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News

11/7/16

Participate in our canned food drive! The drive will run until December 12, 2016 so bring as much food as you CAN carry. ;) All food collected will be donated to the Los Angeles Food Bank.

¡Participa en nuestra campaña de comida enlatada! La colecta terminará el 12 de diciembre así que traiga lo MÁS que pueda cargar. ;) Toda la comida colectada será donada al Banco de Alimentos de Los Ángeles

 

As an incentive to donate, students will receive service hours depending on how much they bring.

Como un incentivo para donar, los estudiantes recibirán horas de servicio dependiendo de la cantidad que traigan.

3 CANS =1 HOUR (MAXIMUM OF 5 HOURS)

3 LATAS = 1 HORA (MAXIMO DE 5 HORAS)

 

Also, the top 3 homerooms will win:

Además, los 3 primeros homerooms ganarán:

 

1st Place: A PIZZA PARTY

1er Lugar: UNA FIESTA CON PIZZA

 

2nd, 3rd Place: DONUTS... YUM!

2do, 3er Lugar: DONAS… ¡MMM!

 

HAVE MORE THAN CANS TO DONATE?

Any other item will be valued as such:

¿TIENE MÁS QUE LATAS PARA DONAR?

Cualquier otro artículo será valorado como tal:

 

ONE Dollar = ONE CAN

TWO Cup of Noodles = ONE CAN

BIG Cans = Up to 5 CANS

Box of Cereal = 3 to 5 CANS

Medium or Larger Meat Can = Up to 5 CANS

Hygiene Products = 1/2 CAN and UP

 

UN DOLAR = UNA LATA

DOS SOPAS MARU-CHAN = UNA LATA

Latas GRANDES = Hasta 5 LATAS

Caja de Cereal = 3 a 5 LATAS

Lata Mediana o Grande de Carne = Hasta 5 LATAS

Productos de Higiene = 1/2 LATA y ARRIBA

 


 

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Today: 12/7/16
11:00 AM Canned Food Drive / Colecta de Alimentos Enlatados

Tour

Notes

7/26/16

ORTHOPAEDIC HIGH—Revised WASC Action Plan 2015-16—Annual Evaluation of Progress (May 17-18, 2016)

 

Evaluation involved members of the Instructional Leadership Team on May 17, 2016 and with the School Site Council members on May 18, 2016.

Shared-Decision-Making Council on May 19, 2016

 

Schoolwide Areas of Strength

 

Students felt very strongly about the principal and their teachers.  They truly felt that they could talk to their teachers and that their teachers would listen.  Staff members oftentimes utilized outside facilities in order to hold student activities and athletics.   Outside community programs/partners were utilized to provide additional student academic and personal support.  It is evident to the visiting committee that the community values Ortho as an institution of learning.

 

The visiting committee confirms areas already identified by the school in the action plan sections:

 

1.The school needs to develop a uniform assessment system that involves common assessments informed by a common curriculum map for each discipline and the practice of examining student work to inform instructional adjustments to meet students’ needs. (pg. 180 of Self-Study)

 

Progress Evaluation: Although departments engaged in the creation of assessments in English, Math, History, and Science in the Winter 2015 and submitted them to the Local District office, except for History, school was told to use the Smarter Balance assessments for English and Math.  School administered it in December.  Initial work on developing formative, informal assessments occurred during the Fall Semester but school still needs to work on this to make “what it means to assess,” “check for understanding,” and “to co-develop assessments” within a comprehensive system of plan-develop-teach-assess-reflect cycle so the work is not fragmented.

 

2.  Teachers are to systematically teach students  the connection between the Student Learning Outcomes and their classroom instruction.  Student Learning Outcomes need to be noted in all course expectations pacing plans, student /parent handbooks, teacher handbooks, etc.

 

Progress Evaluation: Although there is increased awareness of college and career readiness and social responsibility, our Schoolwide Learner Outcomes, incorporation and the connection of them into the classroom instruction still needs to be systematic.  Some classrooms make the connection seamlessly while others do not.

 

3.  Teachers and administrators  needs to systematically infuse the Medical theme into Student Learning Outcomes, curriculum and instruction for all courses taught.

 

Progress Evaluation:  Through our Homeroom Medical Monday presentations by Orthopaedic Institute for Children medical/health personnel, more students are becoming aware of our medical theme.  Our partnership with LA Trade Tech, via the Health Foundations and Senior Care Technician program has increased participation from 30 grade 9-12 students, to more than 100 incoming 9th-graders taking College CPR class as part of Summer Bridge.  USC’s Viterbi School has made presentations about Bioengineering to our Grade 11 students and other partners like Korvalabs and Grifols Pharmaceuticals have assisted students to explore science and research in Biotechnology.  We have also launched our linked learning in grades 9 and 10 to focus on medicine and biotechnology.  This is the area where we made the greatest progress this year.  Students at the May 18 School Site Council meeting indicated that aside from what their Grade 10 English teacher did in Medical Mondays, as Seniors they have not experienced integration of the medical theme in their classes, noting that they only represent two students’ perspectives.

 

4. The district in collaboration with the school needs to provide a reliable tool/s for the gathering and analysis of student achievement data, both summative/formative assessments.  Moreover,  an electronic system that allows teachers to create their own formative assessments, track data on common assessments, and training in informative data analysis is needed.    In addition, a uniform electronic grading system for all teachers to use, accessible to parents and students is needed.

 

Progress Evaluation:  Because the LAUSD is still in the pilot stage of changing over its grading software from the internal MISIS to Schoology gradebook, this aspect of the recommendation is in flux.  It is difficult to create an electronic tool for gathering and analyzing data for both summative and formative assessments when the tools are new.  The Smarter Balance Interim Assessment Blocks were introduced by our district but it was not at its optimal quality.  The District as of May 2016 has stopped these assessment and is convening a group of stakeholders from the administrative, teachers union, and District staff, and others to assess, analyze, and provide guidance on the role of assessments and how to assess student learning.

 

5.  In order to assist the school in their efforts, they are to develop a three-year time line.  Moreover, the Leadership Team is to provide yearly Progress reports, due each spring,  utilizing the WASC Format to the WASC office in Temecula and the visiting Committee chair.

 

Progress Evaluation:  The school checked with WASC officials and was told that it does not have to do this.  Instead, it should evaluation its progress on the Action Plan and areas of improvement annually.  The written WASC determination only requires this Progress Report in preparation for the mid-cycle visit in 2018.

 

The schoolwide action plan outlines the school's goals and objectives over the next year. 

 

Goal:   The four year cohort graduation rate will increase from 83% to 86% by 2016

 

Goal:   The proficiency level in ELA will improve from 60% to 63% schoolwide and from 13% to 16% for English Learners by 2016.

 

Goal:   Proficiency scores in mathematics will increase by 1% schoolwide from 21% to 22% or better in 2015-2016.

 

Goal:   The percent of EL's meeting the AMAO2 will increase from 45% in 2013 to 50% by 2016.  The number of Long Term English Learners will decrease from 54 in 2013 to 50 by 2016

 

Goal:   Increase parent involvement from 64% to 67% by 2016 as reported on the Parent Experience Survey by building the capacity of the parents to support learning at home and at school.

Goal:  Schoolwide attendance will increase by 2% from 83% to 85% bythe end of June, 2015.

 

Comment on the following school improvement issues:

 

  • The school wide action plan is adequate in addressing the identified critical areas for follow up and will most certainly enhance student learning.
  • The action plan is feasible using the existing resources and there is sufficient commitment within the staff, district, parents, and students.
  • The visiting committee finds no impediments exist that will prevent the school from undertakingthe identified critical areas.

 

The visiting committee was impressed by the school wide “Viper Pride.”  Teachers offered their time beyond their professional day to help their students.  The campus was clean, restrooms were immaculate, and trash cans were emptied promptly.  It was evident that the students felt ownership in their school and supported by their teachers.  This is truly a place that exemplifies an institution of higher learning.   Time and time again, positive comments were made about the principal and his efforts to help the students.

 

 

Action Plan 1: Improve literacy in mathematics, reading & writing for all students

(revised from the March 2015, WASC Self-Study, Orthopaedic HS)

 

 

Area of Improvement

Improve literacy in mathematics, reading and writing for all students

Rationale:

Our average EAP test results from the prior 3 years (2009-2011) to our last 3 years (2012-2014) show that our ELA test scores improved by 84% for students ready for college while our math scores improved by 33% overall. However, EAP scores, e.g. 2013-14 still show a split in both ELA (53% not ready vs. 47% ready) and Math (48% not ready vs. 52% ready) for college readiness, still not an acceptable overall rate.  Faculty’s examination of student work still point to the lack of literacy in mathematics, reading, and writing especially with our at-risk students, EL, and socioeconomic subgroups.

Links to SLOs

College Readiness; Career Readiness

Growth Target

10% increase in schoolwide EAP proficiency results in EAP Math and ELA and in the new SBAC assessment for ELA and Math over 3 years; increase in proficiency in formative assessments overtime based on rubric measures designed by core subject teachers.

 

Action Steps

Responsible Person(s) Involved

Professional Development/ Resources

Means to Assess Improvement

Timeline

Means to Monitor and Report Progress

  1. Identify and monitor students (including EL, LTEL, RFEP, those with IEP) struggling with textual materials or reading and writing and mathematics skills; evaluate and assess causes (lack of motivation, skill deficiencies, etc.) and use strategies that lead to self-monitoring & accountability

 

Progress Evaluation:  This step has been addressed by individual teachers.  It needs to be made more systematic, and included as part of the wider approach of plan-develop-teach-assess-reflect cycle.  We still need to determine “what we put in front of students” and develop ways of effectively teaching “what we put in front of students” in an academically rigorous manner, as part of a comprehensive instructional approach.

  • Title I Coordinator,
  •  
  •  
  • Teachers/ Chairs
  • Counselors; coordinators
  •  
  • Appropriate diagnostic test data
  • Evidence-Based Writing Documents
  •  
  • Use of various assessments (summative, formative, etc) to determine validity of selected students:
  • Grades/Work habits
  • Creation of process to identify students
  • Incentives, Awards

Summer/ Fall’15 ongoing

Course grades, common assessments; work samples

  1. Create and use common assessments (based on common curriculum maps/units/lessons) to evaluate specific literacy and numeracy skills within and across the curriculum and use electronic tools to design, collect, and analyze assessment data.

 

Progress Evaluation: Although departments engaged in the creation of assessments in English, Math, History, and Science in the Winter 2015 and submitted them to the Local District office, except for History, school was told to use the Smarter Balance assessments for English and Math.  School administered it in December.  Initial work on developing formative, informal assessments occurred during the Fall Semester but school still needs to work on this to make “what it means to assess,” “check for understanding,” and “to co-develop assessments” within a comprehensive system of plan-develop-teach-assess-reflect cycle so the work is not fragmented.

  • Professional Learning Communities
  • Dept Chair
  • PLC Lead
  •  
  • Internal/Outside experts/resources.
  • Common assessment training.
  • Authentic Literacy (M. Schmoker)
  • Reading/Writing (K. Gallagher)
  • Academic Language/ Academic Conversations (J. Zwiers)
  • Creation of common assessments for faculty/department review

Summer/ Fall’15 ongoing

Artifacts/ faculty/PLC/Dept Members;   Compare validity of common assessments using common rubrics; copies of assessments; review of student work

 

Action Plan 2: Develop and implement effective curriculum, instruction and assessment to support academic rigor

 

Area of Improvement

Develop and implement effective curriculum, instruction and assessment to support academic rigor

 

Rationale:

Small samples of Focus groups and interviews of students conducted in 2014 show that students felt that academic rigor was more apparent in the courses they took in Grade 11 and 12 (and in honors and AP courses) compared to non-Honors and AP classes and Grade 9 and 10 courses; While the number of Grade 12 students taking the SAT has fluctuated in the past three years, the Mean scores have generally stayed within a 20-point margin from year to year. This reflects the need to increase Literacy and Numeracy skills to support college-readiness.  These rates fell below mean scores for the State by a 60-point margin and puts them at a disadvantage compared to other students in the state as they enter college and/or the workplace.

Links to SLOs

College Readiness; Career Readiness; Social Responsibility

Growth Target

Increase SAT performance by 10% and increase EAP ELA and Math scores by 10%; Reduce non-graduates by 10%

Action Steps

Responsible Person(s) Involved

Professional Development/ Resources

Means to Assess Improvement

Timeline

Means to Monitor and Report Progress

1.Create, implement, critique, and refine common curriculum maps/units/lessons for course-alike classes that are aligned to California State Standards, Next Generation Science Standards (NGSS), etc. embed the necessary instructional shifts and practices, use effective strategies, to meet the criteria stipulated in our definition of academic rigor and use electronic tools to design, collect, and analyze assessment data

 

Progress Evaluation:  We started the year with common curriculum maps developed by teacher teams during the summer.  However, evidence that the maps are being consistently used to guide classroom instruction has been spotty.  There has also been limited attention paid to interdisciplinary coherence regarding the objectives of teaching and learning in the classroom.  The PD structure for 2016-17 has been revised to allow time for the ongoing work done within content PLCs to achieve greater intradisciplinary consistency and to add structured time for work in interdisciplinary teams to achieve greater school-wide coherence.

  •  
  • Dept Chair
  • PLC Lead
  • Principal/ AP

 

  • Internal/Outside experts/resources.
  • Common curriculum map models
  • Authentic Literacy (M. Schmoker)
  • Reading/Writing (K. Gallagher)
  • Academic Language/ Academic Conversations (J. Zwiers)

 

  • Creation of common curriculum maps/units/lessons for faculty/department review and use in the classroom

Summer/ Fall’15 ongoing

Artifacts/ faculty/PLC/Dept Members;  Compare alignment  of common assessments using common rubrics to these curriculum maps; peer and admin classroom visits/ observations

2.Develop opportunities for students to apply their classroom learning in real-world setting via community service, Service learning, interdisciplinary/class projects, etc. that exhibit academic rigor and meeting Schoolwide Learner Outcomes: College/Career Readiness & Social Responsibility and Health Science & Medical Technology pathways.

 

Progress Evaluation:  Through our Homeroom Medical Monday presentations by Orthopaedic Institute for Children medical/health personnel, more students are becoming aware of our medical theme.  Our partnership with LA Trade Tech, via the Health Foundations and Senior Care Technician program has increased participation from 30 grade 9-12 students, to more than 100 incoming 9th-graders taking College CPR class as part of Summer Bridge.  USC’s Viterbi School has made presentations about Bioengineering to our Grade 11 students and other partners like Korvalabs and Grifols Pharmaceuticals have assisted students to explore science and research in Biotechnology.  We have also launched our linked learning in grades 9 and 10 to focus on medicine and biotechnology.  This is the area where we made the greatest progress this year.

  •  
  •  
  •  
  •  
  •  

 

  • Service Hours description
  • Service learning proposal
  • Inquiry, scientific method, fair, etc.
  • Academic Rigor definition
  • Completion of hours
  • Approval of written project proposals
  • Meet the requirements

Summer/ Fall’15 ongoing

Log of hours; progress reports; input from service or project mentors/supervisors

 

Comment on the following school improvement issues:

  • The school wide action plan is adequate in addressing the identified critical areas for follow up and will most certainly enhance student learning.
  • The action plan is feasible using the existing resources and there is sufficient commitment within the staff, district, parents, and students.
  • The visiting committee finds no impediments exist that will prevent the school from undertakingthe identified critical areas

The visiting committee was impressed by the school wide “Viper Pride.”  Teachers offered their time beyond their professional day to help their students.  The campus was clean, restrooms were immaculate, and trash cans were emptied promptly.  It was evident that the students felt ownership in their school and supported by their teachers.  This is truly a place that exemplifies an institution of higher learning.   Time and time again,  positive comments were made about the principal and his efforts to help the student.

 

 

 

 

more
7/26/16

 

Groups of teachers can adapt the tuning protocol when they analyze student work or examine units/models of lessons.  Visit this web site:

http://schoolreforminitiative.org/doc/tuning.pdf

 

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Welcome to the 2016 - 2017 School Year. As we work on developing young scholars, we're also developing parent and community involvement. If you're interested in volunteering or just being more involved please stop by our NEW parent center and meet our Community Rep. Ms. Cajero.

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