During the 2004-2005 school year, S.E.A. Charter High School’s focus is on improving the program for students who are English Learners (EL), with the goal of providing a consistent second language acquisition program for all EL students. The Three-Station-Model in a Block Schedule was also continued, ensuring that all students received instruction in the appropriate subject matter areas aligned to the California Standards. The model provided a structure that addressed academic deficiencies of students, which prevented them from being successful in traditional alternative education or comprehensive high school programs. A three-stage implementation program was put into action during the 2004-2005 school year, which included training for staff and parents.
The S.E.A. Charter High School staff continued to focus on closing the gap in academic achievement of students with assessed reading and/or writing and/or math scores that were three years or more below grade level by providing the following:
- Direct instruction in language arts (with a focus on reading and writing) for 50 to 100 minutes daily
- The Reading Support Program for students reading below the 4th grade level
- Supplemental elective math program for students scoring below grade 5 in math
To further enhance instructional consistency and expectations, the S.E.A. Charter High School staff has implemented Project Destiny. This process was designed to increase organizational coordination and integration of information and provide regular reviews to ensure compliance with all State and federal laws and regulations. Reviews were conducted in order to assist S.E.A. Charter High School in maintaining a high quality and compliant educational program. Based on needs assessments and observations, ongoing staff development was imbedded in S.E.A.’s instructional staff meetings, and through specially designed in-services scheduled on Saturdays and in the evenings. The S.E.A. Charter High School has continued to work closely with the probation department, local school districts, camps and juvenile halls to ensure that high-risk student’s transitions to S.E.A Charter schools were successful.
As a result of the Coordinated Compliance Review (CCR) conducted in March 2005, Los Angeles County Office of Education received commendations for establishing a vision for the schools that it operates, that has clear expectations, rigorous academic standards in all settings, and emphasis on student achievement and progress toward graduation. Soledad Enrichment Action Charter High School received commendations for the development of a variety of instructional strategy, interventions and other academic support services for students. Soledad Enrichment Action Charter High School also received commendations for the implementation of “Parents Helping Parents” or “Padres Ayudando Padres” program that provides a unique support system for the parents of the at-risk youth enrolled at its various school sites. This program has had a profound impact on the family dynamic because it teaches coping skills and encourages more meaningful interactions among family members. Additional commendations include:
- S.E.A. Charter High School and Los Angeles County Office of Education has adopted and has been implementing a curriculum that is standards-based, results-driven, researched based, and aligned with the State Standards and Frameworks. The curriculum addresses Power Standards for each grade level, and all subject areas including character education, and is designed as an integrated system for use countywide. The Instructional Focus with periodic and ongoing assessments are aligned with content standards to support student learning. Expectations of student learning are clear and implemented consistently across classrooms visited. The use of the Instructional Focused Areas and the established standards by all service providers further strengthen the goals of improving student learning and enable students to achieve academic standards.
- Collaboration and Communication, Goal Setting, walk-throughs, student planning or study teams, grade level and departmental meetings are used to coordinate services and create a cohesive program for students. These informal and formal communication vehicles provide opportunities for staff, students and administrators to analyze student data, review programs, identify needs and determine instruction needed for students to meet or exceed State Content Standards.
- The Los Angeles County Office of Education (LACOE and S.E.A. are commended for the evident support of expectant and parenting students. LACOE and its collaborating partners are successfully accessing state and local resources to provide coordinated systems of support in alternative academic environment for expectant and parenting students and their children.
