##### Revised -- March 10, 2006

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_[X]{.underline}\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Maria Torres-Flores]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Francisco Bravo Medical Magnet High
School]{.underline}

(As it should appear in the official records)

School Mailing Address [1200 N. Cornwell Street]{.underline}

Los Angeles CA 90033-1417

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_[Los Angeles]{.underline}\_\_\_\_\_\_ State School Code
Number\*[19 64733
1995448]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 323 )342-0428]{.underline} Fax [(323)342-9139]{.underline}

Website/URL [http://bravo_web.lausd.k12.]{.underline} E-mail
[fcaceres@lausd.k12.ca.us]{.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 all information is accurate.

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

(Principal's Signature)

Name of Superintendent\* [Mr. Roy Romer]{.underline}

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

District Name [Los Angeles Unified School District]{.underline} Tel.

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.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Ms. Marlene Canter

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.

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

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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: [578]{.underline}\_\_ Elementary
schools

[186]{.underline}\_\_ Middle schools

[0\_]{.underline}\_\_ Junior high schools

[221\_]{.underline} High schools

\_\_\_\_\_ Other

[985]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$8,203]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: [\$7,151]{.underline}\_\_\_\_\_\_

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[14]{.underline} 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**       190       269         459

  **2**                                                     **10**      209       299         508

  **3**                                                     **11**      145       270         415

  **4**                                                     **12**      119       225         344

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1726
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [15]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[65]{.underline} % Hispanic or Latino

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

[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:
\_\_\_[4]{.underline}\_%

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

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

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

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

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

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

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

8\. Limited English Proficient students in the school:
[7]{.underline}\_\_\_\_\_%

[113]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: [20]{.underline}\_\_\_\_\_\_

Specify languages: English, Spanish, Armenian, Pilipino, Korean,
Cathonese, Russian, Vietnamese, Gujarati, Mandarin, Bengali, Japanese,
Cambodian, Arabic, Assyrian, Urdu, Thai, Tigrinya, Farsi, Lithuanian,
Chiu Chow

9\. Students eligible for free/reduced-priced meals:
[84]{.underline}\_\_\_\_\_\_%

Total number students who qualify: [1448]{.underline}\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
[1]{.underline}\_\_\_\_\_\_\_%

[18]{.underline}\_\_\_\_\_\_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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

[1]{.underline}\_\_\_Deafness [1]{.underline}\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [13]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [1]{.underline}\_\_\_Speech or Language
Impairment

[2]{.underline}\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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) [5]{.underline}\_\_\_\_\_\_
[0]{.underline}\_\_\_\_\_\_\_

Classroom teachers [67]{.underline}\_\_\_\_\_
[5]{.underline}\_\_\_\_\_\_\_

Special resource teachers/specialists [1]{.underline}\_\_\_\_\_\_
[0]{.underline}\_\_\_\_\_\_\_

Paraprofessionals [11]{.underline}\_\_\_\_\_
[0]{.underline}\_\_\_\_\_\_\_

> Support staff [12]{.underline}\_\_\_\_\_ [0]{.underline}\_\_\_\_\_\_\_
>
> Total number [96]{.underline}\_\_\_\_\_ [5]{.underline}\_\_\_\_\_\_\_

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]{.underline}\_\_\_\_\_

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.

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

  Daily student attendance   95%         96%         95%         95%         96%

  Daily teacher attendance   93%         92%         93%         91%         93%

  Teacher turnover rate      10%         9%          0%          0%          0%

  Student dropout rate       2%          2%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      21%         23%         23%         19%         21%
  (high school) \*                                                           
  -------------------------- ----------- ----------- ----------- ----------- -----------

\* We attribute the 20% discrepancy between the Bravo dropout and
drop-off rates to two issues: transportation constraints and the
specialization of our elective and extracurricular programs. Many of
Bravo's students live throughout the greater Los Angeles basin and 85%
of our student body relies on the District's free transportation to get
to Bravo. Travel time and distance is a major issue for Bravo students,
some of who must travel up to an hour between Bravo and their drop off
site. Some Bravo students opt to return to their home schools in order
to avoid the extensive commute. Bravo offers a wide array of elective
and extracurricular activities, but many tend to emphasize a math and
science career path. Programs such as band, orchestra, technical/
industrial arts, football, baseball, and tennis are not offered at
Bravo. Some Bravo students prefer to return to their home school in
order to gain access to these types of programs.

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [        |
|                                                         | 356]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [57      |
|                                                         | ]{.underli |
|                                                         | ne}\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [37      |
|                                                         | ]{.underli |
|                                                         | ne}\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [2]{     |
|                                                         | .underline |
|                                                         | }\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > [2]{     |
|                                                         | .underline |
|                                                         | }\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > [1]{     |
|                                                         | .underline |
|                                                         | }\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [1]{     |
|                                                         | .underline |
|                                                         | }\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

# 

# Narrative

# 

# Part III -- Summary

Francisco Bravo Medical Magnet High School is named after Francisco
Bravo M.D., a well-known physician who practiced in East Los Angeles;
established his own clinic; and founded a scholarship fund for needy
high school students interested in the health science professions. The
curricular emphasis of this magnet school is on the California State
Standards to develop mathematics, science and language arts skills. Our
mission is to provide an educational program that prepares students for
a post-secondary education leading to a health profession, while
strengthening self-esteem and developing human-relations skills. We
believe each student can learn and we know all students can succeed.

Bravo is a great source of pride for students, staff, and parents. It is
one of only two California high schools named a High Achieving-High
Poverty School (2000), a California Title I Academic Achievement School
(2005), a California Distinguished School (2005) and the only high
school in the state to ever receive the National Title I Distinguished
School Recognition (2005). The school opened in its current single
building, five-floor facility in 1990. Technologically advanced, the
school was built to serve the interests and needs of its students, while
increasing the number of underrepresented minorities in the health
fields. We have unique partnerships with Los Angeles County+USC Medical
Center, the USC Allied Health Sciences Campus, Norris Cancer Research
Center, the Doheny Eye Institute and the USC University Hospital. School
programs that are a direct result of our partnerships are STAR 1 and 2,
and Jóvenes Para La Salud (Youth for Health).

We currently serve 1,726 students. Due to the moderate size of our
student body, students are not anonymous and are able to receive a
personalized education. The school's reputation for safety, academic
excellence, quality and variety of programs is known throughout the Los
Angeles basin. Students are chosen by lottery from those who apply, and
there is an extensive waiting list. 85% of our students are bused; some
of whom travel up to an hour to school, and are drawn from 32 middle
schools. By choosing to be here, students embrace our motto, "Quality
and Integrity" and make an important commitment: work hard; strive to
become the best; and become an example to others.

Bravo's demographics indicate 65% Latino students, 18%
Asian/Filipino/Pacific Islander, 2% African-American, 15% White, 0%
American Indian/Alaskan Native. In just one class you can find students
whose primary language is Tagalog, Spanish, Armenian, Russian, Farsi,
Korean, Vietnamese, Thai, Chinese, English, Gujarati, Hindi and Arabic.
This cultural diversity is one of the most exciting assets of our school
and results in constant intercultural learning. Bravo is a schoolwide
Title I school with 84% of students from low income families.

The faculty represents a diverse educational background. Of these, five
hold doctorate degrees, four received National Board Certification, and
many hold Masters degrees. To support faculty and students, we have 54
classified personnel. Teachers and students have participated in
research at laboratories at the University of Southern California. Some
have received summer stipends to work with professors actively involved
in medically significant research. Three members of our science
department participated in writing the state Science Standards; a social
studies teacher was invited to write questions for the Advanced
Placement examination; and our staff, after twice being named a
California Distinguished school, makes presentations as a High Poverty,
High Performing model.

Part IV -- Indicators of Academic Success

1\) Assessment Results

Bravo Medical Magnet High School participates each year in the
California High School Exit Exam in March. The California Department of
Education uses the exam results as the basis for issuing a school's
Adequate Yearly Progress (AYP) Report. The AYP is California's Federal
Accountability instrument determining whether a school has met their
Federal Achievement goals. Federal Achievement goals in the AYP report
include a 95% participation rate schoolwide and for each significant
subgroup, proficiency rates in English Language Arts/mathematics
schoolwide and for each significant subgroup, an Academic Performance
Index (API), and graduation rate. Each report disaggregates data for
statistically significant socioeconomic and ethnic/racial groups.
Attached are the past three AYP reports for Bravo for the years 2003,
2004, and 2005.

Bravo Medical Magnet High School has met all the Federal AYP criteria
for the past three years. Our students as a whole, along with each
significant subgroup, participated at a rate of 95% or higher in the
English Language Arts and Mathematics portions of the California High
School Exit Exam (CAHSEE). The AYP report also indicates the percentage
of students meeting the California Proficiency Level in English Language
Arts (ELA) and mathematics.

Percentage of students achieving proficiency or above in ELA:

+---------------+----------------+-------------+-----------+---------+
|               | \% of student  | 2003        | 2004      | 2005    |
|               | population     |             |           |         |
|               |                |             |           |         |
|               | as per AYP     |             |           |         |
|               | Report         |             |           |         |
+---------------+----------------+-------------+-----------+---------+
| Schoolwide    | 100            | 73 %        | 73 %      | 79 %    |
+---------------+----------------+-------------+-----------+---------+
| Socio         | 85             | 71 %        | 70 %      | 78 %    |
| -economically |                |             |           |         |
| disadvantaged |                |             |           |         |
+---------------+----------------+-------------+-----------+---------+
| Hispanic      | 59             | 69 %        | 69 %      | 76 %    |
+---------------+----------------+-------------+-----------+---------+
| English       | 60\*           | 67%         | 64%       | 73 %    |
| Learner       |                |             |           |         |
+---------------+----------------+-------------+-----------+---------+

Percentage of students achieving proficiency or above in Math:

+---------------+----------------+-------------+-----------+---------+
|               | \% of student  | 2003        | 2004      | 2005    |
|               | population     |             |           |         |
|               |                |             |           |         |
|               | as per AYP     |             |           |         |
|               | Report         |             |           |         |
+---------------+----------------+-------------+-----------+---------+
| Schoolwide    | 100            | 58 %        | 71 %      | 73 %    |
+---------------+----------------+-------------+-----------+---------+
| Socio         | 85             | 58 %        | 68 %      | 71 %    |
| -economically |                |             |           |         |
| disadvantaged |                |             |           |         |
+---------------+----------------+-------------+-----------+---------+
| Hispanic      | 59             | 49 %        | 65 %      | 68 %    |
+---------------+----------------+-------------+-----------+---------+
| English       | 60\*           | 54 %        | 65 %      | 69%     |
| Learner       |                |             |           |         |
+---------------+----------------+-------------+-----------+---------+

\* AYP Report includes students classified EL and recent RFEP
(Redesignated Fluent English Proficient)

The percentage of students proficient or above in both ELA and math has
gone up schoolwide, and for every significant subgroup, from 2003 to
2005.

The California Academic Performance Index (API) is an achievement
indicator that uses the results of the California High School Exit Exam
and the California Standards Exam to assign a performance number for
each California Public School. The maximum is 1,000 with California
setting a goal of 800 for all schools. Francisco Bravo High School's API
was 766 in 2003, 788 in 2004, and 819 in 2005. We have met our API goals
for the past three years and passed the 800-goal set by the state of
California in 2005.

Francisco Bravo High School has approximately 84% of all students that
are socioeconomically disadvantaged. We also have 72% of our students
whose home language is not English. Bravo High School has a schoolwide
Title I program and is one of the very few Title I High Schools that has
surpassed the 800 API level. Bravo High School's AYP reports for 2003,
2004, and 2005 can be found at [http://www.cde.ca.gov/ta/]{.underline}.

2\) Using Assessment Results

Bravo High School uses the state assessment data along with other
district and school site assessment data to guide our schoolwide
academic achievement plan for students. Our core subject departments use
the data to adjust their curriculum and instruction to focus on academic
standards in which students experience the most difficulty. For example,
some departments have extended the number of days spent on certain
standards that need growth and shortened the number of days spent on
standards that students have mastered at a higher level. Bravo uses
student achievement data to allocate resources. Last year our parents,
teachers, students and administration saw a trend in our assessment data
indicating a need for assistance in the 9^th^ grade entry level Algebra
I course. Our School Site Council reprioritized our Title I budget to
include an extra math teacher significantly reducing the class size of
freshman Algebra I courses. This has resulted in greater individual
attention to student needs in Algebra I standards. Assessment data is
used to identify students in the 9^th^ grade who are not reading at
grade level. These students have been placed in a two-hour Advanced to
Literacy course utilizing the Studio Curriculum to receive an intensive
intervention in English Language Arts.

State assessment data helped Bravo develop after school and Saturday
Academic intervention programs. Students that are performing below
proficiency levels in math and English Language Arts are invited to
attend after school and Saturday Academies. Data has shown math and
science as subject areas most in need of improvement. As a result, our
Saturday Academy added science to the program. Our Title I program keeps
records of student attendance and academic progress. We evaluate
assessment data to monitor the effectiveness of our intervention
programs.

Over the past five years, Bravo teachers and staff have increased their
knowledge on the relationship between student assessment data and
alignment of curriculum to the California State Academic Standards. A
greater amount of time is dedicated to using data to inform instruction
in the classroom. This has helped to coordinate all our efforts towards
improving student and school academic performance.

# 

# 3) Communicating Assessment Results

Daily classroom performance is communicated to parents through report
cards mailed home every five weeks, a parent/teacher conference evening
each semester, and individual parent/counselor/teacher conferences are
held as needed. An academic rally is held each semester to recognize the
outstanding achievement of our students to our community as a whole. The
school newspaper and monthly newsletters, as well as local newspapers,
promote our school-wide academic success.

Methods for disseminating standardized test score results vary. Last
year, all tenth and eleventh grade students took the PSAT. Our Assistant
Principal (SCS) and College Counselor met with every student who took
the test and explained their results. A parent meeting was held in the
evening where results and implications were explained. CST/STAR/API
goals are posted throughout the school in the spring and results are
disseminated to teachers, students, staff and parents at the beginning
of each academic year. For both STAR and CAHSEE, individualized parent
letters are sent home for parents in Spanish and English with test
results.

Three community/parent council meetings are held monthly where workshops
explain programs providing academic support at school, testing and
interpreting results, ways in which parents can assist students, and the
overall academic status of the school. The Bravo website links to
Bravo's standardized test score data.

# 

# 4) Sharing Success

With our pride in Bravo comes a desire to share what we have learned
with other schools. We are recognized both locally and nationally and
play host to many school representatives from both within and outside
our district. Last year a team visited us from North Carolina to discuss
the components of our medical partnerships and academic program
components. Other visitors come to observe our classroom strategies and
support programs.

Through the USC-HSC Partner Schools Task Force we meet quarterly with
local partner schools to discuss strategies to enhance our students'
education. The Principal meets monthly with her peers and shares
strategies for academic success. Other school administrators and
coordinators attend regular meetings and share successful techniques.
Bravo Principal and Assistant Principal have made formal presentations
of our school program at both the local and central district level over
the past several years. We will continue to host visitors as well as
share with others in a variety of settings.

**Part V -- Curriculum and Instruction**

**1) Curriculum**

Francisco Bravo Medical Magnet High School was established to meet the
academic needs and career goals of high school students interested in
the health professions. All Bravo students take part in a comprehensive
program with curricular emphasis in science, mathematics and language
skills as they relate to the health fields. Courses are aligned with the
Content Standards for California Public Schools and students engage in
work to master the standards. Departmental and integrated teams
collaborate to create common lessons, units and assessments. Currently,
periodic assessments are being administered in mathematics, science and
English. Bravo provides Title I targeted assistance in the form of
Saturday Academic Academies in mathematics, language arts, and science
as well as tutoring across the curriculum. Along with a wide range of
course offerings in the core and elective curricular areas, Bravo
students benefit from various enrichment opportunities and intervention
programs. The main goal is to make sure that all students achieve the
academic standards throughout their high school experience. Among the
enrichment opportunities and intervention programs are the following:
English Language Learners Program, Resource Specialist Program, Advanced
Placement Program, Gifted and Talented Education Program, Title I
Program, Advancement Via Individual Determination Program (AVID),
Anti-Defamation League (ADL), Jóvenes Para La Salud, and STAR 1 and 2.
Students graduating from Bravo must complete 40 hours of community
service, demonstrate computer literacy, and pass the California High
School Exit Exam.

The Bravo curriculum consists of the following courses:

**English:** Students must earn 40 credits from the following courses:
Freshman English, Freshman Honors English, Sophomore English, Sophomore
Honors English, American Literature (11^th^ gr.), Contemporary
Composition (11^th^ gr.), Honors Contemporary Composition (11^th^ gr.),
Advanced Placement English Language (11^th^ gr.), Expository Composition
(12^th^ gr.), Advanced Composition (12^th^ gr.), Modern Literature
(12^th^ gr.), World Literature (12^th^ gr.), Advanced Placement English
Literature (12th gr.), Shakespeare, Journalism, and Speech. Advanced
Placement (AP) students follow the national curriculum with testing in
May on the AP Exam.

**Mathematics:** The core Mathematics curriculum includes: Algebra 1,
Geometry, Algebra 2, Math Analysis, Trigonometry, Statistics and
Probability, Discreet Math, AP Calculus AB, AP Calculus BC, AP
Statistics. Students must earn at least 20 mathematics credits.

**Science:** The Science curriculum includes: Biology, Honors Biology,
AP Biology, Chemistry, Honors Chemistry, AP Chemistry, Physics, Honors
Physics, AP Physics, Honors Physiology, Science, Technology and Research
(STAR) 1 and 2. Students must earn at least 20 science credits.

**Social Studies:** The Social Studies curriculum includes: World
History, United States History, AP United States History, AP Government,
Economics and Government, AP Human Geography, Psychology, Native
American Studies, and Mexican-American Studies/Latin American Studies.
Students must earn at least 30 social studies credits.

**Foreign Language:** The core Foreign Language curriculum includes:
Spanish 1, 2, and 3, Native Speakers Spanish 1, 2, and 3, AP Spanish
Language, AP Spanish Literature, French 1, 2, and 3, AP French.

**Visual, Performing and Technical Art:** The core Visual, Performing
and Technical Art curriculum includes: Drawing, Painting, Jazz Ensemble,
Choir, Dance, Drama, Digital Imaging, AP Art History, Stage Crew/Video
Production, Data/Information Processing, Computer Programming, and AP
Computer Science.

**Career/Vocational Electives:** The Career/Vocational Elective
curriculum includes: Academic Decathlon, Medical Office Procedures,
Office Occupations, Medical Terminology, Certified Nursing Assistant,
Medical Reception, Dental Assistant and Work Experience.

**Other High School Graduation Requirements:** Health, Life Skills, and
Physical Education.

# 2B) English

All ELA courses are designed to achieve mastery of the CA Content
Standards. The District recently designed Instructional Guidelines for
both English 9 and 10 and these have been incorporated into our
instructional program. A district designed periodic assessment is given
in English 9 and 10 three times a year. Results are analyzed after each
assessment and adjustments to the instructional program are made.
Teachers have high expectations of student performance and students
express mastery of standards through means that incorporate many visual
and performing arts standards.

Incoming 9^th^ grade students significantly below grade level are placed
in a two-hour block of Studio (a program that scaffolds language arts
skills to build confidence and mastery). Low achieving students and
those who have not yet redesignated FEP (Fluent English Proficient) are
invited to attend Saturday Academy sessions to enhance their language
arts skills. In the last session we had approximately 250 students
participate. LEP/PRP (Limited English Proficient/Preparing to
Redesignate Proficient) students are placed in courses with teachers
skilled in providing sheltered instruction. Many teachers provide
tutoring for their own students before/after school and during
nutrition/lunch. A lab is opening for tutoring 3 days a week after
school.

**3) Mathematics, Science, Art, Etc.**

The mathematics curriculum supports and follows the National
Mathematical Standards. The Los Angeles Unified School District has
designed a Mathematics Instructional Guide in Algebra I that is used by
teachers, and guided by our math coach, to ensure exposure and mastery
of the standards. Students take quarterly assessments and results are
used by teachers to inform instruction. The math department works
collaboratively with the math coach and administration during
professional development to create common syllabi, prepare common
assessments, review quarterly assessments, and share best practices. The
administration and math coach are involved in a Lesson Study Cadre
dedicated to pursuing lesson study as a vehicle for professional
development.

Students are encouraged to take math all four years and to strive to
reach the highest level possible. Students are held to a high level of
performance requiring them to think critically, analyze, and problem
solve. Students may work individually and/or collaboratively (pairs or
teams) to explain mathematical ideas. Technology is used to develop
visualization skills and connect data to real world applications. In the
spring semester, Algebra 1A students will be using wireless laptops to
run Carnegie, a computer assisted program, to relearn the Algebra 1A
standards. Another way technology is used is through the on-line
classes. Advanced Placement Statistics is offered on-line for those
students whose schedule is less flexible. Students who need additional
academic support are offered assistance informally during nutrition and
lunch and formally during the after school study hall or Saturday
Academy. Students in math classes designed for the English Learner are
supported with a qualified teacher and assisted with a college
assistant. The special education students are supported through a
collaborative model where the resource specialist works closely with the
math teacher to deliver instruction. Students who are doing well are
usually acknowledged through the student of the month announcements or
academic pep rallies. Students are the focus of instruction and are
expected to gain the essential skills and knowledge necessary to enter a
post-secondary institution.

**4) Instructional Methods**

The faculty at Bravo Medical Magnet employs a variety of teaching
methods to ensure that its diverse student population achieves academic
success. The faculty engages students through instructional strategies
that are aligned with California State Curriculum Standards. The faculty
strives to help Bravo students develop their academic and social skills
to their fullest potential.

The Bravo faculty assesses state and classroom test data to determine
the needs of their students. California State Test results play an
important role in a department's curriculum development. Departments
also utilize common assessments to diagnose student weaknesses.
Departments conference to analyze tests scores and determine the type of
instructional methodology needed in order to support student learning.
Our goal is to improve the reading, writing, speaking, and thinking
skills of every member of the student body.

Faculty members utilize an array of instructional strategies to promote
student learning. These strategies are both traditional and modern in
their approach but their overall goal is to deliver student-centered
instruction. Teachers invite students to engage in student led
discussions, presentations, and debates. They organize students into
cooperative learning activities that will help student teams generate
their own points of view. These activities may take the form of Socratic
Seminars, Philosophical Chairs, and Literature Circles. Students
frequently work together on long-term research projects that require
final products that might take the form of posters, dramatic
performances, Power Point presentations or videos.

Teachers at Bravo deliver differentiated instruction through a variety
of individualized teaching strategies. These strategies are all aligned
with state standards and they include SDAIE strategies, graphic
organizers, thinking maps, Cornell Notes, free writes, experiments, and
simulations. These multi-dimensional strategies help teachers address
the diversified needs of their classroom.

Bravo students are successful because their teachers work as a team to
diagnose and meet their needs through a variety of teaching methodology.
Bravo students and teachers continue to improve classroom achievement
because they work to actively engage each other in the learning process.

# 5) Professional Development

The Local District provides extensive professional development to school
site personnel. ELA and math coaches, literacy cadre members,
administrators, and coordinators attend their respective monthly
district meetings. The focus of these meetings is professional
development in math and language arts framed around a culturally
responsive curriculum.

Bravo's Professional Development Committee develops and oversees the
implementation of the on-site professional development program that is
conducted during the District allocated time of three optional days and
fourteen 90-minute periods each year. The school provides additional
time for collaboration through monthly department and faculty meetings,
and common planning time. Our plan this year includes a focus on
evaluating school-wide and periodic assessment data, continuing to
standardize course curriculum and develop common lessons and
assessments, exploring a variety of research based instructional
strategies (i.e, Cornell note-taking, SDAIE reading strategies, Socratic
Seminar, reflective journals, etc.), and evaluating student work.

Bravo provides funding for off-site conference attendance through Title
I and Bilingual funds. Most off-site conference attendance occurs in the
subject area (focusing on standards-based instructional strategies and
helping the under-achieving student) and College Board workshops.

Our professional development plan has provided focus to the
instructional program. As a result, teachers utilize a variety of
standards aligned strategies in their classroom. Many courses
incorporate a project/final assessment where students use a variety of
learning styles to demonstrate mastery of the standards. Most courses
require oral presentations and focus on the components of accountable
talk and rigor as these are critical to increased student achievement
(Institute for Learning, "Principles of Learning").

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##### PART VII -- ASSESSMENT RESULTS

FRANCISCO BRAVO MEDICAL MAGNET HIGH SCHOOL

California Adequate Yearly Progress Report-Mathematics -10^th^ grade
California High School Exit Exam-Education Testing Service

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

  Testing Month                    March       March       March       March

  **Mathematics School Scores**                                        

  Total Score                                                          

  Percent at or above proficient   73%         71%         58%         46%

  Number of students tested        397         404         423         450

  Percent of total students tested 99%         97%         100%        93%

  Number of students alternatively 0           0           0           0
  assessed                                                             

  Percent of students              0           0           0           0
  alternatively assessed                                               

  Subgroup Scores                                                      

  1\. Latino                                                           

  Percent at or above proficient   68%         65%         49%         42%

  Number of students tested        234         251         231         244

  2\. White                                                            

  Percent at or above proficient   76%         68%         65%         45%

  Number of students tested        72          59          92          84

  3\. Asian                                                            

  Percent at or above proficient   95%         90%         85%         66%

  Number of students tested        56          50          53          61

  4\. Filipino                                                         

  Percent at or above proficient   87%         89%         70%         45%

  Number of students tested        23          35          30          44

  5\. African American                                                 

  Percent at or above proficient   33%         NA          33%         27%

  Number of students tested        12          6           15          15

  6\. Socioeconomically                                                
  Disadvantaged                                                        

  Percent at or above proficient   71%         68%         58%         46%

  Number of students tested        338         358         357         379

  7\. English Learners                                                 

  Percent at or above proficient   69%         65%         54%         44%

  Number of students tested        238         231         238         229
  -------------------------------- ----------- ----------- ----------- -----------

FRANCISCO BRAVO MEDICAL MAGNET HIGH SCHOOL

California Adequate Yearly Progress Report-English Language Arts 10^th^
grade California High School Exit Exam-Education Testing Service

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

  Testing Month                    March       March       March       March

  **English Language Arts School                                       
  Scores**                                                             

  Total Score                                                          

  Percent at or above proficient   79%         73%         73%         44%

  Number of students tested        398         398         412         482

  Percent of total students tested 99%         98%         100%        100%

  Number of students alternatively 0           0           0           0
  assessed                                                             

  Percent of students              0           0           0           0
  alternatively assessed                                               

  Subgroup Scores                                                      

  1\. Latino                                                           

  Percent at or above proficient   76%         69%         69%         42%

  Number of students tested        234         245         223         267

  2\. White                                                            

  Percent at or above proficient   82%         74%         76%         40%

  Number of students tested        73          58          90          88

  3\. Asian                                                            

  Percent at or above proficient   84%         82%         85%         52%

  Number of students tested        56          49          53          64

  4\. Filipino                                                         

  Percent at or above proficient   87%         86%         80%         61%

  Number of students tested        23          36          30          44

  5\. African American                                                 

  Percent at or above proficient   75%         NA          71%         22%

  Number of students tested        12          6           14          18

  6\. Socioeconomically                                                
  Disadvantaged                                                        

  Percent at or above proficient   78%         70%         71%         43%

  Number of students tested        338         352         346         407

  7\. English Learners                                                 

  Percent at or above proficient   73%         64%         67%         35%

  Number of students tested        236         225         233         255
  -------------------------------- ----------- ----------- ----------- -----------

California did not have CAHSEE proficiency rates available for
2000-20001.

For more information see the California Department of Education web
pages below.

<http://ayp.cde.ca.gov/reports/APR/2005APR_Sch_AYP_Report.asp?AllCds=19647331995448&SchCode=1995448&DistCode=64733>

<http://ayp.cde.ca.gov/reports/API/2004API_Progress_sch2.asp?DistCode=64733&SchCode=1995448&AllCds=19647331995448>

[http://ayp.cde.ca.gov/reports/AYP/2003AYP_Sch_p3.asp?cYear=&cSelect=BRAVO\^(FRANCISCO)\^ME\--LOS\^ANGELES\^UNI\--1964733-1995448&cChoice=AYP03_sch3&df=2](http://ayp.cde.ca.gov/reports/AYP/2003AYP_Sch_p3.asp?cYear=&cSelect=BRAVO^(FRANCISCO)^ME--LOS^ANGELES^UNI--1964733-1995448&cChoice=AYP03_sch3&df=2)

[http://ayp.cde.ca.gov/reports/AYP/2003AYP_Sch_p1.asp?cYear=&cSelect=BRAVO\^(FRANCISCO)\^ME\--LOS\^ANGELES\^UNI\--1964733-1995448&cChoice=AYP03_sch&df=2](http://ayp.cde.ca.gov/reports/AYP/2003AYP_Sch_p1.asp?cYear=&cSelect=BRAVO^(FRANCISCO)^ME--LOS^ANGELES^UNI--1964733-1995448&cChoice=AYP03_sch&df=2)