CHAPTER 3: PROGRESS REPORT

Since our Initial WASC Visit in June 2010, Civitas has gone through transformations in Leadership and teaching staff. We have ten new teachers. Five positions have had multiple new teachers: English 9, English 10, Math, Chemistry, and Art. Currently we are still having trouble hiring a fully credentialed English 9 teacher. In the years since our Initial WASC Visit, we have changed our Instructional Curriculum to focus on data driven instruction, a focus on literacy in all content areas, local assessments focusing on content standards, and professional development focus on data driven instruction. This chapter contains a summary of our progress, organized into the seven critical areas of need as recommended by our Initial WASC Visiting Committee. These recommendations included: 1) Implementing measures of college preparation, 2) Develop departmental benchmark assessments, 3) Expand the 9-12 curriculum, 4) Provide professional development programs, 5) Provide counseling services, 6) Continue to address Advisory program needs, and 7) Develop a school-wide Action Plan to govern future school improvement. Our staff reviewed the WASC Initial Visit Visiting Committee Report during the Summer of 2010 at our annual summer professional development seminar. Since then, our school has taken measures to address all stated areas of concern and has included these areas within our single school-wide Action Plan. Significant progress in several areas has been limited due to outside factors that are beyond our control such as budget and staffing.

I. In this progress report or in the student/community profile, describe any significant developments that have had a major impact on the school or specific curricular programs since the last full visit. 1. Implement measurements of college preparation such as the PSAT, SAT, and/or ACT to further determine how well the school is meeting its mission. Our initial WASC visit was completed a year before Civitas implemented a 12th grade curriculum. Part of the mission of Civitas SOL is to see all of our students pursue higher

education. In an effort to accomplish this mission, all students attending Civitas SOL take A-G coursework that is required for admittance into the University of California system. Offering our students A-G curriculum provides them with opportunities for college preparation through academic coursework. Every Fall all 10th and 11th grade students take the PSAT through the acquisition of fee waivers provided by the testing agency. In an effort to more fully prepare our students for college admittance and acceptance SAT/ACT preparation books were purchased and an SAT/ACT preparation course was implemented during the 2010-2011 school year. This course was made available to all students and taught by one of our teachers after school. During that year we had a total of 37 students who took the SAT. Our English 11th and 12th grade teacher provided additional support. She implemented SAT preparation during the opening minutes of instruction. SAT data from Chapter One shows a significant decrease in the mean for all three-test areas (Critical Reading, Math, and Writing Skills). There was a drop of 94 points in the writing area alone. These results are surprising since CST data suggests that the class of 2012 was the strongest performing class we have had thus far. During the past school year, only seniors received support in preparing for the SAT through Advisory. This year we established a community partnership with the Asian Pacific American Legal Service Council (APALSC). During the fall of 2012, this organization offered our school their services in providing an SAT/ACT preparation course during our Advisory period. Students selected to participate in the program represented all four Junior Advisories and were chosen based on their cumulative Grade Point Average and CST scores. Upon completion of the course these students will become peer mentors within their Advisory class and teach their classmates about the significance of the SAT/ACT and will explain test-taking strategies they learned during the prep course. This is and on-going training that 11th grade mentor are receiving. 2. Develop departmental benchmark assessments to aid in consistency of instruction among staff and measure proficiency in meeting state standards. As a pilot high school we have autonomy over assessments. Departments met during the 2010 Summer Professional Development to discuss the creation and implementation of periodic assessments. At the time all departments (English, Math, Science, and Social Science) decided to create self-made periodic assessments. The reasoning was based on the fact that all departments have power standards that guide their curriculum, which do not necessarily match the same standards or pacing plan as the district assessments. Throughout the 2010-2011 school year professional development days were made available to create assessments and examine assessment data. These efforts resulted in an increase in the percent of students performing advanced and proficient in all subject areas for the 10-11 school year. Our school also improved 5 points in our API score that year.

Last school year, the Math department began to utilize periodic assessments and pacing plan created by Los Angeles Unified School District. After analyzing the Math data, teachers were not satisfied with the results. They decided to follow the district-pacing plan utilizing Civitas curriculum materials and supplementing it with district materials. After reviewing the CST data, teacher noticed a greater improvement and continued with their practices. Creating consistency has been hard to establish due to the high rate of teacher turn-over every school year. During the 2011-2012 school year we had seven new teachers out of 19. Our Social Science and English department each had two new teachers out of three and our Science department had a new Chemistry teacher. Our Math department did not experience a loss but two of our four teachers were absent for a good portion of the year on maternity leave. The large amounts of change resulted in a drop of students performing at advanced and proficient in all CST subject areas. 3. Expand the 9-12 curriculum commensurate with the college preparatory mission of the school, including Honors/Advanced Placement courses, and widening, to the degree possible, the number of electives students can select. Civitas SOL implemented a 12th grade curriculum in September 2010 with our first senior class. We expanded our curriculum to include Calculus and Trigonometry, Physics, Spanish 3, Government and Economics, and World Literature and Advanced Composition. A total of four new teachers were hired to accommodate the new 12th grade curriculum. All of the courses implemented satisfy A-G requirements for admittance into the University of California system. By expanding our curriculum to include Calculus, Trigonometry, Spanish 3, and Physics we also increased the number of electives available for students. The master schedule was modified during the fall semester of the 2011-2012 school year in order to provide students with more electives that fostered student interest. To accommodate this change our Interdisciplinary Unit Projects period was reduced from two semesters to one semester in the Spring of 2012. The electives offered during the Fall semester included Robotics, Digital Photography, Graffiti Art, Guitar, Dance, APEX online learning for credit recovery, History of Rock and Roll, Environmental Justice, Women is History, Reading, and Life Skills. We invited parents and community members to a Fall exhibition last year that showcased culminating projects from each of these electives. This year, we implemented a new master schedule to include 8 blocks within the regular school day. This decision was made in an effort to include intervention within the regular school day. Due to this intervention block for 9th and 10th grade English and Math students, a limited number of electives are being offered. Current electives in place include Robotics, Agriculture, Digital Media, Computer Repair, Leadership, and APEX online learning for credit recovery. AP Calculus and AP Spanish 3 were added to our curriculum during the 2010-2011 school year. An Honors program was fully implemented on campus this school year. Honors

coursework is available for students in English 10 though 12, World History, United States History, Government, Economics, and Algebra 2. Next school year we hope to expand our Honors options in the 9th grade curriculum and AP courses in English, History, and Science. 4. Provide professional development programs that aid all staff in obtaining CLAD certification, training in teaching literacy, and implementing effective instructional strategies and differentiated instruction. Over the past three years there have been many opportunities for professional development that aided staff in obtaining CLAD certification, training in teaching literacy, and implementing effective instructional strategies and differentiated instruction. In 2011 the entire staff attended the CABE (California Association for Bilingual Education) conference held in Long Beach, CA. Teachers attended seminars that included research-based based best practices for Bi-literacy, ELD, SDAIE and intervention strategies, such as response to intervention geared to English Learner instructional needs. Teachers learned key strategies for attaining higher achievement in Language Arts, Math, and other core curriculum areas. The year following our initial WASC visit the Accelerated Reader Program was implemented on campus. The entire staff attended training for the AR program and committed to supporting the program in an effort to improve literacy for all. Since then the AR program has not been consistently enforced in every classroom because of the constant influx of new teachers. This Fall two teachers were also trained on the READ 180 program and have since implemented 3 classes (two regular classes and 1 ESL) of reading intervention that utilize the programs curriculum in an effort to improve student literacy. In the fall of 2010 Civitas staff began participating in Equity and Access training. That year the 9th and 10th grade teams attended the training followed by the 11th grade teams the following year. Our 12th grade team is currently attending this training. The purpose of this institute is to strengthen teachers professional knowledge and ability to teach content, concepts and principles aligned with State Standards. Through their training teachers have learned how to do the following: apply effective teaching strategies that develop critical thinkers, learn to consistently hold students accountable for mastering content and adhering to classroom norms, acquired instructional skills and strategies that yield significant gains in the classroom, received multiple ability curriculum, activities and resources, 5) reflect on common classroom situations, learned to use skill builders that incorporate roles and norms that students will use throughout the academic year, and worked with a mentor and developing an action plan for the upcoming school year.

5. Provide counseling services for students to include college search and registration assistance, scholarship counseling, career planning, vocational program guidance and mental health/family services. The acquisition of QEIA funds in 2010 allowed us to hire a full-time school counselor during the 2010-2011 school year. Having a full-time counselor on campus has given students support in monitoring their individual graduation plan, college preparation, and personal guidance for both students and their families. Last school year our counselor created a partnership with Aztec Rising. This organization provides support in gang prevention for students that are at-risk of becoming involved or already involved in gang related activities. Aztec Rising counselors visit our campus monthly to hold mentoring conferences with individual students. They also provide transportation for our students after school from our campus to their facilities where students participate in various activities that promote safe and healthy living. Last school year (2011-2012) we were given access to a college counselor that was provided and funded by a grant received by our after school program, Rock on Education (ROE). The presence of a college counselor on campus provided our students the support they needed to navigate the college application process. More specifically, she aided our students in searching colleges, completing college applications, searching for and applying for scholarships, filing for the Free Application for Federal Student Aid (FAFSA), and provided guidance for our undocumented students filing for AB540 to make college more affordable. Our access to the support of a college counselor was only available for a year as the programs funding was cut by the state. We were fortunate this past fall when our college counselor returned to volunteer some time for a Saturday College Application Workshop for our Seniors. UCLAs Xinachtil group continues to provide college support for our students every Tuesday and Thursday afterschool. The group is comprised of a group of current UCLA students and program organizers who provide various services to community schools. Our Xinachtli group, which includes a Civitas alumnus, provides our students and families with guidance in college preparation services (research, application requirements), financial aid and scholarship assistance, mentoring, tutoring, parent workshops, and college field trips. The services we have been able to provide for our students has had a positive influence on the amount of Civitas graduates pursuing higher education. As stated earlier in our chapter one school and community profile we have had 49% of our students continue on to higher educational institutions.
6. Continue to address the program needs of Advisory so that it prepares teachers appropriately to assist students preparing for college admission.

Our Advisory committee provides constant support to our staff in order to address the needs of our Advisory program. During the summer of 2011 members of the Advisory committee met to develop a pacing guide and compiled a binder of Advisory resources and materials teachers can use during Advisory. The Advisory committee has attempted to provide support to all teachers by providing training in school culture during professional development, developing school-wide and grade level lessons (available in Advisory binder given to each teacher), sharing information and providing workshops for college admission, and holding Advisory grade level meetings before, during, after school to address progress and teacher concerns. It has been difficult to create a consistent and effective Advisory program due to the high rate of teacher turn-over every school year. The constant re-training of staff makes implementation of the program inconsistent from teacher to teacher within each grade level. New teachers need time to get acquainted with the school culture that serves as the driving force behind our Advisory program. The topic of college admissions begins during the Junior year of Advisory. During their Junior year, students are asked to complete a college research project where they learn about the services offered and admission requirements from schools of interest. Research into schools should be done for every higher education option (Junior College, Vocational School, Public, and Private Universities) so that students are aware of and understand the options available to them. Students are also expected to complete a first draft of a personal essay that could be submitted as part of their college application the following year. The Fall semester of Advisory during a students Senior year is devoted to assisting students in completing their college applications. 7. Develop a school-wide Action Plan to govern future school improvement in the areas of analysis of learning data and the development of assessment beyond the end-of-year projects.

In August 2010, after reviewing the Initial WASC Committees recommendations, the focus of the school changed dramatically. The original focus for evaluation was tied to the Habits of Mind. Civitas Staff had to change or modify their rubrics, assessments and focus on standards in instruction. The original SPSA of Civitas that focused on evaluating student with the Habits of Mind had to be modified. Civitas SOL entered PI Year 1 status during the 2010-2011 school year. That year, all shareholders reviewed the current Single Plan for Student Achievement and updated it to include the seven areas of critical need recommended by the Initial WASC Committee. Professional Development changed. There was a greater emphasis on data analysis and curriculum alignment to the content standards.

Civitas staff met throughout the year (2010-2011) as a whole group and by departments to analyze data and curriculum. They focused on power standards on the CST using the CST Blueprints and adjusted the curriculum to emphasize those standards. Some Civitas Staff became uncomfortable with these changes when they were asked to modify their assessments. The standards based focus on alternative and benchmark assessments did not honor the original concept for Civitas School of Leadership, as a pilot school. The following school year (2011-2012), professional development had an emphasis on developing standards based benchmark assessment and data analyses. Staff broke up the standards and created I Can Statements to make them student friendly. They created new quarterly standards based assessments for each content area and began looking at data to guide instruction. In August 2012, under the guidance of our new Principal, teachers began looking at data more frequently. Standards based benchmarks are now monthly and for some bi-weekly. This year our emphasis is intervention. Now after analyzing the data from CST or local assessments, teachers identify students in need of intervention. Students are pulled out during electives and advisory receive intervention by a highly qualified teacher. We have also created intervention during the regular school day by double blocking 9th and 10th grade English classes and Algebra and Geometry classes. This extra time allows the teacher to provide in class intervention to students performing below proficiency.

Additional significant developments that have had a major impact on curricular programs A. Budget Cuts Civitas SOLs budget is based on a per pupil allocation. This means that every position our school needs and monies needed for classroom materials are dependent on active student enrollment and attendance. Over the past three years an excessive amount of funds have been lost due to low enrollment and poor student attendance. As a small school the amount of money that has been lost could have been detrimental to our school. As stated earlier, Civitas is currently receiving QEIA funds to meet the needs of our students. These funds have allowed us to maintain small class sizes and a full-time counseling position. The instructional training offered by this program has been helpful in aiding our faculty implement differentiated and cooperative learning teaching strategies in the classroom. As a pilot school our budget autonomy has allowed us to keep our money close to the classroom. While we have been fortunate enough to maintain our staffing, we have not been able to invest in curriculum development and technology. At its inception, Civitas aimed to be a one to one school in terms of technology (every student has their own laptop). The loss of grant monies has made this goal unaccomplished and the wear and tear of our current supply of laptops

continues to diminish our availability of student technology. This can be somewhat difficult during interdisciplinary exhibition project research and development. B. Faculty and Staff Retention Our school has struggled with maintaining a staff of highly qualified educators for numerous reasons. The majority of the teaching staff at Civitas SOL has less than 5 years of teaching experience. The reason our staff is new is because of what our budget can afford as well as the willingness of teachers to agree to the Elect to Work agreement that details the responsibilities and expectations for a pilot schoolteacher. Every year our school is faced with the conflict of 50% of our staff receiving pink slips from the Los Angeles Unified School District. The autonomy we have over our hiring has been limited to picking teachers that have been placed on the district-wide displaced list. The efficiency in the availability of information had been a great challenge in attempting to fill our vacant teaching positions. Contacting potential teachers has been difficult, some do not reply to requests, are not interested in the school, or have been hired elsewhere. Moving forward with our instructional program has been greatly hindered by our inability to hire a permanent staff every school year. Establishing continuity in school operations, instruction, and school culture has been difficult due to constant retraining and acculturating new staff. Of the original four faculty members that developed and opened Civitas School of Leadership in 2007 at Belmont High School two remain. It is also important to note that this is a year of transition in leadership for Civitas with the hiring of a new school principal, Mr. Gregory Jackson. II. Describe the schools procedures for the implemenatation and the monitoring of the schoolwide action plan. Address how the school has included state accountability requirements, e.g., integration with the Single Plan for Student Achievement or SAIT plan. Include how annual progress reports, including the third year report, have been prepared.

The Single Plan Student Achievement, SPSA guides Civitas School of Leadership. This plan was created in Governing Board and reviewed and voted upon by all shareholders. All Initial WASC Committees and the School Quality Review Team recommendations were imbedded into this plan. The SPSA is modified every year to include any changes or modifications that need to be made so that our goals are met. The SPSA is reviewed and discussed at the beginning of every year as a full staff and at Governing Board. We break up the actions that need to take place and begin to plan for PD for the year in CIA Committee. CIA is represented by at least one teacher from every department to

provide input and share their content areas needs. Once the plan is set, it is the principal and CIA committee members, department leads, to ensure the staff is implementing the SPSA. Governing Board meets monthly and reviews data and SPSA goals. If there is evidence that something is not being implemented, it is discussed and the action/strategy is modify to begin implementation. Sub-committees are created and they take the lead to ensure the SPSA activity/strategy is implemented.

III. Comment on the accomplishment of each schoolwide action plan section; cite evidence, including how each area has met the identified student growth targets and contributed to the accomplishment of one or more expected schoolwide learning results 9ESLRs) for all students.

ESLRs 1. Graduates will be confident, articulate communicators. 2. Graduates will be critical thinkers. 3. Graduates will be proactive citizens.

WASC Recommendations Implement measurements of college preparation such as the PSAT, SAT, and/or ACT to further determine how well the school is meeting its mission.
Graduation Target: 10% increase (PI 1) Comparing our first graduating class to our second, goal was met. Rate increase from 37% to 55% (18% increase). A-G Course with C or better: 10% increase (PI 1) 9th: from 28% 42% 10th: from 27%33% 11th:from 22%44% 12th: from 52%63% SAT scores mean: (Data in Ch. 1) In 2010-2011 mean score400s dropped to 300s in 2011-2012 Currently in 2012-2012 mean at 400s

Action Plan/Strategy Ongoing subject specific professional learning opportunities for staff to support students access and success in AP courses (PI-1) An articulated curricular pipeline to full college preparedness for all (PI-1) Ongoing academic support to students (PI1)

Ongoing college prep activities that support student and parent understanding and engagement. (PI-1)

Advisory Program Support (PI-1)

Develop departmental benchmark assessments to aid in consistency of instruction among staff and measure proficiency in meeting state standards.
Target: Improve proficiencies across all

Standard-based core curriculum (PI-1)

Evidence AP content training Equity & Access PD on Bloom Taxonomy PD on SDAIE strategies PD on Data Analysis Full Time Academic Counselor Xinatchli Program Advisory Program Full Time Academic Counselor Xinatchli Program Rock on Education Program SAT Prep Classes College Fieldtrips Advisory Program Xinatchli Program College Advisor College Trips Parent Workshops to support college readiness (financial aide, college applications, A-G requirements) During Student Lead Conferences, advisors meet with parents to discuss college readiness Deadlines are advertised for college applications and financial assistance. Support is provided for college applications and financial assistance. Content area pacing plans Local and District benchmarks

ESLRs 1,2,3

1,2,3

Frequent progress monitoring (PI-1)

Content area pacing plans

content areas. ELA: 29.7% 37.8%30.9% Math: 19.8% 19.8% 30.3% History: 8% 21% 14 % Science: 6% 8% 7%

Data-driven instruction (PI-1) Ongoing professional development that supports increase student achievement and improved practice (PI-1) Throughout the year, the Academic Counselor will meets with every students to review their individual graduation plan. (PI-3)

Local and District benchmarks I Can Statements progress monitoring Content area pacing plans Local and District benchmark analysis PD Plans and sign-ins Equity & Access Registration Signed Student Contracts Office Sign ins

Expand the 9-12 curriculum commensurate with the college preparatory mission of the school, including Honors/Advanced Placement courses, and widening, to the degree possible, the number of electives students can select.
Target: Increase the number of students taking AP exams by 20% In 2011, 2 students took AP Calculus Exam In 2012, 10 students took both AP Calculus and AP Spanish Language Exam (1000% increase) Target: Increase AP enrollment in each core discipline course by 5% 2011 enrollment 6 student in AP Calculus. 2012 enrollment 18 student in AP Calculus. (300% increase)

1,2,3

Ongoing subject specific professional learning opportunities for staff to support students access and success in AP courses (PI-1) Add Honors/AP Lines to 10th, 11th and 12th grade. (Local Plan) Restructured block 7 to include electives. (Local Plan)

AP Training CABE Conference Equity & Access Master Schedule 12-13 Master Schedule 11-12

Provide professional development programs that aid all staff in obtaining CLAD certification, training in

Ongoing professional development that supports increase student achievement and improved practice (PI-1)

PD Plans and sign-ins Equity & Access Registration

1,2,3

teaching literacy, and implementing effective instructional strategies and differentiated instruction.
Target: Improve proficiencies across all content areas. ELA: 29.7% 37.8%30.9% Math: 19.8% 19.8% 30.3% History: 8% 21% 14 % Science: 6% 8% 7% Target: 100% CLAD Certification. 100% CLAD Certified, according to LAUSD requirements. Target: 100% participation in Equity & Access training. 72% of Civitas Staff has received training.

Frequent progress monitoring (PI-1)

Data-driven instruction (PI-1) Standard-based core curriculum (PI-1)

Differentiate Instruction (e.g. SDAIE, scaffolding, etc.) (PI-1)

Content area pacing plans Local and District benchmarks I Can Statements progress monitoring Content area pacing plans Local and District benchmark analysis Content area pacing plans Local and District benchmarks PD Plans and sign-ins Equity & Access Registration and Materials

Provide counseling services for students to include college search and registration assistance, scholarship counseling, career planning, vocational program guidance and mental health/family services.
Target: Increase students preparedness for College & Career Readiness to 100% Student passing A-G Course with C or better: 10% increase (PI 1) o 9th: from 28% 42% o 10th: from 27%33% o 11th:from 22%44% o 12th: from 52%63% Number of students enrolled in A-G

Purchase an Academic Counselor to meet with students to prepare their individualized graduation plan and support with college readiness. (Local plan)

Budgets sheets Personnel roster Office sign-ins Student Surveys

1,2,3

Partnered with Rock on Education to provide a part-time College Counselor (Local plan) Partnered with Xinatchli Program to provide college readiness and support (Local plan) Partnered with Asian Pacific American Legal Council to provide support for student with college readiness (Local plan)

Rock on Education Personnel roster College Center Sign-ins Sign ins Agendas Sign ins Agendas Student interviews.

courses. (2010 2011 2012) o 59% 64% 65%

Continue to address the program needs of Advisory so that it prepares teachers appropriately to assist students preparing for college admission.
Target: Increase students preparedness for College & Career Readiness to 100% Student passing A-G Course with C or better: 10% increase (PI 1) o 9th: from 28% 42% o 10th: from 27%33% o 11th:from 22%44% o 12th: from 52%63% Number of students enrolled in A-G courses. (2010 2011 2012) o 59% 64% 65% Increase number of students pursuing higher education. o 49% of 116 Civitas graduates

Teacher training during PD and morning staff meetings. (Local Plan)

PD Sign-ins and Agendas Emails Copies of Materials

1,2,3

Materials organized in a binder for every teacher (Local Plan) Advisory Committee meets with advisory teachers by grade level to discuss current student tasks. (Local Plan) Writers workshop to assist students with their personal statements

Advisory Binder

Teacher Surveys Advisory Binder Flyers Sign ins

Develop a school-wide Action Plan to govern future school improvement in the areas of analysis of learning data and the development of assessment beyond the end-of-year projects.
Target: Improve proficiencies across all

PD on Data Analyses

PD sign-ins PD Agendas

1,2,3

Current Benchmark assessments

Teacher data analyses

content areas. ELA: 29.7% 37.8%30.9% Math: 19.8% 19.8% 30.3% History: 8% 21% 14 % Science: 6% 8% 7% Target: Increase first time passing rate for CAHSEE by 8% 2010 2011 2012 English: 66% 57% 55% Math: 62% 57% 62% Target: Increase proficiency rate for CAHSEE by 10% 2010 2011 2012 English: 28% 36% 29% Math: 19% 19% 29%

PD focusing on Data Analyses and local benchmark assessments Data Driven Instructions

PD Calendars Local Benchmarks Analyses Modified pacing plans