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Mission and Vision

School Vision:

Our vision is to provide challenging, standards-based and grade-appropriate instruction and learning to all students with equity and access to foster high expectations and achievement in academics and behavior.

Clinton Straight A's for Student Achievement

We envision a school as a learning community that is safe, values diversity, promotes school pride and maintains student achievement as the primary focus. Clinton Middle School Teachers, Counselors, and Staff Members are committed to providing the following for all our students:

 

Academics

     - Provide rigorous core instruction that encompasses content standards and language objectives.

     - Provide evidence of planning that reflects research-based strategies to meet the diverse student needs, including language needs (EL and SEL), acceleration, and targeted interventions/supports.

     - Collaborate with instructional teams to develop units of study that encompass the elements of the integrated Design Lesson Template (e.g. SDAIE, data-based assessment, Understanding by Design).

 

Advocacy 

     - Meet regularly with instructional teams to personalize needs of students for social, emotional, and academic needs, including EWI meetings, and SSPT meetings.

     - Maintain regular contact and keep records of meeting and calls to parents regarding:

     - Student progress in academics or behavior.

     - Students who need assistance with attendance, academic progress, or conduct.

     - Positive reinforcement for students who are making improvements or doing well.

     - Opportunities for parents to participate in classroom observations and school activities.

 

Agency

     - Provide support to students and parents through the Advisory period.

     - Enact a standards-based curriculum that is culturally relevant and connected to community.

     - Teachers will collaborate with students, families, and counselors to create and monitor an Individualized Graduation Plan that creates pathways for students to be college and career ready.

 

Apprenticeship

     - Engage in a model of instruction that is founded in an apprenticeship design of Disciplinary Literacy.

     - Utilize content literacy practices across all discipline areas as reflected in the California State Standards.

     - Provide appropriate and necessary scaffolds for student learning.

 

Attitude

     - Enforce and model all classroom and school-wide positive behavior supports as outlined in the LAUSD Discipline Foundation Policy

     - Support students’ social and emotional development and well-being through the Second Step program

     - Maintain a safe, clean, and organized learning environment conducive to learning.

     - Engage in professional practice as identified in the Teaching and Learning Framework.

     - Engage in the seven norms of collaboration in daily practice.

 

Attendance

     - Attend all scheduled professional development sessions, parent meetings, conferences, SSPT, EWI, and IEP meetings related to students in my classes. During professional development, I will:

     - Plan curriculum, reflect on student progress, review assessments, and analyze personal teaching practice.

     - Work collaboratively with peers, including developing lessons and units in disciplinary and interdisciplinary teams.

 

Access

     - Create course syllabi that include collaborative commonalities inclusive of the following:

     - Course description aligned to California State Standards

     - Clear grading policy and clear student learning outcomes

     - Due dates for assignments, projects, and assessments

     - Student expectations for attendance and behavior

     - Day and time for tutoring and additional support for student learning

     - Contact information for parents

 

Acceleration

     - Engage in professional development surrounding the Response to Instruction and Intervention (RTI2) framework, including: consensus building, problem-solving model, data days, intervention planning.

     - Utilize the problem-solving model to enable student learning, including: problem analysis, intervention design, implementation, and data analysis.

 

Assessment

     -  Evaluate student learning (checking for understanding) on a regular basis with the use of class assignments, homework assignments, progress monitoring, formative and summative assessments aligned to the standards.

     - Assign standards-based homework that is returned in a timely manner with effective feedback on a regular basis.

     - Participate in regular meetings to discuss and analyze results of Academic Growth over Time data and how that will inform teaching and learning.

     - Meet with instructional teams to analyze assessment findings (diagnostic, formative, summative, and authentic) to identify next steps and share outcomes with students and parents.

     - Utilize tools that support data-driven instruction including MyData and CAASPP.

 

Appreciation

     - Attend, learn, and model Adaptive Schools strategies to support professionals learning in community.

     - Develop and facilitate collaborative groups with colleagues, parents, community members, and students.

     - Work collaboratively with school partners (e.g. City Year, Communities in Schools, AVID Center, SPARK) to amplify resources and learning opportunities.

     - Engage in a culture of collaboration that celebrates the accomplishments of students, teachers, parents, administration, and community.