Program History, Demographics, and Academic Success
Through cycles of learning, implementation and sharing of our learning, our team sought to develop interdisciplinary and standards-based authentic projects for each grade level to be used year after year. This page also includes information about the intersection of State Standards and Project Based Learning,the demographics of Camino Nuevo High School, and the program history of Camino Nuevo High School
Program History
Through cycles of learning, implementation and sharing of our learning, our team sought to develop interdisciplinary and standards-based authentic projects for each grade level to be used year after year.
- Members researched best practices with
project based learning in their own fields, while simultaneously
developing common language in the area of standards-based assessment.
- Members combined findings and developed project outlines
and ideas.
Year 1 |
Year 2 |
---|---|
The team authored original interdisciplinary curriculum and implemented these projects at the school-wide year-end celebration. These unique projects served as end of the year rites of passage for Camino Nuevo students. Evolving projects were shared with students and critiqued by peers. |
The team honed these projects using qualitative and quantitative data upon studying student work. The team layered their projects with elective classes and wove in social justice components. Evolving projects were shared with students and critiqued by peers. The team presented its findings to California's community of educators at conferences and through technological portals. |
Professional Development. The Camino Nuevo High School team
gratefully acknowledges UCLA TIIP for providing enrichment through
ASCD and CCSA. The TIIP grant funded 1) all team members' professional affiliations with ASCD and CCSA and 2) annual conference registrations, traveling, and other conference-related expenses.
- Association for Supervision of Curriculum Development, ASCD, 2010 to present.
The ASCD website is an incredible, abundant FREE resource for many education topics such as 21st century learning, assessment and grading, differentated instruction, English language learners, whole child. This website also provides information about professional development, conferences, and programs. While many of the resources on this site are FREE, official ASCD membership provides increased access to excellent resources and opportunities.
- California Charter Schools Association, CCSA, 2010 to present.
Interested in learning more about charter schools? CCSA advances the charter school movement through state and local advocacy, leadership on accountability, and resources for member schools. This website provides information about professional development opportunities (primarily through annual conferences) and resources for starting and running a charter school.
Pull Out Days. Teachers were pulled out of classes for lesson planning specific to project-based learning aligned with standards-based curriculum. UCLA TIIP grant funds also supported classroom substitutes to support the TIIP team’s off-site professional development opportunities.
Resources. Funds from the UCLA TIIP grant made it possible for us to stock our staff library for best practices and professional development. . |
TIIP 1 Team Presentation. 2012 California Charter Schools Conference, Sacramento, CA.
At the Intersection of State Standards and Project-Based Learning (Parts 1 & 2) Camino Nuevo Charter High School, based in Los Angeles, serves the
unique needs of an urban demographic. Teachers discussed their
experiences utilizing project-based learning while maintaining the
integrity of California Content Standards. We shared how projects can be
purposefully designed for engaging students in authentic “discovery
learning” through the process as opposed to using projects as a means of
showcasing students' existing knowledge.
Demographics & Academic Success
Camino Nuevo High School is a college preparatory school serving a predominantly Latino population from surrounding low income neighborhoods (MacArthur Park, Pico Union, Rampart area, etc.). Approximately 93% of the student population participates in the free or reduced lunch program, 54% of parents did not complete high school, and only 6% of parents have completed or have had some college education. This means that over half of our students will be first generation high school graduates; the percentage swelling to over 90% of our students as first generation college graduates. |
The graduation rate of our first class of seniors in 2008 was 97% compared to LAUSD’s rate of 66% (which is exceptional given the educational histories of our students and their families). A significant number of our students are undocumented--this percentage varying per graduating class. CNHS ranks 10 out of 10 compared to high schools with similar demographics, and it has earned an API score of 787, with an upward trend every passing year. Upward data trends and repeated academic success speak of a population of students and parents who are deeply involved in their education, community, and social issues. Our students continue to excel in spite of a majority of our population designated as low income and English language learners. |
The school mission is to graduate young people who are “college ready, college bound, agents of social change.” Regardless of a student’s background, every student is required to apply to at least seven, public and private, universities in their senior year.