New John C. Fremont High School Home of the Pathfinders Opening July 2010

1. New John C. Fremont High School Home of the Pathfinders Opening July 2010 “Find a Path or Make One!”

2. John C. Fremont High School – LAUSD, District 7 4600 students on a 3 track, year-round calendar 92% Latino, 8% African-American 85% Socioeconomically Disadvantaged 10% Special Education Students - 500+ 37% English Learners –1700+ Math and Science Magnet – 280 Students 240 Certificated teachers and support staff 150 Classified employees New Fremont HS School Profile

3. 16 Week Semesters are broken up into two 8 week mesters (quarters). Students take 4 classes each of the 4 mesters (quarters) for a total of 16 classes during the school year, 4 more than the 12 in a 2 semester system.(2 more English classes, and 2 more math classes) This equates to six 8-week mesters on the year round calendar Students are on-track for 4 months and off for 2 months. Fremont High School 4x4 Block Schedule

4. Fremont High School 4x4 Block Schedule

5. Fremont High School Bell Schedule Tracks B-C Tracks A-C

6. Fremont High School Bell Schedule Tracks C-B Tracks A-B

7. Creating curricular paths to success Developing powerful teaching and learning Establishing a comprehensive accountability and assessment system Participate in an extra five days of staff development per year. Topics include standards-based instruction, checking for understanding, and improving skills of English language learners, improving reading skills in content areas, improving mathematics skills, and improving critical thinking skills. Providing comprehensive support for all students, including language-minority students and students of color at risk of failure (Culturally Relevant Pedagogy) Semi autonomous Restructuring the school into 5 Academies and 1 Magnet Establish 9th Grade Centers on all tracks Creating new professional roles and/or redefining existing roles School Structure: Second to None Model Academies and Centers

8. Unifying Vision – Identity Rigorous Standards-Based Curriculum, Instruction & Assessment Equity and Access Personalization Master Schedule Purity – Minimizing Passport Classes Accountability and Distributed Leadership Collaboration/Parent and Community Engagement Professional Development: Standards-based instruction, checking for understanding, English Language Development and Culturally Relevant Pedagogy Academy / Center Attributes

9. Fremont HS Organizational Structure5 Academies – 3 Grade 9 Centers - 1 Magnet

10. Fremont HS Academy FocusFramework for 21st Century Learning

11. Fremont HS AcademyOrganizational Chart

12. The School of Law, Justice and Government: Provides multiple opportunities and rigorous learning with an emphasis on law, justice, government, and public service. Students will graduate as agents of service who will make choices based on ethics and law. The Humanitas Academy of Visual and Performing Arts: Provides an exciting, rigorous learning experience for students based upon an in-depth study of humanities, art and performing arts through interdisciplinary and inquiry-based learning. The School of Health, Science and Agriculture: Provides students a rigorous curriculum and interact with professionals in the health and agriculture related industries by seeking internships, volunteer opportunities, outreach programs, and/or service learning. School Restructured: Second to NoneThemed Based Academies

13. The School of Communications, Media, and Technology: Prepare all students for college, career, and civic engagement. The school will utilize a multiple pathways approach with a thematic emphasis on communications, new media, and technology. The Mathematics, Science, and Technology Magnet: Offers an intense academic curriculum where all students receive a rigorous educational experience. Students experience simulations, science labs, exhibits, internships, and community activities. The Academy of Environmental and Social Justice: Is dedicated to educating active participants for a socially just and environmentally sustainable future. Students will graduate as globally conscious agents of change. School Restructured: Second to NoneThemed Based Academies

14. Fremont HS AcademiesSeamless, Unifying, Rigorous and Accountable New FHS

15. Student Surveys and Instructional Audits by External Evaluator: Students surveyed annually about their classroom experiences Percent of in-seat attendance Percent of students matriculating to the next grade level Percent of students passing A-G and CAHSEE Percent of students improving on the CST’s Percent of students graduating Academy Evaluation and Progress

16. Preparing for High SchoolFreshmen 9th Grade Centers No More….9R’s

17. Fremont High School The Cake MetaphorEnrollment by Grade 2007-2008 Grade 12 575 Grade 11 1,012 Grade 10 1,067 Grade 9 1,988

18. 9th Grade Centers – 500 to 600 per track Concurrently with the 4x4 block schedule Johns Hopkins University research stated that students that complete the 9th grade on time are 85% more likely to graduate from high school Eventually students will matriculate to on-site Academies Fremont HS 9th Grade Centers

19. 9th grade students to be enrolled only with other 9th grade students in designated areas of the campus Students are serviced by a 9th grade administrator, adviser, three counselors (1 per track), a dean and two office assistants Fremont HS 9th Grade Centers

20. Fremont HS 9th Grade Centers Pyramid of Success DRAFT 12/20/09

21. Aligned curriculum…everyone is on the same unit at the same time New teachers have a set curriculum ready to go on day 1 Teachers will participate in an extra five days of staff development per year. Topics will include standards-based instruction, checking for understanding, and improving skills of English language learners. Other topics will include improving reading skills in content areas, improving mathematics skills, and improving critical thinking skills. Use of assessments to guide progress: SPA’s, weekly quizzes, 4 week progress reports Same gender classes (when appropriate) 2 extra English classes because of 4x4 schedule Additional interventions (Read 180, Reading Electives, Accelerated Reading, High Point, Writers Workshop) English in the 9th Grade

22. Align instructional guides for unique schedule through PD’s Implement the District’s concept lessons (math projects) Aligned curriculum…everyone is on the same unit at the same time New teachers have a set curriculum ready to go on day 1 Teachers will participate in an extra five days of staff development per year. Topics will include standards-based instruction, checking for understanding, and improving skills of English language learners. Other topics will include improving mathematics skills, and improving critical thinking skills. Use of assessments to guide progress: SPA’s, weekly quizzes, 4 week progress reports Same gender classes (when appropriate) 2 extra Math classes because of 4x4 schedule Additional Interventions (Math Electives, Accelerated Math) Math in the 9th Grade

23. Advisory Period William Glasser (1986) “estimates that schools fail to engage more than half the students because they fail to fulfill four basic human needs for students: to belong and love, to gain power, to be free, and to have fun.”

24. Provide academic and emotional support to students to ensure their academic success; Facilitate the transition to senior high school; Receive appropriate and thorough academic advising; Guide the development of academic portfolios; Know what it takes to be successful in school and accept responsibility for the level of their own success; Fremont HS Advisory Goals

25. Identify and use appropriate study skills; Learn to set goals; Participate in academic programs that respond to their Individual needs and goals; Mediate between academic and social concerns; Identify career interests Skills development, CAHSEE, CST, SAT Prep, college applications, and financial aid. Fremont HS Advisory Goals

26. Additional Duties and Responsibilities Teacher Expectations - UCTP Teachers who commit to work at Fremont HS will perform extra duties beyond the regular school day to assist and guide students. Such duties may include tutoring, attendance follow-up, home visits, and campus supervision. These duties will involve an extra 2.5 hours per week with a total of 88.5 hours per year. Teachers will receive a salary differential of $1,020 per semester for performing these extra duties.

27. Professional Development Teacher Expectations Teachers who commit to work at Fremont HS will be allocated 5 additional paid days of professional development, including: Planning for standards-based instruction, checking for understanding, and improving skills of English language learners and implementing culturally relevant pedagogy. Including improving reading skills in content areas, improving mathematics skills, and improving critical thinking skills. District Banked Days & Common Planning Time – 28 days allocated: 14 days will be directed towards developing content in the departments – Learning Teams Practicum 14 days will be directed towards developing the Academies into Professional Learning Communities

28. Administrative Expectations Instructional Supervision Administrators will be experts in the content area, will visit classes daily, provide written feedback, and collect weekly lesson plans. Instructional coaches in the four cores (English, Math, Science & Social Studies) will work closely with teachers who need extra assistance.

29. Expected Administrative Responsibilities

30. Fremont HS Support Structures Note: Except for the deans and academic counselors, all other positions will be on “B” Basis with limited Z Time.

31. School-Parent CompactSchool, Parent, Student, Expectations School Responsibilities Parent Responsibilities Student Responsibilities (Attached is a comprehensive draft School-Parent Compact for Fremont HS)

32. Possible Partnerships New FHS