements needed to graduate from high school. A monthly Coffee with the Principal meeting is held in the parent center. The goal of the parent center is to involve parents, community and school to have 100% graduation rate.   
• The School Psychologist  provides psychological services to general education students and students with disabilities; develops individual case studies of students to determine eligibility for special programs; assists in the development of behavior support plans and functional behavior assessments; consults with school personnel, parents, and others concerned with the progress of students; and provides both individual and group counseling.
• School counselor provides counseling services to secondary students for the early identification and intervention for barriers to academic achievement of students, and to promote and encourage a healthy learning environment.    
• Campus Aides and Supervision Aides assist in maintaining the proper environment and student control by patrolling school campus; maintain standards of student discipline and ensuring the observance of rules and procedures by students and others on a school campus at the direction of the school administration.   
• The school Police Officer patrols the school, offices and other property; apprehends suspects; investigates crimes; makes recommendations for the disposition of criminal matters involving the security of District facilities, personnel or students.   

1. Refine implement and monitor school wide vision and mission that reflects the identity of HBHS.

Our school takes pride in our mission and vision. A copy of the mission and vision appears throughout the school in offices and classrooms.  We will continue to revise the mission and vision statement to reflect our pathways, commitment to computer technology through our ITI program and our much improved college going culture. Drafts of the revised versions are currently being developed and shared with stakeholders

School Mission

The Helen Bernstein High School learning community empowers students to graduate with the knowledge and skills necessary to achieve their goals as 21st Century learners who are active contributors to the community. The staff ensures state content standards are the basis of a relevant and rigorous curriculum that incorporates responsive teaching methods to address the unique learning needs of students. The Helen Bernstein High School students, parents, faculty, community partners, and staff respect and trust each other as they work together to guide students toward social and academic maturity, and to build personal character that will enhance their personal and professional lives.

School Vision

Students at Helen Bernstein High School experience an ambitious and challenging curriculum that makes post-secondary education a reality. This neighborhood school provides an open and welcoming environment where student volunteerism and community service are the norm, parents are actively engaged in student learning, and there is strong community and business support. Teachers’ work within a professional learning community that embodies the belief that improved teacher practice results in improved student learning.

V:  Schoolwide Action Plan Refinements

• Comment on the refinements made to the single schoolwide action plan since the last selfstudy visit to reflect schoolwide progress and/or newly identified issues.
• Include a copy of the school’s latest updated schoolwide action plan.

The following focus areas were identified in our WASC self-study visit and have served as the focus of our action plan.

1. Develop elective course sequence to support authentic, complete CTE career pathways that culminate in industry certification.
2.  Develop systematic protocols for data collection, data analysis and dissemination.     
3. Implement and monitor a formal process of professional learning and

    provide teachers with PD on how to create and analyze formative assessments

    (common assessments) to drive real time instruction and target classroom

    interventions, per individual students.

1. Implement and monitor a systematic approach, such as RTI2, to address  

    instruction and intervention for all students.

1. Establish clear well defined and well monitored expectations and protocols for the operational systems of HBHS, such as campus security, educational systems (PLC, RTI2,walk- thrus) campus layout.
2. Refine, implement and monitor a schoolwide vision and mission that reflects the identity of HBHS

Self-Study Critical area for Follow-up: Develop elective course sequencing to support

authentic, complete CTE career pathways that culminate in industry certification.