Visiting Committee Report 2008 by dineshkollam





                 SAN PEDRO HIGH SCHOOL

                  1001 W. Fifteenth St., San Pedro, CA 90731

                        Los Angeles Unified School District

                                    October 6-8, 2008

                                Visiting Committee Members
                                    Mr. Scott Mangrum, Chair
                           Assist. Principal, San Gabriel High School
                                     Ms. Marissa Hochberger
                                   Teacher, Gary High School
                                      Mrs. Susanne Hopkins
                             Assist. Principal, Orange High School
                                        Mr. Don Nicholson
                        Assist. Principal, Eleanor Roosevelt High School
                                     Mr. Robert Rasmussen
                                  Teacher, Marina High School
                                      Ms. Natalie Raymundo
                              Assist. Principal, Pacific High School
                                       Mr. Henry K. Torres
                            Assist. Principal, Santiago High School

WASC/CDE 2006 Edition
Revised 3/08
                                                         WASC/CDE Visiting Committee Report

Chapter I: Student/Community Profile
Italicized font is taken directly from the self study.

San Pedro High School (SPHS) serves 3,551 ninth through twelfth grade students in the
San Pedro area of Los Angeles. First established in 1903, San Pedro High is the third
oldest school in Los Angeles Unified School District. San Pedro High School (SPHS) is a
comprehensive four-year high school and has served generations of families in San

The school is one of six high schools in the Local District 8 region of LAUSD. However,
San Pedro is the only comprehensive high school in the local area within an 8 mile radius.
The San Pedro High School campus, in addition to housing the regular comprehensive
high school (8850), houses two magnet centers Marine Science Magnet (8851) and Police
Academy (8847), a California Partnership School.

The school’s community reflects a very diverse student population with 30% of the
students participating in the free or reduced lunch program. 10% of the student population
is designated English language learners and approximately 42% of these students receive
EL services. In 2007-08, the school had nearly 50% of ELL students identified as ninth

The community served by the school is primarily residential, composed of families from a
wide cross-section of the socioeconomic spectrum. The diverse student body resides in
communities of Harbor City, Harbor Gateway, Palos Verdes Estates, and Rancho Palos
Verdes. San Pedro’s population as of 2008 is 62,848 and since 2000 has had a
population growth of 3.27 percent. The median home cost in San Pedro is $610,000.
Apartments and single-family dwellings make up the residential area of San Pedro with
63.54% being rent living spaces. In the 90731 Zip code public schools spend
approximately $5,715 per student compared to the average school expenditure in the US
being $6,058.

The ethnic distribution of the community of San Pedro from the website (06-07) shows
62.1% Hispanic, 23% White, 11.2% African American and 2.3% Asian. The educational
indicators of the community are: 2 year college 6.62%, 4 year college grad 12.05%,
Graduate degrees 6.02% and High School Grads 70.97%.

SPHS presented three years of grade 10 CAHSEE pass rate data as well as overall sub-
score data for 2006-07. Although not presented, in school year 2007-08, the percentage
of 10th grade students passing the ELA portion was 82% while 77% passed the math
portion of the test – an increase of 10% in math and 5% in ELA from the previous year. No
disaggregated pass rate or sub-score data was provided in the profile.

                                                          WASC/CDE Visiting Committee Report

                   Combined CAHSEE Results for Grade 10

     Year                        Subject                            # of Students
                                               # Tested                 820
                                               Passing               549 (67%)
                                               # Tested                 797
                                               Passing               612 (77%)
                                               # Tested                 836
                                               Passing               581 (69%)
                                               # Tested                 817
                                               Passing               617 (76%)
                                               # Tested                1,107
                                               Passing               696 (63%)
                                               # Tested                1,025
                                               Passing               747 (73%)

Three years of AYP data was also provided, disaggregated for 2006-07 as to meeting or
not meeting the criteria. The school’s analysis of this in chapter 2 mistakenly mixed
performance levels and CAHSEE scores and while addressing low CAHSEE pass rates
did not refer to meeting AYP proficiency requirements.

San Pedro Senior High School
Performance: Adequate Yearly Progress (AYP)

                                                 2006-07      2005-06     2004-05
      Made AYP                                     No           No          No
      Met AYP Criteria                           12 of 19     16 of 20
      ELA Participation Rate                       No           No           No
      Math Participation Rate                      No           No           No
      ELA Percent Proficient                       Yes          Yes          Yes
      Math Percent Proficient                      Yes          Yes          No
      Academic Performance Index (API)             Yes          Yes          Yes
      Graduation Rate                              Yes          No           Yes

In 2008, SPHS met the participation rate requirement in all areas but did not meet
proficiency targets for ELL students in ELA and math. They are now in year three of
Program Improvement (PI).

                                                        WASC/CDE Visiting Committee Report

API and five years of its underlying CST data was thoroughly presented and analyzed in
terms of ethnicity and economic disability status. Missing was information on English
Learners, a group that failed to meet AYP proficiency targets in 2008.

Overall five-year progress in CST scores shows that among the white subgroup that
overall proficiency has fallen. Among the black subgroup, most areas are flat with history
down more. With the Hispanic subgroup, proficiency is down in all areas.


                                                      Similar Schools
              Year             Statewide Rank              Rank
              2006                    2                      2
              2005                    3                      3
              2004                    *                      *

School Ranking
                                                        Similar Schools
            API                  San Pedro SH             Median API
    2007 Growth                       639                     673
    2006 Base                         620                     663
    2006 Growth                       628                     667
    2005 Base                         646                     662
    2005 Growth                       646                     671
    2004 Base                         624                     650
 *No Data Available.

Growth API for 2008 is 682 with a similar schools median growth of 690, narrowing the
difference. The similar schools rank was 2 and overall rank 3 in 2007. This data was only
available after the printing of the self-study.

Based on the 2007 CSU EAP test scores for English, only 12% of 11th graders were
college ready. In math, 7% tested college ready while 38% tested college ready with
conditions. 622 students tested in ELA, only 72 demonstrated readiness for college. In
math, 159 tested in math. Only 2 students demonstrated readiness for college while in
Algebra II with 23 students conditional; in Summative High School math 9 were college
ready with 38 conditional.

Students SAT scores for the last three years have remained static, with 43% taking them
in 2003-2004, 40% taking them in 2004-2005, and only 40% again taking them in 2005-
2006. (SARC 16)

                                                                             WASC/CDE Visiting Committee Report

   No information for 2007 or 2008 was submitted.

   Advanced Placement participation and pass rate shows a slight decline from 2007 over
   2006. The three year average is 18% of grade 11 and 12 students. In 2007, 444 tests
   were taken with 50% “passing” with a score of 3 or higher. This is slightly down from 2006
   but higher than 2005 in terms of both participation and percent with 3 or higher scores.

   Graduates report on the “Senior Follow-Up Survey 2006,” that they would have benefited
   from more rigorous academic courses, especially in English, science and math.

   As part of our Small Learning Community grant, all graduated seniors were sent a
   questionnaire to elicit feedback on their views of their educational experience at San
   Pedro High School. This survey indicates that 46% of the senior graduates would have
   appreciated more rigorous courses to prepare them for their future education. When
   asked which specific courses should have been more rigorous, 54% of these seniors
   indicated English; while 39% indicated math and 32% selected science. The conclusion
   we made is that while students do not necessarily see the need for rigorous instruction
   while in high school, they feel somewhat unprepared for pursuing their education in
   college or university once they are there.

   Attendance rates over the years 2003-2007 are stable at around 90.5%. The transience
   rate ranges from 27.14 in 2003 to 29.08 in 2007.

   Graduation and dropout rates for 2002-2006 are listed below:

                                                                                Gr. 9
             Dropouts          Dropouts          Dropouts      Dropouts       through      Grade 12
               Gr. 9             Gr. 10            Gr. 11      Gr. 12 (05-      Gr. 12     Graduates    Graduation
  Year        (02-03)           (03-04)           (04-05)          06)         (05-06)      (05-06)        Rate
2005-06          43                51                20            48           162           554         77.4%
2004-05          62                51                46            40           199           551         73.5%
2003-04          54                44                48            45           191           559         74.5%
2002-03          49                48                35            47           179           504         73.8%
2001-02          50                38                63            22           173           523         75.1%
   *Graduation Rate Formula is based on the NCES definition:

   NCLB Teachers & Paraprofessionals Who Have Met the Requirements of NCLB by 2005-
   06 was not completely available or presented. Data presented during the visit showed 19
   teachers not “Highly Qualified”; however some of these were processing errors.

                                                                     WASC/CDE Visiting Committee Report

NCLB Core       NCLB            NCLB             NCLB        Percent Teachers in           Para-        Percent Para-
 Classes      Compliant        Percent            Core          Professional           professionals    professionals
               Classes        Compliant         Teachers        Development                              Compliant
   519           424                 82             NR               NR                     29               97

Teacher credentialing information is listed below:
Teachers Credential Status and Years in Teaching
  Year        Total                        # of Teachers by Credential Type                              # First Yr     # Second
            Teachers                                                                                     Teachers          Yr
                            Full            Univ.    Dist. Intern       Pre-           Emergency                        Teachers
                                           Intern                      Intern
2006-07       146           135               4             3             1                21                6            11
                          (92.5 %)        (2.7 %)        (2.1 %)      (0.7 %)           (14.4 %)
2005-06       149           139               4             2             0                5                 14            5
                          (93.3 %)        (2.7 %)        (1.3 %)      (0.0 %)           (3.4 %)
2004-05       151           139              11             4             2                5                 6             8
                          (92.1 %)        (7.3 %)        (2.6 %)      (1.3 %)           (3.3 %)

SPHS has a Marine Science Math Science Technology Magnet at San Pedro High
School, a four-year college prep program that focuses on math and science. Students
participate in a rigorous academic program that includes math and science classes all four
years of their high school career. The Police Academy Smaller Learning Community at
San Pedro High School is a four-year program that focuses on a career in law
enforcement. Students participate in four years of physical training, specialized forensic
science and law classes as well as computer training. This academy includes students in
grades 9 – 12 with an enrollment capacity of 120. Students ideally spend 5/6 of their day
in our SLC classes, but the minimum number is 3/6

SPHS also has six smaller learning communities (SLCs) funded by a five-year USDE
grant of $700,000.

   Current SLC Enrollment - as of May 2008
  SLC                         SIS     12th                  11th          10th                9th
                          SLC CODE
  Business Academy       BU              100                   111               141                   126
  Pedro Action League    PS              109                   112               125                   138
  Communication          CM              106                   116               127                   132
  Creative Expression    CV              107                   113               129                   134
  Health & Fitness       HS              108                   114               127                   128
  Global/Environmental GI                111                   119               132                   118

Chapter II: Progress Report

                                                          WASC/CDE Visiting Committee Report

No information was presented in this section on major changes. Most notably, most
progress has taken place within the past year.

SPHS was given four recommendations for follow up in the previous visit. Each is listed
with the school’s response:

   1) There is a need to increase communication with and between all stakeholders and
      to ensure all stakeholders participate in all school processes.

The school response was not presented in a chronological format, but listed 10 bulleted
items. Most of these items appear to have been adopted within the past school year:

      School processes have been evaluated and revised by school leadership and
       governing bodies as to determine existing barriers to full participation of all
      The new principal has effectively conveyed a “new climate of communication”.
      Increased parent awareness of the importance of standardized testing including
       meetings with 10th grade parents.
      The Parent Liaison and Lady Boosters contacted parents of 10th grade students to
       encourage CAHSEE participation.
      Math coach sponsored Math Family Night for parents and students.
      Implementation of an AVID program.
      Incentives for students and teachers to improve attendance
      Incentives and awards were provided by student government for Teacher of the
       Month as well as Most Improved and Most Inspirational Students selected by
       classroom teachers.
      START and Student Success Teams have been implemented through the
       Counseling office
      Small Learning Communities development that included parent meetings and
       student meetings.

   2) There is a need to establish systemic schoolwide accountability for high levels of
      learning for all students.

As of the writing of the self-study, this had not actually taken place. It was mentioned that
during the self study process, three data points regarding uniform classroom procedures
had been developed. These include: 1. Write a daily agenda, 2. Write a relevant standard
on the board focus on the verb and 3. Re-state the purpose of the standard at the
beginning and middle of class with a reflection at the end of the class period. Also
mentioned was that in 2007 a classroom observation tool was developed and this was
implemented in fall 2008.

   3) There is a need to establish and implement a documented comprehensive
      guidance and counseling program based on National Standards through which all
      students are provided academic, personal/social, and college/career counseling.

                                                         WASC/CDE Visiting Committee Report

The counseling staff has adopted and is currently implementing the National Standards.
Most of this has been accomplished within the past year.

   4) Overall there is still a need to communicate at all levels (i.e. administration with
      teachers, teachers with administration, parents and students with teachers and

SPHS has more thoroughly responded to this recommendation, but this has not been
consistent over the past six years and has been dependent on the school administration.
Among the highlights are:

      Creation of a Town Hall forum once a semester that allows public sharing of
       concerns and complaints. This was established collectively between the principal
       and UTLA.
      Updated Email access both within the school and among the school community.
       This involves over 350 parents.
      School website with communication links to Email teachers and administrators.
       Over 28,000 visits over the past three years.
      An Administration organization chart to more clearly delineate administrative
       responsibilities was created.
      Distributed leadership was created via the new administrative structure.
      ELAC and CEAC parent committees were created when the school became a Title
       I school in 2004.
      Stakeholder participation in the accreditation self study process.
      Student agendas distributed through English classes.
      A bi-monthly parent newsletter was created.
      New vision and ESLRs and student assemblies to introduce them.
      Smaller learning communities were implemented.
      Administrators regularly teach classes.

The 2002 Action Plan consisted of two goals. The first was on improving student
achievement with four parts:
   a) Develop, review and revise two benchmark assignments with a common rubric for
      all department courses that will help raise student achievement and create
      continuity in core classes.
There has been resistance with this. English and math departments have instituted
benchmark assignments but they have not been uniformly used or considered. Science
recently started and social science will start this year. A district mandate is moving this
   b) Develop a syllabus for each department course based on State Frameworks,
      ESLRs and District Standards with a pacing plan to increase communication
      between teachers, parents and students regarding grading policies, course content,
      benchmark assignments and rubrics.

                                                         WASC/CDE Visiting Committee Report

Syllabi have only recently been required of teachers at SPHS. These were not visible
during the visit.
   c) Developing a process to routinely analyze student work to better monitor and adjust
      instructional strategies in the classroom will lead to increased student achievement.
Limited reteaching and differentiation was observed.
   d) In order to increase the number of students who are receiving a “C” or better grade
      in mathematics as well as improve test scores of math on statewide standardized
      tests, the school will create curricular math offerings to better meet the needs of
Student achievement has not significantly improved in the past six years. Two CAHSEE
intervention classes are scheduled during the school day, one in ELA and one in math.
There is a dependency on outside resources instead of developing curricular offerings.
   The second part of the plan was directed toward effective communication with three
   a) Incorporate literacy techniques and strategies across the curriculum to produce
      effective communication (reading, writing, speaking and listening).
This was not in the self study or observed by the Visiting Committee.
   b) Strengthened communication among all stakeholders will improve student
      performance overall achievement, test scores and grades.
Although recently strengthened communication was noted, there has been little
improvement in student performance.
   c) Increasing the use of technology across the curriculum and amongst all
      stakeholders will help the students to become more effective communicators.
Few incidences of students using technology to improve communications skills were
observed or reported. Students verified that they have limited access to this technology.

Chapter III: Self-Study Process
Most stakeholders were involved in the self-study process, including all certificated, some
classified staff as well as parents and student representatives. Faculty, parent, and staff
self selected their focus groups and met to discuss ESLRs, identify strengths and areas of
growth, and complete Vision as well as vote on the proposed ESLRs and Vision
statement. Through professional development days, parent, 8 th grade and student
surveys, focus groups, and forums the WASC Leadership Team (WLT) gathered
information and used this information to determine strengths and areas of growth as well
as perception data. The WLT surveyed 1200 students, 300 parents, and 175 faculty
members to obtain data from the entire community. The WASC administrator and
coordinators attended two WASC training sessions in Nov. of 2007.

                                                         WASC/CDE Visiting Committee Report

Parent and student groups did not seem to be involved greatly in the process. Focus
groups stated difficulty in getting numerous parents willing to join the groups. The
leadership team and faculty seem to be the producers of most of the important details
while parent and student groups involvement were limited. For example: WLT and faculty
identify 3 critical areas of need, Coordinators determine data needed to compile evidence,
Coordinators and Co-Chairs analyze 3-5 year trends, and WLT proposes ESLRs. There is
no mention of parents or students or general faculty being involved in the production of
these parts of the report.
The ESLRs were adapted from the US 2000 Workforce Commission report as a result of
the 2002 and 2005 Visiting Committee reports recommending the school focus on more
relevant student learning results. The school has focused on all the ESLRs for the self
study and has completely re-done them all.
       1. Digital-Age Literacy: Visual Interpretation, Information Literacy, Multicultural
       Literacy, and Global Awareness
       2. Inventive Thinking: Self-Direction, Complexity, Adaptability, Higher Order
       Thinking Skills
       3. Effective Communication: Interactive Communication, Collaboration and
       Teaching, Personal, Social, and Civic Responsibility, Interpersonal Skills
       4. High Productivity: Real World Tools, Ability to Produce Relevant High Quality
       Products, Planning/Prioritizing, Managing
Departments and Small Learning Communities (SLC) are beginning to collaborate on
identifying ways to tie content standards and SLC themes to the ESLRs to provide that
relevancy. They have agreed to modify the ESLRs to align with instructional standards,
lessons, and CTE course offerings in existence at SPHS and are in the process of
developing framework for each ESLR through all areas of instruction. There does not
seem to be a completed product for what the ESLRs mean to each department or SLC
regarding their implementation into the curriculum; the process seems to have just begun.
Collaboration, according to focus groups, has grown with the SLCs and the process of
becoming schoolwide is beginning, but by no means is schoolwide. English Language
Arts department has continued collaborative efforts and peer observation as well as
passing on portfolios from year to year in an attempt to clarify what students should know,
but other departments are not as far along, and collaboration is not structured or frequent.
The leadership team has gathered and analyzed data. The awareness and ramifications
of the data do not seem to be schoolwide. Departments have disaggregated the data and
are encouraged to use the data to drive instructional decisions, but that has not been
evident. The District School Leadership Team (DSLT) was trained in data analysis in
May/June of 2008 to help the school identify strengths and weaknesses. Data was used to
determine critical academic needs. Discrepancies between pass rates and standardized
test scores such as CST and CAHSEE are acknowledged as well as schoolwide
attendance rates and their effect. The school identifies a performance gap between
classroom instruction and student achievement in the areas of Algebra and Geometry
using CST scores. There is also an understanding of the performance gap between

                                                         WASC/CDE Visiting Committee Report

different sub-groups which effect AYP and API scores. There was a lack of analysis
regarding student work in the report; it is unclear how much student work was even
present in the study.
The school program was assessed to determine its impact on student achievement.
Through focus groups and WLT, instructional methodologies, curricular program,
assessment and accountability, and school supports were discussed to determine the
personal and academic growth of all students. The school used program evaluation
rubrics to help stakeholders understand the need for schoolwide instructional focus. The
school experienced four critical site visitations over the past year with regards to the
academic program – NCLB program improvement, USDE Public Works (SLCs), ELA
Instructional Evaluation, and Bilingual program evaluation. Each of these visits required
the school to assess various programs as well as the entire school program and provided
essential feedback for improvement. Focus groups, surveys and data analysis were the
main vehicles for the school assessment. In assessing the school program, it was
determined that the ESLRs needed to be changed to provide more relevancy and a
discussion on academic standards and instruction in relation to test scores was begun.
The assessment seems to have begun in earnest in 07-08, but it is unclear as to any
process in place to ensure that the assessment continues. Student work was not evident
in the assessment of the entire school program.
The school has not specifically aligned their areas of need to their long-range action plan.
The leadership team was asked to re-visit the plan to include more specific and relevant
goals. The action plan makes no mention of improvement for EL students although the
data points to this group needing support. The updated action plan did include more
specific goals and targets. Focus groups and WLT analyzed areas of strength and relative
weakness and identified four major areas of growth:
       1. Discrepancy between teacher expectations and student achievement
       2. Lack of instructional accountability
       3. Improvement of school learning environment
       4. Professional development that is continuous and relevant to classroom
The areas of growth were utilized to create the four major goals of the long-range action
       1. Student Achievement
       2. School Climate: Building relationships that are characterized by communication,
          respect, trust, and interaction
       3. Learning Environment: Culture of Professional Growth
       4. Professional Development that is relevant and supports academic standards
          based instruction.
All stakeholders do not seem to have been involved in development of the specific action
plan. The action plan needs to be more specific to SPHS needs and based on the data

                                                         WASC/CDE Visiting Committee Report

and analysis. Monitoring the plan also is lacking, there is not a clear process for
monitoring the continued school improvement.

Chapter IV: Quality of the School’s Program


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 at high levels?
San Pedro High School’s vision is “San Pedro High School will provide rigorous, state-
standards based instruction to prepare students for meaningful and productive
membership in the global society and economy of the 21 st Century. Our students will
become independent thinkers, socially responsible citizens, and life-long learners.” The
vision statement targets student achievement but has experienced several changes
since the last WASC Accreditation. Most stakeholders at SPHS, including certificated
and classified have spent time this year crafting and revising a new school vision.
Parents played little part in the development of the vision. Students did not help to
develop the vision. More efforts should be made to come up with creative ways to
encourage stakeholder participation.

The school understands that its students have unique needs, and they are trying to
create the academic environment in which those needs can be met so that the
students have the highest amount of success possible. However, while the school is
striving for student achievement this has not been a clear focus except for in the last
year and most activities consist of plans. In addition, there is little connection between
the stated vision and SPHS’s narrative description of their purpose. The vision
statement puts emphasis on rigor and standards based instruction, yet the described
purpose does not make clear this connection.

A-2: To what extent is the school’s purpose supported by the governing board
      and the central administration and further by expected schoolwide
      learning results and the academic standards?
The 2002 WASC report stated that the school needed to establish a functioning
schoolwide leadership team. This team functioned for a few years until the
administrative structure was changed. There hasn’t been much consistency in
leadership since 2002. San Pedro now has governance structure that includes three
bodies of responsibility—Administration, School Site Council, and School-Based
Management. The No Child Left Behind visit identified an additional key governing
body, the District School Leadership Team (DSLT) that consists of administrators,
department chairs, and SLC lead teachers. The WASC Leadership team has also
been an integral player in their school’s improvement planning and self-study. The

                                                         WASC/CDE Visiting Committee Report

WASC Leadership team will continue to exist under the name of the Curriculum
Council. Additional groups identified were the instructional leadership team and the
professional development subcommittee. There are many councils and committees; it
is not clear how the groups work together to achieve the school’s stated goals.

The school’s ESLRs are vague and do not align with the school’s vision. Rigor and a
focus on state content standards is mentioned several times, but throughout the report,
and in the action plan, the plans for focus on state standards is through course
descriptions, posting in classrooms, and through the uniform Classroom Procedures.
More detail in how the standards will drive improvement in student achievement is
needed in the action plan.

As part of SPHS reported that all stakeholders are currently in the process of
evaluating the enGage 21st Century Skills focusing on digital-age literacy, inventive
thinking, effective communication, and high productivity as schoolwide learning
results, and determining how to infuse them into curriculum, SLCs, and schoolwide
objectives so they support our school vision and are measurable. While academic
achievement can be supported by the infusion of these research-based skills, there is
not a clear connection to how this will be accomplished either here or in the action
plan. Also, specificity as to how the engage 21st Century Skills fit in with the standards-
based commitment of the vision statement needs to be addressed. Further, the
school’s ESLRs (Digital Age Literacy, Inventive Thinking, Effective Communication,
and High Productivity) are also not a focus of school improvement or the action plan.

To what extent does the governing board have delegate implementation of these
     policies to the professional staff?
   Policies and bylaws are not fully described. The delegation to staff is not detailed;
   however, during some of the focus group conversations other subcommittees were
   identified (i.e., the professional development subcommittee). The description did
   include the configuration of several leadership groups and their responsibilities. The
   groups included:
         School Site Council – English Learner’s Advisory Committee and
          Compensatory Education Advisory Committee
         School-Based Management
         District School Leadership Team
         WASC Leadership Teamthat will become the Curriculum Council

It is noted that the school reported that during the 2007-2008 school year the UTLA
        (teachers union) carried out a job action which resulted in the elimination all
        afterschool meetings – department meetings, faculty meetings, and all SLC
        meetings. The job action which lasted from September 2007 to April 2008 was
        detrimental to the operational and instructional movement of the school.

                                                         WASC/CDE Visiting Committee Report

To what extent does the governing board monitor regularly results and approve
     the single schoolwide action plan and its relationship to the Local
     Educational Agency (LEA) plan?

       It is stated that the District School Leadership Team will monitor the single
       schoolwide action plan. The establishment of the Curriculum Council, from the
       WASC Leadership Team, will ensure that the regular communication fostered
       during the WASC process will remain a constant as SPHS continues school

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 schoolwide learning results and
       academic standards?
The San Pedro High School reports that the leadership and staff make decisions
regarding operational and instructional activities that focus on all students achieving the
expected schoolwide learning results and academic standards. The visiting committee
observed a lack of connection between the school’s purpose, the written vision, the
accepted vision, and the ESLRs.
   Student achievement data is used to determine placement of students, the
    development of classes, and implementation of programs to improve student
    academic success. (ELD placement tests, UCLA Math Diagnostic test, 8th CST scores
    Math/Science, IEPs and AVID)

   Students and parents are given access to the standards and course expectations via
    course outlines; teachers include standards on assignment sheets, classrooms, and
    bulletin boards, SPHS UCP, CEAC/ELAC parent meetings, Back to School Night,
    Open House, and SPHS Website. ESLR posters are visible in every classroom. It is
    not clear how the posting of standards and course expectations will translate into
    student learning and achievement. More detail should be provided about what affect
    these practices have on classroom instruction and student learning.

   The testing committee was established to bring awareness of the importance the
    CAHSEE and CSTs to parents and students. SPHS reports this was accomplished
    through assemblies, classroom visits by all out of classroom personnel, mentoring of at

                                                         WASC/CDE Visiting Committee Report

   risk students by the administrative staff, and parent outreach task force two weeks
   prior to testing.

        To what extent does the school leadership and staff annually monitor and
        refine the single schoolwide action plan based on analysis of data to
        ensure alignment with student needs?
It is mentioned later in section A4 that the instructional leadership team will coordinate
annual revision of the action plan. Annual monitoring procedures were not detailed.
While it was mentioned that the school staff has been trained in the disaggregation of
data toward developing data driven instruction, it appears that only some staff has
participated in the district training. It is unclear how the staff is currently using data.
A4. To what extent does a qualified staff facilitate achievement of the academic
        standards and the expected schoolwide learning results through a system of
        preparation, induction, and ongoing professional development?
The Certificated staff at San Pedro consists of a total of 135 teachers with credentials
and 11 working as long-term substitute teachers. The District provides training to
improve instruction, but does not mention a new teacher support program. Ongoing
efforts and training have been planned through the ESL/ELL program to ensure that all
teachers are CLAD certificated. It was not specified how many teachers are currently
CLAD certified.
The WASC Leadership Team has agreed to use WICR of the AVID strategies. The
plan for professional development and implementation of AVID strategies is not
included in the action plan.
A new classroom observation tool was created by faculty and administration to assist
teachers with their classroom practice. San Pedro High School is beginning to develop
an approach to data collection and analysis; however the plan is not specified in the
action plan.

The action plan is unclear and nonspecific as to how professional development and
teacher support is or will be aligned with the school’s vision and ESLRs.

A5.    To what extent are leadership and staff are involved in ongoing professional
       development that focuses on identified student learning needs?

Most recorded professional development occurred within the last school year.
Professional development detailed included:
    English Department-9th and 10th grade teachers attended trainings to support the
     ELA instructional guides.
    Math department was provided instructional professional development by local
     district 8 and the SPHS math coach.

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    The 6 AVID team members attended the AVID Center training during the past
     two summers.
    In the 2007-2008 school years the English department participated in a UCLA
     Lesson Study program on site.
    Small Learning Community Lead Teachers attended SLC training.
SPHS (faculty and administration) has reported that they are in agreement that the
focus of professional development during the next three years must be on improving
classroom practice, with a clear sequential process being: training, monitoring of the
implementation, feedback, evaluation and needs assessment. The monitoring and
details of this process should be detailed in the action plan.

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 schoolwide learning results?

SPHS Reports that all funds are spent according to appropriate budget allocations.
The site is working on construction to better house the large number of students. Some
of the campus has been renovated and modernized in the past few years, namely the
gymnasium. The school states that it does not have adequate room to support the
3,500 students. A number of teachers travel on a yearly basis.

Staff, department, and SLC meetings do not appear to be consistently held or
attended. The content of meetings does not appear to be monitored by leadership
groups. Teachers spend little time in formal collaboration. It is reported that little time in
meetings is spent either in collaborative planning or using student data. Evidence was
not apparent that the school’s meeting and planning time is spent in ways that clearly
align and support the vision or the ESLRs.

Areas of strength for Organization: Vision and Purpose, Governance, Leadership
and Staff, and Resources (if any) that need to be addressed to ensure quality
education for all students.

      Efforts are being made to distribute leadership.

      Improved staff buy-in to Small Learning Communities conversion.

      Administrative team is making efforts to lead the campus in instructional

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       Key issues for Organization: Vision and Purpose, Governance, Leadership
       and Staff, and Resources (if any) that need to be addressed to ensure quality
       education for all students.

      A vision statement and ESLRs are in place but are not fully implemented by
       stakeholders. The connection between the action plan elements and the vision is
       weak and can not be used to guide instructional improvement. The leadership
       groups must guide the school to improved student learning as a priority.

      Although many site plan responsibilities have been delineated and distributed,
       there is still some confusion as to who is responsible for what, and who is willing to
       do what has been assigned. The large number of leadership groups on campus
       may add to this confusion.

      Re-focus the staff development activities from schoolwide evaluation and
       improvement issues, to specific classroom-implemented instructional strategies
       and activities that will positively impact student learning.

      Staff, department, and SLC meetings need to be scheduled and attended regularly.
       A system of accountability, monitoring, and follow-up for the content of these
       meetings needs to be implemented. Content of the meetings should align with the
       school’s vision and action plan.

      Follow-up, professional development, and monitoring should occur to ensure that
       the Uniform Classroom Procedures will impact effective classroom instruction, rigor
       and expectations, and especially student learning. The Uniform Classroom
       Procedures need to support and stem from the school’s purpose and vision.

Important evidence from the self-study and the visit that supports these strengths
and key issues include the following:
      WASC self-study and previous WASC reports
      School data – CST scores, CAHSEE scores, CELDT, student/community profile
      Classroom visits
      Interviews/meetings with students, parents, teachers, district, administration,
       focus group meetings, and informal and formal conversations

CATEGORY B: 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 schoolwide learning results?

       To what extent is the expected schoolwide learning results accomplished

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      through standards-based learning (i.e., what is taught and how it is

It was stated that San Pedro High School’s core curriculum is designed to integrate
state standards and the expected schoolwide learning results (ESLRs). Focus on how
the curriculum supports the ESLRs was not detailed.

This year teachers have begun use of the UCP's (Uniform Classroom Procedures),
which includes listing and reviewing with students the standards, objectives and
agenda on the board in all classrooms.

While standards have been posted in most rooms, there is not always a direct
connection between the rigor witnessed in the classroom and the rigor required in the
posted standard. In addition, many of the classrooms post the standards in a way that
appears to be more compliant than genuine (i.e., posting standards in very small font,
posting multiple standards that may or may not be connected to that particular day’s
instruction, or posting the standard numbers alone).

There has been an emphasis placed on standards through the self-study process and
the identification of a new vision statement. It is unclear how this vision and emphasis
are connected to the action plan as presented.

All students must complete a core curriculum that begins with a four-year plan prior to
starting their freshman year to the passing of the California High School Exit Exam,
and completing the requirements for graduation. There is a need for more school-day
                                                                          th      th
intervention courses for students. Improving primary instruction in the 9 and 10
grade by ensuring rigor and using data to drive instruction will reduce the need for
CAHSEE intervention classes in future years. San Pedro has a working relationship
with the Boys/Girls Club of San Pedro as they offer CAHSEE intervention and tutoring
services. This year they have also integrated Six Smaller Learning Communities to
better prepare students for the real world. There have been efforts to enroll students in
A-G courses.

Some SPHS teachers in the core areas have begun the process of administering
District periodic assessments; however, analyzing the resulting data to refine the
content and delivery of instruction to better meet the needs of the students has not yet
been institutionalized. Each teacher is required to have a syllabus, pacing charts, and
give benchmark exams. It is reported by staff and district representatives that while
there has been greater compliance with the administration of periodic assessments not
all teachers have committed to giving the exams.

The AVID program was instituted since the last full WASC self-study. Many of the
Small Learning Communities have included specific AVID strategies as part of the
curriculum. AVID participation has been irregular with only 12 students graduating from
the AVID program in the 2007-08 school year.

Accelerated Reader was adopted to assist their ninth grade students in improving their

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reading comprehension. It is stated that teachers report that more students are reading
and improving their scores on tests. Data regarding Accelerated Reader usage and
improvement in data was not presented. Accelerated Reader was not witnessed in use
in the classroom visitations. A focus has been placed on the Jane Schaffer writing
program, but after only a few years only a handful of teachers are still using the
program. The writing witnessed in the classroom was not tightly aligned to the rigor
required by grade level content standards for Language Arts. Samples of writing found
in the classroom were mostly in the form of journal writing. Few formal essays were

With the implementation of Smaller Learning Communities, the San Pedro High School
staff has begun the process of developing thematic based units. Future plans include
the use of working professionals in the community in order to create a functioning
advisory board to support the curriculum.

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?

Students at SPHS have access to all courses offered. A College Center is available on
campus organized by the College Career Counselor. The College Center facilitates
and administers the PSAT. In addition the center advertises AP testing, SAT
preparation workshops, and SAT/ACT test dates. Peer-college counselors work with
students on applications and financial aid. Field trips are offered to local colleges.

Advance Placement and AVID programs are encouraged. The Advance Placement
program does have an open enrollment policy, but there still could be prerequisites
that students need to take during their early years in order to enroll in the class. All
students on-campus are encouraged to take Advance Placement classes during their
time at San Pedro High School. The four- year plan helps the students understand the
requirements for meeting their graduation goals. The counselors meet yearly with
students and parents to monitor progress. At these meetings they discuss graduation
requirements as well as college entrance requirements.

The school offers a successful career pathway nursing program that enables students
to have on-sight training at local hospitals. The Culinary Arts program gives students
practical experience. The Curriculum Committee found the technical and career
preparation programs to be lacking a clear purpose. Successful implementation of the
new small learning communities may aid in the development of career paths and
vocational education.

B3.   To what extent are students able to meet all the requirements of
      graduation upon completion of the high school program?

Students at San Pedro High School are provided with opportunities to successfully
meet the rigorous standards of the core program. Two CAHSEE intervention classes,
practice tests, and tutorial sessions used to assist the students to pass the CAHSEE.

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Most students are enrolled in University of California A-G requirements. The school
states that they have made progress in giving students access to A-G requirements,
but there are areas in the curriculum where students are not completing those
requirements. In addition, it was reported that many students, especially English
Learners, failed their A-G courses. The school states that 34% of the students enrolled
in English courses received a “D” or “F” to take them off-track from completing their UC
A-G requirements. Students at san Pedro also struggled in math and science.

Counselors meet with the parents and students before every class year to keep them
informed on the progress on the four-year plan and graduation. The College Counselor
assists the students with filling out on-line college applications, and offer financial aid


      Focus on students enrolling in A-G courses

      Implementation of Smaller Learning Communities

      The assignment of administrators who can lead professional development for


      Work must continue to align the newly adopted ESLRs to the common vision of
       core departments.

      Effective assessment practices (focused around content standards) should be
       implemented and monitored in all core content areas. This includes the
       systematic analysis of data (student data as well as classroom observation
       data) and common expectations for performance to drive instructional decisions,
       course offerings, and professional development.

      Expectations of students and the rigor of curriculum in all classes should be
       evaluated against the requirements of the content standards and frameworks.

       Important evidence from the self-study and the visit that supports these
       strengths and key issues include the following:

             Discussions with Counselors

             Focus groups meetings

             Formal and Informal conversations with Teachers and Staff.

             Formal meeting with Local 8 Personnel

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                Classroom visitations

                Data from Self-Study

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
          schoolwide learning results?

To achieve the academic standards and the expected schoolwide learning results, some
students at San Pedro High School are involved in challenging learning experiences.
During the past three years the school has worked strategically to increase opportunities
for the academic preparation of its students. The school has been able to implement new
programs and enhance existing programs thereby fostering greater student interest.
All students at San Pedro High School have access to courses in the regular instructional
program, as well as access to various academic opportunities and experiences beyond
the classroom that provide career opportunities. These include: two magnet programs-
Police Academy and Marine Science magnet; the development of the six small learning
communities- Business Academy, Pedro Action League, Communications, Creative
Expressions, Pirate Health and Fitness, and Global Environmental Studies; and other
specific instructional programs aligned to students need, ability, and interest, such as,
ESL, AVID, Advanced Placement, the Arts, Special Education, Culinary Arts, ROP, Air
Force JROTC, and Honors.

          Meet LAUSD graduation requirements – 230 Credits including Career
           Technical Education (10 credits)
          Meet A-G recommendations for eligibility at University of California and
           California State University school systems.
          Achieve the academic standards – requiring demonstration through course
           grades, on core benchmarks, district periodic assessments, AP exams, and
           state standardized exams.
          Enhance student learning by providing relevance, exposure, and real life
           application of the expected schoolwide learning results through academic
           classes, small learning communities, and extracurricular opportunities.

Most departments are developing instruction to address state or district standards, the
ESLRs and literacy across the curriculum. Standards that are emphasized on state exams
(CAHSEE/CST) in English, Algebra 1, Geometry, and Science have been distributed to all
department members for classroom display and continued reinforcement in classroom
lessons. Most departments and small learning communities are working to align
classroom practice, content, lessons, and periodic assessments.

In recognizing that all students need to have appropriate challenges, San Pedro is working

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on academic accountability within the framework of SLCs and each department. The
3,551 students at San Pedro represent a diverse population of academic ability. The 167
teachers have begun to investigate researched based instructional strategies to meet
student needs. Teachers in various departments (English, science, ESL, and math)
recognize a need to plan professional development opportunities at the site and to seek
training that will improve their own classroom practice.
In 2007-08, the English department began implementing LAUSD ELA instructional guides
in grades 9 and 10 and have now included grades 11 and 12. Implementation required
grade level pacing in lesson planning and 20 hours of additional training in the use of the
instructional materials and supplemental materials, using the four ELA district periodic
assessments in their own classroom practice.

UCLA was contracted by the local district to work with English teachers to examine
student work related to the ELA lessons. Teachers in the program were given an
opportunity to collaborate on instructional strategies and student needs. The program
began in 2007-2008, but has not resumed in 2008-2009. The English department
determined that the opportunity to collaborate is noticeably lacking from the ELA lessons.
This is designated as an area of need for the 2008-09 school year.
AVID is an integral program for those students in the ‘middle’. The AVID program has
been somewhat infused across curriculum, offering some consistency in its instructional
approach to core content areas for the AVID students. Although the enrollment in the
AVID program has decreased since last year, over 150 students are still enrolled in the
program. San Pedro is an AVID certified program and is in high demand by the parents
and students of the feeder middle schools. Students are exposed to the research based
instructional strategies of the AVID curriculum, which permit students to attain skills that
are beneficial to success in all of their classes. San Pedro currently offers the specialized
AVID elective in grades 9 -12, and ensures that students enrolled in core content classes
are taught by AVID trained teachers. Through SLC content classes AVID students are
mixed with non-AVID students which allows for sharing and awareness with their peers of
good study skills.
As a result of the designation of Program Improvement status (Year 3) and the NCLB site
visit, San Pedro High School’s faculty and administration have made an effort to focus on
instruction. This self-evaluative approach focuses on the following two areas:
     Using data to drive instruction

      Using differentiated instruction in regular classroom practice
Teachers are just beginning the process of determining which research-based
instructional practices best address the needs of the students in order to differentiate
instruction to close the achievement and skill gaps. It is clear from the faculty survey and
WASC rubric responses that there is a faculty disconnect between perceptions of
instruction at San Pedro High School and the reality as experienced by students and
administration (student surveys and classroom visitations.) This disconnect explains why
many teachers believe that while differentiated and scaffold instruction does not occur as
often as it should, they believe the school has improved tremendously in this area during
the last three years.

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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?

Typically at San Pedro High School instructional strategies are characterized by whole
class instruction, teacher-directed instruction, and lectures. Student-centered instructional
approaches are used by specific instructional programs at San Pedro like – AVID, all
advanced placement courses (AP), Art, and current CTE courses. Student-centered
instruction is utilized from time to time by teachers on site, but remains primarily teacher
directed. Some teachers are making focused efforts to adapt their teaching styles to
include more student-centered instructional approaches through professional development
opportunities and team teaching cadres. The district provided training in core content
areas has assisted teachers in practical application and structured lesson planning
inclusive of differentiated instruction.
San Pedro High School is presently in a self-evaluative instructional phase in terms of
using data to drive instruction, using differentiated instruction as regular classroom
practice, and determining which research-based instructional strategies address the
current needs of the students to close skill/ability gaps in learning, and which teacher-
based strategies should be used to close instructional gaps in learning. This self-
evaluative instructional phase is a direct result of program improvement status (Year 3)
and NCLB Site visit.
During 2007-08, San Pedro looked at targeted areas for improvement using data to make
informed decisions. They have begun the difficult discussions in identifying the faculty’s
instructional gaps in learning to better support the students. Some teachers by department
are assessing their instructional strategies, delivery of content standards and monitoring of
classroom practice. To this end the site goals focus on addressing the instructional gaps
of San Pedro High School teachers to improve student achievement schoolwide. The site
focus for 2008-09 is comprised of three components:
     Rigor
     Standards Based Instruction
     Student Engagement

The ESLRs, the four core content areas, the Small Learning Communities, and the
administrative team have collaborated on what will become expected classroom practice
components. The professional developments for 2007-2008 addressed instructional areas
and self study of current practices as an organization. Lack of clear expectations for the
students and teachers, alike, became increasingly clear through each area evaluated. The
stakeholders who participated in the self evaluation included teachers, students, and
parents whose input was valuable for the new administrative team to establish classroom
expectations and to begin the work of creating a climate of non-evaluative classroom
The focus groups met to compile the data and rubric responses for the NCLB site visit in
May 2008. When surveyed the teachers reported overwhelmingly that few teachers
differentiate and scaffold instruction. Teachers noted that the school has improved from
being solely lectures and seat work in the past three years to being more accepting of

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other instructional methodologies. Small flexible groups of teachers and instructional
programs have sought out new instructional approaches and modified instruction, which
has resulted in:
 Increase in higher level Periodic Assessment scores
 Increase in the number of proficient level students that were far below basic.
 Use of demonstration, guided practice, and technology in classrooms
 Use of some peer to peer cross tutoring
 Encouragement of discussion as part of classroom instruction
 Modification of teaching strategies
 Creation of a collaborative atmosphere where teachers are willing to share
   instructional materials, lessons, and effective strategies.

Teachers also noted that in many classes the following observations occur:
 Instruction remains teacher centered
 Instruction is based on teacher perception of students
 Acquisition of content is practice of basic skills
 Focus is on completion of tasks
 No differentiation of instruction, teachers mostly lecture
 Overall large classes lead to whole class teaching

Areas of strength for Standards-Based Student Learning: Instruction (if any) that
need to be addressed to ensure quality education for all students.

       Thematic lesson development is beginning with smaller learning communities
        integrating cross curricular content, skills and SLC themes.

       There is more teacher buy-in to training and monitoring of differentiated instruction.

       Support from Administration in instructional professional growth for faculty is

     Direct teacher support from the site based instructional support team and
        instructional coaches is beginning.

Key issues for Standards-Based Student Learning: Instruction (if any) that need to
be addressed to ensure quality education for all students.

   Provide more challenging learning opportunities for all students

 Increase schoolwide focus on classroom instruction and delivery of content that
    promotes real world applications and critical skills needed to access a post secondary
    education and/or career.

 Use research-based instructional practices to enhance student engagement and teach
    higher level thinking skills.

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 Increase use of research based instructional practices including but not limited to
   formative assessment and differentiation of instruction.

Important evidence from the self-study and the visit that supports these strengths
and key issues include the following:

      School data – CST, CELDT, student/community profile
      Classroom observations
      Interview/meetings with students, parents, teachers, administration, district
       administrator and focus groups

Category D: Standards-based Student Learning: Assessment and

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?

San Pedro High School uses a variety of acceptable evaluation tools to monitor and
assess student learning. The school provides timely and appropriate reports of its
assessments and planning efforts to all stakeholder groups. SPHS data is published
through various means such as the School Accountability Report Card (SARC), SPARC,
and Program Improvement Letter to all parents, local newspapers, internal memos,
electronic marquee, edulink (auto-dialer) and the website.
All parents receive an annual mailing from the state Department of Education displaying
their student’s achievement data on standardized high stakes testing, (i.e.: CST and
CAHSEE). This mailing provides parents with how well their student is mastering the
English-Language Arts/Reading, and Mathematics standards set forth by the state. These
high stakes testing results also reflect in a score for San Pedro High School and the Los
Angeles Unified School District which are published in the local newspapers. Information
is also shared on the Internet and in print via the School Accountability Report Card as
previously stated.
Parents are provided with five week progress reports four times a semester. These
progress reports are produced in duplicate with one given to the student and the other
mailed home to the parents. Parents are informed that reports are coming home via the
SPHS website and message board. The school is also currently using the new Connect
ED phone system to call home to inform the parents of the pending progress report.
San Pedro High School uses the District’s Quarterly Assessments for student growth as
well as disaggregated CST data using the District’s Decision Support System. Quarterly
assessment data is furnished to each Math and English teacher by the instructional
coaches, the data is also available on-line for those teachers as well.

D2.    (a) To what extent do teachers employ a variety of assessment strategies to
       evaluate student learning?

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Assessment for evaluating student learning has been an area of limited growth for the San
Pedro High staff during the 2007-2008 school year. All English, Math and Science
teachers employ the District’s Quarterly Assessments as a formative assessment tool to
help evaluate student learning of state content standards. However, these tests were not
mandated prior to 2007-2008, and therefore the Math Department chose not to participate
in the process in 2006-07. The District has changed policy requirements, and it is now
mandatory for all departments to participate in the Quarterly Assessment process, as
indicated by the increased participation by the Math Department. There was some
confusion on the change from elective to mandatory participation as evidenced in the
decline in the English Department compliance. While these Quarterly Assessments have
been utilized, there is no clear connection between grades and the assessment data.

Periodic Assessments          2006-2007 Participation      2007-2008 Participation
                              Rate of Teachers             Rate of Teachers
English (ELA)                 100% Compliance              87.8% Compliance
Math                          0% Compliance                87.7% Compliance
Science                       75% Compliance               96.2% Compliance

The Visiting Committee found limited evidence to show that every teacher employs a wide
variety of formative and summative teacher or department made assessments.

The Art Department, aside from more traditional assessment measures, utilizes
apprenticeship instructional models as a form of assessment. The apprenticeship
approach is critical to providing the students opportunity to demonstrate ability and skill
learning by instructing fellow students on what they have learned from the classroom
teacher. The approach and products of learning in the art, industrial arts, and music
departments demonstrate in a concrete manner high productivity - student
achievement. The Music department uses performance oriented assessment
measures where the students demonstrate understanding and competence in
performance settings and competitions many times in a semester.

D2.    (b) 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?

Some teachers utilize assessment findings to effect change in their instructional strategy.
While most teachers see the need for data to make substantive change in their instruction,
many teachers feel that they lack the time to assess the data and make changes. Some
departments share student data and are developing a systematic process for using the
assessments. Apart from their own assessments, many teachers believe that data is
reported back to them in a less than timely manner. Most teachers do, however believe,
that San Pedro High School is making progress toward implementation of assessments,
data distribution and interpretation that will improve student outcomes.

D3.    To what extent does the school with the support of the district and

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       community have an assessment and monitoring system to determine
       student progress toward achievement of the academic standards and the
       expected schoolwide learning results?

A system of assessment and monitoring exists at San Pedro High School. The system
assesses student progress schoolwide through the use of Quarterly Assessments within
specific subject areas, CST as well as the CAHSEE. These test scores are also published
in the local paper and are available on-line from the state, the school district and from the
school itself. Most key personnel are or will be trained on the Decision Support System
(DSS) which provides information about instruction of specific standards and instructional
success of individual students. The process by which teachers will be trained has not
been established, nor has a timetable been developed, and the training is not mandatory.
Currently this information is given in hard copy to the core content department chairs and
e-mailed to most individual teachers. Specific requests from teachers, regarding student
data, are also provided on a timely basis by the SIS/ISIS Coordinator. Though some
teachers use this data to improve instruction, the challenge is to develop a culture where
this data is universally utilized by all teachers at San Pedro High School.

D4.    To what extent does the assessment of student achievement in relation to
       the academic standards and the expected schoolwide learning results
       drive the school’s program, its regular evaluation and improvement and
       usage of resources?

The Single Plan for Student Achievement is updated annually through the School Site
Council (SSC) and resources are allocated based on the Single Plan. There is some
communication in this area with regards to school leadership and communication to
faculty through school e-mail and the school website. School Site Council communicates
with the faculty through the four elected faculty members and the counselor who sit on the
council. Some teachers feel that the leadership team does not communicate regularly with
the members of the school community; however key staff members (WASC Leadership
Team) do meet on a regular basis to discuss curriculum and instruction. Communication
about schoolwide learning results has improved, but there is still a need for teachers and
leadership to utilize this data in the classroom to help drive instruction.
The newly formed Testing Committee uses data to target students who need additional
help with the CAHSEE and CST through classroom release of sample test questions and
guided practice.

Areas of strength for Standards-Based Student Learning: Instruction (if any) that
need to be addressed to ensure quality education for all students.

   Efforts are being made to implement periodic assessments

Key issues for Standards-Based Student Learning: Instruction (if any) that need to
be addressed to ensure quality education for all students.

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      All departments need to use disaggregated data to improve standards-based
       student learning.

      Professional development is needed to instruct teachers in the interpretation
       and use of data to improve student instruction

      There needs to be an improved correlation between grading practices and
       standards mastery.

Important evidence about student learning from the self-study and the visit that
supports these strengths and key issues include the following:
      School data, CST scores, CAHSEE scores
      Classroom visits
      Interviews with students, parents, teachers and administration, focus group
       meetings, informal and formal conversations


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?

School leadership provide typical strategies and opportunities to encourage and involve
parents but there is a lacking of creative ideas to get hard to reach parents to get
involved.- through SBM, ELAC, SSC- email, website, newsletters parents are notified of
opportunities to support the school and their students. Attendance at Open House has
increased 3% in the last year. Teachers have seen a rise in communication with parents
through email and use of the website but continue to have limited success in getting
parents of under-achieving sub-groups to the school. Parents were surveyed by the
Leadership Group but there is limited information available for those surveys. Teachers
and administrators have attempted to be more proactive in inviting parents to be partners
in education but the results are questionable.
The SLCs have held 3 parent nights to explain the program. Students will be more
connected, but there is some question as to how SLCs will connect parents in a more
meaningful way. SLCs are developing advisory boards and business partnerships which
may increase student learning opportunities.
The SBM has open forums twice a year while meeting monthly with all stakeholders
invited. The SBM solicits the opinion of the community and faculty mainly through surveys

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and individual discussions. The input of the parents in this decision making body seems to
be limited to the parents that are elected to this decision making body.
Performing arts and athletics remain a large part of the community and provide a focal
point for the communities pride in their town. Football games regularly sell out and have
an average attendance of 3000 people, many from the community who don’t have kids at
the school. The school does a good job at cultivating this relationship with the community
and continues to be an integral part of life in San Pedro.
E2.    To what extent is the school a safe, clean, and orderly place that nurtures

School improvement continues with the construction of the new gym and the school has
had many projects completed recently like the air conditioning, telephone system, and
cable wiring. The facility is aging but it is kept in good shape. Students stated that the
campus could be kept cleaner regarding trash and general clean up.
There is a need to uniformly enforce campus discipline plan. Discipline is reviewed by the
SBM and faculty is informed of updates. Besides teacher representation and occasional
surveys, teachers are informed of changes but don’t seem to have direct say in the matter.
Students feel that teachers enforce the tardy policy strictly but that it is not done
The school is beginning to implement the Safe and Civil Schools Program which provides
for proactive behavior management techniques tailored to each classroom, school and
district. The program fits well with one of SPHS goals in the action plan regarding building
relationships. The process of implementing the program is just beginning and there seems
to be a lack of schoolwide teacher buy in with regard to the program.

       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?
Students seem to trust each other- most have gone to school with each other for long time
and have lived in same neighborhood. Trust between administration and staff is emerging
through new teacher empowerment but seems to be in the beginning stages. There
seems to be a lack of trust building activities done to foster this at faculty meetings and
buy back days and resistance to new ideas is evident.
There are pockets of collaboration, small groupings of teachers, that discuss curriculum
and other issues and teachers state that the spirit is beginning to spread. There is a high
retention rate of teachers- 2/3 are long time “pirates” either alumni or teaching there over
20 years. Some teachers have a feeling of an outsider if one has not been a long time
teacher here or an alumnus. There is a lack a systematic approach to building consensus
and 100% participation in school processes. The school needs to implement other ways to
include reluctant staff to position them for success as well as develop leadership abilities
in a collaborative group which may increase involvement. Social activities are abundantly
available through the morale committee, potlucks, etc.

                                                         WASC/CDE Visiting Committee Report

There have been numerous changes since 2002 in administration and student population.
The school community needs to address the lack of agreement among faculty and
departments about what students should know and be able to do. Some teachers are
committed to high expectations and modifying their instructional approach to assist
students, but it is not evident schoolwide. All school leaders must work together to make
the school community understand the need for continuous school improvement.
E3.    To what extent do all students receive appropriate support along with an
       individualized learning plan to help ensure academic success?

There is a wide range of tutoring and intervention opportunities at SPHS and students are
“encouraged” to utilize services. The extent to which the students utilize the tutoring and
services is questionable. Many teachers provide extra help in there classrooms before and
after school which students seem to take advantage of. Students state that teachers are
typically available for their students. There is a lack of coordination of all the various
tutoring and services and there is a need to have the services organized into a centralized
program that will make the services more accessible to students especially the sub groups
that are not performing. The data has not been used to focus tutoring on areas of need.
Lots of intervention programs are supported by outside groups like LAPD and Port
Authority, Boys and Girls Club, for example; Impact program, TUPE, Let Up. Counseling
provides a wide range of support including graduation, adult education opportunities,
ROP, 10th grade counseling, and 4 yr graduation plan. The PSA (Pupil Services and
Attendance) counselor provides services for at-risk students, primarily in the area of
attendance. PSA counselor is the point person for outside services such as SARB, foster
groups and homeless students. Teachers or academic counselors refer students to the
PSA office where the appropriate services are discussed with students and parents.
Special Education case managers interact personally with the students through IEPs and
conferences. The special education case managers provide a list of accommodations to
the regular education teachers at the beginning of the year and provide support for
teachers when needed.
Long time EL students with poor attendance, an interview and two fails will be placed in an
intervention class in fall 2008 using AVID strategies to improve study skills. Daily
attendance reports, weekly progress are part of this process. The exit requirements for the
class seem to be low and not in line with the school goals of high expectations.
The Title One program targets students and designs programs to assist these students to
meet goals. It provides supplemental resources such as equipment, materials, software,
web-based computer programs in ELA and Math and substitute time for teacher training,
health support services, Accelerated Reader, AVID, and Kaplan. The program brings in
lots of materials and money for training and support but there is limited mention of direct
effect on student learning.
The AVID program attempts to increase success of students in the middle to reach college
and prepare them for rigorous curriculum. AVID teachers provided training to entire
faculty, principal has encouraged use of AVID strategies schoolwide as means of
increasing standards based instruction, rigor, and student engagement across the

                                                         WASC/CDE Visiting Committee Report

curriculum. There needs to a means to ensure that the staff is implementing the strategies
and standards based instruction. There was not evidence of the strategies being used
E4.    To what extent do students have access to a system of personal support
       services, activities and opportunities at the school and within the

The SLCs provide a partnership with all areas- teacher to teacher, teacher to student,
home to school. Students stated that besides assemblies, they do not see yet how the
SLCs are affecting them specifically. They do not perceive a wide range of collaboration
between their teachers regarding the SLCs. Teachers have stated that there is a
movement to additional collaboration but it remains in small pockets and not schoolwide.
Complete involvement by all teachers in the SLCs is not evident, but seems that some are
participating and some are not. The SLC framework could provide the needed learning
environment and provide an environment that fosters relationship building and a
connection for students if full involvement is attained.
The special education department, case manager, coordinator, academic counselor,
psychologist, IMPACT peer counseling, transition services are all part of the system of
support services available. There is available community support as well through
individual classes and interventions, Boys and Girls Club, Harbor Occupational Center,
LAHC, and local businesses. Teacher accountability, monitoring of SDC classes and
training for SDC teachers in standards based instruction has been a focus of professional
development. The special education department provides co-teacher opportunities for
regular education classes that have resource students and provide accommodations and
suggestions for interventions with students with needs. The utilization of the services by
students seems to be limited and a process for getting students to the available,
appropriate services should be considered.
There are lots of tutoring opportunities- beyond the bell, CAHSEE intervention, teachers
after school, EL paid tutoring in English and Math, and a PSA counselor to work with at-
risk students. There does not seem to be a system besides normal advertising, to
increase the number of students who use the tutoring. A coordination of the tutoring
services may allow for getting targeted students in under-achieving sub groups to utilize
the interventions.
The college counselor is also GATE, AP, testing team, WASC committee, PSAT and AP
exams and assists with CAHSEE and CST administration. One of needs was to increase
college prep attitude, there may be a need to split some of these jobs up to get more
focus to help increase perception that college is viable. Seniors summoned to college
center to discuss college path and post secondary plans, juniors in spring to begin
process, application workshops are all interventions used to increase student awareness
of the college process. Senior scholarships on “pirate treasure”, web site and at the
college center are available for those that seek them out. $113,500 in scholarships was
given out in 07-08.
400 AP exams, Princeton review, seniors provided with financial aid materials, and senior
class presentations on financial aid and scholarships indicate that the school is providing

                                                          WASC/CDE Visiting Committee Report

the information to students about college. Also, a college fair at CSUDH, 17 editions of
College Center News, 16 college representative visits, and 5 college campus field trips
were provided. Life Skills classes assembly and college admission process beginning in
9th grade. There seem to be an abundance of help with college information but the main
focus is toward seniors. With a necessity to change the attitude of students regarding
college attendance and being prepared for college academically, there is need to begin
the idea of going to college at earlier grades and provide interventions for lower grades as
Technology has been an area that has grown: the school website, computer classes,
internet access for research available, classroom technology purchased have all helped
provide communication and teacher support. Specific computer classes are providing
computer skills in elective classes but it is unclear that students are using the technologies
for more than internet access and word processing in regards to the content classes.
4 year education programs in Culinary Arts/Automotive, Woodworking/Cabinet Making,
Marine Science Magnet, and Police Magnet are part of the school and have provided an
alternate curriculum for numerous students.

Areas of strength for School Culture and Support for Student Personal and
Academic Growth (if any) that need to be addressed to ensure quality education for
all students.

      Partnership with Boys and Girls Club
      Small Learning Communities
      Multiple interventions available

Key issues for School Culture and Support for Student Personal and Academic
Growth (if any) that need to be addressed to ensure quality education for all
      Continue implementation of Safe and Civil Plan and build support for the program
      Increase personalized learning opportunities in thematic SLCs
      Increase teacher involvement and buy in for SLCs.
      Develop uniform and consistent discipline practices schoolwide.
      Develop a site based system of academic interventions and preventions during the
       school day
      Develop a schoolwide culture of high learning expectations within the classroom
       through challenging learning experiences and higher order thinking skills
      Build professional relationships between departments and among faculty and staff.

                                                         WASC/CDE Visiting Committee Report

Important evidence about student learning from the self-study and the visit that
supports these strengths and key issues include the following:
      Self Study Plan Document - Data
      Formal and Informal Individual Student interviews
      Classroom walkthroughs/observations
      Focus Group Meetings/Interviews
      Informal and Formal Individual Staff Interviews
      Student Group Interview

                                                        WASC/CDE Visiting Committee Report

Part B: Synthesis of Schoolwide Areas of Strength and Schoolwide Critical Areas for

   General Comments:
   The visiting committee analyzed and synthesized the self-study, interviews, focus
   meetings, and classroom observations to identify the following areas of strength
   and critical areas for follow-up.
   Schoolwide Areas of Strength
      1. Strong community relationships
      2. Safe school environment
      3. Implementation of Smaller Learning Communities
      4. Efforts are being made to empower teachers as instructional leaders.
      5. Partnership with outside resources including the Boys and Girls Club

   Schoolwide Critical Areas for Follow-Up
      1. Develop a schoolwide culture of high learning expectations within the classroom
         through challenging learning experiences and higher order thinking skills
      2. Implement and monitor effective assessment practices (focused around content
         standards) in all core content areas. This includes the systematic analysis of
         data (student data as well as classroom observation data) and common
         expectations for performance to drive instructional decisions, course offerings,
         and professional development.
      3. Evaluate the expectations of students and the rigor of curriculum in all classes
         against the requirements of the content standards and frameworks. Improve the
         correlation between grading practices and standards mastery.
      4. Increase use of research based instructional practices including but not limited
         to formative assessment and differentiation of instruction to enhance student
         engagement and teach higher level thinking skills.

      5. Build professional relationships between departments and among faculty and
      6. Implement a system of accountability for attendance, minutes, and scheduling
         of staff, department, and SLC meetings. Content of the meetings should align
         with the school’s vision and action plan.
      7. Follow-up, professional development, and monitoring should occur to ensure
         that the Uniform Classroom Procedures will impact effective classroom
         instruction, rigor and expectations, and especially student learning. The Uniform
         Classroom Procedures need to support and stem from the school’s purpose
         and vision.

                                                        WASC/CDE Visiting Committee Report

       8. Clarify the role of leadership groups. Although many site plan responsibilities
          have been delineated and distributed, there is still some confusion as to who is
          responsible for what, and who is willing to do what has been assigned.
       9. Develop a site based system of academic interventions and preventions during
           the school day.
       10. Align the ESLRs with the vision and student learning. The leadership groups
           must focus on student learning and achievement of the ESLRs.

Chapter V: Ongoing School Improvement

The schoolwide action plan consists of four sections:
      Student achievement
          o Increase schoolwide attendance-focus on attendance incentives and
            communicating absences to parents.
          o Provide Professional Development-focus on rigorous standards-based
          o Improve performance on California State tests-focus on test preparation,
            focus on BB an FBB students, and tutoring.
          o Emphasis on 9th grade promotion-focus on partnership with Boys and Girls
            Club, on site student mentoring (through SLCs), and credit recovery.
      School Climate
          o Define school vision of respect, communication, and interaction-focus on
            defining vision statement, using the vision in school meetings and
            assemblies, posting vision, and conducting classroom lessons regarding the
          o Plan to communicate, address, and implement the vision and ESLRs-focus
            on the use of email.
          o Education of stakeholders on school processes and organizations-focus on
            organizational chart for administrative responsibilities, a consolidated and
            consistent calendar, communications regarding SLCs, and increase in
            parent involvement.
          o Implementation of Safe and Civil school program-focus on tardy policy,
            implementation of an academic honor code, distribution of classroom
            management materials, professional development.
          o Plan for personalized learning for students-focus on sense of belonging
            through SLCs, themes, mini-lessons, assemblies, activities, and campus
      Learning Environment

                                                            WASC/CDE Visiting Committee Report

           o Establish safe and orderly learning environment-focus on protocols for
             meetings, open forum for teachers and students, and identify staff needs
             through surveys.
           o Promote pride in learning and improve morale-focus on display of student
             work, student/teacher incentives, and faculty social activities.
           o Protocol to encourage teachers to use varied instructional strategies-focus
             on professional development, literacy/math/critical thinking data review, and
             training and monitoring use of Bloom’s Taxonomy and WICR.
           o Establish uniform classroom procedures-focus on increasing the number of
             identified procedures occurring in all classrooms to 10.
      Professional Development
           o Implement District instructional initiatives-focus on attending District training,
             coordinating site training, and scheduling of meetings to utilize data, analyze
             student work, review observation feedback, and work collaboratively.
           o Plan data-driven professional development essential to classroom practice-
             focus on ensuring implementation of uniform classroom procedures and
             establishing consistency between learning objectives across disciplines and
             SLCs aligned with ESLRs.
            o Monitor use of instructional strategies from professional development-focus
               on providing time for teachers to work collaboratively.
The schoolwide action plan is vague and does not adequately address the identified
critical areas of follow-up. It primarily addresses instruction and there is very little specific
follow-up on how these actions will improve student learning. Increasing rigor is mentioned
but there are no specifics as to what this exactly means or how this would be
implemented. The action plan is feasible within existing resources; however since the plan
is vague, it appears that there is little commitment to schoolwide learning improvement.
A new administration and small learning communities supports school improvement.
Factors that will impede this are that the school has resisted implementing the previous
action plan and factions resistant to change exist among the staff.
The submitted action plan is weak in both follow-up and monitoring. The Visiting
Committee presented the leadership team with an outline for a substitute action plan that
better addresses student learning needs.


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