Franklin High School

Below is a brief description of the different programs offered at Franklin High School:

UCLA After School Program...The program is free and runs daily from After school until 6pm. Please refer to the monthly calendar for more up to date information. UCLA After School is a component of the UCLA Community Based Learning Program and Beyond the Bell. For more information, please contact Ms. Yenny Yi, Program Coordinator at: yenny@oid.ucla.edu

Franklin High School Academic Intervention and Recreational Programs...For more information click Here.

GEAR UP PROGRAM: What Is It?...GEAR UP is a Federal Department of Education Program designed to increase the number of low-income students who graduate from high school and are prepared to enter and succeed in college or trade/tech school.

Project Higher Learning is the name of the GEAR UP grant serving all the 9th graders at Marshall, Eagle Rock, Franklin, and Lincoln high Schools. PHL students have been receiving these services since 7th grade: counseling; mentoring; tutoring; early college testing; visits to college and universities; parent workshops and training sessions.
GEAR UP grants are based on partnerships. PHL partners include Occidental College, Los Angeles City College, Glendale Community College, East Los Angeles College, and UCLA.
Other partners are community-based organizations and businesses. For more information, visit: www.ed.gov/programs/gearup/

The English Language (EL) Program: The Language Acquisition Branch is comprised of a central office and another unit of professionals committed to improving services for the District's English leaners. This unit is Asian Pacific and Other Languages (APOLO) and Dual Language Programs Office. The Language Acquisition Branch promotes academic excellence, equity, and access for the District's 326,893 English learners. The District has developed a variety of instructional programs to best meet the needs of these students. The programs are designed to close the achievement gap between english learners and native English speaking students. The District's Master Plan for English Learners describes the programs and services that assist English learners to:

Achieve academic proficiency in all dimensions of the English language.
Attain academic achievement in all content areas.
Develop a positive self-image by acknowledging the linguistic and cultural gifts English learners and their families contribute to the teaching and learning act.
Function effectively and harmoniously in a multicultural society.
To carry out our mission, the Language Acquisition Branch.
Administers programs that help every child learn English and academic content and high levels.
Provides provessional development for the implementation of all Master Plan instructional services: English Language
Development (ELD), Specially Designed Academic Instruction in English (SDAIE), Primary Language Instruction, and Primary Language Support.
Provides leadership to ensure that federal, state, and district policy related decisions focus on the best interests of English learners.
Collaborates with the Local District English Learner Program staff and other district programs to promote best practices and to strengthen and coodinate services for English learners.
Monitors federal and state funded English learner programs and grants and provides technical assistance to ensure that the programs focus on outcomes and accountability.

In addition, the Language Acquisition Branch recognizes the pivotal role of parents as partners in the education of their children and works closely with the District's English Learner Advisory Committee to provide essential information, education, and involvement activities.

The Title 1 Program: The purpose of the Title 1 and EIA-SCE is to meet the educational needs of low-income children and the needs of children in local institutions for neglected or delinquent children. Participants include students who are at risk of failing, disabled, and in private schools.

Compensatory education funds supplement services needed to raise the academic achievement level of K through 12 participants in basic and advanced skills.
Additional support may be provided through professional development and health and guidance services.
Parents of children being served have the opportunity to participate in the design and implementation of the program through activities such as developing parent policy and compacts parent-teacher conferences; parent training and literacy; classroomvolunteers, tutors, aides, etc.
The Compensatory Education Advisory Committee (CEAC); and the District Advisory Committee (DAC).
The program receives federal funding from the Elementary and Secondary Education Act of 1965 (ESEA), No Child Left Behind Act of 2001, and the Economic Impact Aid-State Compensatory Education (EIA-SCE).

The Upward Bound Program: The Upward Bound Project at Occidental College in Los Angeles attempts to help low income, high school students toward better academic achievement in high school and admission to the college or university of his/her choice. For more information, please email: mruiz@oxy.edu

If the student is offered admission to the OXY UB, he/she will participate in the program until graduation from high school.
The project will provide academic services to the participant that range from a five week summer residential program on campus, academic Saturdays during the school year at Occidental, a variety of college campus tours, college advisement, curriculum advisement and cultural activities. Occidental College: http://departments.oxy.edu/ub/

"Baby Think It Over" Program Parenting Simulation: Our school is fortunate to have the new Baby Think It Over Program under way. I hope you will join me in helping our students benefit from the Program as fully as possible.

The core of the Program is a parenting simulation using the "Baby Think It Over" infant simulator. The Program helps young adults explore the physical, emotional, social, and financial consequences of parenthood.

The infant simulator (Baby) will cry at random, unpredicable times 24 hours a day and require the student to care for it by inserting and turning a care key in its back. When the care key is inserted, Baby stops crying within a few seconds. The care key must be held in place from 1 to 30 minutes, approximating the amount of time needed to care for an infant. Baby will also cry if held in a position it does not like or if it is roughly handled.

Although Baby may momentarily disrupt your class, I'm sure you will agree the lessons our students will learn far outweigh a few interruptions.

I would appreciate your (staff and teachers) help in watching for unattended, mistreated, or improperly held Babies, since the electronics box computer cannot monitor all of these behaviors.

Please contact me if you have any questions or concerns about the Program, or if there are special arrangements we need to discuss for your classes.

Ms. Geiger: (323) 550-2055