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REGION SOUTH

Validated Stories Newsletter (Autumn Edition)

By #ValidatedPlan

In this issue:

Letters from our leaders: Superintendent Michael Romero and Equity Director Sidra Dudley of Region South.

Black student union profile: Performing Arts Community School at Diego Rivera Learning Complex

In case you missed it: Smokey Robinson visits Miramonte Elementary | Crenshaw High football plays for a state championship | Veteran's Day at Taper Elementary

Before you go: Acceleration Days | Free student tutoring | Saturday Science

Photos: Students from more than a dozen of our high schools attended a college fair last month in Carson for Historically Black Colleges and Universities, It was sponsored by Los Angeles Unified's Black Student Achievement Program. The event put many students face-to-face with dozens of recruiters for the first time. With transcripts in hand, some students were accepted into college on the spot.

Validated Stories is a newsletter that helps families track our promise of better-serving Black students. That promise, known as the Validated Plan, was unveiled in October 2021. It called for tailoring our schools and services in ways that help to erase educational inequities. We believe this approach will lead to more Black graduates entering college, starting careers and thriving in life. Follow us on Instagram at #validatedplan.

Letters From Our Leaders

We've begun making progress. Let's do more.

Superintendent Michael Romero, Region South

Just over a year ago, I promised we would improve schools for your children. We presented "The Validated Plan" as our "blueprint" for helping Black students succeed in the classroom. I said we would work to erase learning gaps that prevented your children from achieving their potential. And equally important, I said I wanted you to hold me accountable for the results.

I'm pleased to say progress has been made. The number of Black students eligible for applying to Cal State, the University of California, or other four-year universities has jumped by 15 percent from a year ago. We've referred a record 1,600 students to the Gifted and Talented program and provided extra support to those who needing it most.

We've held classes on Saturdays, and after school for those struggling with math or reading. We've offered online tutoring available around the clock. And we've added extra time to the school year, called "Acceleration Days." This plan allows students up to four more days in school.

Thank you from the bottom of my heart for your partnership. Without you, there would have been fewer gains. No one is satisfied with where things stand. In fact, we still have a lot of work to do. But improvement occurred because of you and our staff working together, for which I am grateful. Let's keep working together until every Black child graduates with a future driven by their dreams, a goal each one deserves.

We need your voices heard at every school

Sidra Dudley, equity director

Happy Holidays Validated Family!

I can’t believe how quickly this school year is moving along. I want to take a moment to tell you that it has been our pleasure working with your children. Not to mention, in Region South, we have so much that makes us proud. Having reduced chronic absenteeism by 15 percentage points from last year, Black student attendance stands at 91.4%, the highest level we've recorded. Beginning of year assessment results show that early literacy scores rose for K-2 students. Seventy-one percent of our Black high school seniors are currently on track for graduation, which would be an increase of 6 percentage points from the last year. In addition, we have created aspiring teacher support groups for Black males interested in teaching and sent over 19,000 culturally-responsive books to schools to enhance and diversify the libraries.

Our phenomenal support team in Region South truly embodies the core beliefs of our district - equity, collaboration, and excellence; therefore our staff works relentlessly so our students are "ready for the world". Without your support, we would be unable to do what we do, with your amazing children, each day. Los Angeles Unified provides such wonderful opportunities for our scholars and we look forward to our continued work to make Region South even better.

When we return in January, we will continue to work alongside our Black families to provide the necessary support and resources to elevate your voice in decision-making and increase engagement on campus. Our goal is to ensure Black family representation on school advisory councils at each school to provide input and feedback from the Black community. On behalf of our students, I know we can do it. Have a safe and happy holiday season.

EQUITY & ACCESS

The Validated Plan After Year 1

As the African adage says, "It takes a village to raise a child" If you've wondered what difference the Validated Plan has made, see the chart below. With schools and parents working together, Black children have improved in classrooms and received diplomas in larger numbers compared the previous year. There's more work to do, no doubt. But Los Angeles Unified will never stop striving toward our goal of every child graduating, as we like to say, ready for the world.

Validated Plan buys culturally relevant books for school libraries

The Validated Plan purchased more than 19,000 books, all of them culturally relevant for Black students. The new reading material, which includes popular and award-winning titles, will soon appear on school library shelves. Educators and students from kindergarten to 12th grade will find the books cover a wide range of themes, and welcome the new reading material.

The Validated Plan, which reimagines our approach to education, states schools should make education culturally relevant. The new books contain plots and characters that students can relate to. Seeing themselves reflected in stories, academic studies show this sends students a powerful message that says, "I matter."

Washington Prep opens three new water stations, hoping to reduce bottled water use on campus

Three new water stations opened at Washington Preparatory High School this week. The effort encourages drinking from the stations using refillable containers rather than water plastic bottles, which reduces environmental waste.

Student leaders advocated for the project, helped design the stations and provided ideas for where they should be placed on campus. The L.A. Trust, WeTap, an advocacy group, Golden State Water and the Metropolitan Water District helped celebrate the project with Los Angeles Unified, and donated water bottles for all 800 students. Similar stations will be installed at schools across the district.

New wellness center at Charles Drew Middle School provides vital services

The new wellness center opened in October, on the campus of the new Charles Drew Middle School campus in South Los Angeles. The clinic provides comprehensive services for students and families. About 60,000 people live in the Florence-Firestone area, where a large number of families are underserved in mental health and other services. Los Angeles Unified has built nearly 20 wellness centers district-wide.

Roundtable discussion on why Black male educators in classrooms matter

The Black Male Educators Network met at John C. Fremont High School in Los Angeles for a discussion about the importance of hiring Black males in schools. The event was hosted in partnership with the College Football Playoff Foundation.

Restorative Justice in Schools: These teachers help students make amends for their actions

Stephanie Holloway and Renette McLellan spoke about being teachers in Restorative Justice, which helps students right the wrongs of their decisions.

Please tell me about yourself, and why you chose to become a Restorative Justice teacher?

My name is Stephanie Holloway, and I am the Schools Restorative Justice Advisor for Region South. While I support all Communities of Schools in the south, my designated Community of Schools is Carson. I attended a five-day training on Restorative Justice in 2014 and started my fantastic journey of supporting all stakeholders in becoming restorative.

My name is Renette McLellan. I am the Restorative Justice Teacher Advisor for Region South. Like Stephanie, I support all schools in the south, but have a special focus on the Fremont and Harbor City/Lomita Communities of Schools. In 2016, my principal asked me to become the lead RJ teacher at my school and I fell in love with RJ. It has been a privilege to work with students and teachers to repair relationships a build stronger school communities.

What is Restorative Justice?

Renette: Restorative Justice is a philosophy and an approach to discipline that moves away from punishment towards restoring a sense of harmony and well-being. RJ provides every member of the school community with the blueprint for developing healthy and respectful relationships.

Why is Restorative Justice necessary? How does it support students?

Stephanie: Restorative Justice is necessary because schools that implement restorative practices empower and teach students how to become respectful members of their school communities and navigate conflicts that inevitably arise in communities.

What are the greatest challenges to Restorative Justice?

Stephanie: One of the most significant challenges to Restorative Justice is time. Every educator feels like he/she/they always need more time to accomplish tasks. The feeling of needing more time also applies to implementing RJ practices. Another challenge is addressing the notion that "RJ doesn't work." Restorative Justice is a mindset and approach that takes time.

Are there certain situations in which Restorative Justice doesn't work?

Renette: There aren't any situations where Restorative Justice won't work. We may not consistently achieve the outcome we expect when working with students, but we should still be restorative in our delivery. Our goal should always be restoring the relationship to a healthy state instead of trying to institute the most damage possible.

Give an example of how you implement Restorative Justice at schools?

Stephanie: We provide three levels of RJ support to schools. The first level of support is school-wide community building. We provide professional development for teachers and staff, workshops for parents, and facilitate circle activities with students. The second level of support is working with the BSAP Restorative Justice Teachers. We provide training for the RJ teachers all over the district who implement the strategies and practices on their campuses. The third level of support is crisis support for schools. We provide immediate support during incidents when students need help sharing their thoughts, feelings, and concerns.

College fair attracts thousands of students and families of all ages

Students from elementary, middle and high School, and yes, even kindergarten, spoke with college recruiters at an event held at Los Angeles Harbor Community College. It's never too early to plant a seed of becoming college-bound.

CELEBRATING SCHOOLS & STUDENTS

Board recognizes Annalee Avenue Elementary for school performance

Principal Emily Barbee and her team at Annalee Avenue Elementary School had the honor of presenting at the Board of Education's Innovation Committee the successful strategies that led them to increased achievement for Black students.

The sharp improvements in both English Language Arts and Mathematics were recorded on the Spring 2022 California Assessment of Student Performance and Progress.

Annalee was one of three elementary schools in Los Angeles Unified with a large Black student population showing such results. Board Member Tanya Ortiz Franklin of District 7 invited Principal Barbee to describe to board committee members about the school's progress.

Fourth-grader at Point Fermin Marine Science Magnet hopes one day to become a school principal

She chose as her prize, not once but twice, to become principal for a day

Ask Leila Gaines what she hopes to become in life. The fourth-grader at Point Fermin Marine Science Magnet, who is only nine years old, answers without hesitation. "A school principal," she says.

For the second year in a row, she placed among the school's top fundraisers, this time as a runner-up, while soliciting donations for reading books. And for the second year in a row, she chose to become a school principal for the day.

Leila turned down other prizes she could have received, such as a $100 gift card or four tickets to Universal Studios. Instead, she wanted to spend the day as her school's top leader.

"I can help kids learn and watch the teachers and help the kids with their strategies," she said to improve math and reading when asked about her career choice. Others describe her as "very opinionated," with a big heart and a deep desire to help others. "She's that kid willing to stand up for herself and for other kids," said her father, Bruce Gaines.

Leila began her day by greeting students as they arrived at school. Wearing a black blazer, she introduced herself as "Principal Gaines." She visited classrooms and announced the "Monday Mindfulness" assembly on Zoom. Throughout the day, she held a walkie-talkie, an iPad, and even sipped a Starbucks beverage as she checked in with classroom teachers and campus aides monitoring outdoor play areas.

Leila ate lunch in Principal Wong's office, along with her mentor, and studied in class for an hour. Returning to her role as the school's top administrator, she ensured students boarded buses or were picked up from campus. Principal Wong marveled over her student's desire to lead a school. "I'm so honored that my job means so much to a child," she said.

The plan to identify more students as gifted and talented. How to get your child evaluated.

Jaxson of Ambler Avenue Elementary was one of many students from Region South who has tested for the Gifted and Talented program. Along with his mother, Antonette Sinclair, they attended in November a performing arts audition that occurs twice-yearly. After his teacher referred him to the Gifted and Talented program, he is now awaiting results of whether or not he qualified for the program.

More than 1,600 Black students in Region South have had their abilities measured for inclusion in the gifted and talented program over the past year. a record number. Students can be tested in seven categories. Los Angeles Unified's new strategic plan strives to raise the number of identified for gifted/talented programs to 14.8% by 2026.

If he passes the test, Jaxson will take higher-level courses, allowing him to hone his skills at an advanced level. If you want your child to be considered for the gifted and talented program, please talk with your child's teacher or principal. They can provide more details about how the program works.

Want your college-bound child to graduate high school with an advantage? Consider this idea.

Every year, students across Los Angeles Unified graduate high school with a head start on gaining a college degree. While in high school studies, they take courses at community colleges, in a program known as dual- or concurrent enrollment.

Using this plan, a student can cut up to have the time it takes to complete a four-year college degree. It saves time and money, tens of thousands of dollars, in fact, at Richard A. Vladovic Harbor Teacher Prep in Wilmington, students enrolled at Los Angeles Harbor College while in high school. At graduation, nearly eight out of 10 students finished high school, needing only two more years to complete their four-year degree. (See video below)

Through this approach, students take high school courses during the day, and community college classes afternoons or nights at Los Angeles Community Colleges, In Region South, those colleges include Harbor, Southwest and El Camino, There is no cost.

Talk to your child's college counselor for more information. You also can learn more from the Guiding Postsecondary Success Department in Los Angeles Unified, or from the Los Angeles Community College District.

What the world needs now: students share their messages of joy and hope

Kindness counts. Students across the region spread their joy by sending message of hope on World Kindness Day. Here’s how students at Broadacres Elementary Visual and Performing Arts Magnet in Carson sent positive vibes for peace and wellness around the globe.

Students at 107th Street Elementary learned about turkeys and other birds during an after school program, and posed with their Thanksgiving craft.

PROFILES OF BLACK STUDENT UNIONS

Black Student Union at Diego Rivera: Building a strong set of leaders

Koreyanna Barney, a sophomore, is the Black Student Union president at the Diego Rivera Learning Complex. She recently described her role and the group's plans for the coming year.

Q. Tell us why you wanted to become the organization's president?

A. My name is Koreyanna Barney, I’m a sophomore. An interesting fact about me is I love working with others and being a leader. I wanted to be BSU president to help others know what BSU means.

Q. What is the Black Student Union's mission, and what difference is it hoping to make?

A. The mission of Black Student Union at Performing Arts is to help our members explore, learn new things about African American culture while accepting and feeling empowered being African American. The difference our group is trying to make is to build leaders for the future, proving all negative things said against our culture as false.

Q. What do you do at a typical meeting, and how many members are there?

A. There are 22 members in the Black Student Union. At a typical meeting, we discuss upcoming events. For example, we came up with an idea of "Fun Friday," serving snacks, and playing games to build bonds with one another. We discuss certain things that happen at school and what we can do to be better as a Black Student Union family and as a school community.

Q. What will be the group's major activities this year?

A. I expect our biggest activity to be a play or a fashion show held during Black History Month. We will make and bring African clothing and let judges decide which is most creative. There will be music, spotlights and decorations of African American culture.

Q. What reasons might you give to students as to why they should join the organization?

A. In my opinion, we have a group of teens who can relate to one another and hear each other out. Also, we want to help make campus feel like home, full of comfort and love for students of color where we can help each other with our academic work. We provide college visits and museum visits that help everyone become successful. Together, we are building a strong community.

IN CASE YOU MISSED IT...

Our schools and students in the news. Click on a photo to see more.

BEFORE YOU GO...

Register now for Acceleration Days

Acceleration Days, taking place December 19, 20 and again in April, will give your child more classroom time with their teacher. Students in elementary, middle or high school will receive personal classroom support, enrichment and after school care. Please register by Dec. 6 at your school. For more information, please go to achieve.lausd.net/acceleration days.

Tutoring available around the clock for all Los Angeles Unified students

For students needing help with homework, or extra tutoring in any subject, get extra support for your child 24-7. It's free. This service provides instant support to all students, and offers academic support in multiple languages. Please sign up your child today. For elementary students, please find more details https://paper.co/lausd and for middle or high school students at www.tutor.com/lausd. Also, for more information, click on each flyer.

A new program on Saturdays for youngster interested in science

A new session of the Saturday Science Academy begins in January at Cal State Dominguez Hills. The program for elementary and middle school students of color is free. Please register or click on the flyer for more details.