School Description and Mission Statement (School Year 2020-21)

All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:

1. 100% Graduation
2. Academic Proficiency for All Students
3. 100% Attendance
4. Student, Parent, and Community Engagement
5. School Safety

This School Accountability Report Card shows how well our school and students are meeting the District's goals.

School Facility Conditions and Planned Improvements

The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school.

Career Technical Education Programs (School Year 2019-20)

Career and Technical Education (CTE) programs in LAUSD prepare students to pursue a college education or enter today's competitive global workforce. Upon completion of a sequence of non-duplicative multi-year sequence of courses that integrate core academic knowledge with industry specific technical knowledge, students graduate high school with a wide range of academic, technical and employability skills and knowledge. CTE courses support the California Common Core State Standards and CTE Model Curriculum Standards which include Standards for Career Ready Practices, preparing students for a successful high school experience, postsecondary options and the world of work. In CTE programs the students analyze and apply the knowledge and skills acquired in core academic subjects like English, math, and science.

The California Department of Education identifies 15 industry sectors divided in 58 career pathways. LAUSD offers programs in 46 of the 58 pathways. More than 400 pathways, taught by CTE credentialed teachers at various middle and high schools, offer career training to students to give them a head start in the career field so they can graduate college and career ready.

Strengthening Career and Technical Education for the 21st Century Act (Perkins V) provides supplemental federal funds approximately $6 million annually to initiate, expand and improve career technical education programs leading to certification for employment in high-demand, high-wage occupations.

Additionally there are 47 California Partnership Academies and 62 Linked Learning pathways. The Linked Learning approach integrates rigorous academics that meet college-ready standards with sequenced, high-quality career-technical education, work-based learning, and supports to help students stay on track. For Linked Learning students, education is organized around industry-sector themes.

In 2019-20, over 57,000 students who participated in CTE classes. There are 165 A-G approved CTE courses are available for the CTE programs and 35 CTE courses are articulated with post-secondary institutions.

In 2019-20 due to the school closures, the schools pivoted to remote teaching and learning. Students in CTE classes earned more than 3400 Industry Recognized Certifications such as Microsoft Office Specialist, Internet Core Competency Certification (IC3), Adobe Certified Associate, AutoCAD, Revit, and fusion 360, First Aid-CPR-AED, Serve Safe, Financial Literacy, OSHA, OSHA-Healthcare, OSHA-Employability, OSHA-Cyber Safety, Cisco Get Connected, Precision-Health Science Fundamentals, et cetera.

For additional information, please contact the LAUSD CTE office (213-241-8754) or the school principal for a specific school CTE program.

Opportunities for Parental Involvement (School Year 2020-21)

To participate with any of the following opportunities, contact the school principal.

School Safety Plan (School Year 2020-21)

Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:

Types of Services Funded (Fiscal Year 2019-20)

This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources.

Title I funds are used to support effective, evidence based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, supplemental instruction and intervention, parental involvement, personalization and support for students who are academically at risk.

Title III funds are allocated to supplement the core language instruction educational programs to ensure English Learner (EL) students, including immigrant children and youth, achieve English proficiency and meet the same challenging state academic standards that other students are expected to meet. These support services must be based on evidence that demonstrates program effectiveness and may include effective professional development to teachers, principals, administrators, and other school or community-based organizational personnel. Professional development activities funded with Title III funds must be of sufficient intensity and duration to have a positive and lasting impact on teacher capacity to meet the instructional needs of English learners. Each local district determines how funds are distributed to school sites based on locally determined needs. Funds may be used to provide EL instructional coaches and professional development services.

Professional Development - Most Recent 3 Years

The 2020-21 school year professional development was designed to deepen the knowledge of teachers and school leaders of priority Districtwide initiatives as identified through data analysis and input from schools. These initiatives focused on improving instruction and services to specific student groups through a multi-tiered system of supports. Some specific student groups identified through data include English Learners, Standard English Learners, and foster youth.

Districtwide professional development included:

• Fall Continuity of Learning (10 hours) for 32,000 certificated employees to support Distance/online learning for all students
• Future Ready training (30 hours) for 13,000 certificated staff to deepen content, technology, and pedagogical knowledge during Distance Learning
• Spring Professional development (3 hours) for 32,000 certificated employees to support Distance/online learning for all students
• Focus on standards-based instruction
• Focus on improving distance learning through student engagement strategies
• Ongoing implementation of the 2018 English Learner/Standard English Learner Master Plan that outlines supports for these student groups
• The District's next steps in implementing dual language programs as well as the state English Language Development standards
• Training focused on increasing the capacity of school-site personnel to identify and support foster youth in order to improve the success of these students including meeting the requirements for AB329 to ensure that foster care youth are guaranteed to receive sexual health and HIV prevention education
• Administrators and educators at all levels were offered face-to-face and virtual training sessions to learn about the learning management system and online gradebook
• The Academic English Mastery Program (AEMP) has provided districtwide professional develop to teachers, administrators and families around Culturally and Linguistically Responsive practices. Professional development ssessions were held during fall/winter/spring institutes across local districts
• School Safety
• The Access, Equity and Acceleration Unit has facilitated professional development for stakeholders at each local district and provided online professional development modules through MyPLN. Trainings are aimed at providing an overview of the MTSS framework and to support implementation at school sites
• Training for all school site personnel on the characteristics of dyslexia, how to identify systems to support students with dyslexia, and an exploration of dyslexia resources available in L.A. Unified

In addition, professional development that focused on the California content standards and frameworks in English language arts, English language development, mathematics, history/social studies, science, visual performing arts, health, physical education, other content subjects and literacy in history/social studies, science, and technical subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for student groups.

The primary focus of professional development within the District continues to be focused on effective first instruction. and tiered support for all students. Specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of second grade; the implementation of the California English language development standards; the transition to the new state History/Social Science and Science Frameworks; and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college-prepared and career-ready.

Time Contractually Allotted for Professional Development for Teachers*

* These are partial days.

** There was no banked time during the 2020-2021 school year due to alternate schedules due to COVID-19. Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions.

Note: * There was no banked time during the 2020-2021 school year due to alternate schedules due to COVID-19. Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions.