Daily Breeze: Best Way to Education Students?

Best way to educate students?
Amid debate over how to improve scores, Westchester High School switches to a college-styled schedule.
By Paul Clinton

Westchester High School welcomed students back from summer recess last week with an ambitious restructuring plan to raise achievement and improve the graduation rate at one of the area's lowest-performing high schools.

The Los Angeles Unified school, which has sunk to the bottom fifth in the state academically, moved forward with the reform effort over the objections of teachers and community members who have questioned the school's ability to execute the plan.

Another parent group that formed in the spring has taken a less skeptical approach by pledging volunteers to help in classrooms and offices.

Fresh for the 2007-08 school year, Westchester High School began using a college-inspired class schedule - four classes per quarter rather than six classes per semester - and clustered groups of its 2,400 students into four learning academies, a concept that has taken hold districtwide.

Carson High and San Pedro High have also embraced smaller schools this year to give students more attention so they aren't lost in the shuffle of a 3,500-student mega-campus. Narbonne High in Harbor City and Banning High School in Wilmington converted their schools a year ago.

To create the academies, high schools develop theme-oriented small schools with topics such as business, arts, media and health. The schools also spend district bond funds to divide the physical geography of the campus into zones with logos, signs and other visual branding.

"The most major change one can see at a school is the move into a contiguous space, which creates neighborhoods, personalized instruction and camaraderie," said Ellis Kauffman, a district facilities director. "We believe that this is what urban youth really need. They get lost if they are on a huge campus."

Westchester High finds itself at the heart of a heated debate about the best strategies to provide a higher-quality education to Los Angeles schoolchildren.


Read entire article here: http://www.dailybreeze.com/news/articles/9685277.html?showAll=y&c=y

SUMMER READING ASSIGNMENT 2007: DUE 1ST DAY OF SCHOOL, SEPT 5

REMINDER! REMINDER!! REMINDER!!!

ALL Parents...

All WHS returning students (10th -12th graders) are REQUIRED to read (using criteria below) and submit a book report on the 1ST DAY OF SCHOOL, 9/5/2007.

This assignment was previously emailed to parents several weeks ago.

This homework assignment is critical, and given the new 4x4 schedule – where the school year is broken into four quarters rather than two semesters – it is IMPERATIVE that your student-child gets off to the right start on DAY ONE!


If your student hasn’t started this report, he/she has a little better than one week to read, comprehend and synthesize the data for his/her report as outlined below! GET THEM MOVING IMMEDIATELY! PASS ON TO ANOTHER PARENT!


View information on WHS' website at: http://www.westchesterhs.org/apps/news/show_news.jsp?REC_ID=38121&id=0&rn=6686742


Summer Reading Assignment 2007 (6/1)
“The more that you read, the more you will know. The more that you learn, the more places you'll go.”—Dr. Seuss

Since research shows that those who read more, know more and read and write better, Westchester High School encourages students with its annual summer reading assignment. All students must select one book from the list below for their incoming grade and class and then complete one of the attached assignments; those in an Honors class must select any two books for their grade and complete one assignment for one book and the other assignment for the other book, and those in an Advanced Placement class must select both books and contact their teacher at www.westchesterhs.org for their assignments. Books may be borrowed or purchased; assignments must be typed and are due on the first day of school, September 5, 2007, in English class—work that is late or plagiarized or without a name will receive a Fail. All students should expect a quiz or test on this assignment. For examples of student work or more information, visit http://www.westchesterhs.org/.

Assignment #1: Readers/Writers Notebook

A Readers/Writers Notebook is a personalized journal of a student’s own comments, opinions, or questions about a work that helps him or her to remember, think about, and understand the text. Entries are frequent—every chapter or section—and at least one 5-7 sentence long paragraph with meaningful and relevant notes. The assignment is neatly typed and double-spaced in 12 point Times New Roman font in black ink with 1 inch margins on clean printer paper; no coversheet or folder is required. The assignment is due on the first day of school, September 5, 2007, in English class.—work without a name or that is late or plagiarized will receive a Fail. For examples of student work or more information, visit http://www.westchesterhs.org.

Assignment #2: Literary Notebook

A literary notebook is a study guide that summarizes and analyzes a work’s various elements and helps review that work in preparation for any assignments, quizzes, or tests. Each element consists of at least one 5-7 sentence long paragraph with a detailed and thorough explanation of that element. The assignment is neatly typed and double-spaced in 12 point Times New Roman font in black ink with 1 inch margins on clean printer paper; no coversheet or folder is required. The assignment is due on the first day of school, September 5, 2007, in English class.—work without a name or that is late or plagiarized will receive a Fail. For examples of student work or more information, visit http://www.westchesterhs.org/.

1. Title: What is the title of the book? How and why do you think it received its title?

2. Author: Who is the author? Describe his/her persona. What was his/her purpose or reason for writing this book? Who do you think is his/ her audience?

3. Summary: What is the book about? Briefly summarize the content or main plot and identify its exposition, rising action, climax, falling action, and resolution.

4. Setting: When and where does the book take place? Describe the setting in terms of the time period, and emotional, mental, and/or physical environment.

5. Motif/Symbol/Theme: What is an important motif, symbol, or theme in this book? Explain its significance with relevant concrete details or examples from the book.

6. Protagonist: Who is the main character? Describe his/her emotional, mental, and/or physical persona. What is his/her conflict or relationship to the antagonist? Explain with relevant concrete details or examples from the book.

7. Antagonist: Who is the individual in opposition to the main character? Describe his/her emotional, mental, and/or physical persona. What is his/her conflict or relationship to the protagonist? Explain with relevant concrete details or examples from the book.

8. Other: Select another character. Describe his/her emotional, mental, and/or physical persona. What is his/her function or place? Explain with relevant concrete details or examples from the book.

9. Style: What is your opinion of the author’s writing style? Analyze his/her words, sentences, and other details. Explain with relevant concrete details or examples from the book.

10. Quote: Select a brief passage that means something to you, and then comment on or discuss its importance. What does it say? What does it mean? Why does it matter?

$1M Upward Bound Grant

LMU Awarded an Upward Bound Grant for Westchester High School!

The US Department of Education awarded LMU an Upward Bound grant on May 11. The grant ($250k/per annum -$250,000 per year- over four years) will serve 50 students from WHS.

Upward Bound is a TRIO program funded by the US Department of Education to provide supportive services to low-income high school students whose parents have not earned bachelor’s degrees. The goal of the program is to prepare students to gain admission to and succeed in higher education. Funding begins September 1. (http://www.lmu.edu/Page30773.aspx)



Upward Bound...provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves: high school students from low-income families; high school students from families in which neither parent holds a bachelor's degree; and low-income, first-generation military veterans who are preparing to enter postsecondary education. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education.

Learn more here ==> http://www.ed.gov/programs/gtep/index.html.

TRIO
The Federal TRIO Programs are educational opportunity outreach programs designed to motivate and support students from disadvantaged backgrounds. TRIO includes six outreach and support programs targeted to serve and assist low-income, first-generation college students, and students with disabilities to progress through the academic pipeline from middle school to postbaccalaureate programs. TRIO also includes a training program for directors and staff of TRIO projects and a dissemination partnership program to encourage the replication or adaptation of successful practices of TRIO projects at institutions and agencies that do not have TRIO grants.

Transformation Timeline

See LAUSD's timeline for transformation of Westchester High School! Transformation begin as early as NOW -- this Month!!!

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To all Resident Parents: As a resident, you are entitled to attend the following meetings. Make sure you participate in the next NCWPDR meeting the 4th Tuesday of each month (June 26th at 6.30pm); and the WPEF community meeting every 1st Thursday of each month (July 5th at 6.30pm). Both are held at the Westchester Municipal Building, 7166 Manchester Avenue -- adjacent to the Library.