COLUMBUS HIGH SCHOOL SELF-STUDY REPORT
12330 Woodruff Avenue Downey, California 90241
Downey Unified School District
March 17, 2013
WASC/CDE Focus on Learning Accreditation Manual, 2012 Edition
WASC/CDE FOL 2012 Edition Revised 10/11 WASC/CDE Self-Study Report
DOWNEY UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION
President Donald E. LaPlante
Vice President William A. Gutierrez
Clerk Tod M. Corrin
Members D. Mark Morris Barbara R. Samperi Martha E. Sodetani Nancy A. Swenson
DISTRICT ADMINISTRATION Superintendent John A. Garcia, Jr., Ph.D. Wendy L. Doty, Ed.D. (Retired 2013)
Assistant Superintendents Roger Brossmer, Human Resources Leslie Jones, Educational Services Nancy Nien, Ph.D., Business Services Kevin Condon, Business Services (Retired 2013)
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Visiting Committee Members
Mr. Alan Van Tassel, Teacher New Horizons High School Banning Unified School District Banning, CA 92220
Mrs. Carol Christman, Principal Brea Canyon High School Brea Olinda Unified School District 689 North Wildcat Way Brea, CA 92821
Mrs. Alison Hutt, Teacher Buena Vista High School Cino Valley Unified School District 13509 Romona Avenue Chino, CA 91710
Mrs. Neezer McNab, Assistant Principal Aggeler High School Los Angeles Unified School District 21050 Plummer Street Chatsworth, CA 91311
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COLUMBUS HIGH SCHOOL STAFF - Administration Kathleen M. Succa: Principal Vicki Rusick: Vice-Principal
COLUMBUS HIGH SCHOOL STAFF - Certificated Ryan Chitwood: Mathematics, P.E. Virginia Comer: Science Charles Farrell: Science John Glaister: Art, Woodcrafts Robert Hecker: English Charles Lozano: Learning Center Scott Marshall: Counselor Dean Moren: Economics, Modern American History, American Government Mindy Murakawa: English Darren Peterson: Opportunity Center Smith Prasirtpun: Opportunity Center Susan Rodriguez: Mathematics Virginia Rooney: Computers, Yearbook Matthew Sary: American Government, Economics, P.E., World History/Geography Matthew Simpson: Driver Education, Health, P.E. William Swander: Modern American History, World History/Geography Deborah Young: English, Newspaper, Student Council
COLUMBUS HIGH SCHOOL STAFF – Auxiliary Linda James: School Office Manager Debbie Jordan: Attendance/Records Clerk Martha Valdez: Attendance/Records Clerk Diego Blanco-Rivera: Campus Security Assistant Lorena Moncada: Campus Security Assistant Rafael Garcia: Sr. Instructional Assistant Alejandro Hernandez: Sr. Instructional Assistant Alma Martinez: Sr. Instructional Assistant Elaine White: Sr. Instructional Assistant Xochitl Ortiz: School Psychologist Jennifer Lozano: School Psychologist Michael Frye: ROP Counselor Greg Ruiz: Utility Worker
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TABLE OF CONTENTS
Chapter 1: Student/Community Profile and Supporting Data and Findings ...... 10 Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data ...... 70 Chapter III: Progress Report ...... 89 Chapter IV: Self-Study Findings ...... 92 A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...... 92 B: Standards-based Student Learning: Curriculum ...... 125 C: Standards-based Student Learning: Instruction ...... 153 D: Standards-based Student Learning: Assessment and Accountability ..... 162 E: School Culture and Support for Student Personal and Academic Growth ...... 173 Prioritized Areas of Growth Needs from Categories A through E ...... 190 Chapter V: Schoolwide Action Plan ...... 193 Appendices ...... 201 A. Results of Student Questionnaire……………………………………………..... 202 B. Results of Parent/Community Questionnaire………………………………….. 205 C. Master Schedule 2012-2013…………………………………………………….. 209 D. SARC……………………………………………………………………………….. 221 E. CBEDS……………………………………………………………………………… 222 F. Graduation Requirements………………………………………………………… 223 G. Additional Data…………………………………………………………………….. 224 1. SIOP……………………………………………………………………………… 224 2. Steps To Success …………………………………………………………….. 228 a. Graphic Data……………………………………………………………….. 230 b. Pyramid of Intervention……………………………………………………. 240 3. Credit Check Form……………………………………………………………… 241
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4. Sample Lesson Plans………………………………………………………….. 244 5. Sample Learning Guides………………………………………………………. 249 6. Sample Rubrics…………………………………………………………………. 254 7. New Student Enrollment Data………………………………………………… 259 8. Student Transfers to Home Schools………………………………………….. 262 9. Average Initial Starting Credits………………………………………………… 264 10. Average Number of Credits Earned While Attending Columbus…………. 267 H. Budgetary Information……………………………………………………………… 270 I. A list of standards-based local board adopted texts (with the year of publication) used in 9th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, Social Studies, and Science.. 272
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Preface
Explanation of the school self-study process used to accomplish the parameters of the self-study, i.e., any modifications from the model self-study process. We scheduled several meetings throughout the school year to have teachers work in Focus Groups. Each Focus Group met, discussed and took notes for the five categories of criteria. Each group worked on one topic at a time. Their notes were put on a travel drive, as well as on a shared folder on our school network. This information was available and could be shared with the next group who would be working on the same topic. Each group followed through with each area. The staff reviewed the topics and added their input. School Site Council and Student Council parents and students were respectively asked to review and share their input. Surveys were mailed and some were distributed in classrooms. After that was accomplished, the team of WASC writers began to review the documentation, compile the materials, and put the ideas in an organized manner with a similar voice for the written form. Calendar of Meetings for Teachers 2012-2013 Including Staff Development * (Not all may be listed here) Date Day Reason for Meeting Time Sept. 4 Tuesday Staff Orientation 8:30 Sept. 11 Tuesday Leadership Team Meeting 1:50 Sept. 18 Tuesday SEIS Training – Special Ed All day Tchrs Sept. 18 Tuesday ELD Meeting All day Sept. 19 Wednesday Principal Meeting & follow-up 8:00 – 1:00 PTA meeting Sept. 20 Thursday Soroptomist Vistitation - Gigi 10:00 Sept. 20 Thursday Teacher of the Year Award 11:00 – 3:00 Luncheon – Hecker Sept. 20 Thursday WASC Training #3 - Fontana All day Sept. 20 Thursday Faculty Meeting 1:50 Sept. 24 Monday SEIS Training- Admin Half-day Sept. 24 Monday District Timekeeper – Half-day Office Manager Sept. 24 Monday Cyber Safety Week - At least 5 days Teachers online Sept. 25 Tuesday SEIS Training- Admin. Half-day Sept. 25 Tuesday Co- Admin. Mtg. 2-3 hours Sept. 26 Wednesday SEIS Training- Admin. Half-day Sept. 26 Wednesday CCEA mtg. 1:30 – 4:00 Sept. 26 Wednesday CAHSEE mtg. – Counselor 1:30 – 3:00 Sept. 28 Friday Special Ed. Admin. training Half- day
Oct. 1 Monday PTA Principal’s breakfast 8:00 Oct. 3 Wednesday Principal Mtg.: Course of Study 8:00 Oct. 3 Wednesday CBEDS 1:50
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Oct. 4 Thursday Evaluation Meeting #1A & 1:50 Faculty Meeting Oct. 5 Friday WASC Meeting 12:00 Oct. 9 Tuesday CTE Mtg. for TTL 8:30 Oct. 10 Wednesday DPD Mtg. - VP 1:30 Oct. 11 Thursday Mtg. with other Counselors 2:00 Oct. 12 Friday SSC 12:00 Oct. 12 Friday Step 5 Meeting 1A 12:00 Oct. 16 Tuesday Leadership Team Meeting 1:50 Oct. 17 Wednesday DAA & Principal Mtg. 7:00 - Oct. 18 Thursday Faculty Meeting 1:50 Oct. 19 Friday TTL Mtg. - Technology 8:00 Oct. 22 Monday Suicide – LACOE 1:00 Oct. 26 Friday WASC Meeting 12:00 Oct. 26 Friday Data Director Training w. 12:00 Marnie Oct. 26 Friday Special Ed Training & Mtg. After school Oct. 29 Monday iPad Training 8:00 – 11:00 Oct. 30 Tuesday Training by Nurses – Office All day Staff Oct. 30 Tuesday Co- Admin. Mtg. 8:15 Oct. 31 Wednesday Principal Meeting 8:00
Nov. 1 Thursday Evaluation Meeting #2B 1:50 & Faculty Meeting Nov. 2 Friday TTC – iPad training 8-11 Nov. 5 Monday TTC – iPad training 8-11 Nov. 6 Tuesday Leadership Team Meeting 1:50 Nov. 7 Wednesday School Plan Meeting 1:00 Nov. 7 Wednesday MAA Training – LC, OC, ATC After school Nov. 8 Thursday DELAC mtg. All day Nov. 9 Friday Step 5 Meeting 2B 12:00 Nov. 9 Friday SSC meeting 12:00 Nov. 15 Thursday Faculty Meeting 1:50 Nov. 30 Friday WASC Meeting w. SIOP 12:00
Dec. 3 Monday PTA Service Awards 11:00 Dec. 4 Tuesday CIS training – Spec. Ed All day Dec. 5 Wednesday LACOE – Drug Program 1:00 Dec. 6 Thursday Evaluation Meeting #3 C 1:50 & Faculty Meeting Dec. 6 Thursday iPad Training 1:00 Dec. 7 Friday iPad Training 1:00 Dec. 11 Tuesday Leadership Team Meeting 1:50 Dec. 12 Wednesday DPD mtg. 1:30
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Dec. 13 Thursday Core Curriculum Trng. 1:30 Dec. 14 Friday Step 5 Meeting 3C 12:00 Dec. 15 Monday DFCU 3:30 Dec. 18 Tuesday Meet with SELPA 12:00 Dec. 20 Thursday Faculty Meeting 1:50 Dec. 20 Thursday BEST Trng. – Spec. Ed All day
Jan. 8 Tuesday Spec. Ed. Trng All day Jan. 10 Thursday Evaluation Meeting #4D 1:50 & Faculty Meeting Jan. 15 Tuesday Leadership Team Meeting 1:50 Jan. 17 Thursday BEST Trng. Spec. Ed All day Jan. 18 Friday Step 5 Meeting 4D 12:00 Jan. 24 Thursday Faculty Meeting 1:50 Jan. 31 Thursday Sub Finder Training – Office 8:00 Mgr. Jan. 31 Thursday BEST Trng. Spec. Ed All day
Feb. 1 Friday End of Semester – 8:00 & 10:00 Evaluation Meeting #5E & Faculty Meeting Feb. 1 Friday CPR Training - Office 8:00 Feb. 1 Friday Security Training 8:00 Feb. 8 Friday Step 5 Meeting 5 E 12:00 Feb. 12 Tuesday Leadership Team Meeting 1:50 Feb. 12 Tuesday DELAC All day Feb. 14 Thursday MTA mtg. 11:00 Feb. 21 Thursday Faculty Meeting 1:50 Feb. 22 Friday WASC Meeting 12:00 Feb. 26 Tuesday Co-Admin. Mtg. 8:00 Feb. 27 Wednesday Apple Chat 3:15 Feb. 28 Thursday Star Testing – Marshall 9:00
March 1 Friday Common Core – Dept Heads 9:00 – 1:00 March 7 Thursday Evaluation Meeting #6E 1:50 & Faculty Meeting March 12 Tuesday CTE meeting 8:00 March 12 Tuesday Step 5 Meeting 6E 12:00 March 17 Sunday WASC March 18 Monday WASC March 19 Tuesday WASC March 20 Wednesday WASC
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March 26 Tuesday Co-Admin Mtg. 8:00 March 20 Wednesday Open House 8:00 – 2:00 March 21 Thursday Faculty Meeting 1:50
April 9 Tuesday CTE Meeting 8:00 April 11 Thursday Evaluation Meeting #7G 1:50 & Faculty Meeting April19 Friday Step 5 Meeting 7G 12:00 April 25 Thursday Faculty Meeting 1:50
May 9 Thursday Evaluation Meeting #8 H 1:50 & Faculty Meeting May 19 Tuesday CTE Meeting 8:00 May 16 Thursday Faculty Meeting 1:50
June 3 Monday PTA meeting 8:00 June 6 Thursday Evaluation Meeting #9I 1:50 & Faculty Meeting June 11 Tuesday CTE Meeting 8:00 June 13 Thursday Faculty Meeting 1:50 June 21 Friday Teacher Check Out 1:00
*Please Note: Not all Staff Development and Professional Training are on this calendar.
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Chapter I: Student/Community Profile and Supporting Data and Findings A. Prepare a Student/Community Profile There are two important social factors that help Columbus High School maintain its effectiveness. One factor is maintaining this school as a safe place for all students. The second factor is the sheer quality and dedication that unites teachers and staff to help students redirect their focus on learning, achieving and ensuring that each have many chances to succeed. The socio-economic factors that help define our school are based on information provided by the parents and guardians of our students. The majority of our students come from the middle to low-income bracket and from single-parent homes. The ethnic composition of our school’s students is 89% Hispanic, 7% White and 4% Black. Our English Language Learner population is 13%. One notable factor that we see is that 70% of our students are in the 12th grade. All of the students are behind in credits and are not on track to graduate when they first enroll. One of the unique dynamics about Columbus High School is that over the last five years we have increased our graduation rate 45 percent! This is despite considerably large classes for a continuation high school, despite students who come from some dysfunctional families, homes, and lives, notwithstanding the 13% of students on formal probation. We help our students find success. The Columbus High School curricular program emphasizes a mastery of state content standards. Students eventually drop their negativity toward school because of the buy-in to the Steps to Success program. This program breaks down semester work into single credits based on a student’s mastery of the essential standards. Student credit goals are numerically broken down into how many credits each student needs to complete in approximately 20 days. This Steps to Success program is a way to help students focus on credit recovery. Teachers are currently revitalizing student learning guides and lessons to reflect California’s Common Core content standards.
Include data and findings for the following: Demographic data, including the refined expected schoolwide learning results Disaggregated and interpreted outcome data Survey summaries, if any Columbus High School is a continuation high school located in southeast Los Angeles County. Downey Unified School District educates over 22,700 students in its twenty schools. There are three high schools in the city of Downey, which educate over 8.500 students. Throughout the year, Columbus High School has an enrollment of 360-411 students. The actual city of Downey is only 12.5 miles and the population of Downey has increased approximately 4% in the last ten years to over 112,000 people. In the city, there are 60% single family homes and 40% apartment buildings. Downey’s population is reflected by 71% Hispanic, 18% White, 7% Asian and 4% Black. Of those populations, 34% is foreign born and 64% speak another language other than English at home. The median household income is $58,130 and the poverty rate is 10.4%. In the city of Downey, the population has grown approximately 4.2% over the last three years. 46.3% of the households in the city have children under the age of 18. Of those, 26.9% are
10 WASC/CDE Self-Study Report households with a husband and wife; 8.4% households are a single father with students under 18; and 9.8 % of the households are single mothers with students under the age of 18.
Group 2012-13 2011-12 2010-11 Enrollment Enrollment Enrollment Number of Students 360 + 44* Adult 385 356 Transition Class = 404* Black/African American 4 % 3 % 6 %
American Indian or Alaska 0 0 1 % Native Asian 0 0 0
Filipino 1% 1 % 1 %
Hispanic /Latino 89 % 88 % 84 %
Pacific Islander 0 0
White (not Hispanic) 7 % 8 % 8 %
Socioeconomically 55% 58 % 66 % Disadvantaged English Learners 13 % 22 % 30 %
Students with Disabilities* 6.6 % 7 % 3 % *CHS only – not Adult Transition (16% incl. ATC)
According to the 2012 CBEDS, the Columbus student population reflects an 89% Hispanic/Latino, 7 % White, 4% African American, and 1% Filipino school population. Our school ethnicity ranks higher than those in the city for Hispanic/Latino, while other ethnicities are less than what is represented in the city population. This majority population continues to rise approximately 1.5% each year. Our school mobility has become more stable over the last three years, going from an 85% mobility rate in 2009-10 to a 75% Mobility Rate in 2010-11 to the last year’s 57% mobility rate. Even though we have a high mobility rate, which is common with other continuation high schools, we continue to increase our graduation rates each year, and in the 2011-12 school year Columbus High School had the highest graduation rate when compared to the seven surrounding cities’ continuation high schools. Last year, our AYP graduation rate was 92.04 %; in 2010-11 our rate was 91.59%; and, in 2009-10 our rate was 91.18%. In addition to this rate, we also track the students who graduate even later in the year as a result of the delay for some in passing the CAHSEE. Since before our first and initial WASC visitation, we have increased our graduation rate 34% as evidenced below.
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School Year Total Number of Males Females Graduates 2011-12 220 131 89 2010-11 205 115 90 2009-10 194 125 69 2008-09 163 93 70
Our parent education level remains somewhat consistent for the last three years. Minor changes in growth can be seen with differences found only from last year to this with more parents having some college attendance or being college graduates. The decrease was found in parents having graduate school experience. The other decrease is found in parents not being high school graduates; however, this represents the same rate as in the 2009-10 school year. Parent Graduate College Some High School Not a High Education School Graduate College Graduate School Level Graduate School Year 2011-12 1 % 5 % 28 % 45 % 21 % 2010-11 2 % 3 % 24 % 44 % 28 % 2009-10 2 % 5 % 24 % 48 % 21 %
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Faculty/Staff Demographics: There are 16 teachers, and 4 Teacher Assistants. Of those teachers, 30% have a Master’s Degree.
Ethnicity Total Approximate Percentage Black/African American 2 10 %
American Indian or Alaska 0 0 Native Asian 1 5 %
Filipino 1 5 %
Hispanic /Latino 4 20 %
Pacific Islander 0 0
White (not Hispanic) 12 60 %
CHS Faculty by Department English 3 Math 2 Social Studies 3 Science 2 Physical Education 1* (2 other teachers teach one period each) Computers 1 Industrial Arts/Art 1 Special Education 3
Downey Unified School District (DUSD) consists of two comprehensive high schools, one continuation high school, four middle schools, fourteen elementary schools and one adult school. Since 2006, all elementary schools and most of the middle schools in DUSD qualified as Title I schools. Columbus High School is not in program improvement. While we do not have a regular funding coming to us each month from a community foundation, we do have the Kiwanis Foundation and the Stauffer Foundation from whom we occasionally
13 WASC/CDE Self-Study Report write a proposal and acquire funding for some support. In the past they have matched our funds to purchase a student identification card maker, 5 mini iPads, and 5 new computers for the computer lab. We also have a relationship with Target stores, whose patrons have made us a beneficiary of their purchases, and the Target corporate office sends us a check each year. The 10-20 Club offers assistance to students who need to do community service hours, and its founder Darrell Jackson, a former Minnesota Twins Major League pitcher, is on call for drug counseling referrals and assemblies. Last year, the First Baptist Church of Downey provided two translators to assist with our Parent-Teacher-Student meetings once a month.
School Purpose (Beliefs, Philosophy, Mission, Expected Schoolwide Learning Results)
Columbus High School Outcomes Columbus High School will prepare its graduates to… Communicate effectively Using technology Applying information Working as individuals and in groups Heighten Critical Thinking Skills Creative, evaluative and analytical thinking Logical and effective decision making processes Succeed as socially functional, accountable, responsible citizens Seeking skills for the future Goal oriented
Columbus High School’s MISSION The MISSION of Columbus High School is to provide a safe and non-threatening environment that emphasizes a multiethnic and multicultural educational program directed toward the diverse and changing needs of its students. Columbus High School offers quality comprehensive and flexible programs that are designed to develop personal, academic and job-related skills. Columbus students will learn to communicate clearly, think critically, and acquire the knowledge and skills required to enhance the quality of their lives. Columbus High School’s VISION The VISION of Columbus High School is to prepare our students to be educated, successful and responsible citizens. We envision our students taking an active part in the quality instruction and curriculum designed to meet their diverse needs and interests. We provide our students with the opportunity to question, create, think and learn mutual respect that will help prepare them for a positive future.
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2011 Participation Rate The following reflects the
status of the school in terms of English-Language Arts Mathematics performance. We remain not Target 95% Target 95% a Title 1 school and have met Met all participation rate criteria? Yes Met all participation rate criteria? Yes the AYP for the last two years.
Enrollment Number Met Enrollment Number Met First of 2011 First of 2011 Day of Students AYP Alternative Day of Students AYP Alternative
GROUPS Testing Tested Rate Criteria Method Testing Tested Rate Criteria Method
Yes EN Schoolwide 14 8 58 15 11 74 Yes EN
Black or African American 0 0 -- -- 0 0 -- --
American Indian or Alaska Native 0 0 -- -- 0 0 -- --
Asian 0 0 -- -- 0 0 -- --
Filipino 0 0 -- -- 0 0 -- --
Hispanic or Latino 14 8 58 -- 14 10 72 --
Native Hawaiian or Pacific Islander 0 0 -- -- 0 0 -- --
White 0 0 -- -- 1 1 100 --
Two or More Races 0 0 -- -- 0 0 -- --
Socioeconomically Disadvantaged 10 5 50 -- 11 7 64 --
English Learners 2 1 50 -- 2 1 50 --
Students with Disabilities 5 3 60 -- 6 4 67 --
Percent Proficient - Annual Measurable Objectives (AMOs)
English-Language Arts Mathematics Target 66.7 % Target 66.1 % Met all percent proficient rate criteria? Yes Met all percent proficient rate criteria? Yes Number Percent Met Number Percent Met At or At or 2011 At or At or 2011 Valid Above Above AYP Alternative Valid Above Above AYP Alternative
GROUPS Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria Method
Schoolwide 2 -- -- Yes CI 2 -- -- Yes CI
Black or African American 0 ------0 ------
American Indian or Alaska Native 0 ------0 ------
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Asian 0 ------0 ------
Filipino 0 ------0 ------
Hispanic or Latino 2 ------2 ------
Native Hawaiian or Pacific Islander 0 ------0 ------
White 0 ------0 ------
Two or More Races 0 ------0 ------
Socioeconomically Disadvantaged 0 ------0 ------
English Learners 0 ------0 ------
Students with Disabilities 1 ------1 ------
Academic Performance Index (API) - Additional Indicator for AYP
2011 Growth Met 2011 API
2010 Base API API 2010-11 Growth Criteria Alternative Method
550 553 3 Yes
1. 2011 API Criteria for meeting federal AYP: A minimum "2011 Growth API" score of 710 OR "2010-11 Growth" of at least one point.
Graduation Rate Goal: 90 Percent
Current Year: Graduation Rate Results
2010 Graduation 2011 Graduation Rate Rate 2011 Target 2011 Graduation
(Class of 2008-09) (Class of 2009-10) Graduation Rate Rate Criteria Met Alternative Method or Exclusion
91.18 91.64 90.00 Yes DA
2. Graduation Rate Criteria: (1) met or exceeded the goal of 90%, or (2) met the fixed target graduation rate, or (3) met the variable target graduation rate. Fixed and variable target graduation rates are calculated for local educational agencies and schools that have not reached the 90% goal.
Below is the APR for the prior Year 2009-2010 year where we did not meet our goal because we did not meet our goals in the area of Math. We did not meet the percent proficient rate
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Made AYP: No
Met 4 of 6 AYP Criteria
2010 Participation Rate
English-Language Arts Mathematics Target 95% Target 95% Met all participation rate criteria? Yes Met all participation rate criteria? Yes
Enrollment Number Met Enrollment Number Met First of 2010 First of 2010 Day of Students AYP Alternative Day of Students AYP Alternative
GROUPS Testing Tested Rate Criteria Method Testing Tested Rate Criteria Method
Schoolwide 23 16 70 Yes EN 23 15 66 Yes EN
Black or African American 1 1 100 -- 1 1 100 --
American Indian or Alaska Native 0 0 -- -- 0 0 -- --
Asian 0 0 -- -- 0 0 -- --
Filipino 0 0 -- -- 0 0 -- --
Hispanic or Latino 21 14 67 -- 21 13 62 --
Native Hawaiian or Pacific Islander 0 0 -- -- 0 0 -- --
White 1 1 100 -- 1 1 100 --
Two or More Races 0 0 -- -- 0 0 100 --
Socioeconomically Disadvantaged 20 14 70 -- 20 13 65 --
English Learners 9 5 56 -- 9 4 45 --
Students with Disabilities 7 6 86 -- 7 6 86 --
Percent Proficient - Annual Measurable Objectives (AMOs)
English-Language Arts Mathematics Target 55.6 % Target 54.8 % Met all percent proficient rate criteria? Yes Met all percent proficient rate criteria? No
Met Met Number At Percent At 2010 Number At Percent At 2010 Valid or Above or Above AYP Alternative Valid or Above or Above AYP Alternative
GROUPS Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria Method
Schoolwide 11 2 18.2 Yes CI 10 -- -- No
Black or African American 1 ------1 ------
American Indian or Alaska Native 0 ------0 ------
Asian 0 ------0 ------
Filipino 0 ------0 ------
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Hispanic or Latino 9 ------8 ------
Native Hawaiian or Pacific Islander 0 ------0 ------
White 1 ------1 ------
Two or More Races 0 ------0 ------
Socioeconomically Disadvantaged 11 2 18.2 -- 10 ------
English Learners 3 ------2 ------
Students with Disabilities 4 ------4 ------
Academic Performance Index (API) - Additional Indicator for AYP
2010 Growth Met 2010 API
2009 Base API API 2009-10 Growth Criteria Alternative Method
578 551 -27 No
3. 2010 API Criteria for meeting federal AYP: A minimum "2010 Growth API" score of 680 OR "2009-10 Growth" of at least one point.
Graduation Rate Goal: 90 Percent
Current Year: Graduation Rate Results
2009 Graduation 2010 Graduation Rate Rate 2010 Target 2010 Graduation
(Class of 2007-08) (Class of 2008-09) Graduation Rate Rate Criteria Met Alternative Method
89.90 91.18 89.91 Yes DA Next Year: Graduation Target
2011 Target Graduation Rate
90.00 4. Graduation Rate Criteria: (1) met or exceeded the goal of 90%, or (2) met the fixed target graduation rate, or (3) met the variable target graduation rate. Fixed and variable target graduation rates are calculated for local educational agencies and schools that have not reached the 90% goal. For the 2010 target graduation rate, the fixed and the variable target rates are the same. The lower of the two target rates (fixed or variable as indicated below the 2011 target rate) was used to establish the 2011 target graduation rate.
Demographic Information 1. Enrollment a. Grade level
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b. Enrollment – Gender
As of October 5, 2011-12
Count of Student Gender Grand Grade Female Male Total 10 3 4 7 11 44 56 100 12 101 166 267 24 1 1 2 25 2 4 6 Grand Total 151 231 382
c. Enrollment – Ethnicity
Track (All) School (All)
Count of Student Gender Grand Grade Ethnicity Female Male Total African American or 10 Black 1 1 Hispanic 2 4 6 10 Total 3 4 7 African American or 11 Black 1 2 3 Filipino 1 1 Hispanic 40 49 89 White 3 5 8 11 Total 44 57 101 African American or 12 Black 5 9 14 Filipino 1 1 Hispanic 93 148 241 Korean Asian 1 1 White 8 10 18 12 Total 107 168 275 24 Hispanic 1 1
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White 1 1 24 Total 1 1 2 25 Filipino 1 1 Hispanic 2 2 4 White 1 1 25 Total 2 4 6 Grand Total 157 234 391
Track (All) School (All)
Count of Student language Total English 193 Korean 1 Spanish 195 Tagalog Filipino 2 Grand Total 391
Specifically:
Count of Student Gender Grand Grade Ethnicity Language Female Male Total African American or 10 Black English 1 1 African American or Black Total 1 1 Hispanic English 2 3 5 Spanish 1 1 Hispanic Total 2 4 6 10 Total 3 4 7 African American or 11 Black English 1 2 3 African American or Black Total 1 2 3 Tagalog Filipino Filipino 1 1 Filipino Total 1 1 Hispanic English 15 25 40
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Spanish 25 24 49 Hispanic Total 40 49 89 White English 3 5 8 White Total 3 5 8 11 Total 44 57 101 African American or 12 Black English 5 9 14 African American or Black Total 5 9 14 Tagalog Filipino Filipino 1 1 Filipino Total 1 1 Hispanic English 46 52 98 Spanish 47 96 143 Hispanic Total 93 148 241 Korean Asian Korean 1 1 Korean Asian Total 1 1 White English 8 10 18 White Total 8 10 18 12 Total 107 168 275 24 Hispanic English 1 1 Hispanic Total 1 1 White English 1 1 White Total 1 1 24 Total 1 1 2 25 Filipino English 1 1 Filipino Total 1 1 Hispanic English 1 1 2 Spanish 1 1 2 Hispanic Total 2 2 4 White English 1 1 White Total 1 1 25 Total 2 4 6 Grand Total 157 234 391
d. Special Needs: N/A due to low count of students
2. Language Proficiency Numbers: a. English Language Learners (EL)
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b. Fluent- English proficient (FEP) c. Re-designated FEP (R-FEP) Track (All) School (All)
Count of Student Gender Grand Grade Lang. Prof. Ethnicity Female Male Total African American or 10
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White 8 10 18
3. Attendance a. Mobility or transient rate 2011-12 57% 2010-11 75% 2009-12 85%
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b. Average daily rate of attendance
% Month Month Month Month Month Month Month Month Month Month Total 1 2 3 4 5 6 7 8 9 10
2012- 90.06 88.18 86.64 84.12 81.47 77.38 86.36 2013
2011- 91.84 89.64 85.14 84.78 82.00 78.05 74.94 71.48 70.93 67.43 81.66 2012
2010- 93.54 91.65 87.54 85.49 83.03 81.31 78.14 77.66 74.05 -- 85.51 2011
c. Truancy and Tardiness Rate
TRUANTS & TARDIES 2010 TRUANTS & TARDIES 2011 TRUANTS & TARDIES 2012 NUMBERS OF PERIODS NUMBERS OF PERIODS NUMBERS OF PERIODS
TRUANT TARDY TRUANT TARDY TRUANT TARDY SEP 542 1128 SEP 284 843 SEP 291 1152 OCT 638 1595 OCT 520 1572 OCT 707 2057 NOV 582 1372 NOV 731 1274 NOV 791 2004 DEC 560 1365 DEC 637 950 DEC 474 1267 JAN 620 1268 JAN 1010 1416 JAN 614 1947 FEB 612 1293 FEB 906 1692 FEB 545 1369 MAR 885 1866 MAR 971 2438 MAR 786 1867 APR 554 1051 APR 504 1545 APR 746 1370 MAY 238 1192 MAY 225 1586 MAY 818 1637 JUN 54 360 JUN 138 764 JUN 145 846 5285 12490 5926 14080 5917 15516
4. Discipline Referrals, Suspension and Expulsion Rates (disaggregated) and Crime Statistics Incidents occurring from 09/01/2011 to 03/24/2012 school (All)
Count of incident
24 WASC/CDE Self-Study Report incident date Total 48900.4 Harass/Intimidate/Threat 9/8/2011 1 9/29/2011 1 48900.4 Harass/Intimidate/Threat Total 2 48900a1 Phys Injury to Another 10/19/2011 1 2/15/2012 2 3/12/2012 1 48900a1 Phys Injury to Another Total 4 48900b Dangerous Object 10/26/2011 1 11/17/2011 1 48900b Dangerous Object Total 2 48900c Controlled Substance 12/2/2011 1 12/12/2011 1 12/14/2011 1 1/11/2012 1 1/25/2012 1 2/10/2012 2 48900c Controlled Substance Total 7 48900f Vandalism/Graffiti 11/29/2011 1 2/9/2012 1 3/22/2012 1 48900f Vandalism/Graffiti Total 3 48900j Drug Paraphernalia 11/18/2011 1 48900j Drug Paraphernalia Total 1 48900k Disruption/Defiance 9/28/2011 1 10/7/2011 1 10/13/2011 1 10/14/2011 1 10/20/2011 2 10/25/2011 1 2/2/2012 1 2/15/2012 2 2/23/2012 1 3/6/2012 2 3/13/2012 1 48900k Disruption/Defiance Total 14 48915a2 Possess Dangerous Object 9/30/2011 1 11/7/2011 1 11/9/2011 1 48915a2 Possess Dangerous Object Total 3 48915a3 Possess Controlled Subst 3/16/2012 1 3/21/2012 1
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48915a3 Possess Controlled Subst Total 2 Broken Contract Hmwk/Discipline 10/17/2011 1 Broken Contract Hmwk/Discipline Total 1 Classroom Distraction 9/21/2011 1 9/28/2011 2 10/6/2011 1 10/14/2011 2 12/1/2011 1 12/12/2011 1 12/14/2011 2 1/3/2012 1 2/8/2012 1 Classroom Distraction Total 12 Disruptive/Defiant/Disrespectful 9/13/2011 2 9/14/2011 1 9/19/2011 2 9/22/2011 2 9/26/2011 1 9/27/2011 1 10/4/2011 2 10/5/2011 2 10/6/2011 1 10/13/2011 1 10/18/2011 1 10/20/2011 1 10/21/2011 1 10/24/2011 2 10/25/2011 1 11/4/2011 1 11/10/2011 1 11/15/2011 1 11/22/2011 2 11/28/2011 1 12/1/2011 2 12/5/2011 1 12/9/2011 1 12/13/2011 1 12/14/2011 2 12/16/2011 1 1/5/2012 2 1/9/2012 2 1/12/2012 2 1/19/2012 1
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1/20/2012 3 1/23/2012 1 1/24/2012 2 1/25/2012 3 1/27/2012 1 1/30/2012 1 1/31/2012 2 2/2/2012 1 2/7/2012 4 2/8/2012 1 2/9/2012 2 2/15/2012 3 2/16/2012 1 2/17/2012 2 2/21/2012 1 2/23/2012 1 2/29/2012 1 3/6/2012 1 3/7/2012 1 3/9/2012 2 3/13/2012 2 3/14/2012 1 3/19/2012 2 3/20/2012 1 3/22/2012 1 Disruptive/Defiant/Disrespectful Total 83 Does not Follow Instructions 10/27/2011 2 1/24/2012 1 3/9/2012 1 Does not Follow Instructions Total 4 Dress Code Violation 9/9/2011 1 9/12/2011 1 9/13/2011 1 9/15/2011 1 11/21/2011 1 12/2/2011 1 2/16/2012 1 Dress Code Violation Total 7 Electronics 10/19/2011 1 11/14/2011 1 12/6/2011 1 12/14/2011 1 1/20/2012 1
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2/17/2012 1 3/13/2012 1 3/20/2012 1 3/21/2012 3 Electronics Total 11 Excessive Tardies 10/19/2011 1 11/14/2011 1 2/17/2012 1 2/21/2012 1 2/27/2012 1 2/28/2012 1 Excessive Tardies Total 6 Failure to Comply w/Class Rules 10/27/2011 1 2/1/2012 1 2/9/2012 1 3/5/2012 1 Failure to Comply w/Class Rules Total 4 Habitual Absentee 10/26/2011 1 12/2/2011 1 1/20/2012 1 2/15/2012 1 2/24/2012 1 2/28/2012 2 3/8/2012 1 3/13/2012 1 3/19/2012 3 3/22/2012 2 3/23/2012 1 Habitual Absentee Total 15 Habitual Truant 9/28/2011 1 10/19/2011 4 11/10/2011 1 11/18/2011 1 1/5/2012 2 1/6/2012 1 1/10/2012 1 1/18/2012 1 1/24/2012 1 2/1/2012 1 2/2/2012 1 2/10/2012 1 2/14/2012 4
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2/15/2012 1 2/16/2012 2 2/17/2012 1 2/21/2012 1 2/22/2012 1 2/23/2012 1 2/24/2012 3 2/29/2012 2 3/2/2012 2 3/5/2012 1 3/6/2012 1 3/7/2012 1 3/9/2012 1 3/12/2012 1 3/14/2012 1 3/15/2012 1 3/19/2012 1 3/20/2012 1 3/22/2012 2 Habitual Truant Total 45 Inappropriate Behavior 10/19/2011 1 2/16/2012 2 3/19/2012 1 Inappropriate Behavior Total 4 Leaving Class w/o Permission 12/6/2011 1 12/7/2011 1 12/9/2011 1 2/3/2012 1 2/29/2012 1 3/1/2012 1 Leaving Class w/o Permission Total 6 Office Visit 9/16/2011 1 9/22/2011 2 9/26/2011 1 9/27/2011 1 10/7/2011 3 10/12/2011 2 10/13/2011 1 10/20/2011 1 10/24/2011 1 10/25/2011 2 10/27/2011 1 12/13/2011 1
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1/5/2012 2 1/6/2012 5 1/12/2012 1 1/19/2012 2 1/23/2012 1 1/24/2012 2 1/26/2012 1 2/1/2012 1 2/7/2012 1 2/8/2012 2 2/9/2012 1 2/16/2012 2 2/21/2012 6 2/22/2012 1 2/29/2012 1 3/1/2012 1 3/2/2012 3 3/16/2012 1 3/19/2012 1 3/20/2012 3 3/21/2012 2 3/23/2012 2 Office Visit Total 59 Period Cut 9/21/2011 2 Period Cut Total 2 Profanity/Vulgarity 12/13/2011 1 2/22/2012 1 Profanity/Vulgarity Total 2 Run Away 10/17/2011 1 10/25/2011 1 2/22/2012 1 3/1/2012 1 3/7/2012 1 3/20/2012 1 Run Away Total 6 Tardy Sweep 9/22/2011 8 10/14/2011 2 2/8/2012 1 3/13/2012 1 Tardy Sweep Total 12 Truant 9/19/2011 1 9/26/2011 1
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9/28/2011 3 10/3/2011 1 10/4/2011 1 10/6/2011 1 10/11/2011 1 10/12/2011 1 10/13/2011 1 10/18/2011 1 10/20/2011 1 10/24/2011 3 10/31/2011 2 11/2/2011 5 11/4/2011 4 11/10/2011 1 11/21/2011 1 11/28/2011 1 11/30/2011 1 12/1/2011 1 12/2/2011 1 12/5/2011 1 12/6/2011 1 12/14/2011 3 1/5/2012 4 1/30/2012 1 2/1/2012 1 2/2/2012 1 2/7/2012 1 2/9/2012 3 2/17/2012 3 2/27/2012 2 2/28/2012 1 2/29/2012 1 3/9/2012 2 3/13/2012 3 3/22/2012 1 Truant Total 62 Unnecessary Comments/Talking 12/5/2011 1 3/8/2012 1 Unnecessary Comments/Talking Total 2 Vandalism / Tagging 9/8/2011 1 9/29/2011 1 10/18/2011 1 Vandalism / Tagging Total 3
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Wastes Study Time 11/1/2011 1 1/27/2012 1 2/9/2012 1 Wastes Study Time Total 3 Grand Total 387
5. Socioeconomic Status a. Free/reduced Lunch Status Total Free Free Lunch Reduced Reduced Rate Pay Non- Non-eating Rate Lunch Lunch eating Rate 422 244 57.82% 54 12.80% 5 119 29.38%
b. AFDC status Low Income Indicator Our School County Average State Average 2011 - 2012 70% 51% 59% 2010 - 2011 64% 63% 63% 2009 - 2010 46% NA 56%
c. Parent Education Level Parent Graduate College Some High School Not a High Education School Graduate College Graduate School Level Graduate School Year 2011-12 1 % 5 % 28 % 45 % 21 % 2010-11 2 % 3 % 24 % 44 % 28 % 2009-10 2 % 5 % 24 % 48 % 21 %
6. Description of the safety conditions, cleanliness and adequacy of school facilities New air conditioning units and upgraded electricity Campus Aides and Downey Police Department Fencing around campus
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Need more and upgraded cameras New office upgrade
Because the campus is shared by several programs and houses the transportation department and some of the maintenance department, DUSD employees are on campus from 5:30 a.m. until approximately 10:30 p.m. There are four cameras mounted about the school, and a surveillance video is directly recorded into a computer into the Downey Adult School office. Unfortunately, the video cameras could be of a higher quality. Columbus High School has two campus aide personnel who both work 6 ½ hour days— one who begins 30 minutes before the start of school and one who ends 30 minutes at the end of student hours. One of the campus aides continues his day to work as a campus aide part-time for the Downey Adult School until 5:00 p.m., when their full-time campus aide begins. Along with administration and the assigned utility worker, the campus aides monitor the campus and the parking lot areas throughout the day. The Downey Police Department has School Resource Officers working at Columbus three days per week for 4 ½ hours beginning at 9:45 a.m., essentially from the first snack break through the end of the school day. Columbus has an office for Richard Fonseca, the assigned Downey Probation Officer. The Safety Committee is comprised of teachers and administrators (including the Downey Adult School) who meet at the beginning of the calendar year to deliberate updating the Emergency Plan and eventually meet monthly to review any safety issues and/or concerns. The Emergency Plan is updated annually and is shared at faculty and staff meetings bi-annually. We hold a school-wide fire drill each semester and a district- wide earthquake drill once a year. In addition, we are able to implement lock-down procedures since we are located rather closely to both a freeway and a riverbed and have known gangs in the areas. Columbus High School schedules its breaks at different times, contrasting the times when Downey Adult School has their breaks and lunch. We encourage students to remain in the classroom during class time, yet students are required to have a hall pass if a need occurs. Most classrooms have a pass made by the woodcrafts class that includes the respective teacher’s name and room number. If a student is taking too much time, a teacher will call the office who will relay the message to campus aides to try and locate the student. This system limits the time that a student would be out of their classroom. When students leave the office, they receive a written pass that includes the date and time to their designated classroom. The passes inform whether the student’s attendance is an excused or unexcused tardy. The district now has a computer-based work-order system to help with repairs. Custodians and the utility worker ensure a clean campus and immediately report any needs outside of their duties to the school’s office manager. Columbus has never had a Williams Complaint. The principal and campus aides frequently inspect the high school restrooms to help maintain cleanliness and safety. Any issue is straightaway reported to the district for repair or to the utility worker for remedy.
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The district has helped beautify the campus by adding a water system to support the plant life, newly established outside of the administration building. Gravel and boulders have been placed to create an aesthetic appeal as visitors enter the main parking area. Also, the district painted over the parking spaces in the middle area of the parking lot in order to increase safety. In addition, the administration building has been reconstituted to offer a computer lab for students, a private office space for the school psychologists, a private office for the probation officer, a multi-purpose room (serving as a nurse’s station, a campus aide and police workroom, and the Regional Occupation Program counselor space), as well as offices and space for Columbus administrators, staff, and counselor. Finally, all Columbus classrooms have air conditioning save one, the Woodcrafts/Art classroom. On an interesting note, the rates of altercations have gone down, test scores have improved, and general credit production has increased since air conditioning was installed among the classrooms.
7. Staff Number of certificated staff and classified staff include the quantity of qualified personnel for counseling and other pupil support services and substitutes. Certificated staff: 19 16 and 3 Special Education 2 PPS 4 w Admin 2 part-time Psychologist with PPS credentials NOT included: 4 Adult Transition Class Teachers and 14 Aides
# Name Degree M/F Credential Years Teaching Add-on Race Years @ CHS Credential Tenure = T Probation = P Other = O
1. Ryan Chitwood BA M Secondary: Math 3 SDAIE W 9/7/10 3 SIOP T
2. Virginia Comer BA F Elem – Mltpl Subj 28 ELD-CLAD W 9/6/86 BA English 26 SDAIE HOUSSE T SIOP
3 Charles Farrell BA M Elem – Mltpl Subj 18 ELD-CLAD W MA Secondary: Life 10 SDAIE 10/26/01 Science & Biology T SIOP PE
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HOUSSE
4 John Glaister BA M Secondary: 8 ELD-CLAD W Health Science 8 SDAIE 9/2/04 Industrial & T SIOP Technology
5 Robert Hecker BA M Secondary: 20 ELD-CLAD W MA English 10 SDAIE 9/2/91 (Admin) T SIOP *Leave of Absence for 2 years remained as an employee a v e
Charles Lozano BA M Special Ed 1 SDAIE H 9/5/2011 Mild/Moderate 1 SIOP Autism P
7 Dean Moren BA M Secondary – 5 ELD-CLAD W 9/4/2007 Social Science 5 SIOP T
8 Mindy BA F Elem – Mltpl Subj 21 ELD-CLAD J/Asian Murakawa MA Social Science 12 SDAIE 9/9/1991 (Admin) HOUSSE T SIOP
9 Darren Peterson BA M Special Education 3 SIOP AA/B 9/7/2010 MA Business 3 Mild/Moderate Other Autism
10 Smith Prasirtpun BA M Special Education 10 ELD-CLAD Asian other 9/5/2006 MA Life Science 1 SIOP Mild/Moderate T Autism
11 S. Rodriguez BA F Secondary - Math 24 ELD-CLAD AA/B 9/7/2005 MA 7 SDAIE T SIOP
12 Virginia Rooney BA F PE 27 SB1969 W 9/9/1985 Supplemental Cred: 27 ELD Computers T SDAIE HOUSE: English SIOP
13 Matthew Sary BA M Social Science 20 ELD-CLAD W 9/14/1992 HOUSSE 11 SDAIE T SIOP
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14 Matthew BA M Secondary : 25 ELD-CLAD W Simpson MS PE 25 SDAIE 9/8/1987 T SIOP HOUSSE
15 William Swander BA M Secondary: 8 ELD-CLAD W 9/2/2004 Social Science 8 SDAIE T SIOP
16 Deborah Young BA F Secondary: English 27 ELD-CLAD W 9/9/1985 7 SB1969 T SDAIE SIOP
Counselor:
17 Scott Marshall BA M Secondary: Spanish 9 ELD-CLAD W 1/7/2007 MA 6 PPS T
Administration:
18 Vicki Rusick BA F Elem – Mltpl Subj 34 SB395 W 9/8/78 MA 1 SIOP Admin
19 Kathy Succa BA F Secondary: 33 ELD-CLAD W 10/1/82 MA English 28 SB395 Admin Social Science SIOP PPS HOUSSE - ART
Psychologist:
20 Xotchil Ortiz BA F ------H MA PPS
21 Jennifer Lozano BA F ------H MA PHD
Classified staff: 10 3 Office Staff
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4 Instructional Assistants 2 Campus Aides 1 Utility Worker
# Name Degree M/F Years Employed Race Years @ CHS
1 Linda James BA F 31 W 1982 30
2 Martha Valdez --- F 17 H 1996 14
3 Debbie Jordan BA F 3 W 2010 3
4 Elaine White --- F 23 W 1990 2
5 Alma Martinez BA F 13 H 2000 2
6 Alejandro Hernandez --- M 8 H 2005 8
7 Raphael Garcia --- M 6 H 2007 6
8 Diego Blanco-Rivera --- M 13 H 2000 13
9 Lorena Moncado --- F 7 AA/B 2006 7
10 Greg Ruiz --- M 21 H 1992 3
a. Percent of teachers who have met highly qualified teachers requirements of ESEA = 100% b. Percent of teachers instructing outside credentialed areas = 100% c. Number of teachers with emergency permits = 0 d. Number with advanced degrees = 46% e. Years of employment within the district and total number of years in education Total years of teaching for all 16 classroom teachers: 248 years (or an average of 15.5 years) Total years of teachers teaching in the district for all 16 classroom teachers: 208 years (or an average of 13 years)
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Total years of teachers teaching at Columbus High School for all 16 classroom teachers: 164 years (or an average of 10.25 years) f. Specialized training/intern programs (e.g., number in CLAD, BTSA or other teacher induction programs, autism for Special Education, etc.) 100% of the Columbus teachers have been through ELD-CLAD and SDAIE training 16 of all 16 teachers, or 100%, have been through SIOP (Sheltered Instruction Observation Protocol) training 3 of 3 Columbus Special Education teachers, or 100%, possess Mild/Moderate Autism Authorization training g. Number of teachers in an intern program = 0 h. Gender = 5 females, or 31%; 11 males, or 69% i. Ethnicity = 11 White (68.75%), 2 African American/Black (12%), 2 Asian (12%) and 1 Hispanic (6.25%) j. Attendance rates of teachers = 95% attendance rate k. Number and assignment of paraprofessionals who meet the requirements of the Elementary and Secondary Education Act (ESEA) = No paraprofessionals l. Professional development programs/activities and numbers participating (e.g., BTSA, content training areas, instructional approaches, departmental activities, university programs) SIOP = 16 out of 16 teachers, or 100%, are in SIOP cohorts BTSA = 3 out of 16 teachers, or 19%, are trained Common Core training = 9 out of 16, or 56%, have participated PAR = 2 out of 16 teachers, or 8%, are consultants to the district LACOE EL Writing training = 3 out of 16 teachers, or 23%, are trained 3 out of 16, or 19% are in professional development for teachers specializing in behavioral intervention with a focus on autism 1 out of 16, or 6%, has been trained as a SIOP Coach Cyber Bullying = 100% of teachers instruct lessons within the first 9 weeks of school m. Content of staff development and numbers participating (e.g., programs , activities and numbers) TTL meetings participation provided specialized training on Data Director, the use of technology as a curriculum delivery tool, and how to access and produce various reports for the staff Special Education Staff Crisis Prevention Intervention, Behavioral Intervention Case Management, Autism IEP notes training to Special Education staff
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Professional development in the area of transition for Special Education students Participated in IEP Administration Designee training SIOP Sheltered Instruction Observation Protocol - Discuss their progress and further their learning and understanding of the implementation of the SIOP model in their classrooms. Previous cohorts reconvened in specific grade- level and content-specific groups with other secondary teachers within the district. Within the trainings, teachers delved more in-depth into the SIOP features of collaborative learning, differentiation, and vocabulary with an emphasis on the academic vocabulary of the different content areas SIOP coach went to a two-day training that outlined the expected roles and responsibilities of a coach as well as the entire three-step coaching cycle that was expected to be completed while observing their SIOP-trained teachers. The coaches also attended monthly meetings with the EL Teacher Specialist where they were debriefed on the coaching process and given specific materials and specific SIOP strategies to share with their teachers CELDT administration training for ELD coordinator and others Quarterly DELAC and ELAC meetings Aequitas Solutions training for attendance, grade book and reports n. Student Participation in co-curricular activities and extra-curricular activities True Lasting Connections (TLC) annual food and toy drive, serving the Downey community TLC Healthy Downey 5K fundraiser Project TRUST : Project Tobacco Reduction Using Effective Strategies and Teamwork CAHSEE and after school intensive intervention tutoring LACOE recurring after school intensive intervention tutoring (14 sessions) Gauldin Elementary Teacher Assistance Program (GTAP) American Cancer Society’s annual Relay for Life Pen pal program in association with a school in South Africa “Reading for Life” week: twelfth grade students read stories to pre-school children in the Downey Adult School child care program o. District policies/school financial support Expenditures per pupil = $65.93 o 391 students x $65.93 = $25,778.63 o Of the 391 students 29 are in Special Education; $1,911.97 should go to the Special Education and RSP students Monies from other funding sources (e.g., grants and foundations) o Stauffer Grant matches funds for grants (computers, etc.)
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o Kiwanis Foundation Grant matches funds for grants (computers, etc.) o Downey Federal Credit Union Grants (field trips, cameras, etc.)
STUDENT PERFORMANCE DATA Student Performance Data: Comment on trends, irregular patterns or anomalies for the data areas. Note: Data should be disaggregated to reflect the achievement of all significant subgroups including EL and Special Education. Three years of data, if possible, should be included. Include state scores and the Elementary and Secondary Education Act (ESEA) achievement targets for other comparative points. 1. Academic Performance Index (API) a. Latest 3 years of API performance, including significant sub-populations. Has the school met the growth target? Have all subgroups met targets? Not all subgroups have met their targets consistently for the last three years. (See page 49) b. School Ranking and Similar School rankings (at least three years). See page 2. California Standards Test (CSTs)
a. Multi-year grade (9–11) level scores by proficiency levels: advanced, proficient, basic, below basic, far below basic. (See page 37 )
b. Multi-year grade level scores of significant sub-populations by proficiency levels: advanced, proficient, basic, below basic and far below basic. (See page 37)
c. Reviewing the below CST scores in ELA and Algebra, what % of 9th grade students may be intensive or strategic students? As a guide, students scoring at the Basic and Below Basic Levels on the CSTs may be strategic students while students scoring in the Far Below Basic and Below Basic Levels may be intensive students. Intensive and strategic students are those students who score below grade level and need additional support to learn grade level standards. It is for the intensive students that high schools need to consider SBE approved reading intervention programs (after further diagnostic testing). There are an insignificant number of 9th grade students at Columbus High School. (SEE BELOW)
ENGLISH LEARNERS: Because Columbus High school has students enrolling at all times throughout the year, I was curious to see how long the EL students were enrolled at Columbus before they took the CST
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tests. Unfortunately, Zangle, Data Director, and our new credit sheet system cannot extract this information. This information, along with some of the information that is used to extract ASAM information has to be done student-by-student. In the chart below, 77% males and 23% females are EL learners. This is about 2.5 % different than the ratio on EO students. 40% of the EL students come to Columbus from Downey and Warren High Schools, our ‘feeder” schools. 60% of our EL students come from schools outside of Downey Unified School District. When the CST’s were given last year, only 30% of the EL students tested were enrolled at Columbus High school sometime in the month of September. We had another 27% of our EL students enroll with us sometime in January, four months before the test. 17 % of our EL students enrolled at Columbus one or two weeks before the CST tests. It is eye-opening to see that 57% of the EL students had been enrolled at Columbus High School for only four months or less of instruction, and to see how their scores affect us. One can appreciate why alternative programs have continuously asked for more a more reliable system of assessment.
EL Testing Enrollment History – Grade Number of months an EL student is enrolled at Columbus High School BEFORE 11 the CST tests
Male Female WHS DHS Out of From 7 6 5 4 3 2 LESS District Sept.: Months Months Months Months Months Months than 1 HS 8 before before before before before before Month Months the the the the the the (1-2 before CST CST CST CST CST CST the weeks CST before the CST)
23 7 5 7 18 9 1 1 1 7 4 2 5
Total 30 Total 30 students Total 30 students students
On results below, reflecting the California Standards Tests in English Language Arts, the Columbus goal was to decrease the percentage of 11th grade EL students in the Far Below Basic Level Category by two percentage points. This goal was achieved and the score actually decreased by four percentage points. There was a 15% increase in the number of students in the Far Below Basic category. However, there was a decrease of students at the Basic Level. In addition, the mean scale score decreased by five points. Actual Results
11th grade Mean Scale Performance EL Students Score Levels: Far CST Test Below Below Results Advanced Proficient Basic Basic Basic ELA test
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2011-12 254.6 13 % 25 % 63 % (27 students) *decrease of 5 decrease of increase of decrease of points 11% 15% 4%
2010-11 259.6 * 24% 10% *decrease 67% * (26 decrease of 2 *increase of of increase students) points 14% of 12% 24%
2009-10 261.6 * 10% 34% 55% (29 increase of 6.1 *decrease students) points of 7%
2008-09 255.5 12% 27% 62% (26 students)
The EL group above reached the goal and made the estimated improvements. There was a decrease in the number of students in the Far Below Basic category from the prior year. There was also an increase in the Below Basic category from the prior year. Looking at the changes, we can see that over the three years, Columbus High School has had a measurable increase in the number of students reaching the Basic Performance Level. However, the increase of the Below Basic Level is concerning. We still have to keep in mind that 60% of the EL students who took the test were enrolled at Columbus High School for only four months or less. We do not believe that the scores are entirely accurate reflections of the teaching and learning accomplished solely at this school site.
Below, on the California Standards Tests in Algebra, the goal was to decrease 11th grade EL students listed as Far Below Basic by two points. This objective was not met. There was also an increase of the mean scaled score by thirty-six points. There was only one student who tested at Far Below Basic. Actual Results:
11th grade Mean Scale Performance EL Students Score Levels: Far CST Test Results Below Below Algebra I test Advanced Proficient Basic Basic Basic
2011-12 233. 100% * 1 student
2010-11 269.0 * increase of 100% * increase (1student) 2.3 of 33 %
2009-10 (4 266.7 * decrease 67% * increase of 33% *increase of students) of 22.8 43 % 8 %
2008-09 (4 289.5 50% 25% 25% students)
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SPECIAL EDUCATION: In Special Education, the goal was to have a 2% decrease in the number of 11th grade Disabled students who are at the Far Below Basic Level on the CST’s English Language Arts Test. There were no students enrolled who took this test.
Actual Results:
11th grade Mean Scale Performance Students with Score Levels: Far Disability Below Below CST Test Results Advanced Proficient Basic Basic Basic ELA test
2011-12 CMA 268. 100% (2 students)
2010-11 (6 students) 241.8 * 17% * increase 83% * decrease of increase of of 17% 17% 23.8
2009-10 (4 students) 218. * 100% *no change decrease of 26.7
2008-09 (3 students) 246.7. 100%
TEST RESULTS AND SUBGROUPS:
California ELA GRADE 11 Standards Tests % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 5% 29% 27% 39% 279.4
2010-11 1% 7% 20% 29% 43% 273.6
2009-10 1% 9% 19% 33% 38% 279.3
2008-09 0% 5% 28% 34% 44% 272.1
The chart above shows that 11th grade students increased their mean scale score on the test for
43 WASC/CDE Self-Study Report
2011-12 as compared to prior years. This is a simple average of the scale scores for all students with scores for the test. A scale score is a more precise score derived from the raw score that is used to assign performance levels and equate the tests from year to year. From the prior 2010- 11 school year, there was a 4% decrease in the number of students scoring at the Far Below Basic Level, a 2% decrease in the Below Basic Level, an increase of 9% at the Basic Level, a 2% decrease in the Proficient Level, and a decrease of 1% found at the Basic Level. Overall, we were happy with the movement of students from the Far Below and Below Basic levels and the increase of the mean scale score by 5.8 points.
California ELA GRADE 10 Standards Tests % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 24% 29% 48% 269.
2010-11 0% 0% 21% 26% 53% 264.2
2009-10 7% 0% 13% 33% 47% 273.3
2008-09 0% 0% 0% 0% 100% 240.5
The chart above shows 10th grade students have increased their mean scale score by 4.8 points on the 2011-12 tests. This is a simple average of the scale scores for all students with scores for the test. A scale score is a more precise score derived from the raw score that is used to assign performance levels and equate the tests from year to year. Compared to last year, there was a 4% decrease in the number of students scoring at the Far Below Basic Level, a 3% increase of students at the Below Basic Level, and an increase of 3% at the Basic Level. All areas improved from last year.
California ALGEBRA I GRADE 11 Standards Tests % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 24% 29% 48% 269.
2010-11 0% 3% 14% 51% 32% 271.3
2009-10 0% 3% 10% 48% 38% 264.6
2008-09 0% 0% 50% 25% 25% 289.5
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The above chart shows 11th grade Algebra 1 students have decreased their mean scale score by 2.3 points on the 2011-12 tests. This is a simple average of the scale scores for all students with scores for the test. A scale score is a more precise score derived from the raw score that is used to assign performance levels and equate the tests from year to year. Student scores decreased at the Proficient Level by 3 points. There is an increase of 10% at the Basic Level; an decrease of 22% at the Below Basic Level and an increase in the percentage levels by16% at the Below Basic Level. This looks like an area of concern.
California US HISTORY GRADE 11 Standards Tests % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 5% 29% 27% 39% 279.4
2010-11 0% 1% 16% 20% 63% 263.
2009-10 1% 6% 18% 17% 57% 272.2
2008-09 1% 5% 21% 20% 52% 274.3
The chart above shows students have increased their mean scale score on the test for 2012-12 by 16.4 points. This is a simple average of the scale scores for all students with scores for the test. A scale score is a more precise score derived from the raw score that is used to assign performance levels and equate the tests from year to year. A 4% increase can be found in the Proficient Level. There was also a 13% increase in the Basic Level and a 7% increase in the Below Basic Level. Significantly less student scores were found at the Far Below Basic Level which decreased from the prior year by 24%. The scores appear that they are moving to the left side of this table; a trend we hope will continue.
California EARTH SCIENCE GRADE 11 Standards Tests % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 13% 19% 44% 13% 13% 327.9
2010-11 0% 29% 29% 7% 36% 308.1.
2009-10 0% 32% 37% 11% 21% 318.6
2008-09 5% 5% 29% 19% 43% 294.2
The chart above shows students have increased their mean scale score on the 2011-12 tests by 19.8 points. This is a simple average of the scale scores for all students with scores for the test.
45 WASC/CDE Self-Study Report
A scale score is a more precise score derived from the raw score that is used to assign performance levels and equate the tests from year to year. A 23% decrease can be found in the Far Below Basic Level. There was also a 6% increase in the Below Basic Level, a 15% increase in the Basic Level, a 10% decrease in the Proficient Level, and a 13% increase at the Advanced Level. We value the significant growth at the Advanced Level and the significant decrease at the Far Below Basic Level.
California ELA TEST - English Only & FEP - GRADE 11 Standards Tests SUBGROUPS - ENGLISH ONLY & FLUENT ENGLISH PROFICIENT % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 6% 31% 27% 36% 283.1
2010-11 1% 9% 19% 33% 32% 276.5
2009-10 2% 11% 21% 32% 34% 283.9
2008-09 0% 7% 19% 33% 41% 275.6
California ELA TEST - English Learners - GRADE 11 Standards Tests SUBGROUPS - ENGLISH LEARNERS % of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 13% 25% 63% 254.6
2010-11 0% 0% 24% 10% 67% 259.6
2009-10 0% 0% 10% 32% 55% 261.6
2008-09 0% 0% 12% 27% 62% 255.5
The comparisons for the 11th grade students show us that the mean scale score has increased for English Only by 6.6 points, and the English Learners group has decreased by 5 points. This table shows a discrepancy between the scores for the two groups. The English Only group made a 12% increase at the Basic Level while the English Learners made an 11% decrease at the Basic Level. This year the English Only group has scores in the Proficient Levels, where the English Learners do not. The English Only students continue to score in the Proficient Level while the English Learners do not. The mean scale score has the discrepancy between the two are 28.5 points.
California HISTORY TEST - English Only & FEP - GRADE 11
46 WASC/CDE Self-Study Report
Standards Tests SUBGROUPS - ENGLISH ONLY & FLUENT ENGLISH PROFICIENT
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 1% 6% 20% 24% 50% 276.9
2010-11 0% 1% 19% 23% 58% 266.5
2009-10 1% 6% 20% 19% 54% 275.7
2008-09 2% 7% 23% 19% 50% 277.4
California SUBGROUPS - ENGLISH LEARNERS Standards Tests HISTORY TEST - English Learners - GRADE 11
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 13% 25% 63% 254.6
2010-11 0% 0% 24% 10% 67% 245.5
2009-10 0% 7% 11% 11% 71% 257.7
2008-09 0% 0% 15% 19% 65% 259.8
The comparisons for the 11th grade History students who are English Only Speakers and English Learners show us that the English Learner Students scoring at the Far Below Basic has decreased this year by 4% and the English Only students decreased in that same area some 8%. The English Only group made advances across the board by increasing their scores from last year at the Advanced Level, the Proficient Level, the Basic Level, and at the Below Basic Level. The English Only Students made a 15% increase at the Below Basic Level but lost 11% at the Basic Level. The English Only History students continue to score in the Proficient Level and now at the Advanced Level, where the English Learners do not. The scaled score has also increased for both groups, but the discrepancy between the two is 22.3 points. The English Only group gained 10.4 points in their mean scale score from the prior year, while the English Only group gained 9.1 points from the prior year.
California SUBGROUPS - ENGLISH LEARNERS Standards Tests ALGEBRA 1 - English Only & FEP - GRADE 11
% of Students at Performance Levels
47 WASC/CDE Self-Study Report
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 25% 30% 45% 270.8
2010-11 0% 3% 14% 50% 33% 271.3
2009-10 0% 4% 12% 46% 38% 264.4
2008-09 0% 0% 50% 25% 25% 289.5
California SUBGROUPS - ENGLISH LEARNERS Standards Tests ALGEBRA 1 - English Learners - GRADE 11
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 0% 0% 100% 233.
2010-11 0% 0% 0% 100% 0% 269.
2009-10 0% 0% 0% 67% 33% 266.7
2008-09 0% 0% 0% 0% 0%
The comparisons for the 11th grade students who are Algebra 1 English Only Speakers and English Learners show us that the scale score has decreased in both groups: .5 points for the English Only and 36 points for the English Learners. The number of students scoring at Far Below Basic has increased for both subgroups this year: 12% for the English Only and 100% for English Learners. The English Only group showed a 20% decrease at the Below Basic Level, 11% increase at the Basic Level, but decreased by 3% at the Proficient Level. The English Learners made a 100% decrease at the Below Basic Level. Neither group scored at the Proficient Level or Advanced Level. The mean scale score has also decreased for both groups, but the discrepancy between the two is 37.8 points. The English Only group lost only .5 points in their mean scale score from the prior year, while the English Only lost 36 points from the prior year.
California SUBGROUPS - ENGLISH LEARNERS Standards Tests BIOLOGY - English Only & FEP - GRADE 11
% of Students at Performance Levels
48 WASC/CDE Self-Study Report
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0 15% 31% 23% 31% 300.2
2010-11 0% 0% 38% 19% 44% 286.6
2009-10 3% 6% 44% 29% 18% 303.4
2008-09 0% 9% 36% 32% 23% 297.0
California SUBGROUPS - ENGLISH LEARNERS Standards Tests BIOLOGY - English Learners - GRADE 11
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 No score No score No score No score No score No score
2010-11 0% 0% 0% 0% 100% 254.0
2009-10 0% 14% 0% 14% 71% 264.3
2008-09 0% 0% 0% 33% 33% 288.7
The above comparisons for the 11th grade students who are English Only Speakers and English Learners in Biology show cannot be made because we had no English Learners take the test. For the English Only Biology students, an increase can be seen in the Mean Scale score of 13.6 points from the prior year. The number of students scoring at Far Below Basic has decreased for this year by 13%. The English Only group also increased by 4% at the Below Basic Level. At the Basic Level there was a decrease of 7%. There was an increase of 15% of Biology students at the Proficient Level.
California SUBGROUPS - ENGLISH LEARNERS Standards Tests EARTH SCIENCE - English Only & FEP - GRADE 11
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 13% 20% 47% 13% 7% 332.4
2010-11 0% 33% 33% 8% 25% 316.3
2009-10 0% 38% 44% 13% 6% 329.4
2008-09 5% 5% 26% 16% 47% 293.3
49 WASC/CDE Self-Study Report
California SUBGROUPS - ENGLISH LEARNERS Standards Tests EARTH SCIENCE - English Learners - GRADE 11
% of Students at Performance Levels
Adv Prof Basic Below Basic Far Below Mean Scale Basic Score
2011-12 0% 0% 0% 0% 100% 260.
2010-11 0% 0% 0% 0% 100% 258.5
2009-10 0% 0% 0% 67% 33% 261.
The comparisons for the 11th grade Earth Science students who are English Only Speakers and English Learners in Earth Science for 2011-2012 show us that in both groups, the mean scale score increased: 16.1 points for the English Only and 1.5 points for the English Learners. The number of students scoring at Far Below Basic has decreased for the English Only subgroups this year by 18%. The score for the English Learners remained the same, 100% at Far Below Basic. The English Only group also increased their scores by 5% at the Far Below Basic Level and increased by 14% at the Basic Level. While the English Only group decreased the number at the Proficient Level by 7%, they increased the number of students at the Advanced Level by 13%. The English Only students continue to score in the Proficient Level and now at the Advanced Level, where the English Learners do not. The scaled score has also increased for both groups, but the discrepancy between the two is 72.4 points.
50 WASC/CDE Self-Study Report
3. California High School Exit Exam (CAHSEE)
CAHSEE RESULTS for ELA for 2010-2011 and 2011-2012
CAHSEE - ELA Results Gender Language Fluency Economically Ethnicity 2010-2011 Disadvantaged
Date Gra # % % % EO IFEP RFE EL NOT Econ Amer Hisp AA/B W 2 or Spec Ed de Test P Disadv Ind l more Pass Males Econ -ed - Pass Female Disadv Races ed Pass
10/2010 12 56 46% 42% 55% 52% 67% 100% 30% 67% 38% 45% 50% 50% 100%
2/2011 12 33 21% 22% 25% 33% 17% 67% 11% 40% 20% 100% 21% 29% 40%
5/2011 12 31 29% 53% 6% 31% 100% 26% 36% 29% 29% 50%
10/2011 12 61 51% 41% 59% 33% 52% 47% 54%
2/2012 12 26 54% 42% 64% 45% 31% 48%
5/2012 12 15 40% 40% 33% 43%
11/2010 11 40 38% 38% 37% 33% 33% 0% 56% 53% 28% 40% 50%
2/2011 11 27 26%
11/2011 11 30 37% 31% 41% 33% 39% 36%
2/2012 11 37 54% 39% 68% 67% 45% 53%
3/2011 10 5 40% 25% 100% 40% 100% 50% 33% 40%
5/2011 10 4 50%
3/2012 10 7 0%
5/2012 10 5 0%
51 WASC/CDE Self-Study Report
Trends for the ELA CAHSEE: Rates of passing the CAHSEE have been increasing for seniors in the past year when compared to last year. This trend is reflected in the junior class rate of passing, as well. For seniors, the total percentage passed in all three tests for the year 2010-11 was 96 compared to 145 in the year 2011-12. For juniors, the total percentage passed in both tests for the year 2010-11 was 64 compared to 91 in the year 2011-12. Female 11th and 12th graders also passed at higher rates than males. Generally, economically disadvantaged students had lower passing rates than those not economically disadvantaged at all grade levels. Special Education did participate but were not required to pass the tests.
CAHSEE Results for Math for 2010-2011 and 2011-2012
CAHSEE - Math Results Gender Language Fluency Economically Ethnicity Disadvantaged
Date Grad # % % % Fe- EO IFEP RFE EL NOT Econ Amer Hisp AA/B W 2 or Spec e males P Disadv Ind l more Ed Test Passe Males Econ -ed d Pass- Pass- Disadv Races ing ing
10/ 12 70 23% 23% 23% 16% 14% 75% 29% 41% 15% 21% 50% 50% 2010
2/ 12 56 29% 27% 14% 17% 33% 60% 15% 17% 22% 100% 20% 11% 50% 2011
5/ 12 44 18% 23% 14% 27% 20% 6% 25% 16% 18% 33% 2011
10/ 12 72 40% 35% 46% 21% 48% 36% 40% 2011
2/ 12 40 35% 39% 29% 45% 45% 31% 37% 2012
5/ 12 26 35% 47% 18% 33% 36% 2012
11/ 11 41 44% 39% 50% 30% 44% 100% 56% 36% 48% 44% 25% 100% 2010
2/ 11 39 10% 2011
11/ 11 36 31% 41% 21% 27% 32% 2011
2/ 11 38 29% 26% 32% 17% 35% 26% 2012
3/ 10 5 40% 25% 100% 25% 100% 50% 33% 40% 2011
52 WASC/CDE Self-Study Report
5/ 10 6 17% 2011
3/ 10 10 0% 2012
5/ 10 5 0% 2012
Trends for the MATHEMATICS CAHSEE: Rates of passing the CAHSEE have been increasing for seniors in the past year when compared to last year. This trend is reflected in the junior class rate of passing, as well. For seniors, the total percentage passed in all three tests for the year 2010-11 was 70 compared to 110 in the year 2011-12. For juniors, the total percentage passed in both tests for the year 2010-11 was 54 compared to 60 in the year 2011-12. Female 11th and 12th graders show a discrepancy. For senior males, the total percentage passed in all three math tests for the year 2010-11 was 73, compared to 51 for females. In the year 2011-12, for all three math tests, senior males scored a total of 121 while female seniors scored 93. For juniors, the total percentage passed in both tests for the year 2011-12 was 67 for males compared to 53 for females. Not economically disadvantaged students had higher passing rates than the not economically disadvantaged at all the 12th grade levels. 11th grade economically disadvantaged did better on the test than not economically disadvantaged on their Math CAHSEE test in 2011-12. Special Education did participate but were not required to pass the tests. Economically disadvantaged students had higher rates of passing than the not economically disadvantaged at all grade levels. Special Education did participate but were not required to pass the tests.
53 WASC/CDE Self-Study Report
4. Adequate Yearly Progress (AYP): Show data for all students and numerically significant sub- groups: annual measurable objectives (AMOs), participation rate, API, and graduation rate.
2011 API
Groups
Number of Numerically 2011 2010 2010-11 2010-11 Met Stud. Students Significant in Growth Base Growth Growth Groups Included in BothYears Target Growth 2011 API Target
Schoolwide 110 553 550 13 3
Black or African 9 No American
American Indian or 0 No Native American
Asian 0 No
Filipino 0 No
Hispanic or Latino 90 Yes 553 559 12 -6 No
Native Hawaiian Or 0 No Pacific Islander
White 11 No 591 503
2 or More Races 0 No
Socioeconomically 87 Yes 520 502 15 18 Yes Disadvantaged
English Learners 29 No 518 518
Students with Disabilities 9 No
54 WASC/CDE Self-Study Report
2011 AYP Participation Rate
English-Language Arts Mathematics Target 95% Target 95% Met all participation rate criteria? Yes Met all participation rate criteria? Yes
Enrollment Number Met Enrollment Number Met First of 2011 First of 2011 Day of Students AYP Alternative Day of Students AYP Alternative
GROUPS Testing Tested Rate Criteria Method Testing Tested Rate Criteria Method
Schoolwide 14 8 58 Yes EN 15 11 74 Yes EN
Black or African American 0 0 -- -- 0 0 -- --
American Indian or Alaska Native 0 0 -- -- 0 0 -- --
Asian 0 0 -- -- 0 0 -- --
Filipino 0 0 -- -- 0 0 -- --
Hispanic or Latino 14 8 58 -- 14 10 72 --
Native Hawaiian or Pacific Islander 0 0 -- -- 0 0 -- --
White 0 0 -- -- 1 1 100 --
Two or More Races 0 0 -- -- 0 0 -- --
Socioeconomically Disadvantaged 10 5 50 -- 11 7 64 --
English Learners 2 1 50 -- 2 1 50 --
Students with Disabilities 5 3 60 -- 6 4 67 --
55 WASC/CDE Self-Study Report
Percent Proficient - Annual Measurable Objectives (AMOs)
English-Language Arts Mathematics Target 66.7 % Target 66.1 % Met all percent proficient rate criteria? Yes Met all percent proficient rate criteria? Yes
Number Met Number Met At or Percent At 2011 At or Percent At 2011 Valid Above or Above AYP Alternative Valid Above or Above AYP Alternative
GROUPS Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria Method
Schoolwide 2 -- -- Yes CI 2 -- -- Yes CI
Black or African American 0 ------0 ------
American Indian or Alaska Native 0 ------0 ------
Asian 0 ------0 ------
Filipino 0 ------0 ------
Hispanic or Latino 2 ------2 ------
Native Hawaiian or Pacific Islander 0 ------0 ------
White 0 ------0 ------
Two or More Races 0 ------0 ------
Socioeconomically Disadvantaged 0 ------0 ------
English Learners 0 ------0 ------
Students with Disabilities 1 ------1 ------
Academic Performance Index (API) - Additional Indicator for AYP
Met 2011 API
2010 Base API 2011 Growth API 2010-11 Growth Criteria Alternative Method
550 553 3 Yes
2011 API Criteria for meeting federal AYP: A minimum "2011 Growth API" score of 710 OR "2010-11 Growth" of at least one point.
56 WASC/CDE Self-Study Report
Graduation Rate Goal: 90 Percent
Current Year: Graduation Rate Results
2010 Graduation 2011 Graduation Rate Rate 2011 Target 2011 Graduation
(Class of 2008-09) (Class of 2009-10) Graduation Rate Rate Criteria Met Alternative Method or Exclusion
91.18 91.64 90.00 Yes DA
Graduation Rate Criteria: (1) met or exceeded the goal of 90%, or (2) met the fixed target graduation rate, or (3) met the variable target graduation rate. Fixed and variable target graduation rates are calculated for local educational agencies and schools that have not reached the 90% goal.
2010 API
Groups
Number of Numerically 2010 2009 2009-10 Students Significant in Growth Base Growth Included in BothYears 2010 API
Schoolwide 135 551 578 -27
Black or African 8 No American
American Indian or 1 No Native American
Asian 0 No
Filipino 1 No
Hispanic or Latino 113 Yes 560 592
Native Hawaiian Or 0 No Pacific Islander
White 11 No 591 503
2 or More Races 1 No
Socioeconomically 91 No 503 Disadvantaged
English Learners 36 No 518 518
57 WASC/CDE Self-Study Report
Students with Disabilities 10 No
2010 AYP
Made AYP: No
Met 4 of 6 AYP Criteria
Participation Rate
English-Language Arts Mathematics Target 95% Target 95% Met all participation rate criteria? Yes Met all participation rate criteria? Yes
Enrollment Number Met Enrollment Number Met First of 2010 First of 2010 Day of Students AYP Day of Students AYP Alternative Alternative
GROUPS Testing Tested Rate Criteria Method Testing Tested Rate Criteria Method
Schoolwide 23 16 70 Yes EN 23 15 66 Yes EN
Black or African American 1 1 100 -- 1 1 100 --
American Indian or Alaska Native 0 0 -- -- 0 0 -- --
Asian 0 0 -- -- 0 0 -- --
Filipino 0 0 -- -- 0 0 -- --
Hispanic or Latino 21 14 67 -- 21 13 62 --
Native Hawaiian or Pacific Islander 0 0 -- -- 0 0 -- --
White 1 1 100 -- 1 1 100 --
Two or More Races 0 0 -- -- 0 0 100 --
Socioeconomically Disadvantaged 20 14 70 -- 20 13 65 --
English Learners 9 5 56 -- 9 4 45 --
Students with Disabilities 7 6 86 -- 7 6 86 --
58 WASC/CDE Self-Study Report
Percent Proficient - Annual Measurable Objectives (AMOs)
English-Language Arts Mathematics Target 55.6 % Target 54.8 % Met all percent proficient rate criteria? Yes Met all percent proficient rate criteria? No
Met Met Number At Percent At 2010 Number At Percent At 2010 Valid or Above or Above AYP Alternative Valid or Above or Above AYP Alternative
GROUPS Scores Proficient Proficient Criteria Method Scores Proficient Proficient Criteria Method
Schoolwide 11 2 18.2 Yes CI 10 -- -- No
Black or African American 1 ------1 ------
American Indian or Alaska Native 0 ------0 ------
Asian 0 ------0 ------
Filipino 0 ------0 ------
Hispanic or Latino 9 ------8 ------
Native Hawaiian or Pacific Islander 0 ------0 ------
White 1 ------1 ------
Two or More Races 0 ------0 ------
Socioeconomically Disadvantaged 11 2 18.2 -- 10 ------
English Learners 3 ------2 ------
Students with Disabilities 4 ------4 ------
Academic Performance Index (API) - Additional Indicator for AYP
Met 2010 API
2009 Base API 2010 Growth API 2009-10 Growth Criteria Alternative Method
578 551 -27 No
2010 API Criteria for meeting federal AYP: A minimum "2010 Growth API" score of 680 OR "2009-10 Growth" of at least one point.
59 WASC/CDE Self-Study Report
Graduation Rate Goal: 90 Percent
Current Year: Graduation Rate Results
2009 Graduation 2010 Graduation Rate Rate 2010 Target 2010 Graduation
(Class of 2007-08) (Class of 2008-09) Graduation Rate Rate Criteria Met Alternative Method
89.90 91.18 89.91 Yes DA
Next Year: Graduation Target
2011 Target Graduation Rate
90.00
2009 API
Groups
Number of Numerically 2009 2008 2008-09- Students Significant in Growth Base Growth Included in BothYears 2009
API
Schoolwide 60 579 558 21
Black or African 4 No American
American Indian or 0 No Native American
Asian 0 No
Filipino 0 No
Hispanic or Latino 50 Yes 592 563
Pacific Islander 0 No
White 5 No
Socioeconomically 34 No Disadvantaged
English Learners 20 No
60 WASC/CDE Self-Study Report
Students with Disabilities 2 No
2009 AYP:
Made AYP: Yes
Met 6 of 6 AYP Criteria
Met AYP Criteria: English-Language Arts Mathematics
Participation Rate Yes Yes
Percent Proficient Yes Yes
Academic Performance Index (API) Yes
- Additional Indicator for AYP
Graduation Rate
Met 2009 AYP Criteria
Participation Rate Percent Proficient
GROUPS English-Language Arts Mathematics English-Language Arts Mathematics
Schoolwide Yes Yes Yes Yes
African American or Black (not of Hispanic origin) ------
American Indian or Alaska Native ------
Asian ------
Filipino ------
Hispanic or Latino ------
Pacific Islander ------
White (not of Hispanic origin) ------
Socioeconomically Disadvantaged ------
English Learners ------
Students with Disabilities ------
61 WASC/CDE Self-Study Report
Neighboring Continuation Schools: Neighboring Continuation Schools:
Scho Bue Vist El Sala TracColuSom Ody Vail San Fron ol na a Cam zar ey mbu erset ssey HS Anto tier Vist HS, ino, HS, HS, s HS, HS, Mon nio HS, a Lyn Nor Pico Cerr HS, Bellf Souttebel HS, Whit HS, woo walkRive itos Dowlowe h lo Hunt tier Para d -La ra ney r Gate ingt mou Mira on nt da Park
2012 652 591 586 570 563 555 545 544 515 508 482 Gro (#6 wth in API API scor e)
Gro +31 +68 +46 +64 +10 +47 -42 -36 -5 -45 +31 wth 4 (4th from in prior Gro year wth)
Met Yes Yes Yes Yes Yes Yes No No No No Yes Scho ol- wide Gro wth Targ et? 62
WASC/CDE Self-Study Report
5. California English Language Development Test (CELDT) assessment results number and percent of students at each proficiency level.
2011-12 Annual Assessment: Number and Percent of Students at Each Overall Performance Level Performan ce Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total
*** 3 4 7 Advanced (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (23.0%) (10.0%) (13.0%) %) %) %) %) %) %) %) %) %) %)
Early *** 2 24 26 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 Advanced (15.0%) (57.0%) (46.0%) %) %) %) %) %) %) %) %) %) %)
Intermediat *** 7 12 19 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 e (54.0%) (29.0%) (34.0%) %) %) %) %) %) %) %) %) %) %) Early *** 1 2 4 Intermediat (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (8.0%) (5.0%) (7.0%) e %) %) %) %) %) %) %) %) %) %)
*** Beginning (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0%) (0.0%) (0.0%) %) %) %) %) %) %) %) %) %) %) 1 13 42 56 Number (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (100.0 (100.0 (100.0 (100.0 Tested %) %) %) %) %) %) %) %) %) %) %) %) %) %)
Domain Mean Scale Scores Domain K 1 2 3 4 5 6 7 8 9 10 11 12 Listening 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 606.8 606.0 Speaking 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 609.2 604.7 Reading 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 564.5 611.8 Writing 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 567.3 576.8
Notes:
Subgroup options vary by year. Summary data is not provided when there are a total of three or fewer students tested in a particular subgroup (indicated by three asterisks ***).
63 WASC/CDE Self-Study Report
2010-11 Annual Assessment: Number and Percent of Students at Each Overall Performance Level Performan ce Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total
11 11 Advanced (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0%) (20.0%) (15.0%) %) %) %) %) %) %) %) %) %) %)
Early 7 14 21 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** Advanced (54.0%) (25.0%) (30.0%) %) %) %) %) %) %) %) %) %) %)
Intermediat 6 27 36 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** e (46.0%) (49.0%) (51.0%) %) %) %) %) %) %) %) %) %) %) Early 3 3 Intermediat (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0%) (5.0%) (4.0%) e %) %) %) %) %) %) %) %) %) %)
Beginning (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0%) (0.0%) (0.0%) %) %) %) %) %) %) %) %) %) %) 3 13 55 71 Number (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (100.0 (100.0 (100.0 (100.0 Tested %) %) %) %) %) %) %) %) %) %) %) %) %) %)
Domain Mean Scale Scores Domain K 1 2 3 4 5 6 7 8 9 10 11 12 Listening 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 605.6 614.3 Speaking 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 602.0 587.3 Reading 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 592.6 604.7 Writing 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 579.8 588.5
64 WASC/CDE Self-Study Report
2009-1010 Annual Assessment: Number and Percent of Students at Each Overall Performance Level Performan ce Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total
2 2 4 Advanced (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0 (13.0%) (5.0%) (7.0%) %) %) %) %) %) %) %) %) %) %)
Early 5 19 24 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0 Advanced (31.0%) (49.0%) (43.0%) %) %) %) %) %) %) %) %) %) %)
Intermediat 8 16 25 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0 e (50.0%) (41.0%) (45.0%) %) %) %) %) %) %) %) %) %) %) Early 1 2 3 Intermediat (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0 (6.0%) (5.0%) (5.0%) e %) %) %) %) %) %) %) %) %) %)
Beginning (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 *** (0.0 (0.0%) (0.0%) (0.0%) %) %) %) %) %) %) %) %) %) %) 1 16 39 56 Number (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (100.0 (0.0 (100.0 (100.0 (100.0 Tested %) %) %) %) %) %) %) %) %) %) %) %) %) %)
Domain Mean Scale Scores Domain K 1 2 3 4 5 6 7 8 9 10 11 12 Listening 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 0.0 603.4 616.6 Speaking 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 0.0 563.4 577.7 Reading 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 0.0 590.7 603.8 Writing 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 *** 0.0 569.5 578.5
65 WASC/CDE Self-Study Report
2008-2009 Annual Assessment Number and Percent of Students at Each Overall Performance Level Performan ce Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total
1 8 9 Advanced (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (7.0%) (22.0%) (18.0%) %) %) %) %) %) %) %) %) %) %) %)
Early 10 24 34 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 Advanced (67.0%) (67.0%) (67.0%) %) %) %) %) %) %) %) %) %) %) %)
Intermediat 3 3 6 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 e (20.0%) (8.0%) (12.0%) %) %) %) %) %) %) %) %) %) %) %) Early 1 1 2 Intermediat (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (7.0%) (3.0%) (4.0%) e %) %) %) %) %) %) %) %) %) %) %)
Beginning (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0%) (0.0%) (0.0%) %) %) %) %) %) %) %) %) %) %) %) 15 36 51 Number (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (0.0 (100.0 (100.0 (100.0 Tested %) %) %) %) %) %) %) %) %) %) %) %) %) %)
Domain Mean Scale Scores Domain K 1 2 3 4 5 6 7 8 9 10 11 12 Listening 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 646.9 653.8 Speaking 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 611.2 628.2 Reading n/a n/a 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 605.7 618.2 Writing n/a n/a 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 596.1 603.3
6. Local assessments [e.g., end of course examinations, district benchmark assessments, and writing assessments; results of the diagnostic assessments indicating number of students reading at or below the 6th grade level and performing below the 7th grade level in math; formative curriculum embedded assessments; results of the Academic Program Survey (APS)]. Individual teachers at Columbus High School may give mid-term, final and end- of-course examinations; English Department implements the DUSD Writing Portfolio assessment; formative and summative assessments are embedded into the respective curricula
7. College SAT and/or ACT results, including numbers of students taking the exams and percentage approved for CSU Early Assessment Program. Columbus High School had only two students who took math assessments for Cerritos College
66 WASC/CDE Self-Study Report
Twelve students took the CSU Early Assessment Program test
8. Advanced placement test results, including number of students enrolled in AP courses and percentages taking the exams and percentage of students passing exams. No students involved
9. Number of students meeting University of California a–g requirements; number enrolled in the UC-approved courses. DataQuest does NOT provide any information past 2008-2009. The District’s Zangle and Data Director do NOT keep this information.
2008-09 Enrolled Nationally; from DataQuest Ethnicity and Race
Number of High School Total High Graduates Enrolled in Percentage of Total High School Postsecondary Institutions School Graduates Enrolled in Ethnicity/Race Graduates (1) (2) Postsecondary Institutions (3)
Hispanic or Latino of Any Race 137 45 32.9 %
Asian, Not Hispanic * * *
Pacific Islander, Not Hispanic * * *
African American, Not Hispanic * * *
White, Not Hispanic 12 * *
Two or More Races, Not Hispanic * * *
Total 164 59 36.0 %
Student Subgroups
Number of High School Total High Graduates Enrolled in Percentage of Total High School Postsecondary Institutions School Graduates Enrolled in Category Graduates (1) (2) Postsecondary Institutions (3)
Socioeconomically Disadvantaged 106 38 35.9 %
English Learner 17 * *
67 WASC/CDE Self-Study Report
10. Number of students taking Algebra by grade level (at least three years of data); specifically track the percentage of 9th graders taking a course below the level of Algebra. No 9th grade students are taking, or have been taking, any course below the Algebra Level (Enrollment on October CBEDs date) 2011-12 2010-11 2009-2010 9th Grade 0 -- -- 10th 2 -- -- 11th 50 -- -- 12th 74 -- --
11. Report card analyses percentage of D’s and F’s for last three semesters. The information suggests that the number of students receiving D grades has decreased over the course of the last three semesters. This suggests that teachers, administrators and staff are honing the message of the importance of due diligence to student behavioral responsibilities and academic output. Letter Grade 2011 First Semester 2011 Second Semester 2012 First Semester D 8.6% 8.0% 7.9% F 0% 0% 0%
12. Completion Rates Graduation rates School Year Total Number of Males Females Graduates 2011-12 220 131 89 2010-11 205 115 90 2009-10 194 125 69
13. Number of entering freshmen compared to exiting seniors (Note: Comment on irregular patterns or anomalies). We only have Special Education Freshman
68 WASC/CDE Self-Study Report
14. Dropout rates From CALPADS, Oct. 2011 Dropout rate (four-year) District State Class of 2011 6% 14% Class of 2010 7% 17%
15. Post-enrollment data: admission/entrance to and performance in postsecondary education, armed forces, and workforce 2008-09 High School Graduates' College Enrollment (Estimated) None in Dataquest any later than this year
Process and Perception Data Results of surveys about how shareholders view the school (students, parents, staff, community)
Note: See www.cde.ca.gov, 2010 Single Plan for Student Achievement: A Guide and Template for Creating/Updating the Single Plan for Student Achievement, especially the suggested surveys in Step Two.
According to the surveys, most students feel safe, have someone to talk to, understand the credit system, have a goal after high school, and feel prepared. The importance of school is evident to students, and also their attendance, credit production, behavioral standards improve respectively as they progress through the Columbus High School system. The survey reinforces the mission and vision of our school as is outlined in the Columbus High School Outcomes/Expected Schoolwide Learning Results.
The results of the parent survey mirror the data found within the student survey. The data shows a number of positives: a) parents feel that Columbus is a safe environment for their children; b) trust exists in the relationship among teachers, administrators, staff and their children; c) parents view that their children are moving toward a positive goal. This survey supports the mission and vision of our school as is outlined in the Columbus High School Outcomes/Expected Schoolwide Learning Results.
Staff survey N/A Teacher survey N/A
69 WASC/CDE Self-Study Report
Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data
Provide an overall summary from the analysis of the profile data: What are the implications of the data with respect to student performance? The school wide needs assessment findings for English Language Arts is based upon accumulated data and found within the Columbus High School Plan. The implications are denoted within four informational columns.
Data Finding Possible Need Based on Source (Evidence) Reasons for Finding Finding Start with a Findings are statements of fact. They do not Analysis of cause is a Needs are expressed as the general data include opinion or conjecture. They are not deeper probing of “what’s intended state. (“There is a source and move conclusions. They are meant to illuminate the working,” and “what’s not need to…”) to the specific, “current state of affairs.” They point the school in working?” It is often Statements should clearly more precise the direction of needs. helpful to reflect on the direct into action and data. Use a current practice before suggest ways in which variety of discussing possible resources should be sources. reasons for why things distributed. Data examples are We constantly have new students aren’t proving to be from CELDT, API, entering our school each week. successful. As you reflect The SPSA is the direct link AYP, CAHSEE, on the questions below, between the Need Statements, STAR/CST, Steps Students who move into the area from think about how the Program Goals, and to Success Credits, Improvement Strategies. other alternative schools or alternative current practice may need R-30 Reports, ASAM, and settings are immediately placed at this to be changed to produce Attendance Logs school. Students who are expelled or the desired results: There is a need to
go through Board Placements from ….. Students enrolled at Attendance the comprehensive high schools are continuation Log, immediately enrolled at our school. Increase attendance schools have had Enrollment Other students are voluntarily to provide for a major problems Reports, transferred to our school usually consistency of prior to attending because of a lack of credits. We try instruction. Columbus to intake new voluntary transfers Continuation High every other week, based on our Decrease the School. Some of Attendance enrollment. transient nature of those problems Logs and the continuation include, and are not Enrollment API scores now take in account high school limited to: Reports, school mobility. This is defined as population. substance abuse, Board the percentage of students who were attendance Policy and counted as part of the school Increase parent problems such as description enrollment in October and who have involvement and tardies and of been continuously enrolled since that response. truancies, lack of Continuation date to the date of the Star Program motivation, lack of Schools testing. Increase funding to parent support, provide for social adjustment, 2011-12 57% classroom assistants 2010-11 75% learning disabilities, or aids for the at-risk 2009-10 85% prior legal students at the
70 WASC/CDE Self-Study Report
problems, continuation high probation, bad school to help API & AYP As indicated, almost 1/2 of the student attitudes, gang students. Reports body moves in or out of our school affiliations, each year. psychological Decrease the size of problems, etc. classes for Students typically continuation Additionally, approximately only 30 do not develop teachers and % or 1/3 of our students return from problems when they decrease the ratio of one year to the other. This population arrive at Columbus teachers to student. th th is made up of 11 and 12 graders. Continuation High With smaller classes, th th (We typically do not have 9 or 10 School; they just students make a graders enrolled) bring the old better connection problems with with their teachers them. and with their On the 2011-12 API Growth Report, school. Graduation there was a increase of growth by +47 With inconsistent Rates points and we made our growth target. student attendance, Increase student On the 2010-11 API Growth Report, there is little motivation. the school showed a growth of +3 continuity of points, but we did not meet our instruction. Emphasize English growth target. On the 2009-2010 API Language Arts Growth Report, the school showed a With even larger throughout the loss of 27 points, and we did not make classes, the teacher- curriculum and in all Prior Grades our growth target. The Subgroup API student ratio is so classes. for Hispanic or Latino students and high that it limits Socioeconomically Disadvantaged the one-on-one time Offer remediation were noted as a Numerically and the positive, classes throughout Significant Subgroups. caring and the day and after instructional school. connection that a teacher can make Provide additional with each student. staff development CHS continues to increase its Statistics have opportunities to graduation rate each year, despite proven that smaller promote academic getting students who are significantly classes have been achievement through CAHSEE behind in credits. the reason teacher expertise. continuation Graduation Rates: schools succeed. Obtain and maintain We are tending to supplementary 2011-12 2010-11 2009-10 have class sizes materials or similar to the technology that can 92.04% 91.59% 91.18% comprehensive help support schools. Budgets academic instruction are forcing this to and test preparation. occur.
71 WASC/CDE Self-Study Report
Number of “F” grades Prior to CHS Increase school performance in Enrollment: Students worked improving credit Grade 12 Grade 11 harder this year to earning rates and Grade 10 meet their personal levels of high school 4392 2396 157 academic goals we program completion. helped them set. We think that Increase staff While we can’t control the grades Character Counts development, they received prior to enrolling at helps with the including PLC CHS, we can only try to be different discipline and try to training, and provide and try some teaching techniques that frame student days opportunities to help can pique a student’s interest and help around the pillars. increase teacher’s them be realistic about their future. abilities to teach and insure learning.
CAHSEE results Interpret the PLC ENGLISH 2011-12 2010-11 Seniors who are model to fit into a 2009-10 10th gr Pass 0% n/a * sent to Columbus continuation high n/a* High School with school. less than 125 credits (we don’t have a significant number of 10th grade are not motivated to Implement PLC students enrolled) finish since they constructs and an must earn 65 credits organized, 11th gr. Pass or more in one year. systematic ENGLISH 2011-12 2010-11 This number of intervention can help 2009-10 11/2011 37% 38% credits to earn students understand seems the program and be 2/2012 54% 26% insurmountable and successful. is usually 12h gr. Pass something students Continue to focus ENGLISH 2011-12 2010-11 have never done staff development on 2009-10 before in the prior ways to enhance 10/2011 51% 46% three years of their teaching, increase 2/2012 54% 21% high school life. learning and 5/2012 40% 29% motivate students to Seniors continue to do better than the Students who are achieve more. prior year in passing the CAHSEE. behind in other Juniors do better later in the year. grades often have Continue to add the history of research-based SUBGROUPS - failure, and so they strategies to our Grade 10 % Pass Hispanic or Latino fulfill that teaching ENGLISH 2011-12 2010-11 2009-10 psychological environments. 3/2011 * % * % future for 5/2012 * % * % themselves by not Train teachers in *insignificant number tested even trying in SIOP strategies and
72 WASC/CDE Self-Study Report
school. ensure its integration SUBGROUPS - ENGLISH - Socioeconomically Disadvantaged in classrooms and Grade 10 % Pass Students who are in daily assignments. ENGLISH 2011-12 2010-11 the throngs of an 2009-10 3/2011 * % * % addiction are rarely Train teachers in motivated by using Data Director 5/2012 * % * % CST anything or anyone as a tool to aid in tests/STAR *insignificant number tested other than their driving their drug of choice. instruction. SUBGROUPS - Grade 11 % Pass Hispanic or Latino Students have not ENGLISH 2011-12 2010-11 2009-10 learned Ensure that student 11/2011 36% 40% fundamental Learning Guides are 2/2012 53% * % language skills by standards-based and
the time they are are balanced across transferred to the the curriculum. SUBGROUPS - ENGLISH - Socioeconomically Disadvantaged continuation high Grade 11 % Pass school. Trying to Provide more direct ENGLISH 2011-12 2010-11 teach fundamentals instruction for EL 2009-10 11/2011 39% 28% and then move them students. 2/2012 45% * % along into a higher level of Language Ensure that Arts within 1 year is instructional SUBGROUPS - quite difficult. materials are at a Grade 12 % Pass Hispanic or Latino ENGLISH 2011-12 2010-11 Students do not stay student’s reading 2009-10 at CHS long enough level. 10/2011 54% 45% for us to do an 2/2012 48% 21% adequate job. Implement Staff 5/2012 43% 29% Development which Scores from meets regularly SUBGROUPS - ENGLISH - Socioeconomically mandated testing at helps the teachers Disadvantaged first glance reflect organize their Grade 12 % Pass CHS teaching. Learning Guides to ENGLISH 2011-12 2010-11 2009-10 However, when ensure that they are 10/2011 47% 38% looked more closely aligned with 2/2012 31% 20% at when students standards and reflect were enrolled at the ability to change 5/2012 33% 29% CHS and when the with a student’s test was learning strengths. The significant subgroups have increasingly done better administered, the than the previous year, however, the Socioeconomically residency of most Refine intervention Disadvanteged are still behind their counterparts. students at our programs for school is 90 days or struggling students. On the results for California State less. These scores Share “Best Standards tests, when a school reports do not reflect what Instruction fewer than 11 scores for a particular is being taught or Practices” at the
73 WASC/CDE Self-Study Report
subgroup at any grade level, the CDE learned at CHS, but Faculty Step suppresses the scores when it releases more precisely, Meetings when the data to the public. Missing data what had been discussing the makes it impossible for us to compile learned at a individual students. the complete schoolwide results. student’s previous Often- times, the criteria and school. information needed for us to have a CST student take a test, such as an "end of tests/STAR course test," is often unknown or not available to us because our students enroll at all times throughout the year.
California Standards Tests ELA GRADES 9 - 11 % of Students at Performance Levels Far BB/BB Basic Adv/ Prof 2011-12 63% 29 % 7 % 2010-11 73% 20 % 7 % 2009-10 72% 18% 10%
The chart above shows students in Grades 9 -11 consistently increasing their Basic percentages on the test when compared to prior years. For
the last year, more students are
moving across the level from Far Below Basic to Below Basic and
Basic than the years prior. We are decreasing the numbers of students in the Far Below Basic Levels each year. However, for the last two years, we CST have decreased the number of students listed at Advanced or Proficient.
California Standards Tests ELA GRADE 11 % of Students at Performance Levels Far BB/BB Basic Adv/ Prof 2011-12 71% 19 % 10% 2010-11 72% 20 % 8% 2009-10 66% 29% 5%
The chart above shows students in Grade 11 consistently increasing their
74 WASC/CDE Self-Study Report
Advanced/Proficient percentages when compared to prior years. We did decreasing the number of students in the Far Below Basic Levels by approximately 1% from the year prior.
California Standards Tests ELA GRADE 10 % of Students at Performance Levels Far BB/BB Basic Adv/ Prof 2011-12 80% 13 % 7% 2010-11 79% 21 % 0% CELDT 2009-10 38% 31% 31% The number of students taking the 10th grade census test each year is usually less than 15 students. The chart above shows students in Grade 10 increase their Proficient/Advanced percentage from last year.
California Standards Tests SUBGROUPS - ELA Socioeconomically Disadvantaged % of Students at Performance Levels of Proficient and Advanced Levels Adv + Prof 2011-12 3% 2010-11 8 % 2009-10 8%
California Standards Tests SUBGROUPS - ELA Hispanic or Latino % of Students at Performance Levels of Proficient and Advanced Levels Adv + Prof 2011-13 6% 2010-11 7% 2009-10 11%
Students in these subgroups have not made progress and have not increased the number of students in the Advanced and Proficient areas from the previous years.
The number of students in the Socioeconomically
75 WASC/CDE Self-Study Report
Disadvantaged group has remained approximately the same in the last three years. Only in the last two years has this group become numerically significant as a subgroup for the API report.
2011-12 55 % 2010-11 60% 2009-10 58%
The other significant subgroup which has increased is the Hispanic or Latino this year.
2011-12 89 % 2010-11 85% 2009-10 85%
For 2011-12, CHS has been There is a need to decreasing the number of students increase the amount who were at Beginning Level and the of verbal language grade 12 Early Intermediate Levels. and interaction The number of students who tested at within the Advanced increased for 11th graders. classrooms 12th graders who tested saw an increase in the number of Early Advanced. The trend saw 67% of 12th graders at Advanced and Early Students who had Continue to help Advanced, while 48% of 11th graders been with us for students strive for were at that level. Seniors ordinarily more than one year personal do better during their senior year. and the test achievements. administrators all perceived the CELDT test to be Grade 11 13 students harder than before. 2011 2012 Advanced 0 23% Early Adv. 54% 15% Intermed. 46% 54% Early Inter. 0 8% Beginning 0 0
76 WASC/CDE Self-Study Report
Grade 12 55 students /42 students 2011 2012 Advanced 20 % 10%
Early Adv. 25% 57% Intermed. 49% 29% Early Inter. 5% 5% Beginning 0 0
77 WASC/CDE Self-Study Report
The school wide needs assessment findings for Mathematics is based upon accumulated data and found within the Columbus High School Plan. The implications are denoted within four informational columns.
Data Finding Possible Reasons Need Based on Source (Evidence) for Finding Finding
Start with a Findings are statements of fact. They do not Analysis of cause is a deeper Needs are expressed as the general data include opinion or conjecture. They are not probing of “what’s working,” intended state. (“There is a source and move conclusions. They are meant to illuminate the and “what’s not working?” It need to…”) to the specific, “current state of affairs.” They point the is often helpful to reflect on Statements should clearly more precise school in the direction of needs. the current practice before direct into action and data. Use a discussing possible reasons suggest ways in which variety of for why things aren’t proving resources should be sources. We constantly have new students to be successful. As you distributed. Data examples are entering our school each week. reflect on the questions from CELDT, API, Students who move into the area below, think about how the The SPSA is the direct link AYP, CAHSEE, current practice may need to between the Need Statements, STAR/CST, Steps from other alternative schools or be changed to produce the Program Goals, and to Success Credits, Improvement Strategies. R-30 Reports, alternative settings are immediately desired results: ASAM, and placed at this school. Students who There is a need to Attendance Logs are expelled or go through Board Students enrolled at ….. Placements from the continuation schools comprehensive high schools are have had major Increase attendance Attendance immediately enrolled at our school. problems prior to to provide for a Logs and Other students are voluntarily attending Columbus consistency of Enrollment transferred to our school usually Continuation High instruction. Reports, because of a lack of credits. We School. Some of ASAM try to intake new voluntary those problems Decrease the transfers every other week, based include, and are not transient nature of the Attendance on our enrollment. limited to: substance continuation high Logs and abuse, attendance school population. Enrollment API scores now take in account problems such as Reports, school mobility. This is defined as tardies and truancies, Increase parent Board the percentage of students who lack of motivation, involvement and Policy and were counted as part of the school lack of parent response. description enrollment in October and who support, social of have been continuously enrolled adjustment, learning Increase funding to Continuation since that date to the date of the disabilities, prior legal provide for Schools Star Program testing. problems, probation, classroom assistants bad attitudes, gang or aids for the at-risk 2011-12 57% affiliations, students at the 2010-11 75% psychological continuation high 2009-10 85% problems, etc. school to help Students typically do students. As indicated, almost 1/2 of the not develop problems student body moves in or out of our when they arrive at Decrease the size of school each year. Columbus classes for API & AYP Continuation High continuation teachers
78 WASC/CDE Self-Study Report
Reports School; they just and decrease the ratio bring their old of teachers to Additionally, approximately only problems with them. student. With 30 % or 1/3 of our students return smaller classes, from one year to the other. This With inconsistent students make a population is made up of 11th and student attendance, better connection 12th graders. (We typically do not there is little with their teachers have 9th graders enrolled) continuity of and with their school. instruction. Increase student On the 2011-12 API Growth With inconsistent motivation. Graduation Report, there was a increase of enrollment or Rates growth by +47 points and we made longevity of Emphasize our growth target . On the 2010-11 enrollment, there is a Mathematics API Growth Report, the school lack of instruction throughout the Prior Grades showed a growth of +3 points, but continuity. curriculum. we did not meet our growth target. On the 2009-2010 API Growth With even larger Offer remediation Report, the school showed a loss of classes, the teacher- classes throughout 27 points, and we did not make our student ratio is so the day and after growth target. The Subgroup API high school. for Hispanic or Latino students and that it limits the one- Socioeconomically Disadvantaged on-one time and the Provide additional were noted as a Numerically positive, caring and staff development Significant Subgroups. instructional opportunities to connection that a promote academic CHS continues to increase its teacher can make with achievement through graduation rate each year, despite each student. teacher expertise. getting students who are Statistics have proven significantly behind in credits. that smaller classes Obtain and maintain have been the reason supplementary CAHSEE Graduation Rates: continuation schools materials or RESULTS 2011-12 2010-11 succeed. We are technology that can 2009-10 tending to have class help support 92.04% 91.59% sizes similar to the academic instruction 91.18% comprehensive and test preparation. schools. State school Number of “F” grades Prior to budgets are forcing Increase school
CHS Enrollment: this to occur in this performance in and many other improving credit Grade 12 Grade 11 schools. earning rates and Grade 10 4392 2396 levels of high school
157 Seniors who are sent program completion to Columbus High by 2 percentage
School with less than points. While we can’t control the 125 credits are not grades they received prior to
79 WASC/CDE Self-Study Report
enrolling at CHS, we can only motivated to finish The number of try to be different and try some since they must earn students who take teaching techniques that can 65 credits or more in and pass the Algebra pique a student’s interest and one year. This I CST test will help them be realistic about number of credits to continue to increase. their future. earn seems insurmountable and is Increase staff CAHSEE CAHSEE results usually something development, MATHEMATICS 2011-12 2010- students have never including PLC 11 2009-10 10th gr Pass 0% n/a * done before in the training, and provide n/a* prior three years of opportunities to help
th their high school life. increase a teacher’s (we don’t have a significant number of 10 abilities to teach and grade students enrolled) Students who are insure learning. behind in other grades 11th gr. Pass often have the history Interpret the PLC MATHEMATICS 2011-12 2010- of failure, and so they model to fit into a 11 2009-10 fulfill that continuation high 11/2011 31% 44% psychological future school. 2/2012 29% 10% for themselves by not even trying in school. Implement PLC 12h gr. Pass constructs and an MATHEMATICS 2011-12 2010- Students who are in organized, systematic 11 2009-10 the throngs of an intervention can help 10/2011 40% 23% addiction are rarely students understand 2/2012 35% 29% motivated by the program and be CST/STAR 5/2012 35% 18% anything or anyone successful. Seniors continue to do better than other than their drug the prior year in passing the of choice. Continue to focus CAHSEE. Juniors didn’t do as staff development on well as the prior year. Students have not ways to enhance learned fundamental teaching, increase SUBGROUPS - math by the time they learning, and Grade 10 % Pass Hispanic or Latino are transferred to the motivate students to MATHEMATICS 2011-12 2010- continuation high achieve more. 11 2009-10 CST 3/2011 * % * % school. Trying to teach fundamentals Continue to add 5/2012 * % * % and then move them research-based *insignificant number tested along into a higher strategies to our SUBGROUPS - MATHEMATICS - level of math within 1 teaching Socioeconomically Disadvantaged Grade 10 % Pass year is quite difficult. environment. MATHEMATICS 2011-12 Students do not stay 2010-11 2009-10 at CHS long enough Train teachers in 3/2011 * % * % for us to do an SIOP and ensure its 5/2012 * % * % adequate job. integration in *insignificant number tested Oftentimes, students classrooms and daily
80 WASC/CDE Self-Study Report
are not enrolled long assignments. SUBGROUPS - MATHEMATICS enough for this school Grade 11 % Pass Hispanic or Latino to assess and teach Train teachers in MATHEMATICS 2011-12 2010- 11 2009-10 students the math they using Data Director 11/2011 32% 44% need to catch up with as a tool to aid in 2/2012 26% * % their classmates. driving their instruction. Scores from SUBGROUPS - MATHEMATICS - CST Socioeconomically Disadvantaged mandated testing at Ensure that student Grade 11 % Pass first glance reflect Learning Guides are MATHEMATICS 2011-12 2010-11 CHS teaching. standards-based and 2009-10 11/2011 27% 48% However, when are balanced across 2/2012 35% * % looked more closely the curriculum. at when students were enrolled at CHS and Provide more direct SUBGROUPS - MATHEMATICS when the test was instruction for EL Grade 12 % Pass Hispanic or Latino MATHEMATICS 2011-12 2010- administered, the students. 11 2009-10 residency of most 10/2011 40% 21% students at our school Ensure that 2/2012 37% 20% is 90 days or less. instructional 5/2012 36% 18% These scores do not materials are at a CST reflect what is being student’s reading and SUBGROUPS - MATHEMATICS - taught or learned at mathematical level. Socioeconomically Disadvantaged CHS, but more Grade 12 % Pass precisely, what had Implement Staff MATHEMATICS 2011-12 2010- 11 2009-10 been learned at a Development which 10/2011 36% 15% student’s previous meets regularly helps 2/2012 31% 22% school. the teachers organize their Learning 5/2012 33% 16% Guides to ensure that they are aligned with standards and reflect The 12TH grade significant the ability to change subgroups did better than the with a student’s previous year, however, the learning strengths. Socioeconomically Disadvantaged are still behind their counterparts. The 11th grade students who were tested did worse in each subgroup area.
On the results for California State Standards tests, when a
81 WASC/CDE Self-Study Report
school reports fewer than 11 scores for a particular subgroup at any grade level, the CDE suppresses the scores when it releases the data to the public. Missing data makes it difficult for us to compile the complete schoolwide results. Quite often the criteria and information needed for us to have a student take a test, such as an "end of course test," is unknown or not available to us because our students enroll at all times throughout the year.
California Standards Tests MATHEMATICS GRADES 9 - 11 % of Students at Performance Levels ALGEBRA 1 CELDT Far BB/BB Basic Adv/ Prof 2011-12 77% 24% 0% 2010-11 83% 14 % 3% 2009-10 86% 10% 3%
The table above shows a
negative growth in the number
of students who tested as
Proficient or Advanced on last
year's CST Star testing in
Mathematics. There is a
consistent decrease of students
scoring at Far Below Basic or
Below Basic. There is an
increase of students at the Basic
Level over the last three years.
California Standards Tests SUBGROUPS – ALGEBRA 1 MATHEMATICS Socioeconomically Disadvantaged % of Students at Performance Levels of Proficient and Advanced Levels Adv + Prof 2011-14 0% 2010-11 0% 2009-10 8% *Subgroups less than 11 are not reported
California Standards Tests SUBGROUPS –
82 WASC/CDE Self-Study Report
ALGEBRA I MATHEMATICS GRADE 11 – Hispanic or Latino % of Students at Performance Levels of Proficient and Advanced Levels Adv + Prof Adv + Prof 2011-12 3 % 2010-11 0 % 2009-10 4%
*Subgroups less than 11 are not reported
Students in the subgroups of Hispanic or Latino have all made progress and have increased the number of students in the Advanced and Proficient areas from the previous years. The comparisons for the students who are Socioeconomically Disadvantaged show us that students have not made progress over the last two years. There is a need to increase the amount of verbal language and interaction For 2011-12, CHS has been within the decreasing the number of Students who had classrooms. students who were at Beginning been with us for more Level and the grade 12 Early than one year and the Intermediate Levels. The test administrators all number of students who tested perceived the test to at Advanced increased for 11th be harder than before. graders. 12th graders who tested saw an increase in the number of Early Advanced. The trend saw 67% of 12th graders at Advanced and Early Advanced , while 48% of 11th graders were at that level. Seniors ordinarily do better Continue to help during their senior year. students strive for personal Grade 11 13 students achievements
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2011 2012 Advanced 0 23% Early Adv. 54% 15% Intermed. 46% 54% Early Inter. 0 8% Beginning 0 0
Grade 12 55 students /42 students 2011 2012 Advanced 20 % 10% Early Adv. 25% 57% Intermed. 49% 29% Early Inter. 5% 5% Beginning 0 0
Select two to three critical academic needs based on the data, noting the correlated expected schoolwide learning results (schoolwide student goals). Columbus High School’s expected schoolwide learning results are primarily goal- oriented, applying both individual and group expectations and developing student potential to be successful and participating citizens in the democratic system. The comprehensive and flexible program offered by Columbus High School is primarily measured through the Step to Success Program which utilizes various data such as credit production, test scores, and attendance. Three critical areas of need are (1) fulfilling staff development in the areas of common core assessment, technology support, PLC, continuation school visitations, and other support areas; (2) increasing classroom attendance and parent involvement via accountability tactics such as text messaging, phone calls, emails, postal services, as well as a variety of positive incentives; (3) decreasing class size by means of arranging teacher schedules to afford common preparations, more active student participation, and higher- quality instruction.
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List important questions that have been raised by the analysis of the student performance, demographic, and perception data.
Have new underperforming subgroups been identified? The most consistently underperforming students remain in the English Learner category. Most notably there has been a consistent three-year drop in English Learner’s scores in Earth Science and Biology. Also, a drop can be seen for the Economically Disadvantage 12th graders who take the CAHSEE tests.
What are the differences noticed by grade level and courses in ELA, Math, Science and History/Social Sciences for underperforming subgroups?
The differences are noted more specifically under each course, test, and table. In the ELA test, the English Only students acquire higher scores in all five Performance Levels, from Advanced to Far Below Basic, than do the English Learners. The English Learners only score in the Basic to the Far Below Basic Levels. In the Algebra Math test, English Only students scored at Proficient to Far Below Basic, while the English Learners only scored at Below Basic (which was an improvement from the prior year). In Science, English Only students in Biology scored at Basic to Far Below Basic, while English Learners scored only at Far Below Basic. In Earth Science, English Only students scored at Proficient to Far Below Basic Levels, while English Learners scored only at the Far Below Basic Level. In History, English Only students scored at Proficient to Far Below Basic Levels, while the English Learners scored at a Basic to Far Below Basic Levels.
On the CAHSEE tests, the English Learners and Economically Disadvantaged students consistently have lower passing rates for each test offered throughout the year.
On our AYP Criteria for 2010-11, we met all six of the AYP criteria. We met our participation target rate in both ELA and Math areas. We met the Percent Proficient – Annual Measurable Objectives (AMOS) in both ELA and Math. We met the 2011 API Criteria for growth, and our graduation rate criterion was met. The only subgroup that did not meet the target for growth was the Hispanic or Latino for the API.
For any subgroup areas that did not show improvement, what is the specific plan to address these groups for 2011 - 2012? Throughout the year, update teachers and identify EL students and Economically Disadvantaged. Have teachers learn to use Data Director; encourage its use. Dedicate time for Science teachers to use Data Director to research students and focus their lessons. Organize time for Science teachers to collaborate, research and develop new learning guides and/or lessons. Focus department meetings on the hard and obvious data; discuss best practices in classrooms.
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Try to have teachers emphasize small learning communities inside their classrooms and promote one-on-one learning moments with the specific in-need groups. Seek out help to computerize programs that will allow the pertinent information needed within alternative programs such as how to track students from former schools (length of time enrolled at previous school as well as CHS, number of credits students have earned, etc.). Use some Year Round Remedial Intervention (YRRI) funding to pay a Science and English teacher to target “at risk” EL students who fall in the Far Below Basic category. Begin a pull-out program that can still earn students their credits in a class but fashion it specifically to their needs based on previous testing data. Include in each faculty meeting best teaching and SIOP strategies that actually work in a continuation classroom. Include one-on-one meetings with students at senior meetings to discuss work, effort and understanding; offer alternatives and assistance for during and after-school. Boot camp before each test.
INTERVENTION: How did CHS utilize the District-funded Year Round Remedial Intervention (YRRI) and State Comp Ed funds to provide intervention to support the instructional needs of the targeted subgroups? How will these funds be utilized in 2010-11? More APEX computer stations were set up in the main office for use by students during school and after the school day. We will also set up these stations in more classrooms, including in the new Learning Center. After-school tutoring for YRRI as well as CAHSEE ELA and Mathematics will continue. We purchased more overhead projectors and LCD computer projectors to enable teachers to present directed lessons in their classes. About two-thirds of the faculty present lessons based on state content standards and/or released CAHSEE questions. Electrical outlets and mounting instillations are needed at this point to fully utilize the equipment. We opened an after-school program for CAHSEE tutoring for the on-campus Opportunity Center students although no one has shown. Boot camp right before the CST and CAHSEE tests and pull-out programs exist for those students who are designated. CELDT results will promote further interventions for English Learners.
PARENT INVOLVEMENT: What is the plan to increase parental involvement? What opportunities will be provided for parents to better learn how to monitor and support the academic achievement of their child? Each month we conduct Steps to Success meetings for parents at noon on October 12, November 10, December 5, January 13, February 10, March 15th, and April 19th. After that, teachers will contact parents during the week of May 14th and June 11th to discuss the progress of their homeroom students. When parents of Step 5 students do not show up, we try to schedule a meeting at a time more convenient for them or make a follow-up phone call.
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An attendance component will be added to the Steps to Success Program where student must have an 80% attendance achievement rate to obtain Step One status. CHS faculty, administration and staff will increase parental contact via email, phone calling, and texting. CHS Vice-Principal will continue to implement a program for attendance recovery. She will contact parents every Friday for those students who have been absent 50% of the week because statistics prove that attendance enhances achievement. Parents are involved in ELAC and DELAC Meetings here at Columbus and at the District Office; three times in each place. Back to School Night in the Fall and Open House in the Spring. School Site Council Meetings quarterly. Pre-WASC Meetings with parents and probation officers. These will include surveys and response sheets. Connect-Ed phone calls and updates. Steps to Success Letters and follow-up phone calls. Zangle Parent Connect, calendars and emails Parents are invited to the College and Career Fair held in the Spring with ROP. The principal will participate at all PTA principal meetings. The Relay for Life. Food Drive. First Baptist Church has decided to adopt Columbus High School and are currently working on several projects to landscape the Opportunity Center area. Volunteers come to our parent meetings to help translate.
PROFESSIONAL DEVELOPMENT: Address site priorities that support the LEA Addendum, including specific professional development for teachers and administrators. Include the topic, number of teachers/administrators participating, timeline for professional development, and provider of the training.
Continue SIOP follow-up training for Columbus teachers. All teachers have had some SIOP training. The Opportunity Center and Learning Center teachers needed to establish themselves and learn the program at this school prior to entering the SIOP training; therefore, they are the last of Columbus teachers to receive training. Update and train teachers to use Data Director at faculty meetings on November 17th and January 19th. Schedule time in the Data Director Office for teachers and departments. The Vice-Principal will focus her objectives on credit recovery and attendance issues. Use the EL coordinator to track EL students and their areas of need on tests by verifying testing information on data director. Share this information with their specific teachers. Use the Leadership Team meetings to help build a better team climate. Be proactive about getting help to others who may need a boost. This is held once a month and is comprised of department heads, the EL coordinator, the counselor, and the principal and vice-principal.
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Have teacher’s monitor student progress by having their departments develop efficient means. Collaborate with Assistant Superintendent Leslie Jones as well as surrounding area continuation principals to share functional concerns specific to alternative education programs. Ensure that teachers will attend Special Education meetings within the district as well as train in new techniques pertinent to Special Education, Autism and other relevant topics. Opportunity Center teachers need to have release time to observe teachers’ instruction of small groups and individuals. In addition, they need time to create learning guides for class subjects. The Columbus counselor will be included and attend counselor meetings throughout the year at the district office. Ms. Succa and Ms. Rusick will attend the monthly CCEA conferences at the local continuation high schools. Teachers and administrators will also attend the April state conference. Mr. Glaister will attend the Teacher Technology Leader (TTL) meetings held once a month. Ms. Murakawa along with the Ms. Bacera, the ELAC President, and her daughter attend the District’s DELAC meetings held once a month. Ms. Succa, Mrs. Rusick and Ms. Murakawa attended three WASC meetings beginning in November 2012. The Principal and Vice Principal attended technology training for iPads as well as SIOP training. Continue to attend the Downey Police Department monthly meetings to help ensure a safe campus.
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Chapter III: Progress Report
Summarize progress on each section of the action plan that incorporated all critical areas of follow-up from the last full self-study. Since our initial visit in 2009, the commitment of energy, professionalism, dedication and pride in this school is apparent. The sense and level of collaboration has increased, and we are honing our skills toward continuing those efforts to improve Columbus High School. While our focus and purpose is often on credit recovery in order for students to achieve their goal of graduating at our school or returning to their home school, we make an effort to ensure that each student is nurtured. Critical Areas for Follow-up from the Initial Application: Test Results: Improving the academic rigor in all core curricular areas is ongoing. A goal that repeats itself each year is to decrease the performance gap of our English Learners. Their teachers are trained in Sheltered Instruction Observation Protocol (SIOP) in order to help students increase test scores. In addition to using SIOP practices, some teachers have been trained in the PLC method and are incorporating practices such as collecting and analyzing data, working collaboratively as departments, and more closely aligning student work and assignments to bridge the core-curricular needs. The work assigned reflects current California State Standards. Closing the gap in the Far Below Basic and Below Basic areas is a perpetual goal. Comparison of 2010-11 to 2011-12 school years in the CST ELA for the subgroup English Learners Grade 11 shows the percentage of students at performance level at Far Below Basic decreased by four percent. The percentage of students at performance level Below Basic increased by fifteen percent. However, the percentage of students at performance level Basic decreased eleven percent. Comparison of 2010-11 to 2011-12 school years in the CST Algebra I for the subgroup English Learners Grade 11 shows the scale score for English Only Speakers and English Learners has decreased in both groups: .5 points for the English Only and 36 points for the English Learners. The number of students scoring at Far Below Basic has increased for both subgroups this year: 12% for the English Only and 100% for English Learners. The English Only group showed a 20% decrease at the Below Basic Level, 11% increase at the Basic Level, but decreased by 3% at the Proficient Level. The English Learners made a 100% decrease at the Below Basic Level. Neither group scored at the Proficient Level or Advanced Level.
Attendance: Columbus High School was without a Vice-Principal for approximately fifteen months. Once that position was filled, the student attendance rate increased. Part of the job description of the position is to handle discipline issues and attendance. There is a correlation between student absences and behavioral issues. Part of serving a student with behavioral issues includes a holistic approach. The vice-principal and counselor do a great job working on many issues of the at-risk students. Columbus has used Connect-Ed as a phone system to alert parents when absences occur. The attendance-records clerk is a computer whiz and randomly augments the settings to alert parents of even just three periods of absences on a single day. That small change has increased attendance. We also use this system for testing reminders.
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Attendance decreases as the school year progresses. Students graduate as soon as they earn their credits. The last regular school calendar CAHSEE is offered in May; hence, Columbus cannot drop students from school until the results are in. Those students who have completed all of their work are simply awaiting results. These students are listed as absentees. By the end of this year, Columbus may have a website that is user friendly and reflective of the same website set-up that is used by every school in the district. That will allow parents to easily find information at the school’s website. The majority of students possess cell phones; thus, the vice-principal acquired cell phone number and has texted students when they are not in school. We had to learn how to text from our computers to a phone in order to do this. This was another process to help increase attendance. In addition, a monthly “Wheel of Prizes” spin is offered to students who have perfect attendance. It is done in the public quad and usually draws a little, yet enthusiastic, crowd.
Smaller Class Sizes: Because of the financial problems with the state funding, all schools made efforts to “tighten up.” Columbus increased overall enrollment. The Downey Unified School District remains financially solvent. Columbus made accommodations by creating a small APEX Learning Computer Lab in the main office that accommodates 10 students per period.
Gangs and Tagging: Columbus emphasizes Character Counts. “Something to Think About” recordings from Michael Josephson have been topics for discussion and essays in homeroom classes. Columbus continues to expand a database of student graffiti and gang names as a way to increase awareness of their history, tagging, and affiliation. The probation officer who was assigned to the school district was promoted in 2010 and the Rio Hondo probation office was restructured because of the lack of state funding. Because of prior connections that had been made over the years with other probation officers and workers at the Rio Hondo probation office, pertinent information regarding student gang involvement was shared. The district was without an active probation officer for two years, but a new officer was reassigned to the district this year. His office is housed at Columbus High School. In the previous years, principals and teachers vented their concern over the lack of access to pertinent websites that would enable Columbus personnel to investigate gang violence and tagging as well as educational videos. The access to YouTube had been denied. Investigating a video of a fight that occurred at a local park after school was something that could only be done at home. At the end of the 2011-12 year, YouTube and other websites that contain educational materials were made accessible throughout the school day. Because of posted videos, we have learned the names of crews, gangs, and nicknames as well as who was involved in altercations. At the end of last year, quite coincidentally, we began finding graffiti that read “WASC.” That student has returned to this school after being detained. We hope that if you see his tagging on campus, the committee views it as a welcoming greeting.
Parent Involvement: Parents who show up to Steps to Success meetings has not increased significantly over time. The number of parents who want to be involved in School Site Council is miniscule. However, when asked to take a survey, the numbers that were returned were surprising. Columbus continues to offer orientation meetings for parents and new students. The
90 WASC/CDE Self-Study Report number of IEP’s over the last few years has quadrupled because of the needs of the Opportunity Center, the new Learning Center and the new Adult Transition Classes. There has been an increase of parent email addresses and the parents have requested teachers to communicate through text messages. With smart phones and new technology, this will help our communication practices.
Air Conditioned Classrooms: The school district upgraded the electric power that supported the school site. Every classroom, other than the woodshop/art classroom and the weight room, has centralized air and heating. The numbers of behavioral issues inside of the classroom have decreased and the numbers of credits being produced have increased. The number of students who have graduated has increased. A comfortable temperature keeps tempers from flaring, increases work production and the ability to concentrate.
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Chapter IV: Self-Study Findings
Analyze the criteria in each category by responding to the prompts and documenting the supporting evidence. Refer to the suggested areas to analyze listed for each criterion to assist in this assessment. For each category, synthesize the findings and supporting evidence in order to list prioritized strengths and areas of growth.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. Organization Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards?
CRITERION A1 INDICATORS AND PROMPTS Vision – ESLRs – Profile Indicator: The school has established a clear, coherent vision (purpose) of what students should know and perform; it is based upon high quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn. Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision and the expected schoolwide learning results. Findings Supporting Evidence Columbus High School has established a clear vision of what CHS Mission students should know and how they can succeed. During the Statement initial application for WASC, faculty, students, parents and CHS Vision Statement staff had several meetings to re-evaluate and re-establish our vision, our plan and our goals for what Columbus High CHS Outcomes/ESLRs School should look like, should be, and should strive towards. SPSA: Single Plan for Our school looked at data and envisions an ideal of academia Student Achievement for CHS, and in subsequent SSC meetings, focused on how Focus groups CHS will get to the ideal. In subsequent meetings, Columbus staff revisited those statements, outcomes, visions and missions and only minor word changes have been made. The specific plans and goals are evaluated each year and are in our School Plan for Student Achievement (SPSA). These SPSA are later approved by the Board of Education. We continue to focus on state standards, and those essential CAHSEE pass rates
92 WASC/CDE Self-Study Report standards, by which our students need to understand in order Graduation rates to pass the CASHEE, get their diploma, and become worldly Character Counts and educated citizens from Downey who can help affect change in their lives and the lives of others. Currently, we have been looking into incorporating the LAUSD Common Core Common Core Standards into our Learning Guides. DUSD Training and Downey Educator’s Association (DEA) has begun some DUSD Common Core training sessions in order to help prepare for its Committee implementation.
Development/Refinement of Vision/ESLRs Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results are effective. Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results. Findings Supporting Evidence Each year the vision and mission and CHS Outcomes Faculty meetings (ESLRS) are reviewed with our faculty, student council, Back to School /Open parents and staff at our faculty meetings, parent meetings, House Leadership student council meetings, School Site Council Meetings and Team Meetings in meetings of our focus groups. School Site Council We also have included pertinent questions on various surveys such as the Student and Parent/Community Survey which is Focus groups conducted annually. Student Council SSC Student Survey and Parent/Community Survey (*see Appendices A and B) SARC (*see Appendix D)
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Understanding of Vision and ESLRs Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision and the expected schoolwide learning results. Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the purpose and expected schoolwide learning results. Findings Supporting Evidence At the Columbus orientation the expected schoolwide learning Phone calls, emails, results/outcomes are introduced. This introduction serves as text messaging, postal a spring board to ongoing and consistent two-way service, progress communication. For some this communication takes place reports, and face-to- daily via phone calls and emails, for others it is weekly face dialogue through progress reports, and for many through monthly School website postal service communication. Of course, face-to-face (currently under meetings and text messaging are also utilized. construction) CHS has an interest to ensure that students understand and School handbook feel like they are a part of this school, no matter how long they are enrolled here. Poster contest The logo that CHS uses was designed and drawn by a student. Essays On the ship are black sheep, who upon their departure and arrival to the new land, transform into the mighty lion, the Logo official mascot of Columbus High School. This logo symbolizes the mastery of the standards and transformative nature of a continuation high school.
Regular Review and Revision Indicator: The school is implementing an effective process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions. Prompt: Examine the effectiveness of the process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions. Findings Supporting Evidence Each year these topics are discussed at the School Site Faculty meetings Committee meetings, Faculty and Staff meetings, Student Back to School /Open Council meetings, and with parents at the parent-teacher- House Leadership student meetings. Team meetings We often look at the ESLRs from home schools to check that School Site Council we are comparable in our ideas. As a unified school district, each school emphasizes an equitable vision based on student Focus groups needs, global, national and local needs, and community Student Council
94 WASC/CDE Self-Study Report conditions. SSC Eventually, the reviews and revisions of the school purpose DHS & WHS ESLRs will be posted on the website when the new one is up and Student and running. Parent/Community Survey (*see Appendices A and B) Website
A1. Organization: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence The consistency of ascertaining input needs improvement. Surveys Parents have busy lives and have often suggested that they Online surveys and have little time for meetings to discuss such matters. Vis-à- communications vis economic constraints and single parent families, the ideal of having a parent attend meetings at school is a struggle. Teacher meetings and discussions Eleventh graders seem to have a complacency factor that is not as evident amid senior students. The “wait until next New Student year” approach is endemic among juniors. The light bulb Enrollment Data (*see switches on at some point during the senior year for most Appendix G) Columbus students. The goals are “bought into” and Average Initial graduation becomes a sought after pot at the end of the Starting Credits (*see rainbow. Appendix G) Twelfth graders take advantage of the opportunity to return to Student Transfers to their home school at the end of the first semester at a higher Home Schools (*see rate than do juniors. Seniors are highly motivated to complete Appendix G) the credits to either return to their home school or to graduate Average Number of early. On average seniors earn more credits than juniors Credits Earned While during their enrollment at Columbus. Attending Columbus (*see Appendix G)
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Each year, the School Board of Education approves the SPSA school’s Single Plan for Student Achievement which helps to guarantee that the district’s vision and the school’s vision are aligned. By doing this we ensure that we are focused on specific SIOP training
95 WASC/CDE Self-Study Report groups and specific areas that need to improve district wide. Common Core The district has provided proven staff development to help meetings address those needs and areas.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: A copy of the written vision and schoolwide learning results Student/community profile data Research-based knowledge about teaching and learning National and state educational issues What shareholders groups have been involved in the establishment of the school’s vision The degree of involvement of these shareholder groups The process for reaching consensus among the shareholder groups regarding the vision Interviews with staff, students, parents, board and district personnel and other shareholders to determine their level of understanding and commitment to the vision The process for regular communication with the school community regarding review and revision of other evidence identified by the school Memos and other written documents Other evidence identified by the school
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A2. Governance Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan? Indicator: There is clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Findings Supporting Evidence There is no question about the composition and clarity of the Board of Education. Members of the Board of Education are elected every four years. The average years of service are approximately nineteen on the DUSD Board of Education. The most senior board member has served approximately 34 years, and the freshman board members have been in service for approximately eight years. They are each known for their Board community involvement and are well-respected for their Policies/Administrative commitment to the city. Throughout the history of the city Regulations binders and the Downey Board of Education, no board member has ever been taken out of office. This consistency is also reflective of the stability we have had in the Superintendent’s List of board meetings office. Board Policy is published and disbursed to all administrators District website that in the Board Policies/Administrative Regulations Binders. contains minutes Found within are the bylaws that describe the composition, organization, functions, responsibilities, and meetings, code of ethics, etc. In addition, the district website contains all policy links and any information that helps describe the board, its purpose, how it works, and its goals, mission, and vision.
The local free newspaper, the Downey Patriot has an excellent Downey Patriot relationship with the district and publishes updates regarding newspaper the school district, its meetings, and events. According to policy, the board meets once a month at the district office. They have developed policies and procedures to follow at all board meetings.
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Relationship of Governance to Vision and ESLRs Indicator: The governing board’s policies are directly connected to the school’s vision and purpose and expected schoolwide learning results. Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Findings Supporting Evidence The Board of Education decides its goals for each year. They LEA Plan work collaboratively with the Superintendent, the Board goals management team, and the school administrators to write those goals. It is usually the topic at the end of each school Superintendent’s year and the beginning of the next. vision Each year, the Downey Board of Education must approve the Single Plan for Students Achievement, which reflects the board’s goals. These plans are approved by February each SPSA year. The SPSA’s reflect the board goals which leads us back to the vision statement of the board.
The board meets each month unless special meetings are needed, such as was done this year in the search for the new superintendent. The minutes of each meeting are published and copies are sent District website to each school, as well as copies are made available to the Published board public in the foyer of the district office. meeting dates and agendas
Understanding Role of Governing Board Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance. Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance? Findings Supporting Evidence The Board of Education has had an easy role and has showed a harmony among all the participants in educating the students School Board meeting of Downey. Our Board members have had consistent runs in Agendas their offices of many years. Parents and the community exhibit a show of good faith in re-electing our board SSC interest sheet at members. registration. During an election year, any citizen can run for an opening Voting ballots
98 WASC/CDE Self-Study Report position on the school board. The newest board members SSC meeting minutes were elected eight years ago in 2005. ELAC meeting This district has remained financially stable and has minutes maintained calm in spite of the financial hardships in PTSA meeting minutes California because of their vision and the administration of the district’s finances. There are few criticisms of the board CAC announcements or its members published in the local papers. WASC Parents are required to serve on several committees such as Downey Patriot SSC, DELAC, ELAC, and CAC within the district. They can newspaper volunteer for these positions and are elected to office. Information regarding these opportunities is often part of the registration process or on a school’s website. School Board meetings are open to the public. Board agenda items and minutes are posted on the district website. There is usually an article in the local newspaper reporting the latest discussions from the board meeting.
Governing Board’s Involvement in Review/Refinement Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results. Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results? Findings Supporting Evidence There is an alignment between the school board’s policies, the SPSA school’s vision and the school’s student outcomes (ESLRs). SSC The board approves the Single Plan for Student Achievement each year after scrutinizing it to ensure that there is an alignment of programs and resources. Student progress is monitored using a variety of standards- DUSD Vision based measures. In order to do that, a board goal included Statement increasing technology use to improve student achievement, as SPSA well as wanting to see an increase in the graduation rate. These are linked together when writing the school plan, always focusing back to the district goals and vision. This is done each and every year.
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Professional Staff and Governing Board Indicator: There is a clear understanding about the relationship between the governing board and the responsibilities of the professional staff. Prompt: To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff? Findings Supporting Evidence On the district website is a copy of the Teacher Master DUSD website Agreement, as well as copies of other contracts. This was Principal’s office drafted by the union, approved and negotiated by committees and ultimately approved by the Board of Education. In addition, there are organization flow charts at each level revealing who is responsible for what duties. This is expected to be updated and maintained each year from the district on down to the schools.
Teachers, when hired, are given a teacher handbook which Teacher’s handbook reviews the district guidelines and expectations.
The vision statement clearly states that high quality teachers are developed and supported. This school and the district always seek the most highly qualified candidates for each open position. The relationship between the governing board and the professional staff is defined and follows a trickle-down theory. Information is dispersed and shared regularly at board meetings, leadership team meetings, management team meetings, principal meetings, and then at teacher and staff meetings. The School Site Council then takes all recommendations into consideration and works on incorporating those into the SPSA. That plan is ultimately submitted for board approval. The follow-through on that Board goals plan is the symbiosis that keeps the schools progressing and SPSA maintains the relationship between the governing board and the professional staff.
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Board’s Evaluation/Monitoring Procedures Indicator: There is clarity in the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Findings Supporting Evidence The board plays an active part of the LEA plan for the district LEA Plan by reviewing the recommendations made by all stakeholders. The board monitors everything related to the district. All Annual report information related to school operations and the fiscal health of the district is reported in the Annual Report and in the Executive summary Executive Summary. Proudly, because of the positive and collaborative nature of the district, the environment shared by board members, administrators, staff, parents and teachers, DUSD has had no teacher layoffs, no decrease in salary, or furlough days.
All information and reports are posted online at the DUSD website. The Board of Education entrusts the superintendent to DUSD website disperse information and require that other departments, divisions, sections, and schools take on the task of supporting the board goals. These goals are discussed, at this school level, by the leadership team, presented at the first staff meeting and then is discussed at subsequent department meetings. Successes are often celebrated at the school sites and throughout the district. DUSD has its own Vision Awards Board of Education that are given monthly at each board meeting. minutes
Complaint and Conflict Resolution Procedures Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s shareholders are effective. Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders. Findings Supporting Evidence Each classroom has posters regarding the Williams Act and Posters
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Uniform Complaint Procedures. Uniform Complaint Procedures and Williams Act Complaint Parent Student Guide procedures are listed in the Parent Student Guide and are DUSD website posted on the district web site.
When complaints come in, the principal will handle it. If a complaint comes in to the district office, it is referred back to the principal. Each school tries to resolve its own issues in- Board Policies and house. Within the faculty, there is a Faculty-Liaison Administrative Committee (FLC). Regulations blue Board Policies and Administrative Regulations and Site binder Administrators Resource Guides Binders are given to all Site Administrators administrators and contain procedures. Resource Guide binder
A2. Governance: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence There is quite a bit of clarity with regard to how the board and No board member has parents and schools all get along. had their position on The School Board of Education develops policies and the board protested or procedures at its regular meetings, using recommendations asked for their from its stakeholders. resignation for at least 20+ years. The board and district office also monitors and reviews overall student performance, the overall school operation and Board minutes, policies the fiscal health of the school. and actions The school’s vision and student outcomes (ESLRs) are supported by the board and district policies. Board policy Parent participation in school governance is done through School Site Council, ELAC, DELAC, PTSA, and at board Board minutes, Board meetings that are open to the public. policies, SPSA The district maintains an organizational chart and delineates Agenda items and who is responsible for what areas. Each school maintains minutes for each such a chart. meeting group The Board of Education supports district changes by ensuring that teachers and other stakeholders serve on district curriculum committees and accepts suggestions of new Organizational charts programs, revisions in curriculum, and the adoption of materials. District Mission and
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Vision Statements The district vision includes the hiring and retention of high quality teachers. Support is offered through the funding of conferences and backing for all teachers in Sheltered Instruction Observation Protocol (SIOP) and in Common DUSD recruitment Core Assessments. SIOP training Common Core staff development & committees Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence The Board of Education made it a priority to increase scores Board of Education of students who are English Learners and increase scores goals overall in English Language Arts and Mathematics.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: The legal status and organization of the school Parent participation in the school’s governance The selection, composition and specific duties of the governing board The alignment between the governing authority’s policies and the school’s purpose and expected schoolwide learning results The nature and extent of the school community’s understanding of the governing board’s role The relationship between the duties of the governing board and the responsibilities of the professional staff The evaluation and monitoring procedures carried out by the governing board, including annual reviews of student performance, academic progress and fiscal health of the school The frequency and regularity of board meetings The involvement of the school’s authorizing agency in reviewing and monitoring student progress and overall school operations The degree of participation of board and district personnel in the development of the vision and expected schoolwide learning results Complaint and conflict resolution procedures Additional suggested evidence to examine for Charter Schools: The school’s charter with respect to the governance structure, organizational charts, size, scope and composition
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The school’s policies with regard to selection of board members, conflict of interest, meeting protocols and procedures, and delineation of powers and authority with school administration Board policies and procedures that are clearly defined and written The qualifications of board members to carry out their responsibilities
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A3. Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? 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? CRITERION A3 INDICATORS AND PROMPTS Broad-Based and Collaborative Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Findings Supporting Evidence Data is received from CAHSEE tests and STAR CST tests Board Minutes and is reported to the district at many levels. These results Leadership Team help shape the board goals. The board goals and other in- meeting school assessments are shared with the staff and SSC, and subsequent discussion as to where the critical academic needs SSC then leads to the SPSA. School-wide planning is also done through Leadership Team Meetings, Department Meetings, School Site Council, WASC Agenda and minutes Focus Groups, and SSC.
Parents and students are asked for their opinion through surveys. Survey results Faculty and staff opinions and communication is shared at faculty meetings, Leadership Team Meetings, and FLC Agenda and minutes meetings. In addition, an open-door policy is maintained. Students are often questioned by administrators as to their opinion and their vision of the school and casual questions regarding school improvement is foremost in our conversations.
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School Plan Correlated to Student Learning Indicator: The school’s Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards. Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards? Findings Supporting Evidence The Schoolwide Outcomes (ESLRS) reflect the mission and Board Goals, Vision & vision and some of the yearly goals of the Board of Education. Mission The analyses of the results from state measures, along with SPSA local assessments, help unite all areas and help guide the SPSA. CAHSEE & STAR CST results The correlation between the SPSA and the analysis of student achievement can be seen through the test results for CAHSEE and STAR/CST. In each case the test scores indicate an increase in results for all categories of students. However, looking at the sub-groups, specifically EL and Socio- economically disadvantaged students, relative to yearly growth both remain behind the EO group.
Correlation between All Resources, ESLRs and Plan Indicator: There is correlation between allocation of time/fiscal/personnel/material resources, expected schoolwide learning results, and the improvement schoolwide action plan. Prompt: What evidence supports the correlation between allocation of time/fiscal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan? Findings Supporting Evidence At the beginning of the year, the SPSA is reviewed to see SPSA chapter what exactly was accomplished in each sub-group. reviewing the outcomes Occasionally allocations are moved into categories, and time and achievements spent for personnel is changed from one area to another, depending on needs that arise throughout the year.
Each fall the leadership team meets and discusses the latest available data. Based on this data, goals are suggested that are aligned and reflective of the board goals. The School Site SPSA Council meets and examines the data, reviews the achievement of the previous year’s goals and approves goals for the year. The measurable student performance goals are based on the needs suggested by the data and are in alignment with the Expected Student Outcomes (ESLR’s). The data, goal evaluation, and new goals are included in the Single Plan
106 WASC/CDE Self-Study Report for Student Achievement (SPSA). The SPSA is approved by the School Site Council and then is sent to the district. The Board of Education reviews it and gives the SPSA their final approval.
A3. Leadership and Staff: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Student learning outcomes is the focus of the entire faculty Steps to Success (*see and staff. We all are united by the goal of our students Appendix G) learning their essential state standards and graduating to Steps to Success become great citizens of the world and more. Each month, meetings the faculty discusses each student’s progress and then discusses the strategies needed to help students achieve success. Approximately every twenty days, parents and guardians are informed about student progress and are invited to a meeting focused around how to help their teenager achieve the goal of learning the essential state standards and graduating high school. Teachers, administration, and staff also communicate with parents and guardians through emails and setting up teacher and parent meetings. Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Throughout each of the monthly Steps to Success meetings, Steps to Success focus is made on the groups that represent our critical needs meetings areas. Their achievement is what drives this school and helps to make the SPSA a living document from year to year.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: Rosters, minutes of meetings, interview/survey data or other indicators of inclusion showing that the school planning process is broad-based, collaborative and has commitment of the stakeholders The degree of correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, the expected schoolwide learning results, and academic standards
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The degree of correlation between allocation of time/fiscal/personnel resources, improvement plans, and learning results The specific benchmarks and accountability tools used in the monitoring process Indications of the number of staff involved in school action plans Evidence of student involvement in developing action plans
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A4. Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION A4 INDICATORS AND PROMPTS Employment Policies/Practices Indicator: The school has clear employment policies/practices related to qualification requirements of staff. Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff. Findings Supporting Evidence Employment policies and practices of certificated and DUSD Board policy classified employees that work directly with students are Teacher Handbook, correlated to the qualifications and requirements of NCLB and Counselor Handbook, District Board Policies. The responsibilities of classified and Administrator certificated employees are clearly defined by district policy. Handbook Organizational charts
Qualifications of Staff Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation. Prompt: Evaluate the procedures to ensure that staff are qualified based on staff background, training and preparation. Findings Supporting Evidence The teachers at Columbus High School are highly qualified CBEDS (*see and are employed within the qualifications and requirements Appendix E) of NCLB and District Policies. There are a few classes District records assigned outside a teacher’s field of expertise due to need. Those teachers apply for and receive a permit to teach those DUSD classification classes. descriptions Para-professionals who assist in classroom instruction must also meet the requirements set forth in NCLB. They must pass assessments and demonstrate knowledge of and the ability to assist in teaching reading, writing and mathematics; or they may meet the requirement with the completion of two years of higher education study, or they may possess an Associate’s or higher level degree in the field of education.
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Maximum Use of Staff Expertise Indicator: The process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective. Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning? Findings Supporting Evidence Staff assignments are designed to maximize use of teacher Master Schedule (*see expertise. Teachers bring their real life experiences to the Appendix C) classroom. One member who teaches Government, U. S. History, World History and Geography is a retired military man who served in the White House for President Clinton. Our other Social Science teacher is a world traveler and a third worked in a legal department. One math teacher was a refrigerator and heating repairman. He explains how much math is involved in each aspect of that former job, from estimating costs to figuring angles. Personal backgrounds allow teachers to give a relevance to teaching beyond the textbook. Our Woodcrafts/Art teacher was a cabinet maker prior to acquiring his teaching credential. DUSD PAR program Peer Assistance Review Program (PAR) from the district provides teachers in need of assistance a PAR partner to help them improve instructional skills, classroom management, or their knowledge of subject matter. Conference records Teachers and staff are given the opportunity to attend Office Manager conferences, workshops and summer institutes, and records professional growth programs.
Defining and Understanding Practices/Relationships Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty. Findings Supporting Evidence Policies regarding employment policies and practices are Teacher, counselor, clearly defined in handbooks. District contracts can be found and administrator
110 WASC/CDE Self-Study Report on the district’s website. New teachers and staff are given Handbooks time with their direct supervisor to review handbooks and District policy answer any questions a new employee may have. Questions can be answered by administrators or union representatives. District contracts Duty flow charts
Internal Communication and Planning Indicator: The school has effective existing structures for internal communication, planning, and resolving differences. Prompt: How effective are the existing structures for internal communication, planning, and resolving differences? Findings Supporting Evidence Inter-office memos, announcements, emails, texts and face-to- Minutes face meetings ensure that information is disseminated and Memos honest dialogue is maintained so that all can work together. Issues can be brought up at faculty meetings, Leadership FLC Committee Team meetings or through the Faculty Liaison Committee (FLC). Feedback is received and used to drive decisions for further staff development.
Clarity over issues is easily solved in conversations between Contracts and DUSD those who are concerned. policies Issues can also be easily resolved by reviewing the contract and handbooks.
Staff Actions/Accountability to Support Learning Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations? Findings Supporting Evidence Each month all students are evaluated by the Steps to Success Steps to Success Program. Every teacher presents their period 3 class and meetings reviews how each student is performing based on their monthly goal for achievement. Those students who are not achieving are discussed at length about what specific teaching techniques work best for each student. More information is shared about the student’s life and the outside influence that may be affecting the student’s learning outcomes. The homeroom teacher also brings in prior scores and educational
111 WASC/CDE Self-Study Report hiccups in that student’s history. Subsequent meetings with parents often occur. Each faculty meeting has a reminder regarding what students Faculty meetings are learning, how they are learning, how we know that they are learning and how we re-teach the student who need more. With the faculty being as small as it is, teachers talk to each other and encourage each other. There are teachers who help each other with setting up their computer grade books, how to use Data Director, the new Q system, report cards, and the computer overhead. In addition, at each faculty meeting the school’s SIOP coach is on the agenda. The SIOP coach also conducts classroom visitations and offers ideas and encouragement to incorporate SIOP strategies into daily lessons.
Evaluation of Existing Processes Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning. Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning? Findings Supporting Evidence The school leadership reviews the existing process of Steps meetings successful student learning each month during the Steps to Success Meetings. Each time student scores are released from CAHSEE and the STAR/CST test scores, they are reviewed and shared among the administration, counselor, and teachers. The results then help direct teachers with instruction for specific students. This information is also placed in Data Director.
A4. Leadership and Staff: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence We have learned that our students and our student population Orientation schedule is an ever-changing entity – both physically and mentally. New students enter the school often. We assume all of our students can learn, and we just need to help them believe in themselves. This is why we do so much more than just teach
112 WASC/CDE Self-Study Report the essential standards. Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence By sharing teaching methods and strategies that work with Steps to Success certain students, teachers help to individualize education for meetings our students who are most in need of educational support.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: The degree to which the actions of the leadership are directly linked to student achievement of the academic standards and the expected schoolwide learning results; cite examples Administrator and faculty written policies, charts, and handbooks that define responsibilities and relationships Strategies for team building used at the school The structures for internal communications and resolving differences The leadership’s processes and procedures for involving staff in shared responsibilities and actions to support student learning The level of actual staff involvement in actions focusing on successful student learning; obtained through interviews with staff and administration Descriptions of collaboration across the school Employment policies/practices related to qualification/statutory requirements Information on staff background, training and preparation Staff assignments to maximize use of their expertise The kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations
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A5. Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs? CRITERION A5 INDICATORS AND PROMPTS Support of Professional Development Indicator: The school effectively supports professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results. Prompt: How effective is the support of professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results? Findings Supporting Evidence During the past three years of faculty meetings we have Richard DuFour worked on generating ideas and paths to help make improvements to CHS using recommendations from our first WASC application. The focus reflects some ideas we gained from attending the DuFour’s Professional Learning Community (PLC) training. Unfortunately, after speaking with Dr. Richard DuFour, we learned that some of the heart of the PLC model won’t work well with alternative schools because of the changing enrollment of students. As a staff, we agreed to focus on collaborating as Annenberg Research professionals to ensure that each student is challenged as an Study individual. We acknowledged the importance of recognizing that we needed to identify student learning needs and change our classroom practice to meet those needs. We also had to acknowledge that our student population’s needs were not Doug Reeves research being met at their prior comprehensive high school setting, 2009 and we needed to offer them a new start. Teachers realize the importance of focusing on student achievement, demonstrating, supporting, and encourage each other to use the best teaching practices. This is reflective of the latest research that demonstrates how important it is to have a professional community among educators as being a key ingredient in improving schools. The School Plan includes funding resources for Staff Development and training. Trainings come from the district and from neighboring education offices. Luckily we are in a close proximity to Los Angeles County Office of Education District Office where trainings and seminars are held. SIOP – Lovich
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The SIOP Model is a research-based and validated model of sheltered instruction. Ongoing and sustainable professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. Research shows that when teachers implement the SIOP model, EL student performance improves.
Supervision and Evaluation Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff? Findings Supporting Evidence Columbus is the first school to have every teacher and SIOP administrator trained in SIOP. The district is committed to on-going training that is sustainable in its effort to increase the performance of the EL students, which remains a recognized area of need. In addition, administrators have been trained in looking for SIOP strategies that are being used in the classroom. Training ensured that all administrators are consistent and synchronized when evaluating and viewing teachers.
After a teacher attends a staff development, teachers share with their department and then disburse information to colleagues at faculty meetings or through emails or personal conversations. CSTAP Teacher observations are held in accordance with the Stull Goals and objectives Bill of 1971 which uses agreed-upon evaluation procedures in order to promote the professional growth of the staff. These evaluations are based on the California Standards for the Teaching Profession, which addresses the diversity of students and reflect a holistic, developmental view of teaching.
Measurable Effect of Professional Development Indicator: There are effective operating processes that determine the measurable effect of professional development on student performance. Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance. Findings Supporting Evidence Because SIOP is data driven and research based, teachers CST scores, CAHSEE have been using SIOP techniques in their classes and in their scores
115 WASC/CDE Self-Study Report teaching and we have seen some of our struggling EL students moving from far below basic to basic on the standardized tests.
Last year, we tried after-school teaching segments to try and increase student scores to help “remind” them of what they learned. One of the typical problems that occur in an School Plan goals alternative setting like a continuation school is that students may no longer be enrolled in the class for which they are being tested.
A5. Leadership and Staff: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence There is still a disconnection between Data Director and its Staff Development consistent use in the classroom. Often the information needed with Marnie about new students or incoming students from outside the district is not in the computer. The intricate nature of Data Director is not user-friendly. More training as staff Principal Meeting development was done this year, but more is needed as Minutes evidenced by the fact that one of the high schools has a Teacher Technology Leaders (TTL) for each core subject department who is paid a stipend. The other district high school offers their TTL a period of prep time dedicated only for Data Director. The TTL organizes test questions based on standards and then organizes test results for each teacher. That teacher can then see who needs to be re-taught any specific standard. Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence This year especially, the amount of time of teachers in WASC prep schedule classrooms has been diminished because of the preparation and writing of the WASC document. In addition, SIOP training takes teachers out of the classroom.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: The extent to which staff is supported by time, personnel, material and fiscal resources for planning and professional development to facilitate all students achieving the academic standards and the expected schoolwide learning results
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The evaluation procedures utilized and their effectiveness in promoting professional growth Occurrence and extent of monitoring Written professional development plan and follow-up to professional development activities Description of how plan was developed and how priorities are set Interviews with staff members to learn their perceptions of the purpose and effectiveness of professional development The extent to which staff members have taken advantage of professional development options available Written and verbal assessment of how professional development has impacted student learning and accomplishment of the expected schoolwide learning results
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A6. Resources Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION A6 INDICATORS AND PROMPTS Allocation Decisions Indicator: There is a relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. The school leadership and staff are involved in the resource allocation decisions. Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. Findings Supporting Evidence Resource allocations come from the state, through the district District and site office and are discussed in the SSC and the budget is budgets (*see suggested by the principal, based on prior discussion and Appendix H) recommendations from the district, Leadership Team, School Plan budget teachers, and SSC, and the particular allocations are eventually approved. Occasionally, there are small changes in these categorical funds as the year progresses, moving minimal amounts from one categorical item to another as prices and small emergencies occur. These funds are used in accordance with state and district guidelines to maximize the opportunities and programs offered to meet the needs of all students at Columbus.
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Practices Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Prompt: Evaluate the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Findings Supporting Evidence Each year, the district informs CHS about the per pupil budget CBEDS based on CBEDS. Later, there is an estimated budget for Per Pupil budget categorical funds in order to help develop the School Plan. When funding is finally determined through the state, a Categorical funding budget for categorical funding is issued. We are given an accounting of those budgets each May as well as a final statement sometime during September of each calendar year. Annual audits are conducted each November, encompassing both attendance and budget practices.
Facilities Indicator: The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained. Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well-maintained. Findings Supporting Evidence This summer, the school office had its first facelift inside the Modernized main office after some 50+ years. Some of the landscaping was office changed to low water, low maintenance plants. Over the last two years, all Columbus High school classrooms (with the exception of Woodshop/Art class and the weight room) became air conditioned and were hooked up to a central Air-conditioned heating and air conditioning system maintained by the district classrooms office. In order to add and run classroom central air and heating and maintain the addition of modern technology, the district also upgraded the electrical power infrastructure for the site.
Some classrooms utilize computers, LCD projectors, DVD’s, and document projectors. We have found that some
119 WASC/CDE Self-Study Report classrooms have insufficient power outlets and lack internet connections for the new technology. Some classrooms have Work orders been updated, but some have not. Work orders have been sent regarding this issue. Furthermore, we have discovered that Wi Fi does not reach all the classrooms; hence, the district is trying to remedy this issue. The district has upgraded faculty computers in order to allow online attendance and grading. However, the computers in Technology inventory classrooms are the older computers that have come from the & purchase orders Computer lab/classroom. They are approximately four years or older. The district technology department has been overhauled in the last year. All schools will be able to design and maintain their own website with much more ease than in the past. Teachers Website will be able to have their own class websites and will be able to put links for assignments and homework. This is ideal for some of the newer textbooks who have their own links or CD’s for students. Students use district adopted textbooks. Textbooks are Textbook Adoption purchased on a seven-year adoption cycle that has been put on (*see Appendix I) hold because of the fiscal fluctuations in the state funding. Williams Act Teachers do use other adopted materials and supplemental materials that are matched to a student’s learning styles. Connect-Ed is used each day to call parents to inform them about student absences. It is also used for other situational needs, such as reminders about the CAHSEE tests, activities, Connect-Ed parent meetings, as well as a positive phone call telling announcements and parents and thanking them for their student who is a Step One daily attendance student. This dialing system can also be used to inform reports parents in case of an emergency. In order to keep a well-maintained campus we have a utility worker who divides his daily assignments with the Downey Adult School, Transportation, and LACOE programs. Each is housed on the same campus as Columbus High School.
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Instructional Materials and Equipment Indicator: The procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective. Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials. Findings Supporting Evidence At the end of each semester, we ask teachers to project their Office Manager needs for the following year and put in the purchase orders. records At the end of the school year, teachers and the principal are asked to write up a list of needs, both maintenance and items needed in the classroom. Textbooks are adopted through the district adoption process which usually spans seven years for each curricular area. However, due to budgetary constraints, the English textbook adoption was not implemented at the scheduled year. The process regarding the effectiveness of acquiring and maintaining adequate materials is a direct course between the staff and administration. As CHS is a small campus, this process is both economical and effective.
Well-Qualified Staff Indicator: Resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Findings Supporting Evidence DUSD maintains hiring procedures that are fair and equitable Applications and follow guidelines mandated by the state and district Personnel records mandates. This process includes the application, testing (if appropriate), and an interview by a panel composed of those Downey Education as appropriate. To maintain a well-qualified staff, ongoing Association Master evaluations and opportunities are available for professional Agreement development through unions and other resources. District, State, and Federal Guidelines
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Long-Range Planning Indicator: The district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results are effective and are regularly evaluated. Prompt: Evaluate the district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results. Findings Supporting Evidence Due to the implementation of the upcoming Common Core Common Core District Testing, DUSD is mainstreaming its resources to the large Team economic impact on district funding for the new instructional materials and the technology needed.
The district recently reviewed and revised its LEA plan. LEA Plan Each year, CHS reviews its outcomes and expected schoolwide learning results with the SSC, Leadership Team, and Student Government to seek changes in our school’s CHS Mission, Vision, vision. Outcomes & ESLRs
A6. Resources: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Class enrollment and the size of CHS have grown over the School enrollment years. The staff has tried to maintain that individualized attention that is so needed in an alternative setting when dealing with the at-risk youth. Making those connections with students is meaningful; those are the connections needed in order to have students start believing in themselves and their ability to learn and achieve.
We have learned that the four Adult Transition classes, who were placed on this campus to be with their peers in the Adult School but were assigned to Columbus High School for Time documentation administration purposes, have proved to be detrimental to the Columbus High School Administration. The number of IEP’s, and the unlimited attention needed for the special circumstances that occur by the Adult Transition students has severely limited the amount of time that both administrators have to spend with other students in the Columbus system.
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Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence There is a need for a school psychologist for the Columbus Anecdotal records High School students and more mental health one-on-one counseling for our at-risk youth who may not be successful in school no matter how much help we give them academically. Alternative students very often have so many other problems in their lives that the CHS school counselor cannot adequately counsel according to need. There is a need for an administrator dedicated only to the Adult Transition classes if they continue to be on this campus. Ideally, this person would also be someone who works closely with the Downey Adult School in order to help the Adult Transition students mainstream with their peer group.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: The description of the resources which are considered crucial to the operation of the school and its focus on academic standards and expected schoolwide learning results: Crucial to Columbus High School are its teachers, staff and support staff. Without those people doing the job well that they were hired to do, the school would falter. The staff at Columbus High School goes above and beyond their job descriptions every day to keep students focused on learning and on their track to graduate. They work together to help mold students into confident and well- prepared young adults. Unfortunately, time spent on training removes teachers from their classroom roles and away from that important student-teacher time.
The availability of materials, space, and equipment to support student learning: Of most concern to all is that we will have the materials and equipment to adequately test students for the upcoming Common Core Assessments. The majority of the computers in classrooms are 2-4 years or older. The Computer Lab just received new computers last year, but those may be outdated by next year. The capacity of these particular computers was chosen for computer lab work and not just for testing.
The number of staff members and level of professional expertise: While we would like smaller class sizes as is recommended when teaching at-risk students, we also understand the fiscal impact this would have on the district. We would like to have a district psychologist assigned to our students who are not in Special Education classes. While our counselor holds his Pupil Personnel Services credential, the majority of his time is spent with incoming new students, reviewing credits for current students and changing classes to accommodate and continue to motivate
123 WASC/CDE Self-Study Report their progress, reviewing goals, speaking with parents, and preparing for mandated testing. This leaves little time for personal counseling, which is much needed. Teachers do some of this important listening to students as they make connections with their students in classes.
The procedures for acquiring and maintaining adequate instructional materials, such as textbooks, other printed material, audio-visuals, support technology, manipulative, laboratory materials: Procedures for getting most instructional materials are well-organized and usable. However, the issue with acquiring and maintaining support technology remains an area that needs improvement and growth. This is an issue that needs attention from several departments throughout the district. A new Director of Technology and Information Systems is working to resolve these issues with schools. He is also assisting schools with expanding technology into the future. For example, Columbus would like more iPads in classrooms and students who are transferred to Columbus High School to have access to specialized classes at Downey or Warren High Schools through podcasts or other technological connections.
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Category B: Standards-based Student Learning: Curriculum B1. Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.]. CRITERION B1 INDICATORS AND PROMPTS Current Educational Research and Thinking Indicator: The school provides examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Findings Supporting Evidence Teachers in all subject areas employ the California State SIOP (*see below and Content Standards and Content Frameworks into their Appendix G for a copy instructional program. The district generated *SIOP in the proper format) techniques, including Content Based Learning Standards and Sample Lesson Plans Language Objectives, are also implemented. The school (*see Appendix G) promotes student centered learning opportunities via Blooms Taxonomy independent *learning guides and directed instruction. Each Graphics organizers teacher participates in this promotion via SIOP-based lesson Text review inquiries preparation: objectives, concepts, materials and activities are Current events adapted to all levels of student proficiency; concepts, past Essay prompts learning, and vocabulary are linked to student background; Formative and materials are made comprehensible through appropriate summative assessments speech, clear explanation of academic tasks, modeling, Sample Learning visuals, et al; First Best Instruction strategies, scaffolding Guides (*see Appendix techniques, and activities to evoke higher order thinking skills G) are employed; opportunities for interaction with teacher and Adapted texts fellow students to promote language acquisition are utilized; Supplementary hands on materials, content and language objectives, key materials vocabulary, frequent review, and appropriate formative and Targeted vocabulary summative assessments are conducted. development *SIOP Sheltered Instruction Observation Protocol Cooperative learning
Downey Unified School District adopted the SIOP model to SIOP training address the academic needs of our English Language Learner Monthly SIOP faculty population. SIOP stands for Sheltered Instruction updates Observation Protocol. In the DUSD Local Education Agency Plan Synopsis, SIOP is specified as a First Best Instruction
125 WASC/CDE Self-Study Report strategy to deliver content. The implementation of SIOP is tied to the district’s goals to improve English learner proficiency in Reading/Language Arts, Mathematics and other core subjects. As described in the LEA Plan Synopsis: The comprehensive lesson design of the SIOP model, developed by Echevarria, Vogt, and Short, is a well-articulated exemplar of instruction. There are 8 components and 30 features of the model that help teachers make use of best instructional practices in *lesson planning and lesson delivery with the goal of providing all students with access to grade level content standards.
The 8 components of the SIOP model are: lesson planning; building background; comprehensive input; strategies; interaction; practice and application; lesson delivery; and review and assessment. All teachers and administrators at Columbus High School have been trained in the SIOP model through district staff development. The lesson preparation component encourages teachers to define, display, and review two types of objectives: content and language. The content objectives are derived from the state standards. The language objectives, while related to the content objectives, provide English Language Learners with opportunities to practice their acquired language, especially key and academic vocabulary. Language objectives always involve listening, speaking, reading and/or writing skills. In addition to content and language objectives, lesson preparation includes the selection of appropriate content concepts, supplemental materials, and relevant and meaningful activities, as well as appropriate adaptation of content to all levels of student proficiency. The building background component focuses the teacher on the importance of relating concepts to students’ background experience and prior knowledge. It also involves the emphasis of key vocabulary. The comprehensible input component orients the teacher to speak appropriately to accommodate the students’ proficiency level, slowing down and enunciating where applicable, avoiding jargon and idiomatic speech that might confuse, using simple sentence structure, and employing paraphrasing and repetition. Instructions should be presented in a clear, step-by-step manner, both written and orally. Techniques, such as modeling, scaffolding, and graphic organizers, are encouraged to ensure that input is comprehensible for the English Language Learner. The strategies component encourages teachers to help English
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Language Learners comprehend, integrate and retain new information through carefully designed lessons incorporating metacognitive, cognitive, and social-affective strategies. (Metacognitive strategies help students to monitor their own thinking, to self-question. Cognitive strategies help students to organize information. Social-affective strategies enhance students’ learning through partner and group discussions.) Via their SIOP training, teachers are introduced to a plethora of useful strategies, including but not limited to: SQP2RS (Survey, Question, Predict, Read, Respond, and Summarize), a technique for teaching content with expository texts; GIST, a summarization procedure; graphic organizers; and Mnemonics, using acronyms to memorize terms or concepts. The interaction component advises teachers to provide their English Language Learners with ample opportunities to interact with their teacher and fellow students. Interaction is imperative to the development of English fluency; if one does not practice using the language, it is difficult to maintain it. In addition to selecting strategies and cooperative learning activities that allow for frequent interaction, teachers should employ grouping configurations that support interaction and utilize sufficient wait time in order to give English Language Learners time to mentally process and formulate responses to questions. The practice and application component stresses the importance of providing students with ample opportunity to practice the skills they have been taught and apply that knowledge to new situations. Students have a better chance of mastering content concepts and skills when they are given multiple opportunities to practice, when the practice is relevant and meaningful, and when the practice includes “hands-on” experience. Abstract concepts and new information should be applied in a personally relevant way. Students should be given opportunities to discuss content and make abstract concepts concrete. Social interaction, modeling, and the integration of language skills (reading, writing, listening and speaking) are all important parts of the practice and application component. The lesson delivery component involves the effective combining of the other components. Content and language objectives must be clearly supported by lesson delivery. Objectives should be stated orally and written for all to see, providing students with a clear lesson focus. Students should be engaged 90-100 percent of the period, and lessons should be appropriately paced.
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The review and assessment component reminds teachers to end the lesson with a review of the content and language objectives to affirm that the objectives have been accomplished. Key vocabulary and concepts should also be reviewed. The SIOP model provides a variety of techniques that can be utilized as informal assessment tools. These techniques include response boards, thumbs up/thumbs down, ticket out, and numbered wheels, all techniques to quickly check for understanding. Teachers should gather baseline data before instruction and employ multiple assessments, both formative and summative, in assessing and evaluating their students. The 8 SIOP components should not be viewed as individual lesson plan steps but as integrated and related concepts. Through district staff development and the assistance of the school SIOP coach, teachers are encouraged to use the SIOP model. Teachers have also been trained in the observation protocol, which helps them to assess their own lessons as well as support their colleagues by assessing their lessons respectively.
SIOP LESSON PLANNING SHEET Name: ______Date: ______Assignment:______Lesson Preparation � 1. Write content objectives clearly for students. � 2. Write language objectives clearly for students. � 3. Choose content concepts appropriate for age and educational background level of students. � 4. Identify supplementary materials to use (graphs, models, visuals). � 5. Adapt content (e.g., text, assignment) to all levels of student proficiency. � 6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. Building Background � 7. Explicitly link concepts to students’ backgrounds and experiences. � 8. Explicitly link past learning and new concepts.
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� 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students. Comprehensible Input � 10. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). � 11. Explain academic tasks clearly. � 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). Strategies � 13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). � 14. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. � 15. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson literal, analytical, and interpretive questions). Interaction � 16. Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. � 17. Use group configurations that support language and content objectives of the lesson. � 18. Provide sufficient wait time for student responses consistently. � 19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text. Practice/Application � 20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. � 21. Provide activities for students to apply content and language knowledge in the classroom. � 22. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking). Lesson Delivery � 23. Support content objectives clearly. � 24. Support language objectives clearly.
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� 25. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson). � 26. Pace the lesson appropriately to the students’ ability level. Review/Assessment � 27. Give a comprehensive review of key vocabulary. � 28. Give a comprehensive review of key content concepts. � 29. Provide feedback to students regularly on their output (e.g., language, content, work). � 30. Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response.) Comments:
Lesson Plan Checklist for the Sheltered Instruction Observation Protocol (SIOP) Preparation –Write content objectives clearly for students. –Write language objectives clearly for students. –Choose content concepts appropriate for age and educational background level of students. –Identify supplementary materials to use (graphs, models, visuals). –Adapt content (e.g., text, assignment) to all levels of student proficiency. –Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills. Building Background –Explicitly link concepts to students' backgrounds and experiences. –Explicitly link past learning! and new concepts . –Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students Comprehensible Input –Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple sentence structure for beginners). Explain academic tasks clearly. –Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations,
130 WASC/CDE Self-Study Report gestures, body language). Strategies –Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). –Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. –Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). Interaction –Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. –Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. –Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text. Practice/Application –Provide hands-on materials and/or manipulatives for students to practice using new content –knowledge. –Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking). Lesson Delivery –Support content objectives clearly. Support language objectives clearly. Engage students approximately 90-100% of the time (most students taking part/on task). Pace the lesson appropriately to the students' ability level. Review/Assessment –Give a comprehensive review of key vocabulary –Give a comprehensive review of key content concepts . –Provide feedback to students regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension and leaning throughout lesson on all lesson objectives (e.g., spot checking, group response).
Reprinted from Echevarria, J., Vogt, M.E., & Short, D.
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(2000). Making content comprehensible to English language Learners: The SIOP model. Boston: Allyn & Bacon.
Academic Standards for Each Area Indicator: The school has defined academic standards for each subject area, course, and/or program. Prompt: To what extent are there defined academic standards for each subject area, course, and/or program? Findings Supporting Evidence Each Columbus High School subject area has defined Framework for California academic standards. Academic standards are prescribed via Public Schools the California Frameworks for each respective subject area. Content standards The school has incorporated the California Content Standards and SIOP content and language objectives in all directed SIOP lessons and learning guides. District adopted textbooks, District adopted textbooks workbooks, and supplemental materials are utilized in the classrooms. The standards serve as curricular guide posts for teachers and provide clear-cut curricular goals for all learners.
Congruence Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results. Prompt: To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results? Findings Supporting Evidence Congruence between the teaching of concepts and skills and Lesson plans (*see the academic standards is achieved by the teachers’ Appendix G) development of directed lessons and learning guides aligned Learning guides to the California Content Standards, incorporating SIOP Framework for Language Objectives, and employing Blooms Taxonomy and California Public Teach for Understanding techniques. The teachers strive to Schools make material relevant through student centered learning and SIOP comprehensible via various SIOP methodologies and Outcomes/Expected strategies reflecting First Best Instruction. Formative and Schoolwide Learning summative assessments, also aligned to the state standards, Results criteria are employed to assess students’ mastery of the subject incorporated into matter. instruction Expected student learning results are conceptualized and applied within each classroom.
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Learning guides are developed to provide students with a guide to completing coursework and mastering the content standards.
Student Work — Engagement in Learning Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs). Prompt: How does the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs)? Findings Supporting Evidence The district and the school utilize computer information from Data Director Data Director to obtain the demographic and academic information for each student. CELDT records The EL Coordinator provides information on English Language learners’ CELDT scores and English language acquisition. This information identifies students who may require additional support through sheltered instruction and other forms of accommodation. CAHSEE CAHSEE and STAR/CST scores are examined to help STAR/CST determine placement within the individual classes as well as to provide evidence of prior knowledge. These scores also assist teachers in identifying students’ strengths and areas for growth. Teachers maintain documentation on student progress toward Teacher records mastery of standards. Student produced schoolwork is maintained in folders, providing formative and summative assessment demonstration. District Writing Through the DUSD Writing Portfolio, the English Portfolio Department assigns district mandated writing prompts District rubrics throughout the year and assesses the resulting essays using Student writing district approved rubrics. Writing samples and scores are samples maintained as evidence of writing skills development, which is especially useful in monitoring students who have not yet passed the CAHSEE ELA. Credit sheets (*see below and Appendix G *Credit sheets are updated daily, provided to students upon for a copy of the request, and mailed home monthly. These sheets provide proper format) students, teachers, administrators and parents with a snapshot of how the student in progressing in his or her credit recovery. Monthly progress Each teacher’s third period functions as a home room and letters
133 WASC/CDE Self-Study Report teachers use this opportunity to guide students in self- Monthly step meetings assessment of their work ethic, using the credit sheet as a tool. STEPS TO SUCCESS There are steps to success in life as paralleled at Columbus High School. At Columbus each student’s progress will be constantly evaluated. A “Step” system has been developed for that purpose that includes specific attendance, academic, performance, and behavioral standards. When students arrive at Columbus they often have no idea how credits function in the progression toward graduation. The Steps to Success route allows for a focus and “ownership” of progress. The Steps system tracks student responsibility as academic citizens, one credit at a time. The central tool for communication among student, home and school within the Step system is the Credit Check Form. This form serves as a visual tool, providing an ongoing, parent- friendly format that tracks individual student advancement toward graduation. Students, parents, teachers, staff and other interested parties (e.g., probation officers, administration, etc.) can use the Credit Check Form to identify and evaluate students’ respective progress. All new students enter Columbus on Step 3 – School Standards. They will be evaluated on the standards established and placed on the appropriate Step. Evaluation Sessions are approximately four weeks long. Certain provisions have been taken into account for various situations and are explained at the end of this section of the handbook. A description of each step follows. STEP 1 - HONORS o 100% or more of the credits needed for you to graduate or return to DHS/WHS within your determined time period o Referrals and suspensions are taken into consideration at this level. STEP 2 - ABOVE STANDARDS o 80 - 99% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 3 - SCHOOL STANDARDS o 50 - 79% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 4 – PROBATIONARY & BELOW SCHOOL
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STANDARDS o 50 - 49% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 5 – AT RISK o 0 - 19% of the credits needed for you to graduate or return to DHS/WHS within your determined time period
PRIVILEGES AND BENEFITS Step One Students will be eligible for: – special gifts each month – an occasional drawing for prizes. – an awarded Certificate of Recognition. – personalized phone call to parent praising this accomplishment – Step Letter sent home claiming they are a Step 1 Student – a greater chance of graduating.
The Key to the Steps to Success is to: Do what you’re supposed to do; be where you’re supposed to be!
PROVISIONS
1. Only the teachers in whose classes the student was enrolled will vote on the Step recommendation. In cases in which the student was transferred from one class to another, all the teachers that student had during that Evaluation Session will be allowed to vote on the recommendation. 2. Most sessions are made up of four weeks (18-20 school days). New or returning students who enroll in the school during the first week of a session will be evaluated on their performance, attendance, and behavior exhibited during the remainder of that Evaluation Session. 3. New or returning students who enroll in the school after the first week of a session will be evaluated
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according to those students' homeroom teacher's discretion on whether to extend the students current Step placement into the next Evaluation Session or to make a decision about the student’s placement. 4. Returning students will be re-entered into Columbus High School on the Step at which they were last evaluated. 5. Extremely exceptional effort by students who have attended three weeks or less could result in a positive change in their Step Evaluation. 6. Excessive referrals, unacceptable behavior, and/or habitual absences or tardies could result in a change in the Step Evaluation for those students who have attended three weeks or less.
CREDIT CHECK FORM The Credit Check Form provides a qualifier and a quantifier of student academic progress. Each “credit sheet” is individualized for each student as a way to keep track of their credits needed every month as initiated by their long-term academic goal (i.e., graduating from home school or CHS). For a student to understand their goal as it relates to credits earned, a category within the Credit Check Form identifies five areas that serve as the crux of communication of short- term goals. The five areas are as follows: Remaining Months, Goal per Month, Credits Earned, Steps, and Work Effort %. These five areas augment and change monthly after each progress evaluation is completed. Students are evaluated individually with regard to the standards established and reflected in their own long-term goal.
NOTE: The letters assigned to each month are alphabetical. (The letter does NOT reflect the grade the student earned on the credit sheet. It only refers to the month when they earned the credit.) Evaluation 1 (A) = September Evaluation 2 (B) = October Evaluation 3 (C) = November Etc. See below for two examples of the Credit Check Form
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Accessibility of All Students to Curriculum Indicator: A rigorous, relevant and coherent curriculum to all students is accessible to all students. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students. Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students? Findings Supporting Evidence The district and the school use computer information from Data Director Data Director to obtain demographic and academic information for each student.
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The EL Coordinator keeps the faculty apprised of the CELDT CELDT records scores and language acquisition of the English Language SIOP Learner population. All teachers have been trained in the Sheltered Instruction Observation Protocol and are encouraged to utilize the SIOP components in their instruction. The SIOP coach presents monthly training reinforcement to the faculty and is available to support teachers in their lesson planning and delivery to assist them in making content accessible and comprehensible for their English Language Learners. IEP’s are implemented for each special needs student and are IEP regularly reviewed by participating instructors and administrators. IEPs are used to promote strategies for student Mainstream/Full- learning when dealing with special needs students. Special Inclusion Education students are mainstreamed into General Education classrooms. In order to ensure that all students are presented with instruction that reflects a rigorous, relevant and coherent curriculum, all teachers have district adopted textbooks and District adopted supplemental materials, augmenting these when necessary textbooks and with adapted materials and SIOP techniques to make certain it materials is comprehensible for all. In addition to SIOP, other First SIOP techniques Best Instruction techniques are employed to facilitate student First Best Instruction understanding, including Bloom’s Taxonomy, Differentiation for Multiple Intelligences, Cornell Notes and Substantive Reading.
Integration Among Disciplines Indicator: There is integration among disciplines at the school. Prompt: To what extent is there integration among disciplines? Findings Supporting Evidence Integration among disciplines occurs through various means The Milk Advisory at Columbus High School. Students participate in a variety of Board Cow Contest activities that result in academic products. For instance, art students compete in the Milk Advisory Board Cow Contest The American Cancer and the Representative Joyce Roybal-Allard Art Project in Society’s Relay for Life which they produce a poster and explanatory essay. Art and Character Counts English teachers collaborate to assist the student in this week endeavor. Special Education students attend field trips to Representative Joyce various governmental agencies to prepare them for the real Roybal-Allard, Art world. Field trips are attended by selected students from the Project general and special education population to attend drama Field trips performances in conjunction with assignments from their fine arts and English teachers. Social Studies Department Supplemental material
139 WASC/CDE Self-Study Report celebrated Character Counts week by creating posters that promote the pillars of Character Counts. The Lions Print Newspaper ran a Character Counts Essay Contest. All teachers promote participation in the American Cancer Society’s Relay for Life which takes place on the Columbus/DAS Campus annually in June. Additionally, specific novels are utilized by complementary disciplines (i.e., English, Social Studies, Science, Math, Yearbook, Graphic Art, Newspaper) to obtain successful academic achievement or enhancements. For instance a student may earn a credit by reading a history related book and presenting a report to both his/her English and Social Studies teacher.
Curricular Development, Evaluation, and Revisions Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area, including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Findings Supporting Evidence The faculty and administration of Columbus High School frequently assess the various programs and their impact upon the academic success of the student body. This is done both individually and collectively.
Each teacher uses the California Content Standards as a guide Framework for for lesson planning, student assessment and reflection in California Public determining the success of instruction. The teacher utilizes Schools the standards to create content and language objectives to Content and language facilitate student learning and understanding. Learning guides objectives allow for flexible and constant modification and tracking of Learning guides the students. Formative and summative assessments provide Formative and feedback not only on student mastery of the content standards summative assessments but also in regards to the success of the teacher in teaching the Teacher records standards. Teachers who upon reflection recognize areas where the students have not mastered the material revisit the concept and provide remediation.
PLC and department meetings, both formal and informal, are
140 WASC/CDE Self-Study Report utilized monthly to review programs, including curriculum concerns, evaluation equity, grading policies, homework Monthly meeting policies, and program processes. Department members share calendar assignment ideas, revise learning guides, and evaluate test Department records results. Student data, including but not limited to CAHSEE CAHSEE & CST and CST results, is utilized to determine academic results instructional focus within the classroom, and assignments are Data Director given accordingly. Monthly *Steps to Success meetings allow faculty and administration the opportunity to evaluate the progress of individual students and the success of the student body. The Steps to Success (*see Steps to Success program is Columbus’ own creation, Appendix G) designed as a tool for students, teachers and administrators to Steps to Success monitor student progress in credit recovery. When students meetings arrive at Columbus they often have no idea how credits Credit sheets function in the progression toward graduation. The Steps to Monthly progress Success route allows for a focus and “ownership” of progress. letters The Steps system tracks student responsibility as academic Intervention strategies citizens, one credit at a time. The central tool for communication among student, home and school within the Step system is the Credit Check Form. This form serves as a visual tool, providing an ongoing, parent-friendly format that tracks individual student advancement toward graduation. Students, parents, teachers, staff and other interested parties (e.g., probation officers, administration, etc.) can use the Credit Check Form to identify and evaluate students’ respective progress. Students are given monthly goals based on the number of credits they need to graduate or return to their home school. Students are rated from 1-5, 1 being best. Parents are notified of students’ progress through various avenues such as letters, Administration records e-mail and phone calls. Lowest level students and their parents/guardians are invited to a monthly intervention conference meeting to discuss ways to improve and meet their academic goals. The Steps to Success program has been successfully used for many years and has been re-evaluated and modified by the administration and faculty to better serve the students in their quest for academic achievement. The administration keeps records on graduation rates, CAHSEE and CST standardized test results, the number of credits each teacher issues per month, and other pertinent information reflecting the success of the various programs. This information serves as another instrument for assessing the overall quality of education at Columbus High School.
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Policies-Rigorous, Relevant, Coherent Curriculum Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc. Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings, e.g., master class schedule and class enrollments? Findings Supporting Evidence Columbus High School uses demographic information to CBEDS achieve equity in scheduling. While the majority of students Class rosters at CHS are boys, efforts are made to ensure that the female population has access to all the opportunities that are available. Demographic information is also used to ensure that English Language Learners and Special Education students are given EL records full access to the curriculum and placed in the least restrictive IEP’s environment. These students are supported through SIOP SIOP implementation and inclusion in general education courses.
Implementing a rigorous and coherent curriculum can be especially challenging at a continuation high school; the majority of the student body are often defined as “at risk.” Many students come to Columbus with negative attitudes Framework for toward education and problematic histories, including legal California Public issues and substance abuse. By aligning lesson plans, Schools learning guides and assessments to the California Content Standards and incorporating SIOP techniques, Columbus Content and language teachers work hard to create an educational environment that objectives is rigorous and comprehensible. But equally crucial to the SIOP success of our “at-risk” population is the importance of Differentiation making the curriculum relevant. Teachers do this by building Classroom rapport, utilizing differentiation, building on prior knowledge, environment appealing to their individual interests, and promoting a tolerant and encouraging environment.
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Articulation and Follow-up Studies Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings Supporting Evidence CHS receives students from the two feeder comprehensive District and school high schools: Downey High and Warren High. These records students are generally behind in their credits or otherwise identified as “at risk.” Feeder high schools provide criteria related to credit recovery at Columbus High School. Transcripts are computerized and translated to CHS credit sheets where credit recovery is enumerated. CHS identifies each student’s academic and matriculation deficiencies with necessary interventions. This process occurs approximately five times throughout the school year. Most students have the option of returning to their home school once they catch up on their credits, so the articulation works both ways. Once the student has met the criteria to return, CHS communicates with DHS and WHS, informing them of what the student has accomplished and still needs to accomplish in order to graduate. In addition to our two feeder high schools, CHS receives students from the Los Angeles County Department of LACOE Education, primarily from Community Day School and County Camp facilities. CHS also receives students from other alternative educational programs such as Sunburst Academy. College placement information as well as career information College & Career Day is disseminated by the respective schools and institutions and by our administration to our school population at assembly ROP records orientations and the annual College and Career Day sponsored Cerritos College by the ROP. Each spring, Cerritos College representatives come to CHS and administer the entrance exam for English Art Institute and math. Universal Technical Individual teachers invite representatives from colleges and Institute trade schools (e.g., Art Institute, UTI and WyoTech) to provide presentations to classes. WyoTech Columbus tracks its graduates via email, postal delivery, and Teacher records also during post-graduate visits to CHS. Those who earn Scholarship records scholarships must provide the school with evidence of enrollment and thus stay in contact with the school. Many
143 WASC/CDE Self-Study Report former students return to participate in the annual American Relay for Life Cancer Society’s Relay for Life, which is hosted on campus.
B1. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence CHS receives incoming students approximately five times per District & school school year from the local comprehensive schools (feeder records schools) and other alternative education facilities. The school then reviews each student’s academic and matriculation deficiencies and provides the necessary interventions, working with each student to develop his or her own academic and career goals. Our student population is constantly in flux and generally classified as “at-risk,” creating unique challenges in the pursuit of a rigorous curricular experience. District purchased Textbook adoption has been delayed due to budgetary Holt Literature and constraints. The textbook adoption cycle is supposed to be Language Arts every seven years, but various district departments have not textbooks are adopted within the last ten years. copyrighted 2003
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence The school examines each student’s academic needs and Counselor, teacher & potential. Those with special needs are identified and receive administrative records the necessary academic support and counseling. Student achievement is further tracked through teacher, counselor and administrative observation of student performance. Students are additionally supported through bimonthly meetings, sheltered instruction, individual homeroom discussions, monthly progress reports, disciplinary action and flexible scheduling. Teacher records & Educational deficiencies add difficulty to implement a objectives rigorous program. Remediation necessarily becomes a primary focus and sometimes impinges on rigorous grade-
144 WASC/CDE Self-Study Report level standards. Columbus High School needs to develop a more formal Alumni records process for tracking the post-graduate studies and career achievements of our alumni.
In anticipation of the new assessments that will replace CST/STAR, the CHS faculty needs training in Common Core Assessments and the incorporation of more formal Common-Core interdisciplinary educational experiences. Assessment
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B2. Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). Do all students have equal 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? CRITERION B2 INDICATORS AND PROMPTS Variety of Programs — Full Range of Choices Indicator: All students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options. The school provides for career exploration, preparation for postsecondary education and pre-technical training for all students. Prompt: What have you learned regarding the extent to which all students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options? How does the school provide for career exploration, preparation for postsecondary education and pre-technical training for all students? Findings Supporting Evidence Students at Columbus High School have access to all courses High School Planning offered. Elective options are limited, however, as we do not Guide/Course offer many of the courses available at the comprehensive Descriptions feeder high schools; these courses include foreign language, culinary arts, and performance arts. CHS does offer technical training via the computer and woodcrafts courses.
CHS students do have access to a wider variety of educational Regional Occupation experiences through ROP and are encouraged to take these Program (ROP) courses. The ROP counselor is on campus weekly. He informs students of available ROP courses and enrolls them. Classes are offered at Downey and Warren High Schools. ROP work experience takes place via employers within the English Language Arts community. Because many of the classes and work Framework for experience opportunities are scheduled throughout the day, California Public including afternoon, evening and weekends, district Schools transportation is not generally provided. However, students attending ROP classes outside the district can receive bus tokens. College & Career Fair The senior English classes emphasize career planning and employment skills. Students are directed to websites that offer information on careers, colleges and financial support. Students are taught how to write a resume, how to apply for scholarships, how to write job and scholarship application essays, how to dress for success and interview skills.
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The annual College and Career Fair sponsored by the ROP Student Government introduces students to a plethora of career, educational and Student Government military options. Day The school also provides leadership skills opportunities through Student Government participation. The Downey City Gauldin Elementary Student Government Day is an annual event in which the School tutors CHS Student Council participates. A dozen students travel daily to a local elementary and serve as tutors. Downey Adult School shares a campus site with CHS. DAS course availability is relayed to students, enabling pre- technical training and/or post-secondary education. Downey Adult School
(DAS)
Student-Parent-Staff Collaboration Indicator: Parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals. Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals? Findings Supporting Evidence Parents, students and staff collaborate in the development of a Credit Sheet personal learning plan, referred to as the Credit Sheet. This reference tool allows for the monitoring of the student’s academic achievements and goals. Based upon a student’s learning style and career and education goals, students are placed in respective classes, ensuring the potential for success.
Upon enrollment, students, parents and a counselor or administrator develop a Credit Sheet for student monitoring. The Columbus Steps to Success program offers a monthly Steps to Success(*see recalculation of goals. Furthermore, monthly progress reports Appendix G) and Step 5 meetings help keep the student on track to graduate.
Senior meetings are held quarterly. Administrators and the counselor address educational goals and career opportunities.
Senior meetings
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Monitoring/Changing Student Plans Indicator: The school implements processes for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs) and regularly evaluates them. Prompt: What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these? Findings Supporting Evidence Credit sheets are utilized as the document for processing, Credit Check Form monitoring and making appropriate changes in students’ personal learning plans. These are monitored by the school counselor, teachers, administrators and staff. Students are actively involved in their learning plans and are able to readjust their goals to fit their needs. Teachers and staff provide different avenues to achieve Student schedules student goals. If necessary, changes in programs and classes Counselor records can be implemented for reasons such as discipline, personality conflicts or student dissention.
Post High School Transitions Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness. Prompt: How effective are strategies and programs to facilitate transitions to post high school options? Findings Supporting Evidence Columbus students participate in collegiate and technical Scholarship scholarship programs. Upon graduation dozens of Application Program scholarships are available through philanthropic organizations.
The ROP College and Career Fair facilitates transitions to Regional Occupation post high school options. Each year the effectiveness of the Program (ROP) program is evaluated and augmented.
The military recruiters participate in the College and Career Fair as well as offer classroom presentations. Military
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B2. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Columbus High School teachers have the challenge of Master schedule teaching more than one subject per period. An English teacher, for instance, may have English 9, 10, 11 and 12 students enrolled in each class. A Social Studies teacher may have World History, American History, Government and Economics all in one period. Often teachers have the additional challenge of teaching elective classes within the same period as core classes. This classroom organization facilitates ease in scheduling for the counselor and administration and also allows students a full range of course options to fit their schedule; however, it complicates instruction.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence A shortage of clubs, sports programs, elective courses, and Master schedule extracurricular activities impacts the students’ resume/career opportunities. As a continuation high school with limited resources, CHS is unable to offer the spectrum of experience a comprehensive high school does. Because students can recover credits at their own pace student Student schedules schedules changes are frequent and impact the academic Counselor records program. Some students are in the class all year long, while others complete their credits and transfer sooner.
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B3. Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are students able to meet all the requirements of graduation upon completion of the high school program? CRITERION B3 INDICATORS AND PROMPTS Real World Applications — Curriculum Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Prompt: To what extent do all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum? Findings Supporting Evidence Students use websites to explore financial aid, colleges, Teacher resources careers, scholarship opportunities and military options. Websites
Instruction prepares students for the work force, focusing on Lesson plans the skills necessary to find a job, fill out applications, Student resumes interview effectively, write resumes, etc. All instruction is California Framework tied to state standards. for Public Schools Access to ROP courses provides students with real world applications, and the annual ROP College and Career Fair College and Career exposes them to a range of post-graduate opportunities. Fair The Downey Adult School, located on the same campus, is a resource for continuing education in a spectrum of fields DAS including but not limited to cosmetology, court reporting, and nursing.
Meeting Graduation Requirements Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE. Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE? Findings Supporting Evidence CHS uses formal bi-monthly meetings to facilitate Meeting schedule interdisciplinary communication. The SIOP program helps SIOP facilitate English Language acquisition, and the EL Facilitator aides in both the identification and support of specific English EL Facilitator records Learners. Designated classes for CAHSEE for English and CELDT scores Math are scheduling options and after school tutoring is CAHSEE classes available. Monthly progress reports provide CAHSEE results
150 WASC/CDE Self-Study Report which are reviewed by homeroom instructors and discussed with students. CAHSEE Scores Students attending school on a regular basis will have the Graduation Rates skills to pass the CAHSEE. The percentage of CHS graduates is similar to the feeder schools.
B3. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence The school provides rigorous, relevant, and coherent curricula California Framework within each discipline. Those courses are State Content for Public Schools Standard based and utilizes the Content Frameworks. Teachers employ a variety of critical thinking support, including Bloom’s Taxonomy, multiple learning SIOP intelligences, and SIOP, which helps students meet state graduation requirements.
Requiring fewer elective requirements than the comprehensive high schools allows students to focus on CHS requires 45 recovering core academic credits. Those students who desire elective credits the educational experiences of a wider range of elective Student transfer courses and extracurricular activities have the option of records returning to their home school to avail themselves of those opportunities. Each semester many students catch up on their credits and transfer back to a comprehensive high school.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence A rigorous, standards-based curriculum as well as Guided field trips opportunities to explore real world applications of students’ Independent student educational interests is offered through a variety of means. field trips Students depart from campus and enter the “real world”, Grant Applications applying their acquired knowledge and relating it to their assigned endeavors. Teachers encourage visitations of libraries (e.g., Nixon Library; Reagan Library), museums Gauldin Elementary (e.g., Holocaust Museum; LACMA; Science and Space School Tutor Program Center), local community colleges, and other relevant educational sites. CHS encourages its students to participate in local and national philanthropic activities as well. Relay for Life
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WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength Teacher use of supplemental material to adapt and meet a student’s specific needs Highly qualified teachers who are trained in SIOP Teachers are passionate in their pursuit of helping students meet the challenging world at hand and ahead Teachers embrace the challenge of teaching the “at-risk” population with enthusiasm and empathy
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth Need to customize and/or contemporize methods of content delivery (i.e. pod casts and digital textbooks) to emphasize technology within the classroom Need teacher training in Common-Core Assessment to assist coordination of intra- department curriculum by grade level Link district/school website with curriculum access Need to assist in the development of a Personal Learning Plan, focusing on career paths after high school reflected onto a “Personal Learning Plan” (possibly onto a section of the Credit Sheet document) as well as the development of a pathway for greater achievement on state proficiency examinations
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Category C: Standards-based Student Learning: Instruction C1. Instruction Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? CRITERION C1 INDICATORS AND PROMPTS Results of Student Observations and Examining Work Indicator: The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings. Prompt: To what extent did the observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities. Findings Supporting Evidence The various departments implement California Content Teacher records Standards within the classrooms, using student-centered SIOP instruction such as SIOP instructional methods. DUSD school board approved text books as well as challenging students with outside learning opportunities complements teacher instruction. The CHS student population contains a high number of “at- risk” students. Our program evaluates the degree of involvement in the learning of students with diverse backgrounds and abilities and modifies approaches based on Q (Aequitas Solutions) findings. Communication exists with prior schools within the Data Director district with the aim of accessing a high degree of assistance CST scores in order to facilitate expected school wide results. Data
Director and California Standardized Test results are accessed also to determine ability levels as well as areas of remediation for students. Aside from the “at-risk” population at CHS, there are two Instructional special education classes. Students from the Learning Center Assistants are mainstreamed into the general population. Special Anecdotal records Education students receive support from instructional assistants. General education teachers are supported by the special education teacher by means of email and face to face interaction. The other special education classes are the
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Opportunity Center. Students are supported by instructional assistants and are in a self-contained classroom. Observations of student working and the examining of student work provide evidence of critical thinking skills, effective communication, technology usage, cooperative learning as well as independent work, and goal-oriented learning. This Outcomes/Expected information assists teachers in promoting the expected Schoolwide Learning schoolwide learning results. Results Student work
Student Understanding of Performance Levels Indicator: The students know beforehand the standards/expected performance levels for each area of study. Prompt: To what extent do students know beforehand the standards/expected performance levels for each area of study? Findings Supporting Evidence CHS students are informed of the standards and expected Daily lesson plans (*see performance levels for each area of study. When directed Appendix G) lessons* are given, content and language objectives are Learning/Study guides clearly stated and posted. Learning guides as well as the DUSD adopted workbooks and textbooks list the California Textbooks Standards. Syllabi are utilized by some classroom teachers, Syllabi creating an anticipatory set of course expectations.
Differentiation of Instruction Indicator: The school’s instructional staff members differentiate instruction and evaluate its impact on student learning. Prompt: To what extent is differentiation of instruction occurring and what is the impact on student learning? Findings Supporting Evidence The school’s instructional staff members differentiate SIOP instruction and evaluate its impact on student learning. Our Lesson plans instructors employ student-centered learning methodologies amid differentiation of instruction. The students receive Learning guides multiple learning opportunities including but not limited to Independent field trips direct instruction, small group instruction, student guided self- paced learning opportunities, peer assistance, computer learning programs, media learning, supplemental activities, and off-campus learning opportunities. Teachers consider multiple intelligences and regularly adapt and augment
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Student Perceptions Indicator: The students understand the expected level of performance based on the standards and the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences. Prompt: Through interviews and dialogue with students that represent the school population, comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences. Findings Supporting Evidence Through interviews and dialogue with students that represent Student interview and the school populations, the school learns about the students’ dialogue results perceptions of their learning experiences. Students are both Student surveys formally and informally interviewed by administrators and instructors. Senior meetings occur quarterly, and every Senior meeting student has a homeroom instructor who provides a function as schedule a facilitator of dialogue between the school and student. Expected schoolwide learning results are posted in every classroom. California Standards and ESLR’s are integrated into learning guides, instruction, and course expectations.
C1. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Columbus faculty meets monthly to discuss observations of Monthly faculty student work that illustrates the extent to which all students meeting are involved in learning to assist them in achieving the academic standards and expected schoolwide learning results.
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Student success can be evidenced by increased graduation Counselor records rates, consistent matriculation to student home schools, API Results improved Academic Performance Index, CAHSEE passing rates and CELDT exam score improvement. CAHSEE results CELDT scores
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C2. Instruction Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION C2 INDICATORS AND PROMPTS Current Knowledge Indicator: Teachers are current in the instructional content taught and research-based instructional methodology. Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology. Findings Supporting Evidence The Downey Unified School District has provided all teachers SIOP training with instructional based SIOP training. Teachers work with SIOP Coach records an on-site SIOP coach to review strategies for both mainstream and ELD students. Some teachers have received Office Manager PLC training. All teachers have received basic Data Director records training.
Teachers as Coaches Indicator: Teachers work as coaches to facilitate learning for all students. Prompt: To what extent do teachers work as coaches to facilitate learning for all students? Findings Supporting Evidence Teachers enthusiastically motivate students and work as CST and CAHSEE coaches to facilitate learning in the classroom. After school results tutoring is provided for English/Language Arts and Math Office Manager CAHSEE testing as well as tutoring for the annual CST. records
Examination of Student Work Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.
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Prompt: To what extent do the representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this? Findings Supporting Evidence Student work demonstrates structured learning. Through SIOP Teacher records students link their backgrounds, experiences, and past Student Output/Work learning to new concepts. Then they apply what they have samples previously learned as they acquire new knowledge by means of teacher as well as student directed coursework. Directed lessons and learning guides are developed to engage students with a structured format which allows for the gathering of content based material while maintaining a self-paced approach to student learning styles. Students sit down with teachers to discuss learning outcomes. Students present material to the whole class and small group to ensure understanding of concepts.
Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation. Prompt: To what extent do the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation? Findings Supporting Evidence Students are given options in classes in which they present Student Output/Work their knowledge of content base material to teacher. Students samples demonstrate their acumen by applying learned outcomes Teacher records within whole class and small group projects. Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation.
Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results. Prompt: To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results? Findings Supporting Evidence Representative samples of student work demonstrate that Student Output/Work students use technology to assist them in achieving the
157 WASC/CDE Self-Study Report academic standards and the expected schoolwide learning samples results. Students are given content based learning guides that Teacher records allow for each student to incorporate a variety of technology to gather, develop, and present their learned outcomes. Lion’s Print school Students take advantage of district approved web-sites to newspaper construct projects and present their found research. Annual Yearbook Student work samples are completed with the use of online electronic resources, including but not limited to electronic dictionaries, thesauri, and encyclopedias. Classrooms are set up to provide students with computers to research and develop their understanding of lesson concepts. Teachers collect student work samples demonstrating all levels of achievement on a variety of tasks. Students are instructed on the use of personal and public technological tools for the gaining, Office Manager applying, and presenting of knowledge. Cyber Safety Units are instructed by every teacher as required by California records Assembly Bill 307.
Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Prompt: To what extent do the representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world? Findings Supporting Evidence Representative samples of student work demonstrate student Student Output/Work use of materials and resources beyond the textbook. Real samples world links are established in student coursework. Students Teacher records discuss, review, and relate real world events to local culture and course curriculum where events interrelate. Access to data-based, original source documents and computer information networks occurs in class experiences and activities.
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Real World Experiences Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students. Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students? Findings Supporting Evidence Opportunities for shadowing (e.g., Student Government Day Regional Occupational at Downey City Hall), Regional Occupational Program Program apprenticeships, community projects and fundraisers, and PTA Helps other real world experiences and applications are available to all students. All students have access to a wide variety of American Cancer activities in their completion of elective and required courses Society’s Relay for Life working toward their high school diploma. Lion’s Print school newspaper Student Government Day Annual Yearbook Office Service/Teacher Aides Gauldin Elementary School Tutors
C2. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Full capacity of technology and real world access has Lack of computer and potential to be increased significantly. The full extent of the internet ports in some student experience is impacted by our limitations in resources classrooms and access within the classroom. No cable access
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Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence A variety of teaching techniques, the use of multiple sources SIOP training of information, the application of technology, and the Teacher lesson plans integration of education with the real world enhances the learning program of the school. Student involvement Technology training increases and the learning experience gains relevance as the curriculum becomes more integrated with the real world.
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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category C. Standards-based Student Learning: Instruction: Areas of Strength A variety of learning experiences are available and multiple programs exist to create a well-rounded and broadly educated student population.
Category C. Standards-based Student Learning: Instruction: Areas of Growth Need to focus on strengthening the learning program and continue establishing connections to real world experiences (i.e., field trips, job shadowing, community service, etc.) Need to utilize the computer technician to establish support using current technology, such as website building, pod-casting (connecting and networking intra-district lessons and presentations), and improving access to technology within every classroom Need to prepare students for Common-Core Assessment via application of cross- curricular instruction and SIOP Need to be comprehensively trained in the use of Data Director and utilize it to ensure the proficiency levels of students on the state standardized tests (e.g., CST, CMA, CAHSEE, CELDT)
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Category D: Standards-based Student Learning: Assessment and Accountability
D1 & D2. Assessment and Accountability Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. 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? CRITERION D1 AND D2 INDICATORS AND PROMPTS Professionally Acceptable Assessment Process Indicator: The school uses effective assessment processes to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. Findings Supporting Evidence The school employs multiple layers and methodologies of Credit sheets assessments to promote learning. Assessment of prior Monthly progress knowledge, formal and informal, promotes opportunities for reports to parents successful student performance. Students complete individualized educational plans along with directed group Steps to Success activities. They are assessed in a variety of ways. The school Graphic Data (*see uses these processes to report student performance data to Appendix G) parents and other shareholders of the community. Report cards Core academic departments use the results of the various Individualized learning standardized assessments (CST, CAHSEE, CELDT) to guides determine the students’ areas of strengths and weaknesses in Large and small group order to differentiate instruction based on student needs. assessment The ROP/Career Counselor visits English classes annually to After school tutoring help the students determine their academic interests in order Career Assessment to select an academic and/or career path. Survey
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Basis for Determination of Performance Levels Indicator: The school has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students. Prompt: Upon what basis are students’ grades, their growth and performance levels determined and how is that information used? Findings Supporting Evidence The school applies multiple methods of grade assessment to Teacher lesson plans promote students’ growth and performance. Differentiation of Learning guides assessment is utilized in relation to multiple intelligences. Content Based Learning provides a template for student District adopted objectives. The continuous monitoring and reassessment of assessments teaching and learning methodologies provide a vast tool box Teacher generated for student self-actualization and achievement. assessments Students’ growth and performance levels are determined Teacher records through the analysis of the various standardized tests Report cards (CELDT, CST, CAHSEE). Grades are determined through formative and summative assessments including but not limited to class participation, projects, essays, and learning guides. This information is used in a variety of ways including teacher lesson planning, development of individualized learning guides, student review for retesting and remediation, extra study sessions, and promotion.
Appropriate Assessment Strategies Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc. Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc. Findings Supporting Evidence The school implements the California Content Standards and Student work SIOP to facilitate student learning. The multiple teaching Teacher records approaches provide multiple opportunities for students to learn and illustrate their knowledge through various mediums. DUSD Writing Portfolio Teachers use a variety of formative and summative assessments including objective, subjective and holistic District adopted texts grading. Essays, portfolios, individual or group projects, and and diagnostic tests are linked to the California state standards. assessments Data Director
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Demonstration of Student Achievement Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs. Prompt: Provide a range of examples of how student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs. Findings Supporting Evidence The school provides multiple opportunities for assessments through Learning guides various technological mediums, modification of learning guides, SIOP SIOP, CST, and CAHSEE examinations.
The English Department uses *rubrics to access essays. Teacher records Rubrics (*see Student work, using such diverse methods as graphic organizers, story boards, written and oral examinations, Appendix G) essays, outlines, Cornell Notes, study guide questions, current Student Work events, film and book reviews, projects, presentations, Formative and recitations, oral interpretations, and notations, reflects Summative achievement. Each student’s product is evaluated based on assessments that student’s learning potential, the California standards, the IEP’s schoolwide learning results and the whole child pedagogy.
English Learners are supported through the SIOP Techniques. Special Education students are supported via Individualized Educational Plans where progress is discussed and student needs are addressed.
Curriculum Embedded Assessments Indicator: The school regularly examines standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process. Prompt: Provide examples of standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English. Findings Supporting Evidence Standards-based curriculum embedded assessments in English Teacher records Language and math, including performance examination of Teacher lesson plans students whose primary language is not English, is evident. Students are promoted through the respective courses on a Student work
164 WASC/CDE Self-Study Report credit by credit basis. The information gained through this process implements a modification of the teaching/learning process. Teachers adapt and augment their instruction and input in order to facilitate learning and understanding; thus, students are able to achieve the desired performance results to ensure promotion within each grade level. Office Manager To further facilitate learning, after school tutorials are records provided for students who need to pass the CAHSEE.
Student Feedback Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results. Prompt: To what extent is student feedback an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results? Findings Supporting Evidence Students offer feedback both formally and informally. On Teacher records multiple occasions, student work is reviewed; students are Principal survey free to discuss work load, address difficulties in subject matter, or outside matters to teachers, counselors and administrators. Upon reaching graduation, the principal interviews the student Faculty meeting to solicit feedback in relation to the expected schoolwide agendas learning results. She relays this information to the teachers who then consider this information when planning and preparing lesson plans.
Modification of the Teaching/Learning Process Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Findings Supporting Evidence Analyzing the data at the continuation high school site is Student input imperative due to the fact that much of the instruction is Teacher records frequently individualized. Students appreciate this approach because it makes the subject matter relevant to their unique Learning guides situations. The data is analyzed to make changes in curricular Student work and instructional approaches. By doing so, the Columbus program is highly effective in its ability to be flexible in decision making regarding the curricular and instructional
165 WASC/CDE Self-Study Report approaches. EL Coordinator The EL Coordinator assists instructors as to the status of records English Learner. The SIOP coach further assists instructors in SIOP Coach records implementing First Best Instruction to facilitate the success of the English Learner.
Monitoring of Student Growth Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and expected schoolwide learning results. Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored. Findings Supporting Evidence New student orientations, teacher monitoring of student Teacher records work product, monthly evaluations, interdisciplinary staff meetings, department meetings, leadership Steps to Success meetings, disciplinary meetings, the Steps to Success Meeting Calendar program, homeroom teacher/student dialogue, credit Administrator/Counselor sheets, academic and disciplinary referrals, and report records cards provide ample opportunity to support and monitor student achievement. The school exemplifies the whole child approach to learning.
D1 and D2. Assessment and Accountability: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting these criteria. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings Supporting Evidence The school shows improvement in graduation rates, Administrator/Counselor transfers of students back to the comprehensive schools, records CAHSEE passing rates, and CST performance. These provide a meaningful measurement of success. Teacher sign-in sheets Teachers use the current bell schedule’s after-school support time to reteach skills, clarify concepts and Teacher records provide individual students tutoring as well as allowing students to re-take quizzes or tests.
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Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence As a continuation high school, Columbus is designed for Parent/Student Guide students to recover credits and graduate on time or return to their comprehensive high school.
Columbus’ Steps to Success Program offers immediate and comprehensive feedback on student progress. This Steps to Success information is shared monthly with guardians, parents, staff and students so progress can be monitored.
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D3 and D4. Assessment and Accountability Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? 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? CRITERION D3 AND D4 INDICATORS AND PROMPTS Assessment and Monitoring Process Indicator: The following shareholders are involved in the assessment and monitoring process of student progress: district, board, staff, students and parents. Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of student progress: district, board, staff, students and parents? Findings Supporting Evidence The district sets expectations for assessments and Board minutes monitoring of student progress. This in turn is formally approved by the Downey Board of Education. Parents participate during orientations, evaluation meetings, PTA conferences, open house meetings, and academic and disciplinary referral meetings. Administrators and Administrator/Counselor the counselor provide insight into student activity and records progress at orientations, staff meetings, counseling sessions, academic and disciplinary referral meetings, and leadership meetings. Department chairs meet on a Department chair records monthly basis with administrators. Department meetings provide input on an ongoing basis. There are monthly Steps to Success Pyramid of evaluation meetings among the entire faculty, as well as Intervention (*see Appendix step five meetings for students and their parents. G) Academic and disciplinary referral meetings happen as necessary. Students provide input on an informal and formal basis, and progress is discussed in 3rd period homeroom classes. Credit sheets and progress letters are sent to parents on a monthly basis. Report cards are distributed at the end of each semester.
The district created a system of assessing the English Language writing skills in relation to the academic standards. The district has designed a system of writing prompts focusing on different domains (narrative, persuasive, expository, reflective, technical documents, research reports, and literary response). Each grade DUSD Evaluative Writing
168 WASC/CDE Self-Study Report level has four suggested writing assessments that are Portfolio maintained by the teacher/student in a portfolio. The essays are graded using a six point rubric.
Campus aides, Downey Police Department officers, and probation officers contribute to the assessment of students’ progress as responsible, accountable and functional members of the community. Anecdotal records
Reporting Student Progress Indicator: There are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results. Prompt: How effective are the processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results? Findings Supporting Evidence The school demonstrates multiple tiered examples of Administrator/Counselor providing information as to student academic success. records The pinnacle of academic success is experienced at the Steps to Success graduation ceremony. There is an open door policy for input from and to the district and school board as to Student work student success and opportunities. Monthly progress Report cards reports, the Steps to Success program, report cards, Step Graduation Requirements 5 meetings, district bulletins, Healthy Kids survey, (*see Appendix F) Character Counts program, Project Trust, Gangs Out of Downey, The Lion’s Print student newspaper, the school yearbook, report cards, e-mail communication, disciplinary and academic referrals, orientation meetings and parent/student guide, and the graduation ceremony all effectively inform the district, board and parents about student progress toward achieving the academic standards and the expected schoolwide learning results.
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Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process. Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results- driven continuous process. Findings Supporting Evidence The district initiated compliance with NCLB along with Textbooks are aligned to state mandated testing and content standards. California California Content Model Schools Program provides additional guidelines Standards for Continuation Schools. Because the district determined that the English Administrator/Counselor Language Learners needed additional support due to records low-test scores on CST, STAR, CAHSEE, CELDT and other standardized tests, every staff member has attended training in SIOP. Teachers are provided with SIOP Cohorts monthly follow-up SIOP reinforcement by the on- campus SIOP coach who also observes, provides SIOP monthly meetings feedback and assistance in lesson planning and instruction.
D3 and D4. Assessment and Accountability: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings Supporting Evidence The district and community have the system of CELDT assessing the English Language skills and achievement DUSD Evaluative Writing in relation to the academic standards. Portfolio It is vital to ensure that students are making progress toward mastering state standards and reaching their goals to graduate or to return to their home school. Administrator/Counselor records Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Columbus High School has a population of at-risk Administrator/Counselor students reflecting a variety of academic and social records
170 WASC/CDE Self-Study Report needs. The program is designed to address each respective student by allowing the pupil to work at his/her own pace, while keeping step with progress for graduation, and providing students with daily and monthly feedback. Students appreciate the one-on-one attention they receive.
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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength Steps to Success program Credit Check Forms Self-paced learning opportunities Lesson plan revision based on student need and input Implementing SIOP has improved comprehensible input
Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth Need to be comprehensively trained in the use of Data Director and utilize it to ensure the proficiency levels of students on state standardized tests (i.e. moving students from far below basic to below basic, below basic to basic, basic to proficient, and proficient to advanced), emphasizing data as a driver of assessment of student academic growth Need to prepare for Common-Core Assessment Need to revise the Steps to Success system for accountability purposes Need to expand the portfolio process to include writing/work samples across the curricular areas to better reflect common-core writing requirements
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Category E: School Culture and Support for Student Personal and Academic Growth
E1. School Culture and Student Support Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION E1 INDICATORS AND PROMPTS Regular Parent Involvement Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. The school involves non-English speaking parents. Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents. Findings Supporting Evidence Columbus High School employs a variety of communication DUSD email techniques and strategies to encourage parental and www.dusd.net community involvement. Faculty, staff and administration regularly communicate with parents via the postal service, Telecommunications telephone and email. The auto-dialer allows parents to be network contacted with information about individual student Monthly Steps to absences. Every staff member is provided with a district Success meetings email account. Many staff members make this information Step 5 meetings available to students and parents. Email addresses are Probation Officer on available through the school’s website. Counselors and campus office psychologists from both the district and the community are available to meet with students and parents on an individual ROP counselor on as well as a group basis. The probation officer on campus campus office summons students for accountability and counseling with School psychologist on regard to their individualized court mandate. The Special campus office Education program implements strategies and processes for Jewish Center the regular involvement of parents and the school volunteer psychologist community. Individualized Education Plan meetings (Annuals, Triennials, Addendum, Behavior Support Plan,
and Informal meetings)
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Seniors complete a community scholarship application. Senior meetings Administration coordinates the local scholarship process. Career and College Each year ROP sponsors a Career and College Fair on the Fair Columbus High School campus. Various institutes of education and commerce convene at the cafeteria to highlight Guest speakers an assortment of post-graduation opportunities. Teachers Scholarship Application welcome guest speakers such as the military recruiters, trade Project schools, local colleges, credit unions, banks, and other community members. PTA Helps Columbus High School Student Council has participated in a Student Council variety of community activities such as Student Government Day, sponsored by the City of Downey, and volunteering at TLC PTA Helps and fundraising for both TLC and PTA Helps. Student Government The Columbus High School Student Body always Day demonstrates enthusiastic support for the American Cancer Downey Patriot Society’s Relay for Life which occurs annually in June on our campus. American Cancer Society’s Relay for Life Columbus High School employs a variety of programs to ensure student success. Perhaps the most successful means of communication among the school, parents, and students is Step 5 letters by the Steps to Success resource. Every month a letter is sent homeroom teacher in home informing parents of their child’s progress at English and Spanish Columbus. Included in this report are credits earned, Monthly Step 5 discipline problems, attendance, and pass/fail CAHSEE meetings results. This status report ensures the parents are kept up to Bi-lingual office date on their child’s progress throughout their educational personal experience at Columbus. Teachers also meet monthly to discuss student progress in each subject. Attendance, work Local church translator progress, attitude, and overall success of each student as well volunteers as possible interventions are discussed. At the end of each Bi-lingual counselors evaluation period a meeting is held with parents and teachers Bi-lingual teaching of under-achievers to discuss why their student is not meeting assistant the minimum standards in the classrooms. Discipline meetings Orientation meetings are held for incoming students. At this time the principal presents an overview of the school’s policies and expectations. Also included are the Steps to Office Manager records Success concept. Counselors and administrators meet with parents and students on an individual basis to review academic needs and to Orientation meetings develop a program that ensures student achievement. Individual progress reports are sometimes requested by parents, courts, probation officers, and student attendance Requested progress review boards. The reports are indicative of attendance, reports effort, credits earned, and a space is provided for comments
174 WASC/CDE Self-Study Report by each individual teacher. Although report cards are sent at the end of each semester, Report cards the monthly Steps to Success letters that are sent to the Steps to Success letters parents are very good indicators of overall academic progress. Once a year open house for parents is offered at Columbus Office Manager records High School. This is an opportunity for parents to Open House communicate directly with teachers and visit each respective classroom during the school day.
Interested seniors complete scholarship applications, Scholarship Application providing pertinent information about themselves and their Project aspirations. Interviews are then arranged with the providing organizations or individuals at which time the applicant and sponsor commiserate.
Use of Community Resources Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers. Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers? Findings Supporting Evidence Columbus High School effectively uses its community Downey Federal Credit resources to support students through scholarships, Union employment, post-graduate education, community service, Wells Fargo educational enrichment opportunities, and counseling for the at-risk student population. Military recruiters Columbus High School teachers and administrators enlist the Everest College support of outside community resources through various grant The Art Institutes applications, scholarship opportunities, guest speakers, Cerritos College charities, Regional Occupational Programs, community Mary R. Stauffer service, court mandated services, and counseling services. Foundation Downey Unified is especially proud of our local charity TLC ROP which stands for “True Lasting Connection”, a support group that helps the disadvantaged through various programs such as Career & College Fair health and medical exams, legal referrals, food, shelter, Kiwanis Foundation clothing, and counseling services. The Columbus student Soroptimist Club body has adopted TLC as one of its main charity recipients. DiLorento Family Scholarship Delta Kappa Gamma
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Chapter Downey Administrators Association Downey Chamber of Commerce Downey Council PTA, Downey Education Association LeeAnn Sears & Annie Casey Scholarship Newcomers Club of Downey Assistance League of Downey Optimist Club of Downey Woman’s Club of Downey Darrell and Veronica Jackson Scholarship West Middle School PTA Yearbook/Graphic Arts Scholarship Steps to Success Award, 10-20 Club Downey Police Downey Adult School Clothes the Deal Department of Rehabilitation Department of Mental Health
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Field Trips to Cerritos College, Cal State Fullerton, Fullerton Junior College, LA Trade Tech Cerritos College Placement Test
Parent/Community and Student Achievement Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program. Prompt: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program? Findings Supporting Evidence Students are acclimated to our unique approach at a Student Orientation student orientation meeting where they are presented with Student Handbook a handbook. Each month parents are apprised of their student’s progress via Step Letter and Credit Sheet which Steps to Success are mailed home. The parents/guardians of Step 5 Step 5 meetings students who are progressing poorly (0-19% earned Parent/Student/Teacher credits toward goal) are invited to a Step 5 conference counseling where teachers, parents, counselors, administrators discuss the student’s academic needs and ways to address them. Parents are encouraged to call the school to address any issues they may have. Standardized test results are mailed home to inform CST/CAHSEE/CELDT parents of their student’s strengths and weaknesses in the results core academic areas.
E1. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Columbus High School utilizes the community resources Teacher records
177 WASC/CDE Self-Study Report wisely to benefit the students regarding their needs. As a Scholarships continuation high school, individualization and differentiation Community outreach is key. The least restrictive environment is continuously evaluated for each student. Through the community IEP resources, we involve students in the teaching/learning process. Students are empowered by the potential of scholarship support, post-graduation education, employment and other opportunities the community has to offer. After school test prep Credit recovery is gained through many avenues at CHS. classes After school assistance
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Columbus High School’s graduation rate has increased yearly, Cumulative student as well as API scores and CELDT proficiency. Students are records becoming self-motivated learners through focus on content Data Director and learning objectives.
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E2. School Culture and Student Support Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) 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? CRITERION E2 INDICATORS AND PROMPTS Safe, Clean, and Orderly Environment Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly place that nurtures learning. Prompt: Comment on your analysis of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations. Findings Supporting Evidence The safety of students and staff is paramount and of particular Cyber Safety Unit importance at a continuation high school where a significant Character Counts percentage of the students have court ordered probation officers. Our campus aides, counselor, administrators, Downey Police teachers and staff all work to develop a rapport with the Department student body and monitor/interact with the students to diffuse Campus Aides conflict situations. In order to promote harmony among Campus Security students, Cyber Safety and Character Counts have been Tobacco Use adopted by the school district and are promoted on campus. Prevention Education Each hallway has been designated a Pillar of Character (TUPE)/Counseling thoroughfare. The pillar of citizenship is addressed daily with respect to student responsibility. Each student is expected to 10-20 Club clean up after him/herself. The utility worker is on call and Administrators available to meet the needs of all on campus. To promote Probation Officer student health, the TUPE program has been implemented to discourage tobacco and alcohol use. The California Healthy California Detection Kids Survey measures the safety of students and faculty on Canines campus. The drug dog helps to deter substance abuse. CHS Surveillance cameras shares a safe facility with Downey Adult School; DAS has Disaster plan security surveillance cameras on site. At CHS three or more Dress code staff members with two way radios are on duty at each break. On Tuesdays, Wednesdays and Thursdays they are joined by a Downey Police Officer. Specific designated restrooms are assigned for Columbus and Adult students respectively to insure the safety of all. Dress codes are sent in the summer mailings and are included in the student handbook. Dress codes are also displayed in the office. Earthquake and fire drill procedures are practiced and
179 WASC/CDE Self-Study Report reinforced each year. Lockdown procedures are in place to Earthquake and fire deal with emergency situations. drills Tolerance and safety are active parts of the school culture. Lockdown procedure CHS provides a secure learning environment for all students and faculty.
High Expectations/Concern for Students Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning? Findings Supporting Evidence Teachers, staff and administrators demonstrate a “Fresh Start” Teacher-Student philosophy when interacting with students. Students are not interaction judged by their past circumstances; each credit is earned one “Fresh Start” at a time, and the employment of our philosophy extends as philosophy well to their behavior – one day at a time. Tolerance levels for differences in culture, religion, ethnicity, sexual orientation Steps to Success(*see are impressive. Staff and students accept others’ differences Appendix G) amid a culture of trust and professionalism. Caring and Step 1 incentives concern is modeled by teachers and administrators and Student of the Month reinforced through Character Counts Pillars. Furthermore, awards high expectations are expressed by each teacher, staff member Teacher’s Choice and administrator within and outside of the classroom. awards Student of the Month and Teacher’s Choice Awards are bestowed monthly. Step One students are given certificates Character Counts and incentives.
Atmosphere of Trust, Respect and Professionalism Indicator: The school has an atmosphere of trust, respect and professionalism. Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism? Findings Supporting Evidence There is a high degree of trust, respect and professionalism on Character Counts this campus. Students feel comfortable coming to staff for “Fresh Start” help, advice, and counseling regarding their issues/needs. philosophy Character Counts activities (posters, essay contest, surveys, and announcements) reinforce the importance of good character. Students are given a fresh start when they come to
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Columbus. They are encouraged to reach their highest potential by making better choices and creating good habits in all areas of their lives. Students feel safe and secure in a caring environment when at school. A need for conflict resolution amongst female students was Young Women’s identified by teachers, administrators and the school Group psychologist. A Young Woman’s Support Group was Counseling formed. It grew into a character development group. Because of its success, CHS is forming a Young Men’s Support
Group, too. Lion’s Print school The CHS newspaper, The Lion’s Print, includes articles newspaper reflecting professionalism and tolerance as well as promoting the Character Counts Pillars, cyber-safety and anti-bullying Character Counts principles. The CHS Student Council also promotes these Week principles through various activities. Anti-Bullying/Cyber- Safety Week ASB activities
E2. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Columbus High School has low incidents of altercations on Administrative records campus due to respectful communication between students and staff and frequent monitoring by administration, counselors, Downey Police, probation officers, office staff and campus aides. Graduating students and alumni express appreciation for Principal survey positive differences made in their lives by teachers. Visiting alumni
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Fewer incidents of conflict allow students, teachers and staff Behavior records to nurture learning and promote academic success. Test scores The unique Columbus High School program is working to Graduation rate help students matriculate into the surrounding community as functioning citizens.
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E3 and E4. School Culture and Student Support Criterion
Respond to the criteria (shown as a guide question) by answering the prompts (findings and supporting evidence). E3. To what extent so all students receive appropriate support along with an individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community? CRITERION E3 AND E4 INDICATORS AND PROMPTS Adequate Personalized Support Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance. Prompt: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Findings Supporting Evidence TLC helps families who are impacted by economical and TLC emotional upheaval. PTA Helps assists families with PTA Helps financial hardships via their food bank, counseling and other services. The ROP counselor assigns students to career based classes ROP and work experience programs which can lead to permanent employment. The school counselor aligns students with post Counselor graduate opportunities such as community colleges and other community entities. District and volunteer psychologists offer counseling for emotional support and coping strategies. Psychologists A full time counselor is available. Three licensed psychologists are available. A probation officer is available. DIS Services If a student needs support, availability is evident. Department of Columbus High School provides students with a variety of Rehabilitation opportunities to be exposed to career and educational College and Career enhancement through the facilitation of field trips, career and Fair college fairs, and state agencies. The special department specifically exposes students to the different avenues they will Fields trips to college encounter as they approach the end of their high school Clothes the Deal careers.
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Direct Connections Indicator: The school has direct connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services. Prompt: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Findings Supporting Evidence By having a plethora of support services, CHS students are TLC able to focus on academic achievement and pursue PTA Helps postgraduate education and employment. Psychologists Very direct connections are maintained among the school, community and students’ families. Probation Officer The counselor meets with each student and helps him or her to develop an individualized plan to graduate or return to home Counselor records school. Incoming students are accessed for appropriate Credit sheets placement in classes to align with their goals.
Teachers work with the counselor to assess each student’s Teacher records academic data (standardized tests, transcripts, etc.) to determine proper placement in particular areas of study. Data Director Programs such as SIOP, CAHSEE classes, after-school SIOP tutoring, reading improvement classes and Independent Master schedule Studies all help to ensure resources are allocated to support Office Manager students in their quest to meet academic standards and school- records wide learning results. Independent Studies
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Strategies Used for Student Growth/Development Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Prompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Findings Supporting Evidence Columbus High School has created an individualized Steps to Success(*see approach to student goal setting. Each student receives a Appendix G) credit sheet which is updated daily to illustrate the credits CAHSEE preparation he/she has earned and still needs to accomplish based on individualized goals ranging from returning to home school, graduating early from Columbus, to passing the CAHSEE to graduating. The credit sheet serves as a tool to identify and target their individualized progress. Based on the number of credits the student has already achieved, goals are set and recalculated monthly and disseminated to the parents/guardians. Monthly meetings are set up with students/parents who are achieving far below their goal. IEP goals Professional development and dynamic instructional strategies SIOP Training are implemented in daily instruction, staying within the guidelines as stated in students’ Individualized Education Added Autism Plans. Authorization
Support Services and Learning Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education and other programs. Prompt: To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs. Findings Supporting Evidence CHS incorporates a Learning Center with a credentialed IEP
184 WASC/CDE Self-Study Report special education teacher and bi-lingual teaching aides. The Learning Center amount of language support a student needs is determined by Opportunity Center considering their English fluency level and taking their learning disabilities into consideration. Adult Transition Services All CHS teachers have been trained in the use of SIOP techniques and receive support from the school’s SIOP coach SIOP trained in order to effectively instruct English Language Learners. educators The SIOP coach interacts with the EL Coordinator to ensure Bilingual Instructional that English Language Learners receive support in accessing Assistants the curriculum. Senior Instructional The Opportunity Center ensures direct support services and Assistants related activities to Special Day Class students. Temporary Classroom Ongoing articulation exists among incoming students, Support Assistant teachers, counselors, administrators, psychologists, probation officers, and other invested parties to facilitate transitions within the program. There is collaboration between the Regional Occupation Program and CHS faculty, staff and administration to assist students in making career and educational decisions.
Equal Access to Curriculum and Support Indicator: All students have access to a challenging, relevant and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day). Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)? Findings Supporting Evidence All students have access to a challenging, relevant and coherent curriculum. As a continuation high school, CHS is an alternative education program designed to make the curriculum accessible and comprehensible to students with a variety of educational challenges. Columbus provides personalized student support. Third Steps to Success period is designated as homeroom where teachers support Step letters students and inform parents by communicating information Step 5 meetings about student academic and behavioral progress.
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Special education students are placed on the continuum of placement options based on their educational needs and IEP’s abilities. Students have annual IEP’s to review the appropriate placement to student needs and ability levels. The district provides summer school opportunities to all Summer School students who need to facilitate matriculation. records The school employs many opportunities for students to succeed, implementing independent study, self-paced Teacher records learning, after-school tutorials, and, of course, in-class instruction. Office Manager records
Co-Curricular Activities Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results. Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results? Findings Supporting Evidence All curricular and co-curricular activities are designed to help Teacher records students communicate effectively, heighten critical thinking Administrator records skills, and succeed as socially functional, accountable, responsible citizens. Counselor records Students may access career counseling. Personalized Teacher records assistance is offered to each student by the counselor, ROP ROP director, administrators and teachers. Support includes Scholarship assistance with scholarship applications, personal statements, applications letters of recommendation, financial aid, college applications, vocational programs and military options. Lion’s Print school Columbus High School publishes a seasonal student newspaper newspaper featuring articles on a variety of subjects, including curricular and co-curricular activities. The CHS Student Council connects the Character Counts Character Counts program to academic standards. The student council conducts schoolwide elections and participates in the annual Downey Student Government City Student Government Day, reinforcing concepts taught in Day the Social Science classes.
The CHS yearbook class publishes their annual, combining graphic arts, photographic elements, and text. CHS yearbook
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Student Involvement in Curricular/Co-Curricular Activities Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Findings Supporting Evidence Individual student credit-tracking sheet and individualized Bi-monthly faculty learning guides are an excellent daily resource used to meetings evaluate levels of student involvement. This content is usually designated within the “Electives” section of the document. Faculty meetings allow for regular evaluation of the level of student involvement in curricular and co- curricular activities and student use of support services.
Student Perceptions Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population. Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Findings Supporting Evidence Students have appropriate opportunities to address the Administrative records school’s support system. Students find that a smaller Counselor records environment than the traditional school helps them move forward in academic endeavors. The availability of counselors, administrators, instructors, and staff members who are approachable and provide the caring environment that allows young people to succeed.
E3 and E4. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting these criteria. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings Supporting Evidence A minimal number of audio-visual recordings and paperback D-23 Library books are available through library services. Differentiated instruction promotes a more personalized Teacher records approach to learning, and alternative instructional options allow access to and progress in the standards-based curriculum. Furthermore, the purpose and effectiveness of the
187 WASC/CDE Self-Study Report school’s EL program and its relationship to the standards- based curriculum is evident within each class by the use of the SIOP techniques that have been implemented throughout the district.
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence The mission of Columbus High School is to provide a safe Administrative records and non-threatening environment that emphasizes a multiethnic and multicultural educational program directed toward the diverse and changing needs of its students. Columbus High School offers quality comprehensive and flexible programs that are designed to develop personal, academic and job-related skills. Columbus students learn to communicate clearly, thinking critically, and acquire the knowledge and skills required to enhance the quality of their lives. The vision of Columbus High School is to prepare our students to be educated, successful and responsible citizens. We envision our students taking an active part in the quality instruction and curriculum designed to meet their diverse needs and interests. We provide our students with the opportunity to question, create, think and learn mutual respect that will help prepare them for a positive future.
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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength CHS employs a variety of approaches to promote a more personalized approach to learning. Students meet with the counselor and administration to create an individualized plan to establish a balanced short and long term goal-oriented approach to academic progress. Implementation of SIOP techniques
Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth Need to expand the promotion of school-wide culture by incorporating all curricular areas in activities such as school news reports, Character Counts promotion, Anti- bullying/Cyber Safety public service announcements, community involvement, etc. Need to more comprehensively institute community outreach to establish potentials with regard to character building, work experience, volunteerism and credit earning Need to establish more formal and scheduled student surveys to document the quality of instruction, culture, safety, and other concerns Need more school workshops, meetings, large-group conferences, and clubs
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Prioritized Areas of Growth Needs from Categories A through E
Columbus High School stakeholders, whom include students, parents/guardians, faculty, administration, utility, counselors, psychologists, campus aides, probation officers, and others, participate in the success of the program. Columbus has a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels. By means of student achievement data, the school’s leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards. The school leadership and staff annually monitor and analyze the single schoolwide action plan based on data to ensure alignment with student needs. The qualified staff facilitates achievement of the academic standards and the expected schoolwide learning results through a system of preparation, training, and ongoing professional development. Columbus High School’s follow-up process should address the following needs: Need to obtain the materials and equipment to adequately test students for the upcoming Common Core Assessments. Need to create smaller class sizes as is recommended when teaching at-risk students; we also understand the fiscal impact this would have on the district. Need to have a district psychologist assigned to our students who are not in Special Education classes. (While our counselor holds his Pupil Personnel Services credential, the majority of his time is spent with incoming new students, reviewing credits for current students and changing classes to accommodate and continue to motivate their progress, reviewing goals, speaking with parents, and preparing for mandated testing. This leaves little time for personal counseling, which is much needed.) Need to acquire and maintain support technology. (This is an issue that needs attention from several departments throughout the district. A new Director of Technology and Information Systems is working to resolve these issues with schools. He is also assisting schools with expanding technology into the future.)
Columbus High School’s teachers embrace the challenge of teaching the “at-risk” population with enthusiasm and empathy. They are passionate in their pursuit of helping students meet the challenging world at hand and ahead, using supplemental material to adapt and meet students’ specific needs. All teachers are highly qualified, having been trained in SIOP as part of the Downey Unified School District program improvement plan. The faculty offers a variety of learning experiences, while multiple programs exist at the school-wide level to create a well- rounded and broadly educated student population. The various avenues that Columbus High School implements include our own “Steps to Success” achievement program that provides students with credit sheets which afford a tracking tool, enabling students, parents, faculty, administration, counselors, and other stakeholders to assess student progress and commitment to academic growth. Students have the opportunity to achieve credits at their own pace, based on student need and data as well as lesson plan revision on the part of the respective teachers involved. The employment of a personalized approach to learning establishes a balanced goal- oriented curriculum that highlights an ongoing improvement process.
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We see a need to ensure a follow-up process in a number of areas. To begin, the curriculum growth needs are critical to improve our CST scores and more importantly preparing students for the upcoming Common-Core Assessment process not to mention focusing students on their post- graduate plans. To address these needs, Columbus High School should implement a variety of actions. Columbus High School’s follow-up process should address the following needs: Need to customize and/or contemporize methods of content delivery (i.e. pod casts and digital textbooks) to emphasize technology within the classroom Need teacher training in Common-Core Assessment to assist coordination of intra- department curriculum by grade level Link district/school website with curriculum access Need to assist in the development of a Personal Learning Plan, focusing on career paths after high school reflected onto a “Personal Learning Plan” (possibly onto a section of the Credit Sheet document) as well as the development of a pathway for greater achievement on state proficiency examinations
Next, the instructional growth needs are also critical to school wide improvement. Columbus High School’s follow-up process should: Need to focus on strengthening the learning program and continue establishing connections to real world experiences (i.e., field trips, job shadowing, community service, etc.) Need to utilize the computer technician to establish support using current technology, such as website building, pod-casting (connecting and networking intra-district lessons and presentations) , and improving access to technology within every classroom Need to prepare students for Common-Core Assessment via application of cross- curricular instruction and SIOP Need to be comprehensively trained in the use of Data Director and utilize it to ensure the proficiency levels of students on the state standardized tests (e.g., CST, CAHSEE, CELDT)
Also, the assessment and accountability growth needs are critical as well to school wide improvement. Columbus High School’s follow-up process should: Need to be comprehensively trained in the use of Data Director and utilize it to ensure the proficiency levels of students on state standardized tests (i.e. moving students from far below basic to below basic, below basic to basic, basic to proficient, and proficient to advanced), emphasizing data as a driver of assessment of student academic growth Need to prepare for Common-Core Assessment Need to revise the Steps to Success system for accountability purposes Need to expand the portfolio process to include writing/work samples across the curricular areas to better reflect common-core writing requirements
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Lastly, the school culture and support for student personal and academic growth needs are important to school wide improvement. Columbus High School’s follow-up process should: Need to expand the promotion of school-wide culture by incorporating all curricular areas in activities such as school news reports, Character Counts promotion, Anti- bullying/Cyber Safety public service announcements, community involvement, etc. Need to more comprehensively institute community outreach to establish potentials with regard to character building, work experience, volunteerism and credit earning Need to establish more formal and scheduled student surveys to document the quality of instruction, culture, safety, and other concerns Need more school workshops, meetings, large-group conferences, and clubs
To conclude, we have distilled from the aforementioned list of needs that there are three critical areas: (1) Fulfilling staff development in the areas of common core assessment, technology support, PLC, continuation school visitations, and other support areas (2) Increasing classroom attendance and parent involvement via accountability tactics such as text messaging, phone calls, emails, postal services, as well as a variety of positive incentives (3) Decreasing class size by means of arranging teacher schedules to afford common preparations, more active student participation, and higher-quality instruction.
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Chapter V: Revised Schoolwide Action Plan
A. Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement. B. State any additional specific strategies to be used by staff within each subject area/support program to support sections of the schoolwide action plan. C. Describe the school’s follow-up process, ensuring an ongoing improvement process. Formal action plans from each Home Group are not necessary; the critical emphasis is the consensus and commitment from all shareholders to implementing the various sections of the schoolwide action plan. Revise School Action Plan Columbus High School identified four areas for improvement during the 2012-13 WASC accreditation process. The Visiting Committee concurred with the school’s chosen targets and recommended six critical areas for follow-up. This year CHS took a comprehensive look at the previous areas for improvement and the current needs of our students. As per the process, our expected schoolwide learning results have been augmented to reflect our current self-study. CHS’s program is relevant to our at-risk population, and our plan of action includes a process of commitment from all shareholders to implement the various sections of the schoolwide action plan.
The areas we have identified will provide continuity and guide our efforts for the future.
1. The Steps to Success program will show an increase in Step One status by aiming toward 100% credit production and an 80-100% attendance rate. 2. Teachers will work in partnership to elevate CST scores, with particular emphasis on decreasing the Far-Below Basic category. 3. Teachers will work in partnership to meet the needs of all students in preparing for post- secondary opportunities, including an increase in the passing rate of California’s High School Exit Exam. Ongoing Process Columbus is committed to ongoing self-evaluation and improvement. To make improvements in the identified areas will require the involvement of all shareholders: administrators, teachers, staff, parents, community, and students. At the instigation of teachers, Professional Learning Communities are being further developed where teachers will collaborate to improve student and teacher learning as well as create a dynamic process of communication and improvement of pedagogical practices. The use of Data Director to drive instruction in all classrooms will benefit all students. Latest technology will be made available in all classrooms. Training is continuing at the Downey Unified School District as well as local conferences to support the implementation of the core curriculum, and college and career readiness will be expanded within the school program. Integral in this development are our students’ guardians and parents. The CHS program will continue to involve parents as partners, participating in the Steps to Success program. Some will be serving as members of the School Site Council, ELAC, and the general high school credit recovery and matriculation process. The community is involved, whether listening to presentations within the classrooms, attending recognition ceremonies for students and staff, or giving financial support. Students are participating in programs led by the ASB, faculty, and administrators such as TLC, Relay for Life, and the G-TAP (Gauldin Elemenatry Teacher Assistant Program) to increase student involvement.
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Updated School Purpose (Beliefs, Philosophy, Mission, Expected Schoolwide Learning Outcomes)
Columbus High School Outcomes Columbus High School will prepare its graduates to… Communicate effectively Using technology Applying information Working as individuals and in groups Heighten Critical Thinking Skills Creative, evaluative and analytical thinking Logical and effective decision making processes Succeed as socially functional, accountable, responsible citizens Seeking skills for the future Goal oriented
Columbus High School’s GOALS 1. The Steps to Success program will show an increase in Step One status by aiming toward 100% credit production and an 80-100% attendance rate. 2. Teachers will work in partnership to elevate CST scores, with particular emphasis on decreasing the Far-Below Basic category. 3. Teachers will work in partnership to meet the needs of all students in preparing for post- secondary opportunities, including an increase in the passing rate of California’s High School Exit Exam.
Columbus High School’s MISSION The MISSION of Columbus High School is to provide a safe and non-threatening environment that emphasizes a multiethnic and multicultural educational program directed toward the diverse and changing needs of its students. Columbus High School offers quality comprehensive and flexible programs that are designed to develop personal, academic and job-related skills. Columbus students will learn to communicate clearly, think critically, and acquire the knowledge and skills required to enhance the quality of their lives. Columbus High School’s VISION The VISION of Columbus High School is to prepare our students to be educated, successful and responsible citizens. We envision our students taking an active part in the quality instruction and curriculum designed to meet their diverse needs and interests. We provide our students with the opportunity to question, create, think and learn mutual respect that will help prepare them for a positive future.
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Area for Improvement #1— The Steps to Success program will show an increase in Step One status by aiming toward 100% credit production and an 80-100% attendance rate. Growth Targets Increase the attendance rate for all students per month as compared to the previous year Increase the number of students attaining Step One status per month as compared to the previous year Meet the Downey Unified School District Board policy regarding attendance
Rationale Attendance percentages have decreased in the last few years Increasing attendance will allow students to have continuity in the lessons presented at school Federally mandated attendance goals The Downey Unified School District support of a graduation rate of 91% or higher using credit recovery, attendance recovery and a continuum of academic opportunities and intervention strategies for all students Decrease SARB and SART cases Research shows that students who are involved in school and with good attendance are more successful in high school Data shows 11th graders have a significantly higher truancy rate than seniors
Link to Columbus’ Expected Schoolwide Learning Outcomes Communicate effectively Using technology Applying information Working as individuals and in groups
Columbus High School seeks to enrich and assist all students in being accountable and responsible citizens who communicate effectively, apply information cogently, and function among peers in a positive and productive manner.
Assessing Progress Monthly attendance rates Surveys to students Steps to Success monthly meetings, awards and evaluations Step One rates
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Tasks Specific Start Personnel Personnel Resources Needed Assessment Reporting Date and Responsible Responsible Completion for Monitoring for Date Implemen- tation
1 Revisit and update The Steps to Success Model to May 2013 – Teachers Counselor Faculty and New Steps to Report to all include an attendance component. ongoing Administration Success Model shareholders Counselor cooperating to create a (Staff, parents, Admin new model students, and
district
administrators)
Report to all 2 Utilize resources to ensure all parents and students Sept 2013 - Teachers Steps to Success Admin Mailers shareholders recognize and increase attendance, ongoing sign in sheet and EL Coordin Letters behavior/academic expectations, and the state Counselor letters Connect-Ed calls requirements for graduation (CAHSEE and CST Counselor PLC meeting Speakers reports). agenda Admin. Conferences Steps to Success E-mail meeting
Text messaging CST and
CAHSEE scores
Graduation rate
Steps to Success
3 Provide students with intervention and tutoring Report to all Sept 2013 - Supplemental Lesson Plans programs to help all students, including those within Teachers shareholders ongoing Admin Contracts: significant subgroups such as Hispanic/Latino and Teacher survey Counselor Economically Disadvantaged, as well as the EL Counselor Certificated.& PLC meeting student population, increase CST and CAHSEE Admin. Classified Hourly rates, agendas scores, passing rates, credit production, and Instructional materials, graduation rates. This may include CAHSEE and/or supplies, books CST classes, during and after school, CAHSEE/CST
counseling, hiring interventionists, and continuing a
CAHSEE/CST “boot camp” as well as other
interventions.
Report to all Lesson Plan Purchase hardware and shareholders Teachers 4 Use State Standardized CST testing, CAHSEE Sept 2013 - Admin software Teacher Survey results, CELDT, and CMA scores and multiple ongoing Counselor EL Coordin Attend teacher PLC meeting school assessments to determine student educational Admin. conferences agendas needs in the classroom setting. Evaluations occur approximately every 20 days. District technology Department training meetings and
minutes
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Area for Improvement #2— Teachers will work in partnership to elevate CST scores, with particular emphasis on decreasing the Far-Below Basic category. Growth Targets The CST Far Below Basic category will decrease by two percentage points Increase students’ CST percentages as per the Columbus School Plan’s improvements in student performance goals in both English and Mathematics Strive to meet the Downey Unified School District EL reclassification score of 350 (Basic) on the CST
Rationale Records of student reclassification indicate that approximately 63% students are categorized in the Far Below Basic ELA categories No EL students were reclassified this school year Team work between teachers is essential to creating common core curriculum, across curricular areas
Link to Columbus’ Expected Schoolwide Learning Outcomes Heighten Critical Thinking Skills Creative, evaluative and analytical thinking Logical and effective decision making processes
Columbus High School seeks to enable all students categorized as Far Below Basic to be able to matriculate into a higher category through logical, critical, and analytical thinking as well as effective decision making.
Assessing Progress Data Director reports for assessments within the CHS classrooms CST scores Number of EL students reclassified API scores AYP Percentage of students identified as Far Below Basic
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Tasks Specific Start Personnel Personnel Resources Needed Assessment Reporting Date and Responsible Responsible Completion for for Implemen- Date Monitoring tation
1 Provide technological resources, teacher training, and Sept 2013 - Teachers Admin Conference fees Teacher Report to all classroom accessibility to explore alternate ongoing surveys shareholders Counselor Counselor Consultants instruction or enhancements to the regular program (Staff, parents, Lesson that will address student needs, particularly in the Admin Substitutes students, and plans learning performance gaps that prevent passage of the district Teaching Materials CAHSEE or achieving above “Basic” status on the PLC administrators)
CST portions of the STAR. meeting
agendas
Report to all 2 Expose all staff to training and opportunities to Sept 2013 - PLC Teachers Dept. Chairs Conference fees shareholders improve skills that will help increase student ongoing meeting knowledge. This staff development may include, and Counselor Admin Substitute days agendas
not be limited to, conferences, speakers, release time Admin Attend teacher conferences Dept. Chair and training that address researched-based strategies minutes and areas across-the-curriculum. (ex. SIOP, PLC, Instructional materials,
School Visitations, Common Core Training, supplies, books, hardware Lesson
Department Association Conferences) and software Plans
Teacher Teachers Teachers survey Report to all 3 Train and familiarize staff and administration with Sept 2013- Conference fees shareholders the PLC method and continue with follow-up days. ongoing Counselor Counselor PLC Substitute days meeting Admin Admin Attend teacher conferences agendas
Lesson
Plans
4 Increase direct instruction implementing SIOP Sept 2013- Teachers Admin Lesson Protocols. SIOP Coach Instruction ongoing Plans Report to all SIOP Coach PLC Grade Level Grouping shareholders PLC Counselor meeting
Admin agendas
Lesson Substitute pay for the day--- Report to all 5 Continue to review and analyze each subsequent test Sept 2013- Plans Teachers Teachers can free up teachers for shareholders result and allow teachers time to align instruction for ongoing collaboration. PLC individual students based on growth or areas of need. SIOP Coach Counselor meeting This will occur after each result is returned to the Counselor Admin agendas school or as new students are transferred into this school.
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Area for Improvement #3—Teachers will work in partnership to meet the needs of all students in preparing for post-secondary opportunities, including an increase in the passing rate of California’s High School Exit Exam. Growth Targets By the end of the senior year, 90% of all students will increase their attendance and grade-point average from the time of their enrollment into Columbus High School Increase the number of EL students graduating with a diploma Create and implement a post-secondary plan for all seniors
Rationale PLC will be able to utilize the post-secondary goals found in the credit sheet as information to help meet the needs of all students A high school diploma is necessary for careers in the 21st Century Research indicates relevance of learning is important to encouraging student achievement
Link to Columbus’ Expected Schoolwide Learning Outcomes Succeed as socially functional, accountable, responsible citizens Seeking skills for the future Goal-oriented
Columbus High School seeks to enrich and assist all students in meeting goals and being accountable and responsible citizens by way of academics, social functions, and real world responsibilities.
Assessing Progress Graduation rate Attendance rate Articulating post-secondary goals within the credit sheet Number of students enrolled and receiving certificates in ROP Number of students going to post-secondary technical schools or two-year colleges
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Specific Personnel Personnel Related Expenditures Assessment Reporting Task Start Date Responsible for Responsible and Implementation for Completion Monitoring Date
1 Revisit and update the credit sheet Aug 2013 - Teachers Counselor Faculty and Credit Sheet Report to all to include a post-secondary ongoing Counselor Admin Administration PLC meeting agendas shareholders component. Admin cooperating to create a new model
2 PLC will create and implement a Aug 2013 - Teachers Teacher Duplicating costs PLC meeting agendas Report to all post-secondary plan for all seniors ongoing Counselor Admin Dept. Chair minutes shareholders Admin Counselor Lesson Plans
3 PLC will monitor attendance Sept 2013 – Teachers Teachers Faculty and PLC meeting agendas Report to all ongoing Counselor Counselor Administration Dept. Chair minutes shareholders Admin Admin cooperating to inform all Monthly attendance rate shareholders Steps to Success evaluation meeting Communication via electronic and personal
4 Continue to increase direct Sept 2013 Teachers instruction implementing SIOP SIOP Coach Admin SIOP Coach Instruction PLC meeting agendas Report to all Protocols for all students, especially Counselor PLC Grade Level Lesson Plans shareholders focusing in on EL students, thus Admin Grouping enabling all to earn a high school diploma
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Appendix:
A. Results of student questionnaire/interviews B. Results of parent/community questionnaire/interviews C. Master schedule D. School accountability report card E. CBEDS school information form F. Graduation requirements G. Additional data H. Budgetary information, including budget pages from the school’s action plan (i.e., the Single Plan for Student Achievement) I. A list of standards-based local board adopted texts (with the year of publication) used in 9th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, social studies, and science
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Appendix A Results of Student Questionnaire
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SENIOR SURVEY DATA: ID NUMBER:
1. I plan to go to college/university or trade school. ______
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
2. I plan to enter the military . Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
3. I plan to enter the work force full time.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
4. I have not decided as yet.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
5. I plan to stay at home and raise my child/children or future child/children.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
6. I feel that Columbus High School was a safe place to be.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
7. Columbus High School helped prepare me for the future.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
8. Columbus High School helped me set goals and kept me aware of my status regarding credits and class completion.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
9. I felt that someone at Columbus High School was available to talk to when I had a problem.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
10. Columbus High School was kept clean and in good repair.
Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
Please feel free to write on the other side of this paper and add any other comments that you feel are relevant to your family’s experience at Columbus High School.
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JUNIOR SURVEY DATA: ID NUMBER:
1. I believe that a high school education is really important. ______Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
2. I believe that school is preparing me for college or other education or training after high school. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
3. I know which courses I need, how many credits I must earn and what tests I must pass before I can earn my high school diploma. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
4. The Steps to Success program helps me understand what credits need to be completed and where I am in school. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
5. I feel that the school has provided enough help in choosing the classes I need to graduate. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
6. I know and understand the schoolwide discipline rules at the school Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
7. The teachers and staff treat all students fairly and equally. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
8. I feel that Columbus High School is always or mostly always a safe place Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
9. How do you show what you’ve learned in your classes? Mark all that apply: Scantron Essay Participation Group projects Individual Projects Homework
10. What do you think is the best way to show and measure what you have learned? Mark all that apply: Scantron Essay Participation Group projects Individual Projects Homework
11. What causes you stress that affects you at school? Mark all that apply: Alcohol Drugs Gangs negative Facebook Postings Marijuana Parent(s) Texting
Please feel free to write on the other side of this paper and add any other comments that you feel are relevant to your family’s experience at Columbus High School.
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Appendix B Results of Parent/Community Questionnaire
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Please mail this back to Columbus PARENT/GUARDIAN SURVEY Strongly Agree/Disagree Statements HS (12330 Woodruff Ave. Downey, 90241) OR
1. I feel welcome when I come to school. drop it off at CHS. Thank you! Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
2. The school encourages my student to attend school regularly. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
3. I am pleased with the education my teenager is receiving at school. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
4. Teachers’ expectations of my teenager are clear. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
5. The Steps to Success program helps me understand and informs me about what credits need to be completed and how my student is doing each month. (His/Her Progress and Performance) Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
6. I feel that my student is safe while on campus at Columbus High School. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
7. That first Orientation with the Principal/Vice-Principal or Counselor was helpful and informative. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
8. Teachers provide the necessary academic support to be able to complete assigned work. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
9. My teenager is learning the skills and knowledge he/she needs in order to prepare him/her for the future. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
10. I feel that my student has someone to talk to at Columbus High School to help emotionally or academically. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
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11. I feel comfortable communicating with a teacher regarding concerns or questions. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
12. I like the idea of accessing my student’s attendance and grades through the internet systems, such as Zangle and Connect Ed. Strongly Agree Agree Disagree Strongly Disagree Does Not Apply 1………………………..2……………….....3………………………....4………………………………5
Please feel free to write on the other side of this paper and add any other comments that you feel are relevant to your family’s experience at Columbus High School.
Encuesta para Padres Muy de acuerdo / desacuerdo declaraciones
1. Me siento bienvenido cuando vengo a la escuela. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
2. La escuela anima a mi hijo a asistir a la escuela con regularidad. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
3. Estoy satisfecho con la educación que mi hijo adolescente está recibiendo en la escuela. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
4. Expectativas de los profesores de mi hijo adolescente son claras. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
5. El programa pasos para exito me ayuda a entender y me informa acerca de lo que los créditos deben ser completadas y cómo mi hijo está haciendo cada mes. (His / Her Progreso y rendimiento).Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
6. Siento que mi hijo esta seguro, mientras que en el campo de la Escuela Secundaria Columbus. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
7. Que la orientación por primera vez con el director / subdirector o el Consejero ha sido útil e informativo. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
8. Los maestros brindan el apoyo necesario académico para poder completar el trabajo asignado. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
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9. Mi hijo adolescente está aprendiendo las habilidades y conocimientos que él / ella necesita para preparar a él / ella para el futuro. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
10. Siento que mi hijo tiene alguien con quien hablar en la Escuela Secundaria Columbus para ayuda. emocional y académico. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
11. Me siento cómodo en comunicame con un profesor con respecto a las preocupaciones o preguntas. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
12. Me gusta la idea de acceder a la asistencia de mi estudiante y las calificaciones a través de los sistemas de Internet, tales como Zangle y Ed Connect. Totalmente de acuerdo De acuerdo En desacuerdo Muy en desacuerdo No aplica 1……………………………...2……………..…….....3……………………....4…………………………5
Por favor, siéntase libre de escribir en el otro lado de este documento y cualquier otro comentario que considere relevante para la experiencia de su familia en Columbus High School.
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Appendix C Master Schedule 2012-2013
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COLUMBUS HIGH Regular Bell Schedule 2012 - 2013 PERIOD STARTING ENDING 1- 8:00- 8:50 2- 8:53- 9:43 SNACK- 9:43- 9:58 3- 10:01- 10:51 4- 10:54- 11:41 BREAK- 11:41- 11:57 5- 12:00- 12:47 6- 12:50- 1:40
COLUMBUS HIGH Minimum Day Bell Schedule 2012 - 2013 PERIOD STARTING ENDING 1- 8:00- 8:34 2- 8:38- 9:12 3 - 9:16- 9:50 SNACK- 9:50- 10:05 4- 10:10- 10:44 5- 10:48- 11:22 6- 11:26- 12:00
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Appendix D SARC http://downey.schoolwisepress.com/home/site.aspx?entity=15818&year=2012
Right click the above address and “Open Hyperlink” to view the School Accountability Report Card document.
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Appendix E CBEDS
CBEDS school information form
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Appendix F Graduation Requirements
Columbus High School Graduation Requirement:
Total Minimum Credits: 190 credits
English = 40 credits Social Studies = 30 credits (Including World History/Geography, US History, Government, and Economics) Math = 20 credits {Must complete 1 year of Algebra 1 or higher and 1 year of Geometry or Coordinated Math (Seniors only), or CAHSEE Math} Health - 5 credits Science - 20 credits (Including 1 year of Physical Science of the Earth and 1 year of Biology) Physical Education - 20 credits Fine Arts/Foreign Language = 10 credits Electives - 45 credits
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Appendix G Additional Data
1. SIOP
SIOP Sheltered Instruction Observation Protocol Downey Unified School District adopted the SIOP model to address the academic needs of our English Language Learner population. SIOP stands for Sheltered Instruction Observation Protocol. In the DUSD Local Education Agency Plan Synopsis, SIOP is specified as a First Best Instruction strategy to deliver content. The implementation of SIOP is tied to the district’s goals to improve English learner proficiency in Reading/Language Arts, Mathematics and other core subjects. As described in the LEA Plan Synopsis: The comprehensive lesson design of the SIOP model, developed by Echevarria, Vogt, and Short, is a well-articulated exemplar of instruction. There are 8 components and 30 features of the model that help teachers make use of best instructional practices in lesson planning and lesson delivery with the goal of providing all students with access to grade level content standards. The 8 components of the SIOP model are: lesson planning; building background; comprehensive input; strategies; interaction; practice and application; lesson delivery; and review and assessment. All teachers and administrators at Columbus High School have been trained in the SIOP model through district staff development. The lesson preparation component encourages teachers to define, display, and review two types of objectives: content and language. The content objectives are derived from the state standards. The language objectives, while related to the content objectives, provide English Language Learners with opportunities to practice their acquired language, especially key and academic vocabulary. Language objectives always involve listening, speaking, reading and/or writing skills. In addition to content and language objectives, lesson preparation includes the selection of appropriate content concepts, supplemental materials, and relevant and meaningful activities, as well as appropriate adaptation of content to all levels of student proficiency. The building background component focuses the teacher on the importance of relating concepts to students’ background experience and prior knowledge. It also involves the emphasis of key vocabulary. The comprehensible input component orients the teacher to speak appropriately to accommodate the students’ proficiency level, slowing down and enunciating where applicable, avoiding jargon and idiomatic speech that might confuse, using simple sentence structure, and employing paraphrasing and repetition. Instructions should be presented in a clear, step-by-step manner, both written and orally. Techniques, such as modeling, scaffolding, and graphic organizers, are encouraged to ensure that input is comprehensible for the English Language Learner. The strategies component encourages teachers to help English Language Learners comprehend, integrate and retain new information through carefully designed lessons incorporating metacognitive, cognitive, and social-affective strategies. (Metacognitive strategies help students to monitor their own thinking, to self-question. Cognitive strategies help students to organize information. Social-affective strategies enhance students’ learning through partner and group discussions.) Via their SIOP training, teachers are introduced to a plethora of useful strategies, including but not limited to: SQP2RS (Survey, Question, Predict, Read, Respond, and Summarize), a technique for teaching content with expository texts; GIST, a summarization procedure; graphic organizers; and Mnemonics, using acronyms to memorize terms or concepts. The interaction component advises teachers to provide their English Language Learners with ample opportunities to interact with their teacher and fellow students. Interaction is imperative to the development of English fluency; if one does not practice using the language, it is difficult to maintain it. In addition to selecting strategies and cooperative learning activities that allow for frequent interaction, teachers should employ grouping configurations that support interaction and utilize sufficient wait time in order to give English Language Learners time to mentally process and formulate responses to questions. The practice and application component stresses the importance of providing students with ample opportunity to practice the skills they have been taught and apply that knowledge to new situations. Students have a better chance of mastering content concepts and skills when they are given multiple opportunities to practice, when the practice is relevant and meaningful, and when the practice includes “hands-on” experience. Abstract concepts and new information should be applied in a personally relevant way. Students should be given opportunities to discuss
224 WASC/CDE Self-Study Report content and make abstract concepts concrete. Social interaction, modeling, and the integration of language skills (reading, writing, listening and speaking) are all important parts of the practice and application component. The lesson delivery component involves the effective combining of the other components. Content and language objectives must be clearly supported by lesson delivery. Objectives should be stated orally and written for all to see, providing students with a clear lesson focus. Students should be engaged 90-100 percent of the period, and lessons should be appropriately paced. The review and assessment component reminds teachers to end the lesson with a review of the content and language objectives to affirm that the objectives have been accomplished. Key vocabulary and concepts should also be reviewed. The SIOP model provides a variety of techniques that can be utilized as informal assessment tools. These techniques include response boards, thumbs up/thumbs down, ticket out, and numbered wheels, all techniques to quickly check for understanding. Teachers should gather baseline data before instruction and employ multiple assessments, both formative and summative, in assessing and evaluating their students. The 8 SIOP components should not be viewed as individual lesson plan steps but as integrated and related concepts. Through district staff development and the assistance of the school SIOP coach, teachers are encouraged to use the SIOP model. Teachers have also been trained in the observation protocol, which helps them to assess their own lessons as well as support their colleagues by assessing their lessons respectively.
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SIOP LESSON PLANNING SHEET Name: ______Date: ______Assignment:______Lesson Preparation � 1. Write content objectives clearly for students. � 2. Write language objectives clearly for students. � 3. Choose content concepts appropriate for age and educational background level of students. � 4. Identify supplementary materials to use (graphs, models, visuals). � 5. Adapt content (e.g., text, assignment) to all levels of student proficiency. � 6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. Building Background � 7. Explicitly link concepts to students’ backgrounds and experiences. � 8. Explicitly link past learning and new concepts. � 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students. Comprehensible Input � 10. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). � 11. Explain academic tasks clearly. � 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). Strategies � 13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). � 14. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. � 15. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson literal, analytical, and interpretive questions). Interaction � 16. Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. � 17. Use group configurations that support language and content objectives of the lesson. � 18. Provide sufficient wait time for student responses consistently. � 19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text. Practice/Application � 20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. � 21. Provide activities for students to apply content and language knowledge in the classroom. � 22. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking). Lesson Delivery � 23. Support content objectives clearly. � 24. Support language objectives clearly. � 25. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson). � 26. Pace the lesson appropriately to the students’ ability level. Review/Assessment � 27. Give a comprehensive review of key vocabulary. � 28. Give a comprehensive review of key content concepts. � 29. Provide feedback to students regularly on their output (e.g., language, content, work). � 30. Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response.) Comments:
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Lesson Plan Checklist for the Sheltered Instruction Observation Protocol (SIOP) Preparation – Write content objectives clearly for students. – Write language objectives clearly for students. – Choose content concepts appropriate for age and educational background level of students. – Identify supplementary materials to use (graphs, models, visuals). – Adapt content (e.g., text, assignment) to all levels of student proficiency. – Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills. Building Background – Explicitly link concepts to students' backgrounds and experiences. – Explicitly link past learning! and new concepts . – Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students Comprehensible Input – Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple sentence structure for beginners). Explain academic tasks clearly. – Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). Strategies – Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). – Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. – Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). Interaction – Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. – Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. – Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text. Practice/Application – Provide hands-on materials and/or manipulatives for students to practice using new content – knowledge. – Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking). Lesson Delivery – Support content objectives clearly. Support language objectives clearly. Engage students approximately 90-100% of the time (most students taking part/on task). Pace the lesson appropriately to the students' ability level. Review/Assessment – Give a comprehensive review of key vocabulary – Give a comprehensive review of key content concepts . – Provide feedback to students regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension and leaning throughout lesson on all lesson objectives (e.g., spot checking, group response).
Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English language Learners: The SIOP model. Boston: Allyn & Bacon.
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2. Steps To Success
STEPS TO SUCCESS There are steps to success in life as paralleled at Columbus High School. At Columbus each student’s progress will be constantly evaluated. A “Step” system has been developed for that purpose that includes specific attendance, academic, performance, and behavioral standards. When students arrive at Columbus they often have no idea how credits function in the progression toward graduation. The Steps to Success route allows for a focus and “ownership” of progress. The Steps system tracks student responsibility as academic citizens, one credit at a time. The central tool for communication among student, home and school within the Step system is the Credit Check Form. This form serves as a visual tool, providing an ongoing, parent-friendly format that tracks individual student advancement toward graduation. Students, parents, teachers, staff and other interested parties (e.g., probation officers, administration, etc.) can use the Credit Check Form to identify and evaluate students’ respective progress. All new students enter Columbus on Step 3 – School Standards. They will be evaluated on the standards established and placed on the appropriate Step. Evaluation Sessions are approximately four weeks long. Certain provisions have been taken into account for various situations and are explained at the end of this section of the handbook. A description of each step follows. STEP 1 – HONORS o 100% or more of the credits needed for you to graduate or return to DHS/WHS within your determined time period o Referrals and suspensions are taken into consideration at this level. STEP 2 - ABOVE STANDARDS o 80 - 99% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 3 - SCHOOL STANDARDS o 50 - 79% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 4 – PROBATIONARY & BELOW SCHOOL STANDARDS o 50 - 49% of the credits needed for you to graduate or return to DHS/WHS within your determined time period STEP 5 – AT RISK o 0 - 19% of the credits needed for you to graduate or return to DHS/WHS within your determined time period
PRIVILEGES AND BENEFITS Step One Students will be eligible for: – special gifts each month – an occasional drawing for prizes. – an awarded Certificate of Recognition. – personalized phone call to parent praising this accomplishment – Step Letter sent home claiming they are a Step 1 Student – a greater chance of graduating.
The Key to the Steps to Success is to: Do what you’re supposed to do; be where you’re supposed to be!
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PROVISIONS
1. Only the teachers in whose classes the student was enrolled will vote on the Step recommendation. In cases in which the student was transferred from one class to another, all the teachers that student had during that Evaluation Session will be allowed to vote on the recommendation. 2. Most sessions are made up of four weeks (18-20 school days). New or returning students who enroll in the school during the first week of a session will be evaluated on their performance, attendance, and behavior exhibited during the remainder of that Evaluation Session. 3. New or returning students who enroll in the school after the first week of a session will be evaluated according to those students' homeroom teacher's discretion on whether to extend the students current Step placement into the next Evaluation Session or to make a decision about the student’s placement. 4. Returning students will be re-entered into Columbus High School on the Step at which they were last evaluated. 5. Extremely exceptional effort by students who have attended three weeks or less could result in a positive change in their Step Evaluation. 6. Excessive referrals, unacceptable behavior, and/or habitual absences or tardies could result in a change in the Step Evaluation for those students who have attended three weeks or less.
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a. Graphic Data These graphs represent the student credit production for the month of September 2009-2012. During the first month of the academic school calendar students enroll into Columbus High School and are oriented to the individualized credit system employed at the school site. The data shows that during the month of September there is a low percentage of Step 1 students. This suggests a result of the population’s new enrollment and acclimation process. Steps to Success September 2009-10 Step 5 Step 1 14% 23% Step 4 26% Step 3 Step 2 28% 9%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success September 2010-11 Step 5 16% Step 1 25% Step 4 24% Step 3 Step 2 25% 10%
Step 1 Step 2 Step 3 Step 4 Step 5
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Steps to Success September 2011-12 Step 5 Step 1 13% 23%
Step 4 27% Step 3 Step 2 27% 10%
Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of October 2009-2012. During the second month of the academic school calendar the majority of students have been enrolled and oriented into Columbus High School. The data shows that during the month of October there is a significantly higher percentage of Step 1 students compared to September. This suggests that the acclimation process benefits student academic output. Steps to Success October 2009-10 Step 5 13% Step 1 Step 4 33% 20% Step 3 24%
Step 2 10%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success October 2010-11 Step 5 13% Step 1 Step 4 40% 17%
Step 3 Step 2 19% 11%
Step 1 Step 2 Step 3 Step 4 Step 5
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Steps to Success October 2011-12 Step 5 14% Step 1 Step 4 31% 21% Step 3 25% Step 2 9%
Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of November 2009-2012. During October the majority of students had been earning credits at Columbus High School. The data shows that during the month of November there is a significant percentage decrease of Step 1 students compared to October. This suggests that students begin to “rest on their laurels” as it were. This coupled with a Thanksgiving break accounts for a lower percentage rate. Steps to Success November 2009-10
Step 5 Step 1 24% 27%
Step 4 21% Step 2 9%
Step 3 19% Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success November 2010-11 Step 5 Step 1 17% 29% Step 4 18% Step 3 23% Step 2 13%
Step 1 Step 2 Step 3 Step 4 Step 5
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Steps to Success November 2011-12
Step 5 Step 1 24% 27% Step 4 22% Step 2 8% Step 3 19% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of December 2009-2012. During December the majority of students had been earning credits at Columbus High School. The data shows that during the month of December there is a significant percentage increase of Step 1 students compared to November. This suggests that students begin to realize that the semester is coming to an end in January. Students increase their credit production to return to their home school and/or graduate early. Steps to Success December 2009-10
Step 5 Step 1 17% 36% Step 4 17% Step 3 22%
Step 2 8%
Step 1 Step 2 Step 3 Step 4 Step 5
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Steps to Success December 2010-11 Step 5 17% Step 1 Step 4 33% 18% Step 3 23%
Step 2 9%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success December 2011-12 Step 5 17% Step 1 Step 4 38% 18% Step 3 20%
Step 2 7% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of January 2009-2012. The data shows that during the month of January there is a continued high percentage of Step 1 students. This trend suggests that students continue to realize that the semester ends in January. Step 5 increases during January as a result of many students not meeting their goal to return to their home school. The Credit Check Forms are re-evaluated with the students at the beginning of the second semester. Steps to Success January 2009-10
Step 5 Step 1 20% 38%
Step 4 20%
Step 2 Step 3 7% 15% Step 1 Step 2 Step 3 Step 4 Step 5
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Steps to Success January 2010-11
Step 5 20% Step 1 39% Step 4 18% Step 3 17%
Step 2 6%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success January 2011-12 Step 5 19% Step 1 40%
Step 4 Step 3 17% 18%
Step 2 6% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of February 2009-2012. The data shows that during the month of February there is a lower percentage of Step 1 students compared to January. This suggests that students have returned to their home schools and new students have enrolled. Step 5 increases during February for two reasons. First, there are a large number of new enrollees on campus, accounting for nearly one quarter percent of Columbus enrollment. Second, some students who were unable to return to their home school fall back into a “lull”. The Credit Check Forms are re-evaluated with the students during this evaluation.
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Steps to Success February 2009-10
Step 5 Step 1 24% 30%
Step 4 20% Step 3 20% Step 2 6%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success February 2010-11
Step 5 Step 1 24% 32% Step 4 20% Step 3 18% Step 2 6%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success February 2011-12
Step 5 Step 1 24% 31%
Step 4 22% Step 2 5% Step 3 18% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of March 2009-2012. The data shows that during the month of March there is a higher percentage of Step 1 students compared to February. This parallels October’s trend in that new students are acclimated with the school’s system and all students are gearing up to graduate early or by the end of the semester.
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Steps to Success March 2009-10 Step 5 Step 1 20% 35%
Step 4 17% Step 2 Step 3 8% 20% Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success March 2010-11 Step 5 22% Step 1 35% Step 4 15% Step 3 22%
Step 2 6%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success March 2011-12
Step 5 23% Step 1 37% Step 4 17% Step 3 18%
Step 2 5% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of April 2009-2012. The data shows that during the month of April there remains a high percentage of Step 1 students compared to February. This parallels the March trend in that new students from the beginning of the semester are acclimated with the school’s credit system and all students are gearing up to graduate early or by the end of the semester. Also, many students—particularly Juniors—
237 WASC/CDE Self-Study Report continue to transfer to Columbus during this month. They must begin the orientation and acclimation process akin to September. Steps to Success April 2009-10
Step 5 Step 1 22% 33% Step 4 19% Step 3 14%
Step 2 12%
Step 1 Step 2 Step 3 Step 4 Step 5
Steps to Success April 2010-11 Step 5 Step 1 28% 30%
Step 4 18% Step 2 11% Ste p 3 Step 1 Step 2 Step 3 Step 4 Step 5 13 % Steps to Success April 2011-12 Step 5 Step 1 19% 39% Step 4 20%
Step 2 8% Step 3 14% Step 1 Step 2 Step 3 Step 4 Step 5
These graphs represent the student credit production for the month of May 2009-2012. The data shows that during the month of May a high percentage of Step 1 students continues as the majority of seniors complete their graduation requirements. This parallels the April trend in that new students from the previous month are acclimated with the school’s credit system and all seniors are gearing up to graduate. Also, many students—particularly Juniors—continue to
238 WASC/CDE Self-Study Report transfer to Columbus during this month. They must begin the orientation and acclimation process akin to September. Steps to Success May 2009-10
Step 5 Step 1 29% 33%
Step 4 16% Step 2 7%
Step 3 Step 1 Step 2 Step 3 Step 4 Step 5 15%
Steps to Success May 2010-11
Step 5 Step 1 31% 34% Step 4 16% Step 2 6% Step 3 Step 1 Step 2 Step 3 Step 4 Step 5 13%
Steps to Success May 2011-12 Step 5 Step 1 31% 32%
Step 4 Step 3 15% 17% Step 2 5%
Step 1 Step 2 Step 3 Step 4 Step 5
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b. Pyramid of Intervention
Placement Options:
Drop or Expel Transfer to CDS School Transfer to Adult School, GED program, or Community college
Step 5 meeting Behavior or Credit Production Contracts Additional parent conference with Teachers, Counselor, Vice-Principal and Principal
Parent conference with Teachers, Counselor and Vice-Principal Disperse Information about CHSPE to parent/guardian Revise interventions to support & reinforce those that are working Request Parent Shadowing
Tertiary Interventions Darrell Jackson Intervention 10-20 Club Referral Amer-I-Can Participation Referral Parent conference with Teachers and Counselor Discuss Independent Study Option Referral to Outside Sources for help (i.e. confer with Psychologist, Robert Jagielski, P.O. and/or Darrell Jackson) regarding best services Refer to DA Have Homeroom teacher monitor & assess progress more frequently
Secondary Interventions
Parent conference with Teachers Step 4 meeting of student with VP/Counselor/Principal Meeting or contact with Probation Officer Refer to SARB or DA Refer to School Resource Officer Adjustment to seating arrangements in classroom Adjustments to contracts Progress Reports Special Education Referral and Assessment
Primary Interventions:
Referral Psychologist Referrals Phone call home Step Letters home every 20 days Class Change Connect Ed phone call 3. CreditSend to theCheck Counselor Form Check on Probation status with Rio Hondo Probation Suspension Refer to SARB ROP Student Study Team Concurrent Adult School enrollment Standards-Based Instruction in Every Classroom Back to school conferences Motivation and Rewards
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CREDIT CHECK FORM The Credit Check Form provides a qualifier and a quantifier of student academic progress. Each “credit sheet” is individualized for each student as a way to keep track of their credits needed every month as initiated by their long- term academic goal (i.e., graduating from home school or CHS). For a student to understand their goal as it relates to credits earned, a category within the Credit Check Form identifies five areas that serve as the crux of communication of short-term goals. The five areas are as follows: Remaining Months, Goal per Month, Credits Earned, Steps, and Work Effort %. These five areas augment and change monthly after each progress evaluation is completed. Students are evaluated individually with regard to the standards established and reflected in their own long-term goal.
NOTE: The letters assigned to each month are alphabetical. (The letter does NOT reflect the grade the student earned on the credit sheet. It only refers to the month when they earned the credit.) Evaluation 1 (A) = September Evaluation 2 (B) = October Evaluation 3 (C) = November Etc.
See below for two examples of the Credit Check Form
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4. Sample Lesson Plans
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5. Sample Learning Guides
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6. Sample Rubrics
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7. New Student Enrollment Data The following data depicts newly enrolled student populations based on grade level from 2009 to 2012. The graphs show that Columbus enrollees are primarily enrolled as 11th graders. The high rate of 11th grade enrollment is due to the influx of new students from feeder schools, particularly 11th graders, at the end of the regular calendar school year. 2009-2010 Grade Level First Enrolled
300 250 200 150 12th Grade Female Students 100 50 12th Grade Male Students 0 1 12th Grade Total Enrolled 12th Grade Female Students 59 Series4 12th Grade Male Students 111 11th Grade Female Students 12th Grade Total Enrolled 170 11th Grade Male Students Series4 0 11th Grade Total Enrolled 11th Grade Female Students 111 11th Grade Male Students 176 Series8 11th Grade Total Enrolled 287 10th Grade Female Students Series8 1 10th Grade Male Students 10th Grade Female Students 20 10th Grade Total Enrolled 10th Grade Male Students 25 10th Grade Total Enrolled 45 12th Grade Enrolled 11th Grade Enrolled 10th Grade Enrolled
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2010-2011 Grade Level First Enrolled
300 250 200 150 12th Grade Female Students 100 50 12th Grade Male Students 0 1 12th Grade Total Enrolled 12th Grade Female Students 85 Series4 12th Grade Male Students 119 11th Grade Female Students 12th Grade Total Enrolled 204 11th Grade Male Students Series4 0 11th Grade Total Enrolled 11th Grade Female Students 115 11th Grade Male Students 168 Series8 11th Grade Total Enrolled 283 10th Grade Female Students Series8 1 10th Grade Male Students 10th Grade Female Students 16 10th Grade Total Enrolled 10th Grade Male Students 28 10th Grade Total Enrolled 44 12th Grade Enrolled 11th Grade Enrolled 10th Grade Enrolled
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2011-2012 Grade Level First Enrolled
300 250 200 150 12th Grade Female Students 100 50 12th Grade Male Students 0 1 12th Grade Total Enrolled 12th Grade Female Students 83 Series4 12th Grade Male Students 131 11th Grade Female Students 12th Grade Total Enrolled 214 11th Grade Male Students Series4 0 11th Grade Total Enrolled 11th Grade Female Students 120 11th Grade Male Students 161 Series8 11th Grade Total Enrolled 281 10th Grade Female Students Series8 1 10th Grade Male Students 10th Grade Female Students 16 10th Grade Total Enrolled 10th Grade Male Students 32 10th Grade Total Enrolled 48 12th Grade Enrolled 11th Grade Enrolled 10th Grade Enrolled
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8. Student Transfers to Home Schools The graphs below show the student transfer rate to their home school from 2009-2012. 12th graders have the highest frequency of transfer. The data shows that the 12th grade transfer trend increases each year. This is due to greater populations as well as increased credit production.
2009-2010 Student Transfers to Home Schools
25
20
15
10 Downey High School Warren High School 5 Total Transfers 0 1 Series4 Downey High School 11 Downey High School Warren High School 10 Warren High School Total Transfers 21 Total Transfers Series4 0 Downey High School 2 Warren High School 0 Total Transfers 2 12th Grade Transfers 11th Grade Transfers
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2010-2011 Student Transfers to Home Schools
40 35 30 25 20 Downey High School 15 10 Warren High School 5 Total Transfers 0 1 Series4 Downey High School 17 Downey High School Warren High School 20 Warren High School Total Transfers 37 Total Transfers Series4 0 Downey High School 2 Warren High School 2 Total Transfers 4 12th Grade Transfers 11th Grade Transfers
2011-2012 Student Transfers to Home Schools
50 45 40 35 30 25 20 Downey High School 15 Warren High School 10 5 Total Transfers 0 1 Series4 Downey High School 20 Downey High School Warren High School 26 Warren High School Total Transfers 46 Total Transfers Series4 0 Downey High School 4 Warren High School 0 Total Transfers 4 12th Grade Transfers 11th Grade Transfers
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9. Average Initial Starting Credits The graphs below show the average initial starting credits for Columbus High School students from 2009 to 2012. The data of average initial starting credits reflects a consistency. In general, 12th graders begin with nearly 115 credits, 11th graders begin with nearly 60 credits, and 10th graders begin with nearly 35 credits. 12th graders need to achieve 190 credits to either graduate or return to feeder schools. 11th graders need to achieve 160 credits to return to feeder schools, or 190 to graduate. 10th graders generally return to Columbus for their 11th grade year and transfer back to feeder school with either 160 credits or continue at Columbus through their 12th grade year and transfer or graduate when they have reached 190 credits.
2009-2010 Average Student Starting Credits
120 100 80 60 40 12th Grade Female Students 20 0 12th Grade Male Students 1 12th Grade Female Students 111.75 12th Grade Total Average 12th Grade Male Students 112.16 Series4 12th Grade Total Average 112.02 11th Grade Female Students Series4 0 11th Grade Male Students 11th Grade Female Students 49.46 11th Grade Total Average 11th Grade Male Students 70.01 Series8 11th Grade Total Average 60.97 10th Grade Female Students Series8 1 10th Grade Female Students 32.18 10th Grade Male Students 10th Grade Male Students 37.36 10th Grade Total Average 10th Grade Total Average 35.08 12th Grade Starting Credits 11th Grade Starting Credits 10th Grade Starting Credits
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2010-2011 Average Student Starting Credits
120 100 80 60 40 12th Grade Female Students 20 0 12th Grade Male Students 1 12th Grade Female Students 116.53 12th Grade Total Average 12th Grade Male Students 115.25 Series4 12th Grade Total Average 115.8 11th Grade Female Students Series4 0 11th Grade Male Students 11th Grade Female Students 63.57 11th Grade Total Average 11th Grade Male Students 63.03 Series8 11th Grade Total Average 63.23 10th Grade Female Students Series8 1 10th Grade Female Students 23.36 10th Grade Male Students 10th Grade Male Students 38.05 10th Grade Total Average 10th Grade Total Average 34.24 12th Grade Starting Credits 11th Grade Starting Credits 10th Grade Starting Credits
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2011-2012 Average Student Starting Credits
120 100 80 60 40 12th Grade Female Students 20 0 12th Grade Male Students 1 12th Grade Female Students 119.19 12th Grade Total Average 12th Grade Male Students 111.54 Series4 12th Grade Total Average 114.48 11th Grade Female Students Series4 0 11th Grade Male Students 11th Grade Female Students 60.06 11th Grade Total Average 11th Grade Male Students 60.9 Series8 11th Grade Total Average 60.52 10th Grade Female Students Series8 1 10th Grade Female Students 45.64 10th Grade Male Students 10th Grade Male Students 41.73 10th Grade Total Average 10th Grade Total Average 42.67 12th Grade Starting Credits 11th Grade Starting Credits 10th Grade Starting Credits
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10. Average Number of Credits Earned While Attending Columbus The graphs below show the average number of credits earned by students attending Columbus High School from 2009 to 2012. The data shows an increasing trend in the average of credits earned by 12th graders. This data directly corresponds to increased graduation rates over the last three years. 10th and 11th graders demonstrate a consistency in credit production.
2009-2010 Total Average Credits Earned While Enrolled at Columbus
70 60 50 40
30 12th Grade Female Students 20 12th Grade Male Students 10 12th Grade Total Average 0 Series4 1 11th Grade Female Students 12th Grade Female Students 67.13 12th Grade Male Students 66.17 11th Grade Male Students 12th Grade Total Average 66.5 11th Grade Total Average Series4 0 Series8 11th Grade Female Students 62.34 10th Grade Female Students 11th Grade Male Students 58.93 10th Grade Male Students 11th Grade Total Average 60.43 10th Grade Total Average Series8 1 10th Grade Female Students 32.36 10th Grade Male Students 36.64 10th Grade Total Average 34.76 12th Grade Earned Credits 11th Grade Earned Credits 10th Grade Earned Credits
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2010-2011 Total Average Credits Earned While Enrolled at Columbus
70
60
50
40
30 12th Grade Female Students 12th Grade Male Students 20 12th Grade Total Average 10 Series4 0 11th Grade Female Students 1 12th Grade Female Students 64.87 11th Grade Male Students 12th Grade Male Students 69.55 11th Grade Total Average 12th Grade Total Average 67.53 Series8 Series4 0 10th Grade Female Students 11th Grade Female Students 65.41 10th Grade Male Students 11th Grade Male Students 49.58 10th Grade Total Average 11th Grade Total Average 55.52 Series8 1 10th Grade Female Students 20.57 10th Grade Male Students 38.5 10th Grade Total Average 33.85 12th Grade Earned Credits 11th Grade Earned Credits 10th Grade Earned Credits
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2011-2012 Total Average Credits Earned While Enrolled at Columbus
80
70
60
50
40 12th Grade Female Students 30 12th Grade Male Students 20 12th Grade Total Average 10 Series4
0 11th Grade Female Students 1 11th Grade Male Students 12th Grade Female Students 75.8 11th Grade Total Average 12th Grade Male Students 74.14 12th Grade Total Average 75.04 Series8 Series4 0 10th Grade Female Students 11th Grade Female Students 57.12 10th Grade Male Students 11th Grade Male Students 54.05 10th Grade Total Credits Earned 11th Grade Total Average 55.43 Series8 1 10th Grade Female Students 57.14 10th Grade Male Students 40.05 10th Grade Total Credits Earned 44.17 12th Grade Earned Credits 11th Grade Earned Credits 10th Grade Earned Credits
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Appendix H Budgetary Information
Budgetary information, including budget pages from the school’s action plan (i.e., the Single Plan for Student Achievement)
Budget for School Plan EIA* SCE* Program Year: 2012 - 13(*Estimated) 18000 25750 School: Columbus
Entitlement TOTAL: $43200*
1111 Teacher Salaries (all inclusive) 1920 2100 1165 Sub Teachers - Conferences (all inclusive) 1200 1200
1170 Staff Development 2101 Instructional Assistants
2142 Instructional Assistant - Overtime
2161 Sub Instructional Assistants
2402 Other Office Salaries
3111 STRS - Certificated
3212 PERS - Classified
3311 OASDI - Certificated
3312 OASDI - Classified
3331 Medicare - Certificated
3332 Medicare - Classified
3411 Health & Welfare - Certificated
3412 Health & Welfare - Classified
3511 Unemployment Ins - Certificated
3512 Unemployment Ins - Classified
3611 Workers Comp - Certificated
3612 Workers Comp - Classified
4220 Other Books 1400 4310 Other Supplies 1600
4320 Instructional Supplies 1200 2000 4400 Non-Capitalized Assets (ex Projector) 4000 4000 5250 Travel/Conferences 900 5612 Rent/Lease Equipment
5614 Service Agreement
5710 Bus Trans. - Field Trips
5715 Duplicating Costs 400 5804 Consultants
5910 Telephone
6490 Audiovisual Equipment 2442 Overtime Classified (all inclusive) 300
4340 Technology Equipment 3000 6200
4440 Computer Related(comp &servers) 3280 8500 *Estimated GRAND TOTAL 18000 25200
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BUDGET FOR EIA/SCE Program Year: 2012-13 School: Columbus High School Allocation: $87,892 *EIA *SCE $19,198 $68,694 1111 Teacher Salaries (All inclusive) 3800 1440 1164 Sub Teachers - illness 1165 Sub Teachers - conferences (All inclusive )5700 12544 1170 Staff Development 544 2101 Instructional Assistants 896 2142 Instructional Assistant-Overtime 2161 Sub Instructional Assistants 2402 Other Office Salaries 2530 560 2900 Other Classified Salaries 364 3110 STRS - Certificated 3212 PERS - Classified 3220 PERS-Other Classified 3311 OASDI - Certificated 3312 OASDI - Classified 3351 Medicare - Certificated 3352 Medicare - Classified 3411 Health & Welfare - Certificated 3412 Health & Welfare - Classified 3511 Unemployment Ins. - Certificated 3512 Unemployment Ins. - Classified 3611 Worker's Comp. - Certificated 3612 Worker's Comp. - Classified 4220 Other Books 5700 4310 Other Supplies 200 4200 4320 Instructional Supplies 904 6500 4400 Non-Capitalized Assets (projectors) 1860 5250 Travel/Conference 2000 1156 5612 Rent/Lease Equipment 5614 Service Agreement 5710 Bus Trans. - Field Trips 5715 Duplicating Cost 200 450 5804 Consultants 500 1240 5910 Telephone 6490 Audiovisual Equipment 2500 4440 Computer Related (Computers / Servers) 1052 30000 4340 Technology Equipment 1052 GRAND TOTAL = $87,892 $19,198 $68,694
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Appendix I A list of standards-based local board adopted texts (with the year of publication) used in 9th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, Social Studies, and Science English/Language Arts: Holt Literature and Language Arts: Third Course (2003). Austin: Holt, Rinehart and Winston.
Holt Literature and Language Arts: Fourth Course (2003). Austin: Holt, Rinehart and Winston.
Algebra: Algebra 1 (2007). Evanston: McDougal Littell.
Algebra I: Algebra 1 (2007). Evanston: McDougal Littell.
Social Studies: Modern World History: Patterns of Interaction (2006). Evanston: McDougal Littell.
American Anthem: Modern American History (2007). Austin: Holt, Rinehart and Winston. www.my.hrw.com
Economics: Principles in Action (2007). Boston: Pearson Prentice Hall. www.pearsonsuccessnet.com
American Government (2006). Boston: Pearson Hall. www.pearsonsuccessnet.com
Science: Concepts & Challenges: Life Science (2003). Parsippean: Globe Fearon.
Concepts & Challenges: Earth Science (2003). Parsippean: Globe Fearon.
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