Educational Programs. Comprehensive Report. Division of Student Programs. Juvenile Court Schools & Community Day Schools.

2012 Educational Programs Division of Student Programs Comprehensive Report Juvenile Court Schools & Community Day Schools October 2012

9300 Imperial Highway Downey, California 90242-2890 Phone: (562) 922-6111 www.lacoe.edu Arturo Delgado, Ed.D., superintendent Cuauhtémoc Avila, Ed.D., assistant superintendent, Educational Programs Perry Wiseman, Ed.D., director, Student Programs Los Angeles County Board of Education Rudell S. Freer, president Rebecca J. Turrentine, vice president Douglas R. Boyd Katie Braude Gabriella Holt Maria Reza Thomas A. Saenz Publication No. 2013-04-11-1105-RC-16 ii

TABLE OF CONTENTS SECTION 1: DIVISION OF STUDENT PROGRAMS 1-1 Overview 1-1 Demographics 1-2 Budgets 1-2 Curriculum 1-3 Professional Development 1-5 Program Evaluation 1-8 School Sites 1-10 Student Performance Data 1-12 Transition Special Needs Unit 1-14 SECTION 2: JUVENILE HALLS 2-1 Overview 2-1 School Sites 2-2 Student Performance Data 2-2 Barry J. Nidorf PAU 2-4 Overview 2-4 Demographics 2-5 Budget 2-5 Sites 2-5 Curriculum Information 2.6 Student Performance Data 2-8 Staffing 2-9 Central PAU 2-10 Overview 2-10 Demographics 2-10 Budget 2-11 Site 2-11 Curriculum Information 2-11 Student Performance Data 2-14 Staffing 2-15 Los Padrinos PAU 2-16 Overview 2-16 Demographics 2-16 Budget 2-17 Site 2-17 Curriculum Information 2-17 Student Performance Data 2-19 Staffing 2-20

SECTION 3: CAMPS 3-1 Overview 3-1 Sites 3-2 Student Performance Data 3-3 Angeles Forest PAU 3-4 Overview 3-4 Afflerbaugh/Paige 3-4 Glenn Rockey 3-5 Dorothy Kirby 3-6 Sites 3-8 Curriculum Information 3-8 Student Performance data 3-11 Staffing 3-12 Christa McAuliffe PAU 3-14 Overview 3-14 Demographics 3-14 Budgets 3-15 Sites 3-16 Curriculum Information 3-16 Student Performance Data 3-22 Staffing 3-23 Munz/Mendenhall PAU 3-24 Overview 3-24 Demographics 3-25 Budgets 3-26 Sites 3-26 Curriculum Information 3-27 Student Performance Data 3-29 Staffing 3-30 Road to Success Academy PAU 3-31 Overview 3-31 Demographics 3-32 Budgets 3-33 Sites 3-33 Curriculum Information 3-33 Student Performance Data 3-36 Staffing 3-37 Santa Monica Mountains PAU 3-38 Overview 3-38 Demographics 3-38 Budget 3-40 ii

Sites 3-42 Curriculum Information 3-42 Student Performance Data 3-46 Staffing 3-47 SECTION 4: COMMUNITY DAY SCHOOLS 4-1 Overview 4-1 Sites 4-1 Student Performance Data 4-2 East LA PAU 4-3 Demographics 4-3 Budget 4-4 Sites 4-4 Curriculum Information 4-7 Student Performance Data 4-9 Staffing 4-10 Renaissance PAU 4-11 Overview 4-11 Demographics 4-11 Budget 4-11 Sites 4-12 Curriculum Information 4-13 Student Performance Data 4-16 Staffing 4-19 SECTION 5: ACTION PLAN 5-1 Priorities for 2012-2013 5-1 Special Education Program 5-1 English Learner Program 5-1 Student File Center 5-2 Multi Disciplinary Team Meetings 5-3 EPIC Student Information System 5-3 Career Technical Information 5-3 Casey A. Settlement 5-4 Principal and Assistant Principal Professional Development 5-5 Positive Behavior Interventions and Supports 5-5 iii

SECTION 1: DIVISION OF STUDENT PROGRAMS Chapter 1 Overview The Los Angeles County Office of Education (LACOE) is the largest intermediate educational agency in the United States. LACOE provides classroom instruction to 81 K 12 school districts in Los Angeles County. The Office of Education also serves as an intermediate administrative agency between districts and the California Department of Education. In addition to overseeing its 81 districts, LACOE currently provides direct programs and services to students through several education programs in the Division of Student Programs (DSP), which includes juvenile court schools and alternative schools. LACOE is governed by seven board members and a superintendent appointed by the Los Angeles County Board of Supervisors. The superintendent works with a cabinet comprised of a deputy superintendent, three assistant superintendents, a chief business officer, a director of personnel commission, a director of communications, and a chief technology officer. DSP serves approximately 5200 students throughout Los Angeles County who are at risk of academic failure. DSP provides students with alternative educational settings in 3 juvenile halls, 14 camps, 28 community day schools (CDS), and 7 independent studies (IS) programs. All school sites offer a common core curriculum and a variety of supplemented services intended to address the learning needs of individual students. Additionally, school personnel work closely with the Probation Department and Department of Mental Health to provide comprehensive educational services for all students. Road To Success Academies LACOE will improve the quality of educational programs at all camp schools through a competitive grant intended to assist schools pursue the implementation of a core instructional program and a comprehensive set of educational best practices recognized as the components of the Road To Success Academies. Schools that successfully implement all elements of the Road To Success Academies will be eligible for a rigorous site review from a visiting committee. The visiting committee will determine if the school receives the coveted Road To Success Academies certification. Core Instructional Program Core Subjects: English, Math, Science, Social Studies, Reading, P.E. Interventions: Reading and Math Credit Recovery: AdvancePath or APEX Positive Behavior Intervention Support (PBIS) Career and Technical Education (CTE) 1-1

Road To Success Academies Thematic Instructional Framework Project-Based Learning/Interdisciplinary Curriculum Professional Learning Communities (PLCs) Community Partnerships (CTE Certification and Pathways to Higher Education) Coaching Recent changes to state-operated facilities for juvenile offenders and specialized student populations have impacted LACOE-operated juvenile court schools. The California Youth Authority (CYA) reduced its population of incarcerated youth from 8,000 in 1995-96 to 1,423 in 2008-09, meaning that 73 percent of the most serious juvenile offenders that were served in CYA programs are currently housed and educated in County programs. Additionally, there has been a gradual increase in required services for students with special needs. What follows is a profile summary of demographic data for DSP and its Principal Administrative Units (PAUs) by halls, camps, and CDS sites. This report includes a list of recommendations or next steps for continued improvement for our educational programs. Demographics Division of Student Programs ADA N/A Hispanic 75% PI Status Year 3 African American 12% English Learner 49.93% Other 4% SWD 15% Caucasian 7% SED 90% Native Hawaiian 1% Table 1.1 Budget Division of Student Programs Title I Part A $ 6,574,899 Title I Part D $7,551,599 Title II $125,000 Title III $375,000 Economic Impact Aid $602,000 Part C: Instructional Materials and Office Supplies $834,765 Table 1.2 1-2

Curriculum All schools within DSP offer a comprehensive, standards-based, Western Association of Schools and Colleges (WASC) accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the California High School Exit Exam (CAHSEE) earn and receive their high school diploma Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been written in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP English Language Arts (ELA) classes include English 9-12, Strategic ELA Support, ELA Intensive (the READ 180 program) and English Language Development (ELD) 1-5. Math offerings feature Math Basics, Algebra I and II, and Geometry; History/Social Science courses consist of World History, U.S. History, Government, and Economics; and Science courses include Earth Science, Life Science, Chemistry, and Physics. Computer classes, physical education classes, career technical education classes, and other elective classes are offered at all DSP sites. Career Technical Education Students attending DSP schools have a variety of career technical education (CTE) courses available to them. Students have the opportunity to acquire skills that prepare them for successful career entry, advancement, and/or continuing education. These skills are designed to be transferable, as well as job-specific, and basic to their general education to provide them with the foundation for life-long learning. The primary objectives for career and technical education programs are: to give students the specific skills needed for job-entry positions now and broad transferable skills, allowing students further employment/education flexibility; to acquire an awareness of the structure and future trends within high skill, high wage industries to increase students' options for occupational choice in the pursuit of a career as well as providing a cognitive base for post-secondary education; to provide both school and work-based learning experiences; and to bridge the gap between education and the work field. Some of the courses offered at the different sites include: Forestry Work Experience Culinary Arts Paxton/Patterson Building Skills and Trade Paxton/Patterson Health Science Regional Occupational Program (ROP) Landscaping Design ROP ServSafe Certification ROP Woodshop Bicycle Repair Animal Care Culinary Arts with Mission College credit Solar Cup Boat Building Project Automotive with LA Trade Tech Electrical Construction Fashion Design 1-3

Intervention Programs Many students who are enrolled in DSP programs do not read, write, or have a conceptual understanding of mathematics at their grade level. In order to support these students, differentiated instructional strategies are demonstrated and used in the classroom. Beyond that, there are specific, research-based intervention programs that are designed to deliver grade-level curriculum standards to students in a comprehensible, meaningful way. These interventions are focused on the subject areas of ELA, Math, and ELD. In addition to the traditional core curriculum and intervention classes, DSP students are served with other co-curricular programs. The following programs are designed to identify and address learning gaps that are not found in the core curriculum. These gaps may be occurring in reading, math, or credit deficiency: ELA intensive intervention: READ 180 ELD Strategic ELA Achieve 3000 Math Intervention: Think Through Math (TTM) Credit recovery After-School Extended Learning Opportunities (ELO) program Assessment Program DSP students are regularly assessed. They participate in all required state testing programs. Additionally, students are assessed upon enrollment and throughout their enrollment period. Local assessments are used to determine if students are mastering the state standards and if teacher instruction is effective. Assessment Programs Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) Testing California Standards Test (CST) California High School Exit Exam (CAHSEE) General Educational Development (GED) Test California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) ELD curriculum-embedded assessments (Edge Program) Physical Fitness Testing (PFT) Other Programs DSP students are offered a variety of choices and programs to enhance their educational experiences. Due to our students diversity and that they represent a wide variety of backgrounds, we offer enrichment programs to address our students wide needs and interests, which include: Dialectical Behavior Therapy (DBT) Project-Based Learning Environment Total Educational Systems Support (TESS)/RISE Educational Services Library 1-4

Guitar Therapy Fluent Love of Words (FLOW) Mobile Science Labs Inspiration 52 (offered at McAuliffe) Bytes and Chips newspaper Career Essentials Learning for Life Boy Scouts Follow Your Dreams YouthBuild New Earth LA Dads Theatre of Hearts New Roads Sports Program Solar Energy Professional Development English Learner Development Professional Development Overview During the 2011-2012 school year, the English Learner (EL) Institute was created based on District Assistance and Intervention Team (DAIT) recommendation. The EL Institute consists of a three-day training that focuses on 30 teacher participants from the three juvenile halls: B.J. Nidorf, Central and Los Padrinos. The institute provides a firm foundation for understanding EL students needs and offers research-based, Specially Designed Academic Instruction in English (SDAIE) strategies. Teachers learn the basis of language and learning theory as it applies in the content areas of Language Arts and Math. Teachers learn how to utilize ELD standards, differentiate instruction, and link them to their content standards to develop language objectives for EL success. Teachers are provided with modeling of best practices for ELs and learn how to scaffold their text to support ELs in the classroom. Training for the 2012-2013 school year has been expanded to include all camp teachers as well as teachers representing the three halls that were not yet trained. In an effort to assist participants, two follow-up days are scheduled to provide support, feedback, and coaching. The first follow-up day provides teachers with more indepth training in EL best practices, including a demonstration lesson with students in a classroom. The second follow-up day is a non-evaluative observation of their implementation of strategies from the institute where constructive feedback is provided. English Language Arts In 2010, a new course was developed to address the needs of students who are in the strategic range of instruction, i.e., performing within two years of grade-level standards. This class is a companion to the core Language Arts class and is titled Strategic ELA Support. It is an elective class and is blocked with the core ELA class to ensure cohesive instruction. In order to equip teachers with the skills and tools necessary to provide effective instruction in this new course, the ELA Strategic Support Institute was created. The institute was a four-day training (non-successive dates throughout the school year) held in three different locations across the County to enable all ELA teachers in the system to attend. Teachers were provided with 1-5

research-based instructional strategies that would assist struggling readers in accessing core content. Each strategy was modeled and practiced in the training. In addition, video demonstrations were shown each day of the training to demonstrate teachers using these strategies with our particular student population. Teachers then worked in groups to plan lessons using the district curriculum guide and applying the new strategies they had learned. Year two of the institute followed a similar approach. Its a focus was to deepen the range of strategies in preparing teachers for the complex work of common core standards, focusing more on aligning instructional strategies to assessments. This year, teachers are working toward the shift to common core standards. Day one of this year s institute was an overview of the common core initiative, as well as learning to unpack the new standards. Subsequent days of the training will focus on the rewriting of our district s pacing guide, aligning the common core standards, and including strategic lesson plans for each reading selection. Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) Testing Professional Development District and site administrators, teachers, and paraeducators have gone through extensive training to ensure the success of this computer-based adapted assessment program. DSP administrators participated in two full days of NWEA training prior to the professional development for teachers. Tier II of the training consisted of the NWEA program manager working in the morning with the individual PAU leadership teams and in the afternoon with the teachers and paraeducators. During Tier III, NWEA technical support worked hand-in-hand with teachers and administrators to begin the actual testing of students. Datawise Teachers and administrators continue to receive training in the Datawise student data system for DSP. Each site has identified data teams, and each member of the team has received six full days of training. The training included strategies on how to create, administer and interpret the results of common and benchmark assessments. Additional, the training introduced strategies on how to use these results to drive instructional and curricular decisions. Professional development opportunities are provided on an ongoing basis to all PAUs. Educational Programs Information Connection (EPIC) Training Traditionally, training for the EPIC student information system has been ongoing. Teachers and counselors new to LACOE receive individual or small-group training to maximize usage of the system. During spring of 2012, all DSP personnel participated in EPIC training with a concentration on its pertinence to their specific duties. Think Through Math (Math Intervention Program) Training Think Through Math (TTM), DSP s math intervention program, delivers engaging digital content at the student s instruction math level. This program was successfully piloted at McAuliffe, Road to Success Academy, and Munz/Mendenhall. All math teachers and site administrators received full group and individualized professional development in all aspects of the program. During September of 2012, all math teachers and site administrators received a full day of training in this math intervention program, which included instruction on strategies to integrate TTM content into the core curriculum. Achieve 3000 Training 1-6

Achieve 3000 delivers expository text to students at their personal, independent reading level. Site administrators were trained on the program, followed by all DSP teachers receiving training. The Achieve 3000 representative delivers ongoing full-group, small-group, and one-on-one instruction to all DSP teachers. Verification Process for Special Settings (VPSS) VPSS is a statewide program designed to assist secondary teachers who are teaching multiple subjects in special settings to meet the requirements of No Child Left Behind Highly Qualified Teacher requirements. The online classes are facilitated by an instructor over a period of five weeks (36 hours) to build content knowledge and a repertoire of effective instructional strategies to enable students to meet secondary level content standards. DSP teachers completed the following VPSS courses during the 2011-2012 school year. The program was funded through Title II monies, and services were provided through LACOE s Division of Curriculum and Instructional Services Center for Distance and Online Learning (CDOL). Teachers are able to purchase credit through UCLA Extension, in conjunction with university classes. The number of teachers and administrators that completed courses as of August 2012 is listed below: English Language Arts Tier I English Language Arts Tier II Math Tier I Math Tier II Verification Process for Special Settings (VPSS) Table 1.3 33 teachers and 3 Administrators 21 Teachers and 2 Administrators 36 Teachers and 3 Administrators 18 Teachers and 1 Administrator Cross and Joftus Focused Classroom Walkthrough Training The Focused Classroom Walkthrough is an effective tool supporting quality instructional planning and delivery strategies, classroom environment issues, levels of student engagement, and thinking level of learning tasks. All district and site administrators participated in a two-day training and are currently receiving small-group coaching and observation classroom calibration on an ongoing basis. Site and District Leadership Training The monthly principals meetings have become a powerful and engaging leadership institute. All Educational Programs site administrators are being trained on effective, research-based educational leadership strategies, including Reframing Organizations (Bolman and Deal), Seven Correlates of Effectiveness (Edmonds, Lezotte, Marzano), and Turning Research into Results (Clark and Estes). DSP principals have received powerful professional development on building effective Professional Learning Communities (PLCs). Collaborative structures to create buy-in and staff efficacy and build strong relationships with staff members are some additional benefits of the Professional Development. 1-7

Program Evaluation DSP students are exposed to a variety of academic intervention programs. There is a need to evaluate each intervention program to determine the level of implementation and effectiveness. To that end, this Intervention Program Evaluation process will be used with each of the student intervention programs. A thorough gap analysis examination will be conducted for each of the following programs: READ 180, NWEA MAPs testing, AdvancePath, Think Through Math, Achieve 3000, and the English Language Development (ELD) Edge program. A committee to evaluate each of these programs has been formed, and a chairperson has been selected for each committee. Some of the activities each committee is involved in to determine level of program implementation and effectiveness are: Initial meeting to communicate goals of the committee Reviewing/devising a classroom rubric to guide the analysis Observation of the program/intervention Formal interviews and surveys with teachers and students Analysis of all available student achievement data germane to the program Final report and analysis of program effectiveness Criteria Chair Learning Community Evidence Name List of Names Training Implementation Program Data Program Calendar CBAM Results Test Results Other Data Other Reading Scores, Grades, etc. Analysis Review All Data Evaluation Scoring Points 1 1 1 10 12 5 Total Score Chair (1 point) The chair will be the program expert and provide the necessary leadership within the committee to ensure that all elements of the program are implemented to their highest level with consistency, fidelity, and accountability. The primary tasks associated with this responsibility are the following: Become familiar with every detail and feature of the program Form a learning community of key stakeholders to oversee the program Foster knowledge acquisition, commitment and focus with all learning community members 1-8

Learning Community (1 point) Under the guidance of the program chair, the Learning Community will collectively promote and guide the implementation of the program. The primary tasks associated with this responsibility are as follows: Become familiar with current leading research in the field related to the program Become collective experts in the program Establish a timetable for program implementation Identify all key positions that require training for program implementation Establish a training calendar for all stages of program implementation Establish the criteria to be used for program implementation Establish the criteria to be used for program evaluation Establish metrics to measure criteria for program evaluation Establish a calendar for program evaluation Training (1 point) A training calendar has been developed and is being or has been implemented as evidenced by a calendar, sign-in sheets and training materials Implementation Criteria (10 Points) Evidence that program is being or has been implemented according to program specifications as measured by the Concerns-Based Adoption Model Program Data Criteria (12 Points) Sample of student performance data based on program specifications (0 points) Evidence of student improvement based on program proclamations (8 points) Other Related Criteria (5 Points) Comparison to related student performance data (e.g., CAHSEE, NWEA, grades, etc.) to substantiate student performance growth Data Analysis Conduct classroom walkthroughs and determine level of program implementation Review student performance data (program, other related programs, related courses, etc.) Conduct survey interviews Evaluation Assign program a numeric value to determine program effectiveness Quantitative Evaluation Metric: 30 Highly Effective 25 Moderately Effective 20 Effective 15 Below Effective 10 Ineffective 1-9

School Sites Camps 14 Juvenile Halls 3 Community Day Schools 25 Table 1.4 Camps Afflerbaugh/Paige Camp School 6621 North Stephens Ranch Road La Verne, CA 91750 Rockey, Glenn Camp School 1900 North Sycamore Canyon Road San Dimas, CA 91733 Kirby, Dorothy Camp School 1500 South McDonnell Avenue Los Angeles, CA 90022 Mendenhall, William Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Munz, John Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Scott, Joseph Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Scudder, Kenyon Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Miller, Fred C. Camp School 433 South Encinal Canyon Road Malibu, CA 90265 Gonzales, David Camp School 1301 North Las Virgenes Road Calabasas, CA 91302 Kilpatrick, Vernon Camp School 427 South Encinal Canyon Road Malibu, CA 90265 Table 1.5 Juvenile Hall Sites B.J. Nidorf PAU 16350 Filbert Street Sylmar, CA 91342 Central PAU 1605 Eastlake Avenue Los Angeles, CA 90033 Los Padrinos PAU 7285 East Quill Drive Downey, CA 90242 Pacific Lodge Residential CEC** 4900 Serrania Avenue Woodland Hills, CA 91364 Table 1.6 1-10

Community Day Schools East LA PAU Mujeres y Hombres Nobles CDS 1260 Monterey Pass Road Monterey Park, CA 91754 Bermudez CDS 9055 Bermudez Street Pico Rivera, CA 90660 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Mujeres y Hombres Nobles CCS-IS 1260 Monterey Pass Road Monterey Park, CA 91745 Destiny Girls Academy CCS-IS 8601 South Broadway Los Angeles, CA 90003 Valley CCS-IS 13460 Van Nuys Boulevard Pacoima, CA 91331 Azusa Cal SAFE 340 West Fifth Street Azusa, CA 91702 Boyle Heights Technology Academy CDS 1600 East 4 th St. Los Angeles, CA 90033 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Eggleston/Pomona Academic Centre CDS (PAC) 1650 West Mission Road Pomona, CA 91766 Bermudez CCS-IS 9055 Bermudez Street Pico Rivera, CA 90660 Eastern CCS-IS 1650 West Mission Boulevard, Suite 107 Pomona, CA 91766 Arleta Cal SAFE 8932 Woodman Avenue Arleta, CA 91331 Table 1.7 Renaissance PAU Jonas Salk CDS 14600 Cerise Ave. Hawthorne, CA 90250 Downey CDS 12432 Bellflower Blvd. Downey, CA 90242 Hope Centre Academy CDS 425 East Compton Blvd. Compton, CA 90221 Hollywood Media Arts Academy CDS 1140 North Citrus Ave. Hollywood, CA 90038 Norwalk-La Mirada CDS (Visions) 12440 East Firestone Blvd., Suite 1000 Norwalk, CA 90650 Sheriff s Leadership Academy CDS 11701 South Alameda Street Lynwood, CA 90262 The Willows Academy CDS 4310 Long Beach Boulevard Long Beach, CA 90807 La Brea CCS-IS 110 South La Brea Place, Suites 320 & 320A Inglewood, CA 90301 Second Chance CCS-IS (Project NATEEN) 5000 Sunset Boulevard, Suite 746-A Los Angeles, CA 90027 Tri-Community CCS-IS 12721 South Willowbrook Avenue Compton, CA 90222 La Vida West Cal SAFE 14500 Larch Avenue Lawndale, CA 90260 Tri-Community CDS 12721 South Willowbrook Avenue Compton, CA 90222 Table 1.8 1-11

Student Performance Data Annual Performance Report 2012 Division of Student Programs Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 LACOE No Yes Yes Yes No Yes No Year 3 Afflerbaugh- Paige No Yes Yes No No NA NA Year 1 Central No Yes Yes Yes No NA NA Year 1 Gonzales Yes Yes Yes Yes Yes NA NA No Jarvis No Yes Yes No No NA NA Year 1 Kilpatrick Yes Yes Yes Yes Yes NA NA No Kirby NO Yes Yes No No NA NA No Los Padrinos No Yes Yes Yes Yes NA No No McNair Yes Yes Yes Yes Yes NA NA No Mendenhall Yes Yes Yes Yes Yes NA NA No Miller Yes Yes Yes Yes Yes NA NA No Munz Yes Yes Yes Yes Yes NA NA No Barry J. Nidorf No No No Yes No NA NO Year 1 Onizuka Yes Yes Yes Yes Yes NA NA No Pacific Lodge Yes Yes Yes Yes Yes NA NA No Phoenix Academy Yes Yes Yes Yes Yes NA NA No Rockey Yes Yes Yes Yes Yes NA NA No Scott Yes Yes Yes Yes Yes NA NA No Scudder Yes Yes Yes Yes Yes NA NA No Westside CDS Yes Yes Yes Yes Yes NA NA No East LA CDS No No Yes No Yes No No Year 5 Renaissance CDS No No Yes No Yes No NO Year 5 Table 1.9 1-12

Annual Performance Report 2012 Division of Student Programs Site 2010 2011 2012 2012 2012 Made Subgroups LACOE 619 641 667 Afflerbaugh-Paige NA NA NA Central NA 374 NA Gonzales NA NA NA Jarvis NA 379 NA Kilpatrick NA 467 NA Kirby NA 258 NA Los Padrinos NA 351 NA NA NA McNair NA NA NA Mendenhall NA 542 NA Miller NA NA NA Munz NA 349 NA Barry J. Nidorf NA 311 467 Yes Yes Onizuka NA 463 NA Pacific Lodge NA 372 NA Phoenix Academy NA NA NA Rockey NA NA NA Scott NA NA NA Scudder NA NA NA Special Ed 616 631 NA Westside CDS 437 599 NA East LA CDS 551 621 579 No No Renaissance CDS 566 536 520 No No Table 1.10 1-13

Transition Special Needs Unit The Transition Special Needs Unit (TSN) provides school to career related services for at-risk youth in DSP. TSN is the umbrella unit for the Transition Partnership Program (TPP), Workability I (WAI), Workforce Investment Act (WIA) Program, and Carl D. Perkins Programs. Additionally, the TSN oversees the annual Operation Graduation activities. Transition Partnership Program TPP is a partnership between the California Department of Rehabilitation (DOR) and the Los Angeles County Office of Education (LACOE) that provides a holistic approach to assisting 225 at-risk youth between the ages of 16 to 19 in our Court Schools, Alternative Education, and SEA Charter Schools with a successful transition from school to work. Students identified with disabling conditions through LACOE school staff (special education service providers and/or classroom teachers) and community-based organizations are referred to the TPP School to Career Transition Specialist, who conducts an orientation session that explains the requirements of the program. Students participate in self-assessment, employment readiness skills training, and job search activities. The TPP program staff monitors students for up to two years after they have exited their high school program. Monitoring services include support with transition into college and/or vocational school, support with clothing and/or uniforms for employment, transportation funds to assist with job search and/or employment-related activities, and support with completion of financial aid and/or scholarship applications. In 2011-2012, the TPP Program successfully placed 97 students in employment for 180 days or longer with the contract amount of $1,130,130. Workability I Workability I (WAI) is a grant awarded by the California Department of Education (CDE) to promote the involvement of key stakeholders including students, families, educators, employers, and other agencies in planning and implementing an array of services that will culminate in successful student transition to employment, lifelong learning, and overall quality of life. WAI is a training program for special education students in DSP between the ages of 16-19. It is designed to promote career awareness and exploration while students complete their secondary education program, providing students with opportunities for job shadowing, paid and non-paid work experience, and ongoing support and guidance from school-to-career transition specialists. The grant award is $274,000. Workforce Investment Act Youth Program The Workforce Investment Act (WIA) Program is aimed at providing approximately 200 County-wide at-risk youth, between the ages of 14-21, with job readiness, career exploration, leadership development, education planning, and work experience to better prepare them for their future educational and career endeavors. Assessment in work readiness as well as basic skills is performed to determine which of their skills are exemplary and which are in need of support. Based off these assessments, an Individual Service Strategy (ISS) is developed to determine specialized interests and long-term goals. Once enrolled, participants receive specifically designed workshops and trainings to address their ISS as well as a hands-on work experience opportunity in an industry or field of their interest. 1-14

The work experience component was designed to introduce participants to different areas of the workforce, as well as give them the opportunity to utilize the skills they have learned while enrolled in the WIA program. A year-long follow-up is conducted on all WIA participants after leaving the program to ensure that they continue down a successful career or educational pathway. A Summer Work Experience Program during the months of July through September is an extension of the WIA Program that provides additional funding to serve an additional 300 to 500 students. The Summer Program strictly provides 120 150 hours of work experience to qualifying students. The grant award formula WIA (year-long) is $1,007,994 and Waiver WIA (summer) is $137,904. Carl D. Perkins Career and Technical Education (CTE) Program The Perkins Act concentrates on the improvement of secondary and postsecondary courses and programs that are intended to build the knowledge, skills, attitudes, and experiences needed to enter and succeed in the workforce. The Perkins CTE Program provides monetary support to career-specific and/or technical education courses conducted by industry professionals within non-traditional high school settings. The intention of these courses is to introduce high school youth to high demand industry jobs that are available for hire with a high school diploma and an industry recognized certification, which can be successfully attained upon completion of all CTE coursework. The grant award is $117,953. Operation Graduation Operation Graduation is the annual LACOE commencement ceremony for over 600 Division of Student Programs and Division of Special Education students per year. Planning and coordinating Operation Graduation begins in August of each fiscal year and ends the second week of July. Activities include the planning and coordinating of the entire commencement ceremony with internal and external partners. Discussions with deputies from the Board of Supervisors office begin in September to ensure a five-star production event. This project is done in collaboration with the Los Angeles County Probation Department and requires extensive coordination and planning throughout the fiscal year. 1-15

SECTION 2: JUVENILE HALLS Chapter 2 Overview DSP schools at the juvenile halls and camps focus on academics, student growth, parent involvement, and transition services. Each juvenile hall offers unique opportunities for parent involvement through parent meetings and weekly visitation. During the school year, each juvenile hall hosts an Open House event and provides multi-lingual resources for parents regarding school activities as well as parenting issues. All sites utilize parent education and problem solving as models for meetings. Parent involvement monies from Title I are used to provide refreshments for parent meetings and special activities planned throughout the year for parents and students. Transition Counselors also make contact with parents through court visits and support. Each juvenile hall offers unique activities for parents. At Los Padrinos Juvenile Hall, parents are involved in the School Site Council (SSC) as well as in the English Learner Advisory Committee. In addition, a parent newsletter is sent periodically to parents and guardians. They participate in monthly parent meetings held on weekends to accommodate busy schedules. At Los Padrinos, the Transition Counselor also facilitates The Parent Project, a research-based program co-facilitated with Probation. The Parent Project provides parents a safe learning environment to discuss student needs and also training in dealing with issues related to parenting. The Parent Project is a seven-week program held weekly in the evenings for a cadre of parents. Parents are also included in all IEP meetings. At Barry J. Nidorf Juvenile Hall, parent meetings are also held on weekends and during visiting hours to accommodate parents schedules. Barry J. Nidorf s parent group recently received national recognition by the Parent Teacher Association. During 2010-2011, Barry J. Nidorf was also awarded the Connected for Kids membership award, and on March 26, 2012, Barry J. Nidorf was awarded the Teachers Matter Award, by the First District PTA. Both awards recognized Barry J. Nidorf staff for 100 percent enrollment in the Parent Teacher Group. Barry J. Nidorf also includes active parents on the School Site Council and English Learner Advisory Committee and hosts an annual meeting for parents. At Central Juvenile Hall, a parent resource center is available for parent perusal as they wait to visit their children. Resources include parent involvement resources as well as information on local academic and vocational programs and social agencies. Central Juvenile Hall recently funded a parent position through their School Site Council. This person works directly with parents to provide resources, engagement, and problem solving. Central Juvenile Hall also has an active parent participation in the School Site Council and the English Language Advisory Committee as well as special activities. In addition, camps and halls focus on after-school classes, which are designed to support student academics in the areas of Math and English as well as GED. Vocational and career education programs are aimed to provide career readiness for students. Student transcripts are evaluated by academic counselors as students enter the juvenile hall facility. Students are then placed in appropriate courses. After adjudication, students are placed in various camps. Each camp provides different options for the student s social-emotional and academic needs. A detailed 2-1

placement process, completed in collaboration with Probation and LACOE, ensures that students are placed in the best possible location for growth while incarcerated. Juvenile halls house both long-term and short-term students of both genders. In addition to full academic programs, the facilities host Parent Resource Centers and parent involvement activities. Students are provided transition services to include referrals to outside agencies, Multi-Disciplinary Team (MDT) meetings as they transition back to their home schools and homeless and foster youth services. Family needs are also addressed during MDT meetings. A variety of after-school programs provide intervention for students and career readiness is also a focus. DSP and Probation personnel collaborate with agencies located in the facility, which include the Department of Health, the Department of Mental Health, and the Superior Court Juvenile Court Division to provide specialized services for students to meet their needs. School Sites B.J. Nidorf PAU 16350 Filbert Street Sylmar, CA 91342 Central PAU 1605 Eastlake Avenue Los Angeles, CA 90033 Table 2.1 Los Padrinos PAU 7285 East Quill Drive Downey, CA 90242 Student Performance Data Annual Performance Report 2012 Juvenile Halls Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Central No Yes Yes Yes No NA NA Year 1 Los Padrinos No Yes Yes Yes Yes NA No No B.J. Nidorf No No No Yes No NA NO Year 1 Phoenix Academy Yes Yes Yes Yes Yes NA NA No Table 2.2 2-2

Annual Performance Report 2012 Juvenile Halls Site 2010 2011 2012 2012 2012 Made Sub Groups? Central NA 374 NA Los Padrinos NA 351 NA NA NA B.J. Nidorf NA 311 467 Yes Yes Phoenix Academy NA NA NA Table 2.3 2-3

Barry J. Nidorf PAU Overview Barry J. Nidorf PAU consists of two schools contained within Probation Department facilities. Phoenix Academy is a specialized camp that houses students for long-term placement and Barry J. Nidorf is a juvenile hall that houses boys and girls for both long- and short-term placement. Phoenix Academy will be discussed in the Camps section of this document. Barry J. Nidorf Juvenile Hall is a Probation Department facility that houses minors, ages 9-18, that are awaiting adjudication or transfer to placement or camp. The average stay for these students is 10-14 days. In addition, the facility houses students awaiting transfer to Department of Juvenile Justice or the California Department of Corrections and Rehabilitation (CDCR). A six-month to one-year stay for these students is typical. Adult students (18 years of age) attend school in a classroom within the living unit to continue their education, given Probation Department guidelines to not mix adult and minor students. In conjunction with Mission College, the PAU is able to provide adultcharged students at Barry J. Nidorf Juvenile Hall and students at Phoenix Academy after-school college courses. Participating in these college classes is another motivation for students to stay in school. In addition, long-term students benefit from after-school intervention classes and GED classes, as well as a standards-based school curriculum. Parental involvement is strong at Barry J. Nidorf PAU. With the support of the Probation Department, two regular teachers conduct the outreach to share school information, programs and activities with parents and provide an avenue for them to let the school know of their concerns. Barry J. Nidorf Juvenile Hall school is the only court school in the nation that has a state registered, formally organized, Parent Teacher Association (PTA). Parents are invited to attend the regular Title 1 update/pta meetings that are held prior to student visitation throughout the year. Through these meetings, parents are involved in an ongoing basis in the planning, review and improvement of the school programs, including the parental involvement policy and the school-wide Title 1 plan. Though it is difficult to enlist parent support due to a myriad of factors, the PAU continues to make the effort. This effort was recognized by the California State PTA with the CONNECTED FOR KIDS 100 percent connected award for 2010-2011 for membership equal to or exceeding their school enrollment. The PAU also oversees the Pacific Lodge Residential Community Education Center (CEC), a treatment facility for students undergoing substance abuse rehabilitation and medicated students who require 24-hour supervision. The program currently has four classrooms operated by DSP staff. 2-4

Demographics B. J. Nidorf Juvenile Hall Enrollment 237 Hispanic 67% PI Status Year 1 African American 27% English Learner 64% Other 2% SWD 26% Caucasian 4% SED 100% Native Hawaiian N/A Table 2.1.1 Budget B.J. Nidorf Juvenile Hall Title I Part A $302,784 Title I Part D $76,504 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $91,652 Table 2.1.2 Sites Barry J. Nidorf PAU 16350 Filbert Street Sylmar, CA 91342 Pacific Lodge Residential CEC 4900 Serrania Avenue Woodland Hills, CA 91364 Table 2.1.3 2-5

Curriculum Information All schools within the Barry J. Nidorf PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education classes, career technical education classes and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on-line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step, as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content to improve their math skills and fill in gaps in their math knowledge. English Language Development DSP offers an ELD program. Services are provided to students whose proficiency levels range from beginner to advanced. Newcomer classes are available at Barry J. Nidorf, Central, and Christa McAuliffe PAUs. Newcomer students having a proficiency level of 1 or 2 are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available, such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 programs. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this 2-6

population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade-level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level but also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student and matched precisely to the individual s reading level. Text is 100 percent informational and high interest to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decisionmaking. After School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO Program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE Prep, GED Prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. Career Technical Education (CTE) Paxton/Patterson Building Skills and Trade Courses Students learn the vocabulary, tools, materials and skills needed for various construction trades. Each trade is covered on a 10-day rotation, which includes basic hands-on instruction. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff test students in reading and math, and the test is aligned to national and state standards. MAP testing dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the on-line reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. CST CAHSEE 2-7

GED California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (common) assessments (ELA, Math, H/SS, Science) ELD curriculum-embedded assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 B.J. Nidorf PAU Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Barry J. Nidorf No No No Yes No NA NO Year 1 Phoenix Academy Yes Yes Yes Yes Yes NA NA No Table 2.1.4 Annual Performance Report 2012 Juvenile Halls Site 2010 2011 2012 2012 2012 Made Subgroups Barry J. Nidorf NA 311 467 Yes Yes Phoenix Academy NA NA NA Table 2.1.5 2-8

Staffing Certificated Staffing - Barry J. Nidorf PAU Principal 1 Assistant Principal 2 School Psychologist 3 Academic Counselor 1 Transition Counselor 1 Generally Funded Teachers 22 Special Education Teachers 8 Categorically Funded Teachers 2 Total Certificated 36 Classified Para Educator 8 School Administrative Secretary 1 Senior School Clerk 4 School Clerk 0 Counselor Assistant 1 Custodian 3 Total Classified 17 Table 2.1.6 Salaries and Benefits Barry J. Nidorf Certificated Salaries $1,423,936.00 Classified Salaries $298,723 Benefits $556,205.00 Total $997,324.00 2-9

Phoenix Academy Certificated Salaries $453,296.00 Classified Salaries $0 Benefits $127,295.00 Total $580,591.00 Table 2.1.7 Central PAU Overview Central Juvenile Hall is located in East Los Angeles, which is comprised predominantly of low socioeconomic-status Latino students. The daily population of Central Juvenile Hall generally ranges between 350-400 students. Of these, girls make up approximately 15 percent. The largest proportion of students includes those between the ages of 16 and 17 years. During 2011, Central Juvenile Hall School serviced approximately 450 to 500 students per day. The average class size for general education teachers is 15 to 18 students. With a consistent staff, Central Juvenile Hall School is able to offer academic and social education to students through a standards-based curriculum. In addition, transition services are provided for students and Central Juvenile Hall houses medical services for LA County Probation wards. After-school programs include GED and intervention courses. Central Juvenile Hall offers literacy services to all students through site Title I funds, which prepare students for the CAHSEE test and other academic challenges. Demographics Central Juvenile Hall Enrollment 316 Hispanic 58% PI Status Year 1 African American 31% English Learner 59.47 Other 3% SWD 29% Caucasian 8% SED 100% Native Hawaiian N/A Table 2.1.1 2-10

Budget Central Juvenile Hall Title I Part A $96,652 Title I Part D $302,784 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies 72,236 Table 2.2.2 Site Central PAU 1605 Eastlake Avenue Los Angeles, CA 90033 Curriculum Information Central Juvenile Hall offers a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education, career technical education and other elective classes are offered at all DSP sites. 2-11

Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math (TTM) Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an online assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content to improve their math skills and fill in gaps in their math knowledge. English Language Development DSP offers an ELD program. Services are provided to students whose proficiency levels range from beginner to advanced. Newcomer classes are available at Barry J. Nidorf, Central, and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade-level English and one course in Strategic ELA Support. 2-12

Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an on-line assessment to determine reading (lexile) level. Daily, digital articles are provided to each student and matched precisely to the individual s reading level. Text is 100 percent informational and high interest to motivate learners. Ongoing assessments are built into the daily instructional routine, which enable continual progress monitoring and datadriven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Think Through Math), and Language Arts intervention (Achieve 3000 and or READ 180) curriculum. Career Technical Education Paxton/Patterson Building Skills and Trade Courses Students learn the vocabulary, tools, materials and skills needed for various construction trades. Each trade is covered on a 10-day rotation, which includes basic hands-on instruction. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff test students in reading and math, and the test is aligned to national and state standards. MAP testing dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the on-line reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) 2-13

Other Programs Project-Based Learning Environment Project-based learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project-based learning is synonymous with learning in-depth. A well designed project provokes students to encounter and struggle with the central concepts and principles of a discipline. TESS/RISE Explicit, direct instruction model and professional development on effective instructional practice for teachers and support staff. Administrators receive training in systems to sustain improvements and coaching in instructional leadership. Library Unique to the other juvenile halls and camps, Central Juvenile Hall has a Los Angeles County Public Library housed within the school. The library is staffed by a full-time librarian and fulltime librarian assistant. Students visit the library weekly and are able to check out one paperback book at a time. Teachers often collaborate with the librarian and use the services of the library as a resource for specific classroom projects. LA Dads LA Dads program teaches much needed parenting skills to the boys at Central who are fathers. The curriculum includes infant care like diapering and feeding through the use of life-like dolls. This program also allows the fathers to bond with their children once a month during visiting hours. Student Performance Data Annual Performance Report 2012 Juvenile Halls Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Central No Yes Yes Yes No NA NA Year 1 Table 2.2.3 2-14

Annual Performance Report 2012 Juvenile Halls Site 2010 2011 2012 2012 2012 Made Subgroups Central NA 374 NA Table 2.2.4 Staffing Staffing - Central Certificated Principal 1 Assistant Principal 2 School Psychologist 3 Academic Counselor 2 Transition Counselor 1 Generally Funded Teachers 20 Special Education Teachers 7 Categorically Funded Teachers 5 Total Certificated 40 Classified Paraeducator 6 School Administrative Secretary 1 Senior School Clerk 2 School Clerk 0 Counselor Assistant 1 Custodian 3 Total Classified 13 Table 2.2.5 2-15

Salaries and Benefits - Central Certificated Salaries $1,901,300.00 Classified Salaries $238,687.00 Benefits $629,072 Total $2,769,059 Table 2.2.6 Los Padrinos PAU Overview Los Padrinos PAU is located at 7285 E. Quill Drive, Downey, CA 90242 and is administered by the Los Angeles County Office of Education (LACOE). Los Padrinos PAU services youth that are wards of the County Superior Court s Juvenile Division. The Los Angeles County Probation Department operates the facility at Los Padrinos and is a primary partner in providing care and supervision of students. School is in session 12 months of the year for 247 instructional days, and each school day is 300 minutes long. The school follows LACOE s Division of Student Programs Goals and the Curriculum Pacing Guide, which is aligned with the California State Content Standards. The school s Vision and Mission statements along with the Expected Schoolwide Learning Results (ESLRs) provide further guidance in driving instruction throughout the school. Los Padrinos Juvenile Hall services approximately 15,000 students per year. Demographics Los Padrinos Juvenile Hall Enrollment 345 Hispanic 59% PI Status Not in PI African American 30% English Learner 70% Other 3% SWD 16% Caucasian 8% SED 100% Native Hawaiian N/A Table 2.3.1 2-16

Budget Los Padrinos Juvenile Hall Title I Part A $98,988 Title I Part D $302,784 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies 69,736 Table 2.3.2 Site Los Padrinos PAU 7285 East Quill Drive Downey, CA 90242 Curriculum Information Los Padrinos Juvenile Hall offers a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education, career technical education and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. 2-17

Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an English Learner Development Program. Services are provided to students whose proficiency levels range from Beginner to Advanced. Newcomer classes are available at B.J. Nidorf, Central, and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer researchbased curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade-level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individuals reading level. Text is one hundred percent informational and high interest, to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. 2-18

After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff test students in reading and math, and the test is aligned to national and state standards. MAP testing dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the on-line reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 Los Padrinos Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Los Padrinos No Yes Yes Yes Yes NA No No Table 2.3.3 2-19

Annual Performance Report 2012 Los Padrinos Site 2010 2011 2012 2012 2012 Made Subgroups Los Padrinos NA 351 NA NA NA Table 2.3.4 Staffing Certificated Staffing - Los Padrinos Principal 1 Assistant Principal 1 School Psychologist 2 Academic Counselor 2 Transition Counselor 1 Generally Funded Teachers 21 Special Education Teachers 5 Categorically Funded Teachers 4 Total Certificated 37 Classified Paraeducator 8 School Administrative Secretary 1 Senior School Clerk 2 School Clerk 1 Counselor Assistant 1 Custodian 8 Total Classified 21 Table 2.3.5 2-20

Salaries and Benefits Los Padrinos Certificated Salaries $2,049,7124 Classified Salaries $249,274 Benefits $705,035 Total $580,591.00 Table 2.3.6 2-21

SECTION 3: CAMPS Chapter 3 Overview Los Angeles County Probation camp schools focus on academics, student growth, and parental involvement and transition services. Each juvenile camp offers unique opportunities for parent involvement through parent meetings and weekly visitation. In addition, camps focus on afterschool classes designed to support student academics in the areas of math and English, as well as GED. Vocational and career education programs are aimed to provide career readiness for students. Each student upon entry to the Juvenile Hall will have an Individual Learning Plan (ILP) completed by an Academic Counselor. The Student Records Acquisition (SRA) Unit begins the transcript retrieval process and upload of the student s information into EPIC. Student transcripts are evaluated as students enter the juvenile hall facility. Academic counselors evaluate student transcripts and place students in appropriate courses. After adjudication, students are placed in various camps. Their camp placement is based upon their cumulative credits as well as their age. Each camp provides different options for students: both socialemotionally and academically. A detailed placement process completed in collaboration with Probation and LACOE ensures that students are placed in the best possible location for growth. Students are placed at Probation camps after an initial stay at juvenile hall. A thorough evaluation process takes place before students are placed at a camp and placement is strategic and based on student s academic and social-emotional needs. In addition, any additional needs for ELD services or special education services are identified before students are placed at camps. Students also take a diagnostic assessment while at the halls which is followed up by a more detailed math and reading assessment at the camps. Students spend from 30-120 days in Probation camps. Upon arrival at the camp, a Multi-Disciplinary Team (MDT) meeting is held for each student. This initial MDT enables all social, legal, and academic partners an opportunity to ensure that student needs are met. As students progress through their camp program, they benefit from academic services provided by LACOE, as well as after-school programs and parent involvement activities. LACOE also provides funds for intervention programs in the areas of literacy, career readiness, GED and career development is available for our Special Education students who are transitioning back to home school districts. Thirty days prior to their release from the camp, a transitional MDT is held. The Transition Counselor reviews and ensures that all of the student s records are now there to do a final evaluation for school recommendation and program placement for the students return to the community. LACOE provides a Transition Counselor for each camp who works to ensure that students are ready to return to their home school districts upon release and that any homeless or foster needs are addressed. In addition, the Transition Counselor works with the home district to 3-1

provide a seamless transition for students. Relevant Probation partners also attend the transition MDT and any special education needs are addressed at this time. Transition Counselors make 30-60-90-day follow-up calls to ensure that students are successfully transitioned into the community. All 14 Probation camps are clustered into five Principal Administrative Units (PAUs). For example, Camp Scott and Camp Scudder fall under the Road to Success Academy PAU. The purpose for clustering camps is because it allows for consistency from camp to camp and from classroom to classroom. Also, this configuration helps to most effectively utilize resources in terms of personnel, materials and resources. Programmatic, curricular and assessment processes and procedures become systematic within each PAU. Sites Afflerbaugh-Paige Camp School 6621 North Stephens Ranch Road La Verne, CA 91750 Rockey, Glenn Camp School 1900 North Sycamore Canyon Road San Dimas, CA 91733 Kirby, Dorothy Camp School 1500 South McDonnell Avenue Los Angeles, CA 90022 Mendenhall, William Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Munz, John Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Scott, Joseph Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Scudder, Kenyon Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Miller, Fred C. Camp School 433 South Encinal Canyon Road Malibu, CA 90265 Gonzales, David Camp School 1301 North Las Virgenes Road Calabasas, CA 91302 Kilpatrick, Vernon Camp School 427 South Encinal Canyon Road Malibu, CA 90265 Christa McAuliffe 5300 West Avenue I Lancaster, CA 93536 Table 3.1 3-2

Student Performance Data Annual Performance Report 2012 Camps Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Afflerbaugh-Paige No Yes Yes No No NA NA Year 1 Gonzales Yes Yes Yes Yes Yes NA NA No Jarvis No Yes Yes No No NA NA Year 1 Kilpatrick Yes Yes Yes Yes Yes NA NA No Kirby NO Yes Yes No No NA NA No McNair Yes Yes Yes Yes Yes NA NA No Mendenhall Yes Yes Yes Yes Yes NA NA No Miller Yes Yes Yes Yes Yes NA NA No Munz Yes Yes Yes Yes Yes NA NA No Onizuka Yes Yes Yes Yes Yes NA NA No Rockey Yes Yes Yes Yes Yes NA NA No Scott Yes Yes Yes Yes Yes NA NA NO Scudder Yes Yes Yes Yes Yes NA NA No Table 3.2 Annual Performance Report 2012 Camps Site 2010 2011 2012 2012 2012 Made Subgroups Afflerbaugh- Paige NA NA NA Gonzales NA NA NA 3-3

Jarvis NA 379 NA Kilpatrick NA 467 NA Kirby NA 258 NA McNair NA NA NA Mendenhall NA 542 NA Miller NA NA NA Munz NA 349 NA Onizuka NA 463 NA Rockey NA NA NA Scott NA NA NA Scudder NA NA NA Table 3.3 Angeles Forest PAU Overview Angeles Forest PAU operates three high schools for adjudicated youth: Afflerbaugh-Paige High School, Glenn Rockey High School, and Dorothy Kirby Center High School. Schools specialize in providing education programs that offers opportunities for developing the academic, vocational and social skills of students. The educational program is accredited by the Western Association of Schools and Colleges (WASC). Afflerbaugh-Paige Afflerbaugh-Paige High School (APHS) is located in the foothills of La Verne and offers a secure educational program for adjudicated youth. Unique to this site, two camps Afflerbaugh and Paige filter into one school site. Each camp has its unique needs. Three agencies Los Angeles County Probation Department, Department of Mental Health, and Los Angeles County Office of Education (LACOE) work collaboratively to provide an educational program that offers an integrated services model to address academic, behavioral and career needs of students. In addition, APHS is unique in providing a scaffold school program with Camp Paige to include a Forestry Work Experience program in partnership with Probation Department and Los Angeles 3-4

County Fire Department. The Forestry Program works in conjunction with the Probation Department camp guidelines, and provides the camp youths an opportunity to participate in a work crew environment that emphasizes Urban Forestry and Horticulture concepts. Demographics Enrollment 186 Hispanic 75% PI Status Year 1 African American 18% English Learner 69.5% Other 1% SWD 22% Caucasian 6% SED 100% Native Hawaiian N/A Table 3.1.1 Budget Title I Part A $ 57,232 Title I Part D $171,476 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $49,095 Table 3.1.2 Glenn Rockey Camp Glenn Rockey is located in the hills of San Dimas Canyon and offers an educational program in a secure setting for adjudicated, delinquent juvenile males. There is consistent collaboration among the four agencies within the facility: the Los Angeles County Probation Department, Department of Mental Health, Department of Health Services and the Los Angeles County Office of Education. Using the Multi-Disciplinary Team approach, each agency meets regularly to discuss a carefully designed program that meets the need of each individual student. Camp Rockey has one open-bay style dorm that houses approximately 70 adjudicated delinquent wards with emotional and anti-social behavioral impairments. Minors are on placement orders from the Los Angeles County Juvenile Court to serve their time and fulfill their Conditions of Probation (rules for how they must behave while incarcerated). The Camp offers 3-9 month behavioral Dialectical Behavior Theory (DBT) therapy provided by the Department of Mental Health. Students are taught to utilize Pro-Social Skills to address many of their various antisocial behaviors. The objective is to provide students with appropriate social skills and coping 3-5

mechanisms to adjust and adapt to life at home, school, and the community at large. Court placement is from 3 to 12 months, with the average stay of approximately 9 months. Demographics Enrollment 51 Hispanic 78% PI Status Not in PI African American 14% English Learner 76% Other 2% SWD 29% Caucasian 6% SED 100% Native Hawaiian N/A Table 3.1.3 Budget Title I Part A $ 18,980 Title I Part D $44,688 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $25,911 Table 3.1.4 Dorothy Kirby Dorothy F. Kirby Residential Treatment and Placement Center (DKC) offers a secure, coeducational program, where four agencies, Los Angeles County Probation Department, Department of Mental Health, Department of Health Services and the Los Angeles County Office of Education work collaboratively to achieve an integrated, therapeutic environment for the residents. Kirby Center is unique in that it is the only secure treatment center in L.A. County and one of only a few in the state. The DKC campus has 10 living units for 100 adjudicated delinquent wards with emotional and anti-social behavioral impairments, which are on suitable placement orders from the Los Angeles County Juvenile Court. The Center offers intensive, offers 6-9 month behavioral Dialectical Behavior Theory (DBT) therapy provided by the Department of Mental Health. The 3-6

goal is to diminish the adolescent s anti-social behavior and bring about pro-social behavioral change. It also seeks to facilitate the adolescent s ability to ultimately function at his/her optimum level in his/her home, school, and community. DKC provides facilities for living units (cottages), recreation, administration, health, chapel, auditorium, library, dining, and school. Dorothy Kirby School is one of three schools within Angeles Forest PAU and is located 33 miles northwest of the main campus, in the City of Commerce, CA. Dorothy Kirby High School currently serves 83 students. Demographics Enrollment 63 Hispanic 51% PI Status Not in PI African American 43% English Learner 34% Other 2% SWD 46% Caucasian 4% SED 100% Native Hawaiian N/A Table 3.1.5 Budget Title I Part A $ 19,856 Title I Part D $44,336 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $21,526 Table 3.1.6 3-7

Sites Afflerbaugh/Paige Camp School 6621 North Stephens Ranch Road La Verne, CA 91750 Kirby, Dorothy Camp School 1500 South McDonnell Avenue Los Angeles, CA 90022 Rockey, Glenn Camp School 1900 North Sycamore Canyon Road San Dimas, CA 91733 Table 3.1.7 Curriculum Information All schools within Angeles Forest PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created and benchmark assessments have been created. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education, career technical education and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math 3-8

teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an English Learner Development Program. Services are provided to students whose proficiency levels range from Beginner to Advanced. Newcomer classes are available at B.J. Nidorf, Central and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the curriculum Edge. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English Language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, English Learners have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California Content Standards for English Language Arts. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores Below Basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individuals reading level. Text is one hundred percent informational and high interest, to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student to teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. 3-9

Dialectical Behavior Therapy (DBT) (Offered at Rockey) DBT is required and mandatory for all students housed at Camp Rockey. It is a 10-week course presented by the Department of Mental Health, in concert with the Probation Department and LACOE. This program is intended to assist students in making better choices when faced with angry and frustrating situations. Within this program students are expected to learn and use four modules for addressing their behavior: Mindfulness, Interpersonal Effectiveness, Distress Tolerance, and Emotion Regulation. Mental Health, Probation, and LACOE staff members are expected to be familiar with the terms to use for helping students refocus when they appear to over-react during certain emotional situations. Career Technical Education Forestry Work Experience All students that enter Camp Paige are provided with an opportunity to join Forestry as long as they meet the health, safety and security requirements set by Probation. Students are trained by and work alongside Firemen from the L.A. County Fire Department. Students must be physically fit and must pass Training Crew in order in order to become a Certified member of the Forestry Crew. Students generally attend School and Forestry Crew on alternate days. Students spend additional time in school on the days that they attend to compensate for time missed on their Work Crew days. Culinary Arts (Offered at Rockey) Students who demonstrate a serious interest in Culinary Arts are selected to participate in the program. Students learn Food Prep, Food Safety, Kitchen Safety, and Kitchen Cleanliness. Students who complete all of the classes successfully will have an opportunity to take the ServSafe Food Handler exam, which, if passed, will allow them to work in any restaurant in the country. Most students that take the ServSafe exam pass and receive their Certificates while in Camp. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a students learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAU s within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) 3-10

Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 Angeles Forest Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Afflerbaugh/ Paige No Yes Yes No No NA NA Year 1 Kirby No Yes Yes No No NA NA No Rockey Yes Yes Yes Yes Yes NA NA No Table 3.1.8 Annual Performance Report 2012 Angeles Forest Site 2010 2011 2012 2012 2012 Made Subgroups Afflerbaugh/Paige NA NA NA NA NA Kirby NA 258 NA NA NA Rockey NA NA NA NA NA Table 3.1.9 3-11

Staffing Certificated Staffing - Angeles Forest PAU Principal 1 Assistant Principal 2 School Psychologist 2 Academic Counselor 3 Transition Counselor 3 Generally Funded Teachers 17 Special Education Teachers 11 Categorically Funded Teachers 3 Total Certificated 39 Classified Paraeducator 6 School Administrative Secretary 1 Senior School Clerk 3 School Clerk 0 Counselor Assistant 0 Custodian 2 Total Classified 9 Table 3.1.10 Salaries and Benefits Afflerbaugh-Paige Certificated Salaries $431,952.00 Classified Salaries $50,140.00 Benefits $262,282.00 Total $744,374.00 3-12

Rocky Certificated Salaries $329,968.00 Classified Salaries $42,756.00 Benefits $108,147.00 Total $1,225,245.00 Kirby Certificated Salaries $239,556.00 Classified Salaries $41,031.00 Benefits $91,351.00 Total $371,938.00 Table 3.1.11 3-13

Christa McAuliffe PAU Overview DSP s Christa McAuliffe PAU serves youth detained at the Challenger Memorial Youth Center (CMYC) in Lancaster. CMYC is comprised of three separate camps named for three of the seven astronauts who perished on the Space Shuttle Challenger: Camps Onizuka, McNair and Jarvis. The school is named for teacher and astronaut Christa McAuliffe, who also died in the 1983 Challenger disaster. The school is currently referred to as Christa McAuliffe High School and is located in the Antelope Valley, a few miles west of the City of Lancaster, in the extreme northern area of the Los Angeles County Probation Department's jurisdiction. Christa McAuliffe PAU is approximately 80 miles north of downtown Los Angeles. Student expected school-wide learning results under the WASC process are consistent with appropriate use of categorical funding to improve academic achievement for all students. Enrollment at Christa McAuliffe School averages 270-300 students per day. Students receive 300 minutes of daily instruction with optional participation in extended-day classes. School programs include: curriculum instruction based on the California standards, GED preparation and certification, 100 minutes of direct reading instruction daily for students who read at or below fourth grade level, school-to-career counseling, desktop publishing and computer literacy technology, a variety of intensive support literacy and math after-school programs and a partner instructional TV college program with Mission College. Regional Occupational Programs (ROP) within the Camps are being implemented. Demographics Jarvis Enrollment 62 Hispanic 47% PI Status Year 1 African American 45% English Learner 43% Other 3% SWD 46% Caucasian 5% SED 100% Native Hawaiian N/A Table 3.2.1 3-14

McNair Enrollment 62 Hispanic 78% PI Status Not in PI African American 14% English Learner 45% Other 2% SWD 47% Caucasian 6% SED 100% Native Hawaiian N/A Table 3.2.2 Onizuka Enrollment 68 Hispanic 51% PI Status Not in PI African American 43% English Learner 92% Other 2% SWD 28% Caucasian 4% SED 100% Native Hawaiian N/A Table 3.2.3 Budgets Jarvis Title I Part A $ 28,032 Title I Part D $72,960 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies 28,965 Table 3.2.4 3-15

McNair Title I Part A $ 26,864 Title I Part D $73,872 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $30,088 Table 3.2.4 Onizuka Title I Part A $ 16,644 Title I Part D $66,576 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $30,065 Table 3.2.5 Sites Christa McAuliffe 5300 West Avenue I Lancaster, CA 93536 Curriculum Information All schools within the Christa McAuliffe PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the California High School Exit Exam earn and receive their high school diploma. Each semester, pacing calendars are created and benchmark assessments have been created. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP English Language Arts (ELA) classes include English 9-12, Strategic ELA Support, Intensive ELA (READ 180) and English Language Development (ELD) 1-5. Math offerings 3-16

feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses include Earth Science, Life Science, Chemistry, and Physics. Computer classes, physical education, career technical education, and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math Think Through Math delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an English Learner Development Program. Services are provided to students whose proficiency levels range from Beginner to Advanced. Newcomer classes are available at Barry J. Nidorf, Central Juvenile Hall, and Camp Christa McAuliffe. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English Language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, English Learners have full access to additional intervention programs if appropriate to their needs. 3-17

Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for English Language Arts. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade- level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individuals reading level. Text is 100 percent informational and high interest to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decisionmaking. Credit Recovery Since many of students enrolled in the DSP system are credit deficient, LACOE has partnered with AdvancePath Academics and APEX Learning. Students are able to work independently and interact with the provided digital curriculum as well as credentialed teachers to offer students specific course work needed for high school graduation requirements. APEX is also used for advanced course work or basic skills development. Credit recovery has been successfully piloted at one site (Christa McAuliffe) and will be implemented throughout all the PAU s. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small teacher to student to teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. Career Technical Education Culinary Arts Students who demonstrate a serious interest in Culinary Arts are selected to participate in the program. Students learn Food Prep, Food Safety, Kitchen Safety, and Kitchen Cleanliness. Students who complete all of the classes successfully will have an opportunity to take the ServSafe Food Handler exam, which, if passed, will allow them to work in any restaurant in the country. Most students that take the ServSafe exam pass and receive their certificates while in camp. 3-18

Paxton/Patterson Building Skills and Trade Courses Students learn the vocabulary, tools, materials and skills needed for various construction trades. Each trade is covered on a 10-day rotation, which includes basic hands-on instruction. Paxton/Patterson Health Science Courses Road to Success Academy and McAuliffe PAUs offer exploration in various Health Science careers, including Dentistry Health Science, Health Information, Medical Imaging, Nursing, Ophthalmology and Veterinary. The Health Science Careers program is a complete learning system that is computer based and hands-on. Students are able to get hands-on experience doing the tasks common to each career. ROP Landscaping Design Course This class provides entry-level training on planning, installing, and maintaining landscaped areas. It covers basic plant physiology, pest management and layout of designs. The class includes hands-on instruction on fertilization, watering and mowing. ROP ServSafe Certification Course Students who are enrolled in this CTE course receive hands-on training in all aspects of food handling and preparation. Students who successfully complete this course receive a certification for the food service industry and gain self-confidence and a tangible document to help them procure a position in the food service industry. ROP Woodshop Course The woodshop class is a hands-on class that gives students experience in the area of building. This is an introductory class and the students gain an awareness of power tools and woodworking equipment. Bicycle Repair Course This highly engaging Paxton Patterson class is an introduction to the craft and science of bicycle repair. Students learn how to repair and maintain bicycles and this, in turn, helps them to procure a position in business to either work in a bicycle shop or factory, or even to open their own business. Animal Care This program teaches students how to safely and properly care for animals. The course consists of lectures and hands-on time with various animals. Students are taken to the local Animal Shelter to care for the animals. Library Instructional Media Specialist hired in October 2011. There are approximately 4000 books combined in the library, classroom and dorm libraries. Classroom library visits began in February 2012. The Media Specialist trains librarians to maintain the dorm libraries. The Media Specialist provides extra-curricular writing and drawing contests with PBIS reward events for the winners. McAuliffe PAU is developing a Library Advisory Committee to work alongside the Student Council. 3-19

Guitar Therapy The guitar instruction program, taught by one of our School Psychologists, has a therapeutic benefit. The focus is on learning to play the guitar in a manner that identifies how to avoid stress while learning to play an instrument. Students learn how to slow their learning process down to a point where they are being successful. This strategy can be transferred to other learning tasks and environments. Students often experience frustration in the learning process and this program allows students a hands-on opportunity to learn how to successfully address the frustration. FLOW (Fluent Love of Words) The program combines music and poetry and explores all methodologies of expression, including writing, theater and art. Students create their own music and then record their poetry to music. Students showcase their music during student recognition ceremonies. Mobile Science Labs Mobile Science Labs (MSL) is a support program that delivers the necessary materials, supplies equipment and support personnel for the effective teaching of high school physics and chemistry laboratory activities. MSL has developed and utilizes laboratory curricula that address the state goals for learning. Inspiration 52 Character Education through Principles and Inspirational Poetry is a literacy-based, charactereducation curriculum. The program is totally interactive, which includes lesson activities and state standardized curriculum. Students learn to read, write, illustrate, recite and create poetry. The driving force behind the curriculum is the 12 Principles of Success. The principles teach students values such as, responsibility, effort, teamwork, maturity, believing in yourself and choices. Bytes and Chips Newspaper The paper has been recently revamped and under the direction of a new editor. The latest issue was delivered June 2012. Student artists and editorial contributors provide the content for the newspaper. Career Essentials This is a soft skills program designed to fulfill the requirements for Career Technical Education courses for the students who are unable to work with tools and sharp objects. This program incorporates curriculum from the Learning for Life and the Antelope Valley Youth Build programs. Learning for Life This semester program is designed to help students develop career awareness; demonstrate skills in critical thinking, communication and interpersonal relationships. Topics include aptitude and job skills; resume development; applications; attire; mock interviews; workplace ethics; how to keep a job and rights and employee responsibilities. Boy Scouts The Boy Scouts, Antelope Valley District, provides leadership and life skills programs on a biweekly basis to students at McAuliffe. Additionally, an innovative career development program is being implemented by our affiliate, Youth Build. Modules are provided on a bi-weekly basis and include First Aid, CPR, Personal Management, Citizenship, Ethical Decision Making, Career 3-20

Awareness, and Positive Behavior, which are conducted by a part-time employee of the Western Los Angeles County Council (WLACC). Together with McAuliffe educational staff and WLACC personnel, modules are prioritized by importance. Modules provide the young men rehabilitative skills and tools to use as they return to society. Follow Your Dreams Through analysis of the book, "Follow Your Dreams: Lessons That I Learned in School" students examine their current life choices and discuss future lifestyle changes. As students examine Mr. Wynn's story of being born into poverty, being given up for adoption, attending low-performing urban schools, and his resisting joining gangs or selling drugs, students examine parallels in their own lives. They also examine their strengths and weaknesses and the unique issues and obstacles confronting them. Students explore their talents and interests by examining how they can evolve into post-secondary options. Youth Build Antelope Valley Youth Build is a leadership development program with an intensive six-month to two-year program that helps disadvantaged youth develop leadership skills, work experience, post-secondary readiness, community leadership skills, self-confidence and set attainable goals. Classroom education includes a project-based curriculum with an emphasis on post-secondary readiness, higher order thinking and social responsibility; small classroom size, allowing students to gain additional support; real world experience embedded into core classes; cross curriculum engagement through a fundamental essential question; and focus on increase in two grade levels in the areas of reading and math. 3-21

Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a students learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAU s within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 Christa McAuliffe PAU Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Jarvis No Yes Yes No No NA NA Year 1 McNair Yes Yes Yes Yes Yes NA NA No Onizuka Yes Yes Yes Yes Yes NA NA No Table 3.2.7 Annual Performance Report 2012 Christa McAuliffe PAU Site 2010 2011 2012 2012 2012 Made Subgroups 3-22

Jarvis NA 379 NA McNair NA NA NA Onizuka NA 463 NA Table 3.2.8 Staffing Certificated Staffing - Christa McAuliffe PAU Principal 1 Assistant Principal 2 School Psychologist 3 Academic Counselor 1 Transition Counselor 1 Generally Funded Teachers 17 Special Education Teachers 8 Categorically Funded Teachers 5 Total Certificated 38 Classified Paraeducator 10 School Administrative Secretary 1 Senior School Clerk 2 School Clerk 0 Counselor Assistant 0 Custodian 2 Total Classified 15 Table 3.2.9 3-23

Salaries and Benefits Camp Jarvis Certificated Salaries $541,024.00 Classified Salaries $0 Benefits $168,906.00 Total $709,930.00 Camp McNair Certificated Salaries $437,364.00 Classified Salaries $43,556.00 Benefits $148,859.00 Total $629,779.00 Camp Onizuka Certificated Salaries $345,736.00 Classified Salaries $ 0 Benefits $98,305.00 Total $444,041.00 Table 3.2.10 Munz-Mendenhall PAU Overview Munz-Mendenhall PAU consists of two schools: William Mendenhall Camp School and John Munz Camp School. The schools are located in Lake Hughes, within the Angeles National Forest, approximately 60 miles north of Los Angeles. Both camp schools are located within juvenile probation camps operated by the Los Angeles County Probation Department. The Munz-Mendenhall PAU is part of the Los Angeles County Office of Education s (LACOE) Division of Student Programs. Munz and Mendenhall High Schools serve approximately 200 adjudicated male students who are wards of the court, the vast majority of whom are in high school (9 th- 12 th grade). Munz is a junior camp where the students are 13 years of age or older. Mendenhall is a senior camp 3-24

where students are 16 years of age and over. The camp emphasis is to foster individual responsibility for education and rehabilitation. The PAU s main focus is to provide a standardsbased, quality learning experience and to remedy deficiencies, thus preparing students for transition to their local school districts, or to graduate the students while in the program. Most students indicate that they intend to continue their education in community college, vocational school, the military, or other educational method. Upon enrollment, school staff members review student records and determine correct grade level placement. Students with special needs receive accommodations as determined by the Student Study Team or their individual IEP. In addition to the frequent turnover in classroom population due to the entrance and exit movement of students in the probation camps, student attendance also fluctuates due to short-term medical leaves. Upon enrollment, students are administered two computer-adaptive exams, the STAR Advantage Reading and the STAR Advantage Math tests, to determine their entry-level skills in these subject areas. Both schools operate year-round and accept new students every day. Credits are earned toward high school graduation and extended day learning programs after school provide students with intervention in reading, writing and mathematics and preparation for the GED test. For those students who have children, help with parenting is offered through an LA Dads program held on Saturdays and after school at both camps. A class size of no more than 17 students per teacher allows teaching staff to spend additional class time with students who need extra attention. Demographics Mendenhall Enrollment 82 Hispanic 75% PI Status Not in PI African American 17% English Learner 60% Other 2% SWD 13% Caucasian 6% SED 100% Native Hawaiian N/A Table 3.3.1 Munz Enrollment 69 Hispanic 80% PI Status Not in PI African American 18% English Learner 60% Other 0 SWD 23% Caucasian 2% 3-25

SED 100% Native Hawaiian n/a Table 3.3.2 Budgets Mendenhall Title I Part A $ 25,988 Title I Part D $79,334 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $30,972 Table 3.3.3 Munz Title I Part A $22,746 Title I Part D $64,752 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $29,903 Table 3.3.4 Sites Mendenhall, William Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Munz, John Camp School 42230 North Lake Hughes Road Lake Hughes, CA 93532 Table 3.3.5 3-26

Curriculum Information All schools within Munz-Mendenhall PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the California High School Exit Exam earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP English Language Arts (ELA) classes include English 9-12, Strategic ELA Support, Intensive ELA (READ 180) and English Language Development (ELD) 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses include Earth Science, Life Science, Chemistry, and Physics. Computer classes, physical education, career technical education, and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math (TTM) TTM delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an English Learner Development Program. Services are provided to students whose proficiency levels range from Beginner to Advanced. Newcomer classes are available at Barry J. Nidorf, Central Juvenile Hall, and Camp Christa McAuliffe. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English Language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English Language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers 3-27

who are EL certified to appropriately serve this population. In all educational settings, English Learners have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California Content Standards for English Language Arts. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores Below Basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAPS assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individuals reading level. Text is one hundred percent informational and high interest, to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. New Earth Munz and Mendenhall students participated in two programs offered by New Earth, the first was the FLOW Poetry program. Through this program students were led through lessons, which gave them a positive, creative outlet to express themselves. The program was culminated by a spoken word assembly in which students were able to present their work to an audience of their peers. LA Dads LA Dads program teaches much needed parenting skills to the boys at Munz and Mendenhall who are fathers. The curriculum includes infant care like diapering and feeding through the use of life-like dolls. This program also allows the fathers to bond with their children once a month during visiting hours. Theatre of Hearts An artist in residence worked with students to create a mural on the office wall facing the camp. Everyone that walks into the school area at Camp Mendenhall is treated to this colorful artwork. Currently, a similar project is being planned at Camp Munz. 3-28

Career Technical Education Paxton/Patterson Building Skills and Trade Courses Students learn the vocabulary, tools, materials and skills needed for various construction trades. Each trade is covered on a 10-day rotation, which includes basic hands-on instruction. ROP Woodshop Course The woodshop class is a hands-on class that gives students experience in the area of building. This is an introductory class and the students gain an awareness of power tools and woodworking equipment. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 Munz/Mendenhall Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Mendenhall Yes Yes Yes Yes Yes NA NA No 3-29

Munz Yes Yes Yes Yes Yes NA NA No Table 3.3.6 Annual Performance Report 2012 Division of Student Programs Site 2010 2011 2012 2012 2012 Made Subgroups Mendenhall NA 542 NA Munz NA 349 NA Table 3.3.7 Staffing Certificated Staffing - Munz/Mendenhall PAU Principal 1 Assistant Principal 0 School Psychologist.5 Academic Counselor 1 Transition Counselor 1 Generally Funded Teachers 9 Special Education Teachers 4 Categorically Funded Teachers 2 Total Certificated 18.5 Classified Para Educator 3 School Administrative Secretary 1 Senior School Clerk 2 3-30

School Clerk 0 Counselor Assistant 0 Custodian 1 Total Classified 7 Table 3.3.8 Salaries and Benefits Camp Mendenhall Certificated Salaries $408,168.00 Classified Salaries $33,060.00 Benefits $137,924.00 Total $579,152.00 Camp Munz Certificated Salaries $559,967.00 Classified Salaries $48,140.00 Benefits $177,116.00 Total $559,967.00 Table 3.3.9 Road to Success Academy PAU Overview The Road to Success Academy PAU (Camps Scott and Scudder) is made up of two schools. Joseph Scott High School and Kenyon Scudder High School are located in Saugus, a fast growing suburban community 40 miles north of Los Angeles. Both camps are operated by the Los Angeles County Probation Department. The Road to Success Academy strives to realize our vision by centering the school approach, goals and curriculum on five core thematic selfdevelopment pathways, leading students toward five core engagement outcomes. All of these vision values intersect to create a frame for success for our students. 3-31

The five core self-development pathways include: Self-Esteem, Empowerment, Hope, Transformation, and New Beginnings The five core engagement outcomes are: Sound Decision-Making/Critical Thinking, Creativity, Knowledge Synthesis, Cooperative Learning, and Community Engagement The vision of Road to Success Academy is that all students will embrace our mission and progress along the five core self-development pathways, working to achieve the five core engagement outcomes. Demographics Scudder Enrollment 43 Hispanic 58% PI Status Not in PI African American 33% English Learner 40% Other 1% SWD 37% Caucasian 8% SED 100% Native Hawaiian N/A Table 3.4.1 Scott Enrollment 50 Hispanic 41% PI Status Not in PI African American 41% English Learner 77% Other 4% SWD 6% Caucasian 14% SED 100% Native Hawaiian N/A Table 3.4.2 3-32

Budgets Scudder Title I Part A $15,768 Title I Part D $46,512 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $20,042 Table 3.4.3 Scott Title I Part A $10,804 Title I Part D $50,160 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $19,717 Table 3.4.4 Sites Scudder, Kenyon Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Scott, Joseph Camp School 28750 North Bouquet Canyon Road Saugus, CA 91350 Table 3.4.5 Curriculum Information All schools within the Road to Success Academy PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. 3-33

DSP English Language Arts (ELA) classes include English 9-12, Strategic ELA Support, Intensive ELA (READ 180) and English Language Development (ELD) 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses include Earth Science, Life Science, Chemistry, and Physics. Computer classes, physical education, career technical education, and other elective classes are offered at all DSP sites. Project-Based Learning Environment Project-based learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project-based learning is synonymous with learning in depth. A well designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematical concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an ELD program. Services are provided to students whose proficiency levels range from beginner to advanced. Newcomer classes are available at B.J. Nidorf, Central Juvenile Hall, and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. 3-34

Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores Below Basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAPS assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individuals reading level. Text is one hundred percent informational and high interest, to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. Career Technical Education Culinary Arts Students who demonstrate a serious interest in Culinary Arts are selected to participate in the program. Students learn Food Prep, Food Safety, Kitchen Safety, and Kitchen Cleanliness. Students who complete all of the classes successfully will have an opportunity to take the ServSafe Food Handler exam, which, if passed, will allow them to work in any restaurant in the country. Most students that take the ServSafe exam pass and receive their certificates while in camp. Paxton/Patterson Health Science Courses Road to Success Academy and Christa McAuliffe PAUs offer exploration in various Health Science careers, including Dentistry Health Science, Health Information, Medical Imaging, Nursing, Ophthalmology, and Veterinary. The Health Science Careers program is a complete learning system that is computer based and hands-on. Students are able to get hands-on experience doing the tasks common to each career. ROP Landscaping Design Course This class provides entry-level training on planning, installing, and maintaining landscaped areas. It covers basic plant physiology, pest management and layout of designs. The class includes hands-on instruction on fertilization, watering and mowing. Fashion Design The fashion design class is offered to students who are interested in pursuing a career in the fashion industry. Students take a 10-week course and create their own dress "from sketch to runway. The class culminates with a fashion show and a celebration of student work. 3-35

Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness test (PFT) Student Performance Data Annual Performance Report 2012 Road to Success Academy Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Scott Yes Yes Yes Yes Yes NA NA NO Scudder Yes Yes Yes Yes Yes NA NA No Table 3.4.6 3-36

Annual Performance Report 2012 Road to Success Academy Site 2010 2011 2012 2012 2012 Made Subgroups Scott NA NA NA Scudder NA NA NA Table 3.4.7 Staffing Certificated Staffing - Road to Success Academy Principal 1 Assistant Principal 0 School Psychologist.5 Academic Counselor 1 Transition Counselor 1 Generally Funded Teachers 7 Special Education Teachers 3 Categorically Funded Teachers 1 Total Certificated 14.5 Classified Paraeducator 2 School Administrative Secretary 1 Senior School Clerk 2 School Clerk 0 Counselor Assistant 0 3-37

Custodian 1 Total Classified 6 Table 3.4.8 Salaries and Benefits Scott Certificated Salaries $286,652.00 Classified Salaries $42,531.00 Benefits $110,000.00 Total $439,183.00 Scudder Certificated Salaries $176,852.00 Classified Salaries $0 Benefits $127,795.00 Total $304,647.00 Table 3.4.9 Santa Monica PAU Overview The Santa Monica Mountains PAU is comprised of three probation camps and a group home. David Gonzales School is located at 1301 N. Las Virgenes Road in Calabasas and services male youth. Average attendance is 100 students. Students participate in core classes as well as vocational education. Demographics Camp Gonzales offers a culinary arts and automotive class which provide concurrent college and high school credit to 50 percent of the students. We recognize that parents are their children s 3-38

first and most influential teachers and encourage parent involvement. The camp offers afterschool programs to include LA Dads. Gonzales Enrollment 93 Hispanic 73% PI Status No African American 19% English Learner 43% Other 3% SWD 33% Caucasian 5% SED 100% Native Hawaiian N/A Table 3.5.1 Camp Kilpatrick is located at 427 S. Encinal Canyon Road in Malibu and services approximately 100 male youth from ages 12-18 years. 50 percent of the student population is involved in the California Interscholastic Federation Sports Program. Camp Kilpatrick also offers an Electrician course that provides concurrent college and high school credit to 50 percent of the students. Kilpatrick Enrollment 106 Hispanic 42% PI Status Not in PI African American 44% English Learner 48% Other 6% SWD 30% Caucasian 8% SED 100% Native Hawaiian N/A Table 3.5.2 Camp Miller is located at 433 S. Encinal Canyon Road in Malibu and services approximately 100 male youth from ages 12-18 years. In addition to regular core curriculum and enrichment classes, Camp Miller students participate in a digital photography course that provides concurrent college and high school credit. Miller Enrollment 91 Hispanic 76% PI Status Not in PI African American 21% 3-39

English Learner 57.33% Other 0 SWD 18% Caucasian 4% SED 100% Native Hawaiian N/A Table 3.5.3 Pacific Lodge School is located at 4900 Serrania Avenue in Woodland Hills. The school services approximately 50 boys, ages 12-18. Pacific Lodge School provides intensive reading instruction to lowest achieving students. Pacific Lodge Enrollment 49 Hispanic 46% PI Status Not in PI African American 26% English Learner 63% Other 14% SWD 24% Caucasian 14% SED 100 Native Hawaiian N/A Table 3.5.4 Budgets Gonzales Title I Part A $25,696 Title I Part D $82,992 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $31,747 Table 3.5.5 3-40

Kilpatrick Title I Part A $29,492 Title I Part D $93,024 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $32,061 Table 3.5.6 Miller Title I Part A $90,288 Title I Part D $28,908 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $31,749 Table 3.5.7 Pacific Lodge Title I Part A $12,848. Title I Part D $43,776 Title III Economic Impact Aid N/A N/A Part C: Instructional Materials Office Supplies $18,657 Table 3.5.8 3-41

Sites Miller, Fred C. Camp School 433 South Encinal Canyon Road Malibu, CA 90265 Kilpatrick, Vernon Camp School 427 South Encinal Canyon Road Malibu, CA 90265 Gonzales, David Camp School 1301 North Las Virgenes Road Calabasas, CA 91302 Pacific Lodge 4900 Serrania Avenue Woodland Hills, CA Table 3.5.9 Curriculum Information All schools within the Santa Monica Mountains PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the California High School Exit Exam earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP English Language Arts (ELA) classes include English 9-12, Strategic ELA Support, Intensive ELA (READ 180) and English Language Development (ELD) 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses include Earth Science, Life Science, Chemistry, and Physics. Computer classes, physical education, career technical education, and other elective classes are offered at all DSP sites. Intervention Programs English Language Arts Intensive Intervention: READ 180 READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. 3-42

Math Intervention: Think Through Math (TTM) TTM delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematics concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in missing gaps in their math knowledge. English Language Development DSP offers an English Learner Development Program. Services are provided to students whose proficiency levels range from Beginner to Advanced. Newcomer classes are available at B.J. Nidorf, Central and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English Language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English Language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, English Learners have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California Content Standards for English Language Arts. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores Below Basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAPS assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an online assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individual reading level. Text is one hundred percent informational and high interest, to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. 3-43

Career Technical Education Culinary Arts (Offered at Gonzales) Students who demonstrate a serious interest in Culinary Arts are selected to participate in the program. Students learn Food Prep, Food Safety, Kitchen Safety, and Kitchen Cleanliness. Students who complete all of the classes successfully will have an opportunity to take the ServSafe Food Handler exam, which, if passed, will allow them to work in any restaurant in the country. Most students that take the ServSafe exam pass and receive their certificates while in camp. ROP Woodshop Course (Offered at Miller) The woodshop class is a hands-on class that gives students experience in the area of building. This is an introductory class and the students gain an awareness of power tools and woodworking equipment. Culinary Arts Course with Mission College Credit (Offered at Gonzales) LACOE contracts with Mission College and students who successfully complete this course earn college credit. The instructor is a certified chef with many years of experience in the industry. Students learn everything they need to know about running a kitchen and handling food, including cooking and maintenance. Solar Cup Boat-Building Project (Offered at Gonzales) In this highly engaging learning environment, students actually master two skills: building a boat and harnessing solar energy. In this Paxton/Patterson module, students complete the project of building a solar energy run boat and compete every year in the Metropolitan Water District Competition held at Lake Elsinore. Automotive Course with LA Trade Tech (Offered at Gonzales) Students are trained in many of aspects of automotive repair. In this hands-on class, made possible by the donation of a Toyota Prius, students are given the knowledge and skills to enter the auto repair industry and the many aspects that industry entails. 3-44

Electrical Construction Course (Offered at Kilpatrick) In this course, students prepare for a career in all aspects of the electrical industry. Not only do students learn about circuitry and other aspects of the electronics trade, but there is also a handson component to this course. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAU s within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Other Programs New Earth (Offered at Miller) Miller students participated in two programs offered by New Earth. The first was the FLOW Poetry program. Through this program students were led through lessons, which gave them a positive, creative outlet to express themselves. The program was culminated by a spoken word assembly in which students were able to present their work to an audience of their peers. LA Dads (Offered at Miller) LA Dads program teaches much needed parenting skills to the boys at Munz and Mendenhall who are fathers. The curriculum includes infant care like diapering and feeding through the use of life-like dolls. This program also allows the fathers to bond with their children once a month during visiting hours. 3-45

Theatre of Hearts (Offered at Miller) An artist in residence worked with students to create a mural on the office wall facing the camp. Everyone that walks into the school area at Camp Mendenhall is treated to this colorful artwork. New Roads (Offered at Gonzales) New Roads is a fixture in our Camp setting at Gonzales. It provides tutoring for the GED (writing especially), they have a photography class, and they assist students with college matriculation. Her program provides books for students, furniture in some areas of the school, and numerous special events throughout the school year. New Roads is an integral part of what we do at Gonzales. New Earth (Offered at Kilpatrick) This organization provides writing activities to our students in the form of poetry, song writing and art study. They also conduct a music seminar class in which the service provider assists students in the development of recorded music. The students learn basic song writing and recording techniques. Sports Program (Offered at Kilpatrick) This program allows our students to compete against comprehensive high schools in a CIF small schools league. All of the games are away games staged at the opposing school's field of play. There is a long list of students who have earned scholarships and attended college via the support from this program. Solar Energy (Offered at Kilpatrick) Students learn the fundamentals of alternative energy sources. The students are then taught how to construct a solar powered canoe, which is sponsored by the Las Virgenes Water District. The students then compete in the Solar Cup competition at the Water District in Lake Temecula against 40 comprehensive high schools throughout Los Angeles County. The Kilpatrick team placed ninth overall last school year. Student Performance Data Annual Performance Report 2012 Santa Monica Mountains PAU Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Gonzales Yes Yes Yes Yes Yes NA NA No Kilpatrick Yes Yes Yes Yes Yes NA NA No 3-46

Miller Yes Yes Yes Yes Yes NA NA No Pacific Lodge Yes Yes Yes Yes Yes NA NA No Table 3.5.10 Annual Performance Report 2012 Santa Monica Mountains PAU Site 2010 2011 2012 2012 2012 Made Subgroups Gonzales NA NA NA Kilpatrick NA 467 NA Miller NA NA NA Pacific Lodge NA 372 NA Table 3.5.12 Staffing Certificated Staffing - Santa Monica Mountains PAU Principal 1 Assistant Principal 2 School Psychologist 2 Academic Counselor 1 Transition Counselor 1 Generally Funded Teachers 19 Special Education Teachers 12 Categorically Funded Teachers 3 Total Certificated 42 Classified Paraeducator 8 3-47

School Administrative Secretary 1 Senior School Clerk 3 School Clerk 0 Counselor Assistant 0 Custodian 0 Total Classified 12 Table 3.5.12 Salaries and Benefits Miller Certificated Salaries $424,864.00 Classified Salaries $0 Benefits $123,726.00 Total $548,590.00 Gonzales Certificated Salaries $445,304.00 Classified Salaries $0 Benefits $122,600.00 Total $567,904.00 Kilpatrick Certificated Salaries $507,966.00 Classified Salaries $42,756.00 Benefits $163,491.00 Total $714,213.00 3-48

Pacific Lodge Certificated Salaries $274,376.00 Classified Salaries $0 Benefits $81,524.00 Total $355,630.00 Table 3.5.13 3-49

SECTION 4: COMMUNITY DAY SCHOOLS Chapter 4 Overview LACOE DSP services over 770 students daily through Community Day Schools (CDS). East LA PAU and Renaissance PAU provide direct instruction and independent study to students at satellite campuses throughout Los Angeles County. Soledad Enrichment Charter School offers school programs at satellite campuses throughout LA County. Alternative school sites offer nontraditional programs for middle and high school at-risk students. Targeted at-risk youth are students who are failing academically and/or demonstrating poor school attendance including truancies, expulsions, Probation Department referrals, and school district referrals. Unlike traditional schools, alternative schools coordinate community services and resources, social services, parent training and education and frequently partner with business, industry, and institutions of higher education. Programs do not break for winter, spring, or summer. Alternative schools offer a full academic program in direct classrooms as well as independent study. Currently, Renaissance PAU, Soledad Enrichment Charter School and East LA PAU receive Title I funding and Supplemental Educational Services. Homeless and foster youth receive services from LACOE through Title I and Foster Youth Funding. Sites East LA PAU Mujeres y Hombres Nobles CDS 1260 Monterey Pass Road Monterey Park, CA 91754 Bermudez CDS 9055 Bermudez Street Pico Rivera, CA 90660 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Mujeres y Hombres Nobles CCS-IS 1260 Monterey Pass Road Monterey Park, CA 91745 Destiny Girls Academy CCS-IS 8601 South Broadway Los Angeles, CA 90003 Boyle Heights Technology Academy CDS 1600 East 4 th St. Los Angeles, CA 90033 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Eggleston/Pomona Academic Centre CDS (PAC) 1650 West Mission Road Pomona, CA 91766 Bermudez CCS-IS 9055 Bermudez Street Pico Rivera, CA 90660 Eastern CCS-IS 1650 West Mission Boulevard, Suite 107 Pomona, CA 91766 4-1

Valley CCS-IS 13460 Van Nuys Boulevard Pacoima, CA 91331 Azusa Cal SAFE 340 West Fifth Street Azusa, CA 91702 Arleta Cal SAFE 8932 Woodman Avenue Arleta, CA 91331 Table 4.1 Renaissance PAU Jonas Salk CDS 14600 Cerise Ave. Hawthorne, CA 90250 Downey CDS 12432 Bellflower Blvd. Downey, CA 90242 Hope Centre Academy CDS 425 East Compton Blvd. Compton, CA 90221 Hollywood Media Arts Academy CDS 1140 North Citrus Ave. Hollywood, CA 90038 Norwalk-La Mirada CDS (Visions) 12440 East Firestone Blvd., Suite 1000 Norwalk, CA 90650 Sheriff s Leadership Academy CDS 11701 South Alameda Street Lynwood, CA 90262 The Willows Academy CDS 4310 Long Beach Boulevard Long Beach, CA 90807 La Brea CCS-IS 110 South La Brea Place, Suites 320 & 320A Inglewood, CA 90301 Second Chance CCS-IS (Project NATEEN) 5000 Sunset Boulevard, Suite 746-A Los Angeles, CA 90027 Tri-Community CCS-IS 12721 South Willowbrook Avenue Compton, CA 90222 La Vida West Cal SAFE 14500 Larch Avenue Lawndale, CA 90260 Tri-Community CDS 12721 South Willowbrook Avenue Compton, CA 90222 Table 4.2 Student Performance Data Annual Performance Report 2012 Alternative Programs Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 East LA PAU No No Yes No Yes No No Year 5 Renaissance PAU No No Yes No Yes No NO Year 5 Table 4.3 4-2

Site Annual Performance Report 2012 Alternative Programs 2010 2011 2012 2012 2012 Made Subgroups East LA PAU 551 621 579 No No Renaissance PAU 566 536 520 No No Table 4.4 East LA PAU Overview East LA PAU was founded in 1992 with the creation of the Mujeres y Hombres Nobles (MYHN) project. MYHN began as one Community Learning Center that provided educational services for high-risk youth in the middle and high school grades. Over the past 20 years East LA PAU has expanded to offer educational programs and services to thousands of youth. East LA PAU serves students from 18 cities and covers a geographical area of approximately 250 square miles within Los Angeles County. In July 2011, Eastern PAU and East LA PAU were reconfigured into one PAU and now East LA PAU is composed of twelve programs, which include eight Community Day Schools (CDS) and four independent study programs. Each of the nine individual CDS sites consisting of twelve classrooms within the East LA PAU has its own persona including five independent studies programs. Although each site serves generally the same type of at-risk students, the schools cultures take on the personalities of the individual students and staff members and create very different educational environments. Each becomes a family of its own. All programs provide a comprehensive three-semester, standardsbased high school curriculum offering standards-based core academic and elective courses. The three full semesters allow students to earn 30 credits per semester giving them a total of 90 credits per school year. Demographics East Los Angeles PAU Enrollment 231 Hispanic 85% PI Status Year 5 African American 6% English Learner 69% Other N/A SWD 8% Caucasian 9% SED 40% Native Hawaiian N/A Table 4.1.1 4-3

Budget East Los Angeles PAU Title I Part A $89,644 Title I Part D Title III Economic Impact Aid Part C: Instructional Materials Office Supplies Table 4.1.2 Sites N/A N/A N/A N/A East LA PAU Mujeres y Hombres Nobles CDS 1260 Monterey Pass Road Monterey Park, CA 91754 Bermudez CDS 9055 Bermudez Street Pico Rivera, CA 90660 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Mujeres y Hombres Nobles CCS-IS 1260 Monterey Pass Road Monterey Park, CA 91745 Destiny Girls Academy CCS-IS 8601 South Broadway Los Angeles, CA 90003 Valley CCS-IS 13460 Van Nuys Boulevard Pacoima, CA 91331 Boyle Heights Technology Academy CDS 1600 East 4 th St. Los Angeles, CA 90033 Destiny s Girl Academy CDS 8601 South Broadway Los Angeles, CA 90003 Eggleston/Pomona Academic Centre CDS (PAC) 1650 West Mission Road Pomona, CA 91766 Bermudez CCS-IS 9055 Bermudez Street Pico Rivera, CA 90660 Eastern CCS-IS 1650 West Mission Boulevard, Suite 107 Pomona, CA 91766 Arleta Cal SAFE 8932 Woodman Avenue Arleta, CA 91331 Azusa Cal SAFE 340 West Fifth Street Azusa, CA 91702 Table 4.1.3 4-4

Bermudez CDS Opened in 1984, Bermudez CDS was initially called Bermudez Community Education Center (CEC) operating under the Juvenile Court and Community Schools (JCCS). Bermudez was converted to a CDS when it joined Eastern PAU in the summer of 2001. A two-teacher site, Bermudez serves the large geographic area of Pico Rivera, Downey, Montebello, Bellflower, La Puente, and Whittier areas. Students at Bermudez CDS find school challenging and have an average attendance rate of 90 percent. Over 40 percent have passed the CAHSEE since 2010. Bermudez staff has developed community partnerships with Southern California Alcohol and Drug Programs, Inc. Boyle Heights Technology Academy (BHTA) CDS Opened in September 2006 by LACOE in collaboration with the City of Los Angeles Community Development Department, Boyle Heights Technology Academy (BHTA) is housed in the Boyle Heights Technology Youth Center. BHTA predominately serves at-risk students in the Boyle Heights neighborhood in East Los Angeles. Although students are administratively placed at the site, the majority of students choose to apply to BHTA rather than attend their district high school (Roosevelt, Garfield, Lincoln, or Wilson) in the Los Angeles Unified School District. The three-classroom site offers approximately 60 students in grades 9-12 a clean and safe educational learning environment with an emphasis on multimedia technology. The school focuses on three principles: academic excellence through standards-based learning, adult-world connections, and a common intellectual mission. Boyle Heights Technology Academy is located in the city of Boyle Heights, the oldest section of Los Angeles. A high-risk, low socio-economic area, Boyle Heights is bordered by Downtown Los Angeles, Lincoln Heights, City Terrace and East Los Angeles. Once the most heterogeneous area of Los Angeles, Boyle Heights, has a population of 97,164 with a racial makeup of 93 percent Hispanic, 2 percent White and 5 percent other. There are numerous risk factors in the Boyle Heights area. The Socioeconomic status (SES) for parents of school children in Boyle Heights is very low. Income rank by state statistics for parents of the feeder high schools in this area (Garfield, Roosevelt, Wilson, and Lincoln high schools) is in the third percentile. The feeder elementary and middle schools rank on average at the ninth percentile. Of the general population for this area, 31.4 percent are below the poverty level with a median income of $22,652 and only 27.3 percent have a high school diploma. Spanish is the primary language in 89 percent of the students homes, and 53 percent of the population is born outside of the United States. Boy s Republic of Monrovia CDS Boy s Republic joined Eastern PAU in the summer of 2001. Boys Republic was originally a Community Education Center (CEC) functioning under Juvenile Court & Community Schools but was converted to a CDS in 2001. The school operates a therapeutic day treatment center for the Boys Republic agency, and all enrolled students are Probation referred. Students enrolled at Boy s Republic find the counseling program essential for developing academic excellence and citizenship in a productive classroom environment. Students participate through Boys Republic in local community work experience programs. Examples include a local thrift store and a florist. Community partnerships include the YMCA. Students have received awards in essay contests and have been recognized by the Los Angeles County Board of Supervisors. 4-5

Destiny s Girl Academy CDS Destiny s Girl Academy became a CDS in East Los Angeles PAU in 2005 and relocated in August 2008 from Central Avenue to its present site at the corner of Manchester and Broadway in South Central Los Angeles. This two-classroom academy offers at-risk girls in grades 9-12 a safe environment in which to learn and grow. Although some students are administratively placed at the site, the majority of students choose to enroll at Destiny rather than attend their Los Angeles Unified School District high school. Destiny s Girl Academy is located at the corner of Manchester and Broadway in South Central Los Angeles. Now officially known as South Los Angeles, the area covers a large geographic and cultural portion lying to the southwest and southeast of Downtown Los Angeles. The school borders Compton and Watts to the south, Huntington Park and South Gate to the east, Inglewood to the west, Lynwood to the southeast, downtown Los Angeles to the northeast, and Vernon to the northwest. In 2003, the city of Los Angeles changed the area s official name from South Central Los Angeles to South Los Angeles hoping to erase the memories of violence, urban decay and street crime for which the area had become known. However, the area is still referred to as South Central and remains known for its widespread unemployment, poverty, and gang violence due to its street gangs. The population is 520,461 with a racial makeup of 55 percent Hispanic, 41 percent African American, and 4 percent other. The mission of Destiny s Girl Academy, created by the students, is to help young women achieve their dreams, to be knowledgeable and productive, to be high school graduates, to be positive creators of family, to be effective problem-solvers, and to be builders of healthy communities who have success now and in the future. Eggleston Pomona Academic Center CDS Eggleston Pomona Academic Center CDS was originally Grossman Community Education Center, which operated under Juvenile Court and Community Schools. The school then joined Eastern PAU in the summer of 2001, with a primary focus on the visual arts. In July 2009, the site became Eggleston PAC for it now solely services the young men that reside at Eggleston Group Home and those in their day treatment program. The collaboration with Eggleston staff and their daily presence at the school site allows the teachers in this two-class site to focus on academics and receive support in student safety and discipline. The group home provides the role of the parent, creating a unique opportunity for some students to experience a consistent living environment with rules around conduct and dress code delivered across home and school. The students participate in many community outings and partner with A Time for Kids in outside contests for Art and Writing opportunities. Mujeres y Hombres Nobles CDS Mujeres y Hombres Nobles (MYHN) is the site of East LA PAUs administrative offices and the largest of the school sites within the PAU. Opened in 1992, this two-teacher classroom school serves approximately 50 at-risk students in grades 9-12 who live in the cities of East Los Angeles, Alhambra, San Gabriel, Temple City, and Monterey Park. Students attend MYHN due to Probation Office placement, district expulsion, or attendance and credit deficiency. The goal of MYHN is to assist students in making up their credit deficiencies, and developing attendance and behavior habits that will allow the students to transition successfully back to their home district school. MYHN is located in the city of Monterey Park, which is located in the western part of the San Gabriel Valley, near downtown Los Angeles. The city boundaries include West Los Angeles, unincorporated East Los Angeles to the south, Arleta to the north, Pomona to the northeast, Montebello to the south, and unincorporated South San Gabriel to the southeast. 4-6

Curriculum Information All schools within East LA PAU offer a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education, career technical education and other elective classes are offered at all DSP sites. Intervention Programs Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra and provides rigorous instruction and meaningful practice designed to develop understanding of mathematics concepts. Students are given an on- line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content to improve their math skills and fill in the gaps in their math knowledge. English Language Development DSP offers an English Learner Development program. Services are provided to students whose proficiency levels range from beginner to advanced. Newcomer classes are available at B.J. Nidorf, Central and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer researchbased curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, 4-7

literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade-level English and one course in Strategic ELA Support. Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students are given an on-line assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individual reading level. Text is 100 percent informational and high interest to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. Credit Recovery (Offered at Eastern CCS-IS) Since many of students enrolled in the DSP system are credit deficient, LACOE has partnered with AdvancePath Academics and APEX Learning. Students are able to work independently and interact with the provided digital curriculum as well as credentialed teachers to offer students specific course work needed for high school graduation requirements. APEX is also used for advanced course work or basic skills development. Credit recovery has been successfully piloted at one site (Christa McAuliffe) and will be implemented throughout all the PAUs. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the online reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) 4-8

Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) Student Performance Data Annual Performance Report 2012 East LA PAU Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 East LA PAU No No Yes No Yes No No Year 5 Table 4.1.4 Annual Performance Report 2012 East LA PAU Site 2010 2011 2012 2012 2012 Made Subgroups East LA PAU 551 621 579 No No Table 4.1.5 4-9

Certificated Staffing Staffing - East LA PAU Principal 1 Assistant Principal.5 School Psychologist.5 Academic Counselor 2 Transition Counselor 0 Generally Funded Teachers 20 Special Education Teachers 2 Categorically Funded Teachers 0 Total Certificated 26 Classified Paraeducator 12 School Administrative Secretary 1 Senior School Clerk 1 School Clerk 1 Counselor Assistant 0 Custodian 0 Total Classified 15 Table 4.1.6 Salaries and Benefits East LA PAU Certificated Salaries $2,468,976.00 Classified Salaries $499,764.00 Benefits $955,410.00 Total $3,924,150.00 Table 4.1.7 4-10

Renaissance PAU Overview Renaissance PAU is part of the Division of Student Programs (DSP), an Educational Program operated by the Los Angeles County Office of Education (LACOE). Renaissance PAU is comprised of eight Community Day Schools (CDS), one Cal-Safe, and three Independent study (IS) programs. Renaissance PAU consists of 15 CDS classrooms and has a current enrollment of 405 students identified as socioeconomically disadvantaged from various school districts. Students are 13-19 years old and the vast majority of students are in high school, while the school also serves a very small percentage of expelled middle school students throughout the various sites in the PAU. Demographics Renaissance PAU Enrollment 301 Hispanic 70% PI Status Year 5 African American 22% English Learner 68.5% Other 4% SWD 8% Caucasian 4% SED 40% Native Hawaiian N/A Table 4.2.1 Budget Renaissance PAU Title I Part A $89,644 Title I Part D Title III Economic Impact Aid Part C: Instructional Materials Office Supplies Table 4.2.2 N/A N/A N/A N/A 4-11

Sites Renaissance PAU Jonas Salk CDS 14600 Cerise Ave. Hawthorne, CA 90250 Downey CDS 12432 Bellflower Blvd. Downey, CA 90242 Hope Centre Academy CDS 425 East Compton Blvd. Compton, CA 90221 Hollywood Media Arts Academy CDS 1140 North Citrus Ave. Hollywood, CA 90038 Norwalk-La Mirada CDS (Visions) 12440 East Firestone Blvd., Suite 1000 Norwalk, CA 90650 Sheriff s Leadership Academy CDS 11701 South Alameda Street Lynwood, CA 90262 The Willows Academy CDS 4310 Long Beach Boulevard Long Beach, CA 90807 La Brea CCS-IS 110 South La Brea Place, Suites 320 & 320A Inglewood, CA 90301 Second Chance CCS-IS (Project NATEEN) 5000 Sunset Boulevard, Suite 746-A Los Angeles, CA 90027 Tri-Community CCS-IS 12721 South Willowbrook Avenue Compton, CA 90222 La Vida West Cal SAFE 14500 Larch Avenue Lawndale, CA 90260 Tri-Community CDS 12721 South Willowbrook Avenue Compton, CA 90222 Table 4.2.3 Downey CDS Downey CDS is located in the city of Downey near LACOE s main administrative offices. This site joined Renaissance PAU (formerly under Eastern PAU) in July 2011. This is a one-teacher site, serving grades 9-12. Hollywood Media Arts Academy CDS Hollywood Media Arts Academy CDS is located in the city of Hollywood and was formerly under East LA PAU. The highlight of this site is the partnership that it has with the HeArt Project. The building is shared between the school and the HeArt Project. After receiving core curriculum instruction, the students then spend two hours gaining theoretical and practical instruction in the Media Arts. This is a two-teacher site that serves grades 9-12. Hope Centre Academy CDS Hope Centre Academy CDS is located in the heart of Compton. This site is comprised of four teachers and has the largest student population in the PAU serving grades 9-12. Students for this program are referred from Compton USD, Lynwood USD, LAUSD, the Probation Department, and various community collaborations. It is also home to the Hope Centre CIF Sports Program. 4-12

Jonas Salk CDS Jonas Salk CDS is located in Hawthorne and is the location of the PAU office. Currently, this is a two-teacher site that serves grades 9-12. Recently, this site has undergone major renovation and expansion that includes new classrooms, a multi-purpose room, basketball courts, and extensive landscaping, which has created a beautiful park-like setting. La Vida West CalSAFE La Vida West CalSAFE (California School-Age Families Education) program is located in Lawndale on a traditional campus, Leuzinger High School, which is in the Centinela Valley Union School District. This is a one-teacher program serving primarily grades 9-12. The vast majority of the students at this site are pregnant or parenting students. Norwalk-La Mirada (Visions) CDS Norwalk-La Mirada CDS is located in the city of Norwalk. This site has a partnership with an organization that is involved with assisting in the remediation of students, enabling them to pursue their education and make better life choices and serves grades 9-12. The agency partnership entails students being picked up by bus and taken home at the conclusion of the school day. This site is located in a business environment that occupies unrelated business offices in the complex. Most of the students are on probation and their district of residence is the La Mirada-Norwalk Unified School District. Sheriff s Leadership Academy CDS Sheriff s Leadership Academy CDS is located in Lynwood. It is located on the premises of the Los Angeles County Sheriff s Department. The Sheriff s Department is involved with this site. The goal is to equip at-risk youth with the ability to be leaders in their community, while gaining a standards-based education. This is a one-teacher site serving grades 9-12. Tri-Community CDS Tri-Community CDS is located in the City of Compton. This site currently operates two classrooms serving grades 9-12 and is located approximately one mile from Hope Centre CDS. Willows Academy CDS Willows Academy CDS is located in Long Beach and is partnership with the Long Beach Unified School District (LBUSD). The majority of the students at this site are expelled from LBUSD s comprehensive high schools. The building is shared with one LBUSD classroom and LBUSD administrative offices. This is a two-teacher site that serves students in grades 9-12. Curriculum Information Renaissance PAU offers a comprehensive, standards-based, WASC accredited high school curriculum. LACOE students who complete 220 credits and pass both sections of the CAHSEE earn and receive their high school diploma. Each semester, pacing calendars are created for existing benchmark assessments. Curriculum guides have also been created in all subject areas for all grade levels. Teachers administer the assessments to determine whether or not students are mastering the targeted standards and if the curriculum and instruction have been effective. 4-13

DSP ELA classes include English 9-12, Strategic ELA Support, ELA Intensive (READ 180) and ELD 1-5. Math offerings feature Math Basics, Algebra I and II and Geometry. History/Social Science courses consist of World History, U.S. History, Government and Economics. Science courses including Earth Science, Life Science, Chemistry and Physics. Computer classes, physical education, career technical education and other elective classes are offered at all DSP sites. Intervention Programs Math Intervention: Think Through Math Think Through Math (TTM) delivers engaging, digital content at each student s instructional level. TTM targets the most critical foundations for algebra, and provides rigorous instruction and meaningful practice designed to develop understanding of mathematics concepts. Students are given an on line assessment to place them at their precise instructional level in the program. Students receive immediate feedback at every step as well as access to live, certificated math teachers. As students finish activities and assessments, they progress through the content, improving their math skills and filling in gaps in their math knowledge. English Language Development DSP offers an ELD program. Services are provided to students whose proficiency levels range from beginner to advanced. Newcomer classes are available at B.J. Nidorf, Central, and Christa McAuliffe PAUs. Newcomer students have a proficiency level of 1 or 2 and are provided with the basic fundamentals of the English language through the Edge curriculum. In addition, these students are provided an additional period of language development and receive primary language support. In this course, other supplementary programs to assist in the acquisition of the English language are available such as Inside Phonics, Inside the U.S.A, Rosetta Stone and the Achieve 3000 program. All ELD courses offer research-based curriculum (Edge), the use of SDAIE strategies, ELD standards, and teachers who are EL certified to appropriately serve this population. In all educational settings, ELs have full access to additional intervention programs if appropriate to their needs. Strategic English Language Arts The Strategic ELA Support course is designed to provide simultaneous support for students enrolled in grade-level English courses. The course is aligned to the corresponding grade-level California content standards for ELA. The courses provide strategic intervention to improve skills in word analysis, fluency, systematic vocabulary development, reading comprehension, literary response and analysis, writing strategies and applications, written and oral English language conventions, and listening and speaking strategies and applications. If the student scores below basic on the CST, has an instructional reading level between 5.0 and 6.9 on the NWEA MAP assessment and a core text placement score of 5.0 to 7.0, the student is assigned one course in grade-level English and one course in Strategic ELA Support. 4-14

Achieve 3000 Achieve 3000 is a reading intervention program that not only improves students reading level, but it also delivers content aligned with state content standards and common core standards. Students take an on-line assessment to determine reading (lexile) level. Daily, digital articles are provided to each student, matched precisely to the individual reading level. Text is 100 percent informational and high interest to motivate learners. Ongoing assessments are built into the daily instructional routine, enabling continual progress monitoring and data-driven decision-making. After-School Extended Learning Opportunities (ELO) Program Students may extend their learning beyond the school day in the after-school ELO program. This program includes a small student-to-teacher ratio. Students are offered CAHSEE prep, GED prep, math (Numeracy), and Language Arts intervention (Bridges to Literature) curriculum. Assessment Program NWEA MAP testing is a computerized, adaptive assessment. This assessment will be administered to DSP students every 45 days for the purpose of progress monitoring. The assessment also provides LACOE staff with detailed information needed to build curriculum, make instructional decisions, and meet our students needs, one student at a time. DSP staff is testing students in reading and math, and the test is aligned to national and state standards. MAP dynamically adapts to student responses as the test is taken. In this way, the test narrows in on a student s learning level, engaging them with content that allows them to be successful. Teachers can immediately access their students data though the on-line reporting system and begin planning instruction. These reports will allow teachers to precisely determine which concepts a student has grasped and which areas to focus on for academic growth. In addition, teachers will be able to access reports that will allow them to track academic growth over the school year or over several years, even if the student changes school sites or PAUs within the DSP schools. California Standards Test (CST) California High School Exit Examination (CAHSEE) General Education Development Test (GED) California English Language Development Test (CELDT) Scholastic Reading Inventory (SRI) Curricular Benchmark (Common) Assessments (ELA, Math, H/SS, Science) English Language Development (ELD) Curriculum Embedded Assessments (Edge Program) Physical Fitness Test (PFT) 4-15

Student Performance Data Annual Performance Report 2012 Renaissance PAU Site Met All ELA Prof ELA Part Math Prof Math Part Grad Rate PI Status 2012 Renaissance PAU No No Yes No Yes No NO Year 5 Table 4.2.4 Annual Performance Report 2012 Renaissance PAU Site 2010 2011 2012 2012 2012 Made Subgroups Renaissance PAU 566 536 520 No No Table 4.2.5 Staffing Staffing - Renaissance PAU Certificated Principal 1 Assistant Principal.5 School Psychologist.5 Academic Counselor 1.5 Transition Counselor 0 Generally Funded Teachers 20 Special Education Teachers 2 Categorically Funded Teachers 0 Total Certificated 25.5 4-16

Classified Paraeducator 11 School Administrative Secretary 1 Senior School Clerk 1.5 School Clerk 0 Counselor Assistant 0 Custodian 0 Total Classified 13.5 Table 4.2.6 Salaries & Benefits Renaissance PAU Certificated Salaries $2,231,214.00 Classified Salaries $489,592.00 Benefits $877,905.00 Total $3,598,711.00 Table 4.2.7 4-17

SECTION 5: ACTION PLAN Chapter 5 Priorities for 2012-2013 1. Special Education The Division of Special Education (DSE), while working collaboratively with the LACOE SELPA, is responsible for maintaining compliance by implementing the provisions of the Individuals with Disabilities Education Act (IDEA) according to our Local Plan. Critical areas include: Child Find, Free Appropriate Public Education, Least Restrictive Environment, Due Process and the Individualized Education Program (IEP). To ensure compliance with federal mandates, staff provides ongoing training and staff development in identified areas, randomly reviews IEPs for compliance and collects and monitors data for timely and complete reporting to the California Department of Education (CDE). This goal is expected to be completed by June 30, 2013. Next Steps: Continue collaborative efforts to integrate the SPED3 Special Education data system into the EPIC Student Information System. Provide ongoing support of the Special Education requirements of the Casey A. Settlement. Develop improvements in the timely identification, least restrictive placement and provisions of IEP services to identified special education students upon enrollment. Collaborate with the CDE to complete the November 2012 Verification Review and address identified compliance findings. Expand programs and services to meet the mental health needs of our students in relationship to AB114. 2. English Learner (EL) Program The EL program has several goals in order to meet state and federal guidelines and mandates from the Department of Justice. A primary goal of DSP is to ensure that all ELs attain English proficiency and master the language as rapidly and effectively as possible. In addition, ELs will obtain equal access to academic achievement and master the core curriculum comparable to their native English-speaking peers. In an effort to ensure that goals are met, LACOE will continue to place ELs in the appropriate English Language Development (ELD) course based on their results from the California English Language Development Test (CELDT). Teachers will use the appropriate ELD curriculum approved by LACOE. Also, teachers will use other appropriate language development assessments, such as the Local Edge Assessment and the ELD benchmarks, to measure and determine student progress toward proficiency and academic achievement and use other types of services needed to help students move toward reclassification and/or graduation. This goal is expected to be ongoing through June 2014. 5.1

Next Steps: Continue and maintain the EL support teachers at the four main points of entry for CELDT retrieval and provide EL instructional support to students and teachers throughout the day. Sustain the current Newcomer Class at Barry J. Nidorf and Central Juvenile Hall. Reconsider reinstatement of the Newcomer Class at Los Padrinos to serve ELs with the greatest need beginning with, but not limited to, beginner and early intermediate proficiency levels. Revaluate the current Newcomer Class at Christa McAuliffe PAU. Evaluate the effectiveness of the current LACOE-adopted ELD curriculum. Evaluate implementation of ELD secured time and the obstacles that may conflict with it. Consider redesigning the ELA Strategic courses to emphasize vocabulary and writing development for ELs. Implement and monitor the use of the ELD assessments in Datawise and evaluate their effectiveness. Continue to provide quarterly EL Professional Development Institutes that emphasize research-based strategies for ELs. Begin to explore interventions that are specific to long-term ELs. 3. Student File Center (SFC) The SFC is responsible for sending and receiving students transcripts between the division and the local school districts. The Records Acquisition Center (SRA) is a branch of the SFC, tasked with acquiring records for incoming students from local school districts. Initial records requests should be done the day of enrollment. If records are not received within five days, a follow-up five-day letter is to be sent and a phone call is to be made and documented in EPIC. If records are not received within ten days, a ten-day letter is to be sent and another phone call is to be made and documented in EPIC. The director of student support services or child welfare and attendance of the school district should receive a copy of the five-day letter, and the superintendent of the school district should receive a copy of the ten-day letter. Upon receipt of district of residence student records, SRA staff is to promptly scan them into EPIC. When a student returns to a hall after being released from a hall or camp 20 or more days prior, the SRA staff is to re-enroll (not simply reactivate) the student in EPIC and initiate a new request for records from the home school district. This goal is expected to be completed by January 31, 2013. Next Steps: Review and execute appropriate recommendations offered by LACOE s Internal Audit and Analysis section outlined in the memo dated January 19, 2012. Implement solutions from Gap Analysis conducted by Educational Programs. Eliminate duplication and unnecessary work of the SFC staff that handle records. Increase staff efficiency and morale at the SRA. Ensure that the SRA staff is customer service oriented. Work with Technology Services to establish a notification system in which staff will know when new records have arrived. 5.2

Train camp and hall staff to forward student records obtained by their staff to the SRA. Train camp and hall staff to request additional information they may need to fulfill their roles and responsibilities. Increase response time of SRA staff to all requests from camps and halls. 4. Multi-Disciplinary Team (MDT) Meetings All students attending Probation Camps participate in MDT meetings, which are the initial meeting, the as needed meeting, and the transition meeting. The initial MDT meeting is held within the first ten days of a student s camp placement. As-needed MDT meetings are held when students experience adjustment problems while at camp. The transition MDT meetings are held 30 days before students release date. The Division of Student Programs (DSP) is working to improve MDT processes and procedures for students entering camps and transitioning back into the community. The goal is to provide students with a comprehensive educational plan, known as an Individual Learning Plan (ILP). A team of administrators and counselors convened and produced the ILP document to help staff at the camps identify and monitor each student's academic needs/program. Trainings were held in early December for all personnel involved in the ILP process: academic counselors, transition counselors, administrators, and select clerical staff. It is LACOE s goal to participate in all initial and transition MDT meetings while addressing the needs of the student through the data and goals as set in the ILPs. This goal is expected to be completed by January 31, 2013. Next Steps: Gather feedback from transition counselors, principals, and assistant principals on challenges and solutions related to the MDT process. Work with a committee involving transition counselors and division administrators to develop a framework for the MDT process and students' transition back into the community. Train personnel on the ILP process Pilot the ILP process (December and January 2013) Launch the ILP process (January 2013) Develop a format to facilitate the realization of a Comprehensive Educational Plan. Determine the need (if any) for additional resources. Make staffing adjustments and adjustment of job duties and responsibilities for staff currently working with transcript acquisition, student placement, and MDTs. Regularly meet with Probation staff and share ILP and changes in MDT processes and procedures. Implement Program Quality Monitoring. 5. EPIC Student Information System EPIC is to ensure that student information is entered and stored with accuracy, efficiency, and effectiveness. EPIC is to be responsive to the dynamic needs of the division, such as in generating customized assessment or demographic reports for programs used in the division (e.g., NWEA, Achieve 3000, READ 180). One goal is for EPIC to have the capacity to be comprehensive, efficient and user-friendly. Another goal is to ensure that all users have received initial and adequate ongoing training. 5.3

This goal is expected to be completed by February 28, 2013. Next Steps: Provide initial or ongoing training for all individuals using the EPIC system. Ensure that DSP director collaborates with management information system staff to guarantee that the EPIC-related needs of DSP are addressed. Collaborate with information system staff to develop comprehensive summary student reports on demand. Continue to participate in biweekly EPIC management meetings. Enter all Foster Youth Program data in EPIC. Transfer all Special Education data into EPIC. 6. Career Technical Education (CTE) Many students in DSP receive exposure to a variety of CTE programs. Some of the programs offered include, but are not limited to, Culinary Arts, Building Construction and Landscaping. The goal of the division is to increase the number of students accessing CTE programs. Also, the division will continue to work closely with the Regional Occupational Program (ROP) to increase opportunities and provide CTE teachers with direct support. The division in collaboration with LACOE s Regional Occupational Program Career Technical Education (ROP-CTE) submitted an application in December 2012 and was approved by the California Department of Education (CDE) for the AB 790 Linked Learning Pilot Program. Two community day schools (CDS), sites have been chosen for this pilot project: Hollywood Media Arts Academy and Boyle Heights Technology Academy. The Linked Learning Program will focus on bringing the two groups of teaching teams together for planning, rigorous curriculum design, integrated units of study, common assessments, and integrated course planning. This goal is expected to be ongoing, beginning June 30, 2013 through 2017. Next Steps: Continue to work closely with Probation to help increase the number of students cleared (for safety reasons) to participate in CTE courses. Promote CTE program as a viable option for students by means of promotional material and career guidance. Assess the interest and needs of individual sites specific to CTE. Collaborate with sites to help facilitate their respective master schedules. Visit CTE teachers and make recommendations accordingly in the areas of curriculum, classroom management, occupational industry trends and specific industry sector support. Develop and submit the Linked Learning Pilot Program application by the November 30, 2012, deadline. 7. Casey A. Settlement There are a total of 13 sections included in the Casey A. Settlement Agreement at McAuliffe PAU: Administration, Leadership and Management; Data Management; Instruction; Literacy; Positive Behavioral Interventions and Support; Special Education; Career and Technical Education; Special Activities; Transition and Aftercare; Partnerships; Safety and Crisis Planning; Discipline and Special Handling Unit (SHU); Sustainability and Quality 5.4

Assurance. The school has met or exceeded expectations in the areas of Administration; Leadership and Management; Literacy; Positive Behavior Interventions and Support; Special Education; Special Activities; Partnerships; Safety and Crisis Planning; and Discipline and SHU. The goal is to meet or exceed all expectations in all areas outlined in the settlement. This goal is expected to be completed by February 28, 2013. Next Steps: Increased focus on data management, specifically the EPIC reporting system. Hire a site principal for the 2013-2014 school year early for a smooth transition. Build administrative and teacher capacity in the area of classroom instruction. One tool to assist in the process is the Cross & Joftus Focused Classroom Walkthroughs. Raising CTE enrollment from 60 percent to 90 percent. Improve MDT processes and procedures to assist with students transition and aftercare. Begin to implement the sustainability plan (January 2013). See appendix A. 8. Principal and Assistant Principal Professional Development Principals and assistant principals participate in monthly professional development meetings. Leadership traits, qualities and best practices found in the leading leadership literature will guide the professional development. This literature includes Reframing Organizations (Bolman and Deal), Seven Correlates of Effective Schools (Edmonds, Lezotte, Marzano), The Practical Decision-Maker (Thomas, Bearley, and Corkrum), Good to Great (Collins), Implementing Change (Hall and Hord) and Turning Research into Results (Clark and Estes). Additionally, all principals and assistant principals receive training in Professional Learning Communities (PLCs), which focus on building strong relationships with staff members that will foster strong relationships with students. The goal is to continue developing principals and assistant principals as effective instructional leaders through improved decision-making, data analysis and practices that foster collaborative school environments. This goal is expected to be ongoing through June 30, 2013. Next Steps: Coordinate all professional development with DSP and DSE goals and objectives. Create activities that give principals the tools to move acquired learning into practical everyday practice. Allocate time within professional development for principals and assistant principals to share best practices. Extend professional development beyond monthly administrative meetings. 9. Positive Behavior Interventions and Supports (PBIS) PBIS is a behavior support model intended to change the school culture from negative and punitive to positive and nurturing. PBIS includes the following elements: Commitment, Universal Expectations, Office Referral System, School-wide Social Skills, Active Supervision, Data-Based Decision-Making, School-wide Acknowledgement System. Under the Casey A. Settlement Agreement at McAuliffe PAU, the school incorporated many of the PBIS components. Since the PBIS components have been initiated at McAuliffe PAU, there has been a significant decrease in suspensions and office referrals. The overarching culture 5.5

of the school has undergone significant improvement. gradually implement PBIS practices at other school sites. The goal of the division is to This goal is expected to be completed by January 30, 2013 (Munz/Mendenhall) and ongoing at other sites. Next Steps: Train and coach all principals and assistant principals on the elements of PBIS. Develop an extensive division wide progressive discipline matrix. Continue to improve the behavior interface in EPIC. Continue to build PBIS at McAuliffe PAU and begin to implement PBIS at Munz/Mendenhall PAU. Work with Probation staff to integrate Rise ABOVE and PBIS as an effective acknowledgement system at all camps and halls. 5.6