JAMES MONROE HIGH SCHOOL
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Northridge Academy High School Focus on Learning
This We Believe
Ranked within the top 500 schools on Newsweek’s 2008 list of Top High Schools, Northridge
Academy High School has accomplished much in the five years since we first opened. At first
glance, it might appear that the school’s greatest strengths are based on physical attributes: its
small size, its relative newness, and its position on a university campus.
However, as this self-study will reflect, the strengths of our school come from much more than
physical factors. Creating a new school, grounding it with a clear belief system that supports the
growth and learning of all students, and supporting it with committed, creative partnerships with
California State University, Northridge, as well as with the surrounding community, is a
challenge that all stakeholders have embraced. We are using data and research to build our
teaching and learning environment to enable all of our students to achieve at high levels.
Our school motto reminds us daily of how we as teachers, counselors, administrators, school
support staff, students, parents, and partnership members want to impact those around us.
Our goal is this:
“Inspire and Achieve.”
2008 Accreditation Self Study Page 2
Northridge Academy High School Focus on Learning
Table of Contents
Principal’s Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
WASC Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapter I – Student/Community Profile: Data and Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Our Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
School Purpose and Expected School-wide Learning Results . . . . . . . . . . . . . . . . . . . . 28
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Student Performance Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Results of Parent and Student Surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Chapter II – Student/Community Profile: Implications of Data . . . . . . . . . . . . . . . . . . . . . . . . . 89
Chapter III – Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Chapter IV – Self-Study Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
A: Organization: Vision and Purpose, Governance, Leadership, Staff
and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
B: Standards-Based Student Learning: Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
C: Standards-Based Student Learning: Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
D: Standards-Based Student Learning: Assessment and Accountability . . . . . . . . . . . 157
E: School Culture and Support for Student Personal and Academic Growth . . . . . . . 175
Chapter V: Schoolwide Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Results of Student/Parent Surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Master Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
School Accountability Report Card (SARC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
CBEDS School Information Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Other Pertinent Information
Bell Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
School Governance Committees 2008-2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
2008 Accreditation Self Study Page 3
Northridge Academy High School Focus on Learning
NAHS Staff 2008-2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
NAHS Academies or Small Learning Communities
9th Grade Bridge Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Arts, Media, and Communication Academy . . . . . . . . . . . . . . . . . . . . . 243
Careers in Education Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Health and Human Development Academy . . . . . . . . . . . . . . . . . . . . . 245
Budgetary Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Single Plan for Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
List of Standards-Based Local Board Adopted Textbooks . . . . . . . . . . . . . . . . . . . . . . 354
Bulletin 1600: Small Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
NAHS-CSUN Shared Use Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
NAHS-UTLA Memorandum of Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Faculty, Administrators, and Counselors: List of Responsibilities . . . . . . . . . . . . . . . . 417
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
2008 Accreditation Self Study Page 4
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Accreditation Self-Study Report
Principal’s Message
It is with great pride that I welcome you to Northridge Academy High School, a school-
university collaboration focused on increasing urban student achievement. We are pleased to
present you with our WASC Accreditation Self-Study 2008-2009 Report: Focus on Learning.
Our report reflects a thorough analysis and investigation of our data, organization, curriculum,
instructional practices, assessments, and culture by all stakeholders of our Northridge Academy
learning community. This self-study process has provided us with the opportunity to look at
ourselves, and assess our strengths, successes, and challenges in terms of student achievement
through the eyes of our staff, students, parents, California State University, Northridge partners,
and community. Best of all, we present to you an action plan based on our findings to increase
the academic and personal achievement of all students.
Our 2008-2009 self-study process culminates the incredible five-year experience of opening a
new school. Many of our current stakeholders have been involved from the beginning in
building this school from the ground up, starting with an unused parcel of CSUN land and
becoming the first new LAUSD school to open in the San Fernando Valley in over thirty years.
From those early days in 2004, when we wore hard hats and steel-toed shoes while preparing our
classrooms which were still under construction, to the present, we have accepted the great
privilege and enormous responsibility of creating a school that will be recognized by all for the
outstanding achievement of our students. We are proud of the successes we can show from our
first five years. We have created a school culture of respect and responsibility that is second to
none. We have worked hard to sustain outstanding attendance and graduation rates. We have
created learning academies that engage and support our learners. And now, learning from what
we have seen through our self-study process, we are ready to focus on our future. We will
continue to build our practices that have been successful for the past five years. Further, based
on data analysis, we will develop additional ways to support all of our students. And we will
diligently monitor future successes and challenges through careful analysis of student
achievement and academic success.
I am exceedingly proud to be the principal of this unique community of learners. I hope that
during your visit, you will meet and interact with our wonderful students, collegial staff,
dedicated parents, and supportive CSUN partners. I trust that you will experience first-hand the
passion, caring, respect, dedication, and sense of community we all share. I believe that you will
see Puma Pride in action and see our school motto, Inspire and Achieve, personified in everyone
you meet.
Enjoy your visit,
Connie Semf
Northridge Academy High School Principal
2008 Accreditation Self Study Page 5
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Accreditation Self-Study Report
Acknowledgments
333 South Beaudry Avenue
Los Angeles, CA 90017
Ramon C. Cortinez
General Superintendent
Los Angeles Board of Education
Marguerite Poindexter LaMotte
Board District 1
Monica Garcia, President
Board District 2
Tamar Galatzan
Board District 3
Marlene Canter
Board District 4
Yolie Flores Aguilar
Board District 5
Julie Korenstein
Board District 6
Dr. Richard Vladovic
Board District 7
LAUSD LOCAL DISTRICT 1
Jean Brown
Superintendent
Larry Rubin
Director, High Schools
Henry Bessera
Facilities Director
2008 Accreditation Self Study Page 6
Northridge Academy High School Focus on Learning
Acknowledgments (Continued)
WASC Leadership Team
Connie Semf, Principal
John Alexopoulos, Assistant Principal
Karen M. Matsui, Assistant Principal
Bonnie Ericson, CSUN Liaison
Ivan Cheng, CSUN Liaison
Sharon Bernard, Counselor
Francisca Ortega, Counselor
Michelle Katz, UTLA Chapter Chair
Sandra DaLie, Literacy Coach
Jeanie Mortensen, 9th Grade Academy Facilitator
Patrick Haywood, Leadership Sponsor
Barbara Scott, Science Department Chair
Raquel Avila Baca, Family Center Director
David Arias, Science Teacher
Larry Atmore, English Teacher
Susan Eller, English Department Chair
Traci Weinper, Title I Coordinator/College Counselor
Small Learning Community/Academy Facilitators
Jeanie Mortensen, 9th Grade Bridge Academy
Lynne Culp, Arts, Media and Communication Academy
Michelle Katz, Careers in Education Academy
Caroline Mitchell, Health and Human Development Academy
Department Chairpersons
Francisco Ortega, Social Science
Barbara Scott, Science
Michelle Katz, Math
Susan Eller, English
Rich Gillett, Physical Education
Linda Severino, Special Education
Gladys Bonilla, Foreign Language
Rene Shufelt, Visual and Performing Arts
Erin Thomas, Computers
Marc McPhee, Library Media
Beth Cantwell, Health
District 1 WASC Consultant
Barbara Garry, LAUSD
WASC Coordinator
Sandra DaLie
2008 Accreditation Self Study Page 7
Northridge Academy High School Focus on Learning
Acknowledgments (Continued)
WASC Visiting Committee
Chair
Ronald A. Lipari, Principal
Westlake High School
100 North Lakeview Canyon Road
Westlake Village, CA 91362
Member
Mr. Chris C. Brown, Assistant Principal
Ernest Righetti High School
941 E. Foster Road
Santa Maria, CA 93455
Member
Ms. Janice Cloward, Teacher
Rubidoux High School
4250 Opal St.
Riverside, CA 92509
Member
Dr. Valencia Jones, Assistant Principal
Arroyo High School
1881 West Base Line St.
San Bernardino, CA 92411
Member
Mr. Michael Kelly, Principal
San Dimas High School
115 W. Allen Ave.
San Dimas, CA 91773
Member
Mr. Troy L. Mason, Assistant Principal
Castle Park High School
1395 Hilltop Drive
Chula Vista CA 91911
2008 Accreditation Self Study Page 8
Northridge Academy High School Focus on Learning
Acknowledgments (Continued)
California State University, Northridge Facilitators
Bonnie Ericson, Chair, Department of Secondary Education
Ivan Cheng, Department of Secondary Education
Kenneth Sakatani, Art Department
Mary Jo Sariscsany, Kinesiology Department
CSUN-LAUSD Educational Advisory Committee
Tana Ball
District Director, District 3
Tamar Galatzan
Board Member, District 3
Spero Bowman
Associate Vice President
Academic Resources and Planning
California State University, Northridge
Robert Bucker
Dean of College of Arts, Media, and Communication
California State University, Northridge
Bonnie Ericson
Department Chair of Secondary Education
California State University, Northridge
Karen M. Matsui
Assistant Principal
Northridge Academy HS
Larry Rubin
District 1
Director of Secondary Schools
Los Angeles Unified School District
Michael Spagna
Dean of Michael D. Eisner College of Education
California State University, Northridge
Connie Semf
Principal
Northridge Academy HS
Donna Smith
LAUSD Articulation Community Partnership Administrator
2008 Accreditation Self Study Page 9
Northridge Academy High School Focus on Learning
NAHS Parent WASC Focus Group
Amy Phillips, Friends of NAHS
Raquel Avila Baca, Family Center Coordinator
Isabel Quintanilla
Martha Campos
Elsa Long
Marina P. Maranan
Kathleen Kelly
Frank Freeman
Carolyn Turman
Vaneza Ruiz
Jorge Ruiz
Moises Vazquez
NAHS Support Staff Focus Group
Mireya Guzman, School Administrative Assistant
Sal Rivera, Plant Manager
Christina Huihui, Cafeteria Manager
Manny Sze, Financial Manager
Holly Seery, School Nurse
Paula Hazard, School Psychologist
Kevin Thomas, Safety Officer
Ozzie Rivera, Campus Aide
Claudia Paz
Estella Luewang
Lieu Nguyen
Dung Dao
Deborah Otzoy
Maria Antekelian
Hilda Rossell
Sabina Rahman
Shiree Chavez
Charis Forney
Latonya Walle
Ana Martinez
Rivera O. Oswaldo
Daniel Epping
Victor Cortez
Celia Guzman
Francisco Gil
Aida Corona
Patty Reese
Aida Coran
2008 Accreditation Self Study Page 10
Northridge Academy High School Focus on Learning
Preface
2008 Accreditation Self Study Page 11
Northridge Academy High School Focus on Learning
PREFACE
Since opening our doors to our students and community in 2004, we at Northridge
Academy High School have been passionate in our commitment to create a safe and
caring learning environment to support the achievement and success of every learner who
comes to us. Since our Initial WASC Visit in 2006, we have benefited from the insights
provided by our Visiting Committee and have found the Focus on Learning Self-Study
process extremely useful as we re-examine our purpose, align our goals, gauge our
progress, remedy critical needs, and chart our future.
The Northridge Academy High School Self-Study was conducted in accordance with the
guidelines provided by the Western Association of Schools and Colleges, as required in
the Focus on Learning Joint WASC/CDE Process Guide, 2006 Edition. This process has
allowed us to talk with staff, parents, students, and community members, reflect on our
work, and examine where we have succeeded and where we have fallen short of our
expectations. The process has taught us new ways of looking at data and evidence and
using it more effectively to inform our operational, programming, instructional, and
curricular choices. It has motivated us to talk about issues impacting student
achievement that might otherwise go unexamined and undiscussed.
Since our 2006 Initial WASC Visit, we believe we have risen to the challenge of ongoing
improvement while being guided by the Expected Outcomes of the WASC Self-Study:
1. The involvement and collaboration of all staff and other shareholders to support
student achievement.
Because NAHS has always valued a safe and honest culture, all shareholders entered
freely into the conversations generated by our self-study process. Every member of our
staff serves on a Focus Group and understands their charge to communicate with their
Home Teams (Department and Academy). There is a deep level of understanding shared
by all, of the importance of WASC, as well as an earnest desire that the WASC self-study
process results in more than just a fact-filled binder, but in real change and growth.
Parents and students have responded with enthusiasm to the WASC process. Student
representatives on every Focus Group voluntarily stay after school to lend their voices to
self-study discussions. The leaders of both parent groups – The Family Center and
Friends of NAHS – feel a sense of shared ownership of the self-study process and
continuously reach out to our parent community to garner those voices and opinions.
The outcomes of the WASC self-study process have informed the work of all of our
leadership and governance groups, including School Site Council, the Professional
Development Committee, English Learner Advisory Council, Compensatory Education
Advisory Committee, School Leadership Council, Instructional Cabinet, and the CSUN-
NAHS Education Advisory Committee, as they oversee budgetary matters, professional
development, school calendar, and university partnerships.
2008 Accreditation Self Study Page 12
Northridge Academy High School Focus on Learning
1. The clarification and measurement of what all students should know,
understand, and be able to do through expected school-wide learning results and
academic standards.
Our dedicated teaching staff has worked hard to provide a strong, standards-based
instructional program to our students, utilizing research-based teaching practices with
guidance provided by our district through resources like instructional guides, model
lessons, and periodic assessments.
Through the WASC self-study process, teachers are becoming clearer as they
communicate with their students about what they should know, understand, and be able
to do. The appearance of classrooms has been transformed with standards now being
prominently displayed, ELRS’s and Learning Conversation Principles represented by
bright posters, and samples of student work painting a picture of student success with
standards-based learning.
In 2006, the students who came to us as 10th graders in 2004 were now Seniors. As a
school, we adopted an expectation of a Senior Portfolio as a requirement to participate in
graduation ceremonies. A committee designed required portfolio elements that would
truly capture and reflect all aspects of a student’s educational experience at NAHS. But
through the WASC self-study process, and with special attention on our ESLR’s, the
focus of the portfolios has sharpened. In many ways, every Senior’s portfolio has
become a personalized version of the WASC self-study process wherein a student
graduating from NAHS must essentially ask him/herself, “How have I achieved while at
NAHS?” and “In what ways have I been able to achieve our ESLR’s at my highest
level?”
2. The gathering and analyzing of data about students and student achievement.
Since our Initial WASC Visitation, we have made concerted efforts to use data to inform
all of our school-wide practices. In departments, we routinely review assessment data
(e.g. periodic assessments) to examine the academic growth of our students. Categorical
funds and resources are allocated based on identified student needs and action plan
growth areas. Results from state assessments inform lesson design and planning.
Of benefit to us has been our participation in the Pearson Achievement Solutions
program since 2007. This is a professional development program in which teachers learn
to work collaboratively in identifying student needs and teaching objectives through the
examination of student work.
Another favorable outcome at our school in this area has been the emergence of a new
group of teacher leadership. The NAHS faculty has a significant number of relatively
new teachers, many of whom are currently involved in Master’s programs. Furthermore,
2008 Accreditation Self Study Page 13
Northridge Academy High School Focus on Learning
some of our teachers come to the profession from previous careers in business and
technology. With their strong data backgrounds, these new teachers have come forth to
create presentations and activities to assist staff in understanding complex data and use
this knowledge to develop outcomes that can be measured and monitored on an ongoing
basis.
3. The assessment of the entire school program and its impact on student learning
in relation to expected to school-wide learning results, academic standards, and
WASC/CDE criteria.
An enormous amount of time and energy goes into running a school. Teachers,
counselors, administrators, and support staff work at maximum capacity throughout the
day to serve their students. It takes a concerted effort to step back from the day-to-day
demands of operating a school to take time to reflect and assess, to ask questions about
quality of learning and impact on student achievement. But when a school makes time
to have these valuable discussions, positive changes ensue.
At our school, many committees routinely meet to assess the entire school program from
various perspectives: operational, academic, student growth and development, etc.
Department meetings focus on the alignment between state, district, and classroom
expectations. Academic content standards are discussed within Academies in the
development of integrated curricular units.
The school has adopted several strategies and activities that support our students’ ability
to relate their learning to school-wide learning results. For example, “Exit tickets” help
students reflect at the end of an instructional period on how the day’s lesson or topic
supports our ESLR’s. Seniors include an ESLR reflective essay in their portfolios,
describing how they have achieved our expected results. Through these efforts, we have
incorporated the WASC process into our instructional program.
4. The alignment of a long-range action plan to the school’s areas of need; the
development and implementation of an accountability system for monitoring the
accomplishment of the plan.
The self-study process of our school-wide discussions and focus team meetings has
resulted in a clear picture of our areas of most critical need. We looked at our school
profile and achievement data from local, district, and state assessments to determine
benchmarks for student performance. We merged our action plan goals with our Single
Plan for Student Achievement to reflect the beliefs and expectations of the district,
school, academic departments, and Academies.
2008 Accreditation Self Study Page 14
Northridge Academy High School Focus on Learning
Our Action Plan will be used to monitor, evaluate, and sustain overall program
effectiveness. The Professional Development Committee will continue to support our
focus on increasing student achievement in areas identified through data analysis. The
administrative staff, Leadership Team, and school leadership councils will continually
monitor the progress of the action plan and oversee follow-up procedures.
We are excited that a clear action plan has emerged from our self-study. We feel that
there is genuine alignment between the plan and our greatest areas of need. We feel that
with this plan, we will be better able to serve all our students, especially those who have
been struggling the most, as we strive to increase achievement for all students who attend
Northridge Academy High School.
2008 Accreditation Self Study Page 15
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Accreditation Self-Study Report
WASC Process Activities Timeline 2006-2009
Date Activity
April 20, 2006 WASC Accreditation Visiting Committee: Initial Visit
April 25, 2006 NAHS administrators discuss the findings and recommendations of the
Visiting Committee. A committee is appointed to address the need to create
ESLR’s for our 2008-2009 Self-Study report.
May, 2006 ESLR committee members meet to share samples of ESLR’s from other
schools. They create our own preliminary list of seven ESLR’s. A meeting
is scheduled preceding Parent Night. Parents, students, and staff meet to
review the draft of ESLR’s. Two ESLR’s are eliminated.
ESLR’s are discussed at faculty meetings, parent meetings, and governance
meetings and approved by all.
September 19, 2006 Data-Driven Dialogue: Student Needs and Achievement Gaps
September 26, 2006 Data-Driven Dialogue: Academies
October 10, 2006 Data-Driven Dialogue: CST Data
October 17, 2006 Data-Driven Dialogue: Intervention
November 21, 2006 Data-Driven Dialogue: Student Portfolios
November 28, 2006 Data-Driven Dialogue: English Department “Fishbowl” Activity
December 12, 2006 Academy Development
January 16, 2007 Data-Driven Dialogue
February 6, 2008 CAHSEE Review
February 13, 2007 Portfolio Development
March 6, 2007 Building Resilience and Encouraging Academic Achievement
March 27, 2007 Small Learning Community Grant Proposal: Updates
April 10, 2007 CST Preparation by Department
April 17, 2007 Achievement Solutions: Introduction and Kick-off
May 8, 2007 Data-Driven Dialogue: Senior Fails
June 5, 2007 Academy Planning
2008 Accreditation Self Study Page 16
Northridge Academy High School Focus on Learning
September 11, 2007 CAHSEE Review; Master Schedule discussion
September 18, 2007 Data-Driven Dialogue: “What? So What? Now What?”
September 25, 2007 Data-Driven Dialogue: Academies
October 16, 2007 Data-Driven Dialogue: Content Areas
October 23, 2007 Academy priorities and benchmarks
November 13, 2007 Data-Driven Dialogue: Formal and informal data
December 11, 2007 Closing the Achievement Gap
January, 2008 Members of the WASC Leadership Team attend Day 1 of WASC
Accreditation training provided by WASC/CDE.
February 12, 2008 “Finding Your Voice”: Choosing a school-wide theme
February 20, 2008 The Professional Development Committee re-visits our initial school mission
and vision. A graphic is created to show the core values upheld by the school
and the connections we sustain with CSUN and community.
February 26, 2008 Department Meetings
March 4, 2008 Integration of instruction, standards, and assessments into Academies
March 25, 2008 Prioritizing student needs by content area
April 15, 2008 WASC overview
April 26-27, 2008 NAHS-CSUN “Planning for Success” Retreat
April 29, 2008 CST Preparation; Senior Portfolio Update
May 6, 2008 Members of the WASC Leadership team attend WASC Accreditation
training provided by WASC/CDE
May 13, 2008 Data-Driven Dialogue: Senior Fails; 9th grade Academy Selection packets
May 20-21, 2008 Because of state testing, students are on a minimum day schedule. Two-
meetings after dismissal are dedicated to WASC orientation and revisiting
the ESLR’s. A process is created wherein the ESLR’s are re-examined and
revised to be simpler and clearer in community-friendly language.
June 10, 2008 WASC Focus Groups and Expectations: An Overview
2008 Accreditation Self Study Page 17
Northridge Academy High School Focus on Learning
June 13, 2008 Academy facilitators, administrators, and CSUN representatives meet with an
advertising consultant to discuss vision statements, mission statements, and
mottos. A survey is drafted and issued by e-mail to allow all stakeholders a
voice in identifying the unique attributes of the school. Our UTLA chapter
chair reminded people over the summer to complete the survey and was
responsible for collecting their responses.
August 20, 2008 Mission/Vision Statement Committee meets to finalize a mission statement.
September 2, 2008 WASC chair and assistant principal revisit documents from Initial Visit to
begin writing draft of Chapters 1-3.
September 4, 2008 WASC Executive Leadership Team (administrators and WASC Chair) meets
with WASC advisor provided by LAUSD Local District 1.
September 9, 2008 Faculty meeting focus is WASC. The staff receives a brief review of WASC
and the accreditation process. The new mission statement and motto is
introduced and accepted. Focus teams are announced. Sample graphic
organizer and protocol are introduced for discussing WASC criteria and
evidence.
September 10, 2008 Leadership team meets to discuss the role of the Focus Group leaders, other
group roles and responsibilities, the Self-Study report, the need to respect the
process.
September 16, 2008 Common Planning Tuesday. Faculty meets in Focus Groups to begin to
examine data and determine areas to explore in responding to Self-Study
criteria. Student leadership sponsors have recruited students to commit
themselves to Focus Groups. Students join their groups for the first time.
September 17, 2008 Members of the Leadership Team, including a parent representative, attend
Day 3 of WASC training provided by WASC/CDE.
September 18, 2008 Instructional Cabinet – consisting of Administrators, Department Chairs,
Academy Facilitators, UTLA Chapter Chair, and WASC chair – meets to
discuss school business and receive WASC updates.
September 23, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
September 24, 2008 Leadership Team meets to discuss creation of academy logos and various
activities to support connections between standards-based instruction and our
ESLR’s.
September 25, 2008 An overview of WASC is presented to parents at the ELAC, SSC, and CEAC
school governance meeting. Surveys are distributed by Focus Team C on
Assessment and Accountability. Teachers are asked to jot notes on their own
September 30, 2008 methods and practices and be prepared to discuss them with their
departments on October 7.
2008 Accreditation Self Study Page 18
Northridge Academy High School Focus on Learning
October 2, 2008 Back-to-School Night begins with a 20-minute parent meeting in the
Multipurpose Room to provide parents with an overview of WASC. An
informational flier is distributed which includes an invitation to parents to
participate in Focus Group discussions. Selected students circulate
throughout the campus during the evening to video and record parent
interviews about their children’s experiences at NAHS.
October 6, 2008 WASC Visiting Committee Chairperson visits the school to meet with school
administrators.
October 6-17, 2008 Parent Surveys distributed through Advisories, and responses collected.
October 7, 2008 Whole faculty meets to discuss Assessment and Accountability. There is a
teacher-led discussion about 2007-08 test data. Names are drawn for
voluntary Peer Readiness Walks. Faculty then breaks out into Home
Groups/Departments to review responses to A&A survey.
October 8, 2008 Leadership Team meets to discuss recent visit from WASC Visiting
Committee Chair and to plan further Focus and Home Group meetings.
October 8, 2008 Vision/Mission/Motto Committee (comprised of SLC lead teachers and
department chairs, a CSUN representative, and a NAHS administrator) meet
to re-visit existing vision statement. A neighborhood advertising consultant
volunteers to facilitate the meeting. A revised vision statement is created to
be shared with faculty, staff, parents, students, CSUN, and community.
October 9-28, 2008 Teachers participate in Peer Readiness Walks, Round 1.
October 14, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
Instructional Cabinet agenda includes WASC updates.
October 21, 2008 Whole faculty meets to focus on Instruction. Focus Group B leaders
administer a staff survey on instructional practices. Faculty then breaks out
into Home Groups/Grade Level Advisories to review responses to Instruction
survey.
October 22, 2008 WASC Leadership Team meets to present updates of self-study reports.
October 27, 2008 Vision Statement voting process begins: staff, parents, community partners,
students
October 28, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
November 4, 2008 Whole faculty meets to focus on Curriculum. Focus Group C leaders
administer a staff survey on Curriculum. Faculty then breaks out into Home
Groups/Departments to review responses to Curriculum survey.
November 17, 2008 Vision Statement roll-out activities begin,
2008 Accreditation Self Study Page 19
Northridge Academy High School Focus on Learning
Nov 17-Dec 12, 2008 Substitute coverage is provided to Focus Group leaders to enable them to
write Self-Study reports collaboratively.
November 18, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
November 25, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
November 26, 2008 WASC Leadership Team meets to discuss Action Plan.
December 2, 2008 Whole faculty meets to focus on School Culture. Focus Group E leaders
administer a staff survey on School Culture. Faculty then breaks out into
Home Groups/Academies to review responses to School Culture survey.
December 3, 2008 WASC Leadership Team meets to discuss Action Plan and Report Review
Process
December 8, 2008 Teachers’ rooms selected for “Extreme Makeover – Classroom Edition” are
announced on Puma News to heighten awareness of WASC preparation.
December 9, 2008 Common Planning Tuesday. Staff and students meet in Focus Groups to
continue discussions of criteria and guide questions.
December 10, 2008 WASC Leadership Team meets to review drafts of Self-Study report.
December 16, 2008 Whole faculty meets to focus on School Organization and Vision. Faculty
then breaks out into Home Groups/Grade Level Advisories to review
responses to Organization and Vision survey.
December 18, 2008 WASC Executive Leadership Team meets with District-provided WASC
advisor to review draft of Self-Study report.
Dec 22, 2008-Jan 8, 2009 Leadership Team reads 1st draft of Self-Study report to edit and revise.
January 13, 2009 Whole faculty meets for an update on the Self-Study report and a discussion
about next steps.
January 14, 2009 Leadership Team meets to discuss implementation of Action Plan steps.
January 15, 2009 Preliminary draft of WASC self-study report is posted on Google Groups and
faculty are advised to review the document and provide input.
January 20, 2009 Academies meet to discuss Action Plan implications for Academy
development.
January 27, 2009 PD focuses on how existing site technology can support Action Plan
implementation.
February 4, 2009 Classified office, custodial, and cafeteria staff meet for WASC orientation
and overview.
2008 Accreditation Self Study Page 20
Northridge Academy High School Focus on Learning
February 10, 2009 Parent Focus Group meets to review Self-Study report.
February 11, 2009 Parent WASC Information Night: Orientation and Overview
February 10, 2009 Grade level advisories meet to discuss Action Plan implications for Advisory
curriculum.
February 17, 2009 Data-Driven Dialogue: Departments meet to examine fall semester grades
and periodic assessment data.
February 24, 2009 Data-Driven Dialogue: Academies meet to examine fall semester grades and
periodic assessment data.
February 2009 WASC Accreditation Action Plans are reviewed by parents attending a
regularly scheduled meeting of English Language Advisory Committee. At
the ELAC and CEAC meetings, parents are given a copy of the Action Plan
and their input is solicited
March 3, 2009 WASC Steering Committee solicits input from faculty regarding progress
and pending revision of Single Plan for Student Achievement (SPSA).
March 10, 2009 Staff will engage in ongoing Advisory curriculum development informed by
Self-Study report.
March 17, 2009 Departments will engage in ongoing instructional program development
informed by the Self-Study report.
March 24, 2009 LAUSD District 1 WASC Committee conducts accreditation visit.
March 28, 2009 NAHS-CSUN One-Day Retreat (Academy and Vision Development)
March 31, 2009 Whole faculty reviews details of District 1 WASC visit
April 14, 2009 Departments meet to make final preparations for the WASC visit
April 19-22, 2009 NAHS WASC Accreditation Visit 2008-2009
2008 Accreditation Self Study Page 21
Northridge Academy High School Focus on Learning
Chapter I:
Student/Community
Profile –
Data and Findings
2008 Accreditation Self Study Page 22
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Accreditation Self-Study 2008-2009
Chapter I: Student/Community Profile – Data and Findings
INTRODUCTION
Northridge Academy High School was first envisioned in the late 1990’s by former Los Angeles
Unified School District Local District 1 Superintendent Debbie Leidner; LAUSD Board of
Education member Julie Korenstein; and former California State University, Northridge Provost
Louanne Kennedy. Their shared vision was to create a model of school-university collaboration
focused on increasing urban student achievement. A land swap agreement was approved by the
California Legislature, then Governor Gray Davis, and the LAUSD Board of Education, leading
to a Memorandum of Understanding between the district and university regarding facilities use
and decision-making by a six-person Educational Advisory Committee composed of
representatives from the high school, the district, and the university. In September 2004,
construction was completed for the first LAUSD high school in over thirty years to be built in
the San Fernando Valley. We opened our doors to our first students, 574 ninth and tenth graders
who, along with their parents and guardians, and the support of our community, helped us begin
to build our school, our vision, and our purpose. Since our opening in 2004, we have added two
additional grade levels to serve students in grades 9-12, with a current enrollment of 986.
DEMOGRAPHIC DATA
OUR COMMUNITY
Northridge Academy High School, located in the San Fernando Valley, is an urban campus in
the city of Northridge. Because we were built to relieve overcrowding, our students live within
the attendance areas of three very large neighboring high schools: Monroe High School,
Cleveland High School, and Granada Hills Charter High School.
2008 Accreditation Self Study Page 23
Northridge Academy High School Focus on Learning
Consequently, although we are situated in Northridge, California in the center of a relatively
affluent community of homeowners, our attendance area is far-reaching and economically
diverse with students coming from Chatsworth, Granada Hills, Mission Hills, San Fernando,
Pacoima, Panorama City, Van Nuys, and Arleta. While the Northridge median income is
$48,855 and the median home value is $470,000, the other San Fernando Valley communities
that we serve, such as Pacoima, Mission Hills, and Arleta, have poverty rates well above the
regional average and median home values of $143,600.
Family and Community Trends
A unique aspect of our school is its location on a university campus situated in a safe, relatively
crime-free neighborhood which includes single-family homes and university student dorms and
apartments. A community-based police station is located only 1.4 miles away. In sharp contrast,
almost 80% of our students travel, mostly via the public bus system because we are not allotted
district school buses, through impoverished, gang-ridden areas both east and south of us to arrive
at our school.
Unique among the twelve high schools that make up LAUSD’s Local District 1, prospective
students apply to our school for the 9th grade, and admission is by lottery by District mandate.
No additional students are added in grades 10-12, with the exception of 3 district-placed students
to date. The parents who apply to our school consistently express their desire to find an
academically-enriching school where their children can be safe from the typical problems found
in many urban schools: bullying, gang-related encounters, violence, racism and harassment.
Therefore, through word-of-mouth, the response to our school’s annual lottery selection process
has been overwhelming, with more than double the applicants for available spots for 9th grade
enrollment each year. The parents and students in our community perceive our school’s
proximity to a university as providing a safe environment for learning with a culture of
opportunities for students from a wide range of backgrounds. This is particularly important to
our parents who, on average, graduated high school but did not go on to college and are hopeful
that their children will be the first generation to attain college degrees. Approximately 21% of
our parents who completed the parent education survey (68% of our parents) did not complete
high school.
Sixty percent of our students come from the Monroe HS residence area which encompasses a
large section of the East San Fernando Valley. The Monroe area has some of the highest crime
rates and lowest incomes in the Valley. As a result, we receive more than twice the number of
applicants as there are openings at our school each year for Monroe area students.
A large number of our applicants on our yearly waiting list for enrollment also come from the
families that reside in the Cleveland HS area, covering a section of the Valley to the southwest of
us. Though the Cleveland area has a lower crime rate than the Monroe area, it is very much a
working class community with lower median incomes than those of Northridge. We are allotted
20% of our 9th grade spots for Cleveland HS residents, yet we receive three times that number in
applications each year. Although we fill all spots for the allotted 20% for students from the
Granada Hills Charter High School area, the waiting list is negligible, in contrast to Cleveland
and Monroe High School area applicants, since Granada is a charter school in an affluent
neighborhood and perceived as a school of choice.
2008 Accreditation Self Study Page 24
Northridge Academy High School Focus on Learning
Although we are not part of LAUSD’s Magnet School Program which generally attracts parents
of identified gifted (GATE) and high-achieving students, we still draw a significant proportion of
already identified GATE students who make up 17.8% of our student population, and we
continue to identify more who qualify once they attend our school. In addition, parents of
diverse student subgroups are applying to our school with the hope that their children will have
access to a greater opportunity to excel. Families of traditionally underserved students,
especially of Hispanic and Filipino ethnicity, along with Asian families, are recruiting relatives
and friends to apply to our school, with a steady increase in our enrollment for Hispanic students,
from 54.4% in the 2006-07 school year to 63.39% this 2008-09 year. The predominant primary
home languages are English (90.9%) and Spanish (8.25%), with the remainder being Arabic,
Tagalog and “Other”.
In addition, applications for students with special needs have increased, and parents of students
with Individualized Education Plans (IEPs) contact us regularly to schedule visits to our school.
They have heard from our current parents of special needs students that our school personalizes
instruction to meet the needs of students and provides a safe, welcoming environment for all
students, including those with a variety of disabilities. Our Collaborative Model for Special
Education also encourages our students with special needs to succeed in the general education
program. Therefore, students with special needs, who are included in the lottery process along
with all general education students, make up 14% of our student population.
State/Federal Program Mandates
Northridge Academy High School complies with and participates in all federal programs
mandated under the No Child Left Behind Act: Title I – Improving the Academic Achievement
of the Disadvantaged; Bilingual and Title III – Language Instruction for Limited English
Proficient and Immigrant Students; Title V – Promoting Informed Parental Choice and
Innovative Programs; Title VII – Indian, Native Hawaiian, and Alaska Native Education; and
Title IX – Equal Opportunity in Education. As required by these mandated programs,
Northridge Academy’s governing and advisory boards are the School Site Council (SSC), the
Compensatory Education Advisory Council (CEAC), and the English Learner Advisory Council
(ELAC). State and local mandates include the Modified Consent Decree, the Williams
Settlement Implementation Agreement, and Gifted and Talented Education (GATE) mandates.
Modified Consent Decree (2003): Through this court-ordered mandate that originally came about
due to a lawsuit, Chanda Smith vs. LAUSD (1996), the District’s special education program
must comply with all applicable federal laws under the Individuals with Disabilities Education
Act (IDEA), with oversight from an independent monitor. There are 18 outcomes that schools,
local districts and the district as a whole must meet.
Williams Settlement Implementation Agreement (2004): This agreement addresses conditions at
schools regarding basic educational necessities, including instructional materials, school
facilities, and teacher training and credentialing. Districts must also have in place a uniform
complaint process to address the lack of these resources. Since it was implemented at our school
in 2004, we have been 100% Williams compliant.
2008 Accreditation Self Study Page 25
Northridge Academy High School Focus on Learning
GATE Mandates: The LAUSD instructional programs for gifted and talented students are
supported by California State legislation (AB555, 1986) that provides for funding for GATE
students who demonstrate high performance or capacity for high performance far beyond
age/grade expectations. Because they are atypical learners, GATE students require differentiated
and specialized learning experiences beyond the regular curriculum. In addition, more recent
legislation (AB2313, Jan. 2001) requires that students from economically disadvantaged and
varying backgrounds be provided with full participation in these opportunities.
Parent/Community Organizations and Support and University Partnerships
A major contributing factor to the success of our school program is our partnership with
California State University, Northridge (CSUN). Our three thematic Small Learning
Communities (SLCs), or Academies - Arts, Media & Communication (AMC); Careers in
Education (CE); and Health & Human Development (HHD) - are directly linked to three major
corresponding CSUN colleges. In addition, various CSUN departments interact with our
students on an ongoing basis through specific programs, supports, activities, and events. Some
of these programs include having CSUN professors and students come to our classrooms to
present lessons while others provide an opportunity for our students to visit CSUN classes, art
galleries, performances, and events.
All our students are given the privilege of library and lab access at CSUN’s Oviatt Library where
they can check out books and utilize the facilities for research and study. This privilege is
significant since other high schools are typically permitted to provide this opportunity only to
Advanced Placement students whereas all our students are given the same access as the
university students.
Northridge Academy HS is a clinical teaching site for CSUN and a key part of its Teachers for a
New Era (TNE) Initiative. As a partner school with an approved Shared Use Agreement with
CSUN, Northridge Academy High School is an effective partnership model being studied and
further developed as part of the TNE Initiative. Our ongoing collaborative activities, both
discipline- and academy-based, and our work with teacher preparation, CSUN student teachers,
and counseling/sociology interns are important aspects of that partnership.
Additionally, The Child and Family Guidance Center, located across the street, sends University
of Southern California (USC) interns to work with our students and also provides low or no cost
counseling for qualifying students who do not have insurance.
In order to expand the NAHS master schedule, provide additional opportunities to earn credits
and meet high school requirements, support our academies, and give our students the added
opportunities to complete A-G requirements and take college classes, Pierce College classes
have been available after school on our campus since September 2006. NAHS students in
grades 9-12, as well as community members, are eligible to enroll in these classes. Most classes
meet A-G college requirements, are UC/CSU transferable, and also meet high school graduation
requirements. In particular, Spanish 1-2 and American Sign Language 1-2 have been selected to
expand our foreign language offerings. NAHS does not have a credentialed Physics teacher, so a
Pierce College Physics course is offered along with a variety of electives, such as Business Law.
2008 Accreditation Self Study Page 26
Northridge Academy High School Focus on Learning
One of our science teachers supports a beginning CSUN Engineering class that includes our
students by providing the labs and on-line instruction. A few of our students have been a part of
the CSUN Catalyst Program sponsored by a National Science Foundation Grant through the
Geology Department. Other possibilities for beginning CSUN courses are being currently
considered due to the success of these courses.
The major parent-based support organization for NAHS is Friends of NAHS, a non-profit
organization initiated and governed by an elected board made up of a group of committed NAHS
parents. When NAHS first opened, our parents and staff formed a Parent-Teacher-Student
Association (PTSA) governed by a local chapter of the California PTSA. However, after the
first two years, stakeholders came together to discuss the advantages and challenges of the PTSA
support process. A group of parents proposed the formation of a non-profit (501c3) community
organization that would take the primary role of fundraising to bring much-needed resources to
our school while the PTSA could continue to provide educational supports, such as parent
volunteers for our teachers and main office. Last year, after much discussion, our PTSA was
dissolved, and Friends of NAHS has stepped in as our primary parent organization.
This year we have hired a Family Center Director to develop a Family Center where parents and
families will gain consistent access to information and support needed to ensure student success.
The director’s role includes: (1) increasing outreach to our parents/guardians and the community;
(2) serving as liaison between home and school; and (3) providing information to parents to help
families in need to increase student achievement. Information and resources include community-
based and County referral sources that provide services for health, mental health, and basic needs
at low or no cost; school and community resource information; and workshops that address
adolescent development, navigating the school system, parenting skills, etc.
We have recently joined two local Chambers of Commerce, Woodland Hills-Tarzana and North
Valley Regional, that have begun to provide presenters for our Career Day as well as job
shadowing and internship opportunities to our students. In addition, the Director of Education
for the San Fernando Valley Economic Alliance Workforce Investments has linked with our
school to build partnerships with local businesses, government, and civic leaders in our
community, particularly in the fields of math, science, and technology.
WASC ACCREDITATION HISTORY FOR SCHOOL
Our Initial WASC visit took place in 2006, at which time NAHS was accredited for three years.
Chapter 3 of our Self-Study report details our responses to the recommendations made by the
visiting team. In preparation for our 2008-2009 WASC visit, we have honored the WASC
process by adhering to the Four “C’s”: Communication, Collaboration, Consensus, and
Commitment. The timeline of WASC activities, beginning on page 15, will show the time and
dedication we have invested in this process of self-study. It also illustrates how, following our
initial WASC visit in 2006, we immediately began to address our data more explicitly and
systematically to inform instructional and programming decisions. In anticipation of our first
full WASC self-study report and visit, we dedicated a great deal of time in 2008 and 2009 to
Focus Group and Home Group meetings in order to engage all stakeholders in the WASC self-
study process.
2008 Accreditation Self Study Page 27
Northridge Academy High School Focus on Learning
SCHOOL PURPOSE AND EXPECTED SCHOOLWIDE LEARNING
Northridge Academy High School is committed to increasing the achievement of all students
through the ongoing process of examining data, refining our Expected School-wide Learning
Results (ESLR’s), revisiting our Action Plan regularly, and implementing new programs and
activities based on our data. Our purpose is reflected in our vision statement, made even more
relevant and authentic by our stakeholders through our mission statement and our ESLR’s.
Vision Statement
We envision a school where all students value learning and demonstrate integrity, an innovative
community recognized for its exceptional academic achievement.
Mission Statement
We are a small high school community in a unique partnership with California State University,
Northridge. Our mission is to inspire, support, and expect our students to achieve their fullest
potential as learners and productive citizens.
Expected Schoolwide Learning Results
ESLR’s ESLR DESCRIPTORS
Who NAHS Students Are What NAHS Students Do
Powerful Thinkers acquire Acquire high level content knowledge through critical
knowledge and use it to reason, reading and investigative activities.
question, make decisions, and solve Select and utilize technology appropriately and creatively.
problems. Apply new understandings to achieve deeper meaning.
Build resiliency.
Life-Long Learners demonstrate Assess their own strengths and weaknesses and build on
self-motivation, resiliency, and them.
responsibility for their own Motivate and support their own learning.
education and growth. Access and build upon prior knowledge and experience.
Show respect for diversity in a complex world.
Culturally Aware Individuals Uphold democratic values of freedom of expression,
show respect for diversity in all its openness, equality, acceptance, cooperation and justice.
forms. Demonstrate respect and compassion toward all
individuals
Understand the power of language and its usages.
Employ LCP’s* in daily practice.
Successful Communicators speak, Develop skills to speak, write, read, and listen effectively.
listen, write, and read purposefully Analyze and evaluate information from a variety of
and insightfully. sources.
Learn and apply academic and social skills.
Effective and Responsible Citizens Develop and nurture lifelong compassion and
use what they learn to evaluate, take understanding.
a stand, and take action to impact Contribute productively to society through employment,
their own world and the global research, civic engagement, concern for community,
community in positive ways. issues, and service.
*Learning Conversation Principles. Adapted by Cherie’ Barker-Reid and Karen M. Matsui from the work of
The Achievement Council, 2001 and 2002.
2008 Accreditation Self Study Page 28
Northridge Academy High School Focus on Learning
STATUS OF SCHOOL
Based on SIS data from December 2008, 57.6% of our students qualify for the free and reduced
federal lunch program. We continue to qualify for school-wide Title I funding. As a new school
in 2004, we did not initially qualify for Title I funding, but in 2005 became eligible and now
continue as a school-wide Title I school.
Based on SIS data from December 2008, 62.9% of our students have a home language other than
English. Spanish is the home language for 53.2% of our students. Presently, 12% of our student
population is Limited English Speaking (LEP). All of these students are Preparing for
Redesignation (PRP). We do not have enough students to conduct an English Language
Development (ELD) Program.
In 2007-2008 our Academic Performance Index (API) score increased by 31 points, after
decreasing over the two previous years of 2005-2006 (692) and 2006-2007 (680). We met our
API criteria with a score of 711. Our participation rate has remained close to 100% since we
opened in 2004. The graduation rate for our first graduating class in 2007 was 97.7%.
In 2007-2008, we met 17 of the 18 Average Yearly Progress (AYP) criteria. We did not meet
the target in math for our English Learners and barely met our English Language Arts
proficiency for English Learners, qualifying under the “Safe Harbor” clause. For all previous
years we met all of our AYP criteria. Our math proficiency continues to be lower than our
English Language Arts (ELA) proficiency as the required percentage of students meeting
proficiency needed to meet AYP continues to increase. This year we are on the watch list for
Program Improvement. Schools that receive federal Title I funds that have not met state-defined
adequate yearly progress (AYP) in all criteria for two consecutive years must be identified as
needing school improvement before the beginning of the next school year.
2008 Accreditation Self Study Page 29
Northridge Academy High School Focus on Learning
ENROLLMENT
A unique application process was developed and implemented to ensure equitable access to
Northridge Academy High School by students who live within the attendance areas of Monroe,
Cleveland, and Granada Hills Charter High Schools. Although the Monroe attendance area has
changed since 2004-2005 with the recent opening of two new Valley schools, we continue to use
the 2004-2005 boundaries which now include small portions of both Panorama and Arleta High
Schools. Applications to our school are submitted by March of each year, and a random drawing
process is used to select students once a year, with 60% coming from Monroe HS, and the
remaining 40% equally divided between Cleveland HS and Granada Hills Charter HS which also
includes a priority area. Since our school is not part of LAUSD’s Magnet Program, students are
not entitled to transportation and must live in specific attendance areas in the surrounding
neighborhoods. The only eligibility criterion we hold is residency in the attendance area of the
three major schools we support.
Another unique attribute of our school enrollment is the fact that we only admit incoming 9th
graders. No students in Grades 10 through 12 are allowed to transfer in. This policy enables us
to build and sustain a respectful and safe culture across our entire student population.
In 2004, we opened with an enrollment of 574 students, Grades 9 and 10 only. In September
2005, our second year began with approximately 800 students, consisting of new first-time 9th
graders and our continuing students moving into 10th and 11th grades. At full capacity in
September 2006, the school had 968 students, again only accepting new first-time 9th grade
students. Our enrollment stayed steady in the 2007-08 year with an enrollment of 969. In 2008,
our enrollment increased slightly to 986 students.
Number of Students Enrolled
1,000
969 968
800
805
600
574
400
200
0
2007-08 2006-07 2005-06 2004-05
2008 Accreditation Self Study Page 30
Northridge Academy High School Focus on Learning
Grade Level
At present we are at our maximum enrollment capacity. Our Freshman class comprises 30% of
our student population, while our Senior class represents 18% of our students.
Year 9 10 11 12 Ungr. Sp Ed Total
2007-08 323 233 235 178 0 969
2006-07 317 321 229 101 0 968
2005-06 338 286 157 0 24 805
2004-05 348 212 0 0 14 574
Gender
Gender representation is fairly balanced school-wide. Females outnumber males in the 9th and
12th grades, but there are more males than females in the 10th and 11th grades.
Female Male
Total Total Total
Year 9 10 11 12 Ungraded Female 9 10 11 12 Ungraded Male Enrollment
07- 484 485
08 168 106 106 104 0 (49.9%) 155 127 129 74 0 (50.1%) 969
06- 458 510
07 139 144 125 50 0 (47.3%) 178 177 104 51 0 (52.7%) 968
05- 392 413
06 166 148 72 0 6 (48.7%) 172 138 85 0 18 (51.3%) 805
04- 280 294
05 179 96 0 0 5 (48.8%) 169 116 0 0 9 (51.2%) 574
Ethnicity
Our ethnic makeup has remained fairly consistent over four years. Two noticeable trends have
been the increase of our Hispanic/Latino population over four years and the decrease in our
White/Not Hispanic population over the same period of time.
White
American
Pacific African- not
Indian/
Alaskan Islande Filipin Hispanic America Hispani Multiple/No
Year Native Asian r o / Latino n c Response Total
2 47 4 74 563 63 209 7 969
07-08 0.2% 4.9% 0.4% 7.6% 58.1% 6.5% 21.6% 0.7% 100%
3 48 4 79 527 73 222 12
06-07 0.3% 4.9% 0.4% 8.1% 54.4% 7.5% 22.9% 1.2% 968
2 40 3 61 434 69 196 0
05-06 0.2% 4.7% 0.3% 7.1% 51% 8.1% 23% 0% 805
2 28 4 47 278 54 161 0
04-05 0.3% 4.8% 0.6% 8.1% 48.4% 9.4% 28% 0% 574
Enrollment by Ethnicity, 2007-08
shown as Numbers of Students
7
2
63 209
47 4
74 American Indian/ Alaskan Native
Asian
Pacific Islander
563 Filipino
Hispanic/ Latino
African-American
White not Hispanic
Multiple/No Response
2008 Accreditation Self Study Page 31
Northridge Academy High School Focus on Learning
Predominant Primary Languages Other Than English
Spanish is the predominant home language for 53.2% of our students. Tagalog is the second
most common language at 3.2%. Overall, 62.9% of our families do not have English as their
home language. 37.1% of our students come from English Only homes.
*Home Language English Spanish Filipino Arabic Armenian Korean
# Students 362 520 31 11 7 7
% of Students 37.1% 53.2% 3.2% 1.1% .72% .72%
Title I, Special Education, GATE, and Advanced Placement
Our Title I numbers have increased as we have become more sophisticated in our use of data and
in communicating with faculty, students, and parents. Our GATE and AP numbers have
increased in proportion to the increase in our overall student enrollment.
Year Title I Special Ed GATE AP
2007-08 922 114 183 344
2006-07 901 106 173 259
2005-06 759 104 109 211
2004-05 378 59 83 **
Total Number of Students with IEP’s
Our Special Education population continues to grow each year as the number of students with
IEP’s in our application pool continues to increase. Parents appreciate the small setting and the
care and attention that students with disabilities receive at NAHS.
Year Total # % Total RSP SDC Other
Enrollment
2008-09 132 13.4% 98 27 7
2007-08 114 11.8% 81 24 9
2006-07 120 12.4% 86 28 6
Ethnicity and Sex of Students in the Resource Specialist Program (RSP)
In the RSP Program there are significantly more males than females. Ethnically, over half of our
students are Hispanic and about one-third of our population is white. In the past 3-years the
Hispanic population has increased, while the White and Black populations have decreased.
Year A AI B F H W Male Female
2008-09 1 1 9 3 51 33 61 37
1% 1% 9.2% 3.1% 52% 33.7% 62.2% 37.8%
2007-08 2 1 10 3 36 30 50 31
2.5% 1.2% 12.3% 3.7% 44.4% 37% 61.7% 38.3%
2006-07 2 1 7 2 41 33 54 32
1.7% .83% 5.8% 1.7% 34.2% 27.5% 45% 26.7%
2008 Accreditation Self Study Page 32
Northridge Academy High School Focus on Learning
Ethnicity and Sex of Students in Special Day Program (SDP)
In the SDP Program there are four times more males than females. Ethnically, the major
populations are Hispanic and White similar to our overall population. The Black population is
significantly larger than our overall school population.
Year A AI B F H W Male Female
2008-09 0 0 5 1 13 8 22 5
0% 0% 18.5% 3.7% 48.1% 29.6% 81.5% 18.5%
2007-08 0 0 5 0 11 8 18 6
0% 0% 20.8% 0% 45.8% 33.3% 75% 25%
2006-07 1 0 3 1 15 8 22 6
3.6% 0% 10.7% 3.6% 53.6% 28.6% 78.6% 21.4%
Ethnicity and Sex of Students with IEP’s in Other Programs
Students in other programs include Speech and Language, Autism, Mental Retardation, and
sometimes Dual Enrollment from a Non-Public School. Overall, our population of students in
programs other than RSP or SDP is about 5% of the entire special education population. The
majority of students are Hispanic and White.
Year A AI B F H W Male Female
2008-09 1 0 0 0 4 2 3 4
14.3% 0% 0% 0% 57.1% 28.6% 42.9% 57.1%
2007-08 1 0 1 1 2 4 5 4
11.1% 0% 11.1% 11.1% 22.2% 44.4% 55.6% 44.4%
2006-07 0 0 1 0 0 5 1 1
0% 0% 16.7% 0% 0% 83.3% 50% 50%
Students Identified as Gifted 2004-2008
Since we opened in September 2004, our Gifted population has increased from 10.6% to 17.8 %.
We have had a different GATE Coordinator each year, making it more challenging to identify
new students and to build the capacity of our students and staff. Nevertheless, we remain
committed to providing opportunities for our students to achieve their highest potential.
2004-05 2005-06 2006-07 2007-08 2008-09
Number Gifted 61 104 162 172 174
% Gifted 10.6% 12.9% 16.7% 17.8% 17.8%
GATE Students by Ethnicity 2004-2008
Fluctuations in percentages of GATE students by ethnicity generally reflect changes in our
overall student enrollment. For example, our Filipino student population has steadily risen over
the years, and our numbers of GATE students in this ethnic group have increased as well.
Though our African American student population has dropped, GATE numbers remain steady.
The percentage of GATE students in the White subgroup also reflect overall student enrollment.
2008 Accreditation Self Study Page 33
Northridge Academy High School Focus on Learning
Ethnicity 2004-05 2005-06 2006-7 2007-08 2008-09
# % # % # % # % # %
Amer Ind 0 0 0 0 0
Asian 6 9.8 8 7.7 15 9.3 14 8 12 6.9
Black 5 8.2 11 10.6 14 8.6 12 7 14 8
Filipino 6 9.8 9 8.7 25 15.4 24 14 21 12
Hispanic 19 31.1 41 39.4 61 37.7 66 38 78 45
Pacific Is 0 0 1 .62 1 .58 0
White 25 41 35 33.7 46 28.4 55 32 49 28
Total 61 104 162 172 174
Number of Students Enrolled in Advanced Placement (AP) Classes 2005-2008
All NAHS students are encouraged to take AP and Honors classes. With our commitment to
equity and access for all our students, the philosophy at NAHS is to be inclusive, not exclusive.
With only 9th and 10th grade students during our first year, we had yet to build our AP program.
During our second year, more teachers attended AP training, allowing us to offer nine AP
classes. Since then, all of our teachers have taken preparation courses and continue to become
more experienced and participate in ongoing professional development. We now offer fourteen
AP courses. Last year, we were able to send our AP World History teacher to Princeton, New
Jersey to score AP exams and gain expertise with the AP process. He was selected to serve as
our GATE coordinator this year.
Department Class Title 2005-6 # 2006-7 # 2007-8 # 2008-9 #
English AP Eng Lang AB 2 35 2 39 2 46 2 39
AP English Lit AB 1 38 2 46 2 45
Math AP Calculus AB 1 4 1 23 1 21 1 19
AP Statistics AB 1 17 1 27
Science AP Biology AB 2 49 1 40 1 38 1 24
AP Chemistry AB 1 22 1 16 1 19
AP Environ Sci AB 1 26 2 63 1 42
Social Sci AP World Hist AB 1 43 1 32 2 47 1 37
AP US History AB 1 38 1 32 2 55 2 43
AP Gov’t & Pol 1 22 1 14 1 40
World Lang AP Spanish Lit 1 15 1 10
AP Spanish Lang 1 20 1 15
Total 9 211 11 283 15 362 14 345
Number of Students by Ethnicity Enrolled in Advanced Placement (AP) Classes 2005-2008
AP class enrollment from the Hispanic and White subgroups align closely with overall student
enrollment, with a steady increase of Hispanic students enrolled in AP classes over the years
from 38.4% to 42.6%. Asian enrollment has also increased from 8% to 13%, while the African
American population has decreased from 11.8% to 4.6%. Further, because of an increase in our
Filipino population, there is an increase in AP enrollment by this subgroup. Though the decrease
in enrollment by our Black subgroup also represents trends in overall student enrollment, we
must still ensure that all students are receiving access and support.
2008 Accreditation Self Study Page 34
Northridge Academy High School Focus on Learning
05-06 06-07 07-08 08-09
# % # % # % # %
Am In 0 0 0 0
Asian 17 8% 30 10.6 38 10.5 45 13
Black 25 11.8 29 10.2 25 6.9 16 4.6
Filipino 27 12.8 42 14.8 18 48 13.9
Hispanic 81 38.4 108 38.2 130 35.9 147 42.6
Pac Isl 4 1.9 3 1.1 0 0
White 57 27 71 25.1 103 28.5 89 25.8
Total 211 283 362 345
Number of Students Enrolled in Honors Classes 2004-2008
Since our opening, “Honors” credit is earned through an Honors contract. Students are not
automatically assigned. Honors contracts are developed to extend the standards of each content
area, extend critical thinking skills, and increase writing. Honors English 10, an exception, is
offered both to support student preparation for AP English Language and allow for cross-
curricular connections with AP World History. Trigonometry/Math Analysis AB is offered
exclusively as an honors class. An area to be addressed in our Action Plan is consistency
regarding the “Honors” contract within and between departments.
Total Year AI Asian Black Filip Hisp PI White
English 9 70 2004-5 0 5 4 25 28 6 2
70 2005-6 0 2 4 10 34 0 20
32 2006-7 0 1 1 6 13 0 11
7 2007-8 0 3 0 2 0 0 2
35 2008-9 0 1 2 5 19 0 8
English 10 43 2004-5 0 4 6 5 12 0 16
42 2005-6 0 3 4 3 14 2 16
45 2006-7 0 7 2 6 23 0 7
80 2007-8 0 4 7 12 37 0 20
75 2008-9 0 8 7 7 34 0 19
English 11 21 2005-6 0 1 5 4 9 0 2
42 2006-7 0 2 3 7 20 1 9
40 2007-8 0 2 1 8 18 0 11
16 2008-9 0 0 2 1 11 0 2
English 12 2006-7
2007-8
2008-9
Geometry 40 2008-9 0 2 2 7 22 0 7
Algebra 2 11 2004-5 0 2 1 2 2 0 4
21 2005-6 0 2 4 3 2 0 10
27 2006-7 0 7 1 3 8 1 7
20 2007-8 0 2 1 8 2 0 7
10 2008-9 0 0 0 3 3 0 3
Trig/MA 7 2004-5 0 2 0 1 2 0 2
33 2005-6 0 3 3 7 12 0 8
61 2006-7 0 5 9 8 19 1 19
80 2007-8 0 10 10 13 29 1 17
67 2008-9 0 4 3 14 29 0 17
ICS 67 2004-5 0 6 7 6 23 2 23
86 2005-6 0 4 5 7 48 0 22
4 2006-7 0 0 0 0 4 0 0
0 2007-8 0 0 0 0 0 0 0
32 2008-9 0 2 1 5 17 0 7
2008 Accreditation Self Study Page 35
Northridge Academy High School Focus on Learning
Biology 22 2004-5 0 3 5 2 5 0 7
68 2005-6 0 7 4 8 30 1 18
65 2006-7 0 5 6 9 26 0 19
35 2007-8 0 3 0 4 17 1 10
130 2008-9 0 6 8 11 79 0 26
Chemistry 30 2005-6 0 0 5 6 14 0 5
16 2006-7 0 1 2 2 3 0 8
14 2007-8 0 2 2 0 3 0 7
0 2008-9 0 0 0 0 0 0 0
World Hist 59 2004-5 0 3 13 6 14 1 22
41 2005-6 0 4 3 4 20 0 10
53 2006-7 0 4 1 5 38 0 11
31 2007-8 0 1 2 2 21 0 5
47 2008-9 0 3 4 2 33 0 5
US History 20 2005-6 0 2 2 1 12 0 3
11 2006-7 0 1 2 1 4 0 3
34 2007-8 0 3 0 5 35 0 3
54 2008-9 1 3 5 8 26 0 11
US Gov’t 1 2006-7 0 0 0 0 1 0 0
42 2007-8 0 3 3 5 16 1 14
2008-9
Economics 22 2006-7 0 2 4 1 10 0 5
54 2007-8 0 7 4 7 16 1 19
2008-9
LANGUAGE PROFICIENCY
Our number of English Learners increased in 2008-2009. All of our English Learners are
Preparing for Redesignation (PRP) and are receiving Specially Designated Academic Instruction
in English (SDAIE). We do not offer an English Language Development Program (ELD). Our
Fluent-English Proficient student population has been increasing. In 2007-2008 our
redesignation rate decreased. Students, in general, have met the CELDT and English grade
requirements, but are not proficient on the CST’s.
Fluent-English-Proficient
Year Enrollment English Learners Students Students Redesignated FEP
2008-09* 986 118 (12%) Not Available Not Available
2007-08 969 88 (9%) 483 (49.8%) 23 (21.5%)
2006-07 968 107 (11.1 %) 452 ( 46.7 %) 35 ( 29.2 %)
2005-06 805 120 ( 14.9 %) 341 ( 42.4 %) 12 ( 15.2 %)
2004-05 574 79 ( 13.8 %) 200 ( 34.8 %) 0 ( 0.0%)
2008 Accreditation Self Study Page 36
Northridge Academy High School Focus on Learning
ATTENDANCE
Mobility Rate
The Mobility Rate shows the percentage of students who were counted as part of the school's or
District's enrollment on the October CBEDS data collection and who have been continuously
enrolled since that date. The numbers shown below reflect high levels of continuous enrollment
for both our school and the district.
Year School District
2007-08 N/R N/R
2006-07 100% 100%
2005-06 99% 100%
2004-05 100% 100%
Stability/Transiency Rate and Average Daily Rate of Attendance
The pattern of attendance rates, including stability and average rate of attendance, has steadily
risen over the past four years. This rise has been due to a combination of the implementation of
the new Integrated Student Information System, period by period attendance, and the focused
efforts of our office staff. Moreover, we have created a school tradition of honoring perfect
attendance.
Average Daily Rate of
Year Stability Rate Transiency Rate Attendance
2007-08 92.89% 8.26 94.83%
2006-07 90.52% 10.31% 94.82%
2005-06 93.04% 7.66% 94.24%
2004-05 86.24% 14.81% 93.95%
SUSPENSION AND EXPULSION RATES AND CRIME STATISTICS
Truancy and Tardy Rates and Suspension and Expulsion Rates
Despite increases in overall student enrollment, our number of truancies and tardies has gone
down. In recent years, we have had the opportunity to add a new attendance tracking system to
monitor time of arrival of students and enable office staff to quickly process late students, inform
administration of habitually tardy students, and notify parents through timely letters. This
system, in conjunction with our Connect-Ed phone system, is now able to contact parents twice a
day in the event of an absence and as needed to address attendance and tardy issues. Our truancy
rate, as calculated by the CDE, has steadily decreased from 8.9% in 2004-05 to 2.06% in 2007-
08. This compares with the Los Angeles Unified School District rates which dropped from
8.89% to 6.71% and the State rate of 25.84%.
2008 Accreditation Self Study Page 37
Northridge Academy High School Focus on Learning
Our low suspension and expulsion rates reflect our commitment to keeping our students rather
than transferring misbehaving students to other schools. No opportunity transfers have been
issued by our school since we opened. Only one student has been expelled. Our suspension rate
increased from the 2005-06 year to the 2006-07 year because of the development of our school-
wide discipline plan and teachers’ heightened awareness. Further, the increase is also a
reflection of our increased enrollment. In the 2008-2009 school year, we have begun to
implement the LAUSD “Culture of Discipline” Student Expectations issued from the Office of
Student Health and Human Services which emphasizes preventative measures of intervention.
School District
# % # %
Year # Suspensions % Suspensions Expulsions Expulsions # Suspensions % Suspensions Expulsions Expulsions
07-08 30 3% 0 0.0% 51,712 8% 72 0.1%
06-07 63 6.5% 0 0.0% 60,962 8.4% 512 0.1%
05-06 89 11.1% 1 0.1% 72,868 9.8% 500 0.1%
04-05 77 13.4% 0 0.0% 79,690 10.5% 674 0.1%
Suspensions and Reason for Suspensions
We work to inform and educate all incoming freshmen to bridge their transition into high school.
Our student-led Link Crew orientation program and our 9th grade parent orientations all address
the standards and expectations of our school. Still, most of our suspensions involve 9th graders,
with the most frequent cause of suspension being “willful defiance” and the second most
frequent being “physical confrontation or injury.” Overall, our suspension and expulsion rates
are lower than District averages.
Event 2007-08 2006-07 2005-06 2004-05
DAMAGED PROPERTY 1 4 2
DISRUPTION/WILLFUL DEFIANCE 25 26 40 35
DRUG PARAPHERNALIA 1 2
HAD CONTROLLED SUBSTANCE/INTOXICANT 7 2 7 5
HAD UNDER 1 OZ. MARIJUANA - 1ST OFFENSE 2 3 3 5
HARASSED/THREATENED/INTIMIDATED PUPIL 1 1 1 2
IMITATION FIREARM 2
KNIFE/EXPLOSIVE/DANGEROUS OBJECT 4 3 2
OBSCENITY/PROFANITY/VULGARITY 1
RECEIVED STOLEN PROPERTY 1
SERIOUS PHYSICAL INJURY/NON SELF-DEFENSE 1
SEXUAL ASSAULT/BATTERY 1
SEXUAL HARRASSMENT 2 1
SOLD CONTROLLED SUBSTANCE 1
STOLE/ATTEMPTED TO STEAL PROPERTY 1 5
TERRORIST THREAT 1
THREATENED/ATTEMPTED/CAUSED PHYSICAL INJURY 7 24 19 7
2008 Accreditation Self Study Page 38
Northridge Academy High School Focus on Learning
TO PERSON
TOBACCO 1 4 1
WILLFUL USE OF FORCE/VIOLENCE 10 8 10
ALL SUSPENSION REASONS 61 63 90 78
Crime Statistics
The primary cause of student disciplinary action has been for willful defiance, followed by
instances of student confrontation and physical conflict. These two reasons are followed by the
citation of students for possession and/or use of a controlled substance or alcohol. The
examination of this data, early on led to the implementation of our peer mediation program on
campus and the more recent purchase of a passive alcohol sensor.
October 2005 Truancy Rate
Number of students with an unexcused absence or tardy of more than 30
CBEDS (Number of
minutes on 3 or more days (truants).
Enrollment: Truants/Enrollment)
968 33 3.41%
Number of Number of
Ed Codes Ed Code Text
Expulsions Suspensions
48900(a)(1) Related to physical injury to another person
48900(a)(2) Related to use of force or violence
48900(b) Related to firearms, knives, explosive devices, etc.
Related to possession or sale of controlled substances,
48900(c) alcohol, or intoxicants.
48900(e) Committed or attempted to commit robbery or extortion
Caused or attempted to cause damage to school property or
48900(f) private property
Stole or attempted to steal school property or private
48900(g) property
48900(h) Related to possession or use of tobacco products
Committed an obscene act or engaged in habitual profanity
48900(i) or vulgarity
48900(j) Related to possession or sale of drug paraphernalia
48900(k) Related to disruption of school activities or willfull defiance
48900(m) Possessed an imitation firearm
48900(n) Related to sexual assault
48900.2 Related to sexual harassment
48900.4 Related to harassment, threats, or intimidation
48900.7 Related to terroristic threats
Overall Total: 54
Violence/Drug Total: 29
Violence/Drug Rate (Violence/Drug Total / Enrollment): 3.00%
Total of Persistently Dangerous Expulsions Only:
Number of Non-Student Firearm Incidents:
Was school at risk of being designated"persistently dangerous" for 2003-04? No
Was school at risk of being designated"persistently dangerous" for 2004-05? No
Was school at risk of being designated"persistently dangerous" for 2005-06? No
2008 Accreditation Self Study Page 39
Northridge Academy High School Focus on Learning
SOCIO-ECONOMIC STATUS
Free/Reduced Lunch Status
Students eligible for Free and Reduced Price Meals increased significantly last year because our
Title I Coordinator better understood the application process and encouraged more of our
students to apply. In addition, the District has updated the process to more effectively review the
applications. In December 2008, we again are at 57.6% qualifying for the Free/Reduced Lunch
Program. Our percentage has allowed us to qualify for school-wide Title I funds.
Year Free & Reduced Price Meals Unofficial Enrollment Used for Meals
2008-2009 563 (57.6%) 977
2007-08 547 (57.0%) 959
2006-07 472 (49.6%) 951
2005-06 459 (57.9%) 793
2004-05 266 (50.0%) 532
*This "unofficial" enrollment count taken in October includes public and nonpublic school data.
Aid to Families with Dependent Children (AFDC) Status
Based on fall 2007 enrollment data, 10% of our students receive AFDC. The percentage of
students qualifying for AFDC has remained relatively constant for the past few years.
Year 2004-05 2005-06 2006-07 2007-08 2008-09
AFDC 37 (6.2%) 70 (8.7%) 101 (10.4%) 99 (10.1%) 99 (10%)
Parent Education Level
Over the years, the percentage of parents with only a high school education has increased.
Perhaps this is evidence of a heightened awareness by parents who, though themselves have
lower education levels, desire to place their students in a school with close ties to CSUN. Of
adults over the age of 25 living in Northridge, 44% have college degrees. Our numbers are
reflective of the range of students who come from both Northridge and the less affluent areas of
Pacoima, Panorama City, and Arleta where the percentage of adults with college degrees is 9%.
Average
Of Those with a Response:
Percentage Parent
with a Not a high High school Some College Graduate Education
Year response* school graduate graduate college graduate school Level**
2007-08 68% 27% 28% 17% 20% 8% 2.56
2006-07 64% 21% 26% 19% 25% 9% 2.74
2005-06 63% 20% 22% 23% 28% 7% 2.80
2004-05 61% 15% 20% 24% 34% 8% 3.00
*This number is the percentage of student answer documents with stated parent education level information.
**The average of all responses where "1" represents "Not a high school graduate" and "5" represents "Graduate school."
2008 Accreditation Self Study Page 40
Northridge Academy High School Focus on Learning
DESCRIPTION OF SAFETY CONDITIONS, CLEANLINESS, AND ADEQUACY OF
SCHOOL FACILITIES
Our school has an Integrated Safe School Plan in accordance with California Education Code
Section 32286(a). Our plan addresses violence prevention, emergency preparedness, traffic
safety, crisis intervention, and student wellness. We are also compliant with a variety of health
and safety requirements intended to ensure the health and safety of students and staff. Safety
personnel at our school include a school crisis team, a school safety officer, one campus aide, a
part-time nurse, and a part-time school psychologist. We have an Injury and Illness Prevention
Program (IIPP) that addresses workplace safety which we review and update regularly. Because
we are located on the CSUN campus, our emergency responses are coordinated by the LAUSD
School Police Department and the CSUN Police Department. Constructed in 2004, our campus
meets the requirements of handicapped access as required by the State of California.
The following table shows our scores from our 2007-08 Coordinated Safe and Healthy School
Plan Certification:
Contents Scores from Scorecards
Mandated Reporting/Notification 100%
Campus, Safety, Security, and Cleanliness; Traffic and Pedestrian Safety; and Crime 81%
Prevention
Violence Prevention and Intervention 92%
School Discipline/Attendance 84%
Coordinated School Health
Nutrition Services Component 75%
Physical Education Component 80%
Health Education Component 79%
Health Services Component 75%
Counseling, Psychological, and Social Services Component 79%
Staff Wellness Component 55%
Parent/Community Involvement Component 70%
STAFF
Number of Certificated/Classified, including number of qualified personnel for counseling
and other pupil support services and substitutes
Since the first two years of opening our school, our certificated and classified staff numbers have
finally stabilized at the current level. Moreover, we have added classified staff over the past two
years due to our increased need for special education assistants, a campus aide, an attendance
clerk, and additional custodial staff, along with an updated cafeteria requiring more staff.
Year Certificated Classified*
2008-2009 49 42
2007-08 49 40
2006-07 49 29
2005-06 40 20
2004-05 27 14
*Total numbers are full/part time combined.
2008 Accreditation Self Study Page 41
Northridge Academy High School Focus on Learning
Classified Staff at NAHS in 2008-2009
Our classified staff has remained relatively constant. Some changes occurred as we increased
our student population from 2004-05 to 2006-2007. This semester our school cafeteria was
remodeled, and additional staff was hired to increase the number of students utilizing the
cafeteria and accommodate the slight increase in school staff. Our largest classified population
continues to be Special Education Assistants.
Type of Classified Staff 2008-09 Number
Buildings and Grounds 6.5
Cafeteria 10
Clerical 6
Security 2
Special Education Assistants 12
Other (e.g., Family Center, campus aide 2
Percent of teachers who have met the Highly Qualified Teachers’ requirements of NCLB/
Number of National Board Certified Teachers
We have established protocols and practices that have allowed us to attract and hire quality
teachers. Our ranks of National Board Certified teachers continue to grow, with four teachers
currently in the process of applying for this recognition.
# Of Teachers in Highly Qualified National Board
Year the Classroom Teachers Certified Teachers
40 5
2008-2009 42 (95.2%) (11.9%)
42 40 4
2007-2008 (95.2%) (9.5%)
39 3
2006-07 43 (90.7%) (6.98%)
33 3
2005-2006 38 (86.8%) (8.1%)
19 3
2004-2005 24 (79.2%) (12.5%)
NCLB Compliant Classes and Paraprofessionals
The No Child Left Behind Act (NCLB) requires all core academic teachers to be highly qualified.
Core academic subjects include classes in English, mathematics, social studies, and world
languages. The act mandates that these teachers hold a bachelor’s degree, have state certification,
and demonstrate subject matter competency in each core academic subject they teach. All NAHS
teachers are credentialed and only two need to secure CLAD certification.
Year NCLB Core Classes NCLB Compliant NCLB Percent Para- %
Classes Compliant Classes professionals Para-professionals
Compliant
2008-2009 122 117 95.9% 13 N/A
2007-2008 128 128 100% 9 N/A
2006-2007 134 123 91.8% 14 N/A
2005-2006 112 94 83.9% 8 N/A
2004-2005 73 68 93.2% 7 N/A
2008 Accreditation Self Study Page 42
Northridge Academy High School Focus on Learning
Percent of teachers instructing outside credentialed areas
Our periods outside of subject area competence have often resulted from the offering of electives
to our students, e.g. a sports team, or an Academy-related elective. When our sports program
began in the 2006-2007 school year, we primarily used teachers as coaches. Recently, we have
utilized our PE teachers and a variety of “walk-on” coaches, reducing the number of
misassignments. The misassignment of teachers of English Learners is the result of the
California Education Code’s definition of an underprepared teacher as one who does not possess
a cross-cultural language acquisition development (CLAD) certificate, bilingual cross-cultural
language development (BCLAD) certificate, or their equivalents. Currently, NAHS has two
teachers who are considered underprepared, but only one is teaching EL students in sheltered
classes. Both teachers possess emergency CLAD credentials.
Periods of
Periods Misassignments of Total Periods of
Teaching Outside Subject Teachers of English Teacher
Year Area of Competence Learners Misassignments
2008-2009 2 5 7
2007-08 2 0 2
2006-07 1 11 12
2005-06 6 18 24
2004-2005 0 6 6
Teachers with Credentials, University/District Interns, or Emergency Credentials
Presently, all of our teachers have credentials and are teaching in their credential content area.
When we opened in 2004, only half of our teachers were permanent. Since then, the majority of
our teachers have attained permanent status. Most of our teachers have remained, and we
continue to provide professional development to support quality teaching and learning.
Year Teachers *Out of University Emergency Permanent Probationary Probationary Without
In Class- Intern 1 2 CLAD
Classroom room
2008- 42 7 0 0 38 0 4 2
09 (0%) (0%) (90.5%) (0%) (9.5%) (4.8%)
2007- 42 7 0 0 27 5 10 2
08 (0%) (0%) (64.3%) (11.9%) (23.8%) (4.8%)
2006- 43 6 3 0 24 8 8 4
07 (7%) (0%) (55.8%) (18.6%) (18.6%) (9.3%)
2005- 38 5 2 0 18 9 9 5
06 (5.3%) (0%) (47.4%) (23.7%) (23.7%) (13.2%)
2004- 24 4 0 1 12 10 1 5
05 (0%) (4.2%) (50%) (41.7%) (4.2%) (20.8%)
*Out of Classroom – Counselors & Administrators
2008 Accreditation Self Study Page 43
Northridge Academy High School Focus on Learning
Number with advanced degrees/ Years of education within the district and total number of
years in education
Over 40% of our teachers have earned a master’s degree or higher. In addition, many of our
teachers with B.A.’s are currently enrolled in master’s degree programs. Students regularly hear
our teachers talk about their continuing education and the idea that learning is a life-long process.
Avg. Avg.
Master’s Bachelor’s Less than Not Total Years of Years in
Year Doctorate (+30) Master’s (+30) Bachelor Bachelor's Responded Staff Service District
2007- 1 11 8 17 12 (24.5
08 (2.0 %) (22.4 %) (16.3 %) (34.7 %) %) 0 (0.0 %) 0 (0.0 %) 49 9 9
2006- 1 12 7 16 13 (26.5
07 (2.0 %) (24.5 %) (14.3 %) (32.7 %) %) 0 (0.0 %) 0 (0.0 %) 49 9 9
2005- 1 5 6 (15.0 15 (37.5 13 (32.5
06 (2.5 %) (12.5 %) %) %) %) 0 (0.0 %) 0 (0.0 %) 40 9.6 9.6
2004- 4 (14.8 4 (14.8 11 (40.7
05 1 (3.7 %) %) %) 7 (25.9 %) %) 0 (0.0 %) 0 (0.0 %) 27 11.3 11.3
Specialized training/intern programs e.g., number in CLAD, BTSA or other teacher
induction programs
Being relatively new teachers, many of our faculty members have the CLAD certificate required
to teach English Learners, having CLAD certification embedded in their credential programs or
having attended workshops, classes, or taken tests to qualify for the CLAD certification. As a
result, only two of our teachers still need the CLAD. In most cases, we have been able to
provide BTSA support providers for our newer teachers. As our staff matures and completes the
preliminary credential requirements, our staff will not require BTSA Support Providers. We
have only hired three University Interns. Presently all of our teachers are credentialed.
University Intern Program
Year Without CLAD BTSA
0
2008-09 2 4
2007-08 2 9 0
2006-07 4 10 3
2005-06 5 7 2
2004-05 5 1 0
*See #4 for numbers of teachers who are in intern programs. If teachers are in intern program or hold emergency credentials, they must enroll
BTSA program.
Gender
We are cognizant of the fact that our staff is predominantly female. We make every effort to
interview as many qualified male candidates as possible and have steadily increased the number
of male certificated and classified personnel since first opening our school. We have seen an
increase in the number of male student teachers who have been selected to student teach at our
school and hope to provide more gender balance in the coming years.
Certificated Classified
Year Female Male No Response Total Female Male No Response Total
2007-08 34 15 0 49 24 16 0 40
2006-07 33 16 0 49 21 8 0 29
2005-06 28 12 0 40 13 7 0 20
2004-05 18 8 1 27 8 6 0 14
2008 Accreditation Self Study Page 44
Northridge Academy High School Focus on Learning
Ethnicity
Great attention is given to hiring staff members of diverse ethnic backgrounds. Because of this,
students respond positively to the variety of adult role models on our campus who mirror the
ethnic diversity of our student population.
Certificated Staff
American African
Indian/Alaskan Pacific Hispanic/ American/ White not Multiple/No
Year Native Asian Islander Filipino Latino Black Hispanic Response Total
2 12 6 25
2007-08 0 (0.0%) 4 (8.2%) 0 (0.0%) (4.1%) (24.5%) (12.2%) (51.0%) 0 (0.0%) 49
0 13 4 27
2006-07 0 (0.0%) 5 (10.2%) 0 (0.0%) (0.0%) (26.5%) (8.2%) (55.1%) 0 (0.0%) 49
0 9 3 24
2005-06 0 (0.0%) 4 (10.0%) 0 (0.0%) (0.0%) (22.5%) (7.5%) (60.0%) 0 (0.0%) 40
0 2 3 19
2004-05 0 (0.0%) 3 (11.1%) 0 (0.0%) (0.0%) (7.4%) (11.1%) (70.4%) 0 (0.0%) 27
Classified Staff *
American African
Indian/Alaskan Pacific Hispanic/ American/ White not Multiple/No
Year Native Asian Islander Filipino Latino Black Hispanic Response Total
2007-08 0 8 0 0 20 5 7 0 40
2006-07 0 6 0 0 16 2 5 0 29
2005-06 0 4 0 0 11 1 4 0 20
2004-05 0 0 0 0 11 2 1 0 14
*Total numbers are full/part time combined.
Attendance Rates of Teachers
The absence rate of our dedicated teachers is below District allowances and averages. The higher
rate in 2004-2005 was due to a teacher being on a workmen’s comp leave for an extended time.
In January 2009 the LAUSD Report Card was issued. Per our most recent District report card,
the faculty and staff attendance rate was 92% for the 2007-2008 year.
Certificated Classified
2005-06 7.0 6.5
2004-05 17.1 8.1
2008 Accreditation Self Study Page 45
Northridge Academy High School Focus on Learning
CONTENT OF STAFF DEVELOPMENT AND NUMBERS PARTICIPATING
Staff development at Northridge Academy High School is a combination of District-initiated,
school-initiated, and teacher-initiated topics. All credentialed staff members are required to
attend professional development. The District mandates 14 professional development days on
Tuesdays for 90 minutes each. In 2008-2009, for the first time, NAHS applied and was
approved for a waiver to combine the total time from the 14 mandated District professional
development days and a portion of the District provided 10 minimum days to provide 30
professional development Tuesdays for 60 minutes each. Utilizing our time effectively, it was
hoped that we would more consistently be able to improve our academic achievement by
meeting more frequently by whole staff, by department, by academy, by advisory, and by grade
level. NAHS has a Professional Development Committee comprised of an administrator,
Academy Facilitators, Literacy Coach, WASC Focus Group Leaders, UTLA Chapter Chair or
representative, Advisory Facilitator, Counselor, and other interested staff. The Committee
makes recommendations to the School Leadership Council (SLC), who approves all professional
development. Other professional development opportunities have included Pearson’s Learning
Team Achievement Solutions, Advanced Placement conferences, College-Going College Culture
trainings, etc. Many of our faculty meetings have included both operational/UTLA and
professional development topics. Due to union action in 2007-08 and 2008-09, many of our
faculty and other after-school unpaid meetings were cancelled.
Professional Development 2006-07
Date Topics
September 12, 2006 Faculty Meeting – Technology, Williams Decree, Stull Evaluations,
Sp. Ed., Discipline Plan, STAR Reports, Advisory Portfolios
September 19, 2006 Data discussion: Utilizing data to address student needs and
achievement gaps, break out groups by Academy Teams
September 26, 2006 Data discussion: – By academies and cored teams discuss how we
will utilize this data to continue to address student needs and
achievement gaps, Examine the at-risk” lists and compare with the
STAR data.
October 10, 2006 Faculty Meeting – Data discussion: Review CST data by department
using observations to discuss some key skills that your students, in
general, are missing and/or struggled with last year, Discuss
departmental practices that need to be developed, strengthened, or
even changed to ensure All students are successful.
October 17, 2006 Data and intervention discussion: Review test data and plan
intervention
October 24, 2006 Department Meetings – Action plan based on data discussion
November 14, 2006 Student-led conferencing for Parent Conference Night, Continue on
systemic, instructional strategies that positively impact student
achievement, Next steps
November 21, 2006 Faculty Meeting – Review of Data, Student Portfolios
November 28, 2006 Utilizing the data inquiry process – English Language Arts Data
“Fishbowl” discussion, What can we do as departments and
academies to facilitate, support, and enhance learning higher-level
skills on a consistent, systematic basis?
2008 Accreditation Self Study Page 46
Northridge Academy High School Focus on Learning
December 5, 2006 Faculty Meeting – Academy Design Teams
December 12, 2006 Share best practices: seniors successes and next steps, Discuss how
to effectively integrate Academy themes into Advisory, teaching and
learning in core academic and elective. How will we utilize and
integrate effectively input from our CSUN colleagues.
January 16, 2007 Faculty Meeting
February 6, 2007 Faculty Meeting – Lesson Study, AP Audit, Mentoring, Portfolios,
Advisories, CAHSEE Exam/Prep, Anti-Bullying, and Anti-
Harassment, and Senior Awards
February 13, 2007 Portfolios – Reflection, ESLR’s/LCP’s, Clear Expectations,
Academic Rigor, Accountable talk. What skills need to be
mastered?
February 27, 2007 Advisory Presentation, Grade-level specific discussions, Who are
the seniors (Class of 2007) in your classes – teacher responsibilities/
student responsibilities, Reflections on Portfolio on the Wall and its
alignment with curriculum/academies
March 6, 2007 Personalizing what we do to build resiliency and encourage
academic achievement
March 27, 2007 Small Learning Community Grant Proposal –successes, needs,
planning for next year.
April 10, 2007 CST Preparation by Departments – Core Content and Others
April 17, 2007 Faculty Meeting – Career Day, CST’s, AP Audits, Achievement
Solutions, Senior Fails
April 24, 2007 By Department chart key concepts, skill sets, projects, and topics
that are used for each content area, Review Portfolio on the Wall
(POW) and ESLR’s, Identify and points of alignment with
interdisciplinary possibilities.
May 8, 2007 Faculty Meeting – CST’s, Attendance, Senior Fails/U’s
June 5, 2007 Framing the Work for Next Year: Read and discuss – “Teaching as
Jazz”, Academy planning
June 12, 2007 Faculty Meeting – Closing procedures and graduation
2008 Accreditation Self Study Page 47
Northridge Academy High School Focus on Learning
Professional Development 2007-08
Date Topics
September 4, 2007 Faculty Meeting –School operations and procedures for 2007-08
September 11, 2007 Faculty Meeting – Attendance Issues, Student Orientation Meetings,
Advisory, Achievement Solutions, CAHSEE Review Classes, Master
Calendar
September 18, 2007 Data discussion by department: “What?”, “So What?’, “Now what?” for
AYP data, CST results by school-wide and classroom
September 25, 2007 Academy reflection and discussion: data review and planning, Looking at
ineligibility lists and determining supports needed
October 16, 2007 Data discussion: Identifying “teaching and learning” student outcomes
based on data for each content area
October 23, 2007 NAHS Vision for Academies: Academy Team discussions on student-
based academy needs (Advisory student survey comments), priorities, and
evidence/benchmarks
November 13, 2007 Data discussion: Use of formal and informal data to address expect student
outcomes, Data needed for addressing EL student needs
November 20, 2007 Faculty Meeting
November 27, 2007 Career Pathways linkage to Academy work of students
December 4, 2007 Faculty Meeting
December 11, 2007 “Closing the Achievement Gap: Culturally Relevant and Responsive
Teaching”: Overview, 5 tenets, action plan, sample data for EL students,
discussion by department, “How do we integrate concepts of culturally
relevant and responsive teaching into our learning community efforts?”
February 12, 2008 “Finding your Voice” as our school-wide theme and connections with
CSUN
February 26, 2008 Meetings by Department
March 4, 2008 Integration of instruction/standards/assessments with Academy work
March 25, 2008 Student academic outcomes based on priority student needs (by content
area), Plan strategies to prepare students for CST’s
April 3, 2008 Voluntary Informational Meeting: Review and update of Academies/Small
Learning Communities (SLC) initiative
April 8, 2008 “Finding Your Voice”: Big idea and thematic curriculum development
April 15, 2008 Faculty Meeting: NAHS/CSUN Retreat, CST preparation, WASC
overview, Attendance
April 22, 2008 Meetings by department to review periodic assessments and student work
April 26-27, 2008 NAHS / CSUN “Planning for Success” Retreat
April 29, 2008 Faculty Meeting: CST preparation, Senior portfolio update
May 13,2008 Faculty Meeting: 18-week senior fails, CST’s, WASC, 9th grade Academy
packets
June 3, 2008 ESLR connections to Academies and retreat work, Academy planning
proposals/next steps
June 10, 2008 WASC focus groups and expectations
Note: Faculty Meetings, as well as other unpaid meetings there were not for governance such as School Site Council
and School Leadership Council, were cancelled due to Teacher Union action as of January 15, 2008.
2008 Accreditation Self Study Page 48
Northridge Academy High School Focus on Learning
Professional Development 2008-09
Date Topics
September 9, 2008 WASC Overview/Mission & Motto Discussion
Faculty Meeting: Focus Groups and Academies
September 16, 2008 WASC Focus Groups
September 23, 2008 WASC Focus Groups
October 7, 2008 WASC Focus Groups
Faculty Meeting: Departments and Curriculum Focus Group
October 14, 2008 WASC Focus Groups
October 21, 2008 WASC Focus Groups
Faculty Meeting: Academies and Instruction Focus Group
October 28, 2008 WASC Focus Groups
November 4, 2008 WASC Focus Groups
Faculty Meeting: Grade Level Groups and Assessment and
Accountability Focus Group
November 18, 2008 WASC Focus Groups
Period by Period Faculty: Special Education – IEP’s,
Accommodations, Special Ed Assistants, etc.
December 2, 2008 WASC Focus Groups
December 9, 2008 WASC Focus Groups
December 16, 2008 WASC Focus Groups
January 13, 2009 The WASC Action Plan – by Department
January 20, 2009 The WASC Action Plan – by Academy
January 27, 2009 The WASC Action Plan – Intervention – Entire Staff
February 10, 2009 Grade Level Advisories – Advisory Curriculum
February 17, 2009 Departments – Department Planning
February 24, 2009 Academies – Academy Planning
March 3, 2009 Preparing for the WASC Visit – Entire Faculty
March 10, 2009 Grade Level Advisories – Preparing for WASC and Advisory
Curriculum
March 17, 2009 Departments – Department Matters and Preparing for WASC
March 24, 2009 Academies – Academy Matters and Preparing for WASC
March 28, 2009 NAHS-CSUN “Partners for Achievement” Planning Workshop
March 31, 2009 Renewing the Common Planning Time Schedule for 2009-2010 and
WASC Reminders
April 14, 2009 Departments – Preparing for the WASC Visit
April 21, 2009 WASC Visit with Focus Groups
April 28, 2009 Reflections on the WASC Process – Entire Faculty
May 5, 2009 Departments – Department Matters
May 12, 2009 CST’s and Academies – Academy Matters
May 26, 2009 Grade Level Advisories – Advisory Curriculum
June 2, 2009 2008-2009 School Year in Review – Entire Faculty
Note: Faculty Meetings, as well as other unpaid meetings there were not for governance such as School Site Council
and School Leadership Council, were cancelled due to Teacher Union action as of November 4, 2008. Only Period
by Period Faculty Meetings are allowed.
2008 Accreditation Self Study Page 49
Northridge Academy High School Focus on Learning
STUDENT PARTICIPATION IN CO-CURRICULAR ACTIVITIES AND EXTRA
ACTIVITIES
Since we opened in 2004, students have continued to initiate clubs by finding a sponsor and at
least twenty other students showing an interest. As a result, we have a rich variety of clubs and
activities that support student interests. We also have clubs that support our academies, grade
level classes, and sports teams. In addition to our Leadership class, we have student leaders who
meet regularly as Link Crew and Peer Mediators (HEART). Peer counselors are also trained to
work with our students. Most clubs meet during lunch on a regular basis, while Leadership
meets during “0” period. Link Crew often meets before school or during Advisory, and HEART
meets a few times a month during a period for follow-up training.
CLUB/ACTIVITY NAME SPONSOR(S) ROOM DAY # OF
STUDENTS
Academic Decathlon Ms. Gordon 217 Per. 6 15
Arts, Media & Communication (AMC) Academy Ms. Culp 221 Th 10+
Club
Anime Commission Mr. Speer 421 T/W/Th 20
Asian Club Ms. Williams 321 Fri 15
Baseball Club Mr. Gillett 209 Wed 16
Black Student Union (BSU) Ms. Shufelt 313 Fri 18
California Scholarship Federation (CSF) Ms. Gordon / 217 Th 25
Dr. Scott
Careers in Education (CE) Academy Club Ms. Helfing 226 Mon 10
Cheerleading Ms. Nuguid Fitness Varied 20
Center M/W/Th
Class of 2009 Ms. Rodriguez / Ms. 218 Wed 10+
Figueroa
Class of 2010 Dr. Scott / Mr. Arias 420 Wed 28
Class of 2011 Ms. Shufelt 313 Wed 20
Class of 2012 Ms. Burk / 229 Wed 12
Mr. Gross
College Peer Counselors Ms. Weinper 138 Per 1-6 12
Creative Artists, Animators, and Designers Ms. Shufelt 313 Mon 9
(CAD)
Dance Club Ms. Cantwell 425 Th
Drama Club Ms. Eller / 309 Tues 30
Ms. Gordon
Environmental Awareness Club Dr. Scott 420 Tues 12
Game Club Ms. Burkhart 318 Fri 5
Gay Straight Alliance (GSA) Club Ms. Mortensen 322 Fri 12
Halo Halo Club Ms. Nuguid / 319 Fri 50
Ms. Knell
Health & Human Development (HHD) Academy Ms. Mitchell 227 Mon 20
Club
Human Efforts Aimed at Relating Together Ms. Ortega / Varied Tues 26
(HEART) Ms. Nuguid Per 1-6
Hiking Club Ms. Galvez 423 Wed 10
Improv Club Mr. Wegner 216 Wed 13
Journalism Ms. Culp 221 Per 5 6
Leadership Mr. Haywood 427 Daily 43
Link Crew Ms. Ortega / Varied Per 0 65
Ms. Nuguid Adv
2008 Accreditation Self Study Page 50
Northridge Academy High School Focus on Learning
MADDEN Club Mr. Thomas 215 Tues 31
Mathletes Club Ms. Burkhart 318 Mon 5
Mr. Gross’ Lunch Club Mr. Gross 219 M-F 8
Muslim Student Association Ms. Nelson 223 Mon 15
Paw Print Club Ms. Culp 221 Th 36
Peer Counselors Counselors CO Per 1-6 7
Robotics Club Dr. Scott 420 Fri 10
Running Club Ms. Burk 229 Tues 38
Sabor Latino Club Ms. Rodriguez / 218 Tues 12
Ms. Figueroa
Soccer Club Ms. Simmers 225 / Wed 30
Gym
Students Run for LA (SRLA) Club Ms. Knell 319 Mon 25+
Teen Nutrition Team (TNT) Club Ms. Burk 225 Fri 15+
Telecommunications (Puma News) Mr. Thomas 215 Per 5 33
Video Game Mania Club Mr. Atmore 327 Fri 18
Xample Christian Club Mr. Atmore 327 Wed 12
Yearbook Ms. Culp 221 Per 5 29
Athletic Teams and Participation
When we opened in September 2004, we did not have a gym, and therefore, were unable to
support Athletic Teams in our first year. Initially, we were told that our athletic teams could
utilize the CSUN campus, but in October 2005, we were informed that we could only use the
CSUN campus for PE classes, not athletics. Initially our teams were coached by school staff, but
presently, most of our coaches are walk-on coaches which results in most of our teams practicing
after school.
During the 2008-2009 year, we have, or will have, the following sports teams: Boy’s:
Frosh/Soph Basketball, JV/Varsity Basketball, JV/Varsity Soccer, JV/Varsity Volleyball,
JV/Varsity Baseball, Varsity Cross Country, and Varsity Golf, and Girl’s: JV/Varsity Basketball,
JV/Varsity Soccer, JV/Varsity Volleyball, JV/Varsity Softball, Varsity Cross Country, and
Varsity Golf. Practices that take place within our gym are usually scheduled at 3:30-5:30 p.m.
and 5:30-7:30 p.m. The remaining teams have to find transportation to a local park or other
school site to conduct practices since our campus does not have the necessary athletic facilities.
Athletic Teams and Participation 2005-2009
Year # of Teams Participation
Male Female Total Male Female Total
2005-2006 9 8 17 154 116 270
2006-2007 7 7 14 78 78 156
2007-2008 9 5 14 123 76 199
2008 Accreditation Self Study Page 51
Northridge Academy High School Focus on Learning
Athletic City and League Championships 2006-2008
Year League Championships City Championships
2006 Boys Basketball Girls Cross Country
Girls Cross Country
Girls Volleyball
2007 Boys Basketball Girls Cross Country
Girls Cross Country Boys Volleyball
Girls Volleyball
2008 Boys Soccer Boys Cross Country
Girls Soccer Girls Cross Country
Boys Volleyball Boys Volleyball
Girls Volleyball
Athletic Teams and Participation 2007-08
Male Sports Teams # Participating Female Sports Teams # Participating
FALL SPORTS FALL SPORTS
Frosh Basketball 9 Varsity Cross Country 17
Soph Basketball 11 Varsity Volleyball 8
Varsity Cross Country 17
WINTER SPORTS WINTER SPORTS
Varsity Basketball 10 JV Basketball 13
Varsity Soccer 28 Varsity Soccer 18
SPRING SPORTS SPRING SPORTS
Varsity Baseball 17 Varsity Softball 20
Varsity Golf 3
JV Volleyball 8
Varsity Volleyball 20
2008 Accreditation Self Study Page 52
Northridge Academy High School Focus on Learning
DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT
Expenditures Per Pupil
Per pupil expenditure is determined by the Average Daily Attendance (ADA) as calculated by
the State. Based on the most current data available in 2006-2007, the District allocated $6,912
per pupil at Northridge Academy High School.
Expenditures per Pupil
Total Restricted Source Unrestricted Source
**$6,912 $2,218 $4,694
*$7,553 $2,745 $4,808
* Fiscal Year 2005-06
** Fiscal Year 2006-2007
Funding Sources
Northridge Academy High School’s facilities, employees, programs, and services are funded by
several sources: general funds, categorical funds, and a grant. Currently, CSUN has provided
one period of Math taught by a CSUN Education Professor through a CSUN grant. This year,
for the first time, we received a $10,000 School Beautification Grant in order to provide
resources for murals on our outside walls.
SOURCE OF FUNDING 2008-2009 GENERAL (G) / AMOUNT
CATEGORICAL
(C)/ GRANT (G)
AB825 10th Grade Counseling C $5,004
Bilingual (Title III = $1,320) C $41,945
CAHSEE Intensive Instruction (11th-12th Grade) C $13,500
Closing the Achievement Gap G $12,808
Discretionary Resources C $5,610
Donations G $3,426
Extended Learning Program - ELP (10th Grade CAHSEE Review) G $3,979
Gifted Program C $6,244
Instructional Materials Account (IMA) G $28,888
Microsoft Settlement Funds G $21,790.60
Modified Consent Decree (Special Ed) C $10,988
PHBAO (Predominantly Hispanic/Black/Asian/Other) Class Size C $298,440
Reductions
Physical Education Grant G $3,884
School and Library Improvement (SLIP) Block Grant C $18,499
School Determined Needs – General Program G $19,993
Special Day Class IMA C $850
Title I C $172,579
Visual/Performing Arts Grant G $6,384
TOTAL $653,021
2008 Accreditation Self Study Page 53
Northridge Academy High School Focus on Learning
STUDENT PERFORMANCE DATA
ACADEMIC PERFORMANCE INDEX
Past API Performance
During the first two years, we were in transition in terms of student growth and population.
Because of our high student participation rate in all formal assessments used to calculate API and
in our extremely low dropout rate, we were forewarned that we would see a “J-curve” with
scores dropping for a couple of years, and then, hopefully climbing again as we made
adjustments to our curriculum and instruction to address the retention of at-risk students who
typically drop out in the 10th and 11th grades at other urban high schools. The increase in our
2007-08 numbers indicates our success in reaching greater stability resulting in increased student
achievement.
2004-05
API Met 2004-05 Growth API Target
2004-05 Comparable Both
Number of 2005 2004 Growth 2004-05 Met Growth Improvement Schoolwide
Students Growth Base Target Growth Target (CI) and CI
511 742 B* B* B*
"B"means the school did not have a valid 2004 API Base and will not have any Growth or target information.
2005-06
API Met 2005-06 Growth API Target
2005-06 Comparable Both
Number of 2006 2005 Growth 2005-06 Met Growth Improvement Schoolwide
Students Growth Base Target Growth Target (CI) and CI
761 705 742 3 -37 No No No
2006-07
API Met 2006-07 Growth API Target
2006-07 Comparable Both
Number of 2007 2006 Growth 2006-07 Improvement Schoolwide
Students Growth Base Target Growth Schoolwide (CI) and CI
767 680 692 5 -12 No No No
Current API Growth Report 2007-08
API Met 2006-07 Growth API Target
2007-08 Comparable Both
Number of 2008 2007 Growth 2007-08 Improvement Schoolwide
Students Growth Base Target Growth Schoolwide (CI) and CI
700 711 680 6 31 Yes Yes Yes
2008 Accreditation Self Study Page 54
Northridge Academy High School Focus on Learning
Comparisons with District and State
Though our API dropped from 2006 to 2007, we more than doubled the State in our 2007-2008
gains and outperformed LAUSD (see “LEA” bars, or “Local Educational Agency”) as well
during this same time period.
Current API Growth Report, Subgroups 2007-08:
In 2007-2008, we have exceeded growth targets in the three subgroups of Hispanic or Latino,
White (not of Hispanic origin), and Socioeconomically Disadvantaged. Other subgroups such
as African American, Asian, English Learners, and Students with Disabilities are too small to be
numerically significant for API. We failed to reach growth targets with three of these subgroups
during the preceding year: 2006-2007.
Numerically Subgroup API Met
Number Significant 2007-08 Subgroup
of in Both 2008 2007 Growth 2006-07 Growth
Subgroups Students Years Growth Base Target Growth Target
African American 45 No
American Indian or
Alaska Native 1 No
Asian 37 No
Filipino 52 No
Hispanic or Latino 425 Yes 688 647 8 41 Yes
Pacific Islander 2 No
White (not of
Hispanic origin) 136 Yes 746 719 5 27 Yes
Socioeconomically
Disadvantaged 456 Yes 690 658 7 32 Yes
English Learners
(includes RFEP’s) 273 No
Students with
Disabilities 98 No 520
2008 Accreditation Self Study Page 55
Northridge Academy High School Focus on Learning
API Growth Report, Subgroups 2006-07
Numerically Subgroup API Met
Number Significant 2006-07 Subgroup
of in Both 2007 2006 Growth 2006-07 Growth
Subgroups Students Years Growth Base Target Growth Target
African American 50 No
American Indian or
Alaska Native 3 No
Asian 40 No
Filipino 64 No
Hispanic or Latino 433 Yes 647 652 7 -5 No
Pacific Islander 3 No
White (not of Hispanic
origin) 173 Yes 719 718 5 1 No
Socioeconomically
Disadvantaged 424 Yes 658 653 7 5 No
English Learners 297 No 605
Students with
Disabilities 114 Yes 518 499 15 19 Yes
API SCORES AND GROWTH AT NAHS 2005/2006
The following six tables graphically demonstrate our growth process as a school. We had a
significant drop in API scores from 2005-2006. Possible factors contributing to this drop might
include staffing changes, demographic changes, and the rigors of opening a new school within a
large school district. It is possible that a “J-curve” growth pattern exists for new schools as
stakeholders encounter frustrations and unexpected challenges but learn from them and show
subsequent gains. Our 2006-2007 scores show how we had begun to close the gap between our
scores and those of both the District and the State. The 2007-2008 scores show that we had a 31-
point gain in our API scores, meeting all subgroup growth targets and significantly exceeding
our API growth target of 6 points.
2008 Accreditation Self Study Page 56
Northridge Academy High School Focus on Learning
API SCORES AND GROWTH AT NAHS 2006/2007
API SCORES AND GROWTH NAHS 2007/2008
School Ranking
The statewide school ranking compares our school to similar schools in the entire state. The
ranking is determined by ten categories called deciles. Schools can receive a ranking of 1-10, a
“10” indicating that a school’s API fell within the top 10% of all schools in the state. Since
2004-05, our ranking has dropped by four deciles. In addition to statewide ranks, schools are
ranked compared to 100 other schools with similar demographic characteristics. Based on our
2007-2008 API, our current similar schools ranking is a 4.
Statewide Similar
Year Rank Schools Rank
2007-08 4 4
2006-07 5 7
2005-06 8 9
2004-05 * *
*No Data Available.
2008 Accreditation Self Study Page 57
Northridge Academy High School Focus on Learning
CALIFORNIA STANDARDS TESTS
The percentage of NAHS students who are not meeting standards is significant. Except in
English 11 and Chemistry, the percentage of students meeting standards in 2007-2008 increased
compared to 2006-2007. In English, our percentages of students meeting standards in the 9th and
11th grades are slightly better than State averages, but our numbers fall behind the State in the
10th grade. We lag behind the State in all math subjects with the exception of Algebra 2. In
World History and US History, the percentages of students who are not proficient exceed the
State. While more of our students demonstrate proficiency in Life Science, Biology, and Earth
Science, we fall behind the State in Chemistry and Integrated Science 1.
CST 2007-08, Northridge Academy SH
# Students % Below % Far % Not Meeting
Exam Tested % Adv % Pro % Basic Basic Below Basic Standards
ELA (GR 9) 252 19% 33% 35% 11% 2% 48%
ELA (GR 10) 221 15% 23% 41% 14% 7% 62%
ELA (GR 11) 232 12% 27% 32% 20% 9% 61%
GEN. MATH 36 0% 3% 22% 67% 8% 97%
ALGEBRA 1 228 1% 9% 29% 45% 16% 90%
GEOMETRY 246 2% 7% 23% 46% 22% 91%
ALGEBRA 2 122 1% 21% 27% 28% 23% 78%
HS MATH 51 4% 27% 35% 31% 2% 68%
WORLD HISTORY 225 4% 22% 34% 17% 23% 74%
US HISTORY 229 5% 22% 36% 19% 17% 72%
LIFE SCIENCE 220 22% 22% 37% 13% 5% 55%
BIOLOGY 295 17% 28% 38% 10% 7% 55%
CHEMISTRY 139 2% 7% 46% 24% 20% 90%
EARTH SCIENCE 51 14% 29% 39% 10% 8% 57%
INT. SCIENCE 1 181 0% 8% 51% 27% 14% 92%
CST 2007-08, State of California
# Students % % Below % Far % Not Meeting
Exam Tested % Adv % Pro Basic Basic Below Basic Standards
ELA (GR 9) 506,746 23% 26% 27% 17% 8% 52%
ELA (GR 10) 478,575 19% 22% 28% 18% 13% 59%
ELA (GR 11) 446,153 16% 21% 26% 19% 18% 63%
GEN. MATH 78,158 2% 16% 27% 34% 21% 82%
ALGEBRA 1 474,083 1% 12% 26% 41% 19% 86%
GEOMETRY 365,924 1% 10% 24% 43% 21% 88%
ALGEBRA 2 238,843 1% 7% 23% 46% 23% 92%
HS MATH 116,040 16% 31% 27% 21% 5% 53%
INT MATH 1 8814 1% 8% 23% 45% 23% 91%
INT MATH 2 4,231 1% 8% 23% 45% 23% 91%
WORLD HISTORY 496,099 13% 20% 26% 15% 26% 67%
US HISTORY 434,460 16% 22% 26% 17% 19% 62%
LIFE SCIENCE 465,406 18% 22% 27% 17% 16% 60%
BIOLOGY 525,053 16% 26% 33% 13% 13% 59%
CHEMISTRY 232,439 12% 20% 38% 13% 17% 68%
EARTH SCIENCE 224,532 8% 21% 37% 16% 18% 71%
INT. SCIENCE 1 75,998 2% 9% 37% 22% 30% 89%
2008 Accreditation Self Study Page 58
Northridge Academy High School Focus on Learning
CST 2006-07, Northridge Academy SH
# Students % % Below % Far Below % Not Meeting
Exam Tested Adv % Pro % Basic Basic Basic Standards
ELA (GR 9) 250 16% 29% 32% 19% 4% 55%
ELA (GR 10) 291 10% 24% 35% 20% 11% 66%
ELA (GR 11) 226 16% 24% 33% 19% 8% 60%
GEN. MATH 46 0% 0% 43% 46% 11% 100%
ALGEBRA I 273 0% 8% 27% 49% 15% 91%
GEOMETRY 241 1% 8% 21% 43% 27% 91%
ALGEBRA II 143 3% 8% 30% 38% 20% 88%
HS MATH 40 3% 18% 33% 43% 5% 81%
WORLD HISTORY 297 3% 12% 36% 22% 27% 85%
US HISTORY 222 5% 22% 32% 26% 16% 74%
LIFE SCIENCE 290 9% 24% 32% 19% 16% 67%
BIOLOGY 300 10% 23% 42% 18% 7% 67%
CHEMISTRY 184 0% 12% 49% 21% 18% 88%
EARTH SCIENCE 40 10% 15% 50% 18% 8% 76%
CST 2006-07, State
% Not
# Students % % Below % Far Below Meeting
Exam Counted Adv % Pro % Basic Basic Basic Standards
ELA (GR 9) 506,050 22% 25% 26% 17% 9% 52%
ELA (GR 10) 479,826 16% 21% 29% 20% 14% 63%
ELA (GR 11) 438,530 17% 20% 24% 18% 21% 63%
GEN. MATH 87,160 1% 12% 32% 33% 22% 86%
ALGEBRA I 481,556 1% 12% 26% 40% 21% 87%
GEOMETRY 370,307 7% 17% 25% 35% 15% 89%
ALGEBRA II 230,965 7% 20% 28% 28% 18% 73%
HS MATH 108,808 17% 30% 24% 23% 6% 53%
INT MATH II 7,023 1% 8% 21% 41% 29% 91%
INT MATH II 3,632 5% 16% 29% 35% 15% 79%
WORLD HISTORY 503,928 11% 18% 29% 19% 24% 72%
US HISTORY 429,174 13% 22% 28% 21% 16% 65%
LIFE SCIENCE 466,335 13% 22% 28% 19% 18% 65%
BIOLOGY 506,771 13% 24% 35% 16% 12% 63%
CHEMISTRY 227,746 10% 21% 41% 14% 14% 69%
EARTH SCIENCE 206,996 6% 20% 38% 19% 17% 74%
2008 Accreditation Self Study Page 59
Northridge Academy High School Focus on Learning
California Standards Test: English Language Arts
Our proficiency results on the CST require that data be examined from two distinct perspectives:
1. Examining the progress of single groups of students – e.g. 2004/2005 9th grade through to 12th
grade in 2007/2008.
9th grade 2004/05>11th grade 2006/07 increase in number meeting proficiency of 2%
9th grade 2005/06>11th grade 2007/08 increase in number meeting proficiency of 1%
9th grade 2006/07>10th grade 2007/08 increase in number meeting proficiency of 7%
2. Examining the progress of the school in meeting proficiency as defined by the state over the
time period from 2004/2005 -2008/2009.
9th grade decrease in number meeting proficiency of 10% over 4 years.
10th grade decrease in number meeting proficiency of 10% over 4 years.
11th grade decrease in number meeting proficiency of 15% over 3 years.
In comparing both examinations, it appears that although the ability of our students to meet
proficiency standards increases as they progress from grade to grade, their ability to demonstrate
proficiency is steadily decreasing as state benchmarks are raised.
CST 2003-08, ELA, Northridge Academy SH
# Students % % Below % Far % Not Mtg
EXAM YR Counted Adv % Pro % Basic Basic Below Basic Standards
2004-05 342 17% 24% 33% 19% 6% 58%
2005-06 357 13% 28% 32% 17% 10% 59%
ELA (GR 9)
2006-07 250 16% 29% 32% 19% 4% 55%
2007-08 252 19% 33% 35% 11% 2% 48%
2004-05 170 11% 38% 37% 10% 5% 52%
2005-06 271 13% 23% 34% 15% 16% 64%
ELA (GR 10)
2006-07 290 10% 24% 35% 20% 11% 66%
2007-08 221 15% 23% 41% 15% 7% 62%
2004-05
2005-06 135 19% 34% 27% 15% 4% 47%
ELA (GR 11)
2006-07 226 16% 24% 33% 19% 8% 60%
2007-08 231 12% 27% 33% 20% 9% 62%
2008 Accreditation Self Study Page 60
Northridge Academy High School Focus on Learning
The bar graphs below will show that while significant numbers of students fall below proficiency
levels, many of those students are achieving at “Basic” levels and can reach proficiency with
appropriate support and intervention
100%
17% 13% 16% 19%
80%
28%
24% 29%
33%
60%
33% 32%
40% 32%
35%
20% 17%
19% 19%
10% 11%
6% 4% 2%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
ELA (GR 9)
% Far Below Basic % Below Basic % Basic % Pro % Adv
100%
11% 13% 10% 15%
80% 24%
23% 23%
38%
60%
34% 35%
40% 41%
37%
15% 20%
20%
15%
10%
16% 11%
5% 7%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
ELA (GR 10)
% Far Below Basic % Below Basic % Basic % Pro % Adv
100%
12%
19% 16%
80%
27%
24%
34%
60%
33% 33%
40%
27%
20% 20%
19%
15%
8% 9%
4%
0%
2004-05 2005-06 2006-07 2007-08
ELA (GR 11)
%Far Below Basic %Below Basic %Basic %Pro %Adv
2008 Accreditation Self Study Page 61
Northridge Academy High School Focus on Learning
California Standards Test: Mathematics
Meeting Algebra I standards continues to be a dilemma facing schools nationwide. Our scores,
although low, are slightly higher than surrounding high schools with similar demographics. We
believe the scores are higher due to the use of College Preparatory Math (CPM), a conceptual,
problem-solving curriculum, which was found by the US Department of Education to be an
exemplary curriculum. Though we still fall behind state-wide and district-wide test results in
Algebra 1, we have observed gains in Algebra 2 among students who have successfully
completed the CPM curriculum. Because of this trend, we are implementing the same
curriculum for Trigonometry and Math Analysis for 2008-09.
CST 2003-08, Math, Northridge Academy SH
# Students % Below % Far Below % Not Meeting
EXAM YR Counted % Adv % Pro % Basic Basic Basic Standards
2004-05 10 0% 0% 0% 40% 60% 100%
2005-06 119 0% 13% 25% 45% 17% 87%
GEN MATH
2006-07 46 0% 0% 44% 46% 11% 100%
2007-08 36 0% 3% 22% 67% 8% 97%
2004-05 338 0% 11% 34% 42% 12% 89%
2005-06 271 0% 9% 32% 44% 15% 90%
ALGEBRA I
2006-07 273 0% 8% 27% 50% 15% 92%
2007-08 228 1% 9% 29% 45% 16% 90%
2004-05 110 1% 11% 35% 44% 10% 88%
2005-06 245 1% 10% 27% 42% 20% 89%
GEOMETRY
2006-07 240 1% 8% 21% 43% 27% 91%
2007-08 246 2% 7% 23% 46% 22% 91%
2004-05 39 3% 21% 33% 28% 15% 77%
2005-06 84 1% 11% 36% 32% 20% 88%
ALGEBRA II
2006-07 143 4% 8% 30% 38% 20% 88%
2007-08 122 1% 21% 27% 28% 23% 78%
2004-05 7 0% 29% 57% 14% 0% 71%
2005-06 37 5% 24% 30% 41% 0% 70%
HS MATH
2006-07 40 3% 18% 33% 43% 5% 80%
2007-08 51 4% 28% 35% 31% 2% 69%
2008 Accreditation Self Study Page 62
Northridge Academy High School Focus on Learning
The bar graphs below might suggest a “learning curve” across three years of math instruction at
NAHS. As we address the state-wide challenge of increasing proficiency levels in Algebra and
Geometry classes, we are seeing increased proficiency – along with increased enrollment
numbers – in third and fourth year math classes.
0% 0% 0% 0%
100% 0% 0% 3%
13%
22%
80% 40% 44%
25%
60%
40% 45% 67%
60% 46%
20%
17% 11% 8%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
GEN MATH
% Far Below Basic % Below Basic % Basic % Pro % Adv
0% 0% 0% 1%
100%
11% 9% 8% 9%
80% 27%
32% 29%
34%
60%
40% 50% 45%
44%
42%
20%
15% 15% 16%
12%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
ALGEBRA I
% Far Below Basic % Below Basic % Basic % Pro % Adv
1% 1% 1% 2%
100%
11% 10% 8% 7%
80% 21% 23%
27%
35%
60%
43%
46%
40% 42%
44%
20%
27% 22%
20%
10%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
GEOMETRY
% Far Below Basic % Below Basic % Basic % Pro % Adv
2008 Accreditation Self Study Page 63
Northridge Academy High School Focus on Learning
3% 1% 4% 1%
100%
11% 8%
21% 21%
80%
30%
36%
27%
60% 33%
40% 38%
32% 28%
28%
20%
23%
15% 20% 20%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
ALGEBRA II
% Far Below Basic % Below Basic % Basic % Pro % Adv
0% 5% 3% 4%
100%
29% 18%
80% 24% 28%
33%
60%
30%
35%
40% 57%
43%
20% 41% 31%
14%
0% 0% 0% 5% 2%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
HS MATH
% Far Below Basic % Below Basic % Basic % Pro % Adv
2008 Accreditation Self Study Page 64
Northridge Academy High School Focus on Learning
California Standards Test: Science
Our Integrated Coordinated Science 1 (ICS) scores are at or above district averages even though
this year our overall percentage of students not meeting standards increased. Earth Science
scores are also at or above District averages due to an innovative curriculum and an active
partnership with the CSUN Geology Department. There have been several staffing changes in
the Chemistry classes, and we are implementing ten district approved labs beginning this year,
using a new adopted textbook, and aligning curriculum to standards more consistently. Life
Science scores have improved over the years and are above State and District averages. Our
Biology scores are above State and District averages. New standards-based curriculum from
UCLA, State and district adopted textbooks, a lesson study approach to planning, and targeted
intervention has resulted in increased scores. Scores have steadily improved, with more students
moving from “Far Below Basic” and “Below Basic” to “Basic” as they approach proficiency.
Because of staffing and credentialing circumstances, Physics is not offered at NAHS during the
school day but is available to our students through a Pierce Community College class that is
offered at no cost to our students on our campus after school.
CST 2003-08, Science, Northridge Academy SH
% Not
# Students % % Below % Far Below Meeting
EXAM YR Counted Adv % Pro % Basic Basic Basic Standards
2005-06 272 10% 25% 32% 22% 11% 65%
LIFE SCIENCE 2006-07 290 9% 24% 32% 19% 16% 67%
2007-08 220 22% 22% 37% 13% 5% 56%
2004-05 168 4% 20% 45% 26% 5% 76%
2005-06 344 7% 29% 38% 19% 7% 64%
BIOLOGY
2006-07 300 10% 23% 42% 18% 7% 67%
2007-08 295 17% 28% 38% 10% 7% 55%
2004-05
2005-06 120 3% 20% 49% 18% 10% 78%
CHEMISTRY
2006-07 184 0% 12% 50% 21% 18% 88%
2007-08 139 2% 7% 46% 25% 20% 91%
2004-05
2005-06 4 0% 0% 0% 50% 50% 100%
EARTH SCI
2006-07 40 10% 15% 50% 18% 8% 75%
2007-08 51 14% 29% 39% 10% 8% 57%
PHYSICS
Not Offered
2004-05 325 0% 15% 54% 22% 9% 85%
2005-06 277 0% 5% 49% 30% 16% 95%
INT SCI 1
2006-07 216 1% 13% 40% 27% 20% 87%
2007-08 181 0% 8% 51% 27% 14% 92%
2008 Accreditation Self Study Page 65
Northridge Academy High School Focus on Learning
The bar graphs below illustrate the progress we are making in improving proficiency rates in our
science classes. For example, proficiency in Life Science increased by 11% in one year. In
Biology, we increased by 12%. We continue to struggle in Chemistry and ICS with staff
turnovers and a changing curriculum.
100%
10% 9%
22%
80% 25% 24%
22%
60%
32% 32%
40%
37%
22% 19%
20%
13%
11% 16%
0% 5%
2005-06 2006-07 2007-08
LIFE SCIENCE
% Far Below Basic % Below Basic % Basic % Pro % Adv
100% 4%
7% 10%
17%
20%
80% 29% 23%
28%
60%
45%
38% 42%
40%
38%
20% 26% 19% 18%
10%
7% 7% 7%
0% 5%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
BIOLOGY
% Far Below Basic % Below Basic % Basic % Pro % Adv
3% 0% 2%
100%
12% 7%
20%
80%
46%
50%
60%
49%
40%
25%
21%
20% 18%
18% 20%
10%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
CHEMISTRY
% Far Below Basic % Below Basic % Basic % Pro % Adv
2008 Accreditation Self Study Page 66
Northridge Academy High School Focus on Learning
California Standards Test: History
The Social Studies department continues to focus on achieving greater results on standardized
tests. Our scores remain below the state average. Our implementation of standards-based
instruction and backwards planning, we hope, will continue to help us fulfill state-wide and
district-wide expectations. State and district data indicates that the instructional support programs
we are using are not sufficient to support the learning needs of our students. The need for a more
consistent CST-based curriculum is especially true for our EL students taking United States and
World History classes. The 10th Grade World History Model Lesson Plans put forth by LAUSD
this year, have now been implemented. With the added use of the 10th grade (and next year's
11th grade) Periodic Assessments, teacher's ability to gauge student success on formative
assessments will improve. Furthermore, through our collaboration with the English department
and as students begin to draw thematic connections between content areas, we expect our scores
will make marked improvements in preparation for the CST examinations in May.
CST 2003-08, Social Science, Northridge Academy SH
# % % Far % Not
Students % % % Below Below Meeting
EXAM YR Counted Adv Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 170 5% 28% 44% 14% 8% 66%
WORLD HISTORY
2005-06 271 6% 18% 27% 22% 27% 76%
2006-07 294 3% 12% 36% 22% 27% 85%
2007-08 219 4% 22% 34% 17% 23% 74%
2002-03
2003-04
2004-05
US HISTORY
2005-06 135 13% 38% 30% 11% 9% 50%
2006-07 222 5% 22% 32% 26% 16% 73%
2007-08 229 5% 22% 36% 19% 18% 73%
2008 Accreditation Self Study Page 67
Northridge Academy High School Focus on Learning
The following bar graphs illustrate fluctuation that our Social Studies department has
experienced since 2004. Factors affecting the department include: Complete re-staffing within
our first two years. The 2007-08 numbers, represent the established baseline from which the
department must build the capacity to support the ability of our students to demonstrate
proficiency on standards based assessments.
100% 3%
5% 6% 4%
12%
18% 22%
80% 28%
36%
27%
60%
34%
44%
40% 22%
22%
17%
20%
14% 27% 27%
23%
8%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
WORLD HISTORY
% Far Below Basic % Below Basic % Basic % Pro % Adv
100%
5% 5%
13%
22% 22%
80%
38%
60%
32%
36%
40%
30%
26%
19%
20%
11%
16% 18%
9%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
US HISTORY
% Far Below Basic % Below Basic % Basic % Pro % Adv
2008 Accreditation Self Study Page 68
Northridge Academy High School Focus on Learning
CST Results by Subgroup
CST from 2002-03 to 2007-08, Subgroup: Hispanic
The students in our Hispanic/Latino subgroup are consistently demonstrating approximately 30%
proficiency in English across three years. Science proficiency has increased due to intentional
use of scaffolding and other SDAIE methods. History fluctuated between 20% and 30%,
remaining consistent over the last two years. Proficiency rates in math remain consistent and
are recognized as an area of growth.
% % Far % Not
# Students % % Below Below Meeting
EXAM Yr Counted Adv % Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 248 9% 21% 41% 20% 10% 70%
ELA
2005-06 414 10% 23% 36% 18% 13% 68%
2006-07 433 9% 22% 34% 25% 10% 68%
2007-08 428 11% 24% 42% 18% 6% 65%
2002-03
2003-04
2004-05 246 0% 6% 30% 50% 15% 94%
MATH
2005-06 413 1% 9% 27% 45% 19% 90%
2006-07 419 0% 6% 25% 48% 22% 94%
2007-08 411 1% 9% 26% 46% 19% 91%
2002-03
2003-04
2004-05 243 1% 7% 51% 31% 11% 92%
SCIENCE
2005-06 544 3% 14% 40% 29% 14% 83%
2006-07 590 3% 15% 40% 25% 17% 82%
2007-08 527 7% 18% 45% 19% 12% 76%
2002-03
2003-04
2004-05 73 3% 18% 51% 19% 10% 80%
HISTORY
2005-06 199 7% 20% 26% 22% 26% 73%
2006-07 290 3% 14% 31% 26% 27% 84%
2007-08 255 3% 19% 35% 20% 23% 78%
2008 Accreditation Self Study Page 69
Northridge Academy High School Focus on Learning
CST from 2002-03 to 2007-08, Subgroup: White
The CST results of this subgroup, though slightly higher, parallel other subgroups. For example,
Math continues to show learners’ challenges. Science shows steady gains here too, proficiency
levels increasing by 7% over two years. It appears that in subjects dependent upon language
skills, there is greater success.
% % Far % Not
# Students % % % Below Below Meeting
EXAM Yr Counted Adv Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 142 19% 34% 32% 13% 2% 47%
ELA
2005-06 185 20% 30% 25% 15% 10% 50%
2006-07 172 20% 29% 30% 13% 8% 51%
2007-08 136 24% 32% 26% 13% 5% 43%
2002-03
2003-04
2004-05 140 0% 16% 38% 35% 11% 84%
MATH
2005-06 181 0% 13% 32% 39% 17% 87%
2006-07 167 2% 10% 28% 41% 19% 89%
2007-08 134 1% 15% 29% 42% 13% 84%
2002-03
2003-04
2004-05 136 1% 26% 53% 18% 2% 74%
SCIENCE
2005-06 254 8% 25% 40% 15% 11% 67%
2006-07 224 10% 24% 45% 11% 10% 67%
2007-08 177 23% 23% 34% 14% 7% 54%
2002-03
2003-04
2004-05 51 8% 35% 39% 14% 4% 57%
HISTORY
2005-06 113 9% 29% 27% 16% 20% 62%
2006-07 116 6% 19% 39% 19% 17% 75%
2007-08 95 5% 30% 32% 15% 19% 65%
2008 Accreditation Self Study Page 70
Northridge Academy High School Focus on Learning
CST from 2002-03 to 2007-08, Subgroup: Socio-economically Disadvantaged
There is a significant overlap between the students represented in this subgroup and those in the
Hispanic/Latino subgroup. Therefore, the achievement numbers are strikingly similar.
% % Far % Not
# Students % % % Below Below Meeting
EXAM Yr Counted Adv Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 263 10% 24% 38% 19% 9% 66%
ELA
2005-06 452 10% 21% 36% 19% 13% 68%
2006-07 423 10% 24% 33% 23% 10% 66%
2007-08 459 12% 26% 39% 17% 7% 63%
2002-03
2003-04
2004-05 259 0% 8% 32% 46% 14% 92%
MATH
2005-06 450 1% 8% 26% 47% 18% 91%
2006-07 415 1% 8% 24% 47% 21% 92%
2007-08 442 1% 9% 26% 44% 20% 90%
2002-03
2003-04
2004-05 255 1% 10% 49% 31% 9% 89%
SCIENCE
2005-06 589 3% 15% 42% 27% 13% 82%
2006-07 579 4% 16% 40% 24% 16% 80%
2007-08 574 8% 18% 44% 18% 12% 74%
2002-03
2003-04
2004-05 83 2% 22% 43% 19% 13% 76%
HISTORY
2005-06 214 6% 21% 27% 23% 24% 74%
2006-07 277 4% 12% 30% 26% 28% 83%
2007-08 279 3% 20% 33% 20% 24% 77%
2008 Accreditation Self Study Page 71
Northridge Academy High School Focus on Learning
CST from 2002-03 to 2007-08, Subgroup: Special Education
Though their proficiency levels are lower than the other subgroups, students in the Special
Education subgroup show modest gains across the years as well. Students scoring at the “Far
Below Basic” range has dramatically decreased in two years from 39% to 19% . For 2007-2008
the percentage of Special Education students demonstrating proficiency in content areas are low:
ELA 8%, MATH 5%, Science 3%, and History 12%. These numbers indicate that our current
instructional practice is not adequately meeting the needs of this subgroup.
% % Far % Not
# Students % % Below Below Meeting
EXAM Yr Counted Adv % Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 59 3% 5% 31% 32% 29% 92%
ELA
2005-06 106 3% 11% 23% 25% 39% 86%
2006-07 113 2% 12% 20% 39% 27% 86%
2007-08 100 4% 11% 28% 38% 19% 85%
2002-03
2003-04
2004-05 56 0% 5% 13% 46% 36% 95%
MATH
2005-06 102 1% 4% 18% 43% 34% 95%
2006-07 105 1% 2% 12% 49% 36% 97%
2007-08 91 2% 6% 14% 50% 29% 92%
2002-03
2003-04
2004-05 57 0% 4% 35% 32% 30% 97%
SCIENCE
2005-06 136 2% 12% 29% 36% 21% 87%
2006-07 147 4% 7% 29% 33% 27% 89%
2007-08 110 6% 12% 44% 25% 15% 83%
2002-03
2003-04
2004-05 17 6% 6% 41% 18% 29% 88%
HISTORY
2005-06 51 0% 16% 18% 20% 47% 84%
2006-07 70 1% 6% 24% 34% 34% 93%
2007-08 72 3% 8% 29% 19% 40% 89%
2008 Accreditation Self Study Page 72
Northridge Academy High School Focus on Learning
CST from 2002-03 to 2007-08, Subgroup: EL Students
With proficiency levels lower than other subgroups, EL students’ ability to demonstrate
proficiency on CST’s is our greatest need group, in all content areas. For 2007-2008 the
percentages of EL students demonstrating proficiency in content areas are extremely low: ELA
3%, MATH 1%, Science 5%, History 3%. These numbers indicate that our current instructional
practice is not adequately meeting the needs of this subgroup.
% % Far % Not
# Students % % Below Below Meeting
EXAM Yr Counted Adv % Pro Basic Basic Basic Standards
2002-03
2003-04
2004-05 71 1 1 31 35 31 97%
ELA
2005-06 103 0 4 26 39 31 96%
2006-07 85 0 0 20 52 28 100%
2007-08 71 0 3 41 39 17 97%
2002-03
2003-04
2004-05 70 0 1 20 51 27 99%
MATH
2005-06 102 0 2 19 47 32 98%
2006-07 83 0 0 6 60 34 100%
2007-08 67 0 2 15 45 39 99%
2002-03
2003-04
2004-05 66 0 2 32 46 21 99%
SCIENCE
2005-06 128 0 2 32 37 30 98%
2006-07 113 0 4 21 36 38 96%
2007-08 91 0 6 36 33 25 95%
2002-03
2003-04
2004-05 18 6 6 28 28 33 89%
HISTORY
2005-06 42 0 5 14 29 52 95%
2006-07 54 0 0 19 28 54 100%
2007-08 35 0 3 20 31 46 97%
2008 Accreditation Self Study Page 73
Northridge Academy High School Focus on Learning
CALIFORNIA HIGH SCHOOL EXIT EXAM
In 2007-2008 our overall percentage of students passing the California High School Exit Exam
(CAHSEE) in Math increased by 4% and in English increased by 7%. Significant increases in
the passing rate were in Special Education (Math–15% and ELA-23%), English Learners (Math-
4% and ELA-14%), and Socio-Economically Disadvantaged (Math-6% and ELA-10%) students.
We continue to provide CAHSEE review though our Saturday classes, CAHSEE Boot Camp,
Special Education Learning Centers, Advisory, and in English and Math classes.
Redesignated
English Fluent-English
Special Learner Proficient Socio- Not socio-
All Education (EL) (RFEP) economically economically
Year Subject Students Students Students Students Disadvantaged Disadvantaged
# Tested 212 28 25 80 137 46
Math 163
2007- Passing (77%) 11 (39%) 7 (28%) 68 (85%) 101 (74%) 40 (87%)
08
# Tested 209 28 24 79 135 46
ELA 183
Passing (88%) 18 (64%) 12 (50%) 73 (92%) 116 (86%) 41 (89%)
# Tested 292 45 41 108 209 60
Math 214
2006- Passing (73%) 11 (24%) 10 (24%) 95 (88%) 142 (68%) 51 (85%)
07
# Tested 293 46 42 109 209 60
ELA 237
Passing (81%) 19 (41%) 15 (36%) 99 (91%) 159 (76%) 57 (95%)
# Tested 272 35 33 87 148 75
Math 211
2005- Passing (78%) 14 (40%) 14 (42%) 72 (83%) 106 (72%) 64 (85%)
06
# Tested 261 29 27 86 137 76
ELA 227
Passing (87%) 14 (48%) 16 (59%) 77 (90%) 116 (85%) 69 (91%)
Sub-test Scores for 10th, 11th, and 12th, 2007-08
Our CAHSEE sub-test scores for all grade levels indicate that our strongest area in English is in
Word Analysis, while or greatest area of need is in Writing Applications and Writing Strategies.
In math sub-scores our strongest area is in Probability & Statistics, but our greatest area of need
continues to be in Algebra 1. These sub-test scores verify the need for our continued efforts to
provide interventions for students in Algebra 1 and to increase writing in all classes.
Grades 10- 12 CAHSEE Subscores Grades 10 CAHSEE Subscores
Average % Average %
Exam # Tested Correct Exam # Tested Correct
ENGLISH LANGUAGE ARTS 302 70.1 ENGLISH LANGUAGE ARTS 214 76.2
WORD ANALYSIS 302 78.9 WORD ANALYSIS 214 86.4
READING COMPREHENSION 302 70.5 READING COMPREHENSION 214 76
LIT RESPONSE & ANALYSIS 302 72.9 LIT RESPONSE & ANALYSIS 214 79.4
WRITING STRATEGIES 302 61.6 WRITING STRATEGIES 214 68.8
2008 Accreditation Self Study Page 74
Northridge Academy High School Focus on Learning
WRITING CONVENTIONS 302 72.2 WRITING CONVENTIONS 214 78.3
WRITING APPLICATIONS 302 56.1 WRITING APPLICATIONS 214 58.8
MATHEMATICS 345 60.7 MATHEMATICS 215 68.1
PROB & STATS 345 66.1 PROB & STATS 215 73
NUMBER SENSE 345 63.7 NUMBER SENSE 215 71.6
ALGEBRA & FUNCTIONS 345 63.2 ALGEBRA & FUNCTIONS 215 70.5
MEASUREMT & GEOMETRY 345 59.8 MEASUREMT & GEOMETRY 215 67.3
ALGEBRA I 345 47.4 ALGEBRA I 215 55
Grades 11 CAHSEE Subscores Grades 12 CAHSEE Subscores
Average % Average %
Exam # Tested Correct Exam # Tested Correct
ENGLISH LANGUAGE ARTS 54 58.5 ENGLISH LANGUAGE ARTS 34 49.6
WORD ANALYSIS 54 64 WORD ANALYSIS 34 55.9
READING COMPREHENSION 54 62 READING COMPREHENSION 34 49.8
LIT RESPONSE & ANALYSIS 54 59.6 LIT RESPONSE & ANALYSIS 34 52.9
WRITING STRATEGIES 54 47.8 WRITING STRATEGIES 34 38.5
WRITING CONVENTIONS 54 60.5 WRITING CONVENTIONS 34 52.2
WRITING APPLICATIONS 54 52.5 WRITING APPLICATIONS 34 44.9
MATHEMATICS 74 49.1 MATHEMATICS 56 47.4
PROBABILITY & STATISTICS 74 55.7 PROBABILITY & STATISTICS 56 53.4
NUMBER SENSE 74 51.2 NUMBER SENSE 56 50
ALGEBRA & FUNCTIONS 74 52.6 ALGEBRA & FUNCTIONS 56 49.3
MEASUREMT & GEOMETRY 74 47.3 MEASUREMT & GEOMETRY 56 47.7
ALGEBRA I 74 35.9 ALGEBRA I 56 33.3
Sub-test Scores for 10th, 11th, and 12th, 2006-07
Grades 10- 12 CAHSEE Subscores Grades 10 CAHSEE Subscores
Average % Average %
Exam # Tested Correct Exam # Tested Correct
ENGLISH LANGUAGE ARTS 340 70.8% ENGLISH LANGUAGE ARTS 292 73.3%
WORD ANALYSIS 340 80.2% WORD ANALYSIS 292 82.2%
READING COMPREHENSION 340 71.2% READING COMPREHENSION 292 74.0%
LIT RESPONSE & ANALYSIS 340 74.9% LIT RESPONSE & ANALYSIS 292 77.3%
WRITING STRATEGIES 340 64.6% WRITING STRATEGIES 292 67.2%
WRITING CONVENTIONS 340 67.7% WRITING CONVENTIONS 292 70.1%
WRITING APPLICATIONS 340 62.1% WRITING APPLICATIONS 292 64.0%
MATHEMATICS 391 62.4% MATHEMATICS 293 66.2%
PROBABILITY & STATISTICS 391 70.1% PROBABILITY & STATISTICS 293 73.2%
2008 Accreditation Self Study Page 75
Northridge Academy High School Focus on Learning
NUMBER SENSE 391 63.2% NUMBER SENSE 293 66.5%
ALGEBRA & FUNCTIONS 391 64.4% ALGEBRA & FUNCTIONS 293 69.2%
MEASUREMT & GEOMETRY 391 59.4% MEASUREMT & GEOMETRY 293 63.0%
ALGEBRA I 391 54.3% ALGEBRA I 293 58.2%
Grades 11 CAHSEE Subscores Grades 12 CAHSEE Subscores
Average % Average %
Exam # Tested Correct Exam # Tested Correct
ENGLISH LANGUAGE ARTS 43 56.7% ENGLISH LANGUAGE ARTS 5 47.2%
WORD ANALYSIS 43 69.1% WORD ANALYSIS 5 57.1%
READING COMPREHENSION 43 54.9% READING COMP 5 45.6%
LIT RESPONSE & ANALYSIS 43 61.3% LIT RESPONSE & AN 5 50.0%
WRITING STRATEGIES 43 50.2% WRITING STRATEGIES 5 38.3%
WRITING CONVENTIONS 43 53.8% WRITING CONVENTIONS 5 48.0%
WRITING APPLICATIONS 43 51.5% WRITING APPLICATIONS 5 47.5%
MATHEMATICS 71 50.5% MATHEMATICS 27 52.7%
PROBABILITY & STATISTICS 71 60.2% PROBABILITY & STATs 27 62.4%
NUMBER SENSE 71 51.4% NUMBER SENSE 27 58.0%
ALGEBRA & FUNCTIONS 71 49.6% ALGEBRA & FUNCTIONS 27 51.3%
MEASUREMT & GEOMETRY 71 47.5% MEASUREMT & GEOM 27 51.9%
ALGEBRA I 71 44.4% ALGEBRA I 27 38.3%
ADEQUATE YEARLY PROGRESS (AYP)
We have met all of our AYP criteria every year with the exception of 2007-2008, where we met
17 out of 18 criteria. In 2007-2008 we met our school-wide criteria and all sub-groups except for
our English Learners. Each year we have met our API criteria.
AYP, 2005-08
2005-
2007-08 2006-07 06
Made AYP No Yes Yes
18 of
Met AYP Criteria 17 of 18 18 of 18 18
ELA Participation Rate Yes Yes Yes
Math Participation Rate Yes Yes Yes
ELA Percent Proficient Yes Yes Yes
Math Percent Proficient No Yes Yes
Academic Performance Index (API) Yes Yes Yes
Graduation Rate Yes Yes Yes
2008 Accreditation Self Study Page 76
Northridge Academy High School Focus on Learning
Participation Rate
We continue to exceed the target participation rate each year. All students, parents, teachers, and
staff are aware of the importance of taking the CST’s. Make-up testing for absentees is an
important part of the process to maintain and increase the participation rate.
English-Language Arts : Target 95% Mathematics: Target 95%
Met All Participation Rate Criteria? Yes Met All Participation Rate Criteria? Yes
Met
Enrollment No. of Met 2007 Enrollment No. of 2007
First Day of Students AYP Alt. First Day of Students AYP Alt.
Groups Testing Tested Rate Criteria Method Testing Tested Rate Criteria Method
Schoolwide
210 209 100 Yes 213 212 100 Yes
African American or Black
(not of Hispanic origin) 13 13 100 -- 13 13 100 --
American Indian or Alaska
Native 0 0 -- -- 0 0 -- --
Asian 11 11 100 -- 11 11 100 --
Filipino 22 21 96 -- 22 21 96 --
Hispanic or Latino 118 118 100 Yes 121 121 100 Yes
Pacific Islander 0 0 -- -- 0 0 -- --
White (not of Hispanic
origin) 46 46 100 -- 46 46 100 --
Socioeconomically
Disadvantaged 135 135 100 Yes 137 137 100 Yes
English Learners 83 83 100 Yes ER 85 85 100 Yes ER
Students with Disabilities 28 28 100 -- 28 28 100 -
2008 Accreditation Self Study Page 77
Northridge Academy High School Focus on Learning
Annual Measurable Objectives (AMO’s) 2008 – Percent Proficient
The AMO’s are the prime indicator of a school’s status relative to inclusion as a Program
Improvement School. In 2006/2007 NAHS students failed to meet Percent Proficient Criteria for
EL students at the Mathematics target of 32.2%. EL students were marked as meeting
proficiency in ELA under “safe harbor”. More importantly, with the projected increase in
proficiency targets for all subgroups for next year it is critical that we closely examine all groups
scoring at or below a +10% level. These target groups are highlighted as indicate areas of critical
need for the next school year.
English-Language Arts : Target 33.4% Mathematics: Target 32.2%
Met All Percent Proficient Rate Criteria?
Met All Percent Proficient Rate Criteria? Yes No
Met
No. at or % at or 2007 No. at or % at or Met 2007
Valid Above Above AYP Alternative Valid Above Above AYP
Groups Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria
Schoolwide 207 113 54.6 Yes 210 99 47.1 Yes
African American or Black
(not of Hispanic origin) 13 8 61.5 -- 13 6 46.2 --
American Indian or Alaska
Native 0 -- -- -- 0 -- -- --
Asian 11 8 72.7 -- 11 9 81.8 --
Filipino 21 13 61.9 -- 21 15 71.4 --
Hispanic or Latino 116 55 47.4 Yes 119 50 42 Yes
Pacific Islander 0 -- -- -- 0 -- -- --
White (not of Hispanic origin) 46 29 63 -- 46 19 41.3 --
Socioeconomically
Disadvantaged 133 66 49.6 Yes 135 57 42.2 Yes
English Learners 81 27 33.3 Yes SH 83 23 27.7 No
Students with Disabilities 27 4 14.8 -- 27 2 7.4 --
Academic Performance Index (API) – Additional Indicator for AYP
2008 Growth 2007-08 Met 2007 API Alternative
2007 Base API API Growth Criteria Method
680 711 31 Yes
2007 API Criteria for meeting federal AYP: A minimum "2007 Growth API" score of 590 OR "2006-07 Growth" of
at least one point.
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
Approximately 35-38% of the students in the past 2 years have tested Advanced or Early
Advanced on the CELDT. Over 60% of our students tested at the Intermediate level. Limited
English Proficient (LEP) students have been clustered in core content subjects. All of our
students are Preparing for Redesignation (PRP). Presently, all but two of our teachers are CLAD
certified. These 2 teachers have obtained emergency CLAD’s.
2008 Accreditation Self Study Page 78
Northridge Academy High School Focus on Learning
CELDT 2007-08
Grades 9 10 11 12 Total Tested
0 0 2 0 2
Advanced
0% 0% 7% 0% 2%
11 8 8 5 32
Early Advanced
33% 31% 29% 45% 33%
16 16 18 2 52
Intermediate
48% 62% 64% 18% 53%
5 2 0 3 10
Early Intermediate
15% 8% 0% 27% 10%
1 0 0 1 2
Beginning
3% 0% 0% 9% 2%
33 26 28 11 98
Number Tested
100% 100% 100% 100% 100%
CELDT 2006-07
Grades 9 10 11 12 Total Tested
0 1 2 1 4
Advanced
0% 2% 11% 10% 4%
7 17 6 5 35
Early Advanced
23% 40% 32% 50% 34%
22 19 7 2 50
Intermediate
71% 44% 37% 20% 49%
2 5 4 2 13
Early Intermediate
6% 12% 21% 20% 13%
0 1 0 0 1
Beginning
0% 2% 0% 0% 1%
31 43 19 10 103
Number Tested
100% 100% 100% 100% 100%
CELDT 2005-06
Grades 9 10 11 12 Total Tested
14 13 7 0 34
Advanced
21% 29% 44% 0% 26%
36 21 7 0 64
Early Advanced
53% 47% 44% 0% 50%
15 9 1 0 25
Intermediate
22% 20% 6% 0% 19%
3 2 1 0 6
Early Intermediate
4% 4% 6% 0% 5%
0 0 0 0 0
Beginning
0% 0% 0% 0% 0%
68 45 16 0 129
Number Tested
100% 100% 100% 0% 100%
2008 Accreditation Self Study Page 79
Northridge Academy High School Focus on Learning
SAT
The percentage of students taking the SAT has decreased, but the verbal, math and writing
average scores have increased. We have a new College Counselor and we assume that our
participation rate will increase. We did not have seniors in 2004-05 or 2005-06.
Grade
12 Number Percent Verbal Math Writing VMW>=1,500 VMW>=1,500
Year Enr. Tested Tested Average Average Average Number Rate
2007-08* 178 105 59.0% 458 447 475
2006-07 101 74 73.27% 435 444 442 19 18.8%
2005-06*
2004-05*
Advanced Placement Tests
Every year we have increased the number of students taking AP exams. Our number of exams
with 3, 4 and 5 has increased. Our teachers continue to attend Advanced Placement Conferences
in order to improve their teaching skills.
Grade # of
Grade 12 11 + 12 Test # of AP Exams Exams Exams Exams Exams
Year Enrolled Enrolled Takers Exams Score 1 Score 2 Score 3 Score 4 Score 5
167 78 50 19 13
2007-08 178 413 * 327 (51.1%) (23.9%) (15.3%) (5.8%) (4.0%)
157 60 35 12 5
2006-07 101 330 156 269 (58.4%) (22.3%) (13.0%) (4.5%) (1.9%)
99 57 28 12 9
2005-06 0 157 121 205 (59.0%) (27.8%) (13.7%) (5.9%) (4.4%)
2004-05*
*No Data Available – No Exams Given Due to the School Opening
CSU Early Assessment Program (EAP)
Passage of the added CSU Early Assessment items on the English and mathematics portions of
the CST demonstrates college readiness and waives the CSU required entrance tests, English
Placement Test (EPT) and Entry-Level Mathematics Exam (ELM). Participation at NAHS has
been strong over the past three years. The percentage of our students ready for college in
English is about four times that of the students ready for college in mathematics. Similar patterns
of lower mathematics scores than English Language Arts scores are seen in the CST and
CAHSEE results. While the percentages of students who are not demonstrating college
readiness are high, it is worth noting that all juniors at NAHS complete the EAP sections of the
CSTS, rather than just selected students or students in selected classes. This school policy of
mandatory participation in the EAP is in alignment with our commitment to provide equity and
access to college preparation opportunities to all students.
2008 Accreditation Self Study Page 80
Northridge Academy High School Focus on Learning
% of Did
# of Did Not Not
Demonstrate Demonstrate
College College
EAP CST Ready Ready for Readiness Readiness
Students Students % of EAP for % of College - % of on This on This
Year Subject Tested Tested Participation College Readiness Conditional Conditional Assessment Assessment
English 229 232 99% 26 11% 201 88%
Algebra
2007- II 75 80 94% 0 0% 11 15% 64 85%
2008 HS
Math 41 45 91% 3 7% 32 78% 6 15%
Math
Total 116 125 93% 3 3% 43 37% 70 60%
English 218 226 96% 30 14% 188 86%
Algebra
2006- II 85 89 96% 2 2% 11 13% 72 85%
2007 HS
Math 37 38 97% 3 8% 29 78% 5 14%
Math
Total 122 127 96% 5 4% 40 33% 77 63%
English 135 135 100% 26 19% 109 81%
Algebra
2005- II 42 44 95% 0 0% 7 17% 35 83%
2006 HS
Math 32 33 97% 3 9% 23 72% 6 19%
Math
Total 74 77 96% 3 4% 30 41% 41 55%
A-G Requirements
The highest percentage of students enrolled in A-G classes receiving a C or better is in Art,
Music, and Theater Arts. The lowest percentage of students enrolled in A-G classes receiving a
C or better is in Math and Science. Overall there are more students with a C or better in the
upper grades. We continue to utilize our Academy and Advisory teachers, along with our
Counselors to meet with students and their parents in order to increase student achievement.
2007-08
BILing- COMP ENV/AGR FOREIGN SOCIAL THEATER
Grade Enrollment ART ESL SCIENCE ENGLISH IED LANG MATH MUSIC SCIENCE SCIENCE ARTS
A-G
Enroll 38 502 17 465 241 500 98 24
9
% Pass C 73.7
& Above % 64.9% 52.9% 65.6% 95.4% 59.2% 53.1% 79.2%
A-G
Enroll 65 467 274 451 52 456 479 16
10
% Pass C 75.4
& Above % 66.4% 76.6% 53.2% 94.2% 58.8% 74.9% 81.3%
A-G
Enroll 118 491 348 438 27 402 578 11
11
% Pass C 86.4
& Above % 76.0% 84.8% 53.4% 92.6% 59.7% 82.2% 90.9%
A-G
Enroll 149 450 86 210 24 143 534 17
12
% Pass C 92.6
& Above % 80.0% 91.9% 66.2% 87.5% 72.7% 83.5% 94.1%
2008 Accreditation Self Study Page 81
Northridge Academy High School Focus on Learning
2006-07
BILIN COMP ENV/AG FOREIGN SOCIAL THEATER
Grade Enrollment ART /ESL SCI ENG ED LAN MATH MUSIC SCIENCE SCIENCE ARTS
A-G
Enroll 5 516 12 466 250 513 75
GRADE
% Pass
9
C&
Above 20.0% 56.2% 66.7% 63.1% 96.4% 54.4% 56.0%
A-G
Enroll 43 632 342 601 31 596 636
GRADE
% Pass
10
C&
Above 67.4% 70.4% 67.0% 55.4% 93.5% 50.7% 65.3%
A-G
Enroll 99 483 301 417 26 428 511
GRADE
% Pass
11
C&
Above 80.8% 89.4% 88.4% 53.0% 92.3% 52.1% 80.8%
A-G
Enroll 133 283 87 152 22 124 336
GRADE
% Pass
12
C&
Above 90.2% 90.1% 92.0% 69.1% 100.0% 72.6% 89.6%
% of Ds and Fs
In general, the percentage of students earning Ds and Fs is highest in math and science, with over
40% of our students earning a D or F grade. In English, in fall and spring 2007-2008, about 28%
of students earned a D or F. We are aware of the challenge of these subject areas for our students
and continue to seek ways to increase their success with this difficult subject matter.
BILING- COMP ENV/AGRI FOREIGN SOCIAL THEATER
Semester Enrollment ART ESL SCIENCE ENG ED LANG MATH MUSIC SCIENCE SCIENCE ARTS
A-G
Enrollment 110 790 319 745 185 781 451
FALL
SEMESTER
% of D 11.8% 7.5% 6.9% 24.7% 3.2% 22.7% 18.6%
2005-2006
% of F 4.5% 18.4% 10.3% 16.2% 1.1% 24.1% 18.8%
A-G
Enrollment 157 767 305 618 171 744 436
SPRING
SEMESTER
% of D 10.8% 8.4% 10.8% 20.3% 1.8% 17.9% 11.9%
2005-2006
% of F 3.8% 15.9% 15.1% 22.4% 2.9% 22.8% 11.0%
A-G
Enrollment 150 967 377 868 167 845 782
FALL
SEMESTER
% of D 12.0% 8.7% 2.7% 20.8% 3.6% 22.5% 18.2%
2006-2007
% of F 4.0% 17.3% 23.3% 19.3% 0.0% 26.5% 11.4%
A-G
Enrollment 130 947 365 768 162 816 776
SPRING
SEMESTER
% of D 16.9% 7.9% 1.1% 20.5% 1.9% 20.5% 11.0%
2006-2007
% of F 3.1% 16.0% 15.6% 21.4% 1.2% 22.7% 9.0%
A-G
Enrollment 191 952 373 819 176 765 857 36
FALL
SEMESTER
% of D 14.1% 12.3% 3.5% 17.9% 1.7% 19.6% 14.5% 11.1%
2007-2008
% of F 4.7% 16.1% 19.6% 20.9% 2.3% 16.9% 5.7% 16.7%
A-G
Enrollment 179 958 352 745 168 736 832 32
SPRING
SEMESTER
% of D 5.0% 13.0% 1.1% 20.0% 2.4% 21.5% 14.9% 0.0%
2007-2008
% of F 4.5% 15.2% 11.9% 24.0% 4.8% 21.2% 7.2% 0.0%
2008 Accreditation Self Study Page 82
Northridge Academy High School Focus on Learning
Graduation Rates: 2006-2007
The method of calculating our Graduation Rate is not clear. Our first graduation class was the
Class of 2007, indicated on the chart below as 97.7%. Our rate is the direct result of our
emphasis on the value of graduating from high school. Faculty and staff work hard with students
and their families to achieve this exceptional graduation rate.
Rate for Met 2007
2008, Average Graduation
Class of 2-Year Rate Alternative
Rate for 2007, Class of 2005-06 2006-07 Change Change Criteria Method
99.8% 97.7% -2.10% N/A Yes
Algebra I and II
In Algebra 1 the number of 9th grade students enrolled has decreased, due to more students
having completed Algebra 1 in middle school. The second semester has fewer students due to 9th
graders, who failed Algebra 1A, being enrolled in Algebra 1A2 for the second semester. The
students will earn credit and then re-enroll in Algebra 1 in the Fall. Our numbers of enrollment
continue to vary as our class size varies each year. Students who do not pass Algebra 2A are
frequently enrolled as a tutor in an Algebra 1B class and expected to not only review Algebra 1,
but do the homework and take the tests in preparation for the repeat of Algebra 2 the following
year. We continue to develop interventions that will support our at-risk students in math.
ALL GRADE
LEVELS GR 9 GR 10 GR 11 GR 12
% Pass % Pass % Pass % Pass
A-G C& A-G C& A-G % Pass C A-G C& A-G C&
Course Year Enroll Above Enroll Above Enroll & Above Enroll Above Enroll Above
2004-05 366 52.7% 281 57.3% 85 37.6%
ALGEBRA 2005-06 361 49.9% 283 53.0% 67 37.3% 11 45.5%
1A
2006-07 339 53.1% 210 55.2% 118 48.3% 8 50.0% 3 100.0%
2007-08 263 57.4% 197 62.4% 53 41.5% 13 46.2%
2004-05 344 53.2% 281 54.1% 63 49.2%
ALGEBRA 2005-06 252 50.0% 169 59.8% 68 27.9% 15 40.0%
1B
2006-07 281 51.2% 157 58.0% 111 40.5% 11 54.5% 2 100.0%
2007-08 234 50.4% 161 58.4% 51 27.5% 18 50% 4 25.0%
2004-05 44 70.5% 7 100% 37 64.9%
ALGEBRA 2005-06 98 63.3% 4 100% 39 79.5% 55 49.1%
2A
2006-07 197 67.0% 7 100% 51 90.2% 106 58.5% 33 51.5%
2007-08 175 61.1% 5 80% 37 91.9% 94 57.4% 39 38.5%
2004-05 39 69.2% 7 57.1% 32 71.9%
ALGEBRA 2005-06 83 66.3% 4 75.0% 36 83.3% 43 51.2%
2B
2006-07 160 70.0% 7 100% 47 87.2% 88 58.0% 18 72.2%
2007-08 140 60.7% 4 100% 38 84.2% 79 51.9% 19 42.1%
2008 Accreditation Self Study Page 83
Northridge Academy High School Focus on Learning
12th Grade Enrollment and 12th Grade Graduates
Grade 12 Enrollment Graduates
Northridge Academy 101 126
District Total 32830 28545
County Total 107759 87119
State Total 443,121 356,641
12th Grade Graduates Completing all Courses Required for U.C. and/or C.S.U. Entrance
We look forward to having additional information so that we can see if the results from 2006-
2007 demonstrate a pattern. All students from Asian backgrounds completed UC/CSU required
courses, while 75% of Filipino students and 71% of White students did so. Hispanic/Latino and
African American students completed UC/CSU entrance courses at lower and similar rates of
48% and 47% respectively. The number of graduates increased due to the seniors without 170
credits in the Fall semester being listed as 11th grade and the students with at least 170 credits by
the Spring semester and a plan of courses, being changed to 12th grade status.
American
Indian or White Multiple
Alaska Pacific Hispanic African (not or No
Year Graduates Native Asian Islander Filipino or Latino American Hispanic) Response Total
# of
Grads 0 5 1 12 59 17 31 1 126
# Grads
with
UC/CSU
Required
2006-07
Courses 0 5 0 9 28 8 22 1 73
% Grads
with
UC/CSU
Required
Courses 0% 100% 0% 75% 48% 47% 71% 100% 58%
# of
Grads
# Grads
with
UC/CSU
Required
2005-06*
Courses
% Grads
with
UC/CSU
Required
Courses
*No Data Available
Enrollment and Dropout Rates, 2006-07
Relative to other comparable LAUSD high schools, the dropout rate at NAHS is low, with fewer
than 1% dropping out in a given year. Only one student left NAHS in 2005-2006 (the school’s
second year, with students in Grades 9-11 only), and a total of 9 students dropped out in 2006-
2007 (the school’s third year, and the first time students in grades 9-12 were present). The
strong enrollment/low dropout rate at NAHS is an accomplishment of which we are very proud.
2008 Accreditation Self Study Page 84
Northridge Academy High School Focus on Learning
2006-07
4 Yr
Total Derived 1 Year
Gr. Gr. Gr. Gr. Gr. Gr. Other Drops Total Dropout Dropout
Gr. 9 Gr. 9 10 10 11 11 12 12 Secndy (9- Enroll Rate (9- Rate (9-
Ethnic Group Drop Enroll % Drop Enroll % Drop Enroll % Drop Enroll % Enrl 12) (9-12) 12) 12)
Amer
Indian or
Alaska
Native 0 2 0.0% 0 0 0.0% 0 1 0.0% 0 0 0.0% 0 0 3 ** 0.0%
Asian 0 12 0.0% 2 17 11.8% 0 12 0.0% 0 6 0.0% 1 2 47 10.5% 4.2%
Pacific
Islander 0 1 0.0% 0 0 0.0% 0 2 0.0% 0 1 0.0% 0 0 4 ** 0.0%
Filipino 0 23 0.0% 0 24 0.0% 0 19 0.0% 0 12 0.0% 0 0 78 4.5% 1.3%
Hispanic
or Latino 1 151 0.7% 0 186 0.0% 1 113 0.9% 0 59 0.0% 0 2 509 4.9% 1.3%
African
American 0 14 0.0% 0 23 0.0% 0 17 0.0% 1 17 5.9% 0 1 71 13.9% 2.7%
White (not
Hisp) 0 58 0.0% 0 62 0.0% 1 62 1.6% 2 35 5.7% 0 3 217 8.5% 1.4%
No Resp 0 0 0.0% 1 0 0.0% 0 0 0.0% 0 0 0.0% 0 1 0 0.0% 0.0%
Total 1 261 0.4% 3 312 1.0% 2 226 0.9% 3 130 2.3% 0 9 929 7.2% 1.5%
2005-06
4 Yr
Total Derived 1 Year
Gr. Gr. Gr. Gr. Gr. Gr. Other Drops Total Dropout Dropout
Gr. 9 Gr. 9 10 10 11 11 12 12 Secndy (9- Enroll Rate (9- Rate (9-
Ethnic Group Drop Enroll % Drop Enroll % Drop Enroll % Drop Enroll % Enrl 12) (9-12) 12) 12)
American
Indian or
Alaska
Native 0 0 0.0% 0 2 0.0% 0 0 0.0% 0 0 0.0% 0 0 2 ** 0.0%
Asian 0 18 0.0% 0 13 0.0% 0 8 0.0% 0 0 0.0% 1 0 40 ** 0.0%
Pacific
Islander 0 0 0.0% 0 2 0.0% 0 1 0.0% 0 0 0.0% 0 0 3 ** 0.0%
Filipino 0 24 0.0% 0 23 0.0% 0 13 0.0% 0 0 0.0% 1 0 61 ** 0.0%
Hispanic or
Latino 0 203 0.0% 1 151 70.0% 0 68 0.0% 0 0 0.0% 12 1 434 ** 20.0%
African
American 0 26 0.0% 0 20 0.0% 0 20 0.0% 0 0 0.0% 3 0 69 ** 0.0%
White (not
Hispanic) 0 67 0.0% 0 75 0.0% 0 47 0.0% 0 0 0.0% 7 0 196 ** 0.0%
Multiple or
No
Response 0 0 0.0% 0 0 0.0% 0 0 0.0% 0 0 0.0% 0 0 0 ** 0.0%
Total 0 338 0.0% 1 286 30.0% 0 157 0.0% 0 0 0.0% 24 1 805 ** 10.0%
Dropout Formulae:
♦1 Year Rate Formula: (Gr. 9-12 Dropouts/Gr. 9-12 Enrollment)*100
♦4 Year Derived Rate Formula: (1-((1-(drop gr 9/enroll gr 9))*(1-(drop gr 10/enroll gr 10))*(1-(drop gr 11/enroll gr 11))*(1-(drop gr 12/enroll gr
12))))*100
♦** Asterisks in the 4 year derived rate column indicate that one or more grade levels have zero enrollment. If a grade level has zero enrollment,
the formula can not be calculated.
2008 Accreditation Self Study Page 85
Northridge Academy High School Focus on Learning
Results of Parent Survey
We received responses from just 390 parents representing approximately 40% of our parents. Their
responses show an overall high level of support from, and awareness by, our parents. Noteworthy is the
fact that 90% of our parents see that we hold high expectations of our students (Question 2). Further,
93% of our parents know that they are invited to participate in school activities (Question 18). From
these survey results, we have been able to identify areas in need of improved communication. For
example, our parents need more information about the types of job shadowing and internship
opportunities that their children have access to.
Question Strongly Agree Disagree Strongly Don’t
Agree Disagree Know
VISION/ LEADERSHIP
1. Diversity of all types is honored and supported by 160 183 1 1 30
students, teachers, and staff. (42%) (48%) (7%)
2. My child’s teachers have high expectations. 154 189 7 3 25
(40%) (50%) (6.5%)
3. Overall, my child is treated with respect by teachers, 181 167 8 3 16
administrators, security, other staff, and other (48%) (43%) (2.1%) (4.2%)
students.
4. I am aware of the decisions made by the school staff 145 188 12 7 21
that support my student’s learning. (38%) (49%) (3.1%) (5.5%)
CURRICULUM
5. My child plans to go to college or technical school 296 67% 4 1 6
after he/she graduates. (77.8%) (17%)
6. My child has been involved in choosing courses to 183 147 20 25
achieve his/her future goals. (48%) (39%) (5.2%) (6.5%)
7. I am aware that my child has the opportunity to take 237 121 5 3 13
Honors or Advanced Placement (AP) courses. (62%) (32%) (1.3%) (3.4%)
8. I am aware that my child can belong to different 181 147 15 6 27
small learning communities or academies (9th, AMC, (48%) (39%) (3.9%) (1.6%) (7.1%)
HHD, CE).
9. My child has the opportunity to participate in 143 162 15 8 40
community services, job shadowing, and real world (38%) (43%) (3.9%) (2.1%) (11%)
experiences through classes, clubs and organizations.
INSTRUCTION
10. My child’s teachers use a variety of strategies and 151 178 10 1 37
resources to teach, including technology. (40%) (47%) (2.6%) (9.7%)
11. My child’s teachers understand the subject they 146 184 7 2 36
teach, and use the California State Standards to guide (38%) (48%) (1.8%) (9.4%)
them what to teach.
ASSESSMENT AND ACCOUNTABILITY
12. I know what is expected of my child in each of 185 173 8 1 9
his/her classes in terms of classroom and school-wide (49%) (45%) (2.1%) (2.3%)
rules.
13. My child’s teachers use a variety of techniques to 149 167 15 2 41
evaluate student learning. (39%) (44%) (3.9%) (11%)
14. My child is aware of what he/she is expected to learn 217 151 2 6
to pass his/her class. (57%) (40%) (1.5%)
STUDENT SUPPORT SERVICES
15. My child has the opportunity to participate in school 209 147 8 13
leadership, clubs, and after school activities. (55%) (39%) (2.1%) (3.4%)
16. My child has the opportunity to receive tutoring in 210 152 2 15
math, English, science, and CAHSEE preparation. (55%) (40%) (3.9%)
17. If my child has a problem or questions about the 167 167 11 5 27
future, he/she feels there are adults at the school (44%) (44%) (2.9%) (7.1%)
he/she can go to.
18. I am invited to participate in school activities. 151 201 13 4 21
(40%) (53%) (3.4%) (1.0%) (5.5%)
19. My child has the opportunity to learn life skills in 161 170 6 7 31
programs such as field trips and guest speakers. (42%) (45%) (8.1%)
20. Northridge Academy High School is a safe, secure, 237 138 1 4
and clean environment. (62%) (36%) (1%)
2008 Accreditation Self Study Page 86
Northridge Academy High School Focus on Learning
Results of Student Survey
We received responses from over 740 students, just over 75% of our student population. We see that a
majority of our students perceive themselves to be informed about their school and satisfied with most of
their experiences. Over 90% of our students know of classroom and schoolwide expectations. Over 85%
feel that they are treated with respect. Areas of concern emerge as 25% of our student either don’t know
about AP and Honors course or don’t believe they have access to them. Approximately 20% of our
students need more information about internships, job shadowing and other real world experiences.
Strongly Agree Disagree Strongly Don’t #
Agree Disagree Know Of
Resp.
VISION/ LEADERSHIP
1. Diversity is celebrated and supported by 189 390 30 6 63 678
students, teachers, and staff. 27.8% 57.5% 4.4 9.2%
2. My teachers have high expectations. 241 374 29 7 37 688
35% 54.3% 5.6% 5.3%
3. Overall, I am treated with respect by teachers, 236 360 65 12 23 696
administrators, security, other staff, and other 33.9% 51.7% 9.3%
students.
4. I am aware that the school makes decisions to 216 358 42 13 58 687
support my learning. 31.4% 52.1% 6.1% 8.4%
CURRICULUM
5. I plan to go to college or technical school after I 468 167 12 6 49 702
graduate. 66.6% 23.7% 6.9%
6. I have been involved in choosing courses to 377 237 34 12 39 699
achieve my future plans. 53.9% 33.9%
7. I am aware that I have opportunity to take 266 268 95 20 57 706
Honors or Advanced Placement (AP) courses. 37.6% 37.9% 13.4% 2.8% 8.0%
8. I am aware that all students belong to a small 365 234 28 3 55 685
learning community (SLC) or Academy (9th, 53.2% 34.1%
AMC, HHD, CE).
9. I have the opportunity to participate in 266 297 45 12 64 684
community services, job shadowing, and real 38.8% 43.4% 9.3%
world experiences through classes, clubs and
organizations.
INSTRUCTION
10. My teachers use a variety of strategies and 214 401 45 14 36 702
resources to teach, including technology. 30.1% 56.4%
11. My teachers understand the subject they teach, 233 380 44 8 58 701
and use the California state standards to guide 32.2% 52.5% 6.2% 8.2%
what to teach.
ASSESSMENT AND ACCOUNTABILITY
12. I know what is expected of me in each of my 315 334 24 6 27 706
classes in terms of classroom and school-wide 44.6% 47.3%
rules.
13. My teachers use a variety of techniques to 191 366 60 11 65 693
evaluate my learning. 27.5% 52.8% 8.6% 9.3%
14. I am aware of what I am expected to know for 208 398 50 10 33 699
specific tests. 29.7% 56.9% 7.1% 4.7%
STUDENT SUPPORT SERVICES
15. I have the opportunity to participate in school 331 300 24 8 33 696
leadership, clubs, and after school activities. 47.5% 43.1%
16. I have the opportunity to receive tutoring in 325 324 19 5 26 699
math, English, science, and CAHSEE 46.4% 46.2%
preparation.
17. If I have a problem or questions about the 244 321 19 5 26 699
future, I feel there are adults at the school I can 35.1% 46.2%
go to.
18. My parents or guardians are invited to 229 346 44 18 86 703
participate in school activities. 31.6% 49.2% 6.2% 12.3%
19. I have the opportunity to learn life skills in 208 330 48 20 80 686
programs such as internships, field trips, and 30.3% 48.1% 9.5% 2.9% 11.6%
guest speakers.
20. Northridge Academy High School is a safe, 299 313 22 12 45 691
secure, and clean environment. 43.2 % 45.2%
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Northridge Academy High School Focus on Learning
The following lists represent selected comments from parents, guardians, and students.
Positive Comments from Our Parents/Guardians:
It is such a good feeling for a parent that his child's school recognizes her ability and treat
her cultivates her to be a leader, not a follower, and most of all to encourage her to
achieve her academic goals. It is very fulfilling as a parent.
Todo lo que se pueda hacer bien para beneficio de todos los estudiantes. (B)
I couldn't be more impressed with the staff and school environment my son has the
opportunity to learn from/in. Open House was a wonderful experience.
Northridge Academy High School is a great learning environment for my child and I'm
also sure for the rest of the student body.
NAHS gives beyond my expectation for my child's education and preparing her for a UC
or state school. Thank you.
Overall I am very impressed with the leadership, curriculum, and instruction at NAHS.
This is a model school. Other administrators should come to this school to observe a
positive learning environment.
Concerns Expressed by Our Parents/Guardians:
As a parent, I would like more information on the real world experiences through the
classes, clubs, and organizations.
At the Open House, I signed up for a conference and not even one teacher called me to
schedule an appointment. I also e-mailed those teachers and never replied back.
Some teachers show favoritism and do not grade all their classes fairly. Tutoring is not
sufficient, i.e., students to student.
Positive Comments from Our Students
I really enjoy coming to school here. I look forward to my future here at NAHS, and
although there might be a few flaws, it is overall the best school I’ve attended.
This school is a very good school and I love it.
This school is a very nice environment to be in. I feel I’m getting a very good education.
My teachers always mention standards, and the school is cleaner than anywhere I’ve
been.
NAHS is a really supportive school. People actually care. Very safe.
This is the most welcoming school I’ve ever been to. I’m glad I got the opportunity to go
here.
This school is very safe. Teachers try to help us as much as possible. . . I with there was
a tennis team here though.
Concerns Expressed by Our Students:
There are no field trips. I have almost never been on one. (11th grade student)
School is too small and needs [its] own soccer field. (10th grade student)
More field trips. (9th grade student)
I don’t like California state standards! (9th grade students)
2008 Accreditation Self Study Page 88
Northridge Academy High School Focus on Learning
Chapter II:
Student/Community
Profile –
Overall Summary Analysis of
Profile Data
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WASC Accreditation Self-Study 2008-2009
Chapter II: Student/Community Profile – Overall Summary Analysis of Profile Data
IMPLICATIONS OF THE DATA WITH RESPECT TO STUDENT
PERFORMANCE
ENROLLMENT
Northridge Academy HS has reached its maximum enrollment capacity at this time with
986 students. All of our classrooms are in full use without teachers having to travel,
except for our Advisory period where we have had to double up teachers and classes in
the library media center and one classroom. Two resource specialist teachers also share a
room to conduct their learning centers. Because of the smallness of our campus and the
lack of large spaces, we have difficulty holding events where all students can attend at the
same time, i.e., assemblies, school-wide presentations, etc.
Implications: Our staff has learned to adapt to the smallness of our school and to be
flexible and creative in our use of space. At the beginning of our second and third years
after opening, our students felt overcrowded as we added grade levels. However, because
we have invested in building a positive school culture, our students have adjusted to the
comparatively large numbers of new ninth graders coming in each year. All stakeholders
continue to work consciously on ways to make the ninth graders feel welcome while
maintaining a feeling of school pride and ownership among the continuing students.
With a smaller enrollment size in comparison to the 3500-4000 student enrollments at our
neighboring high schools, we have also had to creatively problem-solve ways to build a
viable master schedule so that all our students are not only able to take the necessary high
school graduation and A-G courses while being cored in English and Social Science
classes for Academy purposes, but also, have access to a variety of Advanced Placement
courses as well as electives that address their career pathway interests. Within our small
faculty of 49 teachers, a few have agreed to take on auxiliary periods to add needed
courses to our master while all of our faculty understand that year by year the courses
each teacher teaches may fluctuate based on students’ needs and changing district
guidelines regarding students-to-teacher ratios. We have also added Adult School and
Pierce College courses to our after school program to accommodate the needs of our
students, whether to make up failed courses or to enrich their program with electives.
In addition, our staff members willingly wear multiple hats since we need the same level
of participation in governance groups, on committees, and for various initiatives as in
larger high schools. We also have no deans, and the only out-of-classroom positions are
those of the 3 administrators, 3 counselors, and one college counselor who also serves as
our bilingual coordinator and Title I coordinator. We have been fortunate this year to
have our Local District 1 literacy coach housed on our campus since she has willingly
organized her time to provide much-needed coordination, involvement, and support in
our WASC process. As a small school, despite the unpredictability of the district’s
norming guidelines and funding from year to year, all our stakeholders have made a
strong commitment to adjust and compensate to meet the needs of our students.
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Northridge Academy High School Focus on Learning
PRIMARY LANGUAGES
Our data indicates that, after English, Spanish is the predominant primary home language
of our students. Because of this, all important written and verbal communication, such as
informative letters sent home and messages through our Connect-Ed phone system, must
be translated into Spanish.
*Home Language English Spanish Filipino Arabic Armenian Korean
# Students 362 520 31 11 7 7
% of Students 37.1% 53.2% 3.2% 1.1% .72% .72%
Implications: Since we have only six office staff members, we rely heavily on the three
who are bilingual in English and Spanish for translation of written communications to
parents, as well as to serve as interpreters when we hold individual conferences with
Spanish-only parents and group meetings to disseminate important information. We are
fortunate that two of our three counselors are also bilingual, although this means they are
sometimes overwhelmed with assisting our round table conferences, SST meetings, IEP
meetings, parent phone calls, meetings with individual teachers with at-risk students and
their parents, and parent assemblies. Pre-scheduling everything well in advance,
therefore, becomes crucial for addressing everyone’s translation needs.
SPECIAL EDUCATION
Because of our Collaborative Model for Special Education, whereby almost all students
with IEPs are integrated into the general education program, our teachers have had to
adjust to meet the needs of the comparatively large number of students with special
needs. Over the past 4-1/2 years, the parents of special needs students who live in our
catchment area have applied in large numbers to our lottery process, leading to an
average enrollment each year of 14-15% of students with IEPs. We have stabilized in the
number of students who require Special Day Program (SDP) self-contained classes.
However, the SDP-eligible students with the most intensive academic needs also increase
our class sizes, since within our Collaborative Model, they attend the general education
social science, science and elective classes.
Year Title I Special Ed GATE AP
2007-08 922 114 183 344
2006-07 901 106 173 259
2005-06 759 104 109 211
2004-05 378 59 83 **
Implications: Our general education and special education teachers understand they
need to work together to ensure our special needs students are able to access and succeed
in general education classes through our Collaborative Model. As we monitor the results
of our implementation of this model, we are becoming more and more aware of the need
to explicitly provide professional development that develops all teachers’ skills in
effective differentiation of instruction, strategies for accommodating special needs
students, and best practices for co-teaching as well as for utilizing special education
assistants effectively.
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Northridge Academy High School Focus on Learning
GIFTED AND TALENTED EDUCATION (GATE)
Our GATE enrollment has continued to increase each year from 10.6% in the 2004-05
school year to 17.8 % of our student population this year. Our current GATE coordinator
has also been conducting a thorough search for additional students who matriculated from
middle school but had not yet been identified, and he will be adding more students to
these numbers as he completes the documentation process. One challenge we have had is
in retaining the same coordinator from year to year since this is a position taken on by a
full-time teacher as an additional assignment, and we had had to replace our original
experienced coordinator when he moved to another district. This is our third GATE
coordinator, a relatively new teacher, and he has had to quickly learn how to maximize
his new role to address the ongoing and growing needs of our GATE students.
2004-05 2005-06 2006-07 2007-08 2008-09
Number Gifted 61 104 162 172 174
% Gifted 10.6% 12.9% 16.7% 17.8% 17.8%
Implications: In examining the data regarding our GATE students, as well as listening to
the voices of our students, we realize we are still struggling to institute a consistent
process for addressing the diverse needs of our GATE students. Within each classroom,
the effective implementation of differentiated instruction varies, and teachers express
concern that, while working toward meeting the needs of heterogeneous groups of all our
students, they sometimes do not adequately address the varying needs of our gifted
students to the extent necessary. We have clustered GATE students in core content
courses and the vast majority of these students regularly enroll in AP courses. We have
developed an Honors Challenge contract whereby any student, including GATE students,
are encouraged to engage in honors level work and receive honors credit in our core
content classes. We continue to need to develop consistency in this process since we see
that some of our GATE students tend to underachieve as well as not choose to engage in
the Honors Challenge Program. In addition, our faculty needs to continue working on
improving consistency of Honors Challenge assignments within each department, as well
as across all departments, in order to ensure that the honors level work is characterized by
quality rather than quantity, incorporating research-based curricula, strategies, and tasks.
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ENGLISH LEARNERS
Our EL population has also increased this year to 12% from the 9% of last year. Our
Fluent English Proficient (FEP) population continues to increase each year. However,
our redesignation rate decreased last year, from the previous year, primarily due to
students not meeting proficiency on the CST’s. We also have been examining our
“D/Fail” lists and are seeing an increasing number of our EL students not passing, or
barely passing, their core content courses.
Fluent-English-Proficient
Year Enrollment English Learners Students Students Redesignated FEP
2008-09* 986 118 (12%) Not Yet Available Not Yet Available
2007-08 969 88 (9%) 483 (49.8%) 23 (21.5%)
2006-07 968 107 ( 11.1 %) 452 ( 46.7 %) 35 ( 29.2 %)
2005-06 805 120 ( 14.9 %) 341 ( 42.4 %) 12 ( 15.2 %)
2004-05 574 79 ( 13.8 %) 200 ( 34.8 %) 0 ( 0.0%)
Implications: This is an area that our faculty has identified as high priority. In
examining our CST results, we see that our EL students are challenged in all content
areas, especially in English Language Arts (ELA) and Mathematics. Our teachers
observe our English Learners demonstrate difficulty reading and comprehending our
increasingly more comprehensive core content textbooks as well as difficulty with
writing tasks. Two ELA Learning Teams are currently in the midst of utilizing the
Pearson Achievement Solutions process to examine data, identify student needs, and
develop and implement targeted lessons. Results of this process indicate that many of
our 9th and 10th graders still are not proficient in understanding sentence structure and
parts of speech while our 11th and 12th graders require more scaffolding in effectively
utilizing evidence, rather than their own opinions, to respond to higher-level writing
prompts in more sophisticated, coherent formats. Our faculty, therefore, are focused on
utilizing research-based classroom strategies as well as implementing interventions to
help our EL students, as well as our FEP students, access the high school curriculum
more effectively.
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STABILITY RATE
The stability rate measures the percentage of students who enroll in the first month of
school and remain for the duration of the year. Our stability rate has increased by 6.65%
over the past 4 years to the present rate of 92.89%.
Average Daily Rate of
Year Stability Rate Transiency Rate Attendance
2007-08 92.89% 8.26 94.83%
2006-07 90.52% 10.31% 94.82%
2005-06 93.04% 7.66% 94.24%
2004-05 86.24% 14.81% 93.95%
Implications: An increasing number of our students are remaining for the entire school
year, and in fact, are also remaining until their graduation. This positive trend continues
to motivate our staff to conscientiously facilitate the academic and personal development
of each student as students move from each grade level to the next. We also realize the
need to become better at explicitly planning and documenting how we do this as a school,
as grade levels, and as academies so that we are able to sustain our high stability rate and
all stakeholders are knowledgeable regarding shared expectations and desired outcomes.
TRANSIENCY RATE
The transiency rate measures the percentage of students leaving during the school year,
including students who move out of the area or transition to other communities and
schools. Our transiency rate has dropped over the past 4 years to a current rate of 8.26%,
indicating improvement. (See chart above.)
Implications: Over the past four years, less students have moved to access other school
options. We need to continue monitoring reasons for movement and document
successful strategies so that they become institutionalized and our success rate continues.
AVERAGE DAILY RATE OF ATTENDANCE
Our Average Daily Rate of Attendance has increased by 0.88% over the past 4 years to
the current rate of 94.83 %. Currently, our attendance rate is the highest among all high
schoosl in our Local District. (See chart above.)
Implications: We are doing a better job of getting students to be in school on a daily
basis. As with transiency and stability, we need to continue documenting and monitoring
how we attained successful results so that we institutionalize successful strategies.
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ACADEMIC PERFORMANCE INDEX (API)
For 2007-08, our API score rose 31 points from the previous year, and we exceeded our
growth target with an API of 711. We had become increasingly concerned about the drop
in our API over the last couple of years since we had started strong in our first year of
opening the school with an API of 742. However, we also had been forewarned that this
drop was likely to happen so we concentrated on developing focused interventions and
possible preventions. One component, whereby we have been successful in linking what
we learned from our data to successful implementation of interventions, has been in
supporting students to successfully pass the CAHSEE.
API Met 2006-07 Growth API Target
2007-08 Comparable Both
Number of 2008 Growth 2007-08 Improvement Schoolwide
Students Growth 2007 Base Target Growth Schoolwide (CI) and CI
700 711 680 6 31 Yes Yes Yes
Implications: A key focus area for all stakeholders needs to be in the examination of
data and utilizing what we learn to continue best practices while also bringing together a
comprehensive, coordinated system of interventions to address gaps in our students’
achievement. We learned from the success of doing this for raising our CAHSEE pass
rate last year. Our next steps will, therefore, need to focus on the other factors that affect
both our API and AYP, in particular, performance on the CST’s by each subgroup.
ADEQUATE YEARLY PROGRESS (AYP)
In 2007-08, for the first time since opening our school, we did not make AYP due to
meeting only 17 of the 18 AYP criteria. Our EL students did not meet proficiency in
Mathematics. In addition, they met ELA percentage proficiency in 2007-08 through the
safe harbor provision, which means, we moved enough students from Far Below Basic
(FBB) to Basic (B) but, without the safe harbor margin, we would not have been able to
meet our expected outcome for EL students. We recognize we must continue to examine
our subgroup data since, each year as the criterion levels rise, we will need to ensure that
we are not only moving our EL students forward but that we are also moving all other
subgroups forward, in particular our Hispanic/Latino subgroup in Mathematics.
2007-08 2006-07 2005-06
Made AYP No Yes Yes
Met AYP Criteria 17 of 18 18 of 18 18 of 18
ELA Participation Rate Yes Yes Yes
Math Participation Rate Yes Yes Yes
ELA Percent Proficient Yes Yes Yes
Math Percent Proficient No Yes Yes
Academic Performance Index (API) Yes Yes Yes
Graduation Rate Yes Yes Yes
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Northridge Academy High School Focus on Learning
Implications: If we do not meet the percent proficient criteria for EL students in
Mathematics this year, we will become a Program Improvement school in the following
year. In addition, we will not be meeting outcomes specified in our District
Superintendent’s Action Plan. Our staff has committed to making this a priority area for
our school’s action plan, and we have been researching innovative ways to address these
outcome gaps for our EL students. Again, a coordinated system of interventions is
needed since we recognize that we need to maximize the limited funding, resources, and
staffing of our small school to address identified gaps in the most powerful way to make
the most impact on our students’ achievement.
.
ANNUAL MEASURABLE OBJECTIVES (AMOs)
In examining the performances of our subgroups, our top critical need is in supporting the
progress of EL students in both ELA and Math while our next areas of need are for White
students in Math, Hispanic/Latino students in ELA, and Socio-economically
Disadvantaged students in Math. In addition, although not numerically significant due to
student numbers below 100, our Students with Disabilities also continue to require
targeted learning supports. Based on a separate report of the Modified Consent Decree
criteria, our Students with Disabilities subgroup met the outcome for ELA but not for
Mathematics.
English-Language Arts : Target 33.4% Mathematics: Target 32.2%
Met All Percent Proficient Rate Criteria?
Met All Percent Proficient Rate Criteria? Yes No
Met
No. at or % at or 2007 No. at or % at or Met 2007
Valid Above Above AYP Alternative Valid Above Above AYP
Groups Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria
School-wide 207 113 54.6 Yes 210 99 47.1 Yes
African American or Black
(not of Hispanic origin) 13 8 61.5 -- 13 6 46.2 --
American Indian or Alaska
Native 0 -- -- -- 0 -- -- --
Asian 11 8 72.7 -- 11 9 81.8 --
Filipino 21 13 61.9 -- 21 15 71.4 --
Hispanic or Latino 116 55 47.4 Yes 119 50 42 Yes
Pacific Islander 0 -- -- -- 0 -- -- --
White (not of Hispanic origin) 46 29 63 -- 46 19 41.3 --
Socio-economically
Disadvantaged 133 66 49.6 Yes 135 57 42.2 Yes
English Learners 81 27 33.3 Yes SH 83 23 27.7 No
Students with Disabilities 27 4 14.8 -- 27 2 7.4 --
Implications: As with API and AYP results, our stakeholders will need to examine
research-based strategies for raising the performance levels of our identified subgroups
while also supporting the continued growth of all subgroups. We have made a good start
with CAHSEE interventions and facilitation of successful high school graduation for all
our students. Our outcomes for meeting and exceeding AYP and AMO outcomes for our
EL students is a priority that will be addressed in our WASC Action Plan.
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Chapter III:
Progress Report
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WASC Self-Study Report 2008-2009
Chapter III: Progress Report: Our Responses to the
Initial WASC Visit Recommendations of 2006
The Initial WASC Visit in 2006 helped NAHS stakeholders identify and address six critical areas
in which to grow. We brought together two small, but key groups – the Professional
Development Committee and the Academy Facilitators Team – to integrate them into one
Leadership Team that now discusses and facilitates the implementation of school-wide
outcomes-based efforts, including the Initial WASC recommendations. The following is an
explanation of how we have addressed these recommendations since the 2006 visit.
RECOMMENDATION 1: The need to shift from an adult-centered
perspective to a focus on student learning.
How We Have Responded:
Our focus during our early years was on creating structures, systems, and policies.
We’ve made concerted efforts to involve students in leadership and governance meetings.
We’ve added additional student support personnel.
Our small learning communities are growing to support student involvement and
achievement.
Our advisory program is growing to support student achievement.
Our CSUN connections are growing to support student achievement.
Representative Accomplishments:
By engaging students in leadership and governance meetings, we are supporting their
development as Powerful Thinkers.
The development of small learning communities and our advisory program is aligned to
our Single Plan for Student Achievement.
The development of a comprehensive student activities and athletics program has
provided more opportunities for student participation, involvement, and achievement.
Student academic and personal success is at the heart of all we do at Northridge Academy High
School. Because of this passion and commitment, much attention in our early years was placed
on the development of the roles and responsibilities of the adult stakeholders of our community.
Even before our school opened in September 2004, the adult stakeholders understood the
necessity of setting a foundational context based on clearly defined shared core values of all our
stakeholders.
Initially, much of our outwardly visible efforts did go toward the structures, systems, and
policies needed to allow the school to function safely and effectively. We needed attendance
policies, a school-wide discipline policy, and equity and access protocols. It was no surprise that
the Initial Visiting Team would see much of our time and attention dedicated to these critical
matters. However, underlying all of these “operational” policies and protocols, there have
always been our shared core values linked to actions and systems based on the focused work of
all our stakeholders, including both NAHS and CSUN faculty and staff, NAHS students, and
their parents. Because of this explicit work, we were able to develop a true “pulse” for our
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school culture. Based upon the recommendation of the Initial WASC Visiting Team, we
expanded the active involvement of our students in leadership and governance where, with staff
and parents, students play a key role in shaping school policies and defining resource allocation.
By 2007, just two years after opening, our enrollment numbers had stabilized and the
parent/student choice to come to NAHS was being based on the growing respect our community
held for our school. Less faculty meeting time needed to be given to the establishment of
common policies and procedures, allowing us to delve deeper into the question of how we would
ensure that all students achieved our school-wide expected learning results. We finally were able
to hire a College Counselor/Title I Coordinator who, from a central location, now provides
students greater access to supports and resources leading to a “college-going culture”. With new
State funding allocations, we added a third counselor that year, significantly reducing the
student-counselor ratio, allowing students more individualized academic counseling.
Perhaps the most salient evidence of our increased focus on student learning is the current,
ongoing development of our small learning communities (SLCs), or academies. Research has
shown us that smaller learning communities are essential to a student’s success by creating a
safe, personalized learning environment in which each student feels recognized and supported.
We also know that interdisciplinary instruction deepens student learning by enabling students to
see big pictures connected to their lives and their community. So, we dedicate ourselves to
providing our students with a quality, creative, engaging education within each of our academies,
based on student interests and needs.
The development of our advisory curriculum is yet another manifestation of our dedicated focus
on student learning. Grade-level curricula have been created to develop students’ awareness and
understanding of graduation and college admission requirements as well as career pathways.
Our 9th Grade Bridge Academy advisory curriculum is exemplary. Even before the school year
starts, through our student-led Link Crew orientation, incoming freshmen are welcomed and
given the chance to build friendships that create an academic and personal safety net for them
when the school year starts. The 9th grade advisory curriculum addresses very practical skills
and strategies for academic success in high school: time management, accessing information on
the Internet, basic computer skills (e.g. Word documents, PowerPoint presentations), and more.
Over time, we have also built a true high school culture of student leadership, clubs, activities,
sports, and traditions. In almost all cases, students have been the initiators of these, garnering
sponsorship from staff members and participation from enough students with similar interests to
sustain over 25 different clubs and a strong, active Student Body Leadership program.
The NAHS-CSUN partnership has been an effective motivational tool for our students. By
attending selected CSUN events, observing CSUN classes, and touring the CSUN campus, our
students get a clearer picture of their future and choices after graduation. Various groups of
CSUN students often participate in NAHS activities and serve as role models for our high school
students. Several of our former graduates, who are now attending CSUN, return to our campus
on a regular basis to mentor and tutor our students because they feel this is filling a huge need in
our community, that of developing a college-going legacy among students who will be the first
in their families to attend college.
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RECOMMENDATION 2: The development of a school-wide emphasis on
student academic achievement to include: Collaborative identification of
Expected School-wide Learning Results to be submitted by June 30, 2006.
How We Have Responded:
We opened our school with a clear vision and expectations that all students will succeed.
Our ESLR’s were drafted by a committee of teachers, administrators, parents, students,
and CSUN partners.
Our ESLR’s were updated and revised by the faculty and students in May 2007.
Representative Accomplishments:
Having clearly stated ESLR’s as well as ESLR rubrics and activities (see Appendix) has
provided stakeholders with evidence of our students’ gains in our expected school-wide
learning results.
Staff prioritized this recommendation as the first to work on. Shortly after the Initial Visit, we
began the process of creating clearly defined and measurable ESLR’s. A committee of teachers,
administrators, students, and parents began to review ESLR’s of neighboring schools as well as
examples of ESLR’s on the Internet, seeking to find guidance to form our own statements that
aligned with our school’s vision, mission, and guiding principles, as well as our Learning
Conversation Principles and our day-to-day practices. Through much discussion, we identified
our five ESLR’s. That first set of ESLR’s was introduced to staff at a faculty meeting in April
2006 and to our parents at a meeting preceding our spring semester Parent Night in May 2006.
In the following year (2007-08), the ESLR’s were incorporated further into our school culture by
their inclusion in the student agenda planner books and supported through planned Advisory
ESLR activities to ensure that every NAHS student knows and understands our ESLR’s.
Further, the Senior Portfolio, a NAHS requirement for participation in graduation ceremonies,
was updated to include a student-generated ESLR essay in which our students reflect on how
their four years at NAHS has supported their growth in each of the five ESLR’s.
In May 2008, Professional Development activities were created to allow the entire staff and our
CSUN partners to re-examine each ESLR more closely, to envision what student success in each
ESLR would look like, and suggest revisions to our ESLR’s, resulting in clearer, community-
friendly language. Revised ESLR’s were shared with the wider community, including parents,
students, and other CSUN faculty, and the revision was adopted for the 2008-09 school year.
The current agenda planner includes the revised ESLR’s, and Advisory activities continue to
support students’ awareness and ownership of these student outcomes.
Our ESLR’s have been foundational in supporting the academic and personal development of
our students, even after they graduate. Many of our graduates regularly return to “give back” to
our school by serving as mentors and tutors to our at-risk students, giving presentations about
school success and college preparation, sharing expertise with our Leadership program and
clubs, assisting with major school events, serving as assistant coaches for our athletic teams,
assisting office staff with critical tasks, and much more.
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Northridge Academy High School Focus on Learning
RECOMMENDATION 3: More effective use of data to drive instruction.
How We Have Responded:
The data we are now generating allows us to gain better insights.
More faculty and department time is being allotted to data analysis.
Representative Accomplishments:
Data analysis (e.g., CST scores, periodic assessments, CAHSEE results) has been
discussed by whole faculty, departments, and Academies.
We have processes in place to analyze data to inform all budget decisions, professional
development, and instructional priorities.
After opening our doors to 9th and 10th grade students in September 2004, we added a new
freshman class each of the following two years until we reached near maximum enrollment in
September 2007. Therefore, it has taken a few years to gather comparison data that we are now
able to examine more thoroughly to inform instruction and monitor our progress.
We now are receiving test scores and other data that had not existed previously, data that allows
us to see bigger pictures of who our students are and how well they are learning from our
teaching. Complete data now allows us to see patterns, find anomalies, and draw conclusions.
Whole faculty, as well as department and academy time, has subsequently been dedicated to the
analysis of our data, with guide questions provided to structure teachers’ conversations around
using data to inform instruction. Further, we have developed better articulated processes to use
data to inform professional development and budget decisions.
RECOMMENDATION 4: Professional development focused on identified
student needs.
How We Have Responded:
Participation in the Pearson Achievement Solutions program has helped us focus on
identified student needs.
Small Learning Community implementation and development relies on student voice and
articulated needs
CSUN, NAHS, community representatives, and parent representatives met for a two-day
retreat to plan integrated curricular units based on student needs.
Distributive leadership allows entire staff to share areas of expertise to better serve all
students.
Representative Accomplishments:
We are focusing our attention on targeted groups of students who did not meet the AYP.
We are utilizing District-provided resources (e.g., Pearson Achievement Solutions) to use
evidence of student achievement more effectively in planning instruction.
We continue to develop our skills to use data to effectively inform instruction.
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When NAHS opened, the faculty and staff adopted this unofficial motto: “Every student who
walks through these gates is ours.” That simple belief has manifested itself in a school that gives
up on no child, transfers no child on the basis of disciplinary concerns, and strives to provide
individualized support in whatever way a student might need in order to become successful.
In August, 2007, the NAHS faculty began its participation in the research-based Pearson
Achievement Solutions program, a professional development program based on the concepts that
“schools must be places of learning for both students and teachers” (Pearson Learning Teams
Manual, 2008) and that “you haven’t taught until they have learned” (John Wooden, 2005).
Teachers learn, using a Seven-Step Protocol, how to purposefully identify and address common
student needs.
Throughout the 2007-08 school year, core content teachers in Math, Science, English, and Social
Studies, along with Special Education teachers who selected a core content area to join, met
regularly in Learning Teams to thoughtfully construct standards-based lessons based on a student
need identified and clearly defined through data analysis. Instructional choices for the lesson
were collaboratively developed, keeping in mind the ultimate task of examining student work in
an intensive, hands-on way. When the Learning Team analyzed the student work, the questions
asked were: “Did the instruction meet the students’ needs?” and “What can we do better to even
more effectively meet these needs?”
The Pearson cycle of planning has been a positive influence on departmental level planning,
teaching us how to use student work and evidence of student success to inform curriculum
development and instructional planning. This year, we are continuing the Achievement
Solutions professional development program with Learning Teams for Math, English and Social
Studies. Our data inquiry has also informed us of the need to focus a significant amount of our
district-provided professional development time on school-wide strategies that will permeate all
classrooms, including SDAIE and literacy strategies.
During the past year, and continuing into this year, a second major focus for our professional
development has evolved around the development of our Academies, or Small Learning
Communities, based on student voice. Students have clearly stated that they learn best when they
can make connections among content areas and can link their learning to real life. Therefore, a
significant portion of our District-allocated professional development time for 2007-08 was
dedicated to re-visiting the vision, mission and goals of our Academies and developing action
plans that align with each of our four Academies’ goals.
In April 2008, NAHS and CSUN faculty participated in an intensive weekend retreat, funded by
CSUN, to develop the details of the Academy action plans and to define how our NAHS/CSUN
partnership would effectively support our Academies. Our newly-hired Family Center Director,
a parent of one of our students who has been developing a more effective parent network, served
as a key participant by providing the much-needed parent voice. This year, we will continue to
set aside professional development time to analyze the impact of this Academy work on student
achievement and to learn and implement research-based strategies that will increase the
effectiveness of our Academies.
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Finally, distributive leadership amongst staff is structured and developed through our
professional development. Since the beginning, staff has been encouraged to share best practices
and expertise and regularly serve as facilitators and presenters in workshops designed to address
achievement gaps and identified student needs.
RECOMMENDATION 5: Development of more focused student
interventions.
How We Have Responded:
Based on data analysis, we have created intervention programs which address specific
needs and/or student populations.
We are using CST data to identify student needs and allocating Title I resources to
provide support and intervention.
Representative Accomplishments:
CAHSEE Preparation and Intervention
CST Preparation and Intervention
At-Risk Students Intervention
English Language Learners Intervention
Special Education Students Intervention
As recommended by the Initial WASC Visit, we examined our data over the last two years.
Specific needs emerged, and we developed the following interventions as an integral part of our
school program while monitoring effectiveness each year to determine continued need:
CAHSEE Preparation and Intervention: A 30-hour Saturday course for increasing the
pass rate of 10th graders taking the exam for the first time, as well as 11th and 12th graders
who have not yet passed. An online tutorial program adopted by LAUSD last year is
addressing the needs of our 11th and 12th graders who traditionally have struggled with
previous test preparation using “book work”. We have also instituted a CAHSEE Boot
Camp that involves intensive CAHSEE preparation for five half-days just prior to the
CAHSEE make-up administration for 12th graders who have not passed. Since data has
shown us that most of these students have IEPs, we have selected Special Education
teachers who also are trained in the CAHSEE Prep programs to implement the Boot
Camp. In particular, they are able to teach our students with special needs how to utilize
testing accommodations to their advantage.
Our Math and English teachers have developed an “exchange program” with our 10th
grade Advisory teachers whereby, three weeks before the March CAHSEE examination,
sample CAHSEE Math and English questions, as well as terminology and testing
strategies, are reviewed with all 10th graders during Advisory each morning.
CST Preparation and Intervention: Our teachers and students are eager to raise individual
as well as school-wide CST scores. We determined, through research of effective
schools, that an important aspect of helping students perform better on tests was to teach
students to understand their own data. Last year, our testing coordinator coordinated a
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process through our advisories in which students recorded their previous year’s CST
scores on a form, discussed what their scores meant and what they needed to do to raise
their scores, and then, developed and committed to an improved outcome. A celebration
was planned for the fall semester for students who met or exceeded their CST goals.
At-Risk Students Intervention: We have been looking carefully at data regarding retained
students in each grade level who are in danger of not graduating with their class due to
course fails and lack of credits. Based on this data, our counseling staff has developed a
comprehensive guidance program that includes conferencing with these students and their
parents, providing focused guidance in special small group assemblies at the very
beginning of each year, reviewing Individualized Graduation Plans (IGPs) with all
students and more intensively with our at-risk students, and guiding students to enroll in
after school and Saturday classes to make up failed classes and earn missed credits. In
addition, all students are encouraged to participate in our tutoring program, take
community college classes held on our campus, or on college campuses, and access
occupational program courses, for academic enrichment and/or development of additional
skills related to the student’s career pathway. We have also instituted and expanded an
LAUSD Adult School program on our campus to increase accessibility to course
offerings since transportation is an issue for many of our students.
English Learners Intervention: Our data continues to reveal a significant achievement
gap for our EL students in English Language Arts and Mathematics, as well as a need to
help our Limited English Proficient (LEP) students to move to Redesignated Fluent
English Proficient (RFEP) status. Therefore, we are taking focused action, including the
following steps:
1. EL workshop: Presentation and Question-and-Answer session with all LEP
students to discuss how redesignation works and what part the student can play to
move toward successful RFEP status.
2. Individualized conferencing with student, parent and counselor with a focus on
success in all courses, especially English and math, and in participation in
CAHSEE Saturday Intervention classes
3. Plan for professional development focused on research-based SDAIE strategies
4. Round table discussions and Student Success Team meetings where the student
and parent meet with his/her teachers and counselor to discuss strengths and
challenges and plan a course of action with appropriate supports.
5. Recently, we began one period of a learning support elective in which we have
enrolled EL students who have experienced a history of low marks in core content
courses and below basic score on the CST’s.
6. Bilingual Family Center Director focus on parent outreach and education on how
to navigate the high school process
Special Education Students Intervention: Our Modified Consent Decree team reviews
data regularly to monitor the progress of our students with special needs. Data analysis
indicates that our Special Education students have met growth targets in English
Language Arts but not in Mathematics. We developed a co-teaching model within a
general education Advanced Applied Math class where a general education math teacher
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and a special education teacher work together to help all students to enhance their math
skills to perform at higher levels on the CAHSEE. This year, a special math elective,
taught by a Special Education Teacher, is in place to address 11th and 12th grade special
needs students with significant gaps in math skills.
RECOMMENDATION 6: Effective allocation of all resources based upon
identified student needs.
How We Have Responded:
We created a proposal process for requesting the use of Title I funds based on supporting
and increasing student achievement.
Allocation of other funds is now based on identification of student needs.
Representative Accomplishments:
Data analysis has enabled us to assess the equitable and effective use of Title I funds
Programs and activities supported by Title I funds help students meet expected school-
wide learning results.
Our School-wide Single Plan is based on data analysis to determine priorities.
This recommendation of the WASC Initial Visiting Team helped administration and the
leadership teams on our campus think about ways to make the connection between resource
allocation and student need more explicit to all staff and school governance groups. In
particular, the School Site Council (SSC), composed of elected staff, parents and students, has
been taking a closer look at how funds and resources are allocated to address identified student
needs, especially in addressing the school’s School-wide Single Action Plan. A proposal process
is now in place whereby staff may request specific amounts from Title I funds but must provide a
written description of how these funds will specifically be used to support and increase student
achievement. In this way, all staff members have gained understanding that data analysis of
student needs is central to the allocation of funds and resources.
Other resources, such as funds for registration at outside conferences, monies to set up an
intervention program, or use of school equipment, are also based on identified student needs.
Each funding stream requires a clearly-defined budget, based on identified student needs and
allocated to maximize effectiveness. The ultimate questions of the administrators and all
leadership teams on our campus, including the School Leadership Team (SLC), Instructional
Cabinet (IC), and Professional Development/Academy Facilitators Team, are: “How will you
use the funds and/or resources – including allocation of time - to raise student achievement?
What will you do to maximize the impact on achievement? How will you measure this impact?”
These questions apply, even to the funding that is provided to us through a non-profit parent
group, Friends of NAHS, which specifically raises funds to provide monies and resources to our
school. The Friends of NAHS Board Members require information that informs them how the
funds will be spent to address student needs before any monies will be released.
We are confident that the processes and procedures we have institutionalized to use data to
identify resource allocation priorities have set a precedent that will serve us well in the future.
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Chapter 4:
Self-Study Findings
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Chapter 4:
Self-Study Findings
Organization:
Vision and Purpose, Governance,
Leadership and Staff, and Resources
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Focus Team A: Organization: Vision and Purpose, Governance,
Leadership and Staff, and Resources
Team Leaders
Pat Haywood, Social Studies, Health and Human Development Academy
Jeanie Mortensen, Mathematics, 9th Grade Bridge Academy
Team Members
Holly Brown, Student; Arts, Media, and Communication Academy
Trevor Caskey, Student; Arts, Media, and Communication Academy
Sue Gordon, English; Arts, Media, and Communication Academy
Karen M. Matsui, Assistant Principal; Careers in Education Academy/9th Grade Bridge Academy
Marc McPhee, Teacher-Librarian
Joanna Nuguid, Counselor; Arts, Media, and Communication Academy
Mary Jo Sariscsany, CSUN Kinesiology; Health and Human Development Academy
Linda Severino, Special Education; Arts, Media, and Communication Academy
Donna Smith, LAUSD Articulation Community Partnership Administrator
David Speer, Science; Health and Human Development Academy
Chris Wegner, English; Arts Media and Communication Academy
Tracy Weinper, Title I Coordinator/College Counselor
Elizabeth Zambrano, Student; Careers in Education Academy
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Northridge Academy High School
WASC Self-Study Report 2008-2009
Focus on Learning
CHAPTER IV: SELF-STUDY FINDINGS
CATEGORY A. ORGANIZATION: VISION AND PURPOSE, GOVERNANCE,
LEADERSHIP AND STAFF, AND RESOURCES
A1: To what extent does the school have a clearly stated vision or purpose
based on its student needs, current educational research and the belief that
all students can achieve high levels?
To what extent is the school’s purpose supported by the governing board and
the central administration and further defined by expected school-wide
learning results and the academic standards?
Findings Data/Evidence
Northridge Academy High School has a clearly stated vision and mission which
Mission and
reflect our commitment to the success of all students. We are dedicated to Vision
providing a standards-based curricular program that will enable our students to Statements
achieve our expected school-wide learning results and meet or exceed high
academic standards.
Vision and Mission
The development of the current vision and mission statements for Northridge
Academy High School has been a collaborative and evolving process. Before the
school opened in the fall of 2004, the administration, staff, and CSUN partners
spent significant time discussing and defining the elements of a vision and core
values that would serve as the foundation for our new school. Once we had
Meeting notes
enrolled our very first student body, we invited all students and their parents to
join in the development of this vision and our guiding principles. Through our
newly-established Advisory program, each and every student contributed to our
school-wide definition of “what makes an ideal school?” through a reflective
activity. All parents were invited to a series of meetings where they too were
asked the same question. As a result, we were able to identify common core
values and norms, across all stakeholder groups, which would become the
precursors of our current vision and mission for the school.
Over the next several years, these guiding principles have been refined to state
more clearly the importance of academic success, personal integrity, instructional ESLR’s
innovation, and a culture of community. In 2006, as a result of the initial WASC
visit recommendations, Expected School-wide Learning Results (ESLR’s) were
identified and adopted. The details of this process are provided in Chapter 3.
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During the 2007-08 school year, we determined that there was a need to re-visit
the school’s vision, core values and ESLR’s, particularly within our Academy
structure. In April 2008, CSUN sponsored a weekend retreat for faculty,
administration, and CSUN partners, as well as representatives from our parents,
local district, and community. Significant time was spent reviewing what aspects
of our academy structure have been working well and what improvements were Notes/Charts
from Retreat
needed. Goals for the upcoming school year were set. An important outcome of
this retreat was the opportunity to solidify the vision and core values of the school
and use them not only for evaluation of existing programs, but also for planning
of new initiatives. In addition, the Big Idea of “Finding Your Voice” was
adopted for the 2008-09 school year. This big idea has become a theme for many
interdisciplinary lessons, academy projects, service learning projects, and student
leadership and club activities.
During the summer of 2008, with the results of the retreat still fresh in our minds,
a committee of faculty and administration met with a facilitator to synthesize a
formal vision statement and mission statement based on a compilation of the Meeting notes
original vision and core values, the ESLR’s, and the results of discussions at
professional development meetings and the retreat. A proposed mission
statement was developed and then presented to the faculty and administration.
After discussion, the statement was resoundingly approved.
Although there was significant support and appreciation for our original school
motto, “The Choice is Learning”, we decided to develop a new school motto that
reflected the newly adopted school mission statement. “Inspire and Achieve” was School motto
approved by all stakeholders as a memorable summarization of our mission
statement since it explicitly embodied our collective beliefs and expectations.
The formal vision statement was also developed and adopted in 2008 after a
series of committee meetings, faculty/staff feedback, and voting by faculty, staff,
parents, and students. It reflects the culmination of years of reflection, Meeting
notes/voting
discussion, and refinement. From the initial discussions of the administration and ballots
faculty that opened the campus, the vision of Northridge Academy High School
has been to ensure the academic success of all students who enroll here and to
effectively meet their needs.
Our school purpose is established in our ESLR’s and our Single Plan for Student
Achievement. The Single Plan is developed with input from all stakeholders,
data-driven, standards-driven, and approved by the LAUSD Central and Local
District governing offices. The academic focus is on students scoring proficient or Single Plan for
above on the California Standards Tests (CST’s), passing the California High Student
Achievement
School Exit Exam (CAHSEE), and completing LAUSD graduation and UC/CSU
A-G requirements. In addition, the plan focuses on the school climate ensuring
that all students experience a safe and supportive learning environment as
measured by student, parent, and staff surveys.
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Student Needs
Our students are very diverse. Each has unique needs that must be addressed in
order to achieve at high levels. Some of our students are identified as
academically or artistically gifted. Some have significant athletic abilities. Some
have physical, emotional, or behavioral disabilities that make learning a
challenge. Some are learning English. Some have an abundance of
developmental assets that provide support for learning and personal growth.
School
Others have significantly fewer of these assets and require more support outside observations
themselves to develop a stronger base of personal assets. Our vision and mission
statements specifically address both the universal and diverse needs of our
students. They reflect the universal hope of academic achievement and personal
integrity for all our students. They also recognize the diversity of our student
body. We are committed to using innovation and our creativity to help diverse
learners attain academic success. The importance that inspiration and support
play in creating a highly-effective learning environment is understood, stated, and
enacted throughout the high school community.
The implementation of the vision and mission statements and the ESLR’s is
visible throughout Northridge Academy High School. It can be seen in the small School
learning communities, collaborative model for special education, interdisciplinary observations
lessons, advisory, service learning, inquiry-based instruction, heterogeneous
groupings, the 9th Grade Bridge Academy, and the many other educational
innovations and models actively in motion to meet the universal and individual
needs of the students at Northridge Academy.
Our parents express strong support for the vision and mission of this school.
Through a recent survey we learned that 90% of our parents either agree or Parent survey,
Self study
strongly agree that NAHS teachers hold high expectations of our students. report, Ch 1
Moreover, 94% of our parents know what is expected of their children in each of
their classes, and 97% state that their children know what they are expected to
learn to succeed in their classes.
District and CSUN Connections
All of our efforts are supported by school administration, the Shared Use
Agreement with CSUN, the Memorandum of Understanding (MOU) between our Shared Use
school and United Teachers of Los Angeles (UTLA), and the various councils Agreement
and governance groups at our school, such as SLC, SSC, CEAC and ELAC. In
UTLA/NAHS
addition to their representation on these committees, parents provide support MOU
through Friends of NAHS, our booster organization, and the coordination of the
Family Center. In the past, our guiding norms and values permeated and became Meeting sign-
the foundation for the discussions in these groups. Now that the mission and in sheets
vision statements are formalized, they will be even more effectively used in
decision-making.
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The MOU between NAHS and UTLA was developed by our NAHS
administrators, district representatives from the Office of Staff Relations, and
union representatives and approved by our then LAUSD Superintendent prior to
the hiring of our staff. This MOU, unique to LAUSD and UTLA, defines special
attributes of our school and the enrollment process of our students, as well as
specific expectations for faculty who are hired to work at NAHS, including
agreement to: work in a highly collaborative manner with their NAHS colleagues
MOU
and CSUN partners; continually learn and utilize skills regarding new
technologies and our interactive video-technology for supporting classroom
instruction; participate in our small learning community structure of 3 thematic
academies (AMC, HHD, and CE); support the inclusion model for our special
education program; and support and participate in our partnership with CSUN
which includes a teacher training component funded by two grants awarded to
CSUN. In addition, teachers understand that every classroom has interactive
cameras, controlled by the teacher, to be used for educational interaction between
NAHS and CSUN, but not for evaluation of teachers.
Current Educational Research
Even before we opened, we have maintained the practice of grounding our
decision-making and practice in current research. Educational literature that has
greatly influenced our thinking include: Ten Steps to a Learning Organization
(Kline and Saunders, 1996); Setting Our Sights: Measuring Equity in School
Change (Johnson, 1996); From Gatekeeper to Advocate (Hart, 1992); What’s
Worth Fighting For In Your School (Fullan and Hargreaves, 1996); The
Productive High School: Creating Personalized Academic Communities
(Murphy, et al, 2001); Results Now: How We Can Achieve Unprecedented
Improvements in Teaching and Learning (Schmoker, 2006); On Common
Ground: The Power of Professional Learning Communities (DuFour, et al, 2005);
Classroom Instruction that Works (Marzano, et al, 2001); and Data-Driven
Dialogue: A Facilitator’s Guide to Collaborative Inquiry (Wellman and Lipton,
2007).
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Northridge Academy High School Focus on Learning
VISION STATEMENT
We envision a school recognized for its innovation and exceptional academic achievement
where all students value learning and demonstrate integrity.
MISSION STATEMENT
We are a small high school community in a unique partnership with California State University,
Northridge. Our mission is to inspire, support, and expect our students to achieve their fullest potential
as learners and productive citizens.
MOTTO
Inspire and Achieve.
BIG IDEA 2008-2009
Finding Your Voice
EXPECTED STUDENT LEARNING RESULTS (ESLR’s)
ESLR’s ESLR DESCRIPTORS
Who NAHS Students Are What NAHS Students Do
acquire high level content knowledge by critical reading and
Powerful Thinkers acquire knowledge investigative activities.
and use it to reason, question, make select and utilize technology appropriately and creatively.
decisions, and solve problems. apply new understandings to achieve deeper meaning.
build resiliency.
Life-Long Learners demonstrate self- assess their own strengths and weaknesses and build on them.
motivation, resiliency, and responsibility motivate and support their own learning.
for their own education and growth. access and build upon prior knowledge and experience.
show respect for diversity in a complex world.
uphold democratic values of freedom of expression, openness,
Culturally Aware Individuals show equality, acceptance, cooperation and justice.
respect of diversity in all its forms. demonstrate respect and compassion toward all individuals
understand the power of language and its usages.
employ LCP’s in daily practice.
Successful Communicators speak, develop skills to speak, write, read, and listen effectively.
listen, write, and read purposefully and analyze and evaluate information from a variety of sources.
insightfully.
learn and apply academic and social skills
Effective and Responsible Citizens use develop and nurture lifelong compassion and understanding.
what they learn to evaluate, take a stand, contribute productively to society through employment,
and take action to impact their own research, civic engagement, concern for community, issues, and
world and the global community in service.
positive ways.
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A2: To what extent does the governing board have policies and bylaws that are
aligned with the school’s purpose and support the achievement of the expected
school-wide learning results and academic standards based on data-driven
instructional decisions for the school?
To what extent does the governing board delegate implementation of these
policies to the professional staff?
To what extent does the governing board regularly monitor results and
approve the single school-wide actions plan and its relationship to the Local
Educational Association/Local Educational Agency (LEA) plan?
Findings
Data/Evidence
Northridge Academy High School (NAHS) is part of Local District 1, one of eight
local districts within the Los Angeles Unified School District (LAUSD). The
Central District is governed by the seven elected members of the Board of
Education. The Board is responsible for establishing and administrating LAUSD
policies. The Superintendent of Schools is responsible for developing procedures to
implement Board policies. The eight Local District superintendents report directly LAUSD
website
to the Superintendent of Schools. Local Districts have high school directors who
serve as liaisons to high school principals to ensure that Local District plans are
consistent with Central District policies and are implemented at school sites.
NAHS staff, students, and parents work collaboratively to develop school site policy
and make decisions based on District directives. The School Site Council (SSC)
meets monthly to provide students and staff with support and resources to improve
Meeting
student achievement. The SSC is responsible for the budgets of categorical minutes
programs including Title I, Gifted, Special Education, and School Library
Improvement. Our coordination with the Local District is facilitated by the LAUSD
Local District 1 compliance coordinator.
The School Leadership Council (SLC) is our governing body that has purview over
staff development programs, student discipline guidelines, bell schedules, and the
Meeting
allocation of minimum days. SLC also determines guidelines for school equipment minutes
use and coordinates some budgetary matters including instructional materials
(Account 4170) and school-determined needs (Account 3986) based on data
analysis.
SLC has charged the Professional Development Committee – a group consisting of
Academy facilitators, counselors, department chairs, administrators, CSUN liaisons,
and our literacy coach – with the creation of a professional development plan. SLC Meeting notes
uses its final authority to approve the plan or suggest critical topics, such as the
alternating use of Common Planning Time for both Department and Academy
meeting time. Furthermore, Departments, along with math and literacy coaches,
make additional instructional decisions. Academy teachers also participate in the
collaborative process of making curricular and instructional decisions based on their
analysis of data and assessment results.
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The School Site Council, School Leadership Council, English Learner Advisory
Committee (ELAC), and Compensatory Education Advisory Committee (CEAC) all SLC, SSC,
CEAC and
meet monthly to support the achievement of academic standards and expected ELAC minutes
school-wide learning results by allocating funds to academic programs in response
to the needs of Departments and Academies. Funding requests must show evidence
of having a direct impact on improving students' academic success.
Other governance committees that contribute to the development of policies,
programs, and activities that support student achievement include the CSUN-NAHS Meeting notes
Educational Advisory Committee, Instructional Cabinet, Technology Committee,
Library Leadership Team, Discipline Committee, Academy Facilitators Team,
Modified Consent Decree Compliance Team, and the Advisory Committee.
Some of the policies developed by these groups include district initiatives, discipline
policy, dress code, attendance policy, Title IX, and club policies. Faculty and staff Training
are kept informed of the policies, and implementation is delegated through session
professional development, distribution of bulletins and e-mail communication, attendance
logs
including the use of Google-Groups. For many of the policies, formal training
sessions are held in order to ensure understanding and compliance of all
stakeholders.
Parents are informed of the policies through Parent Night meetings during the
Parent/Student
school year, distribution of the LAUSD Parent/Student Handbook, fliers and letters Handbook
sent home with students, and SLC, SSC, ELAC, and CEAC minutes distributed by
e-mail. Parents can also find many of the district and school policies listed in their School
student’s agenda planners. Current information is visibly posted on our Main Office observations
bulletin board, and key forms and information sheets are placed in accessible
holders, also in the Main Office. Information can also be effectively distributed to
parents via the phone through the use of the “Connect-ED” system which provides
the capability to contact parents with a pre-recorded message, as well as through our
school website.
Still, the results of the recent parent survey indicate that communication with our Self-study
parents is an area of growth. While 87% state that they are aware of decisions made report, Ch 5
by the school staff that support student learning, this percentage indicates to us that
a significant number of our parents are still not accessing all the information they
need to know. Improving communication, increased outreach to parents, and
authentic engagement of parents in our academic programs are areas of growth that
are represented in our Self-Study report and Action Plan.
In addition to the information in the agenda planners that we provide to every
student each year, students review school and district policies in their Advisory
classes and are reminded of the policies by the use of posted bulletins, posters, Teacher
school-wide video and audio broadcasts, and student assemblies. In addition, it is evidence
notebooks
the implicit practice of all staff on our campus to regularly talk to students about
these policies, individually as well as in groups, within the context of each day as
opportunities arise.
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Northridge Academy High School Focus on Learning
At NAHS, we cultivate and sustain a culture of respect and responsibility among all
stakeholders, which has proven to be an asset in the implementation of various
policies. Faculty members are supported by administration in the implementation Self-study
and enforcement of discipline and dress policy through the referral procedure. report, Ch 1
Faculty and administration work cooperatively in enforcing attendance and tardy
policies. For example, when faculty and administration discussed how to address
the large number of tardies at the beginning of the school day, tardy sweeps were
started which rely on both the administration’s and staff’s consistent effort for ISIS/SIS data
effective implementation. As a result of this effective collaboration, we have seen a
remarkable decrease in tardies, with numbers being reduced from an average of
50-80 per day in 2007 to 10-20 per day currently.
As Northridge Academy enters its fifth year, the various councils and committees
are maturing. As each group becomes more familiar with its role and
responsibilities, participation is growing, particularly among parents, and members Meeting sign-
are becoming more diverse. For many of the parents, this is their first time serving in sheets
in a leadership function at their child’s school. This year, the diversity of the parent
members of the SSC is much more in line with the diversity of our student body.
The Single Plan for Student Achievement is formally reviewed by the School Site Single Plan for
Council each year. CST scores are also reviewed by the Council. With the creation Student
of our school-wide Action Plan during the WASC Accreditation Self-Study process, Achievement
we made a commitment in our Action Plan to vigilantly monitor the alignment of Self-study
our WASC Action Plan to our Single Plan for Student Achievement and ensure that report, Ch 5
all decisions on budget priorities are made after close analysis of achievement data.
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Northridge Academy High School Focus on Learning
A3: To what extent based on student achievement data, does the school
leadership and staff make decisions and initiate activities that focus on all
students achieving the expected school-wide learning results and academic
standards?
To what extent does the school leadership and staff annually monitor and
refine the single school-wide action plan based on analysis of data to ensure
alignment with student needs?
Findings Data/Evidence
Northridge Academy High School is committed to using achievement data
analysis as a basis for decisions and to initiate activities that focus on all students
achieving expected school-wide learning results and academic standards. Many Meeting
systems and school-wide practices have been created to support this commitment. minutes
Moreover, NAHS has a number of governance groups, councils, and leadership
committees which collectively function as the leadership of our school.
CST, CAHSEE, and Periodic Assessment data are some of the major sources of
data by which we monitor student achievement. Additional data sources that give
us insight to our student achievement include the California English Language Meeting
Development Test (CELDT); triennial IEP results; FitnessGram data; student agendas
attendance, graduation, and dropout rates; academic grades; credits earned; and
Advanced Placement enrollment and success rates. This data is reviewed in
departments, during professional development meetings, at leadership committee Self-study
report, Ch 1
meetings, and by administration on a regular basis. Other groups that use this data
are Associated Student Body (ASB) Leadership, Advisory Committee, Discipline
Committee, Technology Committee, Library Leadership Team, NAHS – CSUN
Educational Advisory Committee, Modified Consent Decree Compliance Meeting notes
Committee, Administrative Leadership Committee, and the Achievement
Solutions Leadership Committee. We use data analysis results to inform
instructional practices, create a master schedule that meets the needs of all
students, support curricular choices, and contribute to the development of our
Academies.
A significant school-wide change that resulted from our examination of student Self-study
achievement data is the implementation of our Common Planning Time schedule. report, Ch 1
With a District waiver, we are now able to provide regular, almost weekly,
planning time for curriculum and instruction development by Departments, Bell schedule
Academies, and interdisciplinary teams within Academies, with a special
emphasis on the WASC self-study process during the 2008-09 year.
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Northridge Academy High School Focus on Learning
Close analysis of our CAHSEE data over the past three years has resulted in the
creation of several intervention programs. They include:
Session sign-in
CAHSEE Boot Camp sheets
CAHSEE Math and English Advisory activities facilitated by Math and
English teachers through a teacher “exchange” system
Saturday CAHSEE Intervention classes
As a result of intensive intervention, we have seen significant improvement in our
CAHSEE passing rates in recent years.
Our Advisory program provides us with another avenue through which we can
create and implement programs and activities in response to our examination of
student achievement data. Academy-specific activities allow students to make
connections between academic curriculums and career interests. Advisory- Advisory
specific activities, such as the True Colors Personality Test and the curriculum
Developmental Assets program, allow students to understand themselves and documents
their personal communication and learning styles better. Student-led Link Crew
activities in Freshman Advisories provide 9th grade students with much-needed
support to achieve expected school-wide learning results.
School-wide efforts created as a result of student achievement data analysis also
include an after-school tutoring program three days a week; development of our
on-site Adult School and Pierce College programs; the distribution of agenda Meeting notes
planners to students every year; more focus by Academies on improving
academic achievement; additional career exploration activities, e.g., the annual
Career Fair; and additional college exploration activities, e.g., college
representative presentations.
The School Site Council is responsible for annually reviewing the Single Plan for
Student Achievement. This process is reflected in the minutes for the council Single Plan for
meeting. It is a growth opportunity for NAHS to review the plan each year for Student
the purpose of refining it to better meet student needs. With the development of Achievement
our 2008-09 WASC Self-Study report and the resultant Action Plan, it becomes Self-study
the responsibility of the WASC Executive Leadership Team to ensure that both report, Ch 5
the WASC Action Plan and the Single Plan for Student Achievement are
examined regularly and concurrently and that these two plans are closely aligned.
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Northridge Academy High School Focus on Learning
A4: To what extent does a qualified staff facilitate achievement of the
academic standards and the expected school-wide learning results through a
system of preparation, induction, and on-going professional development?
Findings Data/Evidence
The teachers at Northridge Academy High school are dedicated to their
profession and are all considered “highly qualified” as required by the No Child
Left Behind legislation. Every effort is made to ensure that faculty are teaching
in their credentialed content areas. Chapter 1 data shows that five teachers are Self-study
report, Ch 1
National Board Certified, with five more teachers currently working toward that
distinction, and nineteen teachers hold master’s degrees, with five more currently
enrolled in master’s programs. One teacher has a doctorate. Four teachers and
one counselor are instructors or adjunct professors at local colleges and
universities.
Our Professional Development committee consists of Academy facilitators, Meeting notes
counselors, department chairs, administrators, CSUN liaisons, and our literacy
coach. This committee meets bi-monthly to develop and implement a Self-study
comprehensive school-wide professional development program. All decisions report, Ch 1
that the committee makes are consistent with District policies and are grounded in
student achievement data. A complete overview of our professional development
topics is available in Chapter 1 of our self-study report.
Our professional development plan is a collaborative effort involving
School
administration, faculty, and staff. When district budget has allowed, buy-back calendar
days before the beginning of the school-year have provided opportunities for
valuable in-service training, school policy discussions, and close analysis of
achievement data. This school year, a modified schedule, which allows common
planning time almost every Tuesday afternoon, has provided consistent time for
planning and professional development.
Our unique relationship with CSUN also has provided us with additional
resources to inform our professional development plan and increase student
achievement. Four members of the CSUN faculty are allotted two units of their
Sign-in sheets
total teaching schedule to serve as liaisons between the University and NAHS.
Each person is assigned to one of our Academies to assist the respective
Academy facilitator in the development of Academy activities. CSUN facilitators
participate in Professional Development Committee meetings, present at
Professional Development meetings, and participate in Academy activities. For
two years, generous funding from CSUN through the Teachers for a New Era
(TNE) grant has enabled NAHS and its CSUN partners to have extended planning
time together through a spring retreat.
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Northridge Academy High School Focus on Learning
Departments and academies meet at lunch, after school, during Tuesday
afternoons, and during the summer to discuss student needs and to plan activities
Meeting
and curriculum to meet these needs. The administration, classified leadership, agendas
and counseling staff hold regularly-scheduled calendar meetings once a week to
discuss and update the master calendar, review student and staff needs, and plan
for the upcoming week, or weeks.
New teachers at NAHS benefit from a special half-day New Teacher Training
that NAHS administrators and volunteer teachers provide before the school year
starts to familiarize them with the school, its policies and procedures. Monthly
meetings are held throughout the school year to address concerns and specific Master
procedures, such as entering grades into the marks reporting system. These new calendar
teachers participate in the district BTSA induction program and are assigned
support providers to help them plan and implement standards-based lessons. New
teachers also attend local district training in their specific content area.
Our core content teachers are currently utilizing the Pearson Achievement
Solutions Learning Teams program which supports lesson design and
development based on teachers' examination of student achievement as evidenced
by student work to identify learning objectives and appropriate curriculum.
Currently, teams in Math, Social Studies, and English meet bi-monthly using the Learning Team
notebooks
Pearson Seven-Step protocols and processes.
Teachers of Gifted and Talented Education (GATE) students participate in
training to better service this student population through differentiation. Those
who teach Advanced Placement classes have participated in an AP Audit of their
courses and most have also attended the AP by the Sea conferences. Our
teachers also regularly attend subject-specific professional development provided
Meeting
by the local district to develop additional and more effective ways to support agendas
student achievement. As new information, such as in brain-based research,
comes forth, our teachers are motivated to attend workshops and conferences to
learn strategies and methods that hone and strengthen their ability to better
facilitate student learning.
Because the use of technology to promote more effective teaching and learning is
an intrinsic part of our vision for becoming a school recognized for its innovation,
the NAHS staff receives ongoing technical training provided by our Technology
Committee with the support of our Teacher-Librarian. Previous training has Technology
addressed such topics as, using websites such as yourhomework.com and Committee
MyRoad.com; using EasyGradePro and ISIS, two electronic grade book meeting notes
programs; and operating the audio-visual equipment in their classrooms. The Survey results
California Technology Assistance Program Technology Assessment Profile
(CTAP2) survey and an in-house technical survey inform us of the technical
training needs of our faculty and staff. After initial technical delays, we are now
making great strides in activating the Video-on-Demand capabilities we have
Shared Use
through the cameras that are installed in almost all instructional rooms, with cable Agreement
connections to CSUN creating the possibility of allowing students and instructors
to view and study classroom practices and experiences from both institutions.
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Northridge Academy High School Focus on Learning
A5: To what extent are leadership and staff involved in on-going research or
data-based correlated professional development that focuses on identified
student learning needs?
Findings Data/Evidence
The NAHS leadership and staff are involved in ongoing research and data-driven
professional development that focuses on identified student learning needs.
The NAHS administrators attend monthly professional development meetings
related to District instructional initiatives. Following the "trainer of trainers" Meeting
model, they then disseminate information to our leadership committees and agendas
councils. The District initiatives are all research-based and have been selected on
the basis of data analysis - e.g., the adoption of the Directed Reading and Writing
programs.
The NAHS Professional Development Committee consists of administrators,
Academy facilitators, counselors, CSUN liaisons, department chairs, and our SLC minutes
literacy coach. Our United Teachers of Los Angeles (UTLA) chapter chair also
participates on this committee. The committee integrates review of current PD Meeting
research with data analysis to ensure our students are achieving academic success. notes
In accordance with LAUSD procedures and the UTLA contract, this committee
must present their plans for approval to the School-Site Leadership Council,
which has purview over professional development. The resulting plan is sent to
the Local District for approval.
In addition to the NAHS Professional Development plans, individual teachers
access professional development in a variety of ways. We conduct monthly new
teacher meetings every year to support those new to our school, and possibly new
to the profession, by providing them with instructional strategies and classroom BTSA logs
management policies based on what we have come to know about our students
through data analysis. New teachers are also supported through the California
Beginning Teacher Support and Assessment (BTSA) program. Many of our
veteran teachers and National Board Certified teachers serve as BTSA support
providers for our first- and second-year teachers.
Both the Central District and Local District 1 provides ongoing professional
development to support student achievement and triennial trainings for teacher Meeting
new to the English Language Arts Instructional Guides. Workshops are offered agendas
to support teachers in working effectively with identified subgroups of students,
e.g., Gifted and English Learners, and in areas such as the use of technology to
support effective teaching and learning.
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Northridge Academy High School Focus on Learning
NAHS teachers, administrators, counselors, and other staff are active participants
in their professional organizations and attend local, state, and national
conferences, both as conference attendees and as presenters in content areas such
as, math, science, English, technology, library media, and foreign languages, as Approved
well as in research-based initiatives and programs, such as small-learning travel requests
communities, advisory programs, Collaborative Model for Special Education, etc.
All Advanced Placement teachers have successfully undergone the College Board
Audit process and attended Advanced Placement training conferences. We take
pride in the fact that our staff is committed to staying informed of current
educational research and proven best practices as well as serving as role models
and mentors to other educators.
The NAHS Math and English Departments receive the help and guidance of a
math coach and a literacy coach. All District 1 coaches meet monthly to review
District and school site data; discuss current research on effective instruction;
identify areas of student need based on assessment data analysis; and develop Coach logs
strategies for improving student achievement. NAHS coaches do not limit their
school-site interactions exclusively to the Math and English departments but also
work across the disciplines in their efforts to increase academic success.
Periodic assessment data for Math, English, Science, and Social Studies often
inform department meetings both with and without the involvement of the
coaches.
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Northridge Academy High School Focus on Learning
A6: To what extent are the human, material, physical, and financial
resources sufficient and utilized effectively and appropriately in accordance
with the legal intent of the program(s) to support students in accomplishing
the academic standards and the expected school-wide learning results?
Findings Data/Evidence
Northridge Academy High School’s vision of achieving exceptional academic
excellence through innovation drives the allocation of our human, material,
physical, and financial resources. We ensure stakeholder participation in the
decision-making process by involving staff, students, and parents in all of our
school site governance committees and councils.
Assessment of data from a variety of sources drives the allocation of resources.
Several programs including Special Education, Gifted and Talented Education Self-study
(GATE), and Title I must meet State and Federal eligibility requirements to report, Ch 1
receive funding. AYP and API benchmarks must be met annually. Therefore, all
decisions affecting the use of human, material, and financial resources must be
based on analysis of student achievement at our school.
The Effective and Appropriate Use of Human Resources
All of our students receive the support of a highly-qualified staff, a dedicated
community of life-long learners who support student achievement through
department and Academy curriculum and promote the achievement of academic
standards and the fulfillment of our expected school-wide learning results.
Our students are also supported academically, socially, and emotionally by a
variety of other support staff members, including, but not limited to:
A Title I coordinator who ensures that academic programs receive
sufficient funding while meeting District, State, and Federal guidelines.
Our Title I coordinator also serves as our Bilingual coordinator and our Staff directory
College Counselor.
A part-time nurse who monitors the physical well-being of our students.
A full-time Teacher-Librarian supports teachers and students.
A full-time campus officer who ensures the safety of our campus. He also
volunteers his time to meet with and mentor a small group of at-risk
students.
A part-time school psychologist who provides counseling and assessment
services for not only our students with special needs, but also, our at-risk
general education students. She is also a member of our SST and School
Crisis Team as well as available as a support to our staff..
A Family Center Director who coordinates outreach activities in an effort
to increase parent involvement in their children's academic progress. She
works closely with our faculty, administrators, and staff, reviews data and
2008 Accreditation Self Study Page 123
Northridge Academy High School Focus on Learning
provides input at various leadership and governance meetings, and mentors
parents as well as students.
Certificated staff to offer CAHSEE and CST intervention.
A full-time literacy coach and a part-time math coach to support the List of Faculty
instructional practices of the entire faculty. Responsibilities
A GATE coordinator, who is also our Social Studies teacher, who oversees
GATE monies and ensures the appropriate allocation of those resources.
Walk-on coaches for our athletic teams
Additional District itinerant personnel, e.g. an audiometrist, a speech
therapist, an Special Education occupational guidance counselor, etc.
Due to the small staff size at our school, which must still fulfill all the
Single Plan for
responsibilities of a full-fledged comprehensive high school, all staff members Student
willingly serve multiple roles to ensure our students are engaged in a high-quality Achievement
educational experience, even before and after school and during nutrition and
lunch. Most teachers volunteer as club sponsors and work in ways to promote Meeting notes
school spirit and inspire academic excellence. All staff members participate on the
various committees and councils that guide our school.
In addition, we are very proud and appreciative of our classified staff members
who also take on numerous roles to ensure our school runs smoothly. Our clerical
staff, led by our School Administrative Assistant (SAA), is small but consistently
provides high quality service to our students, parents, community members, and
staff. They too review data and are very knowledgeable about our students and School
observations
their needs. Our SAA ensures that administrators and staff receive up-to-date
information regarding district policies, meetings, and ongoing information in a
timely manner. The SAA, along with the Plant Manager, meet with administration
on a weekly basis to discuss updates and issues that affect our school.
Our cafeteria manager and her staff work diligently to provide nutritious meals to
our students and staff in a courteous and efficient manner while also maintaining
School
excellent records of cafeteria data and keeping up with current district policies and observations
federal lunch program mandates.
Our custodial staff, under the management of our plant manager, works diligently
to complete daily tasks as well as meet the moment-to-moment needs of our staff
and students. Our plant manager communicates regularly with local and central
district Maintenance and Operations and Facilities staff, as well as other related
School
offices, in order to stay current on incoming district, state, and federal mandates observations
regarding our facilities, including campus health and safety issues. Our campus
aide works hand-in-hand with our school safety officer and the plant manager to
ensure the safety of our students and staff.
In addition, all of our classified staff have taken on a mentoring role to all our
students. Many of our students confide in our classified staff members and view School
observations
them as their advocates and role models who also teach them to grow and develop
in unique and positive ways.
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Northridge Academy High School Focus on Learning
The Effective and Appropriate Use of Financial Resources
Our Single Plan for Student Achievement informs all major decisions for allocating
resources to provide standards-based instruction to all students. The School Single Plan for
Leadership Council (SLC) meets monthly to endorse all procurement activity with Student
final approval being made by the SSC (School Site Council). All stakeholders are Achievement
included in these transparent processes. The Professional Development Committee
meets bi-monthly to plan and determine the focus and agenda for the new year
based on student outcomes revealed in the data.
The Effective Use of Material and Physical Resources
To ensure that students receive appropriate materials, resources and experiences to
meet the academic standards and the expected school-wide learning results, we
provide them with the following:
General school supplies
State-adopted and District-approved textbooks
Supplemental resources such as novels, reference books, and consumable Inventory lists
workbooks
Academy-related curricular trips
Classrooms equipped with computers, video cameras, LCD projectors, and
DVD/CD players
Three computer labs and three laptop carts
Science laboratory materials and equipment
Physical education equipment and facilities
Academic intervention program materials
Counseling and mental health services
Our District assists in maintaining and upgrading site facilities in order to provide
a safe and clean environment. Our dedicated custodial crew works in shifts from 6 Self-study
a.m. to 11 p.m. to maintain our campus and ensure that it is able to support our report, Ch 1
instructional needs. More information about the safety conditions of our school is
available in Chapter 1 of our self-study report.
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Northridge Academy High School Focus on Learning
Areas of Strength:
Committed staff members are willing to take on multiple roles and responsibilities in
order to ensure a high-quality education for all our students..
The active participation of our CSUN partners provides us with valuable research-based
input and guidance in the development of our professional development planning.
The building of our vision statement, mission statement, and expected school-wide
learning results was a true collaboration among NAHS staff, students, parents,
community, and CSUN.
Our entire staff has shown both willingness and ability to examine data to establish and
implement instructional goals.
Areas of Growth:
We must be more intentional in reviewing our Single Plan for Student Achievement by
ensuring that all stakeholders have the skills and abilities to review and discuss the
contents of this document effectively.
We must ensure that the current level of engagement and partnership we experience with
CSUN is sustained over time and made systemic as part of the long-term organizational
structure of our school.
We must identify more effective ways of engaging our parents and community in
understanding our achievement data results and in actively participating in our decision-
making and initiating of activities that focus on students achieving our school-wide
learning results and academic standards.
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Northridge Academy High School Focus on Learning
Chapter IV:
Self-Study Findings
Curriculum
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Northridge Academy High School Focus on Learning
Focus Team B: Curriculum
Team Leaders
Barbara Scott, Science; Health and Human Development Academy
Maureen Burkhart, Mathematics; Arts, Media, and Communication Academy
Team Members
Ana Aguilar, Student; Careers in Education Academy
John Alexopoulos, Assistant Principal
Tara Burk, English; Health and Human Development Academy
Erika Figueroa, Social Studies; Careers in Education Academy
Bree Johnson, Student; Health and Human Development Academy
Cletus Mbata, Mathematics; Health and Human Development Academy
Galene Martinez, Visual/Performing Arts; Arts, Media, and Communication Academy
Caroline Mitchell, Special Education; Health and Human Development Academy
Ken Sakatani, CSUN Art; Arts, Media, and Communication Academy
Rene Shufelt, Visual/Performing Arts; 9th Grade Bridge Academy
Erin Thomas, Computers; 9th Grade Bridge Academy
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Northridge Academy High School Focus on Learning
CHAPTER IV: SELF-STUDY FINDINGS
CATEGORY D: STANDARDS-BASED STUDENT LEARNING:
CURRICULUM
B1: To what extent do all students participate in a rigorous, relevant,
and coherent standards-based curriculum that supports the
achievement of the academic standards and the expected school-wide
learning results? [Through standards-based learning (i.e., what is
taught and how it is taught), the expected school-wide learning results
are accomplished.]
Findings Data/Evidence
A Rigorous, Relevant, and Coherent Standards-Based Curriculum
Northridge Academy High School maintains and fosters a learning
community in which all students have the opportunity to participate in Mission and Vision
rigorous, relevant, and coherent standards-based curricula. It is our statements
expectation that students will demonstrate achievement of academic
State Content Area
standards through a wide variety of assessments and demonstrate expected Frameworks and
school-wide learning results daily. Our curricula are aligned to the California Standards
State Frameworks and Standards, and incorporate research-based
instructional strategies aimed at meeting the needs of all students.
To support student learning, we have created three small learning
communities, or Academies, in which students receive a comprehensive,
standards-based curriculum and the additional support of cross-curricular Academy brochures
and real-life connections, activities, and assignments that reflect the focus of
a specific Academy. Our four Academies are: 9th Grade Bridge Academy;
Arts, Media and Communication (AMC) Academy; Health and Human
Development (HHD) Academy; and Careers in Education (CE) Academy.
In order to ensure that we provide our students with a research-based,
professionally acceptable curriculum, we adhere to State and District LAUSD CREE
Bulletin
mandates to provide a Culturally Relevant and Responsive Education
(CREE). Our expected school-wide learning results are developed to support Life Skills
students as they “participate in the curriculum” so as to promote high student syllabus
engagement and higher student achievement. For example, our Life Skills
curriculum incorporates a CSUN anti-prejudice/anti-bullying awareness
program called STOP (Students Take Out Prejudice) in which CSUN student
mentors offer presentations and conduct activities designed to heighten our
students’ awareness of diversity issues.
We also adhere to district mandates regarding professional development and
closing the achievement gap. To maximize the effectiveness of these Bell Schedule
mandates, we have adopted a Common Planning Schedule allowing us Master Schedule
weekly time to meet as Departments and Academies. We have also worked
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Northridge Academy High School Focus on Learning
together to create a master schedule, informed by data analysis and
instructional needs, which provides all students with access to courses that
meet A-G requirements as well as Honors and AP classes.
Periodic
Further, academic instruction is aligned with district, state, and national assessment, EAP,
standards assessments. Data from district, state, and national assessments CST, and CAHSEE
drive instruction and help teachers formulate and plan lessons that will help data
students access the curriculum.
To ensure that curriculum development is informed by evidence from
student work, core content area teachers meet regularly as Pearson Learning Team
Achievement Solutions (PAS) Learning Teams. PAS learning protocols are workbooks
used to design lessons based on specific student needs as evidenced from our
analysis of data, including student work.
Our administration provides Department and Academy teachers with
extensive data regarding overall student mastery of standards as reflected in Sample periodic
assessment
CST, CAHSEE, and periodic assessment scores, along with grades. Teachers
are working to develop shared rubrics and, in some cases, departmental
assessments, to assist in developing consistent expectations and standards for
all students within each content area as well as school-wide..
EL students’ progress in their transition from English Language Master Plan for
Development (ELD) to fluency in English is monitored by the use of the ELA
California English Language Development Test (CELDT), California
Standards Tests (CST’s), grades, and portfolios. Administration provides CELDT data
teachers with print-outs to identify EL students in core classes who would
benefit from additional support in accessing rigorous curriculum.
At NAHS, we recognize the critical need to develop the academic literacy
skills of all our students to allow them to succeed with challenging
curriculum. In grades 9-10, English classes use District instructional guides
Instructional
as resources for assisting students with mastery of the academic standards, as Guides
well as Design Lessons to serve as models for instructional strategies and
sequencing. These provide teachers with a curriculum that aligns
instructional standards to district and state assessments. Our literacy coach
provides teachers with support in the implementation of District curriculum.
Struggling 9th and 10th graders have been identified on the basis of grades,
test scores at Below and Far Below Basic, and teacher feedback for
placement in a directed reading and writing program. The Read 180 course Class rosters
primarily uses a series of teacher-guided small group instruction, one-on-one
learning, and computer-aided technology activities. These strategies provide
students with a comprehensive literacy curriculum that supports their
advancement from current lowered performance to grade level proficiency.
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Northridge Academy High School Focus on Learning
In Foreign Language, our school size limits our language offerings to
Spanish. Nevertheless, we are able to provide differentiated learning Spanish Evidence
Notebooks
opportunities by offering both Spanish and Spanish for Spanish Speakers
classes. Further, advanced students take AP Spanish Language and AP Pierce College
Spanish Literature. Our teachers have developed departmental final exams course offerings
and projects which support expected student learning results. To provide
students access to additional language classes, we offer a Pierce College
class in American Sign Language on our campus after school, a course
which fulfills the foreign language graduation and a-g requirement. In
addition, we encourage students to enroll in other foreign language course at
community colleges and other accredited schools.
Teachers of Visual and Performing Arts (VAPA) meet both as members of a
department and in our academies to support the engagement of students in VAPA Evidence
core content and interdisciplinary curriculum. Our Performing Arts offerings Notebooks
include Instrumental Music, Dance, and Drama while Visual Arts include
painting, filmmaking, and cartoon/animation. Each VAPA course engages
students in a standards-based curriculum, supported by authentic
demonstration and performance opportunities. VAPA teachers ensure that
students make explicit connections between coursework and expected
school-wide student outcomes.
The Science Department meets regularly and implements common lessons
and lab investigations, utilizing a semester pacing plan that follows the Science testing
district course instructional guides and state science curriculum frameworks spreadsheet
to ensure standards are taught. Periodic assessments provide feedback on
student mastery of standards. The department also develops individualized Science pacing plan
remediation assignments and projects for students to help them strengthen
skills in areas of the course standards where they show weaknesses. A
District Science Specialist provides our teachers with support in the
implementation of standards-based curriculum.
In Algebra 1AB, Algebra 2AB, and Pre-Calculus, the math department has
implemented the College Preparatory Math (CPM) Program which has been
found by the U.S. Department of Education to be an exemplary curriculum.
Students develop critical thinking skills and make connections between
California State grade-level standards and relevant, applicable problems Math Evidence
Notebooks
which stress multiple representations. Math Department members also
collaborate to create rubric-based projects which enhance student learning in
Algebra 1 and 2, Geometry, Pre-Calculus and AP Calculus. During spring
2007, a CSUN Math Education professor taught a course in Algebra
Readiness for ninth grade students who failed Algebra 1. This year, he is Master schedule
teaching a math elective class for struggling freshmen, taken concurrently
with Algebra 1 to help bolster algebra and basic math skills and concepts.
Our district-assigned math coach provides teachers with support in
delivering a standards-based curriculum.
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Social studies teachers also meet regularly to discuss best practices. This
year, the department is utilizing Pearson Achievement Solutions to
History
orchestrate recursive conversations and examine student work. The teachers instructional guides
follow a District pacing plan and utilize district-provided instructional and pacing plans
guides. They are analyzing periodic assessment results and CST data to
drive instructional practices. A District Social Studies Advisor supports our
teachers in the implementation of the instructional guide curriculum.
Physical Education teachers meet as both department and academy members
and are enrolled in district-provided workshops to align state standards with
course curriculum. The department works in partnership with the
Kinesiology Department at California State University, Northridge using a PE Evidence
combination of on-campus and CSUN facilities to provide a whole health Notebook
and fitness curriculum to students. A grant from “Sound Body, Sound Mind”
allowed for the purchase of equipment for our fitness center which is used in Sound Body, Sound
conjunction with gymnasium and field facilities. The curriculum of the Mind grant
Physical Education department includes fitness, personal health, team
development, and individual accomplishment. Co-teaching of special units
is conducted by students enrolled in the CSUN Secondary Teacher Program,
under the guidance of a CSUN faculty member and NAHS P.E. teachers.
A vital component of our PE curriculum is established through the program,
"Pursuing Victory with Honor". This program incorporates the Character
Counts® Six Pillars of Character: trustworthiness, respect, responsibility, “Pursuing Victory
caring, fairness, and citizenship. These tenets are incorporated into daily with Honor”
activities. Teachers also encourage student ownership of their health and
Character Counts
fitness through the Live Strong program. This program utilizes a web-based
program where students record all food intake and exercise and develop a Live Strong website
personalized fitness regimen. Students participate in team sports, which
allow them to collaborate and assume responsibilities for group outcomes.
Special Education and General Education teachers meet regularly to discuss
student achievement of Individualized Education Plans (IEP) goals and to
review strategies to help special needs students meet academic standards,
individual student goals, and ESLR’s. Students are provided additional
assistance in core content classes through adult assistants in classes as well Master schedule
as in a learning center setting. NAHS has adopted a collaborative model for
teaching Resource Specialist Program (RSP) students. RSP teachers co-plan IEP goals
and co-teach with general education teachers to ensure that RSP students
receive a rigorous standards-aligned curriculum in general education classes
while also ensuring the support structures necessary for success.
Special Education teachers meet as both Department and Academy
members. IEP’s are developed and implemented to provide accommodations
and modifications to assist in curriculum delivery that meets each student’s Special Ed syllabi
individual needs. Learning Centers are staffed by Special Education
Teachers to provide additional support to Special Education students to
access core content curriculum.
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Additional Curriculum
Academies
In addition to the standards-based subject matter curricula taught, every
NAHS Academy has developed Academy-specific electives and career-
related curriculum as well. For example, AMC offers Animation and Web
Design electives and curricular units on banned books and issues of Master schedule
censorship. HHD offers Environmental Science and units of study on teen
nutrition, wellness, and AIDS. CE offers Careers with Children and
Psychology electives as well as instructional units on learning modalities and
multiple intelligences.
Advisories
The advisory curriculum model was developed by a team of teachers,
counselors, administrators, and faculty from California State University,
Northridge. The presence of the advisory period emphasizes our belief that
Advisory notebooks
the effectiveness of the curriculum is dependent upon the establishment of a
learning culture that supports diverse learning modalities. The advisory
curriculum covers grade level-specific concepts and skills for a wide range
of topics, including: school culture, developmental assets, study skills, time
management, interest inventories, career exploration, and Academy-based
activities.
Senior Internships
In 2008, we began a concerted effort to establish internships for eligible
Seniors in each Academy to extend our students’ learning and Academy
experiences into the real world. We have become members of two local
Chambers of Commerce to utilize networking opportunities to create Student Intern
portfolios
internships and job shadowing opportunities for our students. Our
beginnings are humble, with students placed at only two locations this year
(a printing company and a local elementary school), but the student results
have been outstanding and encourage us to expand these types of offerings.
On-Site Community College Classes and Adult School Classes
To supplement course offerings during the school day, concurrent
enrollment community college classes are offered on our site after school.
Through the community college classes, students have access to a wide
range of subjects, including, psychology, child development, and physics. Course offerings
Through adult school classes, students have access to additional
opportunities to take and pass courses needed for graduation. We are
currently developing a pilot on-line class in Algebra readiness, and we hope
to utilize advances in technology to bring other courses to our students.
ROC and ROP Classes
NAHS students have access to Regional Occupational course and programs
ROC and ROP
through two local Regional Occupational Centers. These courses allow Course offerings
students to pursue career-related interests and, in some cases, earn needed
credits toward graduation.
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Textbooks
In all core content areas, including English, math, science, and social
science, students are provided district-approved, standards-aligned
textbooks. Other departments align their textbooks with district standards. Textbook lists
From 2004 to 2008, textbooks in Foreign Language, Health, Social Studies,
Science, English, and Math were aligned to State Standards. Currently, we
are 100% “Williams compliant,” having issued quality, current, district-
approved textbooks in all core content courses to all students.
Curriculum Support Services and Parental Participation
Providing oversight for our academic programs, our Instructional Cabinet,
Instructional
consisting of department chairs, academy facilitators, and administrators, Cabinet minutes
meets regularly to discuss and examine curricular issues and student
progress towards achievement of standards school-wide.
Local District level support is provided through literacy and math coaches as
well as through training designed and delivered by District specialists in LAUSD Website
Math, English, Social Studies, Science, and English Language Development.
From the start, CSUN faculty members have worked closely with our staff in
developing Academy curricula that can be readily supported by CSUN staff
and other resources. We are fortunate that CSUN funds a representative
from each of the three colleges that align with our Academies to serve as Meeting minutes
University facilitators – counterparts and colleagues to our NAHS Academy
facilitators. Our CSUN partnership opportunities have included annual Academy
visits to the CSUN Castaic Lake Satellite Campus for our HHD Academy Facilitator
notebooks
students to explore careers in leisure studies; ongoing visits by our AMC
Academy to the CSUN Gallery to view installations and meet artists; and CE
Academy’s observations at the CSUN Family Center and Preschool.
All Advanced Placement Science students participate in the UCLA AP
Readiness program which provides bus transportation from NAHS to UCLA AP Teacher
for one Saturday each month. Students attend supplementary classes in their Evidence Notebook
subject area to prepare them for the AP exams and experience UCLA as a
“college student”.
Our 2008-2009 parent survey and focus groups indicate that our parents have
a high level of awareness of the course offerings and curricular opportunities
available to their children here at NAHS. For example, 94% of the parents Parent Survey
who responded to our survey indicated they were aware of Honors and AP
courses available to their children. Approximately 87% either agreed or
strongly agreed with the statement that their children were involved in the
process of selecting their own classes.
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B2: To what extent do all students have access to the school’s entire
program and assistance with a personal learning plan to prepare them
for the pursuit of their academic, personal, and school-to-career goals?
Findings Data/Evidence
Program Access
All students at Northridge Academy High School have a personal learning
plan, also referred to as an “Individualized Graduation Plan (IGP).” This Sample IGP’s
document is developed in collaboration with student, parent, counselor, and
advisory teacher and reviewed at least twice a year for four years.
To ensure an awareness of graduation requirements from the very beginning
of high school, incoming freshmen are invited to attend our August
orientation where they have an opportunity to meet with student Link Crew
Link Crew roster
members, 9th grade advisory teachers, counselors, and academy facilitators. Summer Orientation
During this time, information about various curricular and co-curricular agenda
programs is disseminated. Community-building activities are conducted by
the Link Crew members.
Additionally, when their first semester begins, freshmen are exposed to the
school’s academies and curricular paths. All students must take a semester-
long Life Skills course. One of the primary goals of this class is to introduce
students to career and educational opportunities beyond high school and to Life Skills syllabi
assist students in developing decision-making, time management, and study
skills necessary to succeed in high school and pursue their post-secondary
plans.
Academy and Advisory curricula are designed to promote focused
conversation and students’ self-awareness and development of academic,
Academy notebooks
personal, and school-to-career goals. Each Academy continues to develop
and promote grade-level appropriate activities and discussion topics to help
students continually monitor their own learning plans.
9th Grade Bridge Academy
NAHS provides a 9th Grade Bridge Academy program where freshmen
explore each of our three Academies prior to making an Academy selection
for grades 10-12. Every ninth-grader receives assistance in developing an
IGP from the ninth grade counselor and his/her advisory teacher. This plan Academy facilitator
is reviewed at least twice a year and modified as the student progresses logs
towards his/her academic, career and personal goals. Much attention is
given to monitoring students’ report card grades. Students with D’s and F’s
are required to develop and implement action steps to raise their grades.
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Arts, Media & Communication (AMC) Academy
The AMC Academy embraces the disciplines of Media Studies, Music, and
Theatre Studies. AMC highly values practical work of students in television,
radio, multi-media, photography, musical composition and musical and
theatrical performance. We recognize that practical work needs a sound Bulletin 1600
critical and theoretical underpinning, and each course is designed to provide
this. AMC seeks to develop a range of key transferable skills, skills to help
students to be highly successful in gaining employment not only as
performers, teachers, media practitioners and journalists but also in the
rapidly developing cultural industries. The motivation created by these
highly engaging and relevant disciplines supports our students’ success in
their overall Individualized Graduation Plans (IGP’s).
Health and Human Development (HHD) Academy
The HHD Academy seeks to develop a range of key transferable skills to
help students to be highly successful in gaining employment, not only as Bulletin 1600
researchers, teachers, social workers and health care professionals, but also
in protecting the health of all Americans and providing essential human
services, especially for those who are least able to help themselves:
Students gain valuable experience through community service and internship
programs. All programs emphasize improvement of the quality of life for
individuals and families and the managing of services that promote health
and well-being and educate the whole person - psychologically, emotionally,
socially, and intellectually. The relevant and “real life” significance that
Academy-based learning provides students with additional motivation to
succeed in the completion of their IGP’s.
Careers in Education (CE) Academy
The CE Academy is aligned to the departments of Deaf Studies, Educational
Leadership and Policy Studies, Educational Psychology and Counseling,
Elementary Education, Secondary Education, and Special Education, all
Bulletin 1600
within the CSUN College of Education. This Academy provides students
with the opportunity to explore a wide range of career opportunities in the
field of education. Students learn about opportunities as teachers, day care
workers, counselors, school psychologists, administrators, and more.
Through guest speakers, tutoring at elementary schools, and internships at
neighborhood schools and family centers, students are motivated to
successfully complete their IGP’s.
Advisory
All students are enrolled in an advisory class. Once students reach 10th grade,
the students remain with their advisory for the rest of their high school
experience. The primary purpose of advisory is to provide each student a Master Schedule
personal connection to an adult mentor on our campus. After the ninth grade,
students are programmed into advisory classes by academy interest and grade
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level. Advisors have time to meet with advisees regarding academic, social
and personal needs. Academy curriculum emphasizes student choice and
reflection regarding progress towards successful completion of graduation
requirements.
Special Education
Following a Collaborative Model, our special education teachers, including
Resource Specialists, work in partnership with parents, general education
teachers, adult assistants, counselors, and our administrator in charge of Special Ed teacher
logs and case
special education to develop Individualized Education Plans (IEP’s) and to records
provide the least restrictive environment to students in need of additional
academic and post-secondary support. IEP’s are further augmented by
Individualized Transition Plans (ITP’s) and Student Support Team meetings
as needed.
Counselors
Each student is assigned by Academy to an academic counselor trained to
help him or her with designing individualized learning plans and choosing
post-secondary options. Counselors review student data, including grades,
cumulative records, assessment results, and courses taken. They then Counselor logs
interview students to assess the students’ interests and goals. Working with
counselors, advisory teachers, and parents, students develop four-year
personal learning plans that allow them to explore educational and career
opportunities while simultaneously fulfilling graduation requirements. To
ensure that parents are aware of their children’s goals, they are asked to
review and sign the learning plans.
Besides providing individual counseling sessions that focus on specific
student needs, counselors hold formal group sessions with their counselees
each semester in their advisories to re-evaluate goals and modify their plans Life After High
as necessary. At this time, students reflect on their progress by reviewing School booklet
grades in courses taken and analyzing test results. Students are guided in
developing, updating, or modifying their individualized programs. The
LAUSD publication Life After High School is used as an annual review tool
with students to monitor progress towards graduation.
Our counseling staff also conducts parent meetings each year to go over
graduation expectations with underclassmen. Individualized Graduation
Plans (IGP’s) are completed and then updated each semester. In the 9th and
10th grades, counselors discuss the a-g requirements, CAHSEE and other
state and national assessments, and the available support services at the Meeting agendas
school, such as tutoring, intervention, HEART peer mediation, and peer
counseling programs. At college nights held for juniors and sophomores, as
well as other informational nights for seniors, counselors go over graduation
requirements, college preparation, and testing information. At the meetings
for juniors and sophomores, the counseling staff also reviews the PSAT
results with students and parents.
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College Counselor
Through the College/Career Center (CCC), students are able to access
resources and materials to support selection of an appropriate post-secondary
choice. The CCC is staffed by our College Counselor who trains College
Peer Counselors to assist students as they access the resources of the CCC. College Counselor
Through the College/Career Center, students have access to resources and logs
materials that aid in their selection of post-secondary educational choices:
catalogs, CDs, brochures, applications, forms, and Internet access to college
and career websites and other links. Students are invited and encouraged to
attend college fairs hosted at the local community college and speak to
college and university representatives who are regularly scheduled to visit
our school.
Throughout the year our College Counselor hosts 12th grade parent nights to
present information on post-secondary options, including college selection
and financial aid. Our College Counselor organizes and schedules visits
from both public and private colleges and universities during the Meeting agendas
instructional day to provide students with the opportunity to make
appropriate career and educational choices. Outreach representatives from
Pierce College and CSUN visit every two weeks to speak with students
personally.
Our College Counselor organizes and facilitates administration of the
Preliminary Scholastic Aptitude Test (PSAT) on site at our campus for all PSAT results
10th and 11th grade students. All 10th and 11th graders enrolled at NAHS took
the PSAT in 2007 and 2008.
Due to our relatively small student enrollment, the district does not provide
funding for our school to have a Career Counseling position, even part-time. Master Schedule
Therefore, one of our academic counselors serves as a career counseling and
work experience point person, among her multiple roles.
Support Services and Parental Participation
NAHS offers free after school tutoring and study sessions in our library. A
math teacher is always present to assist students with conceptual
understanding, and student experts in Science, English and Social Studies are Tutoring logs
present to assist students as well. California Scholarship Federation
members fulfill community service hours by assisting with tutoring. Our
future plans include recruiting CSUN students in need of service learning
hours to support our tutoring program.
A key to supporting students’ and parents’ access to curricular paths and
postsecondary opportunities is communication. Northridge Academy High
maintains a website with an event calendar which provides a weekly bulletin NAHS Website
of scheduled events and informs parents through our NTI Connect-Ed
telephone system. Parent and student attendance at school events, including
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Northridge Academy High School Focus on Learning
Back-to-School Night, Parent Student Conferences, Open House, 12th Grade
Parent and Academy Awards nights which recognize exemplary student
achievements, are encouraged throughout the year.
Our Family Center Director is instrumental in communicating with parents Family Center
and guardians and providing them with information that will help them to Director log
support the achievement of their children’s academic and personal goals.
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Northridge Academy High School Focus on Learning
B3: To what extent are students able to meet all the requirements of
graduation upon completion of the high school program?
Findings Data/Evidence
Northridge Academy High School maintains a learning community whose
function is to provide all students with the support necessary to be
academically successful. Our entire learning community is committed to District Graduation
supporting all students in meeting all the requirements of graduation, requirements
increasing graduation rates, increasing California High School Exit Exam
(CAHSEE) passage rates, and reducing dropout statistics.
Opening in 2006 with a student population of only 9th and 10th graders, we
graduated our first class of Seniors in 2007. Chapter 1 of our Self-study
Self-study report,
report (p.83) shows that the graduation rate of our Seniors was 97.7%. We Chapter 1
attribute this outstanding graduation rate to the culture of resiliency we have
established at our school and to the dedication and commitment of all
stakeholders to support the learning of every NAHS student.
Further, our data chapter will show that only one child dropped out of NAHS
in the 2005-06 year, and nine dropped out in the 2006-07 year, a drop-out Planning meeting
rate of less than 1%, a rate far lower than our District averages. We attribute notes
this exemplary achievement to the fact that, from the day we opened, we
made a commitment that every child who enrolls at our school belongs here;
and he/she is our responsibility for all four years.
Where we have been less successful is in our percentages of students who
complete a-g requirements with C’s or better. Our 2007-08 data will show
that our highest percentages are in Foreign Language and Performing Arts Self-study report,
Chapter 1
(over 90%). Our lowest percentage is in Math (66%). Further, 80% of our
students are meeting a-g English requirements, and 72.7% are meeting
Science requirements. We have identified this as an area of growth for the
coming years.
We make concerted efforts to support our students in the successful passage
of the California High School Exit Exam (CAHSEE). CAHSEE preparation
classes are available on Saturdays over a period of six weeks, each semester.
Students review key concepts and skills necessary for success.. Our testing Self-study report,
coordinator designs Advisory lessons which Advisory teachers use during Chapter 1
specifically scheduled weeks prior to the March exam to provide students
with additional support. In 2007-08, the overall percentage of students
passing the CAHSEE increased 4% in Math to 77% and 7% in English to
88%. The subgroups who struggle the most are our Special Education
students and our English Learners. One of our identified areas of growth
includes the need to provide these groups with effective targeted instruction.
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Northridge Academy High School Focus on Learning
Ongoing Support
Throughout all four years, NAHS students receive multiple sources of
support and intervention toward the successful completion of graduation
requirements:
Advisors and counselors monitor at-risk students and recommend
other services and supports.
Mathematics teachers provide initial and ongoing assessments to
ensure academic progress and provide support and intervention when
needed.
Students are placed in appropriate classes.
In the Special Education program, students are assigned to a case Counselor logs
carrier who monitors academic and personal needs.
Student Success Teams discuss referrals, develop proactive
interventions and placements for at-risk students, and make
recommendations to test students for learning disabilities or to
provide 504 accommodations, when necessary.
Interventions may include enrollment in literacy electives, tutoring,
learning center, or counseling.
Additional support is provided for all NAHS Seniors. Our 12th grade students
are required to complete a senior contract which outlines the responsibilities Senior contract
and privileges of their senior year. Included in this are required support
hearings before a panel of staff members if attendance or academic Sample senior
requirements are not met. Because of the NAHS graduation requirement of a portfolio
completed Senior Portfolio, 12th grade students receive highly-structured
guidance and assistance from their Advisory teachers in the completion of
this particular requirement.
Throughout high school, counselors, advisors, and Academy facilitators
regularly meet to examine student data: grades, test results, and courses
taken. After every progress reporting period, counselors, advisors and
facilitators review student grades and counsel those who are not succeeding.
Families and teachers are come together to discuss issues impacting student
performance. Staff members suggest interventions such as weekly progress
and attendance reports, after school tutoring, or referrals to district or outside Meeting notes
school resources and community agencies, when appropriate. Students work
with advisors, counselors and parents to review personal learning plans to
investigate educational and career opportunities while meeting graduation
and college entrance requirements. Through these concerted, multi-faceted
efforts, we strive to help every student at NAHS succeed in attaining their
personal and academic goals.
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Northridge Academy High School Focus on Learning
CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Areas of Strength:
Three Academies aligned to CSUN Colleges allow staff to personalize instruction and
students to experience a rigorous and relevant curriculum.
By providing a variety of support programs, services, and interventions, we have
achieved high percentages of students who graduate successfully and in a timely manner.
Our students receive support in accessing rigorous curriculum from a wide range of
people and resources.
Areas of Growth:
We must continue to utilize data analysis to evaluate effectiveness of programs and
interventions designed to support student learning.
We must continue to explore – with CSUN and other partners – student choice regarding
a wide range of electives.
We must be more systematic in providing students with support in the completion of a-g
requirements with grades of “C” or better.
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Northridge Academy High School Focus on Learning
Chapter IV:
Self-Study Findings
Instruction
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Focus Team C: Instruction
Team Leaders
David Arias, Science; Careers in Education Academy
Larry Atmore, English; 9th Grade Bridge Academy
Team Members
Ivan Cheng, CSUN Secondary Education Math; 9th Grade Bridge Academy
Lynne Culp, English; Arts Media and Communication Academy
Natasha Galvez, Science; Health and Human Development Academy
Luis Garibay, Student; Health and Human Development Academy
Rich Gillett, Physical Education; Arts Media and Communication Academy
David Lubnow, Special Education; Health and Human Development Academy
Hunter March, Student; Arts Media and Communication Academy
Francisco Ortega, Social Studies; Arts Media and Communication Academy
Rene Rances, District 1 Math Coach
Connie Semf, Principal
Rebeca Solano, Foreign Language; 9th Grade Bridge Academy
Wendi Williams, Mathematics; 9th Grade Bridge Academy
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CHAPTER IV: SELF-STUDY FINDINGS
CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
C1: To what extent are all students involved in challenging learning
experiences to achieve the academic standards and the expected school-wide
learning results?
Findings Data/Evidence
All students at NAHS experience – on a daily basis – a rigorous instructional
program aligned to State standards and delivered using research-based strategies
and practices. Students not only learn the rigorous state content standards but also
begin to explore and comprehend the expected school-wide learning results.
Before opening in 2006, we researched many aspects of an effective school
program. In particular, much attention focused on the type of bell schedule to
adopt. Based on our research, we adopted a block schedule, allowing for 110-
minute class periods twice a week, and one day of 42-minute classes with early Bell schedule
dismissal for common planning time. The block schedule has compelled teachers
to evaluate their instructional practices, and develop new ones, to maximize the
learning experience of our students. Within a typical 110-minute period, one is
likely to observe a thoughtful balance of a variety of instructional strategies,
including direct teacher instruction, whole- and small-group discussion, guided
practice, individual work, and reflective learning. Over the years, we have
witnessed much growth by individual teachers, as well as entire departments and
Academies, in developing ways to engage our learners in mastery of state
standards and our expected school-wide learning results.
Rigorous Teaching and Learning in the Content Areas
Mathematics
The NAHS Math department has identified and implemented many effective
instructional strategies. Examples of the ways they engage our learners include,
bur are not limited to, these practices:
Math teachers use the Pearson Achievement Solutions Learning Teams Learning
program to meet regularly to examine student work to determine how to use Team
small group learning more effectively in students’ mastery of mathematics. Notebook
Each of the various math disciplines incorporates literature into the
curriculum, and the math department collaborates with the English department
for strategies, such as, Socratic seminars, blogs, and reciprocal teaching. For Course syllabi
example, students in Algebra 2 read the book, Zero: The Biography of a
Dangerous Idea. Students in Pre-Calculus read Fermat’s Enigma: The Epic
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Northridge Academy High School Focus on Learning
Quest to Solve the World’s Greatest Mathematical Problem.
In Algebra 1AB, Algebra 2AB, and Pre-Calculus, the math department has
implemented the College Preparatory Math (CPM) Program in which students Textbooks
develop critical thinking skills and make connections between California State
grade-level standards and relevant, applicable problems which stress multiple
representations.
Many math classrooms utilize seating configurations that promote cooperative
learning. Students must help each other in completing assignments, which in Seating charts
turn, helps all learn the content better. The Algebra 1 classes and calculus
classes are activity-based to help students better learn the concepts.
Manipulatives, such as, tile patterns are used in Algebra 1 to assist students in Classroom
solving equations and progressively obtain a wider range of strategies for observations
representing data in various ways. Eventually, students demonstrate mastery
in representing data graphically, verbally, algebraically, and pictorially.
Science
The Science department employs the inquiry method of learning by promoting
experiential, hands-on learning. Students are allowed to explore a topic through
experimentation before the technical information is dispensed. This gives the
Classroom
students “buy-in” as new information is supported by their experiences. observations
Metacognition is promoted throughout the science curriculum by having students
reflect on the effectiveness of completed projects, asking such questions as, “what
could we have done differently”. Students then provide feedback through surveys.
Here are some representative examples of the kinds of classroom activities that
our science teachers use to promote academic success in their classrooms.
Integrated Coordinated Science (ICS) students learn how to solve word
problems and use dimensional analysis in many of their lab activities. ICS
Science
students create review booklets for each topic and learn study skills that help evidence
them as they progress in all their high school science classes. Ninth grade notebooks
students learn the process of lab write-ups and a higher level of learning
through the use of composition books. This process continues each year and
more complex activities are scaffolded.
All science teachers use the District periodic assessment data to inform
instructional choices. Based on their assessment results, students are assigned Periodic
specific standards to re-learn. Students create trading cards, similar to assessment
baseball cards, which paraphrase and illustrate the State Content standards that
students need help with.
Ours science teachers make explicit efforts to support the learning of our
English Language Learners. As an example, in biology classes, the “Dinner
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Northridge Academy High School Focus on Learning
with Darwin” project requires students to write a transcript that records a
conversation at home during a holiday dinner in which they describe a debate Teacher
evidence
between themselves and the historical figures that contributed to the theory of notebooks
evolution by natural selection. Through this activity, students are able to
honor their own cultural experiences and engage in a culturally responsive and
relevant activity.
English
The English department utilizes a variety of strategies to allow students to tap into
their specific learning modalities. Teachers use graphic organizers and audio Teacher
recordings to assist students in comprehending difficult texts or concepts. Writing evidence
as a meaning-making tool is another shared strategy used across the department. notebooks
Quick writes, for example, help students access their prior knowledge and help
teachers identify targeted areas of instruction.
Embedded in the District-issued instructional guides for all levels are recursive
habits of thinking and learning. By standardizing these research-based best
practices across four years, students are able to develop and effectively use
specific skills throughout high school. Here are some of the learning strategies
students use regularly in their English classes:
Re-reading for different purposes
Annotating the text
Instructional
Interactive writing and reading guides
Reflection
Scaffolded writing activities
Inquiry-based discussions
Collaborative reading and writing tasks
Culminating writing tasks
As an example, every instructional guide unit of instruction has a culminating
writing task. The 10th grade exposition unit involves reading several
autobiographical excerpts of noted authors discussing their own journey to Instructional
guides
literacy. As a culminating activity, students interview people who have been
influential in the development of the student’s own reading habits and preferences
and then write an expository narrative of their own growth as readers.
Foreign Language
Our Spanish teachers use a wide range of strategies and provide an abundance of
learning opportunities for our students. Some of their instructional practices
include:
Etymological word analysis Course syllabi
An historical approach to understanding language
Cultural studies and research
Multi-media presentations (both teacher- and student-generated)
Literature study (e.g., Bless Me Ultima)
Creative writing (e.g., poems, fables, and skits)
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For example, to recognize a Latino cultural holiday, Dia de los Muertos (Day of
Teacher
the Dead), our Spanish teachers utilize guest speakers who discuss the evidence
significance of altars and symbols. They provide students with real life notebook
experiences through a field trip to a local Dia de los Muertos ceremony at the
Hollywood Cemetery.
Social Studies
Our Social Studies department is comprised of very new but extremely dedicated
Learning
teachers. They meet regularly to review pacing plans and develop their practice Team
together. The Social Studies department also utilizes the Pearson Achievement notebook
Solutions Learning Teams construct to set learning objectives, review student
work, and plan instruction.
Their instructional strategies include:
Socratic seminars
PowerPoints and instructional videos
Trivia and review games Daily agenda
Trade magazines (e.g., Invention)
Essential Questions
Debates
Writing assessments at the end of every unit
Student-created projects include: Student work
Creating a MySpace page for a historical figure
Debates
Oral reports
Moving toward a more integrated, interdisciplinary curriculum, the Social Studies
teachers have incorporated literature study into their curriculum and use Literature Course syllabi
Circles to engage their learners. This type of “outside-the-box” thinking is part of
the uniqueness of our school. These are some of the novels our history teachers
use:
Farewell to Manzanar
The Jungle
Black Dogs
The Things They Carried
Visual and Performing Arts (VAPA)
As active contributors to the development of all four NAHS Academies, VAPA
teachers incorporate multi-disciplinary strategies into their arts-based instruction.
Literature, history, and math skills are all reinforced in our art and music classes. Classroom
For example, the music instructor frequently provides the historical and cultural observations
context of a selection that students are learning. By doing so, she is also
promoting our expected school-wide learning result to become culturally aware
individuals. Peer tutoring in the visual and performing arts encourages students
achieving at higher levels to assist lower achieving students, giving both learners
an opportunity to gain a better understanding of the material.
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Health/Life Skills
Our Health teacher provides her students with opportunities to work with case
studies and engage in simulations as doctors who diagnose and treat patients Classroom
based on the evidence provided by the case study. In her classes, one is likely to observation
observe lively and relevant class discussion, PowerPoint presentations,
instructional videos, and collaborative learning.
Life Skills teachers work closely with university student facilitators from
California State University’s STOP program to bring awareness to and hopefully Classroom
eradicate bias, prejudice, racism, and discrimination. Teachers and facilitators observation
utilizing video clips, skits, and real-life scenarios to teach the various concepts.
Also, Life Skills teachers utilize several helpful websites that engage students and
personalize instruction.
Academy-Based Instruction
The Academy construct of our school provides teachers with additional
opportunities to enhance instruction. By making cross-curricular connections, or
by utilizing CSUN facilities and resources, we are able to give students the
opportunity to extend their thinking and learning.
An example of an interdisciplinary, Academy-based project is the 10th grade
“United Nations Peace Conference” project. Students in their English class read
about genocides throughout history and conduct a research project on Darfur. Course syllabi
Meanwhile, in their World History class, students learn about the United Nations
and create a Model U.N. in the NAHS multi-purpose room. On the day of the
Peace Conference, students make speeches, show student-made videos and
PowerPoint presentations, and discuss key issues in Socratic Seminar discussions.
Our Spanish teachers are committed to making interdisciplinary connections
within their Academies to support student learning. For example, in Spanish 1,
students use math skills to conduct surveys, graph data, and generate reports in
Spanish. They then analyze the graphs and organize the information into Course syllabi
PowerPoint presentations that they share with the class. Another activity includes
students learning about diverse cultures by converting Fahrenheit temperatures for
various Latin American countries to Celsius metric measurements using a math
formula given to them in their math classes. In addition, they reinforce their
geography skills by drawing and finding these cities on the Latin American map.
Special Education Students
For Special Education students, teachers utilize graphic organizers, one-pager
assignments, short quizzes, and learning assistance. Students with Individualized Evidence
notebooks
Education Plans (IEP’s) are, in most part, taught in the general education
environment with a Collaborative Model in which the Special Education teacher
and general education teacher co-plan, and in many cases, also co-teach.
Accommodations and/or modifications are discussed and implemented. For IEP Progress
Reports
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example, teachers help students compare components that make a strong essay
versus a weak essay. They also provide rubrics, have students write a rough draft Classroom and
Learning
for each writing assignment to be reviewed with the teacher, and have them use Center
content vocabulary in writing. Additional support is provided through Learning observations
Centers which Special Education students either take as an elective class or use on
a drop-in basis to complete work, receive academic assistance, reinforce needed
skills, or extend time while taking a test.
English Language Students
Identified English Language students are clustered in core content classes that are Classroom
taught by qualified, CLAD credentialed teachers. These teachers make conscious observations
efforts to utilize SDAIE techniques to support student learning. Nevertheless, our
data indicates that we must do much more to move these students to greater levels
of proficiency. We have recognized this as an area of growth for our school.
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C2: To what extent do all teachers use a variety of strategies and resources,
including technology and experiences beyond the textbook and the
classroom, that actively engage students, emphasize higher order thinking
skills, and help them succeed at high levels?
Findings Data/Evidence
Classroom Technology
We at NAHS are fortunate to have access to an abundance of technology to enrich
the learning process and to expose students to the technological world they will
experience when they leave our school. Each classroom is equipped with an LCD
projector. Every teacher is provided with a laptop for school/home use. The
campus is completely wired for high-speed Internet access, and wireless access is
also available. In all but a few rooms on campus, there is a ceiling-mounted LCD
projector connected to a VCR/DVD system, room sound system which includes
an amplifier, and ceiling mounted speakers. Computer connections at the teachers’
desks enable the projection of both video and computer signals through the LCD Classroom
projector. In all but a few rooms on campus, there is a ceiling mounted video observations
camera and omni-directional microphone. Teachers are able to control the camera
to record classroom lessons in order to improve and share best practices. The
cameras are also used for instruction, for example, zooming in on and projecting
student work or taping student presentations. A school-wide video network
system, also viewed through the ceiling mounted projectors, allows for school-
wide video broadcasts. Our cable-TV feed comes from CSUN, which also allows
us to utilize the CSUN Video Library which contains over 8000 titles.
Computer Access
NAHS students and staff have easy access to computers. Each classroom has two
or more desktop computers. In addition, we have one cart of 20 iMacs in the Art
department, two carts containing 32 ThinkPads in the Math department, one cart
containing 20 ThinkPads in the Library Media Center, and one cart containing 20 School map
ThinkPads in the Science department. We also have three open computer labs for
whole-class use – one on every floor – and one computer lab used by our
Computer teacher. The computer lab in the Library Media Center is open before
and after school, and during nutrition and lunch on a rotating basis, giving
students access to complete class assignments and conduct research.
Web-based Services
The school subscribes to the video-streaming service called United Streaming, Vendor
providing teachers access to hundreds of quality, District-approved instructional contract
videos.
As a LAUSD school, our students and staff are provided with free email and
access to the LAUSD Digital Library both on- and off-campus. The LAUSD LAUSD
Digital Library contains dozens of academic databases for all content areas. website
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The majority of our teachers use the service YourHomework.com, facilitating
school/family communication. With this service, teachers are able to post
homework and handouts on line, and students can access this information from Roster of site
any computer with Internet. This service is especially useful because of our block users
schedule and classes that meet generally every other day. An absent student can
access homework assignments from home to keep up with required work.
Additional Classroom Technologies
In the Math department, students use graphing calculators and Calculator
Based Rangers (CBR). Students use the Calculator Based Ranger to gather
real data and analyze it. The CBR represents the data graphically, and students
then represent it algebraically.
In the English department, students are encouraged to use Google Docs to
write and peer-review each others’ essays. Students also create blogs to use as
electronic portfolios.
In the Science department, students in biology classes use spreadsheets to
graph and analyze data about variations in characteristics when learning about
natural selection.
In biology classes, students create a podcast that reviews a specific content
standard that they have been assigned. Students can then use the podcast to
review material throughout the year or prior to the CST.
Special Education uses on-line Databases (such as Career Cruiser) to help Classroom
observations
develop the Individualized Transition Plan portion of the IEP. The student is
able to find careers that are related to their surveyed interest and research the Course syllabi
career and educational pathway for those particular careers.
Teachers have access to, and some use, the ICLICKER. This allows teachers
to instantly take a class survey or do instantaneous assessments of a concept
by having the students individually input data remotely.
In Spanish for Spanish Speakers classes, students use group co-teaching and
multi- technology research and analysis to create a TV newscast presentation
modeling one of the current Spanish TV Stations. Students use movie-making
cameras, design, write and perform interviews.
For English Learners in the Developmental Readers and Writers (DRW) class,
the teacher uses the Read 180 program to increase the reading levels of low-
performing students (lexile reading levels). There are four elements to the
program, with its centerpiece being the computer-based software instruction.
In Science classes, students create illustrated glossaries within their
composition book, or science notebooks, after an activity. Students define a
concept or term in their own words and draw pictorial representations which
support students who struggle with the vocabulary taught in science.
The Physical Education department utilizes a website where students enter
their entire day’s food intake to assess whether or not they are meeting the
predetermined caloric allotment. In conjunction with the daily food intake
assignment, students practice calculating their body mass index (bmi), heart
rate, and exertion levels.
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NAHS and CSUN Library Services
At Northridge Academy High School, the full time Teacher-Librarian oversees
the three computer labs and the library facilities. In addition, the Shared-Use
Agreement between LAUSD and CSUN provides for student access to the CSUN Shared-Use
Oviatt library whenever it is open. To develop and maintain this partnership, our Agreement
Teacher-Librarian works with the Outreach Librarian at CSUN, whose duties
include working with our school.
Through a school-wide research curriculum, we ensure all students are taught
information literacy skills throughout Grades 9-11, with development of a Grade
12 curriculum in progress. In providing a uniform curriculum that is planned and
evaluated collaboratively between our grade-level English teachers, our Teacher-
Meeting notes
Librarian, and the CSUN Outreach Librarian, we ensure that all of our students
receive the same quality instruction. This allows us to build upon these research
skills as students advance to the next grade level, helping us to graduate students
who are better prepared for the types of research they will be asked to conduct at
the college level and in future careers.
Students may use the Oviatt Library whenever it is open, per the CSUN/LAUSD Shared-Use
Shared-Use Agreement. All students also have book check-out privileges and Agreement
may borrow up to three books at a time. All that is required is a NAHS student
identification card.
The NAHS library maintains a book/student ratio of roughly 14 books per student.
It hosts a website that provides a central source for informing students and staff
about the library and linking them to the myriad of resources the library offers.
Many of our reference books are available as e-books. On campus, students
NAHS library
access these books through the website. Off campus, the e-books are password website
protected, but students can get the password from the library. The library has
books on CD available for check-out to students and staff. Among others, Special
Education and EL students use the Books on CD as a support tool. The library
has DVDs and videos available for student and staff checkout.
Library-Provided Instructional Services
Teacher training in the use of technology and software programs
Collaboration with teachers to design instructional activities using print
and/or non-print library and Internet resources
Maintenance of computer resources school-wide Meeting notes
Library orientations
Creation of assignment-specific webliographies or bibliographies
Book talks to classes
Instruction in research skills; Internet searching and website evaluation;
utilizing the on-line public access catalog (OPAC); MLA format for
academic research
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CSUN Campus Resources
The CSUN Outreach Office supports our entire 9th Grade Bridge Academy by
providing us with campus tours. Seeing a university campus motivates our Academy
students to pass their classes, choose an Academy for Grades 10-12, and set Notebook
academic goals that include high school graduation and going on to college.
University campus tours enrich our overall instructional program immensely.
Both the CE Academy and the HHD Academy have taken advantage of the
invitation of several CSUN faculty members to allow our students to observe one
of their class sessions. Students from both Academies have attended sessions of a Lesson plans
CSUN Child and Adolescent course. NAHS teachers were able to plan follow-up
instruction based on the students’ experiences and observations while attending
the CSUN class.
Geology students enjoy field trips to the California State University, Northridge
campus for programs in Astronomy and Geology. Guest speakers are scheduled
throughout the year for enrichment and career guidance. NAHS students are also
invited to take university classes at CSUN through the Catalyst program where Course syllabi
they work hand-in-hand with university undergraduate and graduate students and
professors on research projects, allowing them to earn college credits and a
generous stipend. Finally, the geology students are taken out of the classroom
where they learn about geologic processes through observations and experiences.
Field trips are a vital part of learning Earth processes, and the students are
motivated to learn because of these opportunities.
The AMC Academy hosts Banned Books Week every fall semester to discuss
issues of censorship and freedom of speech. CSUN English faculty provides
Academy
support in co-creating activities involving students from both campuses in debate notebook
and discussion. The CSUN book store brings copies of banned books to our
campus for students to purchase for themselves during a Banned Books assembly.
The Oviatt Library provides NAHS students with the following services:
Research assistance through the reference desk
CSUN Email Reference service and LiveChat 24/7
Virtual Reference for assistance in finding specific facts and information
Assistance in developing appropriate search strategies Meeting notes
Assistance in selecting, locating, and using materials to complete
assignments
Whole-class instruction as part of our developing school-wide research
curriculum
Access to specialized collections
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Academy-Based Activities, Field Trips, and Internships
NAHS teachers work hard to create opportunities for student learning that go
“above and beyond” the textbook and the classroom. Here are some examples of
the kinds of Academy-based activities and experiences that are available to NAHS
students:
For Dia de los Muertos in October, a guest speaker comes to our Spanish
classrooms to discuss altars that are made for Dia de Los Muertos. The guest
speaker discusses the symbolism, the elements of an altar and its connection to
history. Students learn of the origin of the celebration and how it has influenced Lesson plans
other religions. Students then go to the Hollywood Cemetery to participate in Dia
de Los Muertos. Students also make an altar inside the classroom that uses the
elements and symbolism that the guest speaker described. Through these
extended learning opportunities, students’ understanding of cultural, historical,
and geographic issues is stretched on a much deeper and experiential level.
AMC students take an annual trip to the Getty Art Museum in Los Angeles and/or Academy
the Huntington Museum in Pasadena as an extension of an interdisciplinary notebook
curricular unit designed by AMC English and History teachers.
HHD 10th grade students take an annual trip to the CSUN Aquatic Center at Academy
Castaic Lake, California, where they explore careers in Leisure Studies and notebook
Recreation and Tourism Management.
In AP Environmental Science, students go to Balboa Lake Park, clean up the
Lesson plans
wash, and take soil and water samples which they bring back to the class and
analyze to learn about the effects of pollution on the environment.
AP US History students write children’s books which they then go and read to
students at a nearby elementary school, Andasol Elementary. Students also create Lesson plans
a postage stamp for a historical figure and write a justification for why the person
should have a stamp.
CE Seniors have the opportunity to apply for an internship experience at a local
elementary school. Interns are trained by the elementary school literacy coach in
the implementation of a standards-based writing intervention program. Struggling
fourth graders are identified and assigned to this after school writing intervention Academy
program called the “Northridge Academy Writing Club” taught by our Senior notebook
Interns. Currently, similar internship experiences are being developed in the
AMC and HHD Academies.
Student Survey Feedback
In a recent student survey, over 86% of NAHS students either “agree” or Student survey
“strongly agree” that their teachers use a variety of strategies and resources to results, Ch 1
teach effectively. Close to 85% believe that their teachers use State Standards to
drive instruction.
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Areas of Strength:
NAHS teachers utilize a wide variety of research-based instructional strategies to deliver
a rigorous, standards-based instructional program.
A wide variety of technology is integrated into our daily instructional practices.
Our CSUN and community partnerships provide diverse “beyond the classroom” learning
experiences which allow our students to extend and deepen their thinking.
Teachers and staff routinely use data to inform instructional decision-making.
Areas of Growth:
We need to be more systematic and strategic in the use of SDAIE and other research-
based instructional strategies to support the learning of our Special Education and EL
students.
We must use professional development time to develop more interdisciplinary
instructional strategies and activities that allow students to apply the same skill sets
across different courses (e.g., math with science and English with social studies).
We need to ensure that we have the ongoing human and financial resources to
continuously maintain, update, and sustain our school-wide technology.
We must continue to expand student opportunities for internships, mentorships, and job
shadowing.
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Chapter 4:
Self-Study Findings
Assessment
and
Accountability
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Focus Team D: Assessment and Accountability
Team Leaders
Michelle Katz, Mathematics; Careers in Education Academy
Susie Eller, English; Health and Human Development Academy
Team Members
Dan Bramlage, Student; Arts Media, and Communication Academy
Dante Carrillos, Student; Health and Human Development Academy
Bonnie Ericson, CSUN Secondary Education; Careers in Education Academy
Julie Anna Glynn, English; 9th Grade Bridge Academy
Michael Gross, English; Arts Media, and Communication Academy
Karen Mullin, Special Education; 9th Grade Bridge Academy
Laurie Nelson, Social Studies; Health and Human Development Academy
Niru Parmar, English; Health and Human Development Academy
Christa Simmers, Physical Education; 9th Grade Bridge Academy
Fred Von Dohlen, Science; 9th Grade Bridge Academy
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CHAPTER IV: SELF-STUDY FINDINGS
CATEGORY D: STANDARDS-BASED STUDENT LEARNING:
ASSESSMENT AND ACCOUNTABILITY
D1: To what extent does the school use a professionally acceptable
assessment process to collect, disaggregate, analyze, and report student
performance data to the parents and other shareholders of the community?
Findings
Data Collection Data/Evidence
Northridge Academy HS uses a variety of professionally acceptable assessment
processes to collect, disaggregate, analyze, and report student performance data to
our parents and other shareholders of the community. Our National, State, and
District assessment instruments include the California Standards Tests (CST's),
the California High School Exit Exam (CAHSEE), the California English School calendar
District testing
Language Development Test (CELDT), District Periodic Assessments, Advanced calendar
Placement (AP) Exams, the Presidential Fitness Test, the California State
University Early Assessment Program (EAP) for English and Math, the
Scholastic Aptitude Tests (SAT), the Preliminary Scholastic Aptitude Tests
(PSAT), and the American College Testing (ACT) Program.
National assessment results such as the AP exams, SAT, PSAT, and ACT are sent
to the principal and students by their respective agencies, e.g., The College Board
and The ACT. State and District assessment results are available on the
California Department of Education website and the district’s Decision Support Assessment
data
System (DSS) and are also published in the School Accountability Report Card
(SARC) which provides an overview of the school, including data on student
achievement and demographics. Periodic Assessment results are available to
teachers on the Princeton Review website and can be disaggregated in multiple
ways (i.e., by class, individual student, standard, etc.).
Administration regularly collects data on student academic grades, attendance,
and discipline records through the use of the Student Information System (SIS) SIS/ISIS
and Integrated Student Information System (ISIS). We also use less formal
parent, staff, and student surveys as assessment and accountability instruments.
Data analysis determines all instructional priorities such as budget allocation and
our professional development program.
Communicating with Staff
Each year, as we begin to receive school performance data in August, our
administrators and program coordinators (e.g., Honors/Gifted Coordinator, Title I
Meeting
Coordinator) begin the review process. Our assessment data is made available to agendas
the faculty at the start of the school year during allotted professional development
time. We examine growth and challenges by comparing new data with the
previous year’s data. We compare test scores, both overall and disaggregated
data, to District and State averages as another indicator of our progress.
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Recently, we have recognized the need to incorporate a yearly re-examination of
our Single Plan for Student Achievement (SPSA) in light of each year’s
performance indicators. We have identified this as an area of growth.
Although the CST’s assess only the core content areas of English, Math, Science
and Social Studies, the entire NAHS staff receives CST data at the beginning of
the school year so that everyone can examine this data together and provide
Meeting notes
collaborative input. Departments review individual data, as well as disaggregated
data by subgroup, for their students and compare changes in scores from the
previous year. Then, departments meet to strategize appropriate measures to
improve academic achievement throughout the year. Departments design lessons
and activities that target those skills where students lack proficiency.
Departments of non-core content areas and Academies discuss ways to support
students in the core content courses. Additionally, data analysis determines our
intervention program priorities.
Communicating with Parents
In order to properly communicate with parents and the community, NAHS
disseminates information in numerous ways. Individual student reports for
national assessments and the CST’s are sent home by the testing agencies. At
NAHS, we communicate with our parents through parent information nights, Letters/fliers
parent conferences, and various printed forms of notification, giving special
attention to communicating closely with parents of at-risk students and students
with IEP’s. Since Spanish is the second predominant language in our students’
homes, we consciously provide translated versions of all printed material as well
as Spanish translation at individual and group meetings with parents.
Our Family Center Director attends our staff meetings and professional
development sessions and has taken a special interest in learning how to analyze
data alongside our faculty in order to assist parents in understanding student data
and its implications for their children’s academic success. Through consistent Family Center
outreach, she has begun to regularly meet with parents to explain test data and Director logs
report card grades. During the fall semester this year, she worked closely with
English and math teachers to plan and implement evening meetings with parents
and at-risk students to help parents understand the impact of these types of data.
Recently, in addition to the SARC report available on-line, our LAUSD
Superintendent has begun to publish a LAUSD Report Card for every school
which is issued to every parent/guardian in English and in Spanish. This report LAUSD Report
imparts information about a child’s school, including graduation rates, college Card
readiness rates, an overview of the school’s CST results, and percentages of
students who are on track for college and careers.
At NAHS, we have Student Success Teams and Round Table conferences which
include the student, parent, counselor/administrator, and teacher who work
together to address the special needs of students who are struggling in their
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classes. The main focus of these endeavors is to examine data and make plans Meeting sign-in
and identify learning supports to help individual students. Teachers also have sheets
individual conferences with parents and students and use other forms of
communication such as email, telephone calls, and letters home.
Parents/guardians are kept up-to-date on student grades by report cards
distributed every five weeks, and two PHBAO parent conference evenings per
year. In addition, at-risk students receive weekly or bi-weekly grades with an
attached assignment summary chart. Parents of special education students are
provided an “IEP Report of Progress and Achievement from Current IEP” in IEP logs
conjunction with the 10-week and 20-week report cards for each semester.
Additionally, parents are provided with information in regard to incremental
progress towards meeting goals as per identified methods in the student’s IEP.
IEP meetings are held at least once annually, and every third year, a
comprehensive re-evaluation may be determined as necessary to continue to meet
service eligibility requirements.
In preparing for an annual or triennial IEP review, as well as for initial IEP’s,
Special Education teachers, which include both Special Day Program (SDP) and
Resource Specialist teachers (RSTs), collect data from a variety of sources which
may include: standardized-referenced assessments, performance-based
assessments, curriculum-based assessments, report cards, class tests, anecdotal
records, behavioral reports, checklists and other teacher evaluations, reports from
providers of transitional services, performance on State and District assessments,
observations from parents, and comments from the student. These teachers also
give various checklists and teacher evaluations to a student’s general education Meeting notes
teachers who provide details of a student’s progress in specific courses. When all
necessary data is collected and drafted into a “present level of performance”, the
IEP meetings are scheduled, involving: the student, at least one parent/guardian,
the special education teacher, an administrator, at least one general education
teacher, and in some specific types of IEP meetings, the school nurse, the school
psychologist, itinerant service providers, advocates for the family, and other
participants whose expertise may be sought by the district or the parent to develop
the most appropriate and least restrictive environment for the student to gain
access to a grade level or modified curriculum.
We make every effort to ensure a successful graduation rate. Our current
graduation rate of 97.7% reflects this commitment. We attribute our high Self-study
graduation rate to our conscientious monitoring of student achievement data and report, Ch 1
our proactive interventions for struggling students. Counselors visit Advisory
classes beginning in 9th grade to explain the Individual Graduation Plan (IGP) to
the students. These IGP’s are taken home for review and signature by the Meeting sign-in
sheets
parent/guardian. Counselors also regularly send home letters informing parents
and students of the graduation requirements that they have met and still need to
meet. A senior appeals process, through scheduled Senior Support meetings, has
been established to review student records and aid struggling seniors in
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graduating successfully. Important communications about progress toward
graduation, in both English and Spanish, are mailed home via certified mail.
Communicating with Students
One of our primary modes of communicating assessment information and results
to students is through our Advisory classes. Our 9th grade “specialists” who teach
our freshman advisory classes work hard to raise student awareness of the Teacher
evidence
importance of earning passing marks, accumulating high school credits, and notebooks
scoring well on state assessments. Grades 9 through 12 advisory teachers create a
safe environment in which students can be thoughtful and purposeful in
examining their own data and using it to plan their high school years carefully.
Students who do not pass the CAHSEE in the 10th grade will have multiple Sign-in sheets
subsequent opportunities to re-take the exam to pass. To support them, we offer
several preparation programs, including CASHEE Saturday workshops and
CAHSEE Boot Camp during the weeks prior to the CAHSEE administration.
In the spring semester, the CSU system offers the Early Assessment Program
(EAP) which allows 11th grade students to demonstrate the level of English and
Math proficiencies needed to be college-ready upon entering a CSU. If students EAP results
receive an acceptable score on these EAP elements, contained in the English and print-out
Math CST’s as well as a separate English writing assessment, they will be exempt
from taking the CSU entrance exams for English and Math. Both our students
and our school receive results from these additional assessments. These results
are useful to students and teachers alike in identifying areas of growth and need
for additional instruction.
Periodic Assessments are mandated by the District and given throughout the year
in English 9 and 10, Algebra 1, Geometry, Integrated Coordinated Science,
Biology, Chemistry, and World History. These assessments measure the
students’ level of proficiency toward meeting content standards. When the Meeting notes
teachers receive their students’ scores, the students review and reflect on their
achievements as well as on their need for improvement. Teachers meet in
departments, review the assessment data, and modify their curriculum and
instruction accordingly. Some teachers require students to share their
performance data with their parents, and parents are asked to respond to their
child’s data. Student-led conferences are sometimes utilized for this data
discussion. Parent and student responses further inform department and whole
faculty discussions on instruction and curriculum.
Department meetings and faculty professional development meetings regarding
the Periodic Assessment data are sometimes facilitated by our literacy and math
coaches who present and model strategies that help staff interpret data more
effectively and address deficiencies identified in data analysis.
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Northridge Academy High School Focus on Learning
Our Special Education teachers require copies of all Periodic Assessments be
included in developing and determining goals and objectives for the student’s
next IEP, as well as to assess whether or not the student is achieving expected
goal levels. As part of the IEP process, Special Education teachers include results Special
of Periodic Assessments as a part of the data that addresses the student’s present Education logs
level of performance, including the student’s strengths, areas of need, the impact and IEP’s
of the student’s disability on accessing grade level standards, and the need for
specialized support, or accommodations and/or modifications to the student’s
instruction and curriculum. The Periodic Assessment can be used as one of
several instruments in developing current goals and objectives for students with
special needs, as well as for determining appropriate accommodations for
assessments, such as the Periodic Assessment and CST’s.
Communicating with Other Stakeholders
At NAHS, we have monthly meetings of our Educational Advisory Board, Meeting notes
consisting of NAHS administrators and representatives from both CSUN and
LAUSD Central and Local Districts. These meetings are useful in keeping all
stakeholders, including our university partners, well-informed of our assessment
data and implications for school and program improvements.
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D2: To what extent do teachers employ a variety of assessment strategies to
evaluate student learning? To what extent do students and teachers use
these findings to modify the teaching/learning process for the enhancement
of the educational progress of every student?
Findings Data/Evidence
Teachers at NAHS recognize the absolute necessity of using a variety of
assessment strategies -- both formative and summative -- to evaluate student
learning. They use strategies with purpose and intentionality to address content
standards in all disciplines through multiple modalities. School-wide strategies
include traditional exams, quizzes and essays, portfolios, skill-based projects, the Teacher
evidence
use of technology, writing prompts and assignments, journaling and quick-writes, notebooks
Socratic seminars and literature circles, informal assessments, warm-ups, oral
discussions and debates, diagnostic tests, inquiry-based labs, project-based
learning, blogs, and illustrated vocabulary assignments. The data from these
various assessments are used by teachers to modify their instructional practice
and prioritize content and curriculum. Additionally, data from assessments has
been used to prioritize professional development plans. The following are
representative examples of the variety of assessments used by NAHS teachers.
English
The English Department uses formal and informal assessments to evaluate
student mastery of academic content standards. In particular, writing of all types
is used to allow students to demonstrate their thinking and learning. Informal
writing assessments can be as simple as reading logs and Quick Writes at the
beginning of a class period to ascertain students’ prior knowledge and possible Rubrics
misconceptions. Formal, extended writing allows students to carefully organize
and articulate their new understandings. Often, a check of grammar, spelling, and
other language conventions are incorporated into the assessment of these
extended writing assignments.
English teachers use a wide variety of oral activities as assessment tools. Student
participation in Socratic seminars, literature circles, and class discussions provide
teachers with informal information on their progress. More formal oral
assessment strategies include debates, group projects, and oral reports. Peer
review, often with rubrics, is used as a valuable assessment and feedback tool.
The analysis of multiple assessment results is critical in identifying 9th and 10th Teacher
grade students for placement in the Developing Readers and Writers Course evidence
(DRWC) which is designed for struggling readers. In 9th grade, this is a one-year notebooks
course for students who qualify as needing this extra support. We extend it to
10th grade students who have advanced, but still require additional help to be
successful in all courses, based on evidence garnered from data analysis.
Students gain valuable insight to their own academic progress through the
feedback they receive – from both teacher and peers – based on assessment
analysis. This feedback allows them to develop their writing and speaking skills
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in order to be as clear, specific, cogent, and credible as possible in their
communication. They are taught to view literature as an ongoing discourse, a
Class data
conversation which welcomes their refined voice. They develop that voice
through construction and analysis of narrative, expository, persuasive and
descriptive texts, class discussions, and multi-media presentations. They are
taught to develop an awareness of the subtleties and nuances embedded in
communication, from body language to diction to syntax to rhetorical strategies.
Mathematics
The Math department reviews incoming 9th grade students’ state test scores and
identifies which students have far below basic skills prior to entering our school. Master
They are placed in an additional math class which supports them in their Algebra schedule
1 classes. In this class, they are taught support skills and concepts which align
with the Algebra curriculum so as to increase chances of success in Algebra 1.
The Math Department has developed skill quizzes which assess basic content
standards for Algebra 1, Algebra 2, and Pre-Calculus. They use teacher-designed
unit tests as well as common course final exams. Non-traditional assessments
include projects, such as “Barbie Bungee”, Geometry Tessellations, Calculus
Volume projects, Graphing Calculator, and CBR (Calculator Based Ranger) Math evidence
notebooks
activities to model real world data. Students in Geometry also use Geometry
Sketch Pad (computer software program) to help demonstrate their understanding
of concepts. There is a school-wide annual “Pi-Day” (March 14) where students
participate in geometry-based problems designed by teachers and students.
In Math, students share ideas, investigate and explore open-ended situations that
incorporate mathematical functions and then reflect upon and summarize their
learning. They hypothesize, test theories and make inductive judgments based on
observations. They use technology appropriately and investigate patterns and
data. Students read, interpret and engage in discourse around books related to the
content and mathematical discoveries of their course. NAHS math students must
demonstrate their ability to use strategies for problem solving. Students learn Student work
how to ask good questions, the key to life-long learning. They analyze test results
and develop skills for assessing their own strengths and weaknesses and how to
build on them. In Math classes, students work with groups and partners to
explain procedures. They present their findings, using the language of
mathematicians. In AP Statistics, they engage in projects, surveys, and written
reports for which they collect, analyze and interpret their data. Effective
observations and review of a variety of student work has become a daily teacher
practice to assess and monitor student progress in our math classes.
Science
Science teachers use a wide array of assessment tools and strategies to monitor
student progress and achievement of academic standards and expected school- Science
wide learning results. Science classes use performance tests and lab practicums evidence
notebooks
to allow students to demonstrate their acquired proficiencies.
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Written tests and quizzes on specific assignments provide teachers with additional
assessment information while on-line quizzes give immediate feedback to the
students. Writing as a meaning-making tool is valued by Science teachers who
use quick-writes, persuasive writing, and letter writing as assessment tools.
Standards-based trading cards, scientific reports, analysis of data or activity plays
(e.g., “Dinner with Darwin”), children’s story books, posters integrating various Teacher
evidence
systems/cycles, comic books, pod casts, and PowerPoint reports all demonstrate notebooks
how creative the Science department is in providing students with multiple and
varied opportunities to demonstrate their academic understandings.
Social Studies
Social Studies teachers use warm-ups as an informal assessment, using trivia
games, current events, essential questions, and reading and response questions.
11th graders write reflections, short essays and formal essays. Allowing students Classroom
to use communication and social skills developed in other classes, Social Studies observations
teachers also use Socratic seminars for controversial topics. Social Studies
courses usually require one major project per grading period.
Social Studies teachers also require their students to demonstrate their abilities to
evaluate historical and contemporary events for impact on their lives. Students Teacher
are asked to compare and contrast different political and economic systems. They evidence
notebooks
write and present specific information about various historical, political and
economic topics via PowerPoint presentations and essays. They read aloud and
respond to oral information.
Social Studies teachers meet regularly to discuss student progress and review
Learning Team
data. They utilize the Pearson Achievement Solutions Learning Teams protocol notebook
to assess student outcomes, set department objectives, and plan and implement
instruction.
Visual and Performing Arts (VAPA)
Visual and Performing Arts (music, drama, and art) teachers use a variety of
assessment tools, including written analysis, warm-ups, analysis, performance
tests and quizzes, visual literacy, on-site activities at the CSUN Art Gallery, and
student-led conferences. VAPA students are required to develop portfolios that
reflect the successful communication of the visual arts standards. They are
Classroom
expected to speak rationally and intelligently about the arts and write effectively observations
with high levels of success. Students evaluate and analyze music on a regular
basis and are able to discuss what they are learning. They can play or listen to
music and then verbalize what they have heard or performed. By monitoring
what their students are learning in this hands-on, experiential way, VAPA
teachers are able to instill in their students the desire and ability to appreciate and
serve as patrons of the arts as well as to develop a strong sense of responsibility to
support and sustain creativity in their communities.
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By being exposed to art and music of many different varieties, genres, and
cultures, students gain a better understanding of cultures and lifestyles besides
their own. VAPA students develop the academic knowledge to place art and Teacher
music in historical and cultural context as well as to discern the dynamic impact evidence
of the numerous contributions of world cultures to the arts. Through their notebooks
experiences and discussions, VAPA students gain appreciation for the history
behind the music or art that they hear and view. They also learn technical art
skills that allow them to creatively express their ideas in both two- and three-
dimensional media. In addition, they develop problem-solving skills that teach
them to appreciate, create, and support the arts.
Special Education
Special Education teachers utilize skill quizzes to assess the student’s grasp of
academic material and adapt lessons to address areas of challenge. They use
special writing assignments to help identify grammar and structural fluency. Teacher
Based on a student’s individual needs as evidenced in these assessments, targeted evidence
support is provided for developing independent skills in the acquisition of notebooks
knowledge and in the use of strategies that promote the ability to reason, question,
make decisions, and solve problems.
Data analysis also helps our Special Education department determine what
appropriate supports their students need for the development of self-motivation,
resilience, and independence in life-long learning and achievement of personal
short- and long-term goals throughout their lives. Special efforts are made to
provide students with assistance in developing effective communication skills, Teacher
especially in expressive and receptive language. As a result of the heightened evidence
awareness of our NAHS teachers, both special education and general education, notebooks
regarding the individual needs of each student, students with a wide range of
special needs are encouraged to actively participate in opportunities that deepen
their understanding of global issues and community involvement. The success of
our special needs students meeting a-g requirements and graduating with a high
school diploma is a result of the collaborative use of data among our staff.
Physical Education
Physical Education assessments vary greatly, depending on the activities on a
given day. P.E. teachers most often use performance-based assessments,
allowing students to demonstrate their understanding of a kinetic movement or
the impact of a cardio exercise. Written activities are a required element of the
dailyplate.com program where students assess their daily nutritional intake with
the amount of carbohydrates, fats and proteins. Teachers also require a fitness Data results
portfolio, where students evaluate a “client” by creating a pamphlet that includes
the client’s health history, along with a proposed nutrition and workout plan.
Students run the mile, climb stairs, use fitness stations, and participate in aquatics
and visual assessments. They are assessed on eight components: team, individual
sports, gymnastics, aquatics, fitness, dance, and body composition.
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A goal of the P.E. department is to help students discover what they enjoy. By
doing so, students will be more prone to utilizing outside resources, such as a
Teacher
YMCA, community center, or gym, to help themselves continue with their fitness evidence
and health for their entire lives. Therefore, students and teachers alike often notebooks
engage in analysis of test results to see where strengths and interests lie.
By comparing our students’ fitness results with national statistics from the Center
for Disease Control and Prevention (CDC), students are also able to compare their
fitness levels, and those of others living in their community, to a national level.
The President’s Fitness Test is a series of six tests (aerobic capacity, body Student data
composition, abdominal strength, trunk extensor strength, upper body strength,
and flexibility). There is a pre-test in September and a final test in April. All 10th
grade students must pass or continue physical education until they pass the final
test. This assessment instrument provides us with additional valuable information
Health/Life Skills
Health class uses project-based instruction with quizzes and tests from the newly
designated standards-based curriculum. Our Health teacher frequently Course syllabi
communicates with Advisory teachers and other content area teachers to monitor
students’ progress and provide individualized support for her students in all areas.
Life Skills teachers are cognizant of the need to use assessment tools which allow
visual, verbal, and kinesthetic learners to communicate their learning effectively. Teacher
Students learn to use data from these tools to develop increased self-awareness evidence
regarding aptitudes, interests, attitudes, and developmental skills necessary for notebook
effectively planning and implementing goals and strategies that help them to
succeed in school, in the community, and toward post-secondary outcomes.
Foreign Language
At the beginning of the school year, Foreign Language teachers provide
diagnostic tests to determine appropriate class placements. Throughout the Student data
school years at NAHS, students demonstrate proficiency levels through the use of
oral and written assessments that include warm-ups, quizzes, tests, presentations,
and projects.
In NAHS Spanish classes, students have to think through the conventions and
new rules of their new language to properly communicate. Learning a new
language, such as Spanish, is a challenge that our students take as part of their
graduation requirements and preparation for college. They must carefully apply
new information to their everyday lives (at home, school, after school activities, Student work
shopping, traveling, etc). Analysis of a variety of assessment data is essential to samples
effective teaching and learning of a language. Classes are scaffolded in a way
that encourages students to use their base knowledge and experiment in the
community in new ways of applying information they already know. The
primary goal of our Spanish teachers is to bring all students to a proficient level
where they can listen, speak, read and write in Spanish. Depending on their skill
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levels, students are required to produce written and oral activities for a variety of
themes and encouraged to express their ideas and opinions as they would in their
native language. Our two teachers in the Spanish Department meet regularly to
review student work, discuss data findings, and plan curriculum together.
Computers/Technology
In Computer/Technology classes, learning is “hands on”, with activities that can
be utilized across the disciplines and in real life: for example, PowerPoint, My
Cost Excel Spread Sheet and Macromedia Fireworks. Therefore, teacher Classroom
discussions of student assessment results often exceed mere assessment of content observations
mastery; they also involve the development of the overall school success of
enrolled students. Technology teachers often use peer assessments and peer
evaluation to provide students with additional insight into their own learning.
Senior Portfolios
Currently, one of our most informative school-wide assessment tools is the Senior
Portfolio. At the beginning of their Senior year, all NAHS students sign a Senior
Portfolio table
Code of Conduct Contract. This contract stipulates that a non-negotiable of contents
requirement for participating in graduation ceremonies is the completion of a
Senior Portfolio.
The Senior Portfolio is a compilation of evidence of the academic and personal
growth that our students have experienced over their four years with us.
Artifacts include samples of their best academic work across the years; letters of
recommendation; college applications; and reflective pieces on the NAHS Sample Senior
Learning Conversation Principles and our Expected School-wide Learning Portfolio
Results. Through portfolio presentations in May, we have gained great insight
into how well we, as a learning community, are meeting the needs of our students.
In addition, exemplary portfolio presentations are shared by our seniors with
Grades 9-10 Advisories so that our freshmen and sophomores can learn and
develop high expectations for their own portfolios as they work on them starting
in the ninth grade.
Parent and Student Feedback
Results from recent parent and student surveys are positive. Over 92% of NAHS
students either “agree” or “strongly agree” that they know what is expected of
them both in their classes and by the school at large. Over 94% of our parents Self-study
report, Ch 1
agree as well. Close to 80% of our students’ teachers use a wide variety of
strategies to assess what students know and have learned. A resounding 97% of
our parents agree that their children know clearly what is expected of them to
pass their classes, and 87% of our students agree with this statement as well.
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D3: To what extent does the school with the support of the district and
community have an assessment and monitoring system to determine student
progress toward achievement of the academic standards and the expected
school-wide learning results?
Findings Data/Evidence
The Los Angeles Unified School District provides administrators and
coordinators with accountability reports on student achievement and outcomes.
The State provides the School Accountability Report Card (SARC) that gives an
Single Plan for
overview of the school, including data on student achievement, demographics, Student
and staff information. At NAHS, School Site Council (SSC) is our governing Achievement
board which consists of administrators, teachers, staff, students, parents, and
community members. The SSC uses our Single Plan for Student Achievement to
monitor student progress toward the successful achievement of the academic
content standards and our school-wide learning results. It is this document that
monitors the allocation of school resources to support the academic achievement
of all our students. At NAHS, all instructional decisions are data-driven.
School Site Assessment Monitoring System
Administrators work with department chairs, program coordinators, counselors,
and Academy facilitators to review assessments and make instructional program
decisions. Professional development time is allocated to Departments and
Academies to consider the instructional and programmatic implications of our
assessment data. Processes have been established requiring all funding requests
Meeting agendas
to be submitted with a rationale based on how the funding of a stated request will
improve student achievement. Administrators work with department chairs and
Academy facilitators to modify the master schedule each year, and sometimes,
each semester, based on assessment data analysis. Core academic classes,
electives, intervention courses, and enrichment opportunities are built into the
master schedule to help students succeed. Additionally, budgetary priorities are
directly related to instructional priorities identified through data analysis.
Department and Academy Assessment Monitoring System
Departments regularly re-assess pacing plans or curricular maps through the lens
of our most current assessment results. Recently, we voted to adopt a Common
Planning Time schedule which allows us to meet for one hour weekly, either by
Academies, Departments, or grade levels, to analyze data and build our Meeting notes
instructional programs. Math, Science, English, and Social Studies meet three
times per year to discuss data generated by our District Periodic Assessments.
Moreover, most core content teachers meet regularly as part of the Pearson
Achievement Solutions Learning Teams to look at student data and samples of
student work in order to establish goals and create instructional units.
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We have been fortunate to have received funding provided by CSUN for the past
two years to conduct an annual planning retreat. During these events, CSUN
partners join us as we examine and analyze our evidence of student learning, Retreat agendas
discuss implications, and create plans for building our Academies. The
participation of CSUN facilitators and other staff allows us to identify innovative
ways in which the university can support our students’ academic achievement.
Individual Teacher Assessment Monitoring System
Classroom teachers use formal and informal daily assessments to monitor
student achievement of academic standards and expected school-wide learning
results. Though curriculum is largely dictated by District Instructional Guides Lesson plans
and pacing plans, it is still essential that teachers closely monitor the progress of
their students and adapt lessons, differentiate instruction, and modify pacing
plans as needed by their students.
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D4: To what extent does the assessment of student achievement in relation
to the academic standards and the expected school-wide learning results
drive the school's program, its regular evaluation and improvement, and
usage of resources?
Findings Data/Evidence
The Development of School Programs
Analysis of assessment and data results, in conjunction with student and parent
surveys, has been useful in the identification and development of programs and
electives.
Assessment data analysis has been especially instrumental in the development of
our Academy structure. Research has shown that providing learners with
interdisciplinary connections is a highly effective way to support academic Academy
organizers
success. Therefore, Academy teachers are strongly encouraged to look for cross-
curricular connections and to plan instructional units and activities across the
content areas.
Our student data surveys have shown us that our students need to see
connections between their academic endeavors and the real world. This
compelling insight has resulted in the creation of electives such as the Careers
with Children class and the development of job-shadowing opportunities and
internships in our community. This year, we are modeling an intervention class Master schedule
for our English Learners after the Learning Center model used by our Special
Education department. Our after school math tutoring program is yet another
example of programs we created in response to our data analysis. We are
hopeful that these direct responses to our data analysis will result in improved
student achievement of academic standards and our expected school-wide
learning results.
The creation of our CAHSEE intervention programs – in Advisory, during
school, and on Saturdays – is a direct response to our close examination of our CAHSEE prep
students’ needs as evidenced in their CAHSEE results over recent years. For bell
example, for three weeks each spring, 10th grade Advisory teachers become math schedule/room
assignments
and English Language Arts “specialists” and rotate among classes, providing
additional CAHSEE preparation.
Assessment data analysis also informs professional development and the
identification of key conferences, trainings, and in-services for teachers to Sample request
forms
attend. Title I funds have been used to allow teachers to attend AP training,
regional and State math and English conferences and District-provided training,
and national conferences for Science and English educators.
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Our Single Plan for Student Achievement ensures that our budget is intrinsically Single Plan for
tied to our school programs as well as our professional development that are Student
Achievement
based on results of our data analysis.
Ongoing Evaluation
Departments and Academies are also a part of the school-wide monitoring
system to help students meet academic standards and achieve our expected Coach logs
meeting notes
school-wide learning results. In English and Math, district-provided coaches
support teachers, departments, and academies in the use of assessment data
analysis.
The Instructional Cabinet consists of administrators, coaches, the union chapter
Meeting agendas
chair, department chairs, and Academy facilitators. This group of instructional
leaders provides additional perspectives and insights that are useful in the
ongoing evaluation of our school programs, policies, and procedures.
Parents and students also lend their voices to the ongoing process of assessment
data analysis and program evaluation by participating on governance committees Meeting notes
and conducting parent advisory and parent association meetings. Student
representatives in our Associated Student Body (ASB) leadership program
provide great wisdom and insight to creating and sustaining an effective school.
The Usage of Resources
School Site Council (SSC) routinely reviews assessment data, and school
programs and services are modified or developed, based on data analysis results.
The SSC allocates categorical monies to support student achievement by funding
after school ,tutoring and other intervention programs. Instructional materials
and equipment purchased with Title I funds include books, reference materials,
guest speakers, technology, and media equipment, and even support personnel. SSC minutes
These resources enable teachers to better assist students to achieve academic
standards and expected school-wide learning results. Since our first year,
processes have been developed and refined to ensure that all funding requests
identify a targeted group of students (e.g., EL, Honors/Gifted, Special Education,
at-risk, etc.) who will benefit from a requested expenditure and require the
person or group making the request to provide an explanation as to how the
expenditure relates to our school goal of improving student achievement.
WASC
This 2008-09 WASC Self-Study report represents our first complete WASC
report beyond our Initial WASC reports. The development of our WASC Action
Plan (Chapter 5) will heretofore provide our stakeholders with a powerful Action Plan
evaluation process and instrument that will facilitate our commitment and ability
to continue to monitor our progress toward increasing student achievement for
all students.
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Areas of Strength:
Teachers, both as content area teachers and as Academy members, utilize a wide range of
assessments to allow students to demonstrate their academic growth and to help guide
instruction and curriculum.
Teachers, both in departments, Academies, and grade-level groupings, routinely examine
data and modify instructional delivery accordingly.
The District provides support through assessments and resource personnel (e.g., coaches
and specialists), which allows us to more effectively address the needs made evident by
data analysis.
Our community of stakeholders -- teachers, counselors, administrators, support staff,
students, and parents -- collaborates regularly to determine common areas of concern for
our students’ growth and success.
Areas of Growth:
We must continue to develop our abilities to effectively and systemically understand and
analyze data to inform instruction.
We must provide guidance and assistance to all stakeholders, including parents, in
understanding data and using data analysis to identify and address student needs.
We must regularly re-visit the Single Plan for Student Achievement to ensure alignment
with the assessment data findings and identified needs.
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Chapter 4:
Self-Study Findings
School Culture
and Support for Student Personal and
Academic Growth
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Focus Team E: School Culture and Support for Student
Personal and Academic Growth
Team Leaders
Sharon Bernard, Counselor; Health and Human Development Academy
Francisca Ortega, Counselor; 9th Grade Bridge Academy/Careers in Education Academy
Team Members
Raquel Avila Baca; Family Center Director
Gladys Bonilla, Foreign Language; Arts, Media, and Communication Academy
Kevin Cabrera, Student; Health and Human Development Academy
Beth Cantwell, Health; 9th Grade Bridge Academy
Michelle Hernandez, Physical Education; Health and Human Development Academy
Jessica Estrada, NAHS graduate/CSUN student
Brenda Helfing, Social Studies; Careers in Education Academy
Meredith Knell, Mathematics; Health and Human Development Academy
Emilie Kaplan, Student; Careers in Education Academy
Jackie Latter, Special Education; Arts, Media, and Communication Academy
Kellie Randa, Special Education; 9th Grade Bridge Academy
Laura Rodriguez, English; Careers in Education Academy
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CHAPTER IV: SELF-STUDY FINDINGS
CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
E1: To what extent does the school leadership employ a wide range of
strategies to encourage parental and community involvement, especially with
the teaching/learning process?
Findings Data/Evidence
NAHS utilizes a comprehensive approach to communicating with the parents and
community, promoting involvement as active partners in education for our
students’ success. We are fortunate to have the support and involvement of very
dedicated parents, staff, and community partners.
Our school website offers to the NAHS community an overview of our school, its
programs, our focus on expected school-wide learning results, school policies and lausd.net/
SLC descriptions. Our on-line school calendar of events enables parents and northridge_
community members to actively participate in the NAHS learning community. academy_hs
Through the site, one also has access to many resource databases. There are also
links to teacher websites and blogs.
Parents participate actively in the following governance groups: School Site
Council (SSC), Compensatory Education Advisory Committee (CEAC), English
Learners Advisory Council (ELAC), and School Leadership Council (SLC).
Meeting
Friends of NAHS, our parent booster club, raises funds, gives input on policies, agendas
sponsors an after school “snack shack”, and holds fundraisers, providing funds for
supplies, support programs in the classrooms, field trips, student leadership
activities, and more. Parents are also involved in several clubs and sport teams on
campus, as well as our Leadership-sponsored events.
NAHS Family Center, under the guidance of a Family Center Director, is
beginning to expand our resource base of parent volunteers, speakers for Career
Day and classroom presentations, and workshops for parents. Most importantly
she serves as a point person to improve the two-way communication between
Family Center
home and school. Our director is fully bilingual in Spanish and English and has sign-in sheets
assisted both counselors and teachers in reaching out to the families of at-risk
students. She facilitates parent/teacher conferences, assisting the parent if
translation and/or advocacy are needed. Furthermore, the director organizes
orientations for parents and students and transportation to adult school sites when
the student needs to acquire outside credits. She has also been instrumental in
increasing the membership of our school councils and the booster club and in
establishing a rapport with local businesses to support on-campus activities.
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Another way we build two-way communication and support learning at home is
through the use of the “yourhomework.com” website. The majority of NAHS
www.yourhom
teachers post homework assignments on this valuable website that can be readily ework.com
accessed by parents as well as students. Access to the e-mail addresses of all
teachers is also available on our website, and six teachers maintain their own
websites as a student resource and to aid in communication with the parents.
NAHS utilizes the LAUSD’s ConnectEd phone message delivery service to
instantly inform parents and guardians about upcoming events, such as parent
informational meetings, college nights, awards ceremonies, conferencing nights, ConnectED
and other school events. Messages are also sent regarding attendance issues, Phone
emergency information, and teacher messages to entire classes or individual Message
students. All school correspondence, both written and oral, is communicated in Delivery
both English and Spanish. Recently, teachers were given access and training in System
using ConnectEd to communicate with their students’ parents/guardians regarding
the academic and behavioral expectations they maintain for their students.
Following the ASCA standards for developing a comprehensive counseling
program, our counseling team, consisting of three counselors and a designated
Assistant Principal, has created a series of interventions for at-risk students. They
make concerted efforts to communicate effectively with parents and students to
Counseling
achieve the academic standards and our expected school-wide learning results. Department
Communication is routinely conducted in the appropriate home languages. Phone logs and SB
calls, letters sent by certified mail, individual conferences, Round Table 1802 data
conferences, Student Success Team meetings, and IEP meetings are among the
many ways our counselors engage our parents in supporting the academic
achievement of our students. Translation is provided, as needed, at all meetings.
We also invite parents to regularly scheduled evening informational meetings.
These meetings are usually held by grade level and address graduation status,
graduation requirements, credit recovery options, and student support services Meeting
available on and off campus for students and families. Our college counselor agendas
conducts parent informational meetings and workshops which focus on college
admission requirements, financial aid, grade-level preparation and readiness,
college application workshops, and Senior Awards Night.
The NAHS clerical staff provides parents with information regarding support
programs for students. They are well-informed about the various programs and
available resources on our campus and provide parents with accurate and helpful Staff directory
information. They are often our parents’ most direct link to our school, and we
take great pride in how they serve and support our entire learning community.
According to the results of surveys conducted this year, parents feel highly
welcomed at NAHS and aware of opportunities to be involved members of our
Parent survey,
learning community. The survey reveals that 93% of our parents either agree or Self-study
strongly agree that they are invited to participate in school activities. Further, report, Ch 1
95% of our parents indicate an awareness of the kinds of academic support
services we offer to their children.
2008 Accreditation Self Study Page 178
Northridge Academy High School Focus on Learning
E2: To what extent is the school a safe, clean, and orderly place that
nurtures learning?
To what extent is the culture of the school characterized by trust,
professionalism, high expectations for all students, and a focus on continuous
school improvement?
Findings Data/Evidence
The data represented in Chapter 1 of our Self-Study report is evidence of the
extremely clean, safe, and orderly school we maintain. Beyond the high quality of Self-study
report, Ch 1
the physical plant, great attention has been given to establishing and maintaining a
school culture that promotes professionalism, high expectations for students and
staff alike, and a focus on continuous personal and school improvement.
Our campus has only one point of entry after students arrive on campus in the
morning. Perimeter gates and doors are always locked during the school day,
leaving the Main Office as the only way to come onto or leave campus on foot.
Our underground parking structure is monitored by camera surveillance and is Staff directory
secured after 8:00 a.m. Visitors must check in with the Main Office for passage
onto campus. We have a full-time school safety officer on campus who not only
responds promptly to any emergencies, but also builds rapport with our students.
Our full-time campus security aide assists with the traffic flow in the mornings
and performs routine sweeps of the campus all day long. Administration and
security conduct periodic security searches for weapons, narcotics, alcohol, and
other contraband.
Vigilance and supervision of our hallways during passing periods by our teachers
who welcome students at the door into their classrooms is expected and
School
demonstrated. This school-wide practice establishes our expectations for how observations
students behave in the hallways and other school areas. As a result, incidents of
bullying are greatly reduced because the culture does not support such behavior.
A significant contributing factor to our safe campus is our H.E.A.R.T program, a
peer mediation program, in which student mediators have been trained to resolve
conflicts that arise between students, or groups of students, before situations H.E.A.R.T.
mediation logs
escalate into violence. Supported by the positive culture that we have created at
NAHS, it is evident that our program is working as indicated by the decreasing
number of mediations required from year to year. As our students acknowledge,
"It is better to resolve things through peer mediation than end up being in serious
trouble with the administration!"
At NAHS we place great emphasis on sustaining a supportive and nurturing ESLR’s
culture through staff development and planning. We continually monitor how we Character
create a caring environment, forming connections between staff, students and Counts
parents. Our expected school-wide learning results and the Character Counts™
attributes contribute significantly to defining our school culture.
2008 Accreditation Self Study Page 179
Northridge Academy High School Focus on Learning
A seminal influence on our school culture comes from the work The Achievement
Council and one of our assistant principals who previously worked with this
former nationally-recognized organization that was instrumental in promoting and
facilitating the concept and processes for developing a college-going culture in
LAUSD's K-12 schools and in other districts throughout California and in other
states. The "Learning Conversation Principles"®, or LCP's®, guide all
interactions that take place among our stakeholders. These are our LCP's:
1. Listen with the intent to understand, rather than to respond.
LCP’s
2. Open your mind to new learning and practice.
3. Invite differences and move away from “either/or”. Embrace “and”.
4. Wonder in front of each other.
5. Assume and exhibit good will.
Our freshmen learn the LCP's as a part of the 9th Grade Bridge Academy
curriculum. Grades 10-12 advisories reinforce the necessity of adhering to these Academy
guiding principles in all discussions and conversations. Teachers make every notebook
effort to model these principles in their daily practice. The LCP's are also a
foundational part of all school staff and parent leadership meetings.
With our small school size and our Academy structure, very few students remain School
"invisible" or unrecognized. We are afforded the opportunity to know our observations
students on a level that larger schools cannot achieve.
NAHS’ Advisory Program is designed to create an emotionally and socially safe
place where students can find the support of a caring adult - the Advisor - who
serves as a mentor, a role model and an advocate. Guidance and support are Advisory
lesson plans
provided for students to develop academic and personal-social skills in a
developmentally appropriate manner. Advisory is a venue for developing school
culture and identity while providing students with personalized advisement.
Our conduct management plan, Puma PRIDE (Positively Reinforced Individual
Discipline Expectations) describes expected behaviors for appropriate conduct of
our students and staff. It is aligned with LAUSD's discipline policy that embeds LAUSD
Student Code
school-wide Positive Behavior Support. Each month, a student is recognized as, of Conduct
"Inspirational Student of the Month". In addition, positive acknowledgement for
excellent attendance, conduct, and/or grades is given to students through awards
and certificates at awards ceremonies, both school-wide and academy-based;
recognition of whole advisories; announcements over our PA system and in our
Puma News broadcasts; our "Senior Stars" recognition sponsored by our parent
booster club; etc.
We have attendance and tardy monitoring systems in place that reduce the
interruptions to the instructional program and maintain an orderly learning Absence and
environment by ensuring that students are in class, on time. Our absence and tardy policies
tardy policies are aligned with District policies.
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Northridge Academy High School Focus on Learning
Our Safe School Plan is developed collaboratively and revised annually. It Safe School
addresses violence prevention, emergency preparedness, traffic safety, crisis Plan
intervention, and student wellness. Our plan is compliant with a variety of State IIPP
and District health and safety requirements to ensure the well-being of students
and staff. We also have an Injury and Illness Prevention Program addressing
workplace safety which we review and update regularly
Our dedicated custodial staff works hard to ensure that our campus is clean and
attractive. Respect for our campus is inculcated in our students from their
School
freshman year and reinforced throughout their four years at NAHS. As a result, observations
almost all of our students place their refuse in trash receptacles and bus their own
lunch tables. Our custodial staff models respectful behavior to our students, and
in turn, our students show respect to them by helping to keep our campus clean.
Collegiality is observable among all staff members. We always strive to improve
School
communication and support with all members of our learning community. observations
Genuine regard for all members is modeled by all staff and recognized by
students. One manifestation of this collegiality is our school-wide recognition of
an “Inspirational Educator of the Month”. Past recipients of this recognition
include classroom teachers, administrators, our plant manager, and our cafeteria Inspirational
Educator
staff. These student-selected recipients reflect how every adult member of our plaque
learning community is recognized for making a contribution to our students’
education.
We received positive feedback from our recent parent and student surveys
Survey results,
involving the safety and cleanliness of our school. Over 88% of our students and Self-Study
a resounding 98% of our parents perceive NAHS to be a safe, secure, and clean report, Ch 1
school. One parent commented, “I couldn’t be more impressed with the staff and
school environment my son has the opportunity to learn from/in. . .” A student
wrote, “This school is very safe [and] the teachers try to help us as much as
possible.”
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Northridge Academy High School Focus on Learning
E3: To what extent do all students receive appropriate support along with an
individualized learning plan to help ensure academic success?
Findings Data/Evidence
Administrators, counselors, advisors, and teachers regularly review student data
from CST scores, grades from progress reports, CAHSEE pass/fail rates, behavior
referrals, periodic assessments, attendance information, and other graduation Sample student
requirement and A-G requirement data to determine any interventions needed. data reports
This information is disseminated to teachers, advisors, parents, and students to
create a support network in which all stakeholders are aware of the issues at hand
and take responsibility for doing their part to support our students.
At NAHS, the approach to guidance and counseling focuses on students’ personal,
career, and academic interests and goals. Following the ASCA—American
School Counseling Association’s national standards for school counseling, our
counselors have created a comprehensive guidance and counseling program that
covers the academic, personal-social, and career awareness needs of our students.
To deliver on this promise, we have developed an Advisory program that meets
the developmental needs of each student based on grade level and personal
interests. Students enter the 9th Grade Bridge Academy upon arrival at NAHS, Class rosters
where they participate in personality and career interest inventories, engage in
curricular activities connected with personal and academic growth, and chart a
course for the next four years. Toward the end of 9th grade, freshmen select their
preferred academy, based on data they have gathered about themselves, including
their career interests. Once NAHS students are housed in Academy-based
Advisory classes, grade-level specific benchmarks are met in Advisories toward
meeting Academy expectations, developing appropriate academic skills, and
producing their Senior Portfolio. Students stay in these Academy-based
Advisories with the same Advisor for grades 10-12.
Our school’s agenda planner is issued to every NAHS student at the beginning of
every school year. This valuable organizational tool becomes an intrinsic part of
our Advisory curriculum as Advisors use it to teach students about time
management and setting goals. Critical information in the agenda planner includes Agenda
expected school-wide learning results, a four-year college planning timeline, the planner
A-G requirements for graduation and college entrance, and deadlines for signing
up for SAT and ACT exams. The agenda planner also serves as the key
communication piece between home and school.
Grade-level meetings for at-risk students are held periodically throughout the year
At-risk student
at certain reporting periods and the beginning of each semester. Students are meetings
counseled in small and large group settings on their own graduation status and
options and resources for getting back on track with grades and credits.
2008 Accreditation Self Study Page 182
Northridge Academy High School Focus on Learning
Counseling interns from California State University, Northridge, as well as Cal Counseling
Lutheran University, provide our students with additional adult support in Intern logs
reviewing A-G and graduation requirements regularly and providing individual
student counseling for academic success on a weekly basis.
The partnership between CSUN and NAHS provides another level of support and
motivation for students to pursue their individualized learning plans to attain
Academy
academic success. With the valuable input we receive from our CSUN liaisons as notebooks
we develop our Academy curriculums, and with the experiential opportunities our
students are able to have when visiting the CSUN campus, our students gain
enthusiasm and focus in pursuing their learning goals.
Some of the appropriate services and support that our counseling staff provides
for our students include, but are not limited to, the following:
AB1802 Conferences—Counselors assertively pursue opportunities to meet with
parents and students to conduct AB1802 Conferences. By December, all students
who are lacking credits for their expected grade level are contacted personally by
the student’s counselor, and face-to-face conferences are arranged to devise a plan AB1802
for the student to recover lost credits and if possible, graduate on time with his/her meeting logs
classmates. These meeting also serve the purpose of charting the student’s career
pathway, choosing classes that will lead students down their chosen path, and
informing the parents and family of additional resources they should access in
preparing for post-secondary schooling and training options.
IGP—Individual Graduation Plan. Each year, every student is required to fill
out a copy of their Individual Graduation Plan (IGP) during Advisory and secure a Sample IGP
parent signature as acknowledgement of the student’s present level of progress.
The IGP is subsequently reviewed by the counselor and then filed in the student’s
cumulative record.
Round-Table Conferences. These conferences are arranged by counselors to
address academic difficulties experienced by individual students. Parents, Meeting
student, counselor, and teachers are in attendance. The student’s strengths are records
first addressed, concerns are raised, and interventions and strategies are shared to
help the student experience academic success and socio-emotional growth.
Student Success Team Meetings. The purpose of the Student Success Team is to
further explore reasons why students are not achieving academic success after
interventions have been tried but have not been unsuccessful. Parents, the student, Meeting
counselor, and teachers, as well as any support staff, such as the school nurse or records
psychologist interested in the case, attend. Accommodations made to assist the
student in his/her classes are reviewed, and recommendations are made for further
interventions, including possible assessment to determine if a learning disability
or other health impairment may be inhibiting the student’s progress.
2008 Accreditation Self Study Page 183
Northridge Academy High School Focus on Learning
IEP Meetings. These meetings ensure that the parents/guardians, teachers,
administrators, the school psychologist, and appropriate service providers, with
the student, form a team that supports the student’s academic and personal Meeting
success. With the input of all participants, the IEP documents important data and a records
targeted plan, with goals and objectives, to help the student successfully complete
graduation requirements as well as transition to life after graduation. The IEP
provides a written plan for all interested parties to support the student toward
meeting his/her learning goals.
The following are some examples of additional support services provided to
NAHS students:
Link Crew. We take great pride in to be affiliated with the Link Crew program, a
high school transition program that increases freshman success. Members of the
junior and senior class are trained to be Link Leaders who act as positive role
models, motivators, mentors, and teachers who guide the freshmen to discover Link Crew
what it takes to be successful during the transition to high school. As freshmen rosters
success increases, the benefits to our school culture and climate become apparent.
Our freshmen demonstrate a greater connection to our school, increased
extracurricular participation, fewer discipline issues, and greater pride and spirit.
Small Learning Communities (SLC’s). Research has shown that students are
Academy
more successful when housed in smaller learning communities within a larger mission and
educational institution. Our Academies provide that safe place in which students vision
are recognized, known as the individuals that they are and can become, and statements
supported throughout their high school years.
Senior Support Team Meetings. These meetings provide guidance and support
to senior students who are at-risk for losing their opportunity to participate in Meeting notes
senior activities and the graduation ceremony due to poor attendance, behavior
problems, or academic difficulties. Students, parents, senior sponsors, advisors,
counselors, and administrators are in attendance at these meetings.
The Senior Contract. This document defines stipulations and requirements that
members of the senior class must meet in terms of academic performance, Sample
attendance, and behavior throughout the school year in order to earn their high contract
school diploma and participate in graduation and other senior activities. The
contract is signed by students and parents.
The College/Career Center. This resource is open and accessible to students on
a daily basis. A wide variety of resources and information regarding colleges is School
available. In addition, trained Peer College Counselors are available to help observations
students research colleges and careers and to complete college applications.
District Office of Transition Services (DOTS) counselor. The DOTS counselor Staff directory
coordinates the planning and delivery of transition services for all students with
disabilities to prepare them for transition from school to adult living.
2008 Accreditation Self Study Page 184
Northridge Academy High School Focus on Learning
E4: To what extent do all students have access to a system of personal
support services, activities, and opportunities at the school and within the
community?
Findings Data/Evidence
The personal nature of the support we provide for our students, made possible by
our relative small size and the dedication of our entire staff, is one of our greatest
strengths. By the hard work of so many adults at our school, we are able to offer
an abundance of activities and opportunities through which we can engage and
inspire our students, both at school and within the community.
Glancing at the list of faculty responsibilities provided in our self-study report,
one can see how many hats the members of our learning community wear. We do
so out of necessity since we are a small school that requires us all to assume Self-study
numerous responsibilities. But we do so out of passion as well. We are report,
passionate about seeing our students succeed. Beyond the list of faculty Appendix
responsibilities outside our classrooms, our support staff also supports our
students in ways often surprising to those who view us from the outside. For
example:
Our school safety officer meets weekly with a group of at-risk African
American and Hispanic male students, to mentor them, to change negative
attitudes toward authority, and to encourage them in their school endeavors.
Our financial manager also served as our girls’ basketball coach until we School
could officially hire a walk-on coach. Even with the hiring of a new coach, observations
our financial manager continues to work out with our boys’ and girls’ teams to
show his support and instill pride in extracurricular participation.
Our cafeteria manager has volunteered her time for selected students in our
Health and Human Development Academy to shadow her and observe first-
hand a variety of aspects of the food preparation industry.
Support Services, Activities, and Opportunities at NAHS
Clubs and Organizations. We provide a wide range of clubs and organizations
that allow our students to explore the diversity of the surrounding neighborhood
as well as honor their own cultural and ethnic backgrounds. These clubs provide
an avenue for students with different, or similar, backgrounds or interests to come Club rosters
together in a safe environment to celebrate and invite differences. One of our
clubs, the Halo Halo Club has forged a relationship with the CSUN Filipino
American Student Association (FASA) in joint ventures on the CSUN campus.
Complete lists of clubs, organizations, and athletic teams are included in Chapter
1 of our Self-Study Report.
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Northridge Academy High School Focus on Learning
9th Grade Orientation- 9th grade orientation is a fun way to ease incoming 9th
graders into the new high school life. Link Crew’s goal is to make freshmen feel
like they belong. By making a “link” to others at our school (upperclassmen and Academy
other new students), they are less likely to drop out. Link Crew takes Notebook
responsibility for making sure the new freshmen have full knowledge of the rules
and also have tips, straight from the minds of upperclassmen, to help make their
days go a little more smoothly. The day-time Freshmen Orientation is followed
by an evening 9th Grade Parent Orientation.
Link 2-4. This is a follow-up program for Freshmen Student Support throughout
the first semester of high school. The student Link Crew Leaders visit the 9th Advisory
Grade Advisories once a week to facilitate lessons on a wide variety of subjects, lesson plans
including time management and organizational skills, study strategies, goal
setting, conflict resolution, and diversity awareness exercises.
Math Night. The Math Department hosts an annual Math Night in the fall
semester. All parents of Algebra 1 students are especially encouraged to attend.
During this evening, Math teachers speak to parents on the following topics: intro Meeting
to learning strands; an overview of learning goals; parent questioning techniques; agenda
yourhomework.com; and how to support and encourage their child. As a result of
this event, parents have a better, more personal relationship with their student’s
teachers and a better understanding of what their student will be learning
throughout the year and how to support this learning.
Math Tutoring Lab. This is an elective for new 9th grade students based on 8th
grade standardized test scores and academic grades. This class is given Student sign-in
concurrently with Algebra 1A/B as an added support for these students struggling sheets
in math. Taught by a CSUN professor and two credential program candidates,
this class provides additional support to students in achieving academic success.
After School Tutoring. Tutoring is offered in all subjects, three days a week,
supervised by one of our teachers and staffed by student tutors from CSUN as
well as NAHS. Supplemental tutoring is offered by individual teachers often Student sign-in
during nutrition and lunch, and sometimes, after school. Several teachers, of their sheets
own initiative, offer nutrition, lunch, and after-school study hall. The Math
department is in the process of re-vamping their tutoring services so that it is more
targeted. In addition, a Homework Club, supervised by teachers, is planned.
Real-World Connections. Provides opportunities within the “real world” of
work for students. Through project-based learning, innovative curricula, and the Teacher
use of technology in the classroom, students gain valuable skills used in real-life evidence
situations. Additionally, experts from various career fields and industries are notebooks
brought into the classroom to share their experiences in the world of work.
Student-Led Leadership Conference. Last year, in what we hope will become a
NAHS tradition, our Associated Student Body Leadership students hosted student Meeting
leadership representatives from several near-by District high schools to share agenda
experiences as student leaders and develop new leadership skills as well.
2008 Accreditation Self Study Page 186
Northridge Academy High School Focus on Learning
Support Services, Activities, and Opportunities in the Community
Connections with Local Businesses and Organizations. Great efforts are being
made to place students in businesses, agencies and community organizations
where they can experience the connections between school and work firsthand Counselor
through job-shadowing and internship opportunities. In an effort to network and notebook
build relationships and alliances with the community, NAHS is an active member
of the North Valley Regional Chamber of Commerce, the Tarzana-Woodland
Hills Chamber of Commerce and the Economic Alliance.
Kennedy/San Fernando Adult School. This local adult school offers lab classes
after school three days a week on our campus to aid students in remediation of Class rosters
core classes and to offer opportunities to earn credits. Our two adult school lab
teachers keep counselors apprised of attendance, behavior, and progress in the lab
so that follow-up can be made with the students and their parents.
Health Fair. Doctors, health care professionals, the CSUN Health & Human
Development Department, and healthcare institutions such as Kaiser Permanente Academy
notebook
and the Northridge Hospital, have collaborated with us in an all-day health fair.
Northridge Hospital has opened its doors to our 9th Grade Bridge Academy and
other groups of NAHS students as an opportunity for students to fulfill service
learning graduation requirements.
Career Day. The purpose of Career Day is to bring the community and NAHS
students together in order to show our students real-world career opportunities. Counselor
records
Community representatives give presentations on a variety of careers to expand
and inspire our students’ vision of themselves as productive members of society.
Ready, Set, Gold. We are fortunate to have been chosen to participate in this
program sponsored by the United States Olympic Committee. The Committee has Athletic
director
appointed a former Olympics medalist who currently visits our P.E. classes to records
motivate and mentor our students and assist with our athletic programs.
Community Resources. We refer our students and their families to a number of
community organizations for support services. County organizations, district
offices, and local agencies that provide resources to our students include: District
1 Resource Coordinating Council, Our House Grief Support Group, Child and
Family Guidance Center, Mitchell Family Counseling Clinic, CalFAM, Because I
Love You Program, Youth Advocacy Program (YAP), El Proyecto del Barrio, and Counselor logs
the Family Stress Center,, LAUSD School Mental Health. We have a formal
Memorandum of Understanding (MOU) with The Child and Family Guidance
Center, a non-profit mental health agency across the street from our school,
whereby counseling and social work interns from USC are assigned to work with
our at-risk students in academic support groups held on campus under the
Counseling Office supervision. In addition, the agency provides crisis
intervention, ongoing individual and family counseling for those students who
qualify, and consultation services to our administrative and counseling staff, as
part of this MOU.
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Northridge Academy High School Focus on Learning
Academy-Based Senior Internships. Recently, we have begun to establish
internship experiences for students who have distinguished themselves in their Internship
Academies. For example, currently four students from the Careers in Education Portfolios
Academy receive regular mentorship from professors in the CSUN Elementary
Education Department and implement their newly acquired knowledge and skills
by running a writing intervention program at a neighboring elementary school.
Areas of Strength:
We have a dedicated staff and extended learning community which is passionately
dedicated to the academic success of all students.
Our counseling staff offers a wide range of support services to assist students in fulfilling
their individualized learning plans to achieve success.
Our relatively small size, our enrollment policy of only admitting students as freshmen,
and our organizational structure of small learning communities allow us to cultivate a
culture of respect and caring and reinforce our cultural expectations across four years.
Areas of Growth:
While much of our attention for our first five years as a school has been on building a
culture of respect and caring, we must now use this strong cultural foundation to
promote and reinforce our high expectations for academic rigor and success.
We must create additional ways for our parents and community to be involved in our
teaching and learning processes by coordinating existing efforts and creating new ones.
In order to better serve our students, we must continue to cultivate and build our
partnerships both with CSUN and with community businesses, agencies, and
organizations to provide more mentorships, job-shadowing experiences, and internships.
2008 Accreditation Self Study Page 188
Northridge Academy High School Focus on Learning
Chapter V:
School-wide
Action Plan
2008 Accreditation Self Study Page 189
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Self-Study Report 2008-2009
Focus on Learning
CHAPTER V: OUR SCHOOL-WIDE ACTION PLAN
The Northridge Academy High School School-wide Action Plan was developed in accordance
with the WASC Focus on Learning guidelines. Our action steps emerged from school-wide
discussions and focus group and home group meetings that occurred consistently throughout the
course of the self-study process. Our approach was collaborative, with all stakeholders having a
voice in the process. The WASC Leadership Team met to compile, organize, and formulate
action steps that reflect our critical areas of growth. Our plan will guide our planning and growth
for the next six years.
The NAHS Action Plan contains three major goals: focus on student achievement in all academic
content areas; focus on student outcomes for English Learners; and focus on student achievement
through improved student support and intervention. Our school vision and the expected school-
wide learning results provide the foundation for our action plan.
To monitor the progress of the action plan, we will conduct an annual evaluation at the beginning
of every school year for the next six years. Furthermore, the NAHS administration, in
conjunction with the School Site Council, School Leadership Council, and the Professional
Development/Academy Facilitator Committee, will oversee follow-up procedures and actions
with WASC review as a permanent item on meeting agendas. The process will ensure and
facilitate the ongoing implementation of our school-wide action plan.
We appreciate how the WASC self-study process has provided us with a systematic and
comprehensive way to examine and assess our growth as a community of learners. In this, our
fifth year as a school, we know that we are deeply committed to student success and passionate
about building and sustaining a school that supports all students to achieve at the highest levels.
Our self-study, and especially our school-wide action plan, has provided us with a concrete and
focused way to continue to move forward for the next six years.
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Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Self-Study Report 2008-2009
CHAPTER V: OUR SCHOOLWIDE ACTION PLAN FOR 2009-2015
Goal 1: Improve student achievement in all academic content areas.
Critical Need: Increase CST scores for all students in all academic content areas.
Utilize data to inform instructional and curricular choices.
Raise Algebra 1 scores.
Increase student participation in higher level math and science courses.
Improve student grades in A-G courses.
Increase student participation in Honors coursework.
Rationale: Current data indicates that many NAHS students are not meeting proficiency levels in core academic areas.
Other data suggests the need to increase the numbers of students passing A-G courses with acceptable grades.
Our self-study reveals that while efforts are being made to address this critical area of growth, we need to take
action to increase student outcomes for students who are performing at the far below basic, below basic, and
basic performance bands on state tests. We must also promote and support student enrollment in upper level
math and science classes.
Growth Target: These are our growth target goals:
All subgroups will meet annual state-determined API growth targets for six years
All subgroups will meet annual state-determined AYP growth targets for six years
Increase percentage of students achieving proficiency in Algebra I by 5% annually for six years
Increase percentage of students enrolled in upper level A-G math and science classes by 5%
annually for six years.
Increase numbers of students achieving C’s or better in core content areas by 5% annually for six
years.
ESLRS Addressed: Powerful Thinkers, Successful Communicators, Life-Long Learners
CSUN Partnership Connections: Academy-based activities and collaborations, discipline-based activities and opportunities,
student teacher/master teacher activities
2008 Accreditation Self Study Page 191
Northridge Academy High School Focus on Learning
Action Steps Timeline Personnel Resources Means to Assess Means to Monitor
Responsible Progress and Report
Progress
Initial Planning and Initial Planning: Academy CSUN facilities and Academy Activity Connect-Ed
Phase I Spring 2009 Facilitators faculty Logs CSUN Ed Advisory
Administrators Educational CAHSEE data Committee
1. Establish a coordinated system to identify
CSUN facilitators research CST data Department finals
and assist students who are underachieving in Phase I Instructional IMA funds Grades analysis E-mail
core content areas. Implementation: Cabinet Local district Master schedule Faculty meetings
Develop a schoolwide system to identify and August 2009-
monitor student achievement in a timely Literacy Coach funds/personnel Meeting notes Instructional
June 2010 Math Coach Pierce and SMC
manner. Periodic assessment Cabinet
Research in-house intervention programs and SLC College classes data NAHS website
strategies. SSC Professional SIS/ISIS Newsletters
Observe schools currently employing effective SST Development and Student survey Parent meetings
intervention programs. Teacher-Librarian Common Planning Tutoring logs School report card
Teachers Time SLC
2. Incorporate into schoolwide professional Technology Regional SSC/Single Plan
development plan additional strategies to raise Committee Occupation Center WASC Action Plan
student outcomes in all content areas. Title I Coordinator Title I funds
Provide staff with support in the analysis and
use of data to inform instruction.
Involve in-house expertise by incorporating
more teacher-led workshops on differentiated
instruction, integrating technology, and
SDAIE techniques.
Develop a comprehensive plan for the
systematic integration of technology into the
curriculum.
Elicit assistance from district and CSUN on
how to interpret assessment results and
identify and address key findings.
Further train staff to understand the Single Plan
for Student Achievement and how it is
monitored.
Provide staff with time and resources to
develop Honors contracts and curricula.
Examine ways that student teachers and
counseling interns can better support student
academic achievement.
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Northridge Academy High School Focus on Learning
3. Establish a coordinated system to identify
and assist potential students for upper level
math and science classes.
Utilize counseling staff and advisory teachers
to identify and recruit students.
Pursue funding sources to for tutoring and
mentoring programs.
4. Create additional support systems to bridge
Algebra 1 curriculum to CST’s.
Create test preparation activities that closely
simulate CST questions.
Implement CST preparation activities in
Advisory classrooms.
Use video broadcasts to raise student awareness
of CST significance.
Phase II Phase II: Academy CSUN facilities and Academy Activity Connect-Ed
1. Assess effectiveness of existing programs Implementation: Facilitators faculty Logs CSUN Ed Advisory
that identify and assist students who are September 2010- Administrators Educational CAHSEE data Committee
underachieving in core content areas. June 2012 CSUN facilitators research CST data Department finals
Use professional development time and Instructional IMA funds Grades analysis E-mail
resources to examine data over past two years Cabinet Local district Master schedule Faculty meetings
to identify areas of improvement Literacy Coach funds/personnel Meeting notes Instructional
Use parent and student surveys to assess Math Coach Pierce and SMC Periodic assessment Cabinet
stakeholder perception of program SLC College classes data NAHS website
effectiveness. SSC Professional SIS/ISIS Newsletters
SST Development and Student survey Parent meetings
2. Continue to provide a professional
Teachers Common Planning Tutoring logs School report card
development plan which includes additional Time
Technology SLC
strategies to raise student outcomes in all Regional
academic content areas.
Committee SSC/Single Plan
Title I Coordinator Occupation Center WASC Action Plan
Design rigorous, engaging Academy-based Title I funds
integrated units of instruction.
Access CSUN partnership resources to develop
effective instructional practices.
Utilize expertise of the Teacher-Librarian in
integrating technology into the curriculum and
coordinating development of a research
curriculum with CSUN library faculty.
Provide students with information about
Honors Challenge Contract opportunities.
Provide ongoing training in the use of
technology available on site and at CSUN.
2008 Accreditation Self Study Page 193
Northridge Academy High School Focus on Learning
3. Assess effectiveness of systems used to
identify and assist potential students for
Algebra 1 and upper level A-G courses in
math and science.
Monitor student achievement at and across
grade levels
Allocate resources for the effective operation of
after school or weekend academic support
sessions.
The Visual and Performing Arts Department
will utilize new media and print media to
communicate information to all stakeholders.
Phase III Phase III Academy CSUN facilities and Academy Activity Connect-Ed
1. Re-visit support programs that identify and Implementation Facilitators faculty Logs CSUN Ed Advisory
assist students who are underachieving in core and Review: Administrators Educational CAHSEE data Committee
content areas to determine effectiveness and September 2012- CSUN facilitators research CST data Department finals
means of required ongoing support. June 2015 Instructional IMA funds Grades analysis E-mail
Incorporate effective programs into 2015 Cabinet Local district Master schedule Faculty meetings
WASC Action Plan and the Single Plan for Annual Review: Literacy Coach funds/personnel Meeting notes Instructional
Student Achievement August 2010-2015 Math Coach Pierce and SMC Periodic assessment Cabinet
Determine need to continue and/or supplement SLC College classes data NAHS website
existing efforts. SSC Professional SIS/ISIS Newsletters
SST Development and Student survey Parent meetings
2. Continue to support schoolwide professional
Teacher-Librarian Common Planning Tutoring logs School report card
development plan with additional strategies Time
Teachers SLC
to raise student outcomes in all content Regional
areas. Technology SSC/Single Plan
Committee Occupation Center WASC Action Plan
Incorporate effective programs into 2015 Title I funds
WASC Action Plan and the Single Plan for Title I Coordinator
Student Achievement
Ensure that WASC Leadership team continues
to meet regularly to ensure the quality of a
comprehensive professional development plan.
3. Assess effectiveness of systems used to
support students in upper level courses in
math and science.
Incorporate effective programs into 2015
WASC Action Plan and the Single Plan for
Student Achievement.
Review and refine academic and extra-
curricular media as communication tools that
increase student achievement.
2008 Accreditation Self Study Page 194
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Self-Study Report 2008-2009
Goal 2: Improve student outcomes for English Learners
Critical Need: Develop a comprehensive academic literacy support system that has structures in place to help
all students, especially English Learners, to read and write at or above grade level standards.
Analyze data.
Address needs of all subgroups.
Provide differentiated instruction and appropriate support.
Rationale: Current data indicates that EL students are struggling to meet proficiency levels in all academic areas.
Our self-study reveals that while efforts are being made to address this critical area of growth, we
need to take action to increase student outcomes for EL Learners who are performing at the far below
basic, below basic, and basic levels of proficiency on the CST’s.
Growth Target: These are our growth target goals:
English Learners subgroup will meet annual state-determined API growth target for six years.
English Learners subgroup will meet annual state-determined AYP growth target for six years.
The numbers of English Learners earning C’s or better in core academic classes will increase by
5% annually for six years.
ESLRS Addressed: Powerful Thinkers, Life-Long Learners, Successful Communicators
CSUN Partnership Connections: Student tutors/mentors, credential candidates completing literacy field
assignments, literacy support, grant writing support
2008 Accreditation Self Study Page 195
Northridge Academy High School Focus on Learning
Action Steps Timeline Personnel Resources Means to Assess Means to Monitor
Responsible Progress and Report
Progress
Initial Planning and Initial Planning: Academy Adult school Academy Activity Connect-Ed
Phase I Spring 2009 Facilitators CSUN facilities and Logs CSUN Ed Advisory
Administrators faculty CAHSEE data Committee
1. Establish a coordinated system to Phase I Counseling Staff Educational research CELDT test results Department finals
identify and assist EL students who are Implementation: CSUN facilitators IMA funds Counselor logs E-mail
underachieving academically. August 2009- EL Coordinator Local district CST data Faculty meetings
Develop a schoolwide system to identify June 2010 Instructional Cabinet funds/personnel Grades analysis Instructional Cabinet
and monitor student achievement in a Literacy Coach Parent associations Master schedule NAHS website
timely manner. Pierce and SMC
Math Coach Meeting notes Newsletters
Provide information to teachers in a
SLC College classes Periodic assessment Parent meetings
timely manner. Professional
SSC data School report card
Research or create in-house intervention
SST Development and SIS/ISIS SLC
programs and strategies for all
Teacher-Librarian Common Planning Tutoring logs SSC/Single Plan
Academies. Time
Observe schools currently employing Teachers WASC Action Plan
Title I Coordinator Regional
effective intervention programs Occupation Center
The Visual and Performing Arts School support
Department will utilize new media and personnel
print media to communicate information Title I funds
to all stakeholders.
2. Incorporate into schoolwide
professional development plan
additional strategies to raise EL student
outcomes in all academic content areas.
Provide staff with ongoing support in the
analysis and use of data to inform
instruction.
Involve in-house expertise by
incorporating more teacher-led
workshops on differentiated instruction,
integrating technology, scaffolded
instruction and other SDAIE
techniques.
Identify human and material resources
available in both the NAHS and CSUN
libraries that can support the
development of academic skills for our
EL students.
2008 Accreditation Self Study Page 196
Northridge Academy High School Focus on Learning
Elicit assistance from district and CSUN
on how to interpret assessment results
and identify key findings.
Further train staff to understand the
Single Plan for Student Achievement
and how it is monitored.
3. Review master schedule to ensure that
the needs of EL’s are addressed.
Program EL’s into appropriate classes
Support EL participation in Academy
activities
Explore possible academic electives to
provide EL’s with additional support.
Phase II Phase II: Academy Adult school Academy Activity Connect-Ed
Implementation: Facilitators CSUN facilities and Logs CSUN Ed Advisory
1. Assess effectiveness of existing September 2010- Administrators faculty CAHSEE data Committee
support programs that identify and June 2012 Counseling Staff Educational research CELDT test results Department finals
assist EL students who are CSUN facilitators IMA funds Counselor logs E-mail
underachieving in core content areas. EL Coordinator Local district CST data Faculty meetings
Use professional development time and Instructional Cabinet funds/personnel Grades analysis Instructional Cabinet
resources to examine data over past two Literacy Coach Parent associations Master schedule NAHS website
years to identify areas of improvement Pierce and SMC
Math Coach Meeting notes Newsletters
Use parent and student surveys to assess SLC College classes Periodic assessment Parent meetings
stakeholder perception of program Professional
SSC data School report card
effectiveness.
SST Development and SIS/ISIS SLC
Teachers Common Planning Tutoring logs SSC/Single Plan
2. Continue to provide a professional Time
development plan which includes Title I Coordinator WASC Action Plan
Regional
additional strategies to raise student Occupation Center
outcomes in all academic content areas
School support
with special attention given to use of
personnel
technology.
Title I funds
Design rigorous, standards-based,
Academy-based integrated units of
instruction.
Access CSUN partnership resources to
develop effective instructional practices.
Utilize Teacher-Librarian to provide
professional development to staff in
effective use of library resources both at
NAHS and CSUN.
2008 Accreditation Self Study Page 197
Northridge Academy High School Focus on Learning
3. Monitor EL student grades in core
academic content. Provide intervention
for students with multiple “D’s” and
“F’s”.
Phase III Phase III Academy Adult school Academy Activity Connect-Ed
Implementation and Facilitators CSUN facilities and Logs CSUN Ed Advisory
1. Re-visit support programs that Review: Administrators faculty CAHSEE data Committee
identify and assist EL students who are September 2012- Counseling Staff Educational research CELDT test results Department finals
underachieving in core content areas to June 2015 CSUN facilitators IMA funds Counselor logs E-mail
determine effectiveness and means of EL Coordinator Local district CST data Faculty meetings
required ongoing support. Instructional Cabinet funds/personnel Grades analysis Instructional Cabinet
Incorporate effective programs into 2015 Annual Review: Literacy Coach Parent associations Master schedule NAHS website
WASC Action Plan and the Single Plan August 2010-2015
Math Coach Pierce and SMC Meeting notes Newsletters
for Student Achievement
SLC College classes Periodic assessment Parent meetings
Determine need to continue and/or Professional
SSC data School report card
supplement existing efforts.
SST Development and SIS/ISIS SLC
Review and refine academic and extra-
Teachers Common Planning Tutoring logs SSC/Single Plan
curricular media as communication tools Time
that increase student achievement. Title I Coordinator WASC Action Plan
Regional
Occupation Center
2. Continue to support schoolwide School support
professional development plan with personnel
additional strategies to raise EL student
Title I funds
outcomes in all academic content areas.
Incorporate effective programs into 2015
WASC Action Plan and the Single Plan
for Student Achievement
3. Ensure that WASC Leadership team
continues to meet regularly to ensure
the quality of a comprehensive
professional development plan.
2008 Accreditation Self Study Page 198
Northridge Academy High School Focus on Learning
Northridge Academy High School
WASC Self-Study Report 2008-2009
Goal 3: Improve student achievement through coordinated student supports and interventions
Critical Need: Develop a comprehensive student support system that has structures in place to help all students
achieve personal and academic success by providing academic intervention and parental involvement.
Improve existing student support systems.
Create authentic opportunities for parental involvement.
Provide interventions through homework help, counseling and guidance program, Family Center
workshops, and our Advisory program.
Rationale: Current data and survey results indicate that NAHS students would benefit from more academic support and
parental involvement. Our self-study reveals that while efforts are being made to address this critical area of growth, we
need to take action to increase intervention opportunities for students who are performing at the far below basic, below
basic, and basic levels of proficiency on the CST’s.
Growth Target: These are our growth target goals:
Increase percentages of students completing UC/CSU requirements, with C’s or better, upon
graduation by 5% annually for six years.
Increase percentage of students participating in Honors-level and AP coursework by 5%
annually for six years.
Increase percentage of students enrolled in internships and career exploration electives by 5%
annually for six years.
ESLRS Addressed: Powerful Thinkers, Life-Long Learners, Successful Communicators
CSUN Partnership Connections: Parent outreach tours, Educational Opportunity Program support,
course/internship opportunities
2008 Accreditation Self Study Page 199
Northridge Academy High School Focus on Learning
Action Steps Timeline Personnel Resources Means to Assess Means to Monitor
Responsible Progress and Report
Progress
Initial Planning and Initial Planning: Academy Adult school Academy Activity Connect-Ed
Phase I Spring 2009 Facilitators CSUN facilities and Logs CSUN Ed Advisory
Administrators faculty CAHSEE data Committee
1. Provide parental support for Phase I Counseling Staff Educational research Counselor logs Department finals
understanding and interpreting Implementation: CSUN facilitators IMA funds CST data E-mail
assessment results. August 2009- EL Coordinator Local district Grades analysis Faculty meetings
Communicate results of district and state June 2010 Family Center funds/personnel Master schedule Instructional
assessments in a timely manner. Coordinator Parent associations Meeting notes Cabinet
Conduct parent in-services on Instructional Professional Periodic assessment NAHS website
interpreting assessment results. Cabinet Development and data Newsletters
Develop parent workshops during and SLC Common Planning Senior Portfolios Parent meetings
after school on how to support student SSC Time SIS/ISIS School report card
achievement. Regional
SST Student survey SLC
Create a parental support program to Teachers Occupation Center Tutoring logs SSC/Single Plan
assist in identifying and minimizing School support
Technology U.S. Certified Mail
barriers to student achievement. personnel
Committee Video broadcasts
Further train parents to understand the Title I funds
Title I Coordinator WASC Action Plan
Single Plan for Student Achievement and Local chambers of
how it is monitored. commerce
feeder elementary
2. Effectively communicate available and middle schools
school and community resources to all
stakeholders.
Investigate and observe successful
extended learning opportunities,
including tutoring and remediation
electives, during and after school.
Increase parent awareness of graduation
requirements, A-G requirements,
financial aid, etc.
Collaborate with CSUN personnel in
creating parent outreach opportunities.
Provide Family Center with print and
human resources to support parent
awareness.
Ensure that information is accessible to
most language groups.
The Visual and Performing Arts
Department will utilize new media and
print media to communicate information
to all stakeholders.
2008 Accreditation Self Study Page 200
Northridge Academy High School Focus on Learning
3. Continue to establish relationships
with community partners to create
internships and job shadowing
experiences for students both during
and after the school day.
Pursue additional funding sources to
support off-site learning experiences.
Identify community and district
resources to support the development of
additional career connections.
Phase II Phase II: Academy Adult school Academy Activity Connect-Ed
Implementation: Facilitators CSUN facilities and Logs CSUN Ed Advisory
1. Provide ongoing parental support September 2010- Administrators faculty CAHSEE data Committee
with understanding and interpreting June 2012 Counseling Staff Educational research Counselor logs Department finals
assessment results. CSUN facilitators IMA funds CST data E-mail
Continue to communicate results of EL Coordinator Local district Grades analysis Faculty meetings
district and state assessments in a timely Family Center funds/personnel Master schedule Instructional
manner. Coordinator Parent associations Meeting notes Cabinet
Conduct parent in-services on Instructional Professional Periodic assessment NAHS website
interpreting assessment results. Cabinet Development and data Newsletters
Develop additional parent workshops SLC Common Planning Senior Portfolios Parent meetings
during and after school on how to SSC Time SIS/ISIS School report card
support student achievement. Regional
SST Student survey SLC
Implement a parental support program
Teachers Occupation Center Tutoring logs SSC/Single Plan
using community resources to assist in School support
Technology U.S. Certified Mail
identifying and minimizing barriers to personnel
student achievement.
Committee Video broadcasts
Title I Coordinator Title I funds WASC Action Plan
Further train parents to understand the Local chambers of
Single Plan for Student Achievement and commerce
how it is monitored.
feeder elementary
and middle schools
2. Increase communication to all
stakeholders regarding available school
and community resources.
Provide additional extended learning
opportunities, including tutoring and
remediation electives, during and after
school.
Continue to inform parents of graduation
requirements, A-G requirements,
financial aid, etc.
Collaborate with CSUN personnel in
creating parent outreach opportunities
(e.g. campus tours, class observations).
2008 Accreditation Self Study Page 201
Northridge Academy High School Focus on Learning
Provide Family Center with print and
human resources to support parent
awareness.
3. Continue to establish relationships
with community partners to create
internships and job shadowing
experiences for students both during
and after the school day.
Identify qualified staff to supervise and
oversee off-site learning experiences.
Continue to access community and
district resources to support the
development of additional career
connections.
Phase III Phase III Academy Adult school Academy Activity Connect-Ed
Implementation and Facilitators CSUN facilities and Logs CSUN Ed Advisory
1. Provide parental support with Review: Administrators faculty CAHSEE data Committee
understanding and interpreting September 2012- Counseling Staff Educational research Counselor logs Department finals
assessment results. June 2015 CSUN facilitators IMA funds CST data E-mail
Communicate results of district and state EL Coordinator Local district Grades analysis Faculty meetings
assessments in a timely manner. Annual Review: Family Center funds/personnel Master schedule Instructional
Conduct parent in-services on August 2010-2015 Coordinator Parent associations Meeting notes Cabinet
interpreting assessment results. Instructional Professional Periodic assessment NAHS website
Develop parent workshops during and Cabinet Development and data Newsletters
after school on how to support student SLC Common Planning Senior Portfolios Parent meetings
achievement. SSC School report card
Time SIS/ISIS
Create a parental support program to SST Regional Student survey SLC
assist in identifying and minimizing
Teachers Occupation Center Tutoring logs SSC/Single Plan
barriers to student achievement. School support
Technology U.S. Certified Mail
Further train parents to understand the personnel
Committee Video broadcasts
Single Plan for Student Achievement and Title I funds
Title I Coordinator WASC Action Plan
how it is monitored. Local chambers of
commerce
2. Communicate available school and feeder elementary
community resources to all stakeholders. and middle schools
Provide additional extended learning
opportunities, including tutoring and
intervention electives, during and after
school.
Increase parent awareness of graduation
requirements, A-G requirements,
financial aid, etc.
2008 Accreditation Self Study Page 202
Northridge Academy High School Focus on Learning
Collaborate with CSUN personnel in
creating parent outreach opportunities.
Provide Family Center with print and
human resources to support parent
awareness.
Review and refine academic and extra-
curricular media as communication tools
that increase student achievement.
3. Continue to establish relationships
with community partners to create
internships and job shadowing
experiences for students both during
and after the school day.
Pursue additional funding sources to
support off-site learning experiences.
Identify community and district
resources to support the development of
additional career connections.
2008 Accreditation Self Study Page 203
