Interim Report of the Technical, Consulting, and Advisory (TCA) Team at the Challenger Memorial Youth Center (CMYC)

Casey A. v. Gundry 1 July 8, 2011

The education program at CMYC has experienced dramatic changes during the past 12 months. These changes began after the external review of the Challenger education program, preceded the Casey A. Settlement Agreement, and have continued through the end of June 2011. While progress in many areas is on track and consistent with the timelines established in the Action Plan, in other areas there is considerable work to be done. Using the Action Plan as a guide, this interim report broadly discusses accomplishments and areas of concern in each of the 13 areas of the Plan. A more comprehensive report will be issued by the TCA in late August or early September, 2011.

Introduction

Area 1: Administration, Leadership & Management

Significant progress has been made in this area over the past year. Daily routines and expectations for staff performance have been established and a number of teachers new to Challenger and the Christa McAuliffe School have been appointed.2 The master schedule for the school has been revised and students and teachers across the campus begin the school day at a consistent time. Also during this reporting period, three of the six camps at Challenger were closed by the LA County Probation Department. Among other things, the change resulted in a reduction in the number of teachers at the site. It also opened up additional classroom space for special activities, career and technical education classes, and staff offices. While the TCA has been pleased with the leadership provided by the on-site administrators during the past year, we are concerned about their departure and the impact it might have on the instructional program at the Christa McAuliffe School. A former Assistant Principal at CMYC, assumed the role of principal beginning July1 of this year. Just prior to the development of this report and a few

The TCA Committee is composed of Richard Krause, Peter Leone, and Alice Parker. Areas of responsibility for each of the Committee members, consistent with the Action Plan, are: Krause - #1 Administration, #8 Special Activities, #11 Safety and Crisis Management, #13 Sustainability and Quality Assurance; Leone - #4 Li teracy, #5 Positive Behavioral Support, #7 Career and Technical Education, #9 Transition and Aftercare, #12 Discipline and SHU; Parker - #2 Data M anagement, #3 Instruction, # 6 Special Education, #10 Partnership. 2 As this report was being prepared, an arbi trators decision reversed LACO Es administrative transfer of 13 teachers from CM YC to other sites in June 2010. This decision could hav e a negative impact on staffi ng at McAuliffe and the quality of instruction.
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days before the new principal assumed responsibility at CMYC, a transition plan was submitted to the TCA for review and comment. 3 The transition plan and the success of the new principal in continuing the positive trajectory of the school program is an extremely important part of the performance evaluation for the upcoming school year. The TCA team has great expectations for the leadership in delivering a high quality education program for the students at McAuliffe high school and CMYC. At this writing a replacement for the administrative assistant to the principal, has not been named. During the past year, this position has been critical in documenting the completion of Action Plan tasks, communicating with the TCA and central office staff, and communicating with Probation camp directors and DPOs at CYMC. It is imperative that the new principal receive similar support as he assumes his new role. There has been continual on-site supervision from LACOE administrative staff from Downey during the past year. The TCA expects that central office administrators will continue to be in close contact with the administrative team at CMYC and be consistently on site each month. The TCA has particular concern over what appears to be a disjointed coaching support plan for the new principal, with coaching currently proposed by LACOE to come from a group within their organization who have not been involved with support, do not appear to be deeply knowledgeable of the Action Plan, and may through their involvement muddy the waters rather than provide the needed support outlined in the Transition Plan.

When interviewed during the past six months by TCA members, students have consistently remarked on the positive changes within the McAuliffe School at Challenger. Most appropriately, many students have commented on the quality of instruction they have received in class and the new opportunities and programs that have recently been developed. Finally, the assignment of quality, passionate instructional staff to McAuliffe School is critical. The reduction in force has had a dramatic effect on staffing patterns; however, the Settlement Agreement is explicit that students at CMYC receive high quality instructional services and support consistent with statutory obligations of both LACOE and the Probation Department. To that end, while the level of cooperation between these two agencies has improved over the past year, obstacles remain. Areas of concern Administration, Leadership, and Management The transition of the new principal and the administrators at McAuliffe School. Sustaining the gains made this past year and completing the transition of CMYC to a learning environment responsive to students needs. Ensuring that high quality teachers are retained and recruited to CMYC. TCA Interim Report, July 2011

Upon learning that Principal Corral would be leaving at the end of June 2011, TCA Team members first requested that a transition plan be developed in February, 2011.

Area 2: Data Management

Developing a school calendar that eliminates the high rate of teacher absenteeism is critical for the sustainability of the gains at CMYC. Improving the collaboration between LACOE and Probation staff at CMYC.

The County has developed a robust electronic data management system and systems which are able to track student educational, background, and some transition data, along with personnel, fiscal, and overall systems management resources. EPIC, HRS, and PeopleSoft are clearly outstanding systems that can readily manage and provide excellent information for the County Office as a whole and for McAuliffe in particular.

Optical Imaging (OI) is an outstanding tool that allows for quick and easy digital access to student data and records upon receipt. The checks and balances in this system for the personnel who are currently trained and utilizing it support quality control and ensures that data are readily available for those who might use it. The manager of this system has astutely trained and completed quality control of personnel who follow through and up on OI information needs, and has now moved these staff to the individual PAUs to further ensure that critical data are available in the field.

Datawise is an instructional resource system that includes assessments, informs instruction, and has tremendous potential. Student assessments aligned to LACOE are in this system and predict which test and strand are applicable for each student based on previous scores. This system is just coming on line for classroom teachers and for school administrators. The power of this, using real time data from assessments to inform instruction, is far from being utilized. Another concern is that only one person currently knows the ins and outs of this system and it is unclear what reports are consistently available to guide instruction; also unknown at the present time is the quality or utility of the reports. Finally, APs at McAuliffe must be skilled in using this, generating their own reports, and using data to drive PLCs (Professional Learning Communities) and instructional conversations with staff.

Areas of Concern Data Management Optical Imaging Address the speed with which other educational systems respond with files and student information. Identify the system and process for the use of this information in informing educational decisions that will impact the educational opportunities for students as they come into McAuliffe. Currently, it is not clear how APs, counselors, or teaching staff access and utilize these data in a consistent and educationally appropriate manner to assign students to classes, develop IEPs, or share information that relates to instruction. 3 TCA Interim Report, July 2011

EPIC data management system Reviewing follow up accuracy and incorporating the separate data systems (transition and new assessment system to be acquired) into the larger EPIC system Ensuring that staff knows how to utilize this system and the data to inform their work with students.

Area 3-Instruction

Datawise and Use of Assessment Information Develop a plan to ensure that more than one person on site is highly skilled in using Datawise. APs, teachers, and CSTs must be trained to download and use data from this system to inform instruction and place students in appropriate classrooms. A new assessment system to replace the antiquated STAR assessments must be selected and staff must be trained to use it. Computers must be available for assessment and instructional activities in classrooms. Currently most all resources are concentrated in the Mac lab near the library or locked down in unused classrooms.

Much of this area is under construction. The alternative to STAR Advantage is under consideration (NWEA is potentially the one which will be utilized). Until that happens it is unclear how consistently the STAR assessment is administered, how it is used to inform instruction, and what consistent mechanism is in place to evaluate and place students in the correct classrooms. The pacing guide, while in some use, is being used in a misguided manner as a lesson plan for daily work. It is neither appropriate nor productive for students who are at all different levels to use a pacing guide for this purpose. PLCs, or professional learning communities, are not being implemented; while one training session was offered over a year ago, this is not sufficient to bring this practice into staff meetings, and for planning. There are no identified steps for implementation of PLCs, and it appears that there is not a clear understand of even what a Professional Learning Community is or might become at the McAuliffe School.

Classroom artifacts and environments are much improved. Student work is evident in all settings. However, instructional practices associated with quality learning environments are not in place across all classrooms. Some teachers do provide quality instruction, but there is a lack of direct instruction, a lack of rigor, and a lack of differentiation across all environments; planning is not consistent across classrooms and for the most part, the principal and assistant principals do not function as instructional leaders.

TCA Interim Report, July 2011

Classroom walk-through protocol training has been provided by the County Office, but the training has not been consistently attended by the APs. No one at McAuliffe has the role of instructional leader and it is a necessary element to support student learning. Administrators at McAuliffe must attend the LACOE walk-through protocol tool training; there should be no excuse for failure to attend and administrators should be reprimanded for not attending these essential sessions. Until all members of the administrative team at McAuliffe are trained there will not be effective use of the walk-through instructional protocol. Additionally, roles, responsibilities, and expectations for the APs need to be clearly defined and implemented immediately. Areas of Concern - Instruction: Instructional leaders with a good understanding of what to look for in classrooms to improve instruction. Need for much more direct instruction informed by assessment and other data Differentiation needs to occur across all environments and provision of required PD (professional development) to all staff Planning must be consistent, based on data, and differentiated to meet the needs of all learners Need to determine agreed upon instructional routines (e.g. Fisher and Frey) and instructional practices with consistent monitoring via walk through processes Training of PLCs for cohorts of teachers and the administrative team as a whole. o Teachers doing peer walk throughs. o Learning teams reviewing and focusing on both formative and summative data to make educational decisions. o Collaborative time for general and special education staff to work together to plan and then deliver instruction. Implementation of CA standards in all classrooms using core texts and formative assessments to inform instruction. Assistant principals understanding of walk-through processes and consistent use of mandatory training to shape instructional practices.

Area 4 - Literacy

LACOE and the McAuliffe School have made significant strides to accomplish Action Plan tasks in this area during the past nine months. LACOE has convened working groups, purchased instructional materials, developed Intensive and Strategic Support courses, and trained literacy specialist teachers (LSTs) and intensive instruction teachers consistent with the items in the Action Plan. Staff from LACOE central office in Downey has coordinated LACOEs efforts in this area through

TCA Interim Report, July 2011

training LSTs and other staff, coaching and coordinating literacy activities in the classroom, and procuring books through books fairs, donations, and purchases. In the spring, a daily sustained silent reading activity Everyone Reads was implemented in all classrooms at McAuliffe School.

In February 2011, LACOE staff surveyed DPOs concerning current levels of support for academic activities and literacy in the housing units. In the last few months, students have created, and with the support of staff, placed posters about literacy in the housing units. LACOE has also conducted preliminary training with Probation staff; additional training activities are scheduled during the next few months. Prior to purchasing additional books for classrooms and the living units, staff surveyed students and ordered materials consistent with their interests and needs. Nearly all students interviewed by the TCA were pleased with their increased access to books and literacy activities.

As this report was being written, the dorm libraries were only operational at Camp McNair. Preparations at Onizuka, Jarvis, and the SHU were underway. Stocking dorm libraries, supporting student librarians, and developing book clubs and related literacy activities are planned. The media specialist who will coordinate library access for all students and to ensure student access to a variety of multi-level reading texts across classrooms and dorm units (Action Plan, 4.41) has not been hired though the TCA has been advised that the position has been advertised. Areas of Concern Literacy: All Probation staff on the living units needs to be trained and DPO literacy liaisons need to be identified and trained on all units. Student librarians have been appointed and trained at two of three camps; student librarians need to be trained at Onizuka and for the SHU. While small libraries are being established on each unit, the number of books available is inadequate at the present time. There have been delays in procuring books that have been ordered. A media specialist or librarian needs to be hired immediately. Full implementation of literacy activities will be compromised without a full-time specialist on site.

Area 5 Positive Behavior Support

Preliminary work has begun in this area. LACOE has contracted with a behavioral specialist to train and assist them in the development of a system of positive behavioral support (PBS) for CMYC. This consultant visited Challenger in May 2011 and met with LACOE and Probation administrative staff. He is scheduled to return to Challenger in September to begin training.

TCA Interim Report, July 2011

The work in this area is behind schedule. However, due to the RIFs among LACOE teaching staff at Challenger and the announced closure of three of the six camps at Challenger, it did not make sense to begin training and potentially have staff trained in PBS leave the facility. The TCA discussed the delay in the start of PBS training with LACOE and supports the change in schedule.

Areas of Concern Positive Behavior Support LACOE and Probation staff at CYMC will need to collaborate in order to successfully implement PBS throughout CMYC. DOJ settlement requirements are not incompatible with the development of a system of Positive Behavior Support. However, both LACOE and Probation staff need to be aware of the existence and complementary nature of the DOJ requirements so that artificial barriers are not raised by staff claiming that the systems are incompatible. Special Education compliance is a strength. The AP assigned to special education has focused on the nuts and bolts of ensuring forms, documents, and processes are compliant. Transition IEPs and training has been completed, but needs to be followed up upon in the fall to ensure fidelity of implementation. A student progress placement form was updated to ensure that it reflects a conference rather than an IEP team decision-making tool prior to the IEP team meeting. In general the system to retrieve records from previous students previous placements and districts appears to be effective; most documents are sent to McAuliffe staff in a timely fashion. Student interviews and document reviews indicate that most, if not all students, who are eligible for transition services receive them and the transition out of McAuliffe is on paper and excellent one.

Area 6- Special Education

Areas of concern include provision of LRE (least restrictive environment) consistent with IDEA and the focus on places rather than services (e.g., SDC, RS support but not collaborative services; speech 1:1 rather than classroom focused language development). Currently students are placed in SDCs (special day classes) with no opportunity to be mainstreamed into general education classes for either their areas of strength or for access to the general curriculum with services and sets of services. Indeed, the issue of services and sets of services seems foreign to the special education administration both at McAuliffe and LACOE in general. In the area of FAPE (free and appropriate public education), alignment of goals and objectives to the pacing guide, and the access to the core is dependant upon the pacing guide being at the right time and right place for the individual student. It is not. Much work needs to be done in unpacking CA standards, understanding how to stratify lessons and differentiate for these students, and how to do the same with assessments to more closely align teaching and learning to the students needs.

TCA Interim Report, July 2011

Special education services in the SHU classrooms continue to be a concern. It is unclear whether there is a solid communication system from students original classrooms and teachers to the SHU classrooms. It will be important to begin to examine the needs of students who go repeatedly to the SHU around behavior management plans and if these removals from the general population constitute a pattern related to the students behavioral needs. A communication tool needs to be developed and then consistently used so that students IEPs and needs are better met in this environment.

Area 7: Career and Technical Education

Areas of Concern - Special Education: Shift focus to services and sets of services, not just compliance and placement in places. Need a shift with both general and special education staff to acknowledge and take responsibility for the education of all students. Develop a clear and simple communication system between school and camp staff that is clear, explicit and helps and helps staff in camps (and general education staff) understand disability. Start mainstreaming based on instructional need. Mental Health needs to connect to school program. Address issues of LRE o Look at service delivery models and ensure students get into classes they need o Speech and RS services need to be classroom oriented (not 1:1 or pull out) and related to access to and progress in the core curriculum. The current models are inefficient and do not serve students well. (This goes to joint planning and collaboration.)

The programs that have been developed to date are after school classes which meet several times each week. Two areas which been operating the longest are landscaping and food handling. Students completing the food handling class have received ServSafe certification, 4 an industry recognized and valued skill set. Additionally, intensive after school classes have been offered in literacy and
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LACOE and Probation have made considerable progress in developing career and technical education programs but much work remains to be done in this area. LACOE has hired a Regional Occupational Program (ROP) counselor who is on-site at the McAuliffe School three days each week. Among other things, she conducts vocational interest surveys with the students and assists in enrolling them in the programs.

Approximately 8-10 s tudents enrolled in the initial Serv Safe class successfully completed the cours e and received certification. A second class was ending at the time this report was being written and results of students exams were not available.

TCA Interim Report, July 2011

numeracy and GED preparation.5 Junior college classes have been offered in philosophy and oceanography.6

Probation has created space for a construction trades CTE program at CMYC. Although the space has been available for several months, the budget for the training materials from the vendor Paxton/Patterson, has not been approved and no students have received training in this area. Also plans are underway to develop an apprenticeship program with the pipefitters union. This training program would be a joint operation between Probation and LACOE staffs in which students receive training at CYMC and at a Los Angeles training site. Other initiatives which may become regularly scheduled CTE offerings but at present are not fully developed include a CPR training program and a dog grooming program with the Los Angeles County Animal Shelter, adjacent to the CMYC property in Lancaster. A bicycle repair and maintenance program is currently in the planning stages. LACOE and Probation staffs have procured abandoned bikes from the LA County Sheriffs Office and LACOE has purchased tools for the program. Scheduling and DPO coverage for this after-school program appear to be delaying its implementation.

Students have been universally positive about their experience in these programs. However, at the present time, the number of youth enrolled in CTE is far short of the 50% of youth from four camps enrolled in CTE programs required by the Action Plan by May 8th. Areas of Concern Career and Technical Education Fund and begin enrolling students in the Paxton/Patterson construction trades program. Continue the operation of landscaping and safe-serve food handling license programs Develop and schedule the apprentice training program with the pipefitters union. Develop and schedule students into the bicycle maintenance and animal grooming programs. LACOE and Probation need to collaborate to ensure that there is adequate DPO staff coverage for CTE classes.

Area 8: Special Activities

In response to the Settlement Agreement, a number of special activities have been developed at Challenger. During the past 6 months, a student-of-the-month program honoring achievement and improvement has been established. Students honored attend a luncheon and receive certificates. A student council has also been
As discussed in Area 8, these afterschool activities may be periodic offeri ngs or potentially become an on-going component of the CTE program. 6 Unfortunately, just prior the final weeks of class the final exam, three of the four s tudents enrolled in the oceanography course were among thos e transferred when Probation closed three of the six camps at CM YC.
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established at McAuliffe and student elections were held in May. Students have also been recognized through special notices and good grams. The TCA anticipates that these activities will continue and become institutionalized at McAuliffe as the system of PBS is implemented. Other special activities, such as junior college courses and afterschool programs were discussed under Area 7: Career and Technical Education.

One example of how the closing of the camps and RIFs have affected special activities involves the school newspaper. The teacher who has worked with students to assemble and edit Bits & Bytes, the student paper, was reassigned with the closing of the three Challenger camps and the LACOE RIF. As staffing changes occur, it is essential that the principal and camp directors identify staff to coordinate and sustain special activities. Probation has been a barrier to further development of special activity programming at CMYC. Assigning probation officers to specific after school programs is a continual problem as some camp directors have not responded to the requests by McAuliffe administrators to have officers available for supervision. The TCA has been assured by Probation leadership that staff coverage for special activities will be provided. Areas of Concern Special Activities LACOE and Probation staffs need to ensure that all youth have access to special activities. The quality and number of activities should be monitored and incorporated into camp routines.

Area 9: Transition and Aftercare

The transition and aftercare component of the plan appears to be on track; LACOE has met Action Plan items in this area ahead of schedule. The Camp to Community Transition Protocol (CCTP) has been implemented and is being used by the three LACOE transition counselors. These staff members meet regularly with Probation and other CMYC staff as part of multidisciplinary team meetings (MDTs).

Areas of Concern Transition and Aftercare Checking with former students to see the effectiveness of transition services and aftercare support. Ensuring that transition and aftercare data are incorporated into EPIC so that staff can have access to these data in real time. Currently, transition activities are part of separate data systems that are not connected to EPIC .

Area 10: Partnership

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The partnership between Probation and LACOE that is discussed in the Action Plan involves Literacy (Area 4) and the system of Positive Behavior Support (Area 5). As noted above, literacy activities are underway with the most complete implementation of dorm-based activities occurring at Camp McNair. In other camps, liaisons, student librarians, and protocols for literacy activities need to be identified and/or implemented. The system of Positive Behavior Support is in development. Initial training is scheduled to occur in September with follow-up activities during the following months. The MDT process appears to be well developed; staff report regular participation in team meetings. As with literacy and positive behavior support, collaboration between LACOE and Probation will be critical to successful implementation and sustainability of new practices. Areas of Concern- Partnership Successful implementation of the literacy activities on the living units will require close cooperation and collaboration between LACOE and Probation. During PBS start-up activities, LACOE and Probation leadership will need to participate training and follow-up and be involved in scheduling.

Area 11: Safety and Crisis Management

LACOE working with an outside consultant has done a good job of training staff in this area. All current staff at the school has been trained via Project PREPaRE in crisis and safety procedures and all teaching staff has radios. The emergency plan is currently being updated. At the present time, Probation has not installed new video cameras or repaired inadequate equipment currently in the classrooms. Probation and LACOE staff has reviewed existing protocols for suicide prevention and risk management; the TCA anticipates that these will be incorporated into revised safety and crisis management plans. Areas of Concern Safety and Crisis Management As new staff is assigned to McAuliffe, it is essential that they be trained promptly in safety and crisis management. Cameras currently in the classrooms are a weak link in the system of ensuring the safety of students and staff at McAuliffe and are inadequate for crisis management. Probation has identified the model and type of new camera needed and has installed a camera in one classroom. Cameras need to be promptly installed in the remaining classrooms. TCA Interim Report, July 2011

Area 12: Discipline and SHU

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Reportedly, the number of students sent to the Special Housing Unit (SHU) has declined considerably although the TCA team did not review incident reports or the frequency with which students were sent to SHU prior to the development of this report. Currently, all students housed in the SHU attend separate classes in the school building. Two teachers assigned to these classrooms, provide consistency and continuity for instruction. Students enrolled in these SHU classrooms have access to appropriate instructional materials. Some students are able to keep up with coursework from their regularly scheduled classes; though communication and collaboration between teachers in SHU classrooms and special education staff need to be strengthened. In May 2011, a new director was appointed for the SHU. Preliminary discussions indicate that progress toward integrating SHU students into school activities will continue consistent with security considerations.

Observation by the TCA Team and interviews with staff and students indicate that discipline and order, rampant problems when the 2010 Review Team visited in April of 2010, are much improved. Probation staff have taken a much more positive and proactive role in redirecting students and working with teachers to keep students engaged in classroom and school activities.

Area 13: Sustainability and Quality Assurance

To date, the LACOE internal audit team has provided very good support to the TCA in developing QA protocols, processes, and procedures.

Area of Concern Sustainability and Quality Assurance As Probation and LACOE move forward in the implementation of the Action Plan, it is essential that expectations and supporting evidence about the QA process be shared widely. Information about implementation and the extent to which LACOE and Probation meet benchmarks needs to be developed and reported to staff. As noted in the Introduction, this report represents a preliminary assessment of LACOE and Probations performance in each of the areas of the Casey A. Settlement Agreement. The next report we issue will track more closely, specific items in the Action Plan and will include as appropriate, recommendations. Overall, much progress has been made by LACOE and Probation is getting the education program at Challenger on track. At the same time, substantial compliance with specific requirements will require new ways of doing business, leadership, and institutional and organizational cultures that support change. TCA Interim Report, July 2011

Conclusions and Next Steps

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