##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program REVISED 3/7/06*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_X\_ High \_\_ K-12 \_\_Charter

**Name of Principal** Mr. Douglas Dall

**Official School Name** Clark (Anderson W. ) Magnet High School

**School**

**MailingAddress** 4747 New York Avenue

La Crescenta, CA 91214-1841

County: Los Angeles State School Code Number\* 19-64568/1996131

Telephone [( 818) 248-8324 F]{.underline}ax [( 818 )
957-2934]{.underline} E:mail ddall@gusd.net

Website/URL [www.clarkmag.net]{.underline} E-mail

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

[(]{.underline}Principal's Signature)

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of Superintendent\* [Dr. Michael F. Escalante]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Glendale Unified School District]{.underline} Tel. [(
818)241-3111]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

(Superintendent's Signature)

Date\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of School Board Mrs. Mary W. Boger

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

School Board President's/Chairperson's Signature

Date\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_20\_ Elementary schools

\_\_ 4\_ Middle schools

\_\_\_0\_ Junior high schools

\_\_\_5\_ High schools

\_\_\_4\_\_ Other

\_\_33\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$7,388\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\$6,500\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 8 Number of years the principal has been in her/his position at this
school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       161       145         306

  **2**                                                     **10**      163       108         271

  **3**                                                     **11**      152       101         253

  **4**                                                     **12**      148       100         248

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1078
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [75]{.underline}% White

the students in the school: [0]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

[18]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

100% Total

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_\_1%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      10
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    10
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1070
                            the school as of October 1  

  **(5)**                   Total transferred students  .009
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           .9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_\_13%

> \_\_\_139 Total Number Limited English Proficient

Number of languages represented: \_\_\_7\_\_\_\_\_

Specify languages: Armenian, Spanish, Korean, Tagalog, Russian, Persian,
Bengali,

9\. Students eligible for free/reduced-priced meals: \_\_\_\_\_\_42%

Total number students who qualify: \_\_\_451\_\_\_

Note: Clark's total for this subgroup is based on the California
definition of Socio-Economically Disadvantaged. This group of students
consists of one or both of the following: Students who qualify for
free/reduced national lunch program and/or students whose primary parent
did not graduate from high school.

10\. Students receiving special education services: \_\_\_\_\_\_2%

\_\_\_\_20 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_1_Autism \_\_1_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_8_Specific Learning Disability

\_\_1_Emotional Disturbance \_\_6_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_3_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_2\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_43\_\_ \_\_\_\_3\_\_

Special resource teachers/specialists \_\_\_\_1\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_1\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_21\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_68\_\_ \_\_\_3\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_25:1\_

13. Show the attendance patterns of teachers and students as a
    percentage. The student dropout rate is defined by the state. The
    student drop-off rate is the difference between the number of
    entering students and the number of exiting students from the same
    cohort. (From the same cohort, subtract the number of exiting
    students from the number of entering students; divide that number by
    the number of entering students; multiply by 100 to get the
    percentage drop-off rate.) Briefly explain in 100 words or fewer any
    major discrepancy between the dropout rate and the drop-off rate.
    Only middle and high schools need to supply dropout rates and only
    high schools need to supply drop-off rates.

This is a magnet school that draws students from throughout the Glendale
Unified School District. A small number of students move out of the area
or decide to return to their neighborhood high school at the end of a
school year. They are replaced the following year by other students in
their graduating class cohort who wish to transfer to Clark from the
comprehensive high schools of the District. In the five graduating
classes since Clark's first one in 2001, only one student did not
graduate. She left the country and returned to Thailand before the end
of her 12^th^ grade year with her family.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97%         97%         97%         97%         97%

  Daily teacher attendance   96%         96%         95%         N/A         N/A

  Teacher turnover rate      5%          5%          5%          5%          17%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _230\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\_50%  |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\_44%  |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_\_3% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\_\_2% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_\_1% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_\_0% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\_\_0% |
+---------------------------------------------------------+------------+
| Total                                                   | > 100 %    |
+---------------------------------------------------------+------------+

PART III SUMMARY

Clark Magnet High School was founded with the mission to promote
excellence in both academic success and career preparation for all
students. From the first stages of planning the new school, the Magnet
School Planning Taskforce, including 80 volunteers from the District,
community, businesses and institutions of higher education, envisioned a
school where the emphasis would be on two instructional themes: science
and advanced technology. The vision for the new school was based on the
State of California's plan for secondary schools, *Second to No*ne, as
well as the *SCANS Report*, *Aiming High*, *Breaking Ranks*: *Changing
an American Insti*tution, and the Governor's School-to-Career Task
Force. Following a \$15 million renovation project, the Anderson W.
Clark Magnet High School with Emphasis on Science and Technology opened
in September 1998.

Clark admits 9^th^ grade students from the Glendale Unified School
District's four middle schools as well as students from private schools
in the area. Entering 9^th^ graders are introduced to Clark's unique
curriculum through three foundation courses. The College and Career Prep
course allows students to start planning their high school, higher
education and future career paths. The Technology Literacy course
provides Clark's students with introductory skills that prepare them to
undertake more advanced courses in their chosen curricular strand. Based
on school reform research, most 9^th^ grade students also take a
Conceptual Physics course that prepares them for future science classes.
Clark's students are guided in their choice of high school courses by
following one of four curricular strands: Science/Engineering,
Technology Applications (including business applications and computer
programming), Digital Arts, and Technology Systems (computer repair and
networking). The mandatory Senior Project that encourages Clark's
students to explore potential careers, to engage in service learning
opportunities, and to form beneficial working relationships with mentors
in their chosen fields of interest.

The block schedule at Clark Magnet increases instructional time and
encourages educational efficiency. Teaching and learning across content
areas and a project-based focus helps to create connections where
students see the relevance of education for their future. The diversity
of Clark Magnet High School students provides a rich and meaningful
education preparing them for similar diversities they will find in
college and in the "real world." The school's dress standard sets the
tone for a businesslike working environment and prepares students for
the working domain. The school's culture fosters respect for people,
equipment, and the physical facilities that are free from damage,
graffiti, or rubbish.

Clark, with its unique curriculum and safe, clean environment, attracts
students with a wide range of abilities from all backgrounds. It is not
an "elitist" or "gifted" magnet school in admission requirements. It
offers the advantages of a small, specialized learning environment
supported by the business, educational and technical resources of a
sizable suburban community. Students who graduate from Clark possess the
knowledge and skills necessary to pursue their academic and career
goals, compete successfully in the world market, and to be creative,
critical and analytical lifelong learner, as stated in school's Mission
Statement. On the California Academic Performance Index, a metric that
evaluates school performance on a range from 200 to 1000, Clark's 2005
API score is 861 due to the students' outstanding academic performance.
In 2004, Clark was chosen, by the International Center for Leadership in
Education, the Council of State Chief School Officers, and the
California Department of Education, as one of America's thirty most
successful high schools. Clark currently participates as a national
model site for the Successful Practices Network of the International
Center for Leadership in Education

# **PART IV, No. 1 Assessment Results**

# **THE CALIFORNIA HIGH SCHOOL EXIT EXAM**

In the State of California since 2002, the indicator of Adequate Yearly
Progress for purposes of the No Child Left Behind legislation is the
California High School Exit Exam or CAHSEE. The primary purpose of this
exam is to significantly improve achievement in public high schools and
to ensure that pupils who graduate from public high schools have grade
level competency in reading, writing,, and mathematics. The web site
describing the CAHSEE is at
<http://www.cde.ca.gov/ta/tg/hs/overview.asp>.

## ADEQUATE YEARLY PROGRESS (AYP) -- Clark Magnet High School

## School As a Whole

In the three school years for which AYP data is available, the percent
of Clark students performing at or above grade level (Proficient or
Above) on the English part of the CAHSEE has increased from 81% in 2003
to 87% in 2005. This increase reflects the staff's focus on increasing
literacy skills for all students during that time period. All subject
content teachers emphasized reading and writing assignments during this
time period. Students in need of particular help were directed to the
Literacy for Success classes where remedial help was given. The
continuing success of the school as a whole on the ELA tests is
especially impressive since 15% of the students speak only English at
home.

Mathematics test results during the same period improved from 82% to 87%
of Clark's students at Proficient or Above. Intervention was directed to
the students most at risk of not passing this portion of the test and
math teachers collaborated on providing test prep intervention where
necessary.

## White (Not of Hispanic Origin) Subgroup

This group is a somewhat misleading indicator since the majority of the
subgroup are actually recent immigrants from the Middle East or South
Asia who primarily speak Armenian, Persian, Arabic and various languages
from India in their homes. Nonetheless, this subgroup has shown steady
growth in AYP scores since the subgroup went from 79% Proficient or
Above in 2003 to 85% in 2005.

On the Mathematics portion of the CAHSEE, this subgroup increased its
math scores from 77% in 2003 to 87% Proficient or Above in 2005 which
represents slightly better performance than the school as a whole in the
same time period.

**Socio-Economically Disadvantaged Subgroup**

This group, which is defined by eligibility for the free/reduced lunch
program, has also shown growth from 79% in 2003 to 80% Proficient or
Above in 2005. There is still a slight lag in proficiency between this
group and the school as a whole but it has been closing due to
identification of at risk students and the use of remediation where
necessary.

Mathematics scores for this subgroup improved from 75% to 84% Proficient
or Above during the time period of 2003 through 2005. The performance of
these students is outstanding but efforts continue to be made to reach
the 16% of students in this subgroup who need some math remediation in
order to be successful in Algebra and Geometry.

**English Learner Subgroup**

In the 2002-03 school year, when this was a reportable subgroup, 73% of
English Learners scored at Proficient or Above on the ELA part of the
CAHSEE while 74% of this group did so on the math portion of the test.
This constituted an 8% gap on ELA and math scores with the school as a
whole.

**PART IV, No. 2: Using Assessment Results.**

Staff development time is allocated at the start of each school year for
analysis of student achievement data and for staff input to the annual
revision of the School Plan. Teachers in each subject content area draft
summaries of student performance strengths and weaknesses, after
analyzing the data. The District's Assessment and Testing department
provides each school site with test data presented in a variety of
formats. Recommendations are made for appropriate interventions and
adjustment of classroom lesson sequences

Clark Magnet H.S. teachers use a variety of assessment strategies to
continuously evaluate student learning. Methods range from traditional
standards-based, textbook-company produced exams to teacher-designed
performance assessments. Assessments are designed to help students to
master state standards and school-wide Expected School-wide Learning
Results. All Clark teachers are well versed on state standards in their
subject disciplines. As new state tests such as the California High
School Exit Exam (CAHSEE) and Standardized Testing and Reporting (STAR)
tests have been introduced, the District's Assessment and Evaluation
department have explained the intricacies of these state tests and
deciphered the means of calculating the Academic Performance Index (API)
and Adequate Yearly Progress scores.

Most assessment, however, occurs in the academic classroom on an
on-going basis. Math teachers have access to multiple choice and free
response exams in their instructional materials. English assessments
include literary response essays and district-generated benchmark exams.
Clark's school-wide focus on project based learning fosters alternative
assessments including portfolios and oral presentations. Writing
Benchmark exams are read and evaluated collaboratively by the entire
English department on a release day. This improves instruction and
articulation across grade levels. The entire Clark staff meets annually
to read all of the Senior Project research papers. This process helps
all teachers to evaluate student understanding of subject content as
well as progress in literacy skills.

**PART IV, No. 3: Communicating Assessment Results**

Since opening its doors in 1998, Clark has communicated in a variety of
ways with its stakeholder groups. Along with Clark staff, parents and
members of the business community have participated in the annual
meetings that reevaluate the school's performance and vision. Parents
and community members have been included in discussions of student data,
the development of Expected School-wide Learning Results, and in the
WASC accreditation process. Insights obtained at these meetings are
included in the annual consolidated School Plan. This is then submitted
to the Board of Education for inclusion in the District's Local
Educational Agency Plan.

The School Accountability Report Card is updated annually and is posted
on the District web site at [www.gusd.net](http://www.gusd.net/).
Families for whom English is not the primary language are aided by the
translation of school communications into the three most common
languages spoken by Clark students: Armenian, Korean, and Spanish. The
large number of students who speak the Armenian, Korean and Spanish
languages are supported by the Clark teachers and other staff members
who can communicate with parents in their native languages. Student
performance data is presented at Parent Teacher Student Association
meetings. English Language Advisory Committee meetings are also held for
parents of English learners where presentations and discussions are
shared with translation regarding school programs, progress and
outcomes. The Glendale Unified School District Office of Public
Information sends press releases about school performance to the local
newspapers, such as the Glendale *News Press*. The District's Assessment
and Evaluation department supplies data notebooks containing
disaggregated data analysis to each school site. This department has
also sent representatives to school site meetings for the purpose of
explaining test methodologies and the interpretation of results.

**PART IV, No. 4: Sharing Success**

Clark Magnet High School's innovative educational programs and
state-of-the-art technology infrastructure have made it a popular
destination for visiting educators. Clark's principal and teachers have
shared the school's programs through a number of state and national
conferences and publications that focused on high school reform. The Los
Angeles County Technology Assistance Program office used Clark as a
demonstration site for schools submitting applications for the
California Digital High School Grant Program. With business partnerships
including a number of computer hardware and software vendors, Clark has
served as a beta test site and demonstration site for new educational
technology products. One of these partnerships included Clark receiving
the Compaq Honor Roll School award for use of technology in education

In 2003 Clark was named one of America\'s Thirty Most Successful High
Schools by the International Center for Leadership in Education, the
Council of Chief State School Officers and the California Department of
Education. Since 2004, Clark is now a Reference Site for the Successful
Practices Network of the International Center for Leadership in
Education. This membership has thus far included presentations at a
national conference as well as interviews published in the Center's
publications. Since receiving California's Distinguished School and
Exemplary Career Technical Education awards in 2005 Clark continues to
welcome many visitors from school districts throughout the State of
California, as well as graduate students in doctoral and master's
programs from local universities. Clark is currently working with
researchers at California's Sonoma State University who are developing
the State's new plan for high school education.

## PART V, No. 1: Curriculum

Clark's graduation requirements are set by the Glendale Unified School
District but have been implemented at Clark in a unique way that
reflects high expectations for all students. Four years of English are
required for all students and all English courses are based on State
standards. All GUSD students must take algebra and geometry to graduate.
At Clark, most students go beyond that requirement to at least take
second year algebra and many take the Math Analysis (pre-calculus) and
AP Calculus courses. Most Clark students take at least two years of
college prep science, including a conceptual physics class in 9^th^
grade. This is followed by 10^th^ grade Biology, 11^th^ grade Chemistry,
and often by a 12^th^ grade AP science class.

Three years of social science are required of all students. The 10^th^
grade world history/geography course is combined with 10^th^ grade
English into a humanities course. In 11^th^ grade, students take one
year of U.S. history. One semester each of economics and government are
required of all seniors. Spanish is the language other than English
taught at Clark and students take at least two years of it, with many of
them going on to third and fourth year Spanish. Students can satisfy one
year of visual arts credit by taking a course in art, design, digital
photography, cinematography and animation classes. Honors and advanced
placement courses are available to all students and a large percentage
of students attempt them..

Clark's curriculum is designed to provide every student with the
preparation necessary to succeed in college and in future careers. In
the 9^th^ grade, Clark students take three courses as a foundation for
advanced study. These classes are Conceptual Physics, College and Career
Prep**,** and Technology Literacy. The Conceptual Physics course serves
as a foundation course for future study in other physical science
classes. Students are able to learn the concepts of physics without
having to wait to take a class requiring higher mathematics skills such
as trigonometry. The College and Career Prep course helps students to
plan their course of study in high school and beyond. Students explore
career fields as well as institutions of higher education where they can
pursue college majors in their chosen field. Students in Technology
Literacy rotate between four different quarter-long short courses taught
by four different teachers. The sequence introduces students to the
following skills: (1.) Computer business applications such as Microsoft
Word, Excel and PowerPoint: (2.) Internet history and usage. (3) "Media
Appreciation" and computer graphic design. (4.) Introduction to
electronics and computer hardware. .

Clark's students follow one of four curricular strands: (including
business applications and computer programming), Digital Arts, and
Technology Systems (computer repair and networking) The following is a
description of each of these curricular strands:

## Science/Engineering Strand: This strand emphasizes in-depth non-biological sciences and their related regular and AP courses in math physics, chemistry, robotics and engineering. 

### 

### Technology Applications Strand: This sequence emphasizes technology use such as computerized business applications, computer programming, AP Computer Science, computer-assisted design (CAD), entrepreneurship and eCommerce. 

# 

# Digital Arts Strand: This strand equips those who plan a career in animation, graphic design, and web design with the skills needed to obtain entry-level positions, and or placement in career development programs at the community college and four year university level. 

Technology Systems Strand: This hardware-oriented strand includes study
in computer hardware, programming, network infrastructure, including
microcomputer operating systems, maintenance and support, computer
repair, computer science, technical report writing, computer network
administration, electronics, and applied physics.

**PART V, No. 2b: Secondary School English**

Clark's English department provides a variety of learning experiences
for students at all ability levels through implementation of the
standards. English students maintain journals or so-called "commonplace
books" which help to develop "voice" in writing. Free reading books are
encouraged for all students as a way to increase student reading
ability. For those students in need of additional help in the area of
reading, a special Literacy for Success class has been established.
Using a variety of innovative techniques, including reciprocal teaching
and the Accelerated Reader book collections and software, this class is
designed to help both English language learners as well as native
speakers of English who need help in the area of literacy enhancement.

Selection of instructional materials comes from the District's subject
area Curriculum Study Committees as well as from the English department
at Clark. The English department may approve a new text on an
experimental basis when student need, interest, and curricular standards
suggest the use of these books. In the area of English and Language
Arts, the Glendale Unified School District has worked diligently to
align state standards to the local school curricula. Clark has the
additional benefit of employing a teaching staff with prior experience
in elementary schools and middle schools. These teachers bring extensive
experience in teaching reading and project based learning. This
experience helps fill in the educational gaps for our second language
students. Other staff members bring years of experience in high schools
teaching American, British and world literature as well as critical
thinking. This teaching staff has a clear understanding of the
interdependency of all levels of schools in insuring student success in
reading and writing. Reading lists, including a state-mandated push for
a greater emphasis on non-fiction titles, have been standardized
throughout the District's secondary schools.

**PART V, No. 3: ART (One other curriculum area of the school's
choice)**

The mission of Clark Magnet High School is to provide ethnically diverse
students with the knowledge and skills necessary to succeed in a highly
competitive technological world. The Digital Arts curriculum has
supported this mission statement and is one of Clark's most successful
curricular strands. The thematic, interdisciplinary, career-oriented
instructional program at Clark grew out of a collaboration of
stakeholders in the City of Glendale including Walt Disney Studios and
Dreamworks. Instructors have been hired who are highly qualified in
teaching technology and digital arts including several staff members who
have prior work experience in related industries. Clark offers a number
of ROP funded courses in technology and digital arts, and has hosted
after school ROP courses in animation and multimedia that have been open
to students from throughout the Glendale community. Clark's digital arts
classes have also been supported by excellence in traditional art and
design courses that take students from the introductory level through
Advanced Placement Studio Art..

Since the school opened in 1998, the popularity of digital arts and
multimedia courses has steadily increased. An example of this is the
growth in multiple-year sequences in digital photography,
cinematography, animation, and design classes. Many students from
underrepresented groups including Hispanic students, female students, as
well as the socio-economically-disadvantaged subgroup have particularly
found these courses appealing. The artists within the Clark student body
enter and win contests at a significantly higher proportion than
students from schools in the surrounding area, an indicator that the
students' work does meet and exceed California's academic standards.
Those who take the AP Studio Art exam mostly earn fours and fives. In
addition, students have won significant scholarships to the Art Center
College of Design, the California Summer School of the Arts, the
California Institute of the Arts, and the Ryman Foundation for the Arts.

**PART V, No. 4: Instructional Methods**

All of the Clark staff members take an active role focusing on
successful student learning. Teachers use a variety of instructional
strategies to help all students to develop thinking, reasoning, and
problem solving abilities. Literacy is promoted in a number of ways
including the Literacy for Success class. This class is designed to meet
the needs of students who have not performed well on the California
English Language Arts Standards Test. The class is also ideal for
students who have done poorly in English classes in the past or for
English Learners who have been recently reclassified as fluent. One
strategy utilized by teachers in every content area is Reciprocal
Teaching. This is a method for enhancing reading comprehension that can
be applied to not only literature, but also to science, history, and
even math.

Clark Magnet High School is a school where students learn technology and
technology is used as a tool in support of excellent teaching. With an
emphasis on project based learning at the school, students engage in
creative thinking in social studies, visual arts, and technology
classes. The application of math in the Conceptual Physics class helps
students to understand why they need to study algebra. In the Technology
Literacy classes, students design magazine covers using a variety of
technologies and design skills. Problem solving is a regular feature of
laboratory science classes where students construct knowledge from
experimental evidence. English classes at Clark endeavor to teach
critical thinking through expository writing, the study of literary
criticism, and the development of discernment in the use of research
sources. In some 9th grade English classes, students become proficient
at the English standards for writing by producing class projects such as
a "tabloid newspaper" with stories based on ancient Greek myths. Spanish
language classes hone research and writing skills while producing travel
brochures that highlight the historic and cultural attractions of Latin
American countries.

**PART V, No. 5: Professional Development**

When Clark Magnet High School opened in September of 1998, a
comprehensive *School Improvement and Professional Staff Development
Program Plan* was developed in accordance with the requirements from
California's Senate Bill 1882 legislation. Analysis of student
performance data has led the staff to a consensus that the two most
critical academic needs of Clark students are 1. Improved literacy
skills and 2. Improved problem solving skills for students scoring below
the proficient level in math standardized tests. Because the staff
decided to focus first on literacy skills, staff development days have
included Reciprocal Teaching techniques and the teaching of reading in
subject content areas. This effort has been rewarded by a steady
increase in the number of students scoring in the Proficient range on
the California English Language Arts Standards Test.

At the time the school opened in 1998, precedent was established for
professional development training focused on improvement of instruction
and technology in the classroom. The charter staff attended a weeklong
"Technology Boot Camp" taught by an outside consultant to familiarize
all teachers with classroom use of the Microsoft *Office* software.
Subsequent staff development seminars included web page design for
facilitating communication between teachers, students, and parents. Most
recently there was a staff development day that featured two Clark
teachers instructing the faculty in the use of video editing software
and Adobe Photoshop software for use in classroom assignments or
presentations.

Teachers are carefully selected on the basis of subject content
knowledge that meets the No Child Left Behind guidelines for highly
qualified teachers. The District supports teachers new to the profession
with support from the Beginning Teachers Support A office in the
Professional Development department. Consulting Teachers are provided as
mentors for new teachers, and Clark's English, math, science and social
science teachers receive support from "curriculum coaches" who help them
develop more effective lessons in their content area.

Clark Magnet High School

**No Child Left Behind---Blue Ribbon School**

**AYP Progress: 2002-2005**

**Based on California High School Exit Exam, Grade 10**

## TABLE 1

## PART VII, No. 1 

# ENGLISH/LANGUAGE ARTS

+---------------------------------------+----------+---------+--------+
| **School wide Scores**                | **2      | **20    | **200  |
|                                       | 004-05** | 03-04** | 2-03** |
+---------------------------------------+----------+---------+--------+
| \% Proficient or Above \*             | 87 %     | 86%     | 81%    |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| # Number of Students Tested           | 274      | 277     | 297    |
+---------------------------------------+----------+---------+--------+
| Percent of Total Students Tested      | 100%     | 100%    | 100%   |
+---------------------------------------+----------+---------+--------+
| Number of Students Alternatively      | 0        | 0       | 0      |
| Assessed                              |          |         |        |
+---------------------------------------+----------+---------+--------+
| Percent of Students Alternatively     | 0        | 0       | 0      |
| Assessed                              |          |         |        |
+---------------------------------------+----------+---------+--------+
| #                                     |          |         |        |
+---------------------------------------+----------+---------+--------+
| **Significant Subgroup Scores**       |          |         |        |
+---------------------------------------+----------+---------+--------+
| 1\. White (not of Hispanic Origin)    |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% Proficient or Above \*             | 85%      | 82%     | 79%    |
+---------------------------------------+----------+---------+--------+
| Number of Students Tested             | 212      | 196     | 210    |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| 2\. Socio-Economically Disadvantaged  |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% Proficient or Above \*             | 80%      | 77%     | 77%    |
+---------------------------------------+----------+---------+--------+
| Number of Students Tested             | 102      | 110     | 131    |
+---------------------------------------+----------+---------+--------+
|                                       |          |         |        |
+---------------------------------------+----------+---------+--------+
| 3\. English Learners                  |          |         |        |
+---------------------------------------+----------+---------+--------+
| \% Proficient or Above \*             | 76%\*\*  | 82%\*\* | 73%    |
+---------------------------------------+----------+---------+--------+
| Number of Students Tested             | 34\*\*   | 43\*\*  | 33     |
+---------------------------------------+----------+---------+--------+

**NOTES:**

-   Data supplied by the State of California is presented as "Proficient
    or Above." This designation means that the students are performing
    at or above grade level on the exams. Note that according to the
    California State Department of Education, the percentage scoring at
    or above the proficient level ranks the school at or above the
    90^th^ percentile when compared to other schools in the state.

**\*\*** Refers to data elements for groups that are not currently
statistically significant subgroups for AYP purposes. Due to changing
demographics in the school population, the English Learner subgroup
dropped off the list of significant subgroups after their percentage in
the student body dropped in 2004.

Clark Magnet High School

**No Child Left Behind---Blue Ribbon School**

**AYP Progress: 2002-2005**

**Based on California High School Exit Exam, Grade 10**

**TABLE 2**

**PART VII, No. 2**

# **MATHEMATICS**

+----------------------------------------+---------+---------+---------+
| **School wide Scores**                 | **      | **20    | **20    |
|                                        | 2004-05 | 03-04** | 02-03** |
|                                        | \*\***  |         |         |
+----------------------------------------+---------+---------+---------+
| \% Proficient or Above \*              | 87%     | 89%     | 82%     |
+----------------------------------------+---------+---------+---------+
|                                        |         |         |         |
+----------------------------------------+---------+---------+---------+
| # Number of Students Tested            | 274     | 275     | 291     |
+----------------------------------------+---------+---------+---------+
| Percent of Total Students Tested       | 100%    | 99%     | 97.9%   |
+----------------------------------------+---------+---------+---------+
| Number of Students Alternatively       | 0       | 0       | 0       |
| Assessed                               |         |         |         |
+----------------------------------------+---------+---------+---------+
| Percent of Students Alternatively      | 0       | 0       | 0       |
| Assessed                               |         |         |         |
+----------------------------------------+---------+---------+---------+
| #                                      |         |         |         |
+----------------------------------------+---------+---------+---------+
| **Significant Subgroup Scores**        |         |         |         |
+----------------------------------------+---------+---------+---------+
| 1\. White (not of Hispanic Origin)     |         |         |         |
+----------------------------------------+---------+---------+---------+
| \% Proficient or Above \*              | 87%     | 88%     | 77%     |
+----------------------------------------+---------+---------+---------+
| Number of Students Tested              | 212     | 194     | 207     |
+----------------------------------------+---------+---------+---------+
|                                        |         |         |         |
+----------------------------------------+---------+---------+---------+
| 2\. Socio-Economically Disadvantaged   |         |         |         |
+----------------------------------------+---------+---------+---------+
| \% Proficient or Above \*              | 84.3%   | 83%     | 75%     |
+----------------------------------------+---------+---------+---------+
| Number of Students Tested              | 102     | 108     | 120     |
+----------------------------------------+---------+---------+---------+
|                                        |         |         |         |
+----------------------------------------+---------+---------+---------+
| 3\. English Learners                   |         |         |         |
+----------------------------------------+---------+---------+---------+
| \% Proficient or Above \*              | 76%\*\* | 82%\*\* | 74%     |
+----------------------------------------+---------+---------+---------+
| Number of Students Tested              | 34      | 42      | 33      |
+----------------------------------------+---------+---------+---------+

**NOTES:**

-   Data supplied by the State of California is presented as "Proficient
    or Above." This designation means that the students are performing
    at or above grade level on the exams. Note that according to the
    California State Department of Education, the percentage scoring at
    or above the proficient level ranks the school at or above the
    90^th^ percentile when compared to other schools in the state.

**\*\*** Refers to data elements for groups that are not currently
statistically significant subgroups for AYP purposes. Due to changing
demographics in the school population, the English Learner subgroup
dropped off the list of significant subgroups after their percentage in
the student body dropped in 2004.