Learn more about the Excellence in Education Awards Additional profiles: Carthay Center Elementary Wonderland Avenue Elementary Irving Middle School White House Place Primary Center

Excellence in Education Awards Community Magnet School 5954 Airdrome Street, Los Angeles Pamela Marton, Principal Hamilton/Palisades/University Cluster - Merle Price, Cluster Administrator RESULTS: Stanford 9 standardized test scores are way above average and Community Magnet is one of the highest performing in the District Complex of 18 schools. Some 95-97% of the students reached the "above grade level" criteria of 75% correct responses to reading and mathematics assessments given last Spring. Writing portfolios for each student demonstrate significant progress between Fall and Spring. 1997-1998 student attendance is up slightly from prior years with a 97.4% attendance rate. Community Magnet School strives to provide all its kindergarten through fifth grade students a rich, rigorous curriculum with an emphasis on the humanities. Many strategies are employed to help each student reach full learning potential. The CATCH (Caring Adults Teaching Children How) Program is a one-on-one academic mentoring program to help students requiring ongoing academic remediation. The program started with a dozen parent volunteers tutoring 30 students on homework assignments and school projects. Today 75 volunteers each week assist 120 children, one third of the student body. CATCH has been so successful at improving student achievement that the school hopes that one day every child will have a "big friend" as a mentor or coach. Evaluators from UCLA study CATCH participants and a comparison group each year. In 1996-97 half of the CATCH students increased their grades in language arts and 27% achieved better grades in mathematics. Student absenteeism and referrals to the office for poor behavior decreased. Last year's evaluation showed similar results with a 7% improvement on end-of-the-year tests for CATCH students over those who did not receive tutoring. Grade-level assessments are administered school-wide in the second week of the school year and teachers review results with parents early in the year. Parents are told their child's entrance skill level as well as what will be expected from their child by the end of the year. Teachers provide clear examples of the expected standards for problem solving, critical thinking, writing and reading ability The assessments also help teachers identify students who might be in need of special programs or services. Some students may only require a basic teacher Intervention Log where strategies, interventions and progress are noted throughout the year. Others may be referred to the Student Success Team made up of administration, parent, teacher and support personnel who provide suggestions and/or contacts for any problems affecting a student's academic or social success, Last year the Community Council developed a program, Building Experienced Student Testers (BEST), to provide students scoring below the 50th percentile level on standardized tests an opportunity to practice skills and strategies. This year the Math Masters Program (M&Ms) was created to provide intensive math fact study for students in grades three to five who have not mastered basic math facts. Intellectually gifted students' needs are met by providing a differentiated instructional program within the classroom so that all students are given the opportunity to broaden their understanding of the curriculum. Over 40 students identified as talented in drama and the visual arts are provided with a pullout program where awards-winning student-made videos have been produced for the last six years. Art is integrated into the curriculum with art projects and student reports on artists present in every class. Behavior standards are made known and reinforced by many strategies, including a school-wide discipline program that defines expectations for student behavior in a clear and concise manner.