Hacienda La Puente Unified School District
Synergy Site Profile
Spring 2006
Great Urban Schools: Learning Together Builds Strong Communities
The mission of The naTional insTiTuTe for urban school improvemenT
(NIUSI) is to partner with Regional Resource Centers to develop powerful networks of urban local education agencies and schools that embrace and implement a d a t a - b a s e d , c o n t i n u o u s i m p r o v e m e n t a p p r o a c h f o r i n c l u s i v e p r a c t i c e s . Embedded within this approach is a commitment to evidence-based practice in early intervention, universal design, literacy and positive behavior supports. The Office of Special Education Programs (OSEP), of the U.S. Department of Education, has funded NIUSI to facilitate the unification of current general and special education reform efforts as these are implemented in the nation’s urban school districts. NIUSI’s creation reflects OSEP’s long-standing commitment to i m p r o v i n g e d u c a t i o n a l o u t c o m e s f o r a l l c h i l d r e n , s p e c i f i c a l l y t h o s e w i t h disabilities, in communities challenged and enriched by the urban experience.Introduction
The purpose of this profile is to report on the conditions that exist at various levels of a school district with an eye toward their influence on four outcomes across the Institute’s synergy sites:
Increased numbers of students with disabilities served effectively in general education settings
Increased use of research validated culturally responsive practices in early intervention, reading, behavior, and universal designs for learning
Increased numbers of inclusive schools with records of effective, achievement oriented, culturally responsive success with students with disabilities
Increased numbers of effective, improvement strategies for special and general education professional development and technical assistance that are unified and coherent across schools within large, urban school districts
To provide a cohesive framework for assessing these outcomes, a systemic change model1 was developed that provides a way of
describing the work of school districts and schools, thus organizing change efforts in ways that are meaningful and effective for all. This unified system is based on the principle that each student
• •
•
•
represents a unique combination of abilities and educational needs and may require individual assistance at varying times during the school year in order to achieve important outcomes. The key belief is that schools are organized around services, not programs. In a unified educational system, human and other resources are employed to provide a range of services in a range of settings to students with unequal educational needs. Central to this approach is accountability for all students: children in poverty, children with disabilities, children with Limited English Proficiency, children from diverse ethnic and cultural backgrounds, and
assurance that all students are being appropriately and effectively educated. For a unified system to be successful, educators must believe not only that all students can learn but also that teachers are capable of teaching all students. As a result, the lines between regular education, special education, Title I, bilingual education, migrant education, vocational education, and other categorical programs become blurred and eventually reformed in ways that may not be specifically calculated. Furthermore, these programs become unified in a new educational system anchored by student content, performance, and skill standards that are embraced by local communities and families while informed by national and state standards, curriculum frameworks, and assessment strategies.
The Policy
Environment
Complex state and national policy environments shape the kinds of educational initiatives and reform efforts that are possible in local situations. Two major policy initiatives that impact state and local policy in the arena of disproportionality are: The No Child Left Behind Act (NCLB), passed by Congress and signed into legislation in spring of 2001, and the reauthorized Individuals with Disabilities Education Act Amendments of 2004 (IDEA). The influence of federal policies on the educational work and expectations of states cannot be understated. State policies, as well as local education practices, must respond to the intent and requirements of these laws. Educational content standards, student performance, high stakes testing, state performance reports, annual yearly progress, NCLB standards, IDEA risk analysis and least restrictive environments for culturally and linguistically diverse students are some of the indicators of policy impacts. Creating culturally responsive educational systems means providing a quality education for all students.
1 Ferguson, D., & Kozleski, E.B., & Smith, A. (2003). Transformed, Inclusive Schools: A Framework to Guide Fundamental Change in Urban Schools. Effective Education for
Learners with Exceptionalities, 15, Elsevieer Science, 43 - 74.
SyStemic change framework
Families an d co mm un it ies Fa mil ies an d c omm unities Student Learning distr
ict eFFort and support
scho
ol organi zat ional eFFo
rt proF essional eFFor t stud ent eFFo rt Culture of Renewal and Improvement Resource Development and Allocation
Systemic Infrastructure and Organizational Support School / Community Relations Group Practice and Professional Development Structure and Use of Time Resources Development and Allocation Learning Standards Governance And Leadership District/ Community Partnership Teaching Design and Practices Culture of Change and Improvement Inquiry on School and Schooling Student Services Physical Environment and Facilities Learning Assessment Family Participation in Teaching and Learning
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The Institute’s partner school systems are located in the statesof Illinois, California, Colorado, Florida, New York, District of Columbia, Wisconsin, Tennessee and Nevada. According to ECS2, two of these states, California and Colorado, have 100%
of the key NCLB requirements currently in place. ECS’s analysis indicates that Illinois and New York now have nearly 100% of their requirements in place compared to 16 out of 40 requirements in place last year. Nevada, Wisconsin, Tennessee and Florida have approximately 97% of the requirements in place on ECS’s rating scale. The District of Columbia, in the difficult situation of being both a state and a school district simultaneously, has the fewest elements in place — 21 out of 40 elements according to ECS’s analysis. Understanding this policy environment is important to the work of the National Institute since many of the features of NCLB support whole school improvement efforts but may, because of their local interpretation or the degree of compliance that already exists, constrain the focus of resources and effort. Further, the reauthorization of IDEA 2004 and the uncertainty associated with potential policy shifts there make the special education environment blurry.
Another important part of the policy environment is the degree to which the accountability system in states may be said to have
high stakes implications for students (i.e., graduation from high school depends on performance on standards based assessments) and teachers, schools and districts (i.e., funding and evaluations of staff are connected to student performance on these tests). The National Board for Educational Testing and Public Policy (http://www.bc.edu/research/nbetpp/statements/nbr1.pdf, 2003) recently categorized states by these two indices. The National Institute’s synergy sites were categorized in the following way: (1) high stakes accountability for students, teachers, schools and districts: California, Florida, Nevada, New York, Tennessee and Texas; (2) high stakes for teachers, schools and districts but moderate stakes for students: Illinois; (3) high stakes for teachers, schools and districts but low stakes for students: Colorado, and (4) moderate stakes for teachers, schools, and districts but high stakes for students: Wisconsin. Information for District of Columbia was not available in this study
The Community
Hacienda La Puente is located within the core of a 40-mile-radius, encompassing Los Angeles, Orange County, and the Inland Empire. Incorporated in 1957, it was developed to provide a center for industry and commerce to the surrounding communities. La Puente Valley attracted numerous settlers during the 1840s with the Gold Rush and again in the 1870s with railroad lines. By the early twentieth century the region was known for its abundance of citrus, walnut, and avocado crops, and maintained its agricultural character, mixed with growing industrial development of oil, banking, and communications-through the middle of the twentieth century. After World War II, the region underwent a building boom that eventually edged out crops in favor of development, and today is mostly residential in nature. There have been several attempts to incorporate both, though by 2001, these attempts had not been successful.
The District
3ThE STUDENTS The Hacienda La Puente Unified School District is one of the largest suburban school districts in California. During 2004-2005, the District served more than 40 Key requirements oF nclB standards
and assessments
Reading Standards Mathematics Standards Science Standards
Annual Assessments in Reading Annual Assessments in Mathematics Assessments in Science
Assessment of English Language Proficiency
Inclusion of LEP Students
Inclusion of Students with Disabilities Inclusion of Migrant Students State Report Card
Single Accountability System All Schools Included Continuous Growth to 100% Proficiency
Annual Determination of Adequate Yearly Progress (AYP)
Accountability for All Subgroups Primarily Based on Academics Includes Graduation Rates and Additional Indicator
Based on Separate Math and Reading Objectives
95% of Students in all Subgroups Assessed • • • • • • • • • • • • • • • • • • • • Timely Identification Technical Assistance Public School Choice Rewards and Sanctions School Recognition School Restructuring Corrective Action for LEAs Criteria for Supplemental Services List of Approved Supplemental Services Providers
Monitoring of Supplemental Services Providers
Implementation of Supplemental Services
Criteria for Unsafe Schools Transfer Policy for Students in Unsafe Schools
Transfer Policy for Victims of Violent Crime
Highly Qualified Teachers Definition Subject Matter Competence Test for New Elementary Teachers Highly Qualified Teacher in Every Classroom
High Quality Professional Development Disaggregating of Results • • • • • • • • • • • • • • • • • • • • 2 3
Education Commission of the States (ECS). Retrieved on April 5, 2006, www.ecs.org. The following information on Hacienda La Puente Unified School District was retrieved from the Hacienda La Puente Unified School District website, http://www. hlpusd.k12.ca.us/webapps/portal/frameset.jsp, and from the California Department of Education website, http://www.cde.ca.gov/, between the dates of March 21, 2006 and April 13, 2006.
78,800 students; nearly 25,000 pre-K-12 and 30,000 adult education students in the diverse communities of City of Industry, Hacienda Heights, La Puente, portions of Valinda, and West Covina. The District also has the largest correctional education program in the nation, serving an additional 33,000 students at eight correctional facilities throughout Los Angeles County. The students of Hacienda La Puente span a diverse community and encompass a wide range of income levels, ethnic backgrounds, and educational experiences.
Of the 24,955 pre-K through 12th grade students enrolled in 2004-2005, 73.3% (18,280) were Hispanic, 2.7% (671) were African American, 8.1% (2,041) were White, 2.0% (491) were Filipino, and 13.8% (3,445) were Asian. The total enrollment of pre-K through 12 decreased slightly from 25,499 in 2003-2004.
ExCEPTIONaL STUDENTS In 2004-2005 the number of students enrolled in special education was 2,397. The largest group of special education students were those classified as having a Specific Learning Disability (1,260 students).
2005 State Testing Result data is recorded in aggregated form and disaggregated by ethnicity and special populations. It is not clear if special population groups, economically disadvantaged, limited English proficiency, or students with disabilities, are discrete numbers or if there is crossover. In other words, we cannot say that limited English proficiency students are not included in special education numbers. The disaggregated data does not separate out regular students from special populations. According to 2005 State Testing Results for Hacienda La Puente Unified School District, of the 1,538 students with disabilities that were tested only 11.8% (182) of those are meeting or exceeding standards in English-Language Arts and of the 1,533 students with disabilities tested in math, 16% (245) are meeting or exceeding standards in math.
pre-K-12 student enrollment, 2002-2005
ethnicity 2002-2003 2003-2004 2004-2005 american indian or alaSka native 107 (0.4%) 109 (0.4%) 93 (-0.40%) aSian 3,705 (14.7%) 3,600 (14.1%) 3,445 (13.8%) Pacific iSlander 110 (0.4%) 113 (0.4%) 127 (0.5%) filiPino 554 (2.2%) 528 (2.1%) 491 (2.0%) hiSPanic 17,908 (71.1%) 18,515 (72.6%) 18,280 (73.3%) african american 700 (2.8%) 709 (2.8%) 671 (2.7%) white 2,041 (8.1%) 1,881 (7.4%) 1,801 (7.2%) total 25,184 25,499 24,955
special education enrollment By disaBility, 2004-2005
disaBility numBer
mental retardation 184
hard of hearing 6
deaf 0
SPeech or language imPairment 538
viSual imPairment 10
emotional diSturbance 97
orthoPedic imPairment 61
other health imPairment 95
SPecific learning diSability 1,260
deaf blindneSS 0
multiPle diSability 4
autiSm 134
traumatic brain injury 8
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TOTaL GRaDUaTION RaTE The graduation rate for HaciendaLa Puente Unified School District rose from 87.6% in 2004 to 89.3% in 2005. The graduation rate for special education students was 65% in 2005.
ThE STaFF The district is governed by a five-member board of education and employs approximately 1,500 certificated and 1,200 classified employees.
At the start of the 2003-2004 school year, 39% of core academic classes in Hacienda La Puente Unified School District were taught by highly qualified teachers.
ThE SChOOLS The district offers a comprehensive education program for students from preschool to adult. The Hacienda La Puente Unified School District is dedicated to maximizing the talents, interests, and abilities of all its students, enabling them to meet the challenges and opportunities of a changing world. The district also maintains an Administration Center, an Instructional Services Center, a Student Services Center, a Multilingual Assessment Center and a Curriculum Lab. The Hacienda La Puente Unified School District has 19 K-5 elementary schools, 5 K-8 schools, 5 middle schools, 4 comprehensive high schools, 1 alternative high school, an orthopedic unit for the physically handicapped, and an extensive child development and adult education program. The district also maintains an Administration Center, an Instructional Services Center, a Multilingual Assessment Center, a Professional Library, and a Curriculum Lab. Elementary classrooms are self-contained and opportunities for team teaching are available. Middle schools offer both core and departmentalized scheduling. Classrooms are departmentalized for students in grades 9-12. Band, chorus, drama, journalism, and other student activities are also provided. A number of supplemental programs enhance the district’s basic classroom curriculum. These programs include: special education, English language development, gifted and talented education, counseling, school improvement, and compensatory education programs.
In recent years many school districts have implemented forms of school-based, shared decision making in their efforts to improve results for all students. Shifting of accountability to schools has had a profound impact on the work of central district administrators. With schools as the critical customers of district work, central administrators have had to
reevaluate their organizational and collaborative work structures to ensure that they provide the support that schools needs to improve results for all students. This shift in relationship between schools and central administration has been difficult to negotiate both at the organizational and at the individual level since it requires a reconceptualization of the formal and informal power structures within the district. One way of thinking about the functions of central administration is provided by the systemic change framework which organizes the work of schools into seven key areas: (1) systemic infrastructure, (2) culture of renewal and improvement, (3) inquiry on schools and schooling, (4)
organizational support, (5) resource development and allocation, (6) student services, and (7) district and community partnerships. hacienda la puente uniFied school
district testing results For adequate yearly progress, 2005 group economically disadvantaged limited english proFiciency students with disaBilities number teSted in engliSh-language artS 8,811 4,686 1,538 % Scoring at or above Proficient in engliSh-language artS 30.50% 25.40% 11.80% number teSted in math 8,809 4,683 1,533 % Scoring at or above Proficient in math 37.50% 36.60% 16% graduation rate, 2004-2005 year percent 2004 87.6 2005 89.3
Systemic Infrastructure
The bureaucratic structure supports the work of schools, facilitating communication, networking, resource acquisition, entrepreneurship, and innovation (i.e. matrixed organizations, data systems, feedback loops, communication across and within levels).The Hacienda La Puente Unified School District Board of Education espouses that the success of every student is the drive of the district. Based on this, the goals of the district are:
GOAL 1: All students in HLPUSD will succeed in meeting high standards and achieving at high academic levels. GOAL 2: The HLPUSD will provide a supportive and innovative learning environment rich in the visual and performing arts and a challenging course of study to meet the unique needs of every student.
GOAL 3: The HLPUSD will attract and retain quality personnel who demonstrate strong, positive leadership that promotes a culture of collaboration and teamwork and creates an environment in which all stakeholders feel respected, valued, and are dedicated to every student’s success. GOAL 4: The HLPUSD will efficiently expend and effectively maximize all resources to fulfill educational priorities while sustaining and maintaining long-term financial stability.
GOAL 5: The HLPUSD will provide its students and employees with safe, orderly and clean schools and district sites.
GOAL 6: The HLPUSD will continue to develop, sustain, recognize, and promote programs of excellence and strong partnerships with parents and the community which result in high levels of success for all students.
Dr. Edward Lee Vargas is the Superintendent of the Hacienda La Puente Unified School District. During Dr. Vargas’ tenure in HLPUSD, the Board of Education has adopted and
implemented the above goals and a strategic plan that has shaped the District’s forward thrust on all students meeting high standards and achieving at high academic levels. Student achievement continues to exceed County and State averages; business services and finances in the District are in solid financial footing; a 100 million dollar facilities improvement program is on course, along with new District wide facilities Master Plan underway. One of Dr. Vargas’ achievements is that
the first new K-12 school since the District was unified in 1970 opened in the spring of 2005 — the same year the District celebrated its 35th anniversary.
HLPUSD is leveraging the Internet to enhance governance and provide a basis for better communication with the public while increasing process efficiency and
minimizing cost. The new eGovernance initiative will replace the old method of compiling, printing, binding and distributing a limited number of paper meeting documents with electronic distribution. By making meeting agendas and supporting documents available on the Internet, it will be possible to distribute documents associated with a meeting more quickly and efficiently.
For this district, electronic distribution will not only save time and resources, it will also provide unprecedented public access to information that Board of Education members use to make decisions. Through the district’s web site, the public can view the agenda and the supporting documents associated with the meeting. This will allow interested parties to review and print the information prior to the meeting. After the meeting, the individuals can review the agenda items and see what action was taken by the board complete with voting. All documents associated with the meeting are automatically archived and can be accessed by meeting date or by using the comprehensive search feature.
In the future, the same technology will also be used to publish the Board of Education Policies and Administrative Regulations of the district on-line. Currently, paper versions of the manuals are distributed and maintained throughout the district. Members of the community can review the policies and procedures at any school district location. By publishing the policies and regulations on-line, the district will assure that personnel and community will have access to current information.
hlpusd school Board, 2005 - 2006
Sandy Johnson Joseph Chang Rudy Chavaria Norman Hsu Anita Perez superintendent oF schools
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Inquiry on School
and Schooling
Educators, families, and students are engaged in ongoing reflection and practiced-based inquiry in classrooms and schools (i.e. classroom practices that support learners with diverse abilities, backgrounds and languages, data policies and procedures, school improvement).
The California Department of Education’s (CDE) re-release of 2002-03 testing data reported compiled scores from each school during administration of STAR (Standardized Testing and Achievement) and CAHSEE (California State High School Exit Exam). Test scores are tallied in such a way as to show whether individual schools met Annual Yearly Progress (AYP) criteria. Of HLPUSD’s 34 schools, 95 percent met their API targets. Those that fell short of their goals have aggressive plans in place to improve their scores. Collectively, the District showed continued growth with a 34-point increase in API scores. Five schools in the District scored more than 800 in API scores, and 100 percent of the District’s K-8 schools achieved their AYP growth targets. Of the District’s 34 schools, all but four schools met or exceeded the required percent of students scoring at “proficient or above” in math. The district feels that the schools that fell short of the required percent of students scoring “proficient or above” in English Language may be a reflection of the high numbers of English Language Learners in the District.
Organizational Support
Thoughtful supports provide coherent, continuous opportunities for improved practices (i.e. professional development, reporting to parents and community, mentoring).In Hacienda La Puente, staff development is continuous throughout the year. Site staff development is ongoing, with many schools participating in a weekly early release day. District and site support programs are provided for teachers new to the district.
Resource Development
and Allocation
Districts strategically and flexibly develop and allocate resources to
support the work of schools (i.e. special projects and initiatives, equity among schools, externally funded projects [private, demonstration, corporate]).
The Hacienda La Puente Unified School District is putting a measure on the ballot to generate funds that will be used to improve the school buildings in the district. Measure A is a general obligation bond initiative that will generate $100 million to repair and upgrade schools in the Hacienda La Puente Unified School District. Measure A funds must be used exclusively on local school improvement projects and every school in the District will receive repairs and upgrades. This is the first bond ever put on the ballot by the Hacienda La Puente Unified School District.
District and Community
Partnerships
Healthy, productive partnerships exist among community, government, colleges and universities, and schools to further the renewal and improvement of schools (i.e. existing partnership, teacher preparation and induction).
HLPUSD has established several partners to serve on their Technology Advisory Committee: administrators, teachers, clerical staff, parents, students, and employee organizations from
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revenue and expenditures, 2004-2005revenue
total net revenue $19,818,452
expenditure
certified SalarieS $10,859,187
claSSified SalarieS $1,714,460
emPloyee benefit $3,986,478
bookS and SuPPly $265,209
ServiceS, other oPerating
exPenSeS $1,710,818
caPital outlay $32,300
across the district. Their Local Education Agency, Cal Poly Pomona will also be invited as a consultant to this committee. In addition to these groups, various community agencies, non profit groups and business, such as the La Puente City, Texas A&M University, Verizon, Cisco Systems, Apple Computers, and Dell Computers have been very supportive in the planning and implementing of the district’s technology goals, and have been invited to participate in the Technology Advisory Committee. This ongoing committee will provide continual input and support as technology is integrated across the curriculum and will be a valuable resource in evaluating technology use district wide.
Culture of Renewal
and Improvement
There’s a culture that supports growth and development - personally, professionally, and organizationally. Risk taking and failure are seen as opportunities for growth (i.e. district vision, risk-taking climate, district standards, investment in collective & individual, professional development).The Hacienda La Puente Unified School District’s Educational Technology Master Plan is composed of activities and strategies to guide the district for the next 3 - 5 years. The district’s Educational Technology Plan is based on the philosophy that educational technology must be used to support the
instructional program in order to prepare students for the 21st century. The implementation of educational technology must be rooted in curricular and pedagogical models designed to ensure educational opportunities for all students to achieve optimally. The rapidly and continually changing world requires a change in the current educational system from one that is designed for an industrial age to one that will prepare students for the challenges, changes, and adjustments in the technology age ahead.
The Hacienda La Puente Unified School District’s vision for educational reform seeks to leverage the best teaching practices from educational research, resources from the private sector, and advancing power of network technologies to aggressively attack the achievement gap and ensure that every child has access to an extraordinary education. As this vision has developed over the past five years, HLPUSD has established a consortium of dedicated partners, conducted a series of successful projects in technology integration and staff development, adopted a strong focus on basic skills, and developed a state-of-the-art broadband network. This
foundation and planning now provide the framework which is
designed to produce top quartile student performance using unprecedented curriculum, professional development and networking to dramatically impact teaching and learning for all students from pre-kindergarten through adult education. HLP has a history of innovation and leadership, especially in the area of educational technology. In 1989, the district created the vision for a broadband network capable of transmitting video, a far more complex requirement than considered by any other district at the time or even today. Through strategic fiscal policies and an aggressive vision, the district continues to set precedents, as it currently supports the largest ATM
(Asynchronous Transfer Mode) network in the country. National recognition includes a recent Computerworld Smithsonian Award in the field of Education and Academia, as well as numerous Apple Distinguished School awards.
NIUSI District
Partnership, 2005-2006
School Year
Hacienda LaPuente and the National Institute have collaborated on several levels to bring services to Hacienda LaPuente Unified School District. In collaboration with NIUSI, Hacienda LaPuente Unified School District has identified 14 NIUSI Schools. Professional development in co-teaching was provided for several of their schools.
Creating the Profile
A variety of sources informed this profile. Some of theinformation about the district came from the district’s website, which provides a broad spectrum of information. Additionally, websites of the California State Department of Education and Education Commission of the States were consulted for current information. National Institute staff, Barbara Sparks, Mackenzie Meredith, Jeff Richmond, and Swati Jain developed and updated information as necessary. Elizabeth Kozleski created the original structure of the profile and wrote the introduction for the document.
Great Urban Schools: Learning Together Builds Strong Communities
greaT urban schools:
vProduce high achieving students. v
Construct education for social justice, access and equity.
v
Expand students’ life opportunities, available choices and community contributions.
v
Build on the extraordinary resources that urban communities provide for life-long learning.
v
Use the valuable knowledge and experience that children and their families bring to school learning.
v
Need individuals, family organizations and communities to work together to create future generations of possibility.
v
Practice scholarship by creating partnerships for action-based research and inquiry.
v
Shape their practice based on evidence of what results in successful learning of each student.
v
Foster relationships based on care, respect and responsibility.
v
Understand that people learn in different ways throughout their lives.
v Respond with learning opportunities that work.
National Institute for
Urban School Improvement
arizona State univerSityPo box 872011
temPe, arizona 85287-2011 Phone: 480.965.0345 fax: 480.965.4942 email: niuSi @aSu.edu www.niuSileadScaPe.org
FUNDED By ThE U. S. DEPaRTmENT OF EDUCaTION OFFICE OF SPECIaL EDUCaTION PROGRamS awaRD NO. h326B020002
