crenshaw plan- final 4.3.13

LOS ANGELES UNIFIED SCHOOL DISTRICT Student Integration Services

Crenshaw High School Plan -‐ April 2013

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CRENSHAW HIGH SCHOOL PLAN

I. VISION

The Crenshaw High School stakeholders, the Superintendent, and the LAUSD Board of Education share a strong belief in the students of Crenshaw High School and their academic success. The downward trend in overall academic achievement over the last four years has led to the Board decision to transform Crenshaw High School. Beginning in the 2013-‐14 academic school year, Crenshaw will open as three thematic magnet schools that will dramatically improve the quality and choices of educational programming by specifically and intentionally revamping the curriculum to meet the needs and interests of students. In order to equip and prepare all students with industry-‐specific knowledge and skills for the 21st Century, Crenshaw High School will offer an integrated instructional program that includes a strong standards based academic core curriculum integrated with Career and Technical Education standards. Students will graduate prepared for college and university success with academic and critical thinking capabilities necessary for a successful career and livelihood. The LAUSD goals of 100% Graduation, Proficiency for All, 100% Attendance, Parent and Community Engagement and School Safety are the foundational goals upon which all practices and expectations for Crenshaw are built.

II. RATIONALE Located in the heart of the historic Crenshaw district, Crenshaw High School has a rich history of academic, artistic and athletic success, and is a vital part of the community. At the present time however, the school is experiencing declining enrollment coupled with persistently low levels of student achievement: the Academic Performance Index score, four-‐year Cohort Graduation rate, English Language Arts and Mathematics CST proficiency rates, and California High School Exit Exam passing rates are all among the lowest in LAUSD. As many as 756 students currently living in Crenshaw’s attendance area opt to attend LAUSD magnet schools outside of the area, and approximately 500 additional students are attending other LAUSD schools and independent charters. The community and District acknowledge the need for increased focus on rigor and instructional outcomes, as well as high expectations for all students to achieve at levels commensurate with college-‐ready standards. Therefore, the District and Crenshaw High School community are taking a dynamic and comprehensive approach to transform the school and submit this plan to convert Crenshaw High School into a full Magnet School comprised of three thematic magnet centers beginning with the 2013-‐2014 school year. This opportunity will ensure a high quality and rigorous curriculum as well as additional supports for students to ensure that everyone is performing at grade level and above. During the State of the Union Address, President Obama called on us to



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“redesign America’s high schools so they better equip graduates for the demands of a high-‐tech economy.” The proposed plan intends to do just that. Students will have access to a curriculum and instructional strategies such as inquiry-‐based learning, use of daily academic language, graphic organizers to facilitate discussion and writing, and problem-‐solving strategies, that will help create an advanced 21st Century workforce. The Magnet transformation will offer students a choice of three distinct magnet programs, each with a Career and Technical Education (CTE) component. Through small and large focus group meetings with students and parents, and a review of the Crenshaw area students that have chosen to attend magnets outside of the area, several themes and interests stand out as preferred choices. To differentiate Crenshaw from existing magnets and offer choices that provide pathways to career interests the following three proposed Magnet centers are:

• Science, Technology, Engineering, Mathematics and Medicine (STEMM) • Visual and Performing Arts (VAPA) • Business, Entrepreneurship, and Technology (BET)

The Los Angeles Unified School District operates one of the most successful magnet programs in the nation. As one example, results from the 2011-‐12 California Standards Test show that LAUSD Magnet students scored 26 percentage points higher in English Language Arts and 19 percentage points higher in Mathematics than students in non-‐magnet LAUSD schools. By creating magnets within Crenshaw High School, students will have the opportunity to participate in a program that has proven successful in graduating college-‐prepared and career-‐ready students. Moreover, the theme-‐based career pathways will offer students access to classroom and out of classroom learning experiences that guide and inspire them to pursue professional and career success in their area of interest. The transformation to three magnets will accommodate currently enrolled students in grades 9-‐11, all of whom are eligible to continue their education at Crenshaw. In addition, there will be sufficient seats to accommodate incoming 9th graders from feeder middle schools. This will also provide a high quality neighborhood school option for the more than 1300 students now attending schools throughout the district but who live in Crenshaw’s attendance area. Last year Crenshaw was approved for a California State Department School Improvement Grant (SIG) that will continue to fund intervention and enrichment activities in the three magnets, as well as professional development for staff to improve their practice and develop teaching strategies that will increase academic progress for all students. The SIG grant will support student and teacher success, complementing the work and direction of the transformation. Parent and community engagement and support are critical to the success of the transformation. This will be an ongoing process accomplished through parent, community and student meetings, web-‐based information sharing, and written communication between and among all stakeholder groups.



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III. EDUCATIONAL PHILOSOPHY

The philosophical base and the organizational structure for Crenshaw High School’s educational program will include the following practices:

1. Culture of High Expectations: Crenshaw High School will create a culture of achievement and high expectations for students by offering rigorous coursework, high-‐quality teaching, intervention and support as needed. Students will be expected to meet or exceed state standards in all content areas. All students are required to complete a-‐g courses for graduation as well as have access to and support for success in honors and Advanced Placement courses. Strong instructional leadership from the Principal, faculty, and staff will provide support and evaluation for effective teacher performance. A school wide positive behavior support plan will be developed to support instruction by preventing problem behaviors and responding to both positive and negative behavior in a systematic manner.

2. Personalized Learning Environment: The creation of three magnets will provide students with a small school environment of approximately 400 students each to allow both students and teachers to develop intensive, long-‐term relationships that allow for a personalized education so that students know each other, and are well known as individuals by adults on campus. Students will be assigned to an Advisory to provide opportunities for social development; promote academic and career success; facilitate positive relationships among teachers, administrators and students; provide an adult advocate for each student in the school; and promote a positive school climate. Each student, along with their parent, will create a Personalized Learning Plan to help formulate their path toward graduation, identify interests, and support them in improving their academic achievement.

3. Culturally Relevant and Responsive Education (CRRE) In order to provide a culturally relevant learning environment, teachers need to have sociocultural awareness and skills in reaching diverse audiences in order to build a classroom culture in which all are comfortable and feel that they belong. Teachers will be provided with professional development to maximize their knowledge and use of CRRE strategies to promote a positive, safe and enriching experience for all their students. Strategies may include cooperative learning and reciprocal teaching; where students and teachers take turns discussing and presenting lessons; giving students the opportunity to express the material according to their cultural viewpoints. Reflective writing, family history research, integration of multicultural perspectives, history, and culture into content areas are additional strategies that may be included in daily classroom instructional practice and will also serve as topics for professional development during the school year.



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4. Integrated Technology: Students and teachers will have adequate access to technology;

thus technology can be used effectively in individualized student learning, classroom instruction, data management and parent communication.

5. Extended Learning Time: Students will be provided with additional instructional time to improve and enhance their academic experience to maximize their progress toward graduation. The School Improvement Grant requires and supports extended learning time for all students to create additional time for core academics, intervention, enrichment activities and teacher collaboration. Additional teacher collaboration time will allow for regular data review and discussion. At least one Saturday each month, for four hours, students in danger of failing one or more academic subjects will work closely with teachers to complete upcoming assignments and develop core academic skills. After school and/or summer hours will be scheduled according to school needs. Students will complete a minimum of 75 hours performing a combination of community service, exploring career possibilities through internships, broadening their academic horizons through college prep summer programs and receiving academic support.

6. Focus on Results: Crenshaw will focus on student assessment results to guide instruction. Authentic ongoing assessment will be a part of every content area. To determine what students have learned, teachers will be provided multiple opportunities through professional development (PD) and Professional Learning Communities to analyze data to identify areas of need and/or excellence and more easily focus their instruction on student needs. Formative and interim assessments, student projects, analysis of student work portfolios, and student-‐led conferences will be part of the cycle of continuous school improvement. Rigorous instruction coupled with intervention to support students will be the norm. Rigorous instruction will challenge and motivate students to reach higher and achieve to their highest potential. Intervention will address specific needs and areas of challenge for students at all levels.

7. Family and Community Engagement: The vision for Crenshaw is to be a hub for student support. The Parent Center will encourage all parents to be meaningfully and actively engaged in their children’s education by providing training on topics relevant to their students’ needs and progress toward graduation and post-‐graduation activities. The community partners and agencies will provide support for student growth and development.

8. Rigorous Curriculum: Each magnet will provide the a-‐g curriculum required for graduation, and adopt the instructional components that bring together strong academics, demanding career and technical education, and real-‐world experiences to prepare students for a full range of post-‐secondary options.



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IV. ARTICULATION PROCESS

Students will build awareness and discuss their options to choose their magnet through a series of small group and class presentations at Crenshaw, and at the feeder middle schools. Students will consider and evaluate their interests and aptitudes, and choose the Crenshaw magnet program that best matches or captures their imagination and career interest. Parents will be provided information through a process of community engagement discussions with the Principal and district personnel to discuss the available options for their students. Students will be asked to rank their choices of magnets, with first choices assigned as much as possible.

V. CRENSHAW MAGNET CENTERS Three magnets are proposed, all housed on the current Crenshaw campus. Classes for each magnet will be near each other, but there will be no physical boundary between the magnets. Students will be enrolled in classes based on their magnet choices, but there will be classes that will be “passported” (open to all students) depending on student need and interest, and/or school programming needs. All participating students will take the required course work necessary for promotion and graduation and take the a-‐g coursework that meets requirements for entrance to the University of California, the California State Universities and most private universities.

• Science, Technology, Engineering , Mathematics and Medicine (STEMM) provides college preparatory courses and promotes literacy in science, technology, engineering and mathematics while providing the capability to earn certificates and the education required for high-‐demand, high-‐wage and high-‐skilled careers that focus on the Engineering and Math pathways. Courses and the pathways to enter a variety of jobs in the area of Medicine will be provided.

• Visual and Performing Arts (VAPA) promotes college preparatory, a professional arts

training program. Students may train in performing arts – dance, instrumental music, theatre, and music production or visual arts, painting, drawing, and sculpture. Digital media and music production are possible pathways within this area. Students will have the opportunity to intern in the arts, media and entertainment industry, and they will learn directly from professional artists through our “artist-‐in-‐residence” program.

• Business, Entrepreneurship, and Technology (BET) provides a college preparatory, business education that allows students to develop an awareness of the opportunities in accounting, banking, and small business ownership. Students may also pursue the technology pathway that emphasizes the application of technological literacy in the



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business world. Students will be able to apply as interns at various sites throughout the Crenshaw community.

The application of such strategies as project-‐based learning, job shadowing, and apprenticeship programs in alignment to the themes of each magnet program will engage students in their learning, meet their interests, and lead to higher academic achievement. The concept of connecting students’ high school experiences with a technical and/or theme-‐based curriculum that leads to a series of real world applications will be the expectation for all students, including Special Education students and English Learners. These learning opportunities will bring professionals to the classroom and allow students to learn out of the classroom in a real-‐world setting.

Upon graduation, the combination of a-‐g courses and thematically aligned classes with a real-‐work experiential base will provide students with a broad range of options. Graduates may move into their chosen post-‐secondary options and become strong leaders, innovators and contributors to the rapidly changing global economy. They will develop skills that allow them to meet the challenges of the professional and educational communities of their choice.

VI. CURRICULUM The magnet programs at Crenshaw High School will focus on college and career preparedness for students in one of the following areas: (1) Arts, Media and Entertainment, (2) Science, Technology, Engineering, Math and Medicine (3) Business, Entrepreneurship and Technology. Within each large industry sector, a more specific pathway will provide students with a strong academic core that aligns with the Common Core State Standards, a technical core that aligns with the Career Technical Education Standards, and a series of experiences that connect students to the world of work and community/industry partners that support the Crenshaw High School community. The proposed magnet curricular programs will reflect the District’s goal of graduating every student college-‐prepared and career ready. The a-‐g curriculum will be the foundation of the academic core; and a sequence of technical courses that support the particular pathway will provide students with knowledge and skills that prepare them for the 21st Century. Moreover, collaborative agreements with industry and community partners will focus on providing students a variety of opportunities that connect them to professionals and practitioners in the field of interest. Academic Core Program Students in each grade level will be enrolled in classes that meet the a-‐g District graduation



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requirements. A-‐g coursework will align to the Common Core State Standards that have been adopted by the State of California. In addition to the basic core classes, students will have access to Advanced Placement (AP) courses offered within each magnet program. Students will also be given opportunities for passporting to AP courses in other magnets at Crenshaw High School. All Crenshaw High School students will be highly encouraged and incentivized to take one or more AP courses prior to graduation. To increase AP participation and performance, Crenshaw High School will partner with the College Board to provide professional development for teachers, counselors and administrators. In addition, Crenshaw High School will examine SpringBoard as a way to provide a strong foundation for students enrolling in AP courses. This curriculum integrates rigorous standards, professional development, instructional resources, and formative assessments to provide a pathway to student achievement by building capacity through scaffolding instruction and providing support for student academic needs to enable every student to perform at his/her highest levels. Each course centers on classroom tested instructional units to prepare students for AP and college level work. AP workshops are scheduled through the College Board and are designed to help teachers as well as administrators strengthen their programs and utilize the many resources they provide. Such a partnership will focus on closing the achievement gap by providing systemic support to increase achievement through high quality Pre-‐AP and AP programs. Additionally, the College Board will work with the staff to analyze results, build upon strengths, and align services to address continuing needs. Technical Core Curriculum The technical core curriculum for each magnet program will be aligned to the California Career and Technical Education Standards. Each of the magnet specializations will provide students with a sequence of courses that build on each other, provide rigorous content, skill-‐building, and opportunities to engage with professionals in the field. 21st Century Skills and Themes In order for students to be successful in college and in the work force after high school graduation, students need proficiencies beyond core academic subject knowledge. Skills in the areas of creativity, critical thinking and problem solving, communication and collaboration, technology as well as personal skills such as leadership, self-‐direction, accountability and responsibility are required. These skills will be taught and woven throughout courses in each of Crenshaw’s magnets. Themes such as globalization, environmental awareness, social justice, and civic literacy and responsibility are 21st Century concepts that may also be integrated into each magnet program. In addition, school sponsored clubs, lunch time, after school and weekend activities may be offered to provide students with knowledge and experience in developing competencies and interest in these areas.



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VII. RESEARCH BASED STRATEGIES Improving academic achievement and instructional practice will include a school-‐wide focus on such research-‐based strategies as:

• A focus on academic achievement The use of data to assess student needs and potential will be the basis for providing intervention and enrichment, with constant re-‐assessment to assure students have an evolving plan for success. Crenshaw staff will develop and utilize common assessments throughout all content areas. A focus on improvement is critical, and will be accomplished by teachers working within their PLC’s to improve instruction, recognition of student gains, and providing intervention for students who need it.

• Frequent assessment of student progress and multiple opportunities for improvement Crenshaw High School will place special emphasis on the mastery of state and college readiness standards through professional development for staff and a constant focus on data analysis. Students who do not meet proficiency on these standards will receive additional time and support through targeted intervention. Intervention will include courses within the school day, on-‐online courses, after school support and/or Saturday school.

• An emphasis on writing Crenshaw High School will promote writing across the curriculum in all core content areas. All Crenshaw teachers will use a single scoring rubric to be developed or adapted for Crenshaw to evaluate student writing across all subjects and all written work. The rubric will reinforce the school’s standard for excellent writing.

VIII. PROFESSIONAL DEVELOPMENT FOR TEACHERS

A comprehensive professional development plan for building capacity and establishing professional learning communities at Crenshaw High School will begin during the summer of 2013 and continue throughout the year on a regular basis. Job-‐embedded professional development is required through the School Improvement Grant, and will complement the PD Crenshaw will provide as part of the District’s mandates and as determined by school need. Teachers, administrators, and support staff will engage in a series of differentiated professional development opportunities to build their capacity in the use of strategies that support learning for the 21st Century. These are strategies that have yielded results in student learning, and have led to more effective practices in the classroom.



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Among the specific content, skills, practices, and strategies that will be part of this plan are the following in no particular order: 1. Teaching and Learning Framework 2. Transition to the Common Core State Standards 3. Project-‐Based Learning 4. Work-‐Based Learning 5. Writing Across the Curriculum 6. Mathematical Reasoning 7. Effective Use of Technology 8. Effective Classroom Management 9. Pre-‐AP and AP Development 10. Culturally Relevant and Responsive Education 11. Differentiated Instruction 12. Specially Designed Academic Instruction in English Strategies for English Learners (SDAIE) 13. The Integrative Special Education Instructional Model An equally important element of the PD plan is the need for alignment with both District Initiatives and the specific magnet theme. In order to ensure student outcomes that reflect progress toward the school wide goals, teachers and support staff will need to meet and collaborate regularly, building stronger professional learning communities/communities of practice. Among the resources available to the Crenshaw school community will be grade-‐level planning time embedded in the master schedule; SIG funding for PD; Compensatory Education funding for PD; and the funding for PD provided through the Magnet Schools program.

IX. ADDRESSING THE NEEDS OF ALL STUDENTS All Crenshaw High School students will have access to the three themed magnets. Students with special needs, Gifted, Standard English Learners, English Learners, and Long Term English Learners will all have the opportunity to select the program that best addresses their academic and career interests. Teachers within each magnet will offer a rigorous a-‐g educational opportunity to all students, using differentiated instructional strategies, engaging project-‐based learning opportunities, and work-‐ based learning experiences. Crenshaw High School will implement an Integrative Special Education instructional model to complement the transformation of Crenshaw. The model will not eliminate or decrease any currently existing programs, services or supports. The integration model focuses on servicing students with disabilities primarily in the general education setting, so that students with disabilities will be in the general education setting for their core classes as per their Individualized Educational Program (IEP). All three magnets will offer self-‐contained ELA and



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Math intervention classes for students based on need. Special education and general education teachers will co-‐plan and co-‐teach in the general education classrooms, with common conference periods scheduled to facilitate the collaborative process. PD to support this integration model will be on-‐going and be incorporated into the overall professional development plan for Crenshaw High School. Additional personnel support for special education will include four full time positions: Psychologist, Bridge Coordinator, District Office of Transition (DOTS) teacher to facilitate Work-‐based Learning/Transition Instruction to prepare students for life after high school, and a Supervising Special Education Assistant. There are currently three types of Moderate-‐Severe special education programs at Crenshaw. These will remain, and be offered in all three magnets, allowing students to be enrolled as needed within their magnet of choice. Students enrolled in the alternative curriculum programs will remain in self-‐contained classrooms as per their IEP’s; however, they will be integrated with all students in their magnet for CTE coursework.

Professional development for all teachers in data analysis will be conducted on an on-‐going basis at the school site. Analysis of student needs will ensure that learning supports, intervention classes, honors and AP levels are offered to all students as needed and/or requested. An extended learning day is supported through SIG to provide enrichment and intervention time for all students. Intervention will occur before, during, or after school. A variety of online programs including APEX for Advanced Placement and a-‐g courses, E2020 for course recovery and course remediation, and Power Speak for World Language courses will considered for Crenshaw students as need and funding allows.

Project-‐based learning, work-‐based learning, internships, service learning, work experience and opportunities for enrichment and support are intrinsic to each magnet and will be available to all students based on interest and need. All students will be counseled regarding their progress toward completing the a-‐g requirements and staying “on track” for graduation, as well as having discussions on career and future goals that will be communicated to parents through the Individualized Graduation Plan process and home/community meetings. Professional development in Culturally Relevant and Responsive Education will be presented to all teachers with techniques and best practices as part of the professional development agenda.

Articulation beginning in spring 2013with feeder middle schools will facilitate accurate student placement and monitoring. Vertical articulation of teachers between the feeder schools and Crenshaw High will facilitate planning for students’ needs for intervention as well creating a pipeline for advanced and Advanced Placement students to assure that challenging courses are available and students move successfully from the middle level into an enriched course pathway at the high school.



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X. STUDENT INVOLVEMENT, DEVELOPMENT AND EMPOWERMENT Student involvement, development and empowerment are key LAUSD priorities. Student focus groups have been and will continue to be held at Crenshaw to engage students in the development of the plan to so that the needs of all students are addressed.

Student Involvement: Multiple opportunities will be offered for students to provide input regarding school initiatives and to work with school personnel to make school decisions focused on increasing graduation rates and promoting a college-‐going culture.

Student Development: Students will be assigned an Advisory period to encourage them to feel more connected to the school and to focus on academic achievement. Guidance on how to create their own educational pathways and prepare them to prosper in life and become tomorrow’s leaders will ensure their education includes not only academic success but personal development. Advisory units will engage the student both academically and personally through:

• Character Development – Strategies on how to make wise choices, discussion of values and vision

• Social and Personal Management –Effective time management, planning and follow through.

• Group dynamics – Effective communication, conflict resolution, and how to work successfully as a member of a team.

• Leadership Skills – Develop skills on how to demonstrate the ability to take charge, plan and implement projects, and think critically.

Student Empowerment: Each student will create a personalized learning plan in conjunction with their parent/guardian to understand graduation requirements and formulate their own personal path toward graduation and to identify interests and needed supports in order to improve and excel academically. Students will be encouraged to facilitate positive relationships with school personnel and will work closely with their advisory teacher to promote a positive personal and school-‐wide school climate.

XI. PARENT ENGAGEMENT AND INVOLVEMENT

Parent engagement and involvement is one of the key priorities of LAUSD. Parent and community meetings have been and will continue to be held to engage parents in the Crenshaw High School community in the development of a transformation plan that addresses the needs of students and families. Parents will continue to play an active role in the ongoing implementation of the plan, and in the advisory and decision-‐making roles required by District and State policies.



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Beyond the compliance role of parents, a number of opportunities will be available for parents at Crenshaw High School which will include but is not limited to increasing the capacity of parents to support their students’ academic achievement through the development of outreach strategies and ongoing academic workshops for parents. Student-‐led conferences will be introduced to engage students and their parents in conversations with teachers about academic progress. Workshops will be planned to make sure parents understand the District Initiatives and how these impact their students’ high school education. Wherever possible, parent support will be enlisted in student activities planned for and by students as well as ongoing classroom visits, hall monitoring, and supervision and development of fund-‐raising programs in collaboration with students and the community.

XII. COMMUNITY SUPPORT The Crenshaw High School community strongly supports efforts to improve student achievement. The community has been and continues to be ready to support students, parents and staff in a variety of ways. As the curricular and instructional programs are implemented, and the list of experiences for students is identified for each magnet program, it will be critical to enlist the support of existing partners and identify potential ones. There are strong partnerships with academic institutions of higher learning as well as community businesses currently in place that will launch this effort to connect with students. A robust work-‐based learning component will be critical to sustain partnerships and enlist additional community resources. Moreover, coordination of activities and experiences will be important to develop a continuum of well-‐planned, sequenced learning opportunities that culminate in internships for seniors. There are some models within and out of the district that can inform the staff in developing an effective program. Preliminary meetings, planning and observation of these models will prove valuable to the Crenshaw staff.

XIII. SCHOOL SAFETY AND DISCIPLINE Every student has the right to be educated in a safe, respectful and welcoming environment. Crenshaw will annually review and maintain a consistent school-‐wide positive behavior support and discipline plan that includes: teaching school rules and socio-‐emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies. The school safety plan will work in conjunction with the behavior support plan to assure campus security and create a culture that is positive, empowering and productive for all school staff and students.



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XIV. ANNUAL EVALUATION PROCESS Any school district operating Magnet school must annually evaluate the school as per the guidelines in California Education Code sections 58500-‐58512. The process of evaluation will include testing of basic skills for student participants, and must identify the variables which may have affected student academic achievement. The process must also include teacher, parent, and student input. The evaluation reports generated by these groups will be sent to the California Superintendent of Public Instruction on or before August 1st of the following year and shall be annually reviewed by persons designated by the state superintendent who are not employed by LAUSD. The report will show how well the school is helping students achieve grade-‐level proficiency, track changes in the school or program over time, identify any assistance needed in meeting the program’s objectives and provide community-‐wide information about its accomplishment.

XV. SCHOOL GOVERNANCE The governance model at Crenshaw High School will continue to be the governance model currently in place. All District, State, and Federal policies and guidelines that govern administrative, teaching, and support staff accountabilities at Crenshaw will be followed. Moreover, parent and community engagement will continue to be integral to the school’s practices. All decision-‐making and advisory councils will be established and function according to established rules and regulations.

XVI. BUDGET The District provides funding for school personnel; teachers, administrators, classified staff, based on norm tables. Funding for instructional materials is based on student enrollment. Additional resources for the Magnet School include the following:

• Based on current staffing patterns, Crenshaw will be eligible for a full time Magnet Coordinator. • Crenshaw will open as a PHBAO Magnet School and based on enrollment will qualify for a total

of three additional teachers. • All Magnet Schools/Centers receive additional discretionary resources to support the Magnet

theme at $17 per student. The total enrollment will determine the total allocation. • The school is expected to attract students from its own residential boundaries and for these

students will not incur additional cost for transportation. However, the cost to transport any eligible secondary student living outside the five mile radius will be $1,943 per student. The total transportation cost will depend upon the number of students who qualify for transportation.

XVII. CAPACITY

The Desegregation Impact Statement submitted to the Board of Education identifies existing space at the Crenshaw High School campus to house the three Magnet Centers. Certain rooms,



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offices and resource rooms will be dedicated for use by each Magnet Center. However, there will be common areas across the campus for use by all students. The existing campus adheres to all regulations accommodating the needs of the handicapped population.

crenshaw plan- final 4.3.13

Documents

general education setting

feeder middle schools

personalized learning plan

technical education standards

facilitate positive relationships

crenshaw high school

crenshaw high school

21st century