"West Hills WASC Report 2009"
WEST HILLS HIGH SCHOOL THREE-YEAR REVISIT REPORT Patrick Keeley, Principal Dan McDowell, WASC Coordinator 8756 Mast Blvd. Santee, CA 92071 (619) 956-0400 http://wolfpack.guhsd.net Grossmont Union High School District Table of Contents Staff, Committees, and District Leadership .......................................................................1 Chapter 1: Student/Community Profile and Supporting Data ...........................................7 The Community ............................................................................................................7 Guiding Philosophies .....................................................................................................8 The Students................................................................................................................10 The Staff......................................................................................................................12 School Organization ....................................................................................................15 Academic Requirements and Offerings ........................................................................18 Academic Programs .....................................................................................................20 Extracurricular Offerings.............................................................................................30 Achievement Data .......................................................................................................33 Graduation Data .........................................................................................................42 Behavior and Attendance Data ....................................................................................44 Chapter 2: Significant Changes and WASC Process.........................................................46 Chapter 3: Critical Areas of Need and the Schoolwide Action Plan.................................52 Critical Areas of Need .................................................................................................52 Action Plan Adherence ................................................................................................53 Goal #1: By June 2009, West Hills will raise the school's API score to 800. ................54 Goal #2: By June 2009, West Hills will reduce its D/F rate to 12%. ............................59 Goal #3: All people at West Hills shall be physically and emotionally safe. .................67 Goal #4: All students will have a PSP and IGP.............................................................72 Critical Area of Concern #5.........................................................................................74 Critical Areas of Concern Index ..................................................................................76 Appendix I: Interventions................................................................................................77 Appendix II: Single Plan for Student Acheivement...........................................................81 About the Cover: The word diagram represents the most used 100 words found in this report. The size of the word is based upon its frequency. STAFF, COMMITTEES, AND DISTRICT LEADERSHIP Administration Keeley, Patrick Issa, Frank Rios, Dave Principal VP VP Spilger , Karen Avery , Debra VP MSF Certificated Staff * Department Chairs Acosta, A.J. Armstrong, Jeff* Ash, Casey Baime, Steve Bean, Jamie Bentley, Bentley Berray, John Biggerstaff, Corrie Boehme, Cece* Boutelle, Jeff Brent, Tedd Bulette, Tanya Burgess, David Burke, Tom Cambou, Randy Carman, Jarrod Carol Rockhold Clarke, Tracey Cleves, Bill** Coffin, Cathy Conant, Jean Cross, John Davey, Dan Deerfield, Bill DeMars, Elizabeth* DeWald-Mason, J. Dissinger, Deborah Eady, Heather Escoto, Kristin Fogle, Billie Foster, Anne Gabler, Cheryl* Giles, Chanda Goodman, John Grissen, Douglas ** Focus Group Leader Gwyn , Jamie Hedeline, Jan* Heeb, Deborah Hoffman, Reuben** Johnson, Jennifer A. Kinser, Ryan Knapek, Stacey Knopp, Ron* Kohler, Jodi Liddell, Michelle Ligon, Patti Lou Lines, Jeri Lorentz, Steve Martinez, Jason Maxwell, Heather McDowell, Dan McDowell, Penny McLaughlin, Kristin Mergens, Peter* Morrison, Tanya Moses, Rodd* Najimi, Mandy Napoli, Deborah Naranjo, Juan Norris, Matt** Odom, Melissa Oliver, Melinda Owens, Alicia Oxford, Jim* Peterson, Todd Preble, Laura Rafenstein, Ali Ramey, Victoria Reiderer, Joshua* Rich, John Math World Languages World Languages Social Science Science ENS Psychologist (LOA) Individual Instruction Math English Individual Instruction Science Performing Arts Counselor Site sub Art / Social Science Science English Math ASB / Social Science Counselor Counselor English World Languages Social Science ENS Social Science Psychologist (sub) Industrial Technology English English World Languages Individual Instruction ENS Science English Contract English Individual Instruction Math Social Science Math Science English / EL Individual Instruction English Counselor Social Science Math Social Science Social Science Speech English Science Individual Instruction Art Art / Business World Languages Performing Arts Home Economics Science Math Counselor Individual Instruction Individual Instruction English * Science World Languages Art Individual Instruction 1 Romanowski, Jennifer English Ross, Bryan* Social Science Ruggles, Barbara English Rutledge, Don Individual Instruction Schreiber, Susan* Library Scott, Rachel Performing Arts Searls, James Math Sklenicka, Joe Math Sutton, Daniel Social Science Trahern, Phyllis Tricarico, Dan Van Dyke, Tad* VanderBurgh, Laura Vanderhyde, Tom Weatherford, John Williams, Carrie* Wisley, Shawn ** Young, Andrea Math English Art Math Social Science Math** Business World Languages Social Science Classified Support Staff Aguirre, Francisca Custodian Applebaum, Mike Supervisor Armstrong, Barbara Duplicating Bitando , Breanne Supervision Blackwood, Henry Utility Cervantes, Victor Custodian Coffroth, Susan Senior Secretary Craft, Prudence Receptionist Crenshaw, Pam Counseling Sec Croteau-Hanson, Chloe GIS Davis, Lorianne Supervisor Devore, Laura Attendance Farra, Lori LVN Fisher, Kathy Admin. Secretary Giorgi, Milton Head Custodian Howell, Nancy Husseman, Kris Lang, Mark McAfee, Julie Menges, Todd Morehouse, Brenda Nelson, Matt Novicio, Bert Pellegrini, Ruth Pratt, Yvonne Provenzano, Patricia Shepherd, Jim Stratton, Sheryle Willhite, Gary Senior Secretary ASB Finance Grounds GIS Custodian Attendance Lead Grounds Lead Supervisor Campus Supervision GIS Library Tech PE Attendant Site Support Tech Media Tech Special Education Aides Banta, Alana Cota, Karin Gauger, Andy Grace, Kimberly Henselmeie, Bonnie Holland-Alderman, Barbara Jones, Patricia Phelps, Jennifer Schaefer, Claudia Schilling, Amy Thomas, Julie WASC Focus Groups * Focus Group Leader ** Parent Assessment Adler, Kim Bentley, Pete Boehme, Cece Burke, Tom Christison, Lucinda** Coffroth , Susan Cota, Karin Crenshaw, Pamela Davey, Dan Eady, Heather 2 Goodman, John Grace, Kimberly Johnson, Jen Jones, Patrica Mergens, Pete Morehouse, Brenda Orahood, Jeanette Peterson ,Todd Rafenstein, Ali Ramey, Victoria Romanowski ,Jennifer Stratton, Sheryle Thomas, Julie Vanderhyde, Tom Weatherford, John* Young, Andrea Zickel, Mark** Culture Acosta, A.J. Applebaum, Michael Armstrong, Jeff Ash, Casey Ball, Cindi** Banta, Alana Berray , John Boutelle, Jeff Conant, Jean DeMars, Elizabeth Devore, Laura DeWald-Mason, Jackie Episcopo, Ann Marie** Fogle, Billie Heeb, Deborah Henselmeier, Bonnie Howell, Nancy Husseman, Kristine Jokerst, Tiffany Kinser, Ryan Lines, Jeri Morrison, Tanya Moses, Rodd Pratt, Yvonne Preble, Laura Hoffman, Reuben* Rose, Marisa Schilling, Ami Williams, Carrie Curriculum Armstrong, Barbara Baime, Steve Beat, Susan** Biggerstaff, Corrie Carman, Aimee Carman, Jarrod Clarke, Tracey Cleves, Bill* Conklin, Dana Cross, John Croteau-Hanson, Chloe Dissinger, Deborah Foster, Anne Giles, Chanda Gomez, Helen Grissen, Doug Haas, Ryan Januario, Kathy** Kohler, Jodi Lizarraga, Clara Lorentz, Steve Martinez, Jason McManus, Illyana** Odom, Melissa Pelligrini, Ruth Phelps, Jennifer Reyes, Joshua Sutton, Daniel Tricarico, Danny Willhite, Gary Instruction Bitando, Breanne Burgess, Dave Coffin, Cathy Farra, Lori Gabler, Cheri Gauger, Andrew Gilechriest, Barbara Gwyn, Jamie Hedeline, Jan Holland-Alderman, Barbara Knapek, Stacey Kostlan, Kacie McAfee, Julie McLaughlin, Kristin Najimi, Mandy Napoli, Deborah Naranjo, Juan Norris, Matthew* 3 Oliver, Melinda Oxford, Jimmy Rich, John Schaefer, Claudia** Schreiber, Susan Shepherd, James Small, Donna Starr, Tana VanderBurgh, Laura Wallace, Vicki** Leadership Bean, Jamie Brent, Tedd Brentano, Anne** Bulette, Tanya Cambou, Randy Craft, Prudence Davis, Lorianne Deerfield, Bill Escoto, Kristen Fisher, Kathy Johnstone, Karly Keeley, Pat Knopp, Ron Liddell, Michelle McDowell, Penny Nelson, Matt Novicio, Bert Reiderer, Josh Rockhold, Carol Ross, Bryan Ruggles, Barbara Scott, Rachel Searls, James Sklenicka, Joseph Stauffer, John** Trahern, Phyllis Van Dyke, Tad Wisley, Shawn* 4 WHHS Department Chair Council Department chairs are elected every two years by their department. Meetings are held once a month. Principal........................................................................................................Patrick Keeley Assistant Principal..........................................................................................Karen Spilger Assistant Principal...............................................................................................Frank Issa Assistant Principal ............................................................................................ David Rios Head Counselor .............................................................................................. Rodd Moses Director of Athletics...................................................................................... Don Rutledge Art Department Chair .................................................................................. Tad Van Dyke Business Department Chair ........................................................................ Carrie Williams English Department Chair........................................................ Anne Foster / Cece Boehme Exercise and Nutritional Science Department Chair.......................................Josh Reiderer Home Economics Department Chair.......................................................Elizabeth DeMars Individual Instruction Department Chair ................................. Don Rutledge / Ron Knopp Industrial Technology Department Chair ..................................................... Jimmy Oxford Library Department Chair.......................................................................... Susan Schreiber Mathematics Department Chair ....................................................................Peter Mergens Performing Arts Department Chair ................................................................Steve Lorentz Science Department Chair ...............................................................................Cheri Gabler Social Science Department Chair....................................................................... Bryan Ross World Langauges Department Chair...............................................................Jan Hedeline Leadership Team The Leadership Team was formed by the Principal in November 2008 to serve as an advisory panel to help oversee the writing and implementation of the action plan. School Principal ............................................................................................Patrick Keeley WASC Coordinator.....................................................................................Dan McDowell Head Counselor .......................................................................................... Jason Martinez Individual Instruction........................................................................................Ron Knopp Math .............................................................................................................Peter Mergens Science ..........................................................................................................Cheryl Gabler Social Science .................................................................................................... Bryan Ross Classified......................................................................................................... Kathy Fisher Classified.................................................................................................... Sheryle Stratton EL Coordinator.............................................................................................. Cece Boehme Technology Coordinator ....................................................................................John Cross Parent............................................................................................................... Karen Fleck Parent........................................................................................................ Gretchen Burger Student.......................................................................................................... Alyssa Plesser Parent............................................................................................................. Katie Grimm 5 Grossmont Union High School District Administration Superintendent ..................................................................................................Bob Collins Associate Superintendent, Human Resources...................................... Steve Sonnich Assistant Superintendent, Business Services ................................................. Scott Patterson Assistant Superintendent, Educational Services .................................................Mike Lewis Director, Information & Technology Services ................................................ Bruce Nelson Director, Curriculum & Professional Development .......................... Cindy Douglas Director, Special Education ......................................................................... Mar Sue Glynn Director, Adult Education .......................................................................... Colette Fleming Director, Alternative Education................................................................. Lucia Washburn Director, ROP .................................................................................................Adena Boxer Governing Board President............................................................................................. Robert Shield Vice President ........................................................................................... Dick Hoy Clerk ......................................................................................................... Jim Kelly Member........................................................................................ Priscilla Schreiber Member..........................................................................................Dr. Gary Woods Student Representative ...........................................................................Carly Cody Alternative Representative .......................................................... Kelsey Hjalmarson 6 CHAPTER 1: STUDENT/COMMUNITY PROFILE AND SUPPORTING DATA When West Hills High School opened its doors in 1987, it immediately became one of the top schools in the Grossmont Union High School District (GUHSD). The campus is nestled between the western edge of the City of Santee and a large section of open land that includes Mission Trails Regional Park, one of the nation’s largest urban parks. Spread across seventy-six acres, the West Hills campus resembles a community college rather than a typical high school. West Hills High School is one of eleven high schools (nine comprehensive, two charter, and one continuation) in the Grossmont Union High School District (GUHSD). Serving over 24,000 students, the District includes the East County communities of Santee, La Mesa, Lakeside, Spring Valley, Lemon Grove, Jamal, and El Cajon. West Hills serves 2132 students from the Santee area and additional students from throughout the district. The Community The West Hills’ attendance area is eighteen miles from downtown San Diego and is primarily made up of suburban residential neighborhoods. The economy is broad-based, including retail trade, the service industry, and light manufacturing. West Hills is composed of middle-income working class families with a 2008 median income of $76,771. The 2008 median market price for single-family homes and condominiums was $400,000. The Santee population increased modestly from 52,975 in 2000 to 56,068 in 2008. Santee Ethnic Breakdown Ethnicity White Hispanic or Latino Origin Asian Black/African American American Indian Pacific Islander Other Race Two or More Races Total Population Number 45,938 6,039 1324 795 424 212 2119 52,975 2000 Percentage 86.7% 11.4% 2.5% 1.5% 0.8% 0.4% 4.0% Number 44,041 7,614 1,683 986 319 163 134 1,908 56,068 2009 Percentage 77.5% 13.4% 3.0% 1.7% 0.6% 0.3% 0.2% 3.3% 7 Guiding Philosophies West Hills Mission Statement The mission of West Hills High School is to graduate critical thinkers and problem solvers who contribute positively to society as productive, responsible citizens. The West Hills Way In 1987, West Hills High School opened with 300 students, fourteen teachers in temporary buildings, and a special sense of what schooling was all about. In the fall of 2006, we will enroll over 2200 students and have almost 150 teachers and support personnel on our staff. From those early beginnings, the staff and students have stayed true to their early commitment to a special kind of education, which came to be known as the “West Hills Way”. This underpinning of commitment to making all students successful has aided this campus through periods of tremendous growth, which included moving to a facility on 76 acres. We have established outstanding programs in academics, the arts, student activities, and athletics. The eight principles are simple but effective. It is: 1. Academics First – It’s “cool” to study and work hard at West Hills 2. Treating fellow students, teachers, staff, and visitors well – the way you want to be treated. 3. No Cliques – “We are one, We are the Pack” 4. No put downs 5. Saying “Hi” to other members of the pack, saying “No” to drugs and alcohol. 6. Using good language – use of profane or vulgar language only shows a lack of vocabulary. 7. Dressing in a proper manner – clean and in good taste. 8. Playing hard but fair and sportsmanlike. 8 Graduation Goals (Expected Schoolwide Learning Results) In 2000, the West Hills staff developed the Expected Schoolwide Learning Results (ESLRs) to establish a set of principles that would transcend all disciplines and school activities. In 2005, the ESLRs were renamed Graduation Goals. One of the primary objectives of the West Hills staff is to provide opportunities for students to develop skills necessary to work and live in a complex and diverse society. The Graduation Goals reflect the academic and social priorities of the school. West Hills High School graduates are 1. CRITICAL THINKERS who • locate, organize, interpret, synthesize, analyze, and apply information • use various problem-solving strategies • make responsible, ethical decisions • assess situations from various points of view ACTIVE COMMUNICATORS who • read, write, speak, and listen reflectively and critically • receive and interpret the messages of others effectively PRODUCTIVE LEARNERS AND WORKERS who • understand the relationship between school and the workplace • plan for the future by setting priorities and identifying achievable goals • work effectively independently and in groups • demonstrate an awareness of diverse cultures that fosters tolerance and acceptance of individual differences EFFECTIVE USERS OF RESOURCES who • use a variety of resources, including technology, for personal, educational, and career purposes • use these resources ethically and responsibly 2. 3. 4. 9 The Students Enrollment Currently, West Hills High School serves students from the Santee area as well as approximately 380 students attending under the GUHSD School Choice Program implemented during the 1994-95 school year. Enrollment has consistently ranged from 2,200 – 2,400. However, during the 2008-09 school, and for the first time since the Choice Program began, enrollment has dropped below 2,200. A district-implemented freshmen cap for the 2009-10 school year will further decrease our student population. School Population – Part 1 Total 06-07 07-08 08-09 2308 2265 2191 M 271 275 259 9th F 311 315 263 Tot. 582 590 522 M 284 266 280 10th F 306 307 305 Tot. 590 573 585 M 292 267 262 11th F 292 301 287 Tot. 584 568 549 M 239 271 255 12th F 313 263 280 Tot. 552 534 535 Student Population – Part 2 06-07 07-08 08-09 Total 2308 2265 2191 Local 1548 1347 1309 67.1% 59.4% 59.7% Intra-District Transfer 700 30.3% 851 37.6% 812 37.1% Inter-District Transfer 60 2.6% 67 3.0% 70 3.2% A strong academic culture has always made West Hills a top choice for students from outside the school’s boundaries. Ethnic Enrollment Ethnicity African American American/Alaskan Indian Asian Filipino Hispanic Middle Eastern Pacific Islander White, NonHispanic Declined to State Total 2003-04 # % 32 1.40 49 2.15 54 43 275 0 34 1793 0 2280 2.37 1.89 12.06 0 1.49 78.64 0 2004-05 # % 38 1.70 52 2.33 54 21 259 28 15 1683 82 2.42 .94 11.60 1.25 .67 75.40 2005-06 # % 38 1.67 36 1.58 31 32 278 32 32 1650 1.36 1.41 12.23 1.41 1.41 72.56 2006-07 # % 40 1.73 30 1.30 35 41 300 36 26 1671 1.52 1.80 12.99 1.56 1.13 72.04 2007-08 # % 44 1.94 19 0.80 33 54 307 37 26 1630 1.32 2.38 13.55 1.63 1.15 71.96 2008-09 # % 54 2.46 21 .96 34 49 314 41 27 1575 76 1.55 2.23 14.33 1.87 1.23 71.86 3.67 2232 145 6.38 2274 129 5.59 2308 116 5.12 2265 3.47 2191 The ethnic breakdown of the West Hills student body generally reflects the Santee community. It is a predominantly white population and this portion declined from 78% to 71% of the school population over the last six years. Our next largest ethnic group is the Hispanic population, which has shown a 14% increase since 2003. Both of these 10 population shifts also mirror the changes occurring in the City of Santee during this same time period. Parent Education Level as Report for STAR (2008-09) Not a HS Graduate HS Graduate Some College (inc. AA Degree) College Graduate Graduate School / Post Graduate Declined to State Total Students Tested * percent of enrollment 9th Grade # %* 24 4.1% 129 22% 241 41% 84 14.3% 49 8.3% 42 7.2% 10th Grade # %* 14 2.1% 132 22.8% 247 42.7% 90 15.6% 40 6.9% 32 5.5% 11th Grade # %* 16 2.5% 126 22.4% 222 46% 96 17.1% 57 10.1% 23 4.1% Total # % 54 3.2% 387 23.3% 710 42.7% 270 16.2% 146 8.8% 97 5.3% 1664 Free and Reduced Lunch 2006-07 # Students Qualifying for Free and Reduced Lunch 249 % 10.7% # 368 2007-08 % 16.2% # 401 2008-09 % 18.3% 11 The Staff The West Hills staff continuously demonstrates its commitment to creating an effective and positive learning environment for students. This dedication can be seen through modeling professionalism, providing extensive support to students, and involvement in numerous extracurricular activities. The staff is composed of 89 teachers, one librarian, five counselors, 32 full-time classified staff members, 13 special education aides, one classified manager, and four administrators. Highest Education Level (2008-09) The educational backgrounds of West Hills teachers is impressive with 73% having earned a master’s degree or higher. This dedication to obtaining graduate degrees demonstrates to the students the importance of becoming life-long learners. Doctorate Working on Doctorate 0 1 Master’s Degree 4 64 Working on Masters 0 7 Bachelor’s Degree plus Credential 0 16 Administrators Teachers and Counselors 0 1 Staff Years of Service (2008-09) The staff has a wide range of teaching experience and 80% of West Hills teachers have taught for at least six years. The stable faculty and a low turnover rate reflect the dedication of the staff to the students of the West Hills community. Years at WHHS 1 2 -5 610 1115 16+ 1 Years in GUHSD 2-5 610 1015 16+ 1 Years in this job 2-5 610 1115 16+ Certificated Admin Classified 3 1 2 18 3 1 25 0 3 22 0 7 13 0 4 5 0 4 11 0 2 26 2 5 22 1 3 20 1 3 3 0 0 11 3 1 26 1 4 22 0 6 22 0 5 Staff by Ethnicity - Certificated Asian Pacific Islander 0 1 1 0 2 2 Hispanic or Latino 0 4 4 48 58 106 African American 0 1 1 14 17 31 White (not Hispanic) 52 44 96 593 460 1053 Multiple or no response 0 1 1 20 16 36 Total WH (F) WH (M) Total District (F) District (M) Total 0 0 0 14 7 21 52 50 102 695 562 1257 12 Staff by Ethnicity - Classified Asian Pacific Islander 0 1 1 2 3 5 Hispanic or Latino 6 2 8 163 82 245 African American 0 0 0 23 40 63 White (not Hispanic) 36 8 42 599 195 794 Multiple or no response 0 0 0 15 9 24 Total WH (F) WH (M) Total District (F) District (M) Total 0 0 0 4 7 11 42 11 53 810 338 1148 The West Hills certificated staff lacks ethnic diversity. While West Hills holds one of the least diverse staffs in the GUHSD, the district-wide numbers are not significantly different. Teacher Credential Types # Teachers WH GUHSD 94 1,088 Full 94 (100%) 1080 (99.3%) Univ. Intern. 0 (0.0 %) 1 (0.1 %) Dist. Intern. 0 (0.0 %) 3 (0.3 %) Pre-Intern. 0 (0.0 %) 0 (0.0 %) Emergency 0 (0.0 %) 3 (0.3 %) Waiver 0 (0.0 %) 4 (0.4 %) Additionally, all staff members are authorized to instructor English Learners. The following represents the breakdown of the authorization type: • CLAD Certificate (46) • ESL Supplemental (1) • BCLAD Certificate (1) • 1969 SDAIE (1) • Certificate of Completion of Staff • Present EL authorization "builtDevelopment (29) into" credentials (7) No Child Left Behind Core and Compliant Classes (2007-08) Secondary English Secondary Math Secondary Science Secondary Art, Dance, Drama, Music 32 22 68.75% 76.76% Secondary Foreign Language Secondary Social Science Secondary Other Classes Classes Compliant % Compliant District % Compliant 95 80 84.21% 80.83% 78 63 80.77% 63.31% 47 37 78.72% 80.08% 39 38 97.44% 92.86% 74 55 74.32% 77.17% 0 0 n/a Extracurricular Involvement by Certificated Staff The West Hills certificated staff has extensive involvement in a wide variety of nonacademic activities. Countless hours are spent at lunchtime and after school advising clubs and coaching athletic teams. Staff members also support students by attending school activities, including sporting events, performances, dances, and fund-raisers. This 13 participation in realms outside of the traditional classroom setting creates a greater connection between the staff and the student. School and District Involvement Additionally 51% of the certificated staff serve on site committees, including the two CTE pathways, the Multicultural Planning Committee, Department Chair, School Site Council, and the Leadership Team. Members of the West Hills staff have played key roles in the development of numerous District programs, including the Visions Technology Program, FITT Technology Program, the annual Got Plans? College Fair, CTE programs, Peer Assisted Review Program, SPARC, and the Post Graduation Plan Program. West Hills also has one of the most active sets of Grossmont Education Association representatives and the Vice President of the association teaches in the social science department. This dedication empowers the staff to help shape and maintain the strong academic culture on this campus. Special Education Teaching Assistants All special education teaching assistants either have an Associates Degree, Bachelors Degree, or have No Child Left Behind clearance. 14 School Organization Three organizational committees help the administration determine policies, spread information, and coordinate school programs. School Site Council Members Chair Decision Making Responsibilities Representatives from Admin (1), Teachers (4), Parents (3), Classified (2), and Students (3) Elected member Vote, majority • Review each goal and objective of the SPSA over the course of the year • Update and maintain the SPSA • Request evidence from the Leadership Team regarding specific items • Hear proposals from departments, coordinators, and individuals on campus regarding the development of new programs • Determine and approve funding for programs • Develop and oversee the safety plan and student handbook Leadership Team Members Principal, Core Department Representatives (English, Math, Science, Social Science), Counseling Representative, Special Education Representative, Classified Staff Representatives (2), EL Coordinator, CTE Coordinator, Parents (2), WASC Coordinator, and Students (2) Principal Serves as an advisory role to the SSC and Principal • Oversee the academic programs of the school • Help with evidence collection for the SSC review of the SPSA • Report progress and make recommendations on programs to the School Site Council • Advise SSC on SPSA changes and revisions • Discuss programs that affect the academic direction of the school • Advise SSC and Principal on the academic priorities of the school • Assist departments in their implementation of programs in the SPSA Chair Decision Making Responsibilities 15 Department Chair Committee Members Chair Decision Making Purpose One elected member of each department, Administration Team, WASC Coordinator, Tech Coordinator, EL Coordinator Principal One representative from each department has a vote • Share and discuss topics related to the day-to-day operations of the school • Disseminate information regarding new programs, testing, etc. • Implement programs in SPSA as directed by the Leadership Team • Provide input during the building of the schedule Responsibilities Website In the summer of 2008, the West Hills website was redesigned and significantly expanded. Since that time, the Web Manager has worked with the staff to expand the content available online. The website has become the main portal of information for the parents and students of West Hills. It is updated on a daily basis. In addition to the main school website, individual teachers and departments also maintain websites with updated information specific to their classes. Year 0708 0809 Sept Visitors Pageviews Visitors Pageviews N/A N/A 17,974 59,388 Oct 5272 13,617 14,528 35,004 Nov 15,644 52,324 15,261 40,167 Dec 11,110 34,652 12,997 32,086 Jan 12,961 42,641 15,599 42,646 Feb 13,678 44,230 16,162 46,108 Mar 10,679 34,680 21,246 60,483 Apr 12,848 40,005 12,603 34,499 May 13,573 41,044 17,634 49,660 Jun 8,445 27,152 9,704 27,770 Total 104,200* 330,345* 153,708 427,811 * The counter was not activated until October 20, 2007. A visitor is a single computer per day. A pageview is the number of pages viewed by each visitor during a day. Parent Involvement During the 2008-09 school year, the West Hills High School PTSA had 927 members, approximate one quarter of all PTSA members in the District. With an active board of about 20 parents, the PTSA has implemented an extensive list of programs supporting students and teachers. To extend their ability to communicate with the membership, a website was created containing valuable information regarding upcoming events, community opportunities, and parenting tips. PTSA volunteers can be found at almost every West Hills function, supplying valuable assistance to the office staff, the teachers, and clubs. Some of the activities sponsored by the PTSA this school year include: • two college information nights for students and families • a drug and alcohol awareness and prevention parent education night • a Sober Grad Night • the first annual Multi-Cultural Fair • a Supply Day for teachers 16 The PTSA has also partnered with the West Hills administration to revive and publish the monthly newsletter Wolf Call which is now distributed as a PDF document on the school website, the PTSA website, and through the PTSA e-mail list. 17 Academic Requirements and Offerings Graduation Requirements SUBJECT AREA 1. 2. 3. 4. 5. 6. 7. 8. English Mathematics Science Social Science Computer Studies Physical Education Visual or Performing Arts and/or Foreign Language Electives Total Units Needed for Graduation Units Required of All Students 40 30 20 40 5 20 10 10 55 230 Units Recommended for College Bound 40 30 20 40 5 20 10 20 35 220 NOTES - (Numbers correspond to subject area listed above) 1,2. *All students must pass the CA High School Exit Examination. 2. This requirement includes 1 year of Algebra as well as one course beyond Algebra. 3. One year of Biology and one year of Physical Science. Two years are required, but three are recommended. 4. One semester Geography (9th), one year World History (10th), one year U.S. History (11th), one semester American Government and one semester Economics (12th). 6. Includes the First Aid requirement offered in certain P.E. classes. 7. Twenty units of Foreign Language recommended for college bound students. Examples of Visual or Performing Arts courses: Art, Drama, Music. Limitations Maximum of forty credits in P.E., Maximum of twenty credits Work Experience, Maximum of twenty credits of Office Experience/Library Practice, Maximum of twenty credits from Adult School may be counted toward graduation. 18 A-G Certified Course List The following courses meet the University of California A-G requirements. Italicized courses are considered Honors by the University of California and are weighted as follows: A= 5.0, B= 4.0, C= 3.0. a-HISTORY • World Hist. Cult. & Geog 1C, 2C • AP World History 1S, 2S • U.S. History Cult. & Geog. 1C, 2C • AP American History 1S, 2S • American Government 1C • AP American Government 1 b-ENGLISH • English 1C, 2C • English 1H, 2H • English 3C, 4C • English 3H, 4H • English 5C, 6C • AP English Language 1, 2 • English 7C, 8C • AP English Literature 3, 4 c-MATHEMATICS (> indicates course may be used only for ‘c’ requirement) • >Algebra 1C:1C-2 • >Algebra 1H: 1H-2 • >Geometry Plane & Solid 1C:1C-2 • >Geometry Plane & Solid 1H:1H-2 • >Algebra IIC-1, IIC-2 • >Algebra IIH-1, IIH-2 • Algebra IIIC-1, IIIC-2 • Pre-Calculus 1H-1, 1H-2 • AP Calculus AB-1, AB-2 • AP Calculus BC-1, BC-2 • AP Statistics 1,2 d-LABORATORY SCIENCE • Biology 1C, 2C • Biology 1H-2H • • • • • • • • Chemistry 1C-2C Chemistry 1H-2H Physics 1C, 2C Physics 1H, 2H Physiology 1H/2H AP Biology 1, 2 AP Environmental Science 1, 2 AP Chemistry 1,2 • • • • • • • • • • • • • • • • • • • • Art 3/4, 5/6, 7/8 AP Art History AP Studio Art 1/2, 2-D Design AP Studio Art 1/2, 3-D Design Choir I Honors Choir Ensemble I Jazz Choir *Concert Band Stage Band Symphonic Band *Beginning Orchestra Advanced Orchestra *Beginning Guitar Guitar Ensemble *Theatre 1, 2 Theatre 3, 4/ 5, 6/ 7, 8 *Photo 1, 2 Photo 3, 4/ 5, 6 *Drafting 1, 2 e-FOREIGN LANGUAGE • French 1C, 2C • French 2C, 3C • French 5C, 6C • French 5H, 6H • French 7C, 8C • AP French Language 1, 2 • German 1C, 2C • German 3C, 4C • German 5C, 6C • German 5H, 6H • German 7C, 8C • AP German Language 1, 2 • Spanish 1C, 2C • Spanish 3C, 4C • Spanish 5C, 6C • Spanish 5H, 6H • Spanish 7C, 8C • AP Spanish Language 1, 2 f-VISUAL & PERFORMING ARTS (Courses with an * may be used only for the ‘f’ requirement.) • *Digital Arts 1,2 • Digital Arts 3/4, 5/6 • *3-D Design 1, 2 • 3-D Design 3S, 4S/ 5S, 6S/ 7S, 8S • *Art 1, 2 g- ELECTIVE COURSES All courses listed under a-f plus the following: BUSINESS/COMPUTERS • Computer Programming 1C, 2C LABORATORY SCIENCE • Science 1C, 2C SOCIAL SCIENCE • Intro to Geography 1C • Intro to Geography 1H/2H • Economics 1C • Economics 1H • Psychology 1C/2C • Sociology 1C/2C 19 Academic Programs Advanced Place and Honors The GATE program offers eleven AP courses and twelve Honors courses. West Hills administered 511 AP exams in 2008 and 483 exams in 2009. The program is in the process of expanding its outreach by improving communication between the major stakeholders in the school: students and parents, administrators, counselors, and faculty members. The program’s goals are to increase the number of students taking Honors/AP courses, and to provide clear and candid information about the courses, expectations, and workload for prospective students. To achieve these goals, the GATE program is planning to increase the number of parent outreach and information sessions for 2009-2010, has compiled a document of expectations of all AP courses to counsel prospective students, and intends to have a functional web page for the 2009-2010 school year. The AVID program will also support an expansion of AP enrollment by encouraging AVID students to take at least one AP course. During the 2008-09 school year, West Hills hosted the UCSD Chancellor and a Nobel Laureate for GATE students throughout the District. Additionally, various honors and AP teachers take students on subject-area related field trips in the area. GATE Students Year 2007 2008 2009 Number of Students 975 960 990 Percentage of School 42.3% 42.3% 45.2% GATE Students by Ethnicity 2008-09 Ethnicity African American American/Alaskan Indian Asian Filipino Hispanic Middle Eastern Pacific Islander White, Non-Hispanic Declined to State Total 9th Grade 3 3 4 9 31 4 2 176 5 237 10th Grade 5 0 5 7 35 1 0 166 11 230 11th Grade 3 2 10 3 31 0 3 202 10 264 12th Grade 4 2 8 9 30 5 1 188 12 259 Total 15 7 27 28 127 10 6 732 38 990 20 The diversity of students identified as GATE generally reflects the ethnic breakdown of the school. Advanced Placement Courses and Results 2006-07 Students Results 18 83% 22 63% 56 57% 12 75% Not Offered 35 80% 35 60% Not Offered 3 0% 2 100% 85 71% 8 75% 32 75% 7 71% Not Offered 58 67% 69 69% Average Pass Rate: 60% Total Tests: 369 Total Students: 253 2007-08 Students Results Not Offered Not Offered 3 0% 66 40% 36 70% 55 78% 23 83% 36 44% 4 100% 1 0% 94 54% 22 50% 26 77% 2 100% 1 0% 46 65% 80 55% Average Pass Rate: 69% Total Tests: 443 Total Students: 277 2008-09 Students Results 8 75% 22 45% 60 72% Not Offered Not Offered 40 72% 39 77% Not Offered 1 100% Not Offered 106 80% 24 67% 24 71% 2 0% 2 0% 65 55% 89 54% Average Pass Rate: 67% Total Tests: 483 Total Students: 298 Art History Biology Calculus AB Calculus BC Chemistry English Language English Literature Environmental Science French German Government Spanish Statistics Studio / Drawing Studio 3-D Design US History World History Summary West Hills has consistently had one of the more successful Advanced Placement programs in the District. AVID In the last six years, four faculty members have taught and coordinated the AVID program at West Hills. As a result, the program has not undergone many significant developments until this school year. To ensure that the mission of AVID is always at the center of the program’s curriculum and that the eleven essentials of AVID are implemented at our site, an AVID site team has been established that includes an administrator, two counselors, three teachers, and the new AVID coordinator. Avid Enrollment Year 2007 2008 2009 9th Grade 32 39 29 10th Grade 17 18 19 21 11th Grade 11 6 8 12th Grade 6 0 1 Total 66 63 57 The current AVID coordinator/teacher has worked with counseling and administration to customize the two sections of AVID. Next year, one section will be comprised of freshmen and sophomores and the other will consist of juniors and seniors. The coordinator/teacher believes that this change will allow him to better serve his students’ needs. The AVID coordinator/teacher has also opened a strong line of communication with the AVID coordinator at Carlton Hills Middle School, one of West Hills’ feeder schools. Collaboration will begin next year so that more eighth graders will be encouraged to take AVID at West Hills to ensure their success in high school and college. By building collaborative relationships with the counseling department and feeder schools, the AVID program will hopefully increase beyond two sections so that a larger population of students at West Hills will have access to rigorous curriculum by increasing enrollment in AP classes and can successfully prepare for college. Contract Classes West Hills provides academically struggling students with the opportunity to make up classes through a contract program. Currently the program offers twenty-four classes. The courses are standards-based and self-paced. The population served includes seniors needing credit recovery, students removed from mainstream classes for discipline issues, and transfer students arriving in the middle of a semester. One full-time, on campus teacher oversees all of the courses offerings. Students are scheduled in his classroom for one or more periods of the day based upon their individual needs. Contract Enrollment Year 2007 2008 2009 # of Courses Offered 19 21 24 # of Students Enrolled 48 48 67 English Cal-PASS Program For the past four years, the English teachers at West Hills High School have been engaged in a Cal-Pass Program with San Diego State University. The English department has been working to vertically align the curriculum with the local community college district, Grossmont-Cuyamaca, and the CSU system. These institutions require higher order critical writing and thinking skills that are difficult to measure on a scantron test. The department chair of Grossmont College has evaluated random samples of our students' writing portfolios over the past 3 years. Based on this evaluation, Grossmont 22 and Cuyamaca Colleges have agreed to place West Hills High School graduates who have achieved an “A” or “B” in their senior English course directly into the 4-year transferable English class, English 120. This placement bypasses the collegiate English 110 course, saving the students an entire semester of college work. This work has been ongoing within the junior and senior English classes for 4 years, and has been expanded to the freshman and sophomore classes for the last 2 years. Career Technical Education (CTE) With the publication of the new State standards for CTE, the Grossmont Union High School District has placed a new emphasis on CTE classes, sequences, pathways, and academies. As part of this process, District schools began to critically evaluate their CTE course offerings and find ways to strengthen their programs. When the evaluation process started in the 2006 – 2007 school year, most of the CTE offerings at West Hills were singleton classes with no clear sequences or pathways in place. We had recently disbanded our Academy of Information Technology the previous year. The only true CTE sequence was our Health Pathway (established in 2002). During that evaluative process, a handful of CTE teachers chose to develop our second pathway – the Arts, Media and Entertainment sector, building upon the strength of our arts, performing arts, and technology classes. In January 2009, West Hills finalized its three major pathway sectors, adding Marketing, Sales and Service. During the 2008-09 school year, 15-20 staff members from several different departments met to collaboratively plan both long and short-term goals for the Arts, Media and Entertainment sector pathway. In the course of these meetings, a matrix of CTE pathways, combining both traditional CTE courses and core academic courses, was developed to serve as one of our guiding documents for future planning. Two new writing classes and several cross-curricular projects were established and will be implemented during the 2009-10 school year. To further develop these pathways, three West Hills teachers and a vice principal participated in the Digital Arts Conference in Los Angeles in July 2009. During the three-day workshop, industry professionals met with the staff members to discuss the future of these pathways and the best way to implement the programs in schools. In 2009-10, an advisory board will be established for the Arts, Media and Entertainment sector. Additionally, the Health pathway will re-evaluate its program and create a welldefined CTE matrix of pathways. The Marketing, Sales and Service pathway will be developed using similar methods during the 2010-11 school year. 23 English Language Learner Program The West Hills ELL Program consists of a single ELD class for all levels. The EL Coordinator also receives a release period to monitor EL students not currently enrolled in the ELD class. The ELD class uses core literature and High Point supplemental materials. Also, Rosetta Stone is being purchased this year. There are nine new computers and a color printer for student use. A summer EL class is offered for all EL students. CAHSEE prep and tutoring are available if needed. The ELL budget is available for the purchase of supplemental materials at teachers’ request and for curriculum writing time for core teachers to modify lessons for EL students. ELL Population Year 2005-06 2006-07 2007-08 2008-09 Spanish Kurdish Arabic Chaldean Filipino Greek Assyrian Total Redesignated 35 37 30 31 14 13 8 7 4 2 2 4 3 2 2 3 1 2 1 0 1 1 1 0 1 1 1 1 59 58 46 51 0 (0%) 5 (8.5%) 3 (5.2%) 4 (8.7%) CELDT Results 2005-06 2006-07 2007-08 2008-09 Advanced 25 5 7 9 Early Adv. 12 18 23 34 Intermediate 2 23 23 15 Early Int. 0 1 4 2 Beginning 0 1 0 0 Total 39 48 57 60 Helping Our Wolfpups Learn (HOWL) In order to help freshmen transition into the high school environment, West Hills implemented a program called Link Crew in 1996. In 2005, the funding for our participation in the national Link Crew course was no longer available. As a result, West Hills’ staff members internally reorganized and rebranded the idea under the new name HOWL. While we lost the national curriculum and training materials, the core concept remained in place. Like Link Crew, HOWL connects two junior and/or senior guides with about ten incoming freshmen. The week before school starts, the guides introduce their groups of freshmen to the “West Hills Way,” the school culture, and the campus. This orientation also provides an opportunity for the new students to build friendships with both their peers and mentors. 24 In 2006, a parent night was added to the program to help parents and guardians better orient to the school culture. During the 2007-08 school year, attempts were made to greatly expand the scope of the HOWL program by transforming it into a more robust mentoring program. However, lack of funds and the complexity of the ongoing administrative nature of the program caused the coordinators to refocus their efforts primarily on the pre-school Orientation Day with limited social follow-ups throughout the year. Regional Occupation Program (ROP) The primary mission of the District Regional Occupation Program is to serve high school students, and, to the extent allowed by law, offer its programs to adults. West Hills currently offers 15 sections of six different ROP classes on campus. These courses reflect the goals of the District ROP by providing relevant and authentic educational environments to enhance career opportunities. ROP courses offered at West Hills for 2008-2009 • Auto Technology (1 section) • Computer Applications (2 sections) • Digital Arts I (5 sections) • Multimedia Production (2 sections) • Photography (4 sections) • Sports Medicine (1 section) The following classes are offered to West Hills’ students on the Health Occupations Campus • Medical Profession Exploration • Animal Careers (1st semester) • Veterinary Assistant (2nd semester) The following two classes are offered in the evening to adults using our auto shop • Straight Truck/Bus Driving • Diesel Equipment Tech Next year, students will be able to enroll in the Dental Assistant course at the Health Occupations campus located adjacent to West Hills. Students may also enroll in offcampus ROP courses, but they are responsible for their own transportation. 25 Response to Intervention (RTI) RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities. At West Hills, the Intervention Coordinator has placed all current interventions into the RTI template. The staff will be trained on how to utilize this new resource. Additionally, a matrix of interventions will be available to staff and parents through the West Hills website. This matrix, with descriptions of each program, can be found in Appendix I of this document. West Hills RTI Pyramid 26 Special Education The Individual Instruction (II) Department at West Hills is responsible for providing services to students with IEPs. Currently, the model implemented at West Hills has a single teacher acting as the main IEP Coordinator. This individual acts as an advocate for 120 of the students. The remaining 85 students are distributed among the other nine special education teachers. This model creates consistency and decreases the number of interruptions to the school day for most of the department. Students with IEPs 2005-06 2006-07 2007-08 2008-09 9th 73 51 60 48 10th 65 67 48 49 11th 68 62 62 48 12th 53 60 56 60 Total 259 240 226 205 Percentage 10.9% 10.3% 10.0% 9.3% In the last four years enrollment in the II department services has declined due to several factors, including: • The overall decline in the student population at West Hills. • The creation of new off campus district-wide programs to help specific groups of students in the last three years. • A new policy of removing students no longer needing and using special education services. This is only done as a joint decision between the parents and department representatives; and only with the understanding that the student could receive services again in proceeding years if they were required. The department assists students with a wide range of disabilities that span the special education spectrum. The IEP Coordinator and the other advocates match a student’s specific needs with the services available. The levels of support include: • Supported General Education Classes Courses taught by a non-special education teacher, but with the support of an II teacher or aide. In 2008-09, there were ten sections with II teachers and five sections with II aides. While West Hills does not directly use the RSP/SDC model, the students in these classes would be considered RSP. Individual Instruction Classes A Specialized Academic Instruction (SAI) class designed to teach students core curriculum within the II department. Subjects taught include English, Math, Science, and Social Science. Additionally, a study skills course is offered to provide extra assistance with other classes. While West Hills does not directly use the RSP/SDC model, the students in these classes would be considered SDC. • 27 Number of Students Enrolled in II Supported Courses 0 Classes 1 Class 2 Classes 3 Classes 4 Classes 5 Classes 6 Classes Supported General Education Individual Instruction Classes 63 35 56 61 44 36 21 30 4 17 2 6 0 5 Students with moderate-to-severe disabilities are offered the opportunity to grow and develop to their maximum potential while attending classes with peers who may or may not have a disability. Specific programs for these students are developed and overseen by an IEP teacher team. The Individual Instruction department also offers a weekly group for students with varying levels of Autism or Asperger’s Syndrome. This group allows students who face similar social challenges an opportunity to build social skills, develop friendships, and discuss items they struggle with on a daily basis. In the last three years, the facilitators and teachers have noted significant growth in the social behavior of the participants. Technology on Campus All teachers have a district provided laptop. However, almost half are more than sixyears old and do not support new software and many online resources. The teachers with newer computers purchased them through special funds or from received them through the district-funded, but limited, Visions program. This program was discontinued due to a lack of funding in 2007. As part of the of recent bond measure, all teachers should be provided with a new PC laptop during the Fall 2009 semester. In Summer 2008, all classroom technology components were upgraded. Funded by a 2006 bond, each classroom was fitted with a mounted video projector, speakers, an electronics cabinet, a document camera, and a new DVD/VCR player. Student Access Currently there are four computer labs on campus, each with 36 computers. Three of the labs are used for the technology courses through the Business Department and ROP. The remaining lab is open for class use. The library also has 36 computers and is available to students throughout the day or for class use. Additionally the library houses a digital video editing room with six computers, a multimedia mobile lab with 15 computers, and a mobile lab dedicated to the Individual Instruction Department with 20 computers. In the career center, currently located in the counseling office, there are 15 computers. Various teachers across campus have additional student machines. 28 Computer Use on Campus Computer Facility Open Lab Instance of Use The Open Lab was used 159 of 180 days. Of those days, 81 the lab was used for five or more periods and 78 were used one to four periods. The Multimedia Mobile Lab was checked out 88 of 180 days. While specific records were not kept, the Special Education Mobile Lab was used almost every school day by one of ten Individual Instruction teachers. An average of 621 students not with a whole class used a computer for one or more periods per month. Whole class use of the library computers averaged 54 classes per month. Generally the teachers utilized the library computers for online research, creation of presentations, and word processing. Multimedia Mobile Lab Special Education Mobile Lab Library Computers 29 Extracurricular Offerings West Hills High School has a tradition of excellence not only in academics, but also in athletics and other student activities. These opportunities provide many students with that extra motivation to do well in school and expand their school experience beyond the traditional academic curriculum. Staff members act as sponsors, advisors, and coaches. Clubs Clubs at West Hills serve as a way for students with like interests to meet, socialize, and work together to further their club’s purpose. Some clubs participate in community service and plan activities outside of the school day. To encourage club membership, ASB organizes an annual club drive during lunch that allows each club to advertise its goals and purposes. Unfortunately, accurate counts of participation have not been kept. For the coming year, ASB will conduct an annual count of the students involved in each club. 2008-09 Clubs 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Club Name ALAS Awareness Best Buddies Bocci Ballers Catholic Chess Christian Class of 2009 Class of 2010 Class of 2011 Campus Life Debate Disney French Friday Night Live Friend to Friend German Gay Straight Alliance Hip Hop Honesty Revolution Inkwell Literary Magazine Key Club Library Math Pack Leaders Today Advisor AJ Acosta Dan McDowell Ron Knopp James Searls James Searls John Rich Shawn Wisley Jen Johnson Josh Reyes Tanya Morrison Tedd Brent Michelle Liddell John Goodman Jan Hedeline Heather Eady Shawn Wisley Dan Davey Laura Preble Jamie Gwyn Reuben Hoffman Laura Preble Jen Johnson Susan Schreiber John Berray Josh Reyes Meeting Day Friday Tuesday Tuesday Wednesday Tuesday Monday Thursday Wednesday Wednesday Wednesday Tuesday Monday-Friday Monday Thursday Wednesday Thursday Tuesday Monday Monday Tuesday Monday Tuesday Room E5 SS8 M1 M11 M10 S10 Foyer S8a SS3 B5b B4 E2 A1 FL7 FL1 FL2 E7 Dance SS7 E7 S2 Library M6 SS10 30 26 27 29 30 31 32 33 Recycle Sci-fi/Fantasy Smallville Team Leadership Three Wolves Productions WH Historical Society World Cultures Jen Johnson Dan McDowell Jamie Bean Tana Starr John Cross Dan Sutton Dan McDowell Thursday, Friday Monday Monday Thursday Thursday Wednesday Friday S2 SS8 M2 S8 B3 SS1 SS8 Athletics West Hills has a longstanding tradition of student involvement in athletics. Participation from year-to-year remains generally steady. West Hills embraces the notion that academics come first and strictly enforces the 2.0 minimum GPA requirement. Sport Baseball Basketball (Girls) Basketball (Boys) Cross Country (Girls) Cross Country (Boys) Roller Hockey Football Golf (Girls) Golf (Boys) Cheerleading Gymnastics Soccer (Girls) Soccer (Boys) Softball Swimming (G/B) Tennis (Girls) Tennis (Boys) Track (Girls) Track (Boys) Volleyball (Girls) Volleyball (Boys) Water polo (Girls) Water polo (Boys) Wrestling 2007 52 21 32 44 51 23 138 11 9 77 25 43 60 28 58 28 23 72 54 42 22 36 24 22 2008 46 19 28 54 40 21 162 9 13 75 22 49 57 29 62 31 24 65 66 40 23 43 32 27 2009 45 23 23 37 39 17 155 10 10 66 23 54 64 47 76 28 18 121 111 40 30 42 26 27 31 Performing Arts Program The West Hills High School Performing Arts program provides an opportunity for students to develop the skills and discipline necessary for achieving success. Students learn the importance of a cooperative team effort while working with fellow members to accomplish the shared goals of the individual programs. These programs include: • Band and Color Guard • Choir • DramaKids • Guitar • String Orchestra Each program performs annually at West Hills and around the county. The Band and Color Guard compete in regional and national competitions. 32 Achievement Data Academic Performance Index (API) West Hills maintains one of the highest API scores in the GUHSD. However, we have met our schoolwide target growth objective only once in the last four years. We saw a significant jump in 2007 and were able to maintain that increase the following year. For the 2008-09 school year, we set an 800 API score as our goal. Academic Performance Index Score Base Target Growth 04-05 05-06 06-07 07-08 732 729 761 760 731 732 736 761 3 3 5 5 1 -3 25 -1 Met Growth Target Schoolwide All Both Subgroups No No No No No No Yes No No No No No Ranks State Similar Rank Schools 7 3 7 2 8 3 7 2 Numerically Significant Subgroups We have had mixed success with our statistically significant subgroups meeting their growth target. These subgroups have never met their targets during the same year. As shown in the chart below, their performance has varied from year-to-year. Growth Target 2 2005-06 Growth -21 Met Target No Growth Target 5 2006-07 Growth 14 Met Target Yes Growth Target 5 2007-08 Growth 14 Met Target Yes Hispanic or Latino White (not of Hispanic origin) Socioeconomically Disadvantaged Students with Disabilities 2 2 2 -5 10 21 No Yes Yes 5 7 15 30 -10 -1 Yes No No 5 7 14 -6 -18 17 No No Yes 33 Adequate Yearly Progress (AYP) As illustrated in the chart above, West Hills has consistently met all of the required criteria outlined by No Child Left Behind. West Hills AYP Progress Year ELA Participation Yes Yes Yes Yes ELA Schoolwide Proficiency Yes Yes Yes Yes Met criteria for Math Math Participation Schoolwide Proficiency Yes Yes Yes Yes Yes Yes Yes Yes API Graduation Rate Yes Yes Yes Yes # of Criteria Met 10 of 10 10 of 10 10 of 10 10 of 10 03-04 04-05 05-06 07-08 Yes Yes Yes Yes California High School Exit Exam (CAHSEE) West Hills is proud of student performance on the California High School Exit Exam. We have consistently scored at the top of the District and the Math and English Departments continue to expand formal and informal test-preparation offerings. Math - Overview 2005-06 # Teste d # Passe d % # Teste d 2006-07 # Passe d % # Teste d 2007-08 # Passe d % # Teste d 2008-09 # Passe d % School District County State 547 - 500 - 91 84 77 71 536 - 489 - 91 81 75 68 537 - 497 - 93 84 82 79 522 - 479 - 92 85 81 74 Math - Subgroups English Learner RFEP* 24 18 17 17 46 94 16 22 7 22 47 21 44 100 75 58 12 29 33 35 6 28 24 18 50 97 73 51 25 21 77 38 17 21 64 17 68 100 83 45 Economically 114 77 68 63 Disadvantaged Special 79 36 46 36 Education * Re-designated Fluent-English Proficient 34 English - Overview 2005-06 # Teste d # Passe d % # Teste d 2006-07 # Passe d % # Teste d 2007-08 # Passe d % # Teste d 2008-09 # Passe d % School District County State 576 - 513 - 90 82 77 71 550 - 504 - 92 80 75 70 532 - 489 - 92 84 82 79 520 - 466 - 90 81 78 73 English - Subgroups English Learner RFEP* 26 21 11 18 42 86 15 22 10 22 45 22 67 100 74 47 12 29 33 35 7 29 25 16 58 100 76 46 25 21 75 40 15 21 60 15 60 100 80 38 Economically 126 82 65 61 Disadvantaged Special 112 49 44 47 Education * Re-designated Fluent-English Proficient California State Testing (CST) As a school, we have not spent considerable time analyzing and reacting to CST-related data. Only the biology content area has comprehensively analyzed its results and made curricular adjustments as a result of that analysis. The chemistry and world history content area teams specifically aligned curriculum and incorporate CST-released questions to prepare for the exams. As a result of their efforts, all three saw significant improvements in recent years. A standardized method for data analysis will be introduced in September 2009. English 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % ELA 9th ELA 10th ELA 11th 321 262 179 606 566 505 53.0 46.3 35.4 333 255 225 571 578 532 58.3 44.1 42.3 386 281 249 564 559 524 68.4 50.3 47.5 360 269 228 571 556 540 63.0 48.4 42.2 301 296 270 502 558 539 60.0 53.0 50.0 Math 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Algebra 1 Geometry Algebra 2 HS Math Gen Math 118 137 77 57 0 546 530 302 167 49 21.6 25.8 25.5 34.1 0.0 152 138 61 73 1 518 511 395 157 47 29.3 27.0 15.4 46.5 2.1 179 105 65 69 1 520 505 359 182 34 34.4 20.8 18.1 37.9 2.9 115 107 36 58 0 500 557 378 162 12 23.0 19.2 9.5 35.8 0.0 123 115 100 77 - 397 524 474 157 5 31.0 22.0 21.0 49.0 - 35 Social Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % World US 169 190 565 503 29.9 37.8 165 178 570 528 28.9 33.7 261 200 562 521 46.4 38.4 284 243 565 534 50.3 45.5 265 294 552 534 48.0 55.0 Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Biology Chemistry Physics Earth Sci. Life Sci. Integrated 257 88 51 2 14 615 223 100 21 207 41.8 39.5 51.0 9.5 6.8 227 95 40 0 277 33 549 267 83 32 580 204 41.3 35.6 48.2 0.0 47.8 16.2 269 75 30 0 274 24 564 221 87 13 557 185 47.7 33.9 34.5 0.0 49.2 13.0 327 92 32 2 313 14 606 247 63 21 554 150 54.0 37.2 50.8 9.5 56.5 9.3 312 102 29 0 336 - 599 290 54 17 551 1 52.0 35.0 54.0 0 61.0 - Subgroup – English Learner English 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % ELA - 9th ELA -10th ELA 11th 2 3 0 17 14 16 12.0 21.0 0 1 1 1 29 16 13 5.0 6.0 8.0 1 0 1 15 18 19 7.0 0 5.0 0 0 1 12 13 13 0 0 8.0 6 2 0 22 22 12 27.0 9.0 0 Math 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Algebra 1 Geometry Algebra 2 HS Math Gen. Math 0 1 - 17 14 9 1 3 0 7.0 - 1 - 24 9 5 4 5 4 - 2 0 - 23 12 6 2 4 9 0 - 0 - 19 8 8 2 - 0 - 4 1 - 23 24 5 - 17.0 4.0 - Social Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % World US 2 3 14 16 14.0 20.0 1 1 16 13 6.0 8.0 5 1 20 17 26.0 6.0 2 3 13 13 15.0 23.0 4 1 21 11 19.0 9.0 36 Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Biology Chemistry Physics Earth Sci. Life Sci. Integrated 2 - 14 4 1 2 10 14 - 1 2 - 20 3 2 4 16 2 5 19 - 4 4 - 18 7 1 18 7 24 22 - 0 0 - 14 2 1 2 13 5 0 0 - 3 1 - 19 2 1 21 - 16.0 5.0 - Subgroup – Economically Disadvantaged English 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % ELA - 9th ELA 10th ELA 11th 20 22 11 52 65 38 38.0 34.0 29.0 31 23 9 81 64 50 38.0 36.0 18.0 21 20 15 65 78 54 33.0 26.0 28.0 23 25 25 45 67 79 51.0 37.0 32.0 24 27 15 66 78 44 36.0 35.0 34.0 Math 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Algebra 1 Geometry Algebra 2 HS Math Gen. Math 14 9 3 2 0 89 54 21 13 13 18 17 14 15 0 15 9 5 0 67 60 38 7 13 22 15 13 0 17 2 2 3 0 68 52 35 17 6 25 4 6 18 0 10 11 2 0 0 78 61 22 13 3 13 18 9 0 0 10 7 7 - 63 70 41 2 1 16.0 10.0 17.0 - Social Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % World US 13 11 64 49 20 22 15 11 75 54 20 20 19 24 69 75 28 32 15 20 52 66 29 30 31 15 76 44 41.0 33.0 Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Biology Chemistry Physics Earth Sci. Life Sci. Integrated 22 6 3 74 15 9 5 25 30 40 12.0 23 5 32 2 69 23 9 9 78 23 33 22 41.0 9.0 20 5 24 4 64 26 10 4 66 26 31 19 37.0 16.0 18 3 15 1 56 18 4 8 44 23 33 17 33.0 4.0 31 5 76 - 76 13 1 3 76 1 42.0 38.0 42.0 - 37 Subgroup – Students with Disabilities English 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % ELA - 9th ELA 10th ELA 11th 7 6 1 50 55 48 14.0 11.0 2.0 2 4 7 51 51 54 4.0 8.0 13.0 5 0 9 38 54 54 13.0 0.0 7.0 6 3 2 47 40 53 13.0 8.0 4.0 10 4 6 43 44 44 23.0 9.0 14.0 Math 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Algebra 1 Geometry Algebra 2 HS Math Gen. Math 4 3 1 69 26 8 1 30 6.0 12.0 3.0 2 3 0 68 46 6 2 25 3.0 7.0 0 0 1 0 73 29 7 4 19 0 3.0 0 2 1 0 67 34 8 2 18 3.0 3.0 0 6 2 1 - 57 41 13 2 2 11.0 5.0 8.0 - Social Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % World US 4 4 54 49 7.0 8.0 5 4 52 49 10.0 8.0 6 8 56 53 11.0 15.0 9 5 43 50 21.0 10.0 6 13 41 44 15.0 30.0 Science 2004-05 # at A/P Total % # at A/P 2005-06 Total % # at A/P 2006-07 Total % # at A/P 2007-08 Total % # at A/P 2008-09 Total % Biology Chemistry Physics Earth Sci. Life Sci. Integrated 6 0 57 2 1 10 10 27 11.0 0 5 0 7 6 45 2 1 17 52 29 11.0 0 15.0 21.0 1 4 1 49 2 3 10 54 24 2.0 8.0 4.0 6 2 9 0 43 2 20 39 18 14.0 10.0 23.0 0 4 0 4 - 31 7 16 41 - 13.0 0 10.0 - 38 UC/CSU Early Assessment Program # 2006-07 % Part. # 2007-08 % Part. # 2008-09 % Part. Early Assessment of Readiness for College English Students Tested 527 99% 533 100% 549 Ready for College 80 15% 102 19% 99 18% Did Not 447 85% 415 78% 433 79% Demonstrate College Readiness on This Assessment Early Assessment of Readiness for College Mathematics (Algebra II) Students Tested 65 31% 145 76% 181 Ready for College 0 0% 4 3% 1 1% Ready for College 22 34% 25 17% 25 14% Conditional Did Not 43 66% 116 80% 155 86% Demonstrate College Readiness on This Assessment Early Assessment of Readiness for College Mathematics (Summative High School Mathematics) Students Tested 74 50% 121 70% 146 Ready for College 8 11% 11 9% 21 14% Ready for College 55 74% 91 75% 106 73% Conditional Did Not 11 15% 19 16% 19 13% Demonstrate College Readiness on This Assessment Early Assessment of Readiness for College Mathematics (Total) Students Tested 139 39% 266 73% 327 Ready for College 8 6% 15 6% 22 7% Ready for College 77 55% 116 44% 131 40% Conditional Did Not 54 39% 135 51% 174 53% Demonstrate College Readiness on This Assessment 100% 83% 92% 87% 39 D/F Rates Starting in 2006-07 the West Hills staff began examining D/F rates within departments and subject areas. Due to the nature of the administrative-led efforts and the newly formed Professional Learning Communities, specific actions to lower the D/F rate was not consistently applied across the school. The PALs and Mentor programs were implemented during the 2008-09 school to help struggling students. In 2009-10 all content area teams will address raising student achievement and assisting struggling students in a more systematic manner. The new RTI program will also play an integral part to the school’s addressing of student achievement. Total 1064 250 4738 2181 533 4282 1102 423 2823 4787 2501 2006-07 D/F # 153 41 1029 357 89 714 109 63 620 897 229 D/F % 14.4% 16.4% 21.7% 16.4% 16.7% 16.7% 9.9% 14.9% 22.0% 18.7% 9.2% Total 899 178 4752 2063 461 4117 1183 757 2812 4873 2458 2007-08 D/F # 117 19 1047 272 29 479 78 103 607 871 326 D/F % 13.0% 10.7% 22.0% 13.2% 6.3% 11.6% 6.6% 13.6% 21.6% 17.9% 13.3% Total 2008-09 * D/F # D/F % Art Business English ENS Industrial Arts Math Performing Arts ROP Science Social Science World Languages * This data was not provided by the District before the printing deadline. A copy of this information will be available during the visit. ACT and SAT West Hills has been at or above the District and State averages since 2003. While over 70% of graduates attend college after they graduate, most choose to attend the local community college before attending a four-year university and therefore, do not need to take the SAT or ACT exams. Seniors Taking the SAT and ACT 2003-04 SAT ACT West Hills GUHSD County CA 39.8% 45.3% 48.0% 49.0% 12.2% 12.1% - 2004-05 SAT ACT 42.9% 35.5% 40.1% 35.9% 13.0% 12.6% - 2005-06 SAT ACT 40.6% 31.3% 40.0% 36.7% 12.2% 11.5% 13.0% 10.2%a 2006-07 SAT ACT 42.3% 31.3% 38.3% 36.9% 11.0% 11.1% 12.0% 9.8% 2007-08 SAT ACT 37.9% 31.2% 36.3% 35.9% 12.9% 14.2% 14.2% 11.8% 40 SAT Mean Score Comparison Verbal Average 04-05 05-06 06-07 07-08 04-05 Math Average 05-06 06-07 07-08 Writing Average 04-05 05-06 06-07 07-08 West Hills GUHSD County State 519 514 511 499 506 497 502 495 504 495 501 493 505 498 509 494 533 527 527 521 540 512 519 516 527 513 517 513 532 514 524 513 n/a n/a n/a n/a 496 494 499 495 500 494 497 491 499 497 504 493 ACT Mean Score Comparison West Hills GUHSD County State 2003-04 23.2 22.0 2004-05 23.1 22.2 2005-06 23.0 21.7 22.1 21.2 2006-07 23.0 21.7 22.1 21.2 2007-08 23.8 22.0 22.3 22.0 Students at West Hills High School scored above the district, county, and state averages on both the SAT and ACT. West Hills also offers a 28-hour SAT Prep Class team taught by English and math teachers. In 2007-08, 91 students enrolled and in 2008-09, 62 students took the class. 41 Graduation Data Students Meeting A-G Requirements by Ethnicity Ethnicity African American American/Alaskan Indian Asian Filipino Hispanic Middle Eastern Pacific Islander White, Non-Hispanic Declined to State Total 2005-06 West Hills District 3 (25.0%) 2 (28.6%) 6 (66.7%) 1 (50.0) 14 (26.4%) 3 (30.0%) 126 (38.0) 5 (23/8%) 160 (35.9%) 93 (28.6%) 21 (29.6%) 65 (58.6%) 27 (50%) 230 (27.5%) 19 (39.6%) 1066 (39.9%) 2006-07 West Hills District 1 (12.5%) 2 (50.0%) 5 (71.0%) 0 (0.0%) 26 (41.3%) 1 (33.0%) 150 (38.0%) 8 (44.4%) 196 (38.8%) 125 (34.6%) 28 (34.6%) 77 (69.4%) 29 (45.3%) 289 (29.1%) 22 (39.3%) 1146 (40.6%) 2007-08 West Hills District 2 (50%) 3 (60%) 5 (100%) 7 (77.8%) 39 (70.9%) 5 (71.4%) 246 (70.3%) 40 (75.5%) 347 (71.1%) 182 (52.8%) 48 (61%) 78 (78%) 52 (65%) 554 (54.4%) 32 (69.9%) 1877 (66.7%) 45 (26.2%) 1566 (36.5%) 36 (33.6%) 1752 (38.1%) 143 (61.4%) 2966 (63.0%) The West Hills counseling department has identified the number of students meeting A-G requirements as an area of growth. As part of the Individualize Graduation Plan and Freshman Orientation, the importance of meeting the A-G requirements is being emphasized. Graduating Seniors 2005-06 WHHS Enrollment 508 Graduates 446 Dropouts 16 Graduation Rate * 87.8% Graduation Rate ** 96.5% * Based upon senior class size 2006-07 2007-08 GUHSD WHHS GUHSD WHHS GUHSD 5796 562 5999 549 6147 4289 505 4597 488 4707 474 12 537 32 705 73.9% 89.8% 76.6% 88.9% 75.6% 90.0% 97.7% 89.5% 93.8% 81.6% ** Based upon NCES definition used by NCLB Two of the multiple methods of calculating graduation rates have been included. In both cases, West Hills consistently graduates a higher percentage of seniors than the district. The dropout rate has been under 3% for the last three years. Additionally, dropouts from West Hills have made up less than 3% of the district total during that same span. We attribute the high graduation rate and low dropout rates to excellent course offerings, instructors, and activities combined with diligent support staff. 42 College Enrollment 2003 390 496 78.6% 3064 4058 75.5% 2004 384 487 78.9% 2933 3919 74.8% 2005 367 487 75.4% 2957 4068 72.7% 2006 353 449 78.6% 2799 3839 72.91% 2007 379 515 73.6% 2820 4154 67.9% West Hills District Enrolled Total Percentage Enrolled Total Percentage A large majority of West Hills students enroll in college. Approximately half of those students attend one of the local community colleges. We do not have any recent data that indicates what percentage of those students transfer to a four-year university. 43 Behavior and Attendance Data Attendance Attendance Rate Attendance Rate 2005-06 95.3% 2006-07 95.7% 2007-08 95.7% 2008-09 95.5% Absences, Truancies, and Tardies All Day Absences 2007-08 2008-09 1065 1004 All Day Truancies 241 255 Tardies / Rate 259 / 0.19% 986 / 0.79% Period Truancies / Rate 1011 / 0.81% 1129 / 0.82% The West Hills attendance rate remains consistent over the last four years at approximately 95%. The Attendance+ Program recognizes students with perfect attendance each semester. For the Fall 2008 semester, 122 students received $3 in ASB bucks, a Perfect Attendance lapel pin, and a letter home to parents. Additional rewards, including movie tickets and gift cards, are given away in drawings to about 50 students throughout the school year for perfect attendance for each month. At the annual senior awards ceremony, students with four years of perfect attendance also receive recognition. Students are also encouraged to complete attendance make up on Saturdays. By attending Saturday school, students earn the chance to win prizes. Behavior Behavior Data Summary Suspensions Expulsions Chaparral* Referrals SARB Referrals SART Meetings West Hills High School 2005-06 2006-07 2007-08 209 177 175 12 8 16 10 11 12 13 15 10 43 63 26 2005-06 28850 729 GUHSD 2006-07 3830 196 2007-08 3115 195 - * Chaparral serves as the alternative school for the Grossmont Union High School District. Behavior patterns at West Hills have remained consistent over the last three years. 44 2007-08 Ed Code Behavior Report Ed Codes 48900(a)(1) 48900(a)(2) 48900(b) 48900(c) 48900(f) 48900(g) 48900(h) 48900(i) 48900(k) 48900.2 48900.3 48900.4 48900.7 48915(a)(1) 48915(a)(2) 48915(a)(3) 48915(a)(4) 48915(a)(5) Ed Code Text Related to physical injury to another person Related to use of force or violence Related to firearms, knives, explosive devices, etc. Related to possession or sale of controlled substances, alcohol, or intoxicants. Caused or attempted to cause damage to school property or private property Stole or attempted to steal school property or private property Related to possession or use of tobacco products Committed an obscene act or engaged in habitual profanity or vulgarity Related to disruption of school activities or willfull defiance Related to sexual harassment PDS-Related to hate violence Related to harassment, threats, or intimidation Related to terroristic threats PDS-Causing serious physical injury to another person, except in self-defense Possession of any knife or other dangerous object of no reasonable use to the pupil Related to unlawful possession of controlled substances PDS-Robbery or extortion PDS-Assault or battery, as defined in Sections 240 and 242 of the Penal Code, upon any school employee PDS-Related to commiting a sexual assault Expulsions Suspensions 37 12 3 22 3 4 14 2 1 45 6 1 11 1 6 1 1 5 1 175 121 5.32% N/A 2 2 1 1 5 1 2 1 16 15 0.66% 4 48915(c)(4) Overall Total Violence/Drug Total Violence/Drug Rate (Violence/Drug Total / Enrollment) Total of Persistently Dangerous Expulsions Only 45 CHAPTER 2: SIGNIFICANT CHANGES AND WASC PROCESS District Relations During the 2006 WASC visit, the tensions between the teachers and the district administration reached a critical juncture. Just before the WASC visit, teachers across the district voted to “work to the rule.” The West Hills staff participated, eliminating the possibility of after-school meetings with the WASC committee. Additionally, district representatives met only briefly with the committee and provided limited support for the WASC process at West Hills. Soon after the visiting committee departed, a new contract was reached, but the acrimonious feelings would remain until elections changed the dynamic of the school board. The superintendent resigned in 2007. In November 2007, the Grossmont Union High School District (GUHSD) hired a new superintendent. His policies and interaction with all of the district campuses have diffused the toxic relationship between the teachers and the district office. The current budget crisis has increased some tensions but not nearly to the same level. Since the hiring of the new superintendent, a number of new district-wide programs have been implemented. The staff of West Hills has been actively involved, both at a district level and at a site level, in the execution of those programs. These new interactions have refocused the district-staff relationship on strengthening programs that directly impact students. Schedule Change and Collaboration After the 2006 WASC visit, it was apparent that West Hills needed to adopt a schedule that would allow the staff to focus on the critical areas of concern identified by the visiting committee. A committee representing the focus groups and departments was formed to determine the scope and nature of the schedule. A seven-period-day schedule was ultimately adopted which allowed an hour of collaboration each normal five-day week – affording approximately 21 meeting hours each school year. The initial design involved a scheduled rotation of topics that would help address our needs. This would change based upon staff recommendations. It was agreed that the administration would set the agenda for three of the collaboration days each semester with the remaining seven or eight being controlled by individual departments. While necessary, the schedule change was a initial big step towards building a more cohesive, schoolwide approach to addressing our areas of concern. The staff had rejected a schedule change, including the seven-period-day, on several occasions in the past. During the 2006-07 and 2007-08 school years, the administrative collaboration days were primarily used as meetings to disseminate information. Several attempts at establishing SMART goals and other methods to address schoolwide issues proved to be unsuccessful, 46 owing to a lack of organization, little follow-up, and limited buy-in due to a pervasive feeling that the administration was pushing the staff with little regard to expressed concerns. At approximately the same time, the District’s Instruction and Staff Development Department began establishing Professional Learning Communities (PLCs) for all core subject areas. As a result, West Hills departments took advantage of the ability to meet during the late start days and established collaborative environments. Within these content area teams, teachers addressed issues of curriculum improvements and student achievement. Some departments were provided a district-funded consultant to assist them. While the district-mandated program focused on CST-tested subjects, most departments and subjects participated in some manner. The staff also moved to modify the CST schedule in 2009. Traditionally at West Hills, CST testing was done over a three-day period in third period classes. In 2008, the Biology PLC requested that their students be tested within their classes, hopefully increasing the students’ effort and comfort-level. After a 6% increase in students achieving proficient and advanced, the Department Chair committee voted to dramatically alter the testing schedule. A modified block schedule was instituted for four weeks, allowing all English, Math, Science, and Social Science teachers to administer their subject-area test to their own students. In Spring 2009, the staff recognized the need to increase our meeting time, voting to increase the number of collaboration days to every Monday during the 2009-10 school year, adding an additional ten meetings. This decision reflected a desire to have a consistent schedule throughout the school year and to promote a sense of urgency created by the WASC process. School Improvements During the 2006-07 school year, one of the assistant principals created a committee called Whatever It Takes (WIT). This committee was designed to examine and address the needs of the school, including those outlined by the WASC visiting committee. During WIT’s two years of existence, it rewrote the school’s mission statement and helped identify some areas of concern. Potential programs providing student support were discussed, but none were implemented during the committee’s existence. With the departure of the organizing assistant principal, WIT disbanded after the 2007-08 school year. Through WIT and other committees, the teachers and staff oversaw the creation of several new programs that have begun to reshape the services offered by the school. These include: • School Website In summer 2007, the West Hills website was redesigned to allow for regular updates regarding all aspects of life at West Hills. Each year, more information is added to increase its value as the West Hills information hub. Considerable efforts 47 • • have also been made to help teachers create individual classroom web pages that reflect their specific subject matter. Intervention Programs To assist at-risk students, several teachers developed intervention programs. The Mentoring Program and Peer Assisted Learning (PALs), initially planned in WIT, were started in 2008-09. The creation of these programs and the WASC process prompted the need for an Intervention Coordinator who reviewed and evaluated the different ways that we assist at-risk students. A list of his findings can be found in Appendix I. Existing and new support programs are being integrated into the Response to Intervention (RTI) program. This process will be introduced to the staff in September 2009. Individual-Graduation Plan (IGP) and Post-Secondary Plan (PSP) As part of a district-wide program, all students have an individualized high school graduation plan. Additionally, all students will examine their post-graduation options and develop a post-graduate plan with their counselor based upon their career aspirations. Currently, all freshmen have an IGP and 99% of the 2009 graduating seniors had a PSP. Facility Improvements In 2005, the East County voters approved Proposition H to help modernize and update the schools in the Grossmont Union High School District. Between July and December 2008, there were several upgrades at West Hills, including: • The technological modernization of all classrooms (projectors, document cameras, sound systems, and media cabinets) • The replacement of carpet in many classrooms • The replacement of old roofs and covered walkways • Upgraded fire and other safety systems • Increased and upgraded electrical capacity and technology infrastructure for safety and better access to technology • Upgraded building exteriors including repainting, replacing doors and windows, and installing energy efficient outdoor lighting to improve safety and security • Upgraded site drainage, irrigation and storm systems for safety • The restoration of landscaping A second bond measure was passed in the November 2008 election. Additional improvements to the campus will include: • Permanent water and sewer extensions to play fields • A new joint-use aquatics facility for instructional and community use • A track and field for athletic events, physical education instruction, student fitness, and community use These improvements have provided essential technological upgrades and have enhanced the already idyllic campus. 48 Administration Changes in 2008 West Hills saw significant administrative changes between the 2007-08 and 2008-09 school years. In June 2008, two of the three assistant principals moved on to district jobs and the facilities manager retired. In July 2008, the Principal went on medical leave. During his absence the only returning assistant principal acted in the Principal’s place, helping two assistant principals and a facilities manager transition into their new jobs. The Principal returned at the beginning of the new school year, but once again needed a medical leave. On his return, he was offered a district-level position, which he accepted. The acting Principal, Mr. Patrick Keeley, became the interim principal. In November 2008, the district allowed a panel of West Hills staff members to participate in the interview process and the superintendent hired Mr. Keeley, the panel’s overwhelming first choice. Consequently, none of the current administrators were party to the 2006 WASC visit. WASC Process / Implementation and Monitoring of the Schoolwide Action Plan Spring 2006 – Summer 2008 In 2006, the WASC visiting committee awarded West Hills a two-year accreditation. The Principal decided to appeal this ruling and after going through the appeals process, the school’s accreditation was extended to three years. After that point, the school administration’s priorities focused on departmental collaboration and PLC development. Most departments embraced the idea of developing content area teams over schoolwide efforts that were seen as undirected and admin-driven. Other than discussions in the WIT committee, which were limited to approximately ten staff members, the critical areas of concern were not directly addressed in any systematic schoolwide manner during the 2006-07 and 2007-08 school years. During this time, the Single Plan for Student Achievement (SPSA) received no schoolwide attention. The Action Plan developed by the Focus Group Leaders in December 2005 became the school’s SPSA in 2006-07. During the 2007-08 school year, the Principal reworked the SPSA with a District consultant. The non-compliance of these plans led to the freezing of some categorical monies tied specifically to the SPSA, including EL funds used for tutors and equipment purchases. For the short term, slight modifications were approved by the School Site Council and District Board to make needed purchases from these funds. The School Site Council, controlled by the Principal, met infrequently and did not have clear guidance as to its role on campus. The staff and school community were not involved in the process of developing the action plan, nor was the modified plan shared with the staff. In 2006-07, a leadership team was formed by the WASC Coordinator, Focus Group Leaders, and other interested staff members. With a lack of administrative support, the committee disbanded. The WASC Coordinator was never officially or directly removed of her role. The Principal took full responsibility for the upcoming WASC report and the addressing of the critical areas of concern. 49 Fall 2008 – Spring 2009 The Principal had intended to complete most of the report himself during the Fall 2008 semester in time for our Spring 2009 WASC visit. A lack of preparation compounded by his sudden health complications, the Principal appointed a new WASC Coordinator in September 2008 without consulting the previous WASC Coordinator. Two weeks into the school year, he went back on medical leave. The new WASC Coordinator and the interim Principal evaluated our progress and determined that West Hills had failed to work on the critical areas of concern in a substantial manner. Recognizing that little to no progress was made during the last two years, the school applied for a six-month extension and re-started the process again. Throughout the 2008-09 school year, the West Hills staff affirmed the school’s strengths, evaluated our critical areas of concern, developed a new Action Plan, established a Leadership Team, reorganized the School Site Council, and implemented major changes that are currently reshaping the West Hills culture. The following reflects the major milestones for the year: September 2008 • • • • • • October 2008 • Postponed WASC visit from Spring 2009 to Fall 2009 Selected Focus Group Leaders (FGLs) Held an all staff meeting to explain the importance of the process on September 15 Provided the staff with Focus Group (FG) assignments Recruited twelve parents to participate in Focus Group meetings WASC Coordinator, FGLs, and Interim Principal determined course of action Held FG meetings on October 6 and 20 – Reviewed 2006 Visiting Committee Report, evaluated progress on areas of concern, began determining potential ways to address areas of concern, and wrote draft goals and objectives Collected information on existing programs via an online form WASC Coordinator and FGLs collated information collected in FG meetings and developed a master list of potential goals to deal with the areas of concern Held department WASC meetings to review and comment on potential goals on October 27 WASC Coordinator, FGLs, and Principal gathered department comments and adjusted the master list of potential goals Interim Principal hired as Principal A new Leadership Team was formed by the newly hired Principal Leadership Team met on November 6 to finalize goals and objectives Leadership Team met again on November 20 to write action steps to meet the goals and objectives 50 • • • November 2008 • • • • • December 2008 • • • January 2009 • • • February 2009 • March 2009 • • • April 2009 May 2009 • • • • • • June 2009 • • WASC Coordinator met with Student Senate, elected members of each period three class, to discuss the nature of the WASC process and to solicit feedback regarding the areas of concerns on December 2 Held a FG meeting to review the draft Action Plan written by the Leadership Team on December 8 WASC Coordinator made adjustments to the action plan based upon FG comments Leadership Team finalized the Action Plan on January 8 School Site Council reviewed and approved the Action Plan on January 15 Each staff member received a copy of the Action Plan and an additional handout that listed our Action Plan priorities for January through March Leadership Team met to determine method for reintroduction of Graduation Goals (ESLRs) to the staff, expectations for integration of Graduation Goals into the academic culture of the school, and examine methods to track progress on the Action Plan goals and objectives All-staff meeting held to reintroduce staff to Graduation Goals and outline procedure for collecting evidence on March 16 Staff members begin the evidence collection process Department chairs and committee chairs began outlining how they have addressed the items under their respective responsibilities in the Action Plan WASC Coordinator collected reports from department chairs and committee chairs regarding their progress in addressing Action Plan items School Site Council approved tentative agenda for 2009-10 to review progress on the Action Plan Leadership Team began planning process for September staff development and collaboration days for the 2009-10 school year WASC Coordinator collated progress reports and added narratives to write a draft of the report FGLs reviewed and revised the draft as necessary The final FG meeting on May 18 allowed all staff members to review and comment on the draft report WASC Coordinator and FGLs made final adjustments to report Leadership Team determined tentative schedule for August staff development and 2009-10 collaboration days 51 CHAPTER 3: CRITICAL AREAS OF NEED AND THE SCHOOLWIDE ACTION PLAN Critical Areas of Need The WASC Visiting Committee outlined six schoolwide critical areas of need for followup. Components of these broader concerns have been addressed in the 2008-09 Action Plan. The six areas identified were: 1. The leadership team, in conjunction with the entire faculty, needs to establish an organized structure for collaboration to assess student data to raise student achievement as defined by STAR Test API scores and the Annual Yearly Progress (AYP) report. 2. The West Hills High School leadership team, guidance team, and staff should seek the inclusion of all students and staff in programs designed to promote social harmony by infusing issues of diversity, social awareness, and empathy. 3. The West Hills High School leadership and guidance team should analyze the effectiveness of the current communication strategies between the school, parents, students, and the community. 4. The West Hills Staff needs to develop a schoolwide systematic plan to analyze standards-based data, develop consistent pacing plans, and focus on increasing achievement for all students. 5. The entire school community needs to firmly embrace the schoolwide improvement process as stated in the Focus on Learning Joint WASC/CDE Process Guide. 6. Since the support of the governing board and District administration is negligible, the visiting committee strongly recommends the District personnel get involved in the school’s efforts for improvement. As stated in Chapter Two, West Hills High School did not address these areas of concern in a timely manner. Real coordinated progress only began at the beginning of the 200809 school year and the new Action Plan was not even approved by the School Site Council until January 2009. As a result, the school has made dramatic progress, but has not made all of the requested adjustments outlined in the 2006 Visiting Committee report. All of these deficiencies have been noted and those not fully addressed this school year, have implementation plans for the 2009-10 school year. 52 Action Plan Adherence West Hills High School neglected the development and adherence to a schoolwide action plan during the 2006-07 and 2007-08 school years. While action plans existed during these years, their contents were not shared in any systematic manner nor were the outlined steps made a priority by the Principal. This course was reversed in the 2008-09 school year. The new administration, WASC Coordinator, the Leadership Team, and the Focus Group Leaders made the development of an Action Plan the main priority of the school. A significant amount of collaboration time was dedicated to this process to ensure staff members and parents were involved with its development. The ambitious plan set high goals and reflected the school’s desire to make up for the time lost in the two years immediately after the 2006 WASC visit. For each Action Plan target objective in the following section, the critical area of concern addressed within the objective is indicated. At the end of this section, a list by critical area of concern is available. Additionally, the action steps for each target objective in the 2008-09 Action Plan are listed within each section. A slightly modified Action Plan is available in Appendix II: The Single Plan for School Achievement. 53 Goal #1: By June 2009, West Hills will raise the school's API score to 800. Target Objective 1-1: Provide core curricular staff development to all departments on how to analyze and use data. Steps outlined in the 2008-09 Action Plan: a. Determine appropriate and then collect subject-specific / sub-group data, including STAR, CAHSEE, D/F rates, and departmental assessments. b. Establish a consistent methodology for the analysis of data across the school and in each department. c. Instruct teachers within each subject-area PLC and across departments how to analyze subject-specific and schoolwide data, with a focus on at risk students. d. Teachers and PLC/Subject groups assess strategies and revise teaching as needed. At West Hills High School, data analysis continues to be an area that needs further development. In January 2009, administrators visited each of the core departments to outline the methodology used to determine API scores. This allowed the English, math, social science, and science departments to see how they contribute to the school’s API score. Since the 2006 WASC visit, the math and science departments independently developed methods to analyze course data, most notably CST scores, D/F rates, and content area common assessments. Both departments utilized this data when developing course objectives for the 2008-09 school year. With one exception, science, CST cluster data for each content area was not provided to the school by the district, despite multiple requests from the administrative team and the WASC Coordinator. Teachers did receive individualized CST results, but this data did not directly support the collaborative environments made by many of the content area teams. This hindered any attempts to closely examine previous CST scores before the 2009 exams. The school plans to be more diligent next year when requesting this information. The most significant step taken to examine CST results occurred in the biology PLC during the 2008-09 school year. Working with one of the assistant principals, the biology teachers developed a method to systematically analyze CST scores. This careful analysis of the scores allowed a close examination of their curriculum by standard strand. Using this data, the biology teachers made curricular modifications in the biology course throughout the school year. When the scores arrive in the fall, they will evaluate the effect of the changes on their CST scores. The model developed by the biology team and the assistant principal was presented to the core department chairs in May 2009. Staff development time in September 2009 will be dedicated to sharing this method with core department teachers. All English, math, science, and social science content area teams will be required to complete this level of data analysis and indicate what adjustments are being made to accommodate the findings. 54 Additionally, the world history PLC attended a district-sponsored CST preparation workshop in March 2006. From that workshop, the team revised pacing strategies and content approaches to maximize student exposure to relevant content prior to the exam. West Hills is trying to determine how to best acquire data from the District. Currently the District has begun automating data distribution to individual teachers. However, lack of District response to data requests during the 2008-09 school year stalled attempts to do a thorough data analysis before the CST exams. Beyond providing the data, the District has not provided a program for analyzing data across the school. In some cases, individual content area teams, including Biology, have worked with district-funded consultants who have assist in some level of data-analysis. Critical Area of Needs Addressed: 1, 4, 6 Target Objective 1-2: 95% of first time test takers and 100% of graduationeligible seniors will pass the Math portion of the CAHSEE. Steps outlined in the 2008-09 Action Plan: a. All 10th grade students will take the EEMAP (Practice CAHSEE) to identify students at risk of not passing the CAHSEE. b. Establish CAHSEE Prep Class for students identified through the EEMAP c. EL strategies (SDAIE, etc.) disseminated to Math teachers to help EL students in mainstreamed classes d. Maintain 1st period, 7th period, and after school tutoring system. In January 2009, all 10th grade math students were given the Exit Exam Mathematics Assessment Preparation (EEMAP). This exam reflects the types of questions seen on the CAHSEE. The scores were used to identify students believed to be at risk of not passing the CAHSEE. The students identified were invited to participate in a CAHSEE intervention class developed by the San Diego County of Education. Through this process, 92 students were identified and 25 participated in a six-week prep class taught by one of three math teachers on campus. Of those 25, 24 passed the math portion of the CAHSEE. The Math Department also offers regular tutoring for help with regular class work and CAHSEE-specific questions during periods one and seven and after school. For the 2009-10 school year, the District has contracted with the Princeton Review to provide preparation materials for the CAHSEE. The District will provide training to properly teach this curriculum. Critical Area of Needs Addressed: 1, 4 ,6 55 Target Objective 1-3: 95% of first time test-takers and 100% of graduationeligible seniors will pass the ELA portion of the CAHSEE. Steps outlined in the 2008-09 Action Plan: a. All 9th and 10th grade students take the "Mini CAHSEE" pre and post test. b. EL strategies (SDAIE, etc.) disseminated to English teachers to help EL students in mainstreamed classes c. 9th and 10th Grade Applied Arts English classes will integrate CAHSEE prep work into the curriculum d. Pre-identify 9th and 10th grade students at risk of not passing the CAHSEE through Mini-CAHSEE e. Establish a tutoring system to assist students who may struggle on the CAHSEE f. Identify 11th and 12th grade students who have not passed the CAHSEE and provide support materials. During the Fall 2008 semester, all 9th and 10th grade students took the Mini-CAHSEE as part of the Cal-Pass grant. At the District’s instruction, the results were not used to preidentify tenth graders at risk of failing the CAHSEE. Instead, the District will start using a district-wide ninth grade pre- and post-test to identify students needing additional help to pass the ELA portion of the CAHSEE in the 2009-10 school year. This data will be used to appropriately place students in a tenth grade English class and provide them review materials. The teachers did distribute review materials from the State prior to the exam, but they were not given these study guides until one week before the exam. The English department offered CAHSEE-specific tutoring in the 2007-08 and 2008-09 school years, but these sessions were sparsely attended. The Individual Instruction department provided tutoring for junior and senior students with IEPs in 2008-09. Fifteen special education students attended these sessions. Eight of those students passed both sections of the exam, two passed the ELA or the Math, and five did not pass either section. This pass rate surpassed the average Math (45%) and ELA (38%) for special education students during the 2008-09 school year. The English department incorporated CAHSEE prep work into their curriculum. The teachers preferred to integrate the key concepts and skills into their curriculum rather than have distinct lessons. CAHSEE-specific tutoring was not made available outside of class. However, most students identified as at risk of not passing the ELA portion of the exam were already enrolled in the Applied Arts English class. By nature, this course focuses more on basic skills development. Furthermore, all English teachers received notification on which junior and senior students in the their classes hadn’t passed the CAHSEE. This allowed those teachers the opportunity to direct students to online stateprovided resources. In the 2009-10 school year, the ninth grade English bridging class 56 will be moved to tenth grade. The students enrolled in this program will receive additional help throughout the school year. For the 2009-10 school year, the District has contracted with the Princeton Review to provide preparation materials for the CAHSEE. The District will provide training to properly teach this curriculum. Critical Area of Needs Addressed: 1, 4, 6 Target Objective 1-4: A 5% increase in CST Advanced / Proficient categories in each subject. Steps outlined in the 2008-09 Action Plan: a. Identify all students in Algebra 1C who are earning grades of D or F and enroll them in a support classes. b. Math classes will administer warm-ups based on CST released questions c. Throughout all CST-tested subjects, create methods that will help prepare students for the STAR exams d. Provide individual subject-area teachers with an opportunity to align pacing and goals. e. Alter testing schedule to allow for testing in subject-specific classes. For the first time in several years, West Hills began a schoolwide effort to encourage student success. The school departed from a testing model that focused on getting through the testing process quickly and instituted a new testing schedule that had core subject teachers testing all of their own students. This provided an opportunity for teachers to personally encourage students to perform well on their subject and placed the students in their respective English, math, science, and social science classrooms for each test. Additionally, instead of finishing the CST testing in three days, it was done over a four-week period to lessen the burden on the students and decrease testing burnout. The Principal also challenged the students on PACK TV and on the school website to do their best. If West Hills earns an 800 API score, Mr. Keeley has promised 800 laps around the track. Posters reminding students of the testing process were placed around campus. The District also increased its participation in CST testing support by providing students with a personalized color flier of their past performance on the CSTs. It also included a list of reasons as to why the students should try their best. After examining their scores, many students indicated to their teachers that their past scores did not reflect their abilities. English and social science teachers reviewed the contents of the handout with the students, re-emphasizing the test’s importance. This year, the math department piloted an incentive program where students who earn Proficient or Advanced levels can raise their semester grades. 57 Since establishing collaboration time three years ago, content area teams have worked in all subjects to align curriculum amongst each other and with the state standards. In all core subjects, issues of pacing, unit objectives, and common assessments have been actively pursued during this time. District-provided PLC consultants have also worked with members of all of the departments during release days to address these issues. The cohesiveness created during this time has heightened the spirit of cooperation within departments that will allow them to continue their efforts as the model of data analysis is implemented during the 2009-10 school year. Within the subject areas, the English, math, science, and social science departments embedded CST-related curriculum into their courses. Most primarily used released questions from previous CST exams, integrating them into unit exams and daily warmups. The level of coordination of the review materials varied from department and content area teams. Within the math department, science department, and world history content area team, closely coordinated efforts were made to prepare students for the CST exam. In the English department and the United States history content area team, individual teachers used their professional discretion to determine what preparatory materials were to be utilized with their specific students. The math department, with the approval from the administration and the Department Chair committee, met and developed grade incentives to motivate students at all level of math CSTs to earn an Advanced or Proficient status. Flyers were posted throughout the math classrooms and math teachers discussed it heavily with students. While 2008-09 math CST scores increased, the department has not yet analyzed the data to determine if the incentive program was successful. Additionally, the math department will offer two sections of Algebra Support next year to assist students who are earning a D or an F in Algebra I. Almost all of the progress made by the departments and content area teams has been without a cohesive centralized school plan. As the school culture continues to shift towards a schoolwide vision driven by the Action Plan that is embraced by the entire staff, our potential for continued growth is significant. Critical Area of Needs Addressed: 1, 4, 6 58 Goal #2: By June 2009, West Hills will reduce its D/F rate to 12%. Target Objective 2-1: Develop and coordinate supports and interventions for at-risk students. Steps outlined in the 2008-09 Action Plan: a. Continue Student Study Teams with identification by counselors, teachers, and school psychologist. b. Select an intervention coordinator to oversee placement, organization, and funding of all intervention programs. c. Create a matrix of intervention programs (including the target population, strategies, and staff contact) and publish it through the school web site, student handbook, and an easy-to-use reference guide. d. Evaluate effectiveness of intervention programs (PAL, Mentor Program, HOWL) by analyzing student achievement of participant. e. Celebrate student success through Pride of the Pack Assembly, publication of Honor Roll and Alpha Plus, Attendance Incentive f. Continue to offer subject-area tutorials in core areas for struggling students. g. Promote and expand the AVID program, including the reestablishment of the AVID Site Team. The staff at West Hills High School has a long history of providing individual support for struggling students. Student Study Team (SST) meetings have continued to be used by parents and counselors to assess student progress and help identify strategies to help struggling students. The counseling department would like to re-formulate this process next year to build better follow-up and to develop a more team-oriented solution for individual students. This will be added to the 2009-10 Action Plan and a clear structure will be developed with teachers and administrators. Additionally, individual teachers and content area teams continue to offer one-on-one tutorials by request and regular sessions during period one, period seven, and after school. In 2008-09, 27 teachers offered official tutorial hours, including CAHSEE and Advanced Placement exam preparation. The school also continues to celebrate student success through attendance incentives, the Alpha+ program, and the Pride of the Pack assembly. During 2008-09, a schoolwide plan to systematically address the needs of the entire student population was finally realized. To head up the effort to centralize the school’s support system, the Principal selected a staff member to serve as the Intervention Coordinator in January 2009. While not initially part of the plan, the Intervention Coordinator melded his efforts to create a matrix of intervention programs with the Response to Intervention (RTI) program. By placing our existing support measures within a RTI pyramid, the school will be better equipped to help students with a variety of needs. The staff will be trained on the RTI methodology during staff development time before the new school year begins. A categorized version of the intervention program 59 matrix was published on the school website for parents in September 2009. By using this resource, parents can examine the resources available for both behavioral and academic needs. During the 2009-10 school year, the Intervention Coordinator will work with the Leadership Team to oversee the evaluation of specific programs, including the Mentor Program and Peer Assisted Learning (PALs), and the implementation of the broader RTI strategy. The 2008-09 school year also saw the reestablishment of the AVID site team with defined goals to help expand AVID’s impact on potential college-bound students. These goals include: 1. By the Fall of 2009, we will increase the percentage of AVID students who are in AP and/or Honors courses by 10%. 2. By the Fall of 2009, we will increase the enrollment of AVID students who meet AVID’s nationally defined selection criteria by 20%. 3. By June 2009, 80% of our current AVID students will collaborate on a community service project. 4. By the end of the Spring semester, two-thirds of our college tutors will participate in at least 16 hours of AVID training. Critical Area of Needs Addressed: 4 Target Objective 2-2: All courses, PLC groups, and teachers examine their D/F rates and class policies, including grading policies, homework, assessments, and alignments to Standards. Steps outlined in the 2008-09 Action Plan: a. PLC/subject groups will establish yearly measurable goals which address student achievement and other curricular topics. b. All courses and PLC teams will examine grading policies, assessments, alignment to the standards, and pacing. c. Each semester PLC groups will review and evaluate D/F rates d. In each PLC and subject groups connect ESLRs to curriculum. e. Create system to digitally collect yearly goals and collaboration time minutes. Departments and content area teams (PLC groups) addressed the need to review D/F rates and class policies at different levels. The core area subjects of math and science have the most sophisticated procedures for evaluation and alignment of course objectives. Both of these departments set annual goals for the 2008-09 school year that specifically address the D/F rate and provide support for struggling students. Additionally, math and science PLCs have closely aligned their curriculum across individual content areas, including the utilization of common grading policies, pacing calendars, and assessments. The close content area collaboration has allowed greater collaboration across subject areas to assist in vertical planning and proper placement of students for the next school year. The 60 content area teams within the English and social science departments work at different collaborative levels. Collaborative time has mostly been utilized to create common course goals, set pacing guidelines, share best practices, and develop limited common assessments. Teachers generally examine individual D/F rates; but recent course-wide data was not made available to individual teachers in either department. The following represents a quick snapshot regarding the current state of collaboration within each core department: English Department Each grade level team has fully aligned their course to the state standards. General unit pacing guides have been agreed upon by each content area team, but individual teachers continue to have the freedom to determine the exact sequencing of the materials. All teams have begun working on common assessments and have indicated that this will be a major priority for the 2009-10 school year. The ninth grade team did several field-tests on assessments that evaluated specific skills. These methods will be used as part of a common assessment strategy in 2009-10. The eleventh grade team began planning for a series of common assessments, but because of budget restraints were unable to get an all-day collaboration meeting to work out the details. The English department has always used a common rubric for the West Hills writing program. It continues to be collectively evaluated and adapted to different writing approaches and reactions to the various types of literature, including non-fiction. Math Department Currently all courses within the Math Department are fully aligned to state standards. Each content area team works together to determine specific goals/objectives, day-to-day common pacing, common assessments, and grading criteria through the use of rubrics. This close alignment allows the eleven different math teams to closely monitor student progress, regularly evaluate exam data, and make adjustments as needed together. Science Department Within the Science Department, single teachers teach the Physics and Science 1C classes. These courses are aligned to the state standards. The Biology and Chemistry content area teams have agreed upon standards-based curricular goals and objectives. They utilize common assessments while sharing curriculum, including notes, a vocabulary bank, homework assignments, and in-class labs. The Biology team has a general pacing guide, with each teacher agreeing to cover the materials in an allotted time, but given the flexibility to determine the exact sequence. The Chemistry teachers have implemented a common day-to-day pacing 61 guide. Both teams regularly evaluate exam and CST results together and discuss potential curriculum adjustments. Social Science Department World History, United States History, Economics, and Government are all aligned to state standards. The World History content area team has agreed upon goals and objectives for each unit. Curriculum is developed and refined together as a team. The World History team determines a common curricular pacing guide and core concepts to be covered, but teachers have the flexibility to alter the sequence and specific teaching strategies. A common assessment of agreed upon content and skill items is given at each unit for data analysis, with individual teachers altering the composition of the remaining exam based on pertinent instruction within classroom. All the world history teachers use common rubrics for the grading of projects. As a group the United States History team has systematically examined the standards to be assure that members are all addressing them. They also share lessons and best practices as they identified areas that needed greater emphasis. The United States History teachers have also agreed upon content pacing by semester. The Economics and Government courses are both taught by two teachers who share pacing and curriculum. Currently the ninth grade Geography course is being completely redesigned collectively by the involved teachers. The non-core departments have also worked together to set common expectations and goals. The Art Department has started aligning their courses with the State art standards. The first- and second-year Spanish PLCs have established yearly student achievement goals, common course goals, common assessments, and are working to align their curriculum to the recently released California Foreign Language Standards. The Graduation Goals are the core guiding principles and reflect the academic and social priorities of the majority of the staff. Teachers across the campus strive to include higherorder thinking and creativity in activities, assignments, and class work. While the spirit of these goals is an essential part of the West Hills academic culture, the structured and overt integration of them into our classes and day-to-day lessons were limited. The official reintroduction of the Graduation Goals began in March 2009 during an all-staff meeting. After this point, all of the departments began specifically aligning their curriculum to the Graduation Goals through the collection of evidence for the WASC committee. During the 2009-10 school year, content area teams will be expected to begin placing their goals and objectives in the context of the Graduation Goals for the students. By Fall 2010, all departments will be expected to have aligned course goals and activities with the Graduation Goals. After this point, a schoolwide evaluation will allow the staff to determine how well each goal is addressed across the campus. In order to track progress and establish an institutional memory, a data collection system has been developed by the WASC Coordinator. All content area team goals, 62 collaboration day minutes, and other relevant information will be submitted and stored online to allow for easy reference by the administration, department chairs, Leadership Team, staff members, and future WASC leadership members. This collection process will be introduced to the staff during staff development before school in September 2009. Critical Area of Needs Addressed: 1, 4 Target Objective 2-3: Increase and strengthen our communication with parents and students through WHHS website, teacher websites, parent portal, student portal, and Alert Now System. Steps outlined in the 2008-09 Action Plan: a. Regularly maintain and update school web site (wolfpack.guhsd.net) b. Publish monthly PTSA newsletter with information regarding calendar and grading deadlines c. Increase access and use to Parent Portal by developing an effective system to provide logins and passwords to parents d. Continue traditions of Open House/PACK Day e. Provide regular updates on student progress f. Continue use of blue slips g. Utilize Alert Now and group email to inform parents about important events h. Provide training for teachers to create and maintain teacher websites i. Hold the annual HOWL parent night and freshmen orientation West Hills has made a strong effort to expand its communication with parents and students. The main information portal for the school is the website. Since its re-design for the 2006-07 school year, the amount of content available on the website continues to grow. In addition to the regular updates regarding important news and events, the Web Manager has overseen the addition of new content, including a regularly updated scholarship section, detailed information about electives, and an expanded Advanced Placement section. The website directly links to the District’s Parent Portal. This online system allows parents to view progress reports, attendance, and transcripts. Parents must come to campus to get their password, which has limited its use. The Technology Coordinator and the school administration are developing a plan to more effectively distribute the login information for next year. During the 2008-09 and 2009-10 staff development weeks prior to the start of school, technology mini-conferences were designed and implemented to help teachers set up classroom websites. Twenty-three teachers created new websites in 2008-09 during that time bringing the West Hills total up to 65 teacher websites. Two follow-up sessions were held during the school year to troubleshoot and help with the posting of grades online. Additional sessions were initially planned, but the amount of time spent on the WASC process limited other staff development options. The Leadership Team and the Technology Committee developing a 63 technology staff development plan for next school year, including the utilization of collaboration days for this purpose. The principal’s newsletter, Wolf Call, returned with the support of PTSA. The newsletter is now published monthly on the school and PTSA websites. To assist with school-home communications, the school also utilizes the new digital marquee on Mast Blvd. and the District supported Alert Now telephone system. West Hills families now receive calls informing them about collaboration schedule days, important news, and upcoming events. Between the website, teacher websites, the newsletter, the marquee, and the Alert Now system, West Hills has dramatically increased its ability to provide important information to the school community. In an attempt to continue to reach out, the West Hills administration is beginning to use other communication possibilities, including Facebook and Twitter. The school continues to host the annual Open House and PACK Day (Parents Attend Class with Kids), drawing close to a thousand parents for each event each year. Two years ago the HOWL organizers added a parent night that provided an opportunity for the parents of incoming freshmen to receive an introduction to the school and the administrators. An incoming freshman orientation night also gives students and parents an academic preview of their high school experience. Parent Attendance at Open House and PACK Day Open House PACK Day 2004-05 897 929 2005-06 827 888 2006-07 959 1030 2007-08 1174 1015 2008-09 1003 1055 Critical Area of Needs Addressed: 3, 4 Target Objective 2-4: Departments work closer with counseling to ensure proper placement in courses and interventions offered to at-risk students in a timely manner. Steps outlined in the 2008-09 Action Plan: a. Department chairs meet with counseling to review flow chart of department offerings/ progressions b. Establish liaison between departments and guidance staff c. Develop flow-chart for registering and interventions for EL, RFEP, and IFEP students d. Ensure correct placement of EL students based upon achievement and ELA teachers' recommendations To address a series of problems with the proper placement of students within the math, science, and world languages departments, the counseling department has increased the level at which it works with departments and the EL coordinator. Between November 64 2008 and February 2009, each department chair met with the counseling department to clarify course offerings, course sequences, and student placement options. These meetings opened the channels of communication between counseling and each department. During the March - April registration process for the 2009-10 school year, counselors referenced provided course progression flow charts and department chairs pro-actively worked to ensure proper placement. The success of this new team-oriented effort will be tracked and evaluated after school starts in the fall. At the semester change during this school year, the science department reported a significant increase in the speed and effectiveness of course changes. Initially, different counselors would act as liaisons would each department, but it was decided by the counseling department that the chair would continue to serve in that capacity. A flow-chart for registering new EL students and providing appropriate interventions was developed by the EL Coordinator during the spring 2009 semester. The West Hills assistant principal in charge of EL and the District EL Council approved this process. It was successfully implemented by the EL Coordinator and the counseling department during the registration period for the 2009-10 school year. Additionally, all English and math teachers were given the opportunity to give input on EL student placement for next school year. Starting in 2009-10 school year, the Response to Intervention (RTI) program will be used by all staff members to provide the proper services to all students in a timely manner. Critical Area of Needs Addressed: 4 Target Objective 2-5: Provide a support system for all EL students that includes parents and school personnel who are informed and dedicated to helping students achieve fluency. Steps outlined in the 2008-09 Action Plan: a. Develop ELAC; implement four meetings per year b. Add a monitoring section for the ELD Coordinator c. Implement EL monitoring system for EL students not in the ELD class. d. Ensure correct placement of EL students based upon achievement and ELA teachers' recommendations e. Student file review (freshmen as they become available); Complete reclassification of EL students as necessary after review of appropriate data f. Purchase support materials for ELD class and other teachers with EL students The relatively small EL population at West Hills has impacted the creation of an English Learner Advisory Committee (ELAC). In Fall 2008, meeting invitations were sent to parents of EL students. Unfortunately, no parents attended the meeting. While a majority of our EL population is Spanish-speaking, a growing number of Kurdish students are now attending West Hills. With no Kurdish translators available in the District, communication with these families has been limited. 65 Using the funded monitoring period, the EL Coordinator developed a system to track each EL student at West Hills. Students’ current status was confirmed and updated if necessary. Additionally, reclassification paperwork was submitted for qualified students, but it is currently being held up at the District office due to a disagreement regarding this process. The EL Coordinator also reviewed incoming freshmen files to help with appropriate placement. This monitoring period for the EL Coordinator was extended to the 2009-10 school year. Support materials were purchased for the ELD class, however, no teachers requested any other EL related materials this school year. During the 2007-08 school year, nine computers were purchased to assist students in English language acquisition. Rosetta Stone software has been ordered and will be used during the 2009-10 school year. The library is also in the process of setting up a section of the library where EL students can find age-appropriate fiction and nonfiction at elementary school reading levels. Additionally, the District has worked with the San Diego Office of Education to develop subject-specific EL workshops. In 2008, four West Hills science teachers attended the full day workshop. Critical Area of Needs Addressed: 1, 4 66 Goal #3: All people at West Hills shall be physically and emotionally safe. Target Objective 3-1: Make issues of tolerance a priority and develop an ongoing program to address these issues as well as intervention programs to address specific incidents. Steps outlined in the 2008-09 Action Plan: a. Annual multi-cultural day to celebrate the various cultures from our school and community. b. Mix-it-up events to bring students together for lunch time meetings to break barriers. c. Implement Ready to Learn Insight Classes and assign students involved in discipline issues regarding racism and bigotry d. Annual Unity Day to help create positive change and a brighter school climate An ongoing concern at West Hills High School has involved issues of tolerance. During the late 1990’s, a direct effort to address these issues was implemented. Unfortunately, those programs were not self-sustaining and did not become a part of the West Hills culture. Issues of prejudice and discrimination are essential parts of United States History, World History, and English courses. The World History classes have hosted a Holocaust survivor for the last eleven years. During the 2008-09 school year, the new administration placed a priority on establishing a schoolwide plan beyond the classroom setting to help embrace our growing diversity. During the first year of the school’s renewed efforts, a series of new programs were implemented, including: The First Annual Multicultural Day In an effort to expose and educate West Hills High School students to the eclectic cultures that exist within our own student body, we hosted the first Multicultural Fair on March 4, 2009. This event allowed student participants to represent and showcase their cultures using visual representations such as artwork, music, set decoration, and cultural clothing in a booth, similar to a cultural street fair setting. In addition to the cultural displays, there were multiple performances ranging from African and Native American storytelling to Japanese music and dancing. Students were encouraged to involve their elders in the planning and implementation of their groups’ presentation. The intention is to evolve this event, as a West Hills tradition, and ensure it is addressing the increasing diversity of our student body. All students attended the event with their English or social science class. 67 Mix-It-Up At West Hills High School, a group of committed staff members has created an opportunity for students who would not normally eat lunch together to sit down together, eat, and get to know other students on campus. This opportunity is aligned with the nation-wide ‘Mix It Up’ campaign (Teaching Tolerance, 2008) that supports students who want to identify, question, and cross social barriers. Each month, 50 different students and staff members were invited to have lunch and participate in an activity designed to identify and cross social barriers. The ultimate goal is for students to share experiences with each other and help build a more unified and understanding student body. During the 2008-09 school year, the program impacted almost 300 students. Plans are being made to continue this successful program next school year and to potentially expand it to include one or two schoolwide activities. Insight Classes Insight is an intervention program based on the Ready to Learn model through the San Diego County Office of Education. This program addresses topics such as drug and alcohol abuse, family relationships, bullying, suicide, and conflict resolution. This year, three West Hills counselors were certified in this program and have begun the process of training peer mentors. Acting as facilitators, the counselors will implement three cycles of Insight classes. Up to ten students with attendance issues and discipline concerns will participate in each cycle. The program includes three weeks of classes and then an additional 10 group sessions to utilize lessons taught and learned. One cycle was started in Spring 2009 and three additional cycles are planned for the 2009-10 school year. Additionally, peer mentors were trained as part of Insight Classes to work with the group facilitator, offer peer-to-peer counseling services, and provide peer mediation in fall 2009. Insight Classes have also been factored into the RTI program. Annual Day of Unity West Hills will hold its first Annual Unity Day in September 2009. This day will help create an environment that will give students a chance to share how they feel about themselves and why they feel that way. Keith Hawkins, a motivational speaker, will plan and implement a full day program for all sophomores and juniors that will include a morning assembly and a series of smaller workshops. In each subsequent year, only the sophomore class will participate. Every Fifteen Minutes In coordination with the California Highway Patrol, West Hill held the Every 15 Minutes program the week before Prom for all juniors and seniors. The Every 15 Minutes Program offers real-life experience without the real-life risks. This emotionally charged program, entitled Every 15 Minutes, is an event designed to dramatically instill teenagers with the potentially dangerous consequences of drinking alcohol. This powerful program will challenge students to think about 68 drinking, personal safety, and the responsibility of making mature decisions when lives are involved. It will be repeated in the 2011-12 school year. West Hills has always had several clubs whose goals are to breakdown stereotypes, embrace diversity, and build a positive community. The current clubs that share these goals include ALAS, Best Buddies, Friday Night Live, Friend-to-Friend, Gay-Straight Alliance, and Rachel’s Challenge. In the previous two years, the World Cultures Club also worked toward these ideals, unfortunately, the founding student did not leave a foundation for continuation after she graduated in 2008. While the staff and student-driven efforts represent a strong start, many staff members feel the need for a coordinated and ongoing effort. A Human Relations committee is being formed in the Fall 2009 semester to begin this process. Critical Area of Needs Addressed: 2 Target Objective 3-2: Connect students to school and each other through a common school culture. Steps outlined in the 2008-09 Action Plan: a. Promote the West Hills Way and Alma Mater via poster contests, advertising, and Pack TV b. Bi-monthly addresses on Pack TV including pre-shot celebrity clips on topics such as race relations, religious tolerance & sexual orientation c. Increase number of students who participate in WHHS athletics, clubs, and ASB events PACK TV and the school website have played the biggest role in connecting students to the school culture. The telecommunications teacher assigned student groups to create short video segments highlighting key ideas and concepts found in the West Hills Way and the Alma Mater. These have been regularly broadcast throughout the year on our school’s broadcast network. The Principal has also made several addresses on PACK TV to highlight school successes and to openly discuss schoolwide concerns, including those regarding tolerance. This year, the Principal also used PACK TV and the website to challenge students to do their best on the CST exams. If the school earns an 800 API score from the state, he will run 800 laps around the track. This campaign helped connect the school to the new principal and to the evolving academic cultural changes. The expansion of the website, the monthly publishing of Wolf Call, and the launch of a West Hills PTSA website have increased student and parent awareness of campus events and deadlines. Starting in May 2009, Paw Prints, the school newspaper, began publishing weekly updates on its new website. The newspaper is moving away from the traditional printed newspaper to provide timely news related to the school. This website is linked from the main school website. Recently added articles from Paw Prints and the 69 PTSA website will also be linked from the school website starting in the 2009-10 school year. The Associated Student Body (ASB) has also made considerable efforts to increase student participation in school activities. In October 2008, ASB sponsored an extensive club drive during lunch. Every club had a booth and recruited new members. In May 2009, ASB reformulated the annual Pride of the Pack assembly celebrating students who have achieved perfect attendance, honor roll, or a similar award. Instead of the traditional assembly, a large carnival was organized with a live band, video games, volleyball, free food, and a dunk booth featuring the Principal and an assistant principal. Almost half of the school attended. Critical Area of Needs Addressed: 2, 3 Target Objective 3-3: Establish partnerships with communities and parents. Steps outlined in the 2008-09 Action Plan: a. Establish community education program with West Hills HS, Santana HS, the City of Santee, Santee School District, parents and community members. b. Invite community events to utilize available school resources such as the theater and fields to bring the community to the school. c. Increase volunteer opportunities for parents. d. Improve communication with parents and community. After being officially hired as the Principal in November 2008, Mr. Keeley has started developing relationships with the different institutions in the City of Santee. He had initial meetings with the principal of Santana High School, the superintendent of the Santee School District, and members of the Santee City Council. No specific plans have been made at this time for a community education program, but the Principal will continue to pursue this goal in the 2009-10 school year. The community already extensively uses the West Hills athletic fields and with the installation of a new all-weather track and field during Summer 2009, this demand will likely grow. Additionally, the Principal is working with the theater teacher to develop a plan to promote the use of our outstanding theater facility. The PTSA continues to serve as a major source of support for West Hills. With almost 1000 members, the PTSA board continuously encourages parents to volunteer and support the academic and extracurricular activities at the school. In February 2009, the PTSA organized a supply day for the staff. Parents donated money and supplies to help teachers acquire necessary classroom supplies. West Hills has significantly increased its level of communication with parents and the community in the last two years. The redesign of the school website in 2006-07 has 70 allowed an ongoing effort to expand the amount of online information, including regular updates. The marquee also keeps parents and students informed about coming events. West Hills annually opens up its campus to the families of students for Freshmen Orientation, Open House, and PACK Day. Starting in the 2009-10 school year, the Principal will start holding a monthly principal’s coffee hour to allow parents and community members a chance to share their comments and concerns. Additionally as part of the District-mandated the Post Graduation Plans, counselors meet with every senior family on campus. These meetings make a direct connection with parents and establish a partnership between the home and the school. Critical Area of Needs Addressed: 3, 6 71 Goal #4: All students will have a Post Secondary Plan and Individual Graduation Plan. Target Objective 4-1: By June 2011, post-graduation goals will be integrated into the school culture. Steps outlined in the 2008-09 Action Plan: a. 100% of class of 2012 will have an IGP and a PSP. b. 100% of class of 2010 will have a completed IGP and PSP. c. 100% of class of 2011 will have a completed IGP and PSP. d. 100% of class of 2009 will have a PSP e. 100% of class of 2013 will have an IGP and by 2012 a PSP. f. 100% of students will annually review with a guidance staff member their PSP and/or IGP. One of the many new programs developed by the new superintendent involves creating an Individual Graduation Plan (IGP) and a Post Secondary Plan (PSP) for every student in the District. By the end of the 2008-09 school year, the counselors had met with every freshman to establish an IGP and with 99% of the seniors to set up a PSP. These efforts were mostly done after school and funded by the District. At this point, the 2009-10 funding for this program is unknown. This aggressive mandate has forced the West Hills counseling department to attempt to balance the traditional duties of the office with a large number of new responsibilities. Working with the West Hills administration, they have begun looking at possibly modifying or eliminating other responsibilities in order to meet the District goals for the IGP and PSP. Barring any significant implementation problems, the program should be fully implemented during the 2011-12 school year. Critical Area of Needs Addressed: 4, 6 Target Objective 4-2: By June 2011, students and parents will be provided information about post-graduation options and resources. Steps outlined in the 2008-09 Action Plan: a. Hold the first annual university/college night with a minimum of 100 families represented at the meeting. b. Hold the first annual PLAN (practice ACT) testing day for 90% of all sophomores. c. Promote “GOT PLANS?” college and career fair by wearing college apparel on designated days for week prior to “GOT PLANS?” event. d. Develop a plan for promotion of careers will be developed for West Hills. 72 To complement the District PSP mandate, West Hills has begun planning college and career oriented programs. West Hills made a tremendous showing at the annual Districtsponsored Got Plans? event held at Cuyamaca College. Representatives from colleges, universities, trade schools, the military, and other career paths shared information in booths and hosted informational seminars. Through extensive teacher, counseling, and administrative promotion, West Hills students outnumbered students from each of the other District schools. A similar publicity campaign will be instituted for the 2010 Got Plans? event. A smaller West Hills-only college and university fair will be held on campus in May 2010. This event will be directed at the parents and families of freshmen and sophomores to help them start planning for college. Additional programs involve the administration of the PLAN (a practice ACT) test to all sophomores. The counseling department is currently waiting for funding approval before scheduling the exam. Starting in the 2008-09 school year, the COIN3 career exploration online program is being utilized by freshmen. The counseling department has also started planning a career speaker series for interested students in the Career Center for the 200910 school year. Representatives from a large variety of professions will provide advice and guidance to interested students. Critical Area of Needs Addressed: 4, 6 Target Objective 4-3: By June 2010, West Hills High will have a Career Center with appropriate resources. Steps outlined in the 2008-09 Action Plan: a. Computers and necessary support materials will be running in Career Center. b. Addition of ten computers in the guidance office with a printer. c. Appropriate furnishings for Career Center. As part of the District PSP, West Hills has begun the process of establishing a Career Center for the students to help research potential careers. In Spring 2009, ten computers and a printer were placed in the common room of the counseling office. While a great step forward, the computers are six years old and do not have the speed or capabilities of newer machines. A more permanent and advanced Career Center is planned in a vacant classroom on the floor directly below the counseling office. Currently the District and West Hills administration are determining the exact layout, equipment, and staffing of the Career Center. It is hoped that the center will be fully operational during the 2009-10 school year. Regardless of its status, guest career-oriented speakers are already being scheduled. The computers in the counseling office and the Career Center will be used by students to complete the COIN3 career search online program. Critical Area of Needs Addressed: 4, 6 73 Critical Area of Concern #5 All of the critical areas of concern were integrated into and addressed by the Action Plan, except number five. The following narrative addresses this area. 5. The entire school community needs to firmly embrace the schoolwide improvement process as stated in the Focus on Learning Joint WASC/CDE Process Guide. During the development of the 2005 WASC report, much of the staff felt disconnected to the process. A variety of factors played into this, including a contentious labor situation, a satisfaction with the status quo, and another change in principal, the fourth principal in a six-year period. In the first two years after the 2006 visit, the administration focused on appealing the two-year accreditation initially given to the school. After the extension to a three-year term, little was formally done to address the critical areas of need. The former WASC Coordinator and Focus Group Leaders were excluded from any discussions that occurred. The Principal decided that he would draw upon what the staff members had done on their own or in their PLCs (now known as content area teams). The nature of this progression during the 2006-07 and 2007-08 school years did not comply with this critical area of need. With the change in administration during the 2008-09 school year, the approach toward the WASC process changed dramatically. In August 2008, the new WASC Coordinator and the interim Principal immediately began assessing our current situation. After confirming the belief that little had been done to address our critical areas of need or prepare for the visit, the school applied for and received a six-month extension. At this point, the WASC Coordinator selected Focus Group Leaders and began a careful analysis of what needed to be accomplished. During a September collaboration meeting, the WASC Coordinator presented the situation to the staff. An understanding was developed that this process had to be shared by everyone or it would ultimately be meaningless and damage the school’s reputation. Throughout the fall semester, the staff placed a priority on contributing to the WASC process and making up for lost time. Focus group and WASC-focused department meetings received near perfect attendance. In small groups and individually, the staff closely examined our areas of concern as well as our areas of strength. All responses were entered into a series of online published spreadsheets and organized with a special WASC website, providing an archive viewable by everyone in the West Hills community. The use of this technology allowed a transparent process that in turn facilitated conversations about the direction of the school in a way that had not been possible before. As a result, the new Action Plan developed by the entire staff and about ten parents fully reflected the needs of the school. Never in the school’s history has an action plan been developed based upon input from the entire staff. This allowed open discussions on how to balance the critical areas of concern with traditional school priorities. 74 In March 2009, another meeting was held for the entire staff that reintroduced our Graduation Goals (ESLRs). At this meeting we addressed the need to focus on the varying goals set by the Action Plan, ranging from the necessity to raise test scores to the need to help create a well-rounded individual that will enter the world as a productive citizen. The staff reaffirmed the importance of the school’s role in a student’s life and the value of working together to help achieve our Graduation Goals. Teachers and departments have started analyzing how their courses meet these goals and are collecting evidence for the October visit. As the spring semester progressed, the staff worked on meeting the goals and objectives outlined in the Action Plan. While not all items were completely met, the changes that have occurred are dramatic considering we only started this process in September 2008 and had the Action Plan approved in January 2009. In April 2009, the staff overwhelmingly voted in favor of expanding the number of collaboration meetings from 21 to 30 in order to provide more time to develop the programs that address our main concerns. In May 2009, we evaluated our progress on the Action Plan, reviewed an early draft of this report, began setting priorities for the following year, and started planning how we will address those items. Additionally, since August 2008, the WASC Coordinator regularly updated the West Hills WASC website with the latest information, all related data, drafts of the Action Plan, drafts of the report, and what staff members should be doing to support the process at that time. Regular e-mails from the coordinator also provided reminders about the staff’s current and upcoming tasks. These measures help provide an unprecedented transparency that helped draw in teachers who felt marginalized by the development of the last WASC report. While we did not address this critical area of concern in a timely manner, the administrators, teachers, counselors, and classified staff have made significant progress during the 2008-09 school year. We have successfully changed the culture of the school to allow for a sustainable and continuous examination of our practices for years to come. 75 Critical Areas of Concern Index 1. The leadership team, in conjunction with the entire faculty, needs to establish an organized structure for collaboration to assess student data to raise student achievement as defined by STAR Test API scores and the Annual Yearly Progress (AYP) report. Addressed in: • Goal #1, Target Objectives 1-1, 1-2, 1-3, 1-4 • Goal #2, Target Objectives 2-2, 2-5 2. The West Hills High School leadership team, guidance team, and staff should seek the inclusion of all students and staff in programs designed to promote social harmony by infusing issues of diversity, social awareness, and empathy. Addressed in: • Goal #3, Target Objectives 3-1, 3-2, 3-3 3. The West Hills High School leadership and guidance team should analyze the effectiveness of the current communication strategies between the school, parents, students, and the community. Addressed in: • Goal #2, Target Objective 2-3 • Goal #3, Target Objective 3-2, 3-3 • Goal #4, Target Objective 3-2, 3-3 4. The West Hills Staff needs to develop a schoolwide systematic plan to analyze standards-based data, develop consistent pacing plans, and focus on increasing achievement for al students. Addressed in: • Goal #1, Target Objectives 1-1, 1-2, 1-3, 1-4 • Goal #2, Target Objectives 2-1, 2-2, 2-3, 2-4, 2-5 • Goal #4, Target Objectives 4-1, 4-2, 4-3 5. The entire school community needs to firmly embrace the schoolwide improvement process as stated in the Focus on Learning Joint WASC/CDE Process Guide. Addressed on Page 75. 6. Since the support of the governing board and district administration is negligible, the visiting committee strongly recommends the District personnel get involved in the school’s efforts for improvement. Addressed in: • Goal #1, Target Objectives 1-1, 1-2, 1-3, 1-4 • Goal #3, Target Objective 3-3 • Goal #4, Target Objectives 4-1, 4-2, 4-3 In addition to the numerous district programs initiated, a district administrator was assigned to the school to offer assistance during the WASC process. 76 APPENDIX I: INTERVENTIONS Academic Interventions, Specialized Academic Interventions, Combined Academic and Behavioral Interventions, and Behavior Interventions. ACADEMIC INTERVENTIONS Arranged by degree of intensity COIN: Career Guidance COIN is designed to expose students to career options, college options, and their strengths. Students participate in COIN through enrollment in social science, where they will access the COIN computer program, input their information, and be provided feedback on their academic and character strengths. AVID (Advancement Via Individual Determination) AVID is a program meant to ensure that all students, especially the least served students in the middle, will succeed in rigorous curriculum, complete a college-prep path, enter mainstream activities of the school, increase their enrollment in four-year colleges, and become educated, responsible participants and leaders in a democratic society. It is an elective-credit course designed to strengthen study and organizational skills, provide academic support, and focus students on college enrollment. SST (Student Study Team) Student study teams are meant to support students getting on track academically. They are a single meeting with a student, parent(s), current teachers, a counselor, and an administrator. They are meant to identify areas of concern for a student and brainstorm means by which to improve performance. An SST can be requested by an administrator, parent, teacher, or counselor. Peer Tutoring Peer tutoring offers assistance in any subject matter. It is currently offered by Shawn Wisley. See the daily schedule for times. PAL (Pup Assistance and Learning) The P.A.L. program is meant to improve the GPA of 9th grade students who are academically at risk, with tutoring provided by a high-achieving junior or senior, with teacher present. Students are identified and included through our Bridging classes and 9th grade instructors. ELD classes These courses are for English learners who cannot succeed in mainstream due to language and or behavioral/cultural adjustment issues. This is a core course; as students progress in the four English Language standards, they are mainstreamed into English classes. 77 Read Naturally, web-based computer program This computer-based program is designed to increase reading fluency, vocabulary, critical thinking, and comprehension. The computer program tracks fluency, words per minute, and comprehension; one teacher monitors eight students. Summer School Summer school allows students to make up course credit for D or F grades. There are usually two three-week sessions offered every year; the dates vary. Students need to submit a summer school application. AB 504 AB 504’s provide accommodations for students to make academic instruction accessible as part of American’s with Disabilities Act. Students are identified through SST’s, other interventions, or due to medical situations. SPECIALIZED ACADEMIC INTERVENTIONS Subject specific, arranged alphabetically CAHSEE tutoring CAHSEE tutoring provides practice test-taking strategies in English and math to increase test scores for all students. Reminders are in the bulletin and on posted schedules. Tutoring is meant for students 10th grade and above. Football Tutorial This program is to help students playing football to get on track academically and develop good study habits. Participants are usually identified by parent or coach. Math Tutoring Math tutoring helps students keep pace with the class or to catch up after falling behind. Tutoring schedule is listed in the student bulletin. Saturday Scholars This English tutoring for 11th grade college prep students provides supplemental English instruction and practice. It is class advertised, but open to all qualifying students. SAT Prep This class is to prepare students to excel when taking SAT exam and is open to all students intending to take the SAT. Classes occur annually, and information is placed in the student bulletin. Saturday Tech Tutorial/ Saturday “Open Lab” This tutorial offers access to computer lab and tech help outside of school hours, up to four times per semester. Tutorial times are promoted in class. Science 1C/2C Tutorials This tutorial provides additional support and is one of the many safety nets to increase success in the college prep science class. All students are invited; schedules are posted. 78 COMBO ACADEMIC/BEHAVIORAL INTERVENTIONS Arranged by degree of intensity HOWL (previously LINK Crew) HOWL helps incoming freshmen assimilate into West Hills and provide an upperclassman “buddy” for each freshmen. Occurring annually before the first day of school, all incoming freshmen are invited to attend. Supported Classes These classes support Individual Instruction students in Applied Arts classes; aides offer assistance to Applied Arts students in the context of their core classes. Mentor Program The Mentor program is committed to giving students a connection to WHHS, improving student achievement, behavior, and attendance. 10th and 11th-grade students are identified by GPA, attendance, or are counselor-referred. Included students are assigned a staff mentor who is in regular contact with the student to encourage improvement in the school setting. Insight Insight is a 3-week intensive course to help students become cognitively “ready to learn” in their classes. Based on researched curriculum, it is followed by weekly support meetings lasting between 13-18 weeks. Insight is assigned in lieu or suspension. “Why Try?” “Why Try?” is for at-risk students to help them be motivated to reach goals both academically and behaviorally; participants have 10 lessons for completion. IEP (Individual Education Plan - PL 94-142) IEP’s give support to all students with specific handicapping condition (academic or behavioral); they give students access to academically appropriate curriculum depending on need. Students are identified via Student Study Team or parent request. IQ and academic tests help determine eligibility. BEHAVIORAL INTERVENTIONS Arranged by degree of intensity FNL (Friday Night Live) FNL is a club to keep students from alcohol and drug use that meets weekly. See schedule for time and place. Red Ribbon Week This program is designed to teach students to avoid tobacco, alcohol, and other drugs; campaign is an annual one-week occurrence. 79 Attendance Plus club This club is meant to encourage attendance through incentive and reward. Students are identified through attendance records. Too Good for Drugs & Violence This program is meant to teach students to avoid drugs and violence; curriculum is delivered in a core class, usually social science. It is research-based curriculum in a 10lesson workbook SART (Student Attendance Review Team) SART is intended to encourage students to attend classes regularly and not be truant. 9th or 10th graders with three or more full-day truancies are identified for the program. Attendance monitors student attendance. SARB (Student Attendance Review Board) SARB is designed to hold students accountable for attendance. 9th and 10th graders with six all-day truancies are identified for this program. TAP (Helping Teens Stop Using Tobacco TAP is meant to help students stop smoking or using tobacco. It is a confidential group using research-based curriculum. ATS (Alternative to Smoking) ATS is designed to dissuade tobacco use. It is a mandatory eight-hours of curriculumsupported classroom instruction at Chaparral for students caught using tobacco on campus. TEG (Tobacco Education Group (Intervening with Teen Tobacco Users) TEG is a program made to educate teens about the dangers of tobacco use. It is in lieu of suspension for students caught using tobacco on campus or at a school event. STEP (Systems To Encourage Peace) The STEP program is designed to teach students to avoid conflict as well as mediate disputes. Students are identified due to physical or escalated verbal confrontations. Classes are held off-campus and use mediation/problem-solving curriculum. PASS (Positive Actions for Student Sobriety) PASS helps students overcome drug or alcohol “incidents” on campus. Identified by a drug or alcohol incident on campus, students have a weekly drug test by the nurse to avoid further incidents. PATH (Pointing Adolescents Toward Health) PATH educates students on the use of controlled substances and their effects. Students are included due to a controlled substance disciplinary action. Classes are held at an alternative location. 80 APPENDIX II: SINGLE PLAN FOR STUDENT ACHEIVEMENT West Hills High School 37681303730702 CDS Code Date of this revision: June 19, 2009 The Single Plan for Student Achievement delineates the processes, in which all stakeholders will participate, to increase student academic achievement and enhance West Hills’ educational programs. For additional information on curricular programs and opportunities for parental involvement, please feel free to contact: Contact Person: Position: Patrick Keeley Principal 619.956.0412 firstname.lastname@example.org Telephone Number: E-mail address: The mission of West Hills High School is to graduate critical thinkers and problem-solvers who contribute to society as responsible citizens and respectful employees. This school plan was approved by the District Governing Board on ____________ 81 Form A: School Site Council Membership Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:1 Other School Staff Community Classroom Secondary Parent or Principal Member Teacher Names of Members Patrick Keeley Elizabeth DeMars Tanya Bulette Matt Norris Vicki Ramey Kathleen Fisher Yvonne Pratt Brandon Kashou Clarissa Slagle Joyce Clonts Annie Gimm Mark Zickel Numbers of members of each category X X X X X X X X X X X X 1 3 3 2 3 1 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. 82 Student Form B: Recommendations and Assurances The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): ___ School Advisory Committee for State Compensatory Education Programs _√ English Learner Advisory Committee ___ Community Advisory Committee for Special Education Programs ___ Gifted and Talented Education Program Advisory Committee _√_ Other: Leadership Team 2. 3. 4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This school plan was adopted by the school site council on: January 15, 2009. 5. 6. Attested: Patrick Keeley______________ Typed name of school principal _______________________ Signature of school principal ________ Date Matt Norris_________________ _______________________ ________ Typed name of SSC chairperson Signature of SSC chairperson Date 83 Form C: Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs Allocation $ NA California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/ State Compensatory Education $ Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/ English Learner Program $ Purpose: Develop fluency in English and academic proficiency of English learners High Priority Schools Grant Program $ Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas. Peer Assistance and Review $ Purpose: Assist teachers through coaching and mentoring. Pupil Retention Block Grant $ Purpose: Prevent students from dropping out of school. School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. School Safety and Violence Prevention Act Purpose: Increase school safety. Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students. $ $ NA 55,729 NA NA NA NA $ NA $ 6,500 17,097 84 AVID Gifted and Talented Education (GATE) Sophomore Conferencing MAA $ 5,852 $ 10,380 $ 5,314 $ 16,869 Total amount of state categorical funds allocated to this school $ 117,741 Federal Programs under No Child Left Behind (NCLB) Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution Title I, Part D: Delinquent Allocation $ NA $ Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting $ Purpose: Improve and increase the number of highly qualified teachers and principals Title II, Part D: Enhancing Education Through Technology $ Purpose: Support professional development and the use of technology Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards $ $ $ $ NA NA NA NA NA NA NA 85 Title IV, Part A: Safe and Drug-Free Schools and Communities $ Purpose: Support learning environments that promote academic achievement Title V: Innovative Programs $ Purpose: Support educational improvement, library, media, and at-risk students Other Federal Funds (list and describe2) NA NA $ NA Total amount of federal categorical funds allocated to this school Total amount of state and federal categorical funds allocated to this school $ $ NA NA 2 For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs. 86 BUDGET, GOVERNANCE, & ADMINISTRATION CATEGORICAL FUNDING ALLOCATED TO THIS SCHOOL 2008-09 The following state and federal categorical funds were allocated to this school. Approximate BALANCE AMOUNTS listed below for upcoming year. DISTRICT & MISCELLANEOUS FUNDING (approximate) 2008-2009 Band Instrument Amount: $ 3,743 (not including grants) Purpose: To purchase instruments for the instrumental music program. AVID Amount: $ 5,852 Purpose: To pay for AVID tutors, substitutes, supplies and additional books. United Way Amount: $ 84 Purpose: To benefit all the students. MAA Amount: $ 16,869 Purpose: To fund an alternative program for at-risk students during non-school hours. STATE FUNDS California High School Exit Exam (CAHSEE) Amount: $ 5818 Purpose: To put in place intervention models to assist students to pass the CAHSEE. Received funding for 2006-07, but not sure if this will be funded for 2008-09. Class Size Reduction (CSR) 87 Staffing unit allocation Purpose: To reduce class size at the freshman level to 20:1 in English and one other subject Economic Impact Aid/ English Learner Program (EIA-EL) Amount: $ 55,729 Purpose: To develop fluency in English and academic proficiency of English learners. GATE Amount: $ 10,380 Purpose: To fund honors program for augmented curriculum and instruction. Special Education Amount: $ DISTRICT Purpose: To fund programs for special education students. Instructional Materials Grant (861-108) (CARRY-OVER) Amount: $ TBD Purpose: To provide one-time educational improvements. (Instructional materials & textbooks. Staff Development: if addressing content standards) 20:1 Instructional Materials (861-010) (CARRY-OVER) Amount: $ 338,693 Purpose: To provide one-time educational improvements. (Instructional materials & textbooks only) Lottery Prop 20 (CARRY-OVER) Amount: $ 84,449 Purpose: To be used to provide ongoing improvements in instructional program. This fund has been allocated to purchase textbooks in those areas not served by the 56:1 grant and to augment the 56:1 grant in the areas of Social Science and English where funding is not adequate to purchase all the textbooks needed. Lottery Instructional Materials (040-502) (CARRY-OVER) Amount: $ 54,804 Purpose: To purchase instructional materials and textbooks Library Grant (CARRY-OVER) Amount: $ 9,158 Purpose: To purchase online services and library books for the benefit of all students. Librarian meets with each department to prioritize selections. 88 10th Grade Counseling Amount: $ 5,314 Purpose: To provide sophomores with in-depth guidance time to explore career plans and chart the next two years’ classes. Library & Technology Grant (803-104) (CARRY-OVER) Amount: $ 7,629 Purpose: To purchase supplies and equipment. Art & Music Grant (891-104) (CARRY-OVER) Amount: $ 79,618 Purpose: To purchase supplies and equipment, instructional materials, staffing, and instruments. Art, Music & Physical Education Grant (895-104) (CARRY-OVER) Amount: $ 64,201 Purpose: To purchase instructional materials and equipment. TOTAL AMOUNT OF STATE AND FEDERAL categorical funds allocated to this school: AMOUNT: $TBD BUDGET ALLOCATIONS The following are the 60:1 funds (40:1 and 15:1 Lottery), which were allocated to this school. Approximate BALANCE AMOUNTS listed below for upcoming year. Based on projected enrollment for 08-09. 55:1 Budget Allocations Total budget allocation: Amount: $ 134,030 Purpose: To fund needed supplies and materials for departmental functioning. Does not include salary and trainer. FIXED COSTS: Athletic Trainer Supplies: 89 Amount: $ 4,000 Purpose: To fund needed supplies and equipment for athletic trainer. Repair/Replace items under $500: Amount: $ 6,000 Purpose: To repair items that cost under $500 because this is no t covered by district repair costs. Replace items in same category, which can’t be repaired. Custodian supplies: Amount: $ 25,000 Purpose: Custodial supplies, i.e. paper towels, toilet paper, lights, cleaning solutions, wax, etc. Support Services Amount: $ 43,236 Purpose: To purchase supplies and equipment for duplicating and other supplies and equipment needed for entire staff; purchases postage, maintenance agreements. DEPARTMENTAL: Amount: $ 33,,690 Purpose: To purchase supplies, equipment, texts for departments. Several departments receive supplemental funding for textbook purchases. SCHOOLWIDE: Amount: $ 11,604 Purpose: To purchase toner and paper for printers on campus. SCHOOLWIDE: Amount: $ 4,000 Purpose: To extend maintenance support for TRC & Thin Client labs. SAFE SCHOOL: Amount: $ 6,500 Purpose: To purchase radio equipment, safe school training. 90 Multi-year School Improvement Goal 1: By June 2009, West Hills will raise the school's API score to 800. Target Objectives 1. Provide core curricular staff development to all departments on how to analyze and use data. 2. 95% of first time test takers and 100% of graduation-eligible seniors will pass the Math portion of the CAHSEE. 3. 95% of first time test takers and 100% of graduation-eligible seniors will pass the ELA portion of the CAHSEE. 4. A 5% increase in CST Advanced / Proficient categories in each subject. Objective #1 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Provide core curricular staff development to all departments on how to analyze and use data. a. Determine appropriate and then collect subject-specific / sub-group data, including STAR, CAHSEE, D/F rates, and departmental assessments. CAHSEE VP Star Testing VP, Director of Assessment, department chairs/ Spring 09 Development of departmental comprehension of academic subject data Collaboration / Staff Development N/A Site b. Establish a consistent methodology for the analysis of data across the school and in each department. Admin, Leadership Team and Director of Assessment/ Spring 09 Publish methodology and distribute to staff (through handouts and web site) Development of strategic data- Collaboration / Staff Development N/A Site c. Instruct teachers within each subject-area PLC and across Admin and Collaboration / Staff $2250 for EIA-SCE 91 departments how to analyze subject-specific and schoolwide data, with a focus on at risk students. d. District/ Spring 09 - Fall 09 Teachers, PLC groups, Departments, Leadership Team/ Spring 09 driven departmental academic goals Teacher pacing, lesson plan, collaboration time agendas/ minutes Development/ Sub Days subs Teachers and PLC/Subject groups assess strategies and revise teaching as needed. Collaboration / Staff Development/ Release Days N/A Site Objective #2 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: 95% of first time test takers and 100% of graduation-eligible seniors will pass the Math portion of the CAHSEE. a. All 10th grade students will take the EEMAP (Practice CAHSEE) to identify students at risk of not passing the CAHSEE. Establish CAHSEE Prep Class for students identified through the EEMAP Math Dept & CAHSEE Admin/ Jan. 9 & 10, 2009 CAHSEE Admin & Math Department Chair / Jan. - Mar., 2009 EL Coordinator / Jan. - Feb., 2009 Passing Scores on the CAHSEE EEMAP test booklets, scantrons $2000 CAHSEE Intervention Monies b. Increased EEMAP score on 2nd adminstration Teacher Salary at Tutoring Rate $5500 Supplemental Instruction c. EL strategies (SDAIE, etc.) disseminated to Math teachers to help EL students in mainstreamed classes Identified teachers with EL students EL Coordinator Release Period .2 FTE District 92 d. Maintain 1st period, 7th period, and after school tutoring system. Math Department Chair / Aug. 08 - June 09 Sign in sheets submitted with time sheets Teacher Supplemental Tutoring Rate ($44/hr) $19000 Supplemental Instruction Objective #3 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: 95% of first time test takers and 100% of graduation-eligible seniors will pass the ELA portion of the CAHSEE. a. All 9th and 10th grade students take the "Mini CAHSEE" pre and post test. English Dept, SDSU CalPass Director, Director of Assessment / Spring 09 EL Coordinator / Jan. - Feb., 09 Edusoft data analysis / Posttest to check improvement Test booklets ?? CalPass b. EL strategies (SDAIE, etc.) disseminated to English teachers to help EL students in mainstreamed classes Identified teachers with EL students EL Coordinator Release Period .2 FTE District c. 9th and 10th Grade Applied Arts English classes will integrate CAHSEE prep work into the curriculum 9th and 10th grade English Applied Arts Teachers / 08 – 09 school year CAHSEE Coordinator, English teachers Teacher Lesson Plans N/A N/A N/A d. Pre-identify 9th and 10th grade students at risk of not passing the CAHSEE Mini-CAHSEE scores, letter grades in N/A N/A N/A 93 through Mini-CAHSEE e. / Fall 2008 Admin and Department Chair / Spring 2009 English courses Sign in tutorial sheets Teacher Supplemental Tutoring Rate (72 hours at 44/hr.) N/A $3168 Supplemental Instruction Establish a tutoring system to assist students who may struggle on the CAHSEE f. Identify 11th and 12th grade students who have not passed the CAHSEE and provide support materials. Admin, English teachers / Spring 09 List of students N/A N/A 94 Objective #4 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: A 5% increase in CST Advanced / Proficient categories in each subject. a. Identify all students in Algebra 1C who are earning grades of D or F and enroll them in a support classes. Math Department, Math VP/ Nov., 2008 through July, 2009 Decrease in the D/F rate in Algebra 1C Teacher and Peer Tutor Salaries $2000 (CAHSEE Interventi on) $18000 (Supplemental Instruction) CAHSEE Intervention Monies / Supplemental Instruction b. Math classes will administer warm-ups based on CST released questions Throughout all CST-tested subjects, create methods that will help prepare students for the STAR exams Provide individual subjectarea teachers with an opportunity to align pacing and goals. Alter testing schedule to allow for testing in subjectspecific classes. Math Teachers/ Spring 2009 Warm-ups N/A N/A N/A c. CST-Subject Teachers / Spring 09 Creation of methods Collaboration N/A Collaboration d. PLC and Subject Groups / Spring 09 Pacing guides and goals Collaboration and Substitute Coverage $3000 (20 sub days) Discretionary block grant e. Admin and Department Chairs / Spring 09 Revised schedule N/A N/A N/A 95 Multi-year School Improvement Goal 2: By June 2009, West Hills will reduce its D/F rate to 12%. Target Objectives: 1. Develop and coordinate supports and interventions for students at risk students. 2. All courses, PLCs groups, and teachers examine their D/F rates and class policies, including grading policies, homework, assessments, and alignments to Standards. 3. Increasing and strengthening our communication with parents and students through WHHS web site, teacher web sites, parent portal, and ALL Call system. 4. Departments work closer with counseling to ensure proper placement in courses and interventions offered to at risk students in a timely manner. 5. Provide a support system for all EL students that includes parents and school personnel who are informed and dedicated to helping students achieve fluency. Objective #1 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Develop and coordinate supports and interventions for at risk students. a. Continue Student Study Teams with identification by counselors, teachers, and school psychologist. Guidance Department, Admin, Teachers, School Psychologist/ Fall 08 - Spring 09 Meeting notes, follow up process N/A N/A N/A 96 b. Select an intervention coordinator to oversee placement, organization, and funding of all intervention programs. Principal/ Spring 09 Selection of coordinator Coordinator stipend, tutors, staff organizational supplies, student school supplies $1000 for supplies $750 for initial set up stipend for coordinator & $500 per year after N/A EIA-SCE, Supplemental Instruc-tion c. Create a matrix of intervention programs (including the target population, strategies, and staff contact) and publish it through the school web site, student handbook, and an easy-to-use reference guide. Evaluate effectiveness of intervention programs (PAL, Mentor Program, HOWL) by analyzing student achievement of participant. Celebrate student success through Pride of the Pack Assembly, publication of Honor Roll and Alpha Plus, Attendance Incentive Intervention Coordinator, Specific Program Coordinators, Web Manager/ Spring 09 Publication of matrix N/A N/A d. Intervention Coordinator, Specific Program Coordinators/ Spring 09 Admin, Counseling, Teachers, Pack TV, Web Manager/ Spring 09 Meeting notes, follow up process N/A N/A N/A e. Yearly assembly, Webisodes of Pack TV, Perfect Attendance Awards Pride of Pack Assembly $1000 ASB/ PTSA Attendance incentive money Supplemental Instruction Attendance incentive prizes Teacher Supplemental Tutoring Rate ($44/hr) Summer institute $2000 As needed f. Continue to offer subjectarea tutorials in core areas for struggling students. Staff/ Fall 08 - Spring 09 Sign in sheets/ evidence of student progress. Summer institute participation, AVID syllabi, g. Promote and expand the AVID program, including the reestablishment of the AVID Coordinator, Staff, and Admin/ $3000 Lottery AVID 97 AVID Site Team. Spring 09 increased enrollment Meeting minutes between Admin and PTSA N/A N/A N/A h. Plan for Parent Institute in Fall 09. Admin and PTSA/ Spring 09 98 Objective #2 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sourc es Target Objective: All courses, PLCs groups, and teachers examine their D/F rates and class policies, including grading policies, homework, assessments, and alignments to Standards. a. PLC/subject groups will establish yearly measurable goals which address student achievement and other curricular topics. PLC-Subject Groups, Department Chairs/ Fall 09 Submitted PLC goals, collaboration time minutes Collaboration/ Staff Development N/A N/A b. All courses and PLC teams will examine grading policies, assessments, alignment to the standards, and pacing. Each semester PLC groups will review and evaluate D/F rates PLC groups, Department Chairs/ Spring 09 Administrators, Department chairs, PLC/Subject groups, Director of Assessment/ Spring 09 PLC and subject groups, Department Chairs/ Spring 09 - Fall 09 Admin/ Spring 09 Submitted collaboration time minutes Collaboration/ Staff Development N/A N/A c. Submitted collaboration time minutes, curricular and/or support adjustments Submitted collaboration time minutes, WASC evidence submissions Collaboration/ Staff Development N/A N/A d. In each PLC and subject groups connect ESLRs to curriculum. Collaboration/ Staff Development N/A N/A e. Create system to digitally collect yearly goals and collaboration time minutes. System in place Collaboration/ Staff Development N/A N/A 99 Objective #3 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Increasing and strengthening our communication with parents and students through WHHS web site, teacher web sites, parent portal, student portal, and Alert Now system. a. Regularly maintain and update school web site (wolfpack.guhsd.net) Publish monthly PTSA newsletter with information regarding calendar and grading deadlines Increase access and use to Parent Portal by developing an effective system to provide logins and passwords to parents Continue traditions of Open House/PACK Day Web Manager, Admin/ Spring 09 PTSA President, Principal/ Fall 08 - Spring 09 Admin, Parents, ITS / Spring 09 Regular updates Web Manager stipend Printing/maili ng cost for first edition $2500 Site b. Newsletter on website and in print. $1000 PTSA c. Increased use of Parent Portal by parents N/A N/A N/A d. Admin/ Spring 09, Fall 09 District, Teachers/ Spring 09 Guidance Dept., Teacher/ Spring 09 Parent attendance counts 3 week grade monitoring N/A N/A N/A e. Provide regular updates on student progress NA NA NA f. Continue use of blue slips Sign-in sheet Copying costs $100 Site 100 g. Utilize Alert Now and group email to inform parents about important events Provide training for teachers to create and maintain teacher websites Admin Staff/ Spring 09 Use by staff N/A N/A N/A h. Tech Committee, Tech Coordinator, Tech Resources, Admin / Spring 09, August 09 Staff Development Administration, School Staff, Guidance/ Spring 09 Websites up, sign in sheets for trainings Hourly rate for teacher trainers TBD based upon funding available during Summer Site i. Hold the annual HOWL parent night and freshmen orientation Agenda for evening. NA NA NA 1. Objective #4 Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Step Target Objective: Departments work closer with counseling to ensure proper placement in courses and interventions offered to at risk students in a timely manner. a. Department chairs meet with counseling to review flow chart of department offerings/ progressions Department Chairs, Counseling, Admin/ Spring 09 Minutes of meeting N/A N/A N/A 101 b. Establish liaison between departments and guidance staff Department Chairs, Counseling/ Spring 09 Counseling responsibilities chart N/A N/A N/A d. Develop flow-chart for registering and interventions for EL, RFEP, and IFEP students ELD Coordinator and VP in charge of EL/ November of each year Chart Submitted to Director of EL Nov. 17, 2008 Hourly pay See attached EIA LEP budget EIA-LEP e. Ensure correct placement of EL students based upon achievement and ELA teachers' recommendations ELD Coordinator and counseling/ Prior to classes coming in for scheduling Recommendation form 1-2 hours for development; dissemination; collation 1-2 hours See attached EIA LEP budget EIA-LEP Objective #5 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Provide a support system for all EL students that includes parents and school personnel who are informed and dedicated to helping students achieve fluency. a. Develop ELAC; implement four meetings per year ELD Coordinator, District EL Programs Administrator/ Fall 08 - Spring 09 Approved bylaws, minutes of meetings, and recommendation s to Department Chair and SSC regarding related issues Handouts, copying of materials, production of minutes Minimal copying costs; refreshme nts; hourly for EL coordinator See attached EIA LEP EIA-LEP 102 budget b. Add a monitoring section for the ELD Coordinator District EL Programs Administrator/ Fall 08 ELD Coordinator/ Fall 08 - Spring 09 ELD Coordinator and counseling/ Prior to classes coming in for scheduling ELD Coordinator/ Fall 2008 Section added to master schedule Release period for ELD Coordinator None .2 FTE District c. Implement EL monitoring system for EL students not in the ELD class. Monitor meeting log .2 FTE District d. Ensure correct placement of EL students based upon achievement and ELA teachers' recommendations Recommendatio n form Collation time (1-2 hours) See attached EIA LEP budget EIA-LEP e. Student file review (freshmen as they become available); Complete reclassification of EL students as necessary after review of appropriate data Checklists of students reviewed, copies of reclassification paperwork; monitoring binders Completed PO, final grades at semester Reviewer's time; binders; misc. resources See attached EIA LEP budget EIA-LEP f. Purchase support materials for ELD class and other teachers with EL students EL Coordinator/ Fall 08 - Spring 09 Books, dictionaries, study guides, paper for printing, toner See attached EIA LEP budget EIA-LEP 103 Multi-year School Improvement Goal 3: All people at West Hills shall be physically and emotionally safe. Target Objectives: 1. Make issues of tolerance a priority and develop an ongoing program to address these issues as well as intervention programs to address specific incidents. 2. Connect students to school and each other through a common school culture. 3. Establish partnerships with communities and parents. Objective #1 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Make issues of tolerance a priority and develop an ongoing program to address these issues as well as intervention programs to address specific incidents. a. Annual multi-cultural day to celebrate the various cultures from our school and community. Counseling, Admin/ Every Spring (March 4th, 2008) Increase yearly cultural offerings at the fair/ Evaluation using student assignments from fair. Meeting agendas/followup questionnaires of students involved. Supplies for each cultural group and stage and lighting rental $2000 MAA, PTSA, ASB, City of Santee b. Mix-it-up events to bring students together for lunch time meetings to break barriers. Counseling/ Monthly meetings beginning in November 2008. Lunch and supplies for meetings $1800 Attendance Incentive funds 104 c. Implement Ready to Learn Insight Classes and assign students involved in discipline issues regarding racism and bigotry Counseling, Admin/ Counselors and peer mentors attend training in Fall 2008 with classes beginning in Fall 2009. Students attend 10 insight classes and follow-up groups. Evaluation of students based on improvements in behavior Agendas, photos, post event evaluation, decline in harassment discipline issues as tracked in discipline records. Training sessions for Counselors at County office of Education. Training for peer mentors through County office of Education. Facilitator costs, both for event and travel. $4000 EIA-SCE Funds MAA Funds d. Annual Unity Day to help create positive change and a brighter school climate Admin, Counseling/ Sophomores and Juniors Fall 2009 Sophomores will take part every year thereafter $10,000 year one and $5000 each following year. Donations from ASB, City of Santee, PTSA, EIA-SCE Objective #2 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Connect students to school and each other through a common school culture. a. Promote the West Hills Way and Alma Mater via poster contests, advertising, and Pack TV PACK TV Teacher, Principal, ASB Advisor/ Ongoing Administration, Telecommunicat Video Clips, text of messages Posters for Alma Mater and West Hills Way contest N/A $500 Attendance Incentive b. Bi-monthly addresses on Pack TV including pre-shot Video Clips, Text of N/A N/A 105 celebrity clips on topics such as race relations, religious tolerance & sexual orientation ions Teacher Spring 09 messages c. Increase number of students who participate in WHHS athletics, clubs, and ASB events ASB Advisor, Vice Principal in charge of Athletics/ASB/ Ongoing recruiting of students into activities. Club and athletic rosters. Number of ASB cards purchased. N/A N/A N/A Objective #3 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: Establish partnerships with communities and parents. a. Establish community education program with West Hills HS, Santana HS, the City of Santee, Santee School District, parents and community members. Invite community events to utilize available school resources such as the theater and fields to bring the community to the school. Increase volunteer opportunities for parents. Principal/ Spring 09 - Fall 09 Meeting Agendas, agreements to cooperate Community Education Events, Guest Speakers, $6000 MAA, PTSA, City of Santee b. MSF, Admin, AD/ Spring 09 - Fall 09 Facilities Use forms NA NA NA c. Principal, PTSA President 106 d. Improve communication with parents and community. Admin, Teachers Use of Alert Now, Wolf Call, Teacher web sites, updated school web site Web Site training and maintenance School Webmaster stipend $5000 PTSA, Hourly Budget 107 Multi-year School Improvement Goal 4: All students will have a Post Secondary Plan and Individual Graduation Plan. Target Objectives: 1. By June 2011, post graduation goals will be integrated into the school culture. 2. By June 2011, students and parents will be provided information about post-graduation options and resources 3. By June 2010, West Hills High will have a Career Center with appropriate resources. 4. Define, promote, and support CTE and other pathway programs. Objective #1 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: By June 2011, post graduation goals will be integrated into the school culture. a. 100% of class of 2012 will have an IGP and a PSP. Guidance and student/ June 11 Guidance logs, student surveys Salary, supplies TBD by daily rate, $500 for supplies. TBD by daily rate, $500 for supplies. TBD by daily rate, $500 for supplies. TBD by daily rate, $500 for School site FTEs and site general fund. b. 100% of class of 2010 will have a completed IGP and PSP. Guidance and student/ December 09 Guidance logs, student surveys Salary, supplies School site FTEs and site general fund. c. 100% of class of 2011 will have a completed IGP and PSP. Guidance and student/ June 10 Guidance logs, student surveys Salary, supplies School site FTEs and site general fund. d. 100% of class of 2009 will have a PSP Guidance and student/ March 09 Guidance logs, student surveys Salary, supplies School site FTEs and site general fund. 108 supplies. e. 100% of class of 2013 will have an IGP and by 2012 a PSP. Guidance and student/ June 09 Guidance logs, student surveys Salary, supplies TBD by daily rate, $500 for supplies. TBD by daily rate, $500 for supplies. School site FTEs and site general fund. f. 100% of students will annually review with a guidance staff member their PSP and/or IGP. Guidance and student/ June 10 Guidance logs, student surveys Salary, supplies School site FTEs and site general fund. Objective #2 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: By June 2011, students and parents will be provided information about post-graduation options and resources. a. Hold the first annual university/college night with a minimum of 100 families represented at the meeting. Guidance/ April 09 Advertising/regi stration Post college night questionnaire of families Staff salary, advertising, copying $1000 b. Hold the first annual PLAN (practice ACT) testing day for 90% of all sophomores. Promote “GOT PLANS?” college and career fair by wearing college apparel on designated days for week prior to “GOT PLANS?” Guidance/ February 10 Evaluate overall test scores. Tests $6000 District c. Guidance, Staff, and Admin./ November 09 Event sign in logs. Advertising Costs $100 Site Funds 109 event. d. Develop a plan for promotion of careers will be developed for West Hills High School. Guidance and Admin./ June 09 Event sign up. Guest speakers $2000 Objective #3 Step Strategic Actions to Reach Goal Implementers/ Timeline Progress Evidence/ Evaluation of Goal Proposed Expenditures Estimated Costs Funding Sources Target Objective: By June 2010, West Hills High will have a Career Center with appropriate resources. a. Career Center, computers and necessary support materials will be running in Career Center. Admin, IT Department/ June 09 Computers are in place and working Computers, COWS or Thin Client $20,000 TBD via district b. Addition of ten computers in the guidance office with a printer. Admin, IT Department/ June 09 Computers are in place and working Computers TBD via district c. Appropriate furnishings for Career Center. Admin, Guidance, Facilities Planner Career Center is equipped with appropriate furniture for career exploration, research, and small group instruction Desks, shelves, chairs, tables $15,000 Prop H Site Discretionary, District 110 Additional goals to improve student performance . Increase AP participation – Admin to chair brain-storming meeting of all AP teachers. Admin to explore master schedule implications. GATE Coordinator to organize parent information night twice per year. One for AP students; One for incoming 9th Purchase supplemental AP/Honors materials with GATE funds Improve parent communication / participation – HOWL Parent night to become annual event. Improve website presence. (funded) Update email list. Produce monthly e-newsletter. Explore volunteer opportunities. (funded – on-going) PSP meetings with parents Ensure effective collaboration time. Schedule for collaboration days for 08-09 year to include specific focuses. Written record of departmental progress from each collaboration day. Make meaningful data available to each teacher/department. Increase opportunities for post-graduate success. Explore job-shadow and internship opportunities. Increase elective and ROP courses offered. Explore “certification” classes in computers, typing, etc. Survey seniors in Spring about future plans to better plan following year. Post secondary plan as laid out by the Superintendent Career / Community Resource Center Identify location as room L1 Fund equipment through Principal’s discretionary funds Multicultural Education / Ethnic Diversity Awareness Establish multicultural day event Train Counselors and Peer Mentors under Ready to Learn model Establish Annual Unity Day 111 Form E: Recommendations and Assurances The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 4. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): ___ School Advisory Committee for State Compensatory Education Programs _√ English Learner Advisory Committee ___ Community Advisory Committee for Special Education Programs ___ Gifted and Talented Education Program Advisory Committee _√_ Other: Leadership Team 5. 6. 7. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This school plan was adopted by the school site council on: June 19, 2009. 8. 9. Attested: Patrick Keeley______________ Typed name of school principal _______________________ Signature of school principal ________ Date Matt Norris_________________ _______________________ ________ Typed name of SSC chairperson Signature of SSC chairperson Date 112