North Hollywood High School WASC Self-Study Introduction
NORTH HOLLYWOOD HIGH SCHOOL WASC Self-Study Report March 2010
Home of the Huskies
Los Angeles Unified School District Local District 2 5231 Colfax Avenue North Hollywood, CA 91601
Telephone (818) 753 . 6200 Fax (818) 508 . 7124 http://www.nhhs.net
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Table of Contents Preface, Staff, and List of Acronyms Introduction Student/Community Profile and Supporting Data Chapter I Student/Community Profile –Overall Summary from Analysis of Profile Data Chapter II Progress Report Chapter III Self-Study Findings Chapter IV A. Organization: Vision and Purpose, Governance, Leadership 1 and Staff, and Resources B. Standards-Based Student Learning: Curriculum) 13 C. Standards-Based Student Learning: Instruction 19 D. Standards-Based Student Learning: Assessment and Accountability 25 E. School Culture and Support for Student Personal and Academic 33 Growth Schoolwide Action Plan Chapter V Goal 1: Increase the percent of proficient and advanced students on the 1 CST in Algebra I by 2% per year over the next 6 years. Goal 2: Increase proficient and advanced students in Inter-Coordinated Science (ICS) 2% per year over the next 6 years. 5 Goal 3: Increase proficiency rate of English Language Learners (ELLs) 8 on the 10 th grade CAHSEE. Stakeholder Surveys Appendix Appendix A: NHHS Safety Survey Data and Results 1 Appendix B: CST Survey Data and Results 7 Appendix C: Parent Survey – English 14 Appendix D: Parent Survey – Spanish 22 Appendix E: Faculty Survey 31 Appendix F: Student School Culture Survey 39 Appendix G: Teacher ESLR Survey 46 Appendix H: Faculty Dreams Survey 53 Appendix I: Focus on Learning Self-Evaluation Survey 57 Appendix J: NHHS Crime Statistics 58
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INTRODUCTION North Hollywood High School
Home of the Huskies!
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Preface The North Hollywood High School educational community has been engaged in a six- year self-study process to assess the progress gained in accomplishing the goals set by the WASC Accreditation Commission in 2004. Achieving these goals has been the focus of all concerned stakeholders. North Hollywood High School has focused on improving student achievement through the implementation of the Strategic Schooling model and a consistent alignment of state standards through the implementation of our state standards blueprint program. In addition, research-based instructional strategies are being implemented in every classroom to provide every student opportunities to have frequent interaction with complex knowledge. Data-driven decisions have created a new foundation that focus on results.
The self-study report that follows is a compilation of an organized and focused process involving all stakeholders. The North Hollywood educational community understands that school improvement is an ongoing process that continuously seeks to help students achieve academically while overcoming socio-economic barriers.
Our educational community would like to give special thanks to the students who put many hours of their time assisting with this self-study. As part of their coursework, students analyzed performance data and presented PowerPoint projects to classes throughout our campus. Additionally, the following students actually contributed in the writing of this report: Gabriela Robles, Michelle Campus, Edwin Rodriguez, Akram Sodagar, Talia Martinez, Neil Borja, Tom Tran, Robin Roth, Jana Lowensohn, Daniel Chang, Cody Ness, Miguel Nisthal, and Dulce Fong.
For those who would like to better understand the accreditation process, our Principal, Dr. Delling, has prepared a video message to explain our six-year study. It can be assessed through our school website: www.nhhs.net
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Western Association Visiting Committee Members
Chair: Mr. Jon Hurst Principal at Lake Elsinore High School
Member: Mrs. Jodi Consten Coordinator, Curriculum and Instruction at Hesperia Unified School
Member: Ms. Ruth Esseln Assistant Principal at Gabrielino High School
Member: Mrs. Elizabeth Harper Principal at Fremont Middle School
Member: Ms. Christy M. Meteer Teacher at Garden Grove High School
Member: Dr. Monica Oviedo Principal at Pioneer High School
Member: Mr. Justin Schmidt Teacher Santa Paula High School
Member: Mr. Mark Swanitz Principal at Dos Pueblos High School
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Los Angeles Unified School District
Superintendent of Schools Ramon C. Cortines Local District 2 Superintendent Alma Pena-Sanchez
High School Services Director Maria Ochoa Administrator of Instruction Sandra Winchell
North Hollywood High School Principal Dr. Randall V. Dellling Assistant Principal Dr. Moohay Choe APSCS Mr. Antonio Reveles Assistant Principal Mr. John Ralles Assistant Principal Dr. Luis Rodriguez SAS Ms. Linda Szabo
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Accreditation Leadership Team
Principal Dr. Randal Delling Accreditation Coordinator Greg Gilliland, NBCT Administrator in Charge of Accreditation Dr. Luis Rodriguez
Accreditation Leadership Team Members
Math Coach Shant Amirian Parent Center Coordinator Taguhi Artunyan SAS Coordinator Hasmig Baran Parent Phyllis Bazzini Title I Coordinator Nicholas Bradley Assistant Principal Dr. Moohay Choe Principal Dr. Randall Delling HEA Lead Teacher Jared Dupree Special Education Coordinator Dr. Magda Ferl Parent Harry Geozian Accreditation Coordinator Greg Gilliland, NBCT SAS/Humanitas Lead Teacher Gough, Rick Social Justice Lead Teacher Blanca Guzman ELL Coordinator Christine Huyke UTLA Chair /Social Science Department Chair Paul Landau Math Teacher Edward Lopez Edward Zoo Magnet Coordinator Lee Mc Manus Parent Bruce Neckels ELA Coach Dr. Juliet Radhayrapetian Assistant Principal John Ralles Mathematics Department Chair Oscar Ramirez APSCS Antonio Reveles Counselor Melissa Roberts Assistant Principal/Accreditation Dr. Luis Rodriguez, A.P./NBCT Parent Hap Pattiz HGM Coordinator Phyllis Spadafora EMA Coordinator/English Department Chair Diana Sweeney, NBCT
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Focus Groups A. Organization: Vision, and Purpose, Governance, Leadership, and Staff and Resources Organization Focus Group Leadership Team Facilitators
Dr. Randal Delling - Principal Paul Landau – UTLA Chair/Social Science Teacher Nicholas Bradley, Title 1 Coordinator
Organization Focus Group Team Members
Lisa Andrews – Student Nick Bernal - Social Science Teacher Peter Bristol – English Teacher Jeffrey Brown – Music Teacher Joel Cabrera – Parent Ruby Castillo – Dean Elena Colussi – Science Teacher David Corcos – Foreign Language Teacher Robert DeCasas – Math Teacher Diego Duarte – Social Science Teacher Joei Dyes – English Teacher Martha Galindo – Parent Jay Gehringer – Music Teacher Mary Grigorian – Science Teacher Blanca Guzman – Foreign Language Teacher Dagmar Handlos – English Teacher Ray Harner – Science Teacher Albert Hsi – Physical Ed. Teacher Jason Ho – Science Teacher Brad Hodge – Physical Ed. Teacher Teresa Jackson – Foreign Language Teacher Keith Jewett – Dean Paul Kiledjian – Math Teacher Paul Landau – Social Science Teacher Michele Majette – Special Ed. Teacher
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Organization Focus Group Team Members (Continued)
Teni Markaryan – English Teacher Erica Marlowe – Special Ed. Teacher Joselyn Marroquin – Student Tomar Matsiashvilli – Student John Mc Collaum – Social Science Teacher Lee Mc Manus – Zoo Magnet Coordinator Hector Menchaca – Physical Ed. Teacher Tinna Miller-Mkrtchyan – Special Ed. Teacher Jenny Orellanoc – Parent Rose Ornsby-Krueger – Floral Occupations Teacher Ralph Purdum – Long-Term Substitute Preston Spickler – English Teacher Linda Szabo - SAS Blaine Steele – English Teacher Chris Trammell – Science Teacher Carolyn Valle – Foreign Language Teacher
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B. Standards-based Student Learning: Curriculum Curriculum Focus Group Team Facilitators
Antonio Reveles - A.P.S.C.S. Melissa Roberts – Counselor
Curriculum Focus Group Team Members
Anahit Agajanyan – Parent Reza Bahmanyar – Math Teacher Tim Brady– Science Teacher Steve Cronk – Special Education Teacher Ester De La Fuente – Foreign Language Teacher Thomas Dunn – Social Science Teacher Randy Goldstein – Math Teacher Jim Hatem – Science Teacher Jeanne Hausch – Teacher Ardeshir Irani – Science Teacher Andrew Kasek – Special Education Teacher Joe Lewis – English Teacher Mike Metcalf – Math Teacher Greg Miller – Science Teacher Ruzan Oganesyan – Counselor Tamara Oganesyan – Math Teacher Wendy Reyes – Parent Irma Rivera – Parent Marta Schultz – Science Teacher Kathleen Trinity – English Teacher Norma Vazquez – Parent
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C. Standards-based Student Learning: Instruction Instruction Focus Group Team Facilitators
Dr. Luis Rodriguez, A.P./NBCT Dr. Juliet Radhayrapetian, Literacy Coach Diana Sweeney, NBCT/English Department Chair/EMA Coordinator
Instruction Focus Group Team Members
Antonia Alonzo – Parent Hasmig Baran – Health Teacher Ellen Belton – Special Ed. Teacher Ethan Bradbury – Science Substitute Teacher Marque Coy – Stage Crew Teacher Mabel Diaz – Foreign Language Teacher Jared Dupree – Math Teacher Felipe Garcia – ESL Teacher Norgeena Gatchalian – English Teacher Maria Gomez – Parent Myrna Harner – Science Teacher Christine Huyke – ELL Coordinator Matthew Monarch – Math Teacher Sona Mukhtarian – Parent Nvard Ohanyan – Math Teacher Robert Owsley – Computer Teacher Silvia Patrono – ESL Teacher Jason Pickard – English Teacher Rosario Riquelme – Parent Maiedell Rose – English Teacher Lenoard Ross – RSP Teacher Narine Shanakian – Math Teacher William Sheets – English Teacher
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Instruction Focus Group Team Members (Continued)
Gayane Tarakhchyan – English Teacher Chris Trammell – Science Teacher Jeff Ward – Art Teacher Therese Whitney – ESL Teacher
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D. Standards-based Student Learning: Assessment and Accountability Assessment and Accountability Focus Group Team Facilitators
Dr. Moohay Choe - Assistant Principal Shant Amirian - Math Coach Rick Gough - English Teacher
Assessment and Accountability Focus Group Team Members
Mory Barzandem – Math Teacher Neil Borja – Student/Contributing Writer Michelle Campus – Student/Contributing Writer Daniel Chang – Student/Contributing Writer Sophie-Paulette De L'Herbe – Foreign Language Teacher Maxine Drapkin – College Counselor Dulce Fong – Student/Contributing Writer Aida Gedayan – Science Teacher Jackie Haddad – Testing/Work Experience Coordinator Arsha Hajy – Science Teacher Andrea Lee – Science Teacher Jana Lowensohn – Student/Contributing Writer Altair Maine – Science Teacher Helen Mananian – Math Teacher Talia Martinez – Student/Contributing Writer Odelia Montes – Parent Angelica Negrete – Parent Miguel Nisthal – Student/Contributing Writer Cody Nuss – Student/Contributing Writer Jenny Orellana – Parent Karine Patatanyan – Science Teacher Randall Rivera – English Teacher Edwin Rodriguez – Student/Contributing Writer
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Assessment and Accountability Focus Group Team Members (Continued)
Robin Roth – Student/Contributing Writer Akram Sodagar – Student/Contributing Writer Leora Sowers – Special Education Teacher Tom Tran – Student/Contributing Writer Joanne Verrone Siracusano – RSP Teacher Sam Weinstein – Math Teacher
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E. School Culture and Support for Student Personal and Academic Growth School Culture Focus Group Team Facilitators
John Ralles, Assistant Principal Dr. Magda Ferl – Special Ed. Coordinator
School Culture and Support Focus Group Team Members
Kim Abdul-Malik – RSP Teacher Henry Aviles – Counselor Kay Benitez – Science Teacher Mike Bernard – Librarian Patricia Brattan – Computer Science Teacher Francine Buschel-Gomez – English Teacher Maria Cabrerra – Parent Christy Cuozzo – Math Teacher Cynthia D'Souza – Math Teacher Jennifer Fowzer – Social Studies Teacher Erica Grace – Physical Education Teacher Lita Hartoonian – Social Studies Teacher Judith Haut – English Teacher Dawn Hong – Student/Contributing Writer Jo Honig – HGM Counselor Araceli Jovel – Senior Office Technician Marsha Horowitz – Physical Ed. Teacher Anahid Kocharrian-Colapietro – Art Teacher Larry La Face – Math Teacher Jennifer Lemvo– Art Teacher Judy Leytus – Counselor Dr. Kyle Norwood – English Teacher Jacquelyn Olbrechowski – Substitute Teacher Stacy Ordona – English Teacher
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School Culture and Support Focus Group Team Members (Continued)
Carol Orzack – Art Teacher Jin Park – Health Teacher Suzanne Price – Counselor Jessica Ramirez – English Teacher Oscar Ramirez – Math Teacher Amy Reed – Social Studies Teacher Maria Reyes – Parent Enedina Rios – Parent Annie Rivera – Parent Gabriela Robles – Student/Contributing Writer Alicia Rojas – Zoo Magnet Counselor Carole Sailer – Math Teacher Wolfgang Schneider – Social Science Teacher Susan Shean – Art Teacher Phyllis Spadafora – HGM Coordinator Kailin Toy – Social Studies Teacher Shane Watkins – Physical Education Teacher
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List of Acronyms Academies ABLE - Acquiring Bilingual Leaders in Education HEA - Home Engineering Academy HGM – Highly Gifted Magnet EMA - Entertainment and Media Academy Freshman Academy - Not an acronym but refers to the 9 th Grade House SAS - School for Advanced Studies SJ - Social Justice SMCA - Science and Medical Careers Academy TCA - Transportation Careers Academy ZOO - Not an acronym, but refers to the off-campus Zoology/Biological Magnet ACE - American Council on Education ACT - American College Test A-G Requirements - Refers to required courses a student needs to graduate AP - Advanced Placement API - Academic Performance Index AYP - Adequate Yearly Progress CAHSEE - California High School Exit Exam CAT6 – California Achievement Test CBI - Community-Based Instruction CDE - California Department of Education CEAC – Compensatory Education Advisory Committee CELDT - California English Language Development Test CST - California Standards Test CSU - California State University CSUN - Cal State University Northridge DSLT - District School Liaison Team EAC - Education Advisory Council ED - Emotionally Disturbed EEC - Early Education Center EL (ELL) - English Learners or English Language Learner ELA - English Language Arts ELAC - English Learner Advisory Council EPCs – Essential Program Components ESL - English as Second Language ESLRs- Expected Schoolwide Learning Results EVHS - East Valley High School GATE - Gifted and Talented ICS -Inter-Coordinated Science IEP - Individualized Education Program ISIS - Integrated School Information System LACOE - Los Angeles County Office of Education LAUSD - Los Angeles Unified School District LD2 - Local District 2 (North Hollywood High’s local district in LAUSD) LOSH - Labor Occupational Safety and Health
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LT - Learning Team NHHS - North Hollywood High School OEHS - Office of Environmental Health and Safety OT Opportunity Transfer OSR - Office of School Redesign PA - Periodic Assessment PI - Program Improvement PLC – Professional Learning Community PRP – Preparing for Redesignation RFEP - Redesignated Fluent English Proficient ROE - Rock on Education ROP - Regional Occupation Program SAIT - School Assistance and Intervention SARC – School Accountability Report Card SAT - Scholastic Aptitude Test SDAIE - Specially Designed Academic Instruction in English SDP - Special Day Program SH - SHeltered SIS - School Information System SLC - Small Learning Community SPED - SPecial EDucation SPSA – Single Plan for Student Achievement SSC - School Site Council STAR - Standardized Testing and Reporting Program UC - University of California UCLA - University of California Los Angeles USC - University of Southern California
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Chapter I North Hollywood High School
Home of the Huskies!
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Chapter I: Student/Community Profile Table of Contents Demographic Data 1. The Community Served by the School 1 2. WASC Accreditation History 3 3. School Purpose 3 4. Status of School in Terms of Student Performance 3 5. Enrollment 5 6. Language Proficiency 10 7. Attendance 10 8. Suspension Rates, Expulsion Rates, and Crime Statistics 12 9. Socioeconomic Status 15 10. School Facilities 16 11. Staff 18 12. Content of Staff Development and Participation 21 13. Student Participation in Co-curricular Activities and Extra Activities 22 14. District Policies/School Financial Report 26 Student Performance Data 1. Academic Performance Index (API) 27 2. Alternative Schools Accountability Model (ASAM) School (Not Applicable) 31 3. California Standards Tests (CST) by Subject Test 31 4. CAT6 (N/A) 65 5. California High School Exit Exam (CAHSEE) 65 6. Adequate Yearly Progress (AYP) 73 7. California English Language Development Test (CELDT) 76 8. Local Assessments 78 9. Diagnostic 9th Grade Tests 79 10. SAT and ACT Results 79 11. Advanced Placement Tests (AP) 83 12. Students Meeting A-G Requirements 87 13. Students Enrolled in Algebra Courses 93 14. Percentage of D’s and F’s on Report Cards 96 15. Completion Rates 97 16. Supplemental Data 98
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Chapter I: Student/Community Profile and Supporting Data 1. The Community Served by the School
The Los Angeles Unified School District (LAUSD) is the second largest school district in the nation, serving approximately 694,288 students. LAUSD has been divided into eight local districts to better support the local communities. North Hollywood High School (NHHS) is located in Local District 2 (LD2), the largest local district by area and second largest by student population. LD 2 consists of 57 elementary schools, 11 middle schools, nine high schools, seven continuation schools and 14 early education centers (EEC’s). NHHS is located in the east San Fernando Valley and serves the communities of North Hollywood, Valley Village, Valley Glen, and Studio City. The school was opened in 1927 and is the oldest high school in LD 2 and the second oldest in the entire San Fernando Valley. NHHS serves approximately 93% of the high school students in our community. The other seven percent attend private schools. Family and Community Trends Statistical data about our neighborhood reveals that our community’s economic level falls below the state average. More specifically, over 40% of the people in our community are foreign-born, with average individual adjusted gross incomes of only $33,919 as compared to the state’s individual average of $58,600. This disparity in income results in 79% of our community paying rent at typically around $800 to $1,200 a month. With many people renting housing, our community is more transient than others. Only 42% of our community was living in their current home five years ago. Additionally, many homes in our neighborhood have been torn down and converted to apartment complexes. This results in a very densely populated neighborhood of over 15,000 people per square mile and the need to serve a continually growing student population. State and Federal Program Mandates NHHS complies with all federal programs. • The No Child Left Behind Act Title I- Improving the Academic Achievement of the Disadvantaged; • Bilingual and Title III- Language Instruction for Limited English Proficient and Immigrant Students; • Title V- Promoting Informed Parental Choice and Innovative Programs; • Title VII- Indian, Native Hawaiian, and Alaska Native Education; • Title IX- Equal Opportunity in Education,
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• Mandated governing and advisory boards- School Site Council (SSC), the Compensatory Education Advisory Council (CEAC), HGM and Zoo Magnet Advisory Council, and the English Learner Advisory Council (ELAC); NHHS complies with state mandates as well, which include the Williams/Valenzuela Settlement Implementation Agreement. • The Williams/Valenzuela Legislation requirements regarding: providing (1) sufficient textbooks and instructional materials, (2) maintaining a clean, and safe school facility, and (3) adequately staffing the school by affording students with teachers credentialed in the subjects they teach and who possess training to teach ELLs, and providing 12 th graders who fail the California High School Exit Exam (CAHSEE) with instructional services after the completion of grade 12. Parent Community Organizations CEAC and ELAC NHHS receives categorical funding from the state and federal government. As a result, the school works with parents and teachers within two parent/teacher organizations. These two organizations, the Compensatory Education Advisory Council (CEAC) and the English Learner Advisory Council (ELAC), work closely with NHHS to plan, implement, monitor, and evaluate the school program. Boosters Club The Booster Club at NHHS has been in existence since 1991 . The key function of this non-profit organization is to financially support the athletic programs. School/Business Relationships • The Home Engineering Academy (HEA) formed a California Partnership with local businesses, practitioners, and craftsmen to support student academic growth. Specifically, the Academy is supported by the LAUSD Facilities Division, the Regional Occupational Program (ROP), the Economic Alliance of the San Fernando Valley (EASFV), United LA, Habitat for Humanity Los Angeles, Monster House, UCLA-LOSH, ACE Mentors, John Laing Homes and "We Build." • The school has worked with the Department of Water and Power (DWP) to bring lecturers and scientists to deliver and discuss content on Waste Management and Disposal. • As part of the School Safety Plan, the school is in the process of forming a collaborative consisting of police, Department of Transportation, Fire Department, and local schools including continuation schools to discuss ways of improving school safety. • NHHS has partnered with institutions of higher learning to provide a stable student teaching environment for prospective teachers. Some of the schools soliciting student teaching placements at NHHS include California State University Northridge (CSUN), University of Southern California (USC), National University (NU) and California Lutheran University (CLU).
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• Universal Studios provides award banquets and breakfasts to recognize student achievement. • The Los Angeles Valley College (LAVC) offers two to four classes on our campus per semester. This allows NHHS students to expand their educational experience and to begin earning college credit while still in high school. Students are not charged tuition or textbooks while they are concurrently enrolled in high school and college. 2. WASC Accreditation History NHHS was awarded an accreditation term of six years with a one-day revisit after the accreditation visit in 1998. In 2001, the school provided the WASC visiting committee a progress report. In 2004, a new six-year cycle started and a full visit occurred. NHHS was awarded a three-year accreditation term with a two-day visit. In April 2007, the two- day three-year visit occurred, and NHHS was awarded an additional three-year accreditation term by the visiting committee to complete a six-year cycle. In March 2010 a new accreditation cycle will begin. 3. School Purpose Our school has the following mission statement: All students will graduate from NHHS and will have mastered the California State Standards as well as met or exceed the standards on all required state and District assessments. They will be fully prepared to enter, without remediation, a college, university, or technical school. 4. Status of School in Terms of Student Performance Title I Status The socioeconomic status or income level of NHHS students’ families is approximately $25,000 below the California state average. This makes NHHS eligible for the federal Title I program. NHHS has been a “school-wide” Title 1 School throughout this accreditation cycle. Adequate Yearly Progress (AYP) NHHS met 20 of the 22 AYP criteria in 2008. ELL students did not meet the percent proficient criteria in English Language Arts (ELA) and Mathematics. In 2009, NHHS met 21 of 22 AYP criteria. Although ELL students met the percent proficient criteria, they accomplished it through safe harbor. They did not meet the percent proficient criteria in ELA, however. Since the ELL subgroup has not been successful for two consecutive years, NHHS has moved into program improvement (PI) status this year.
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Table 1 NHHS AYP Historical Data (2003 – 2009). Adequate Yearly Progress (AYP) Met Met Met Met Met Number of Graduation Participation Proficiency Participation Proficiency Criteria Rate Rate (ELA) (ELA) Rate (Math) (Math) Met 2003-04 Yes No Yes Yes Yes 21 of 22 2004-05 Yes Yes Yes Yes Yes 22 of 22 2005-06 Yes Yes Yes Yes Yes 22 of 22 2006-07 No Yes Yes Yes Yes 21 of 22 2007-08 Yes Yes No Yes No 20 of 22 2008-09 Yes Yes No Yes Yes 21 of 22 Source: DataQuest CDE SAIT NHHS underwent the SAIT audit process in 2006. At that time, the Los Angeles County Office of Education (LACOE) was assigned to work with NHHS as an external evaluator and support provider. A District School Liaison Team (DSLT) was formed to begin the process of evaluating the school’s instructional program. An Academic Program Survey (APS) was conducted and a corrective action plan was developed from APS outcome data. A Specially Designed Academic Instruction in English (SDAIE) coach was hired as an external provider to work with NHHS during the SAIT process. The corrective action plan was adopted as the accreditation action plan for the 3-year accreditation revisit which occurred in April of 2007. NHHS worked with the DSLT for two years. NHHS met its AYP for two consecutive years and exited SAIT. Demographics NHHS includes two magnet schools, which draw students from all areas of LAUSD. They include the Highly Gifted Magnet (HGM) and the Biological Sciences/ Zoological Magnet (Zoo), which is located on the Los Angeles Zoo campus. Each school has consistently maintained its own ethnic identity over the past five years. The main school is predominantly Hispanic (around 70%) and a little more than 15% white. The Zoo Magnet has maintained a steady balance of Hispanics (45%), Whites (40%), and Asian students (5%). The HGM is substantially different. About 50% of the students are Asian; a little over 33 % of the students are White; and about 8% are Hispanic. Table 2 NHHS Student Population by Ethnicity. Student Racial Ethnic History
AI/Alsk Asian Filipino Pac Isl Black Hispanic White Year Total # % # % # % # % # % # % # % 2008- 7 0.2 187 6.1 52 1.7 1 0.0 146 4.8 2137 70.7 503 16.5 3032 09 Source: LAUSD –Student Information System (SIS)
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5. Enrollment NHHS changed from a traditional schedule high school to a year-round, comprehensive, three-track, four-year high school in July of 2000. The school, which was originally built to house 1,800 students, needed to accommodate 4,500 students. During our accreditation cycle, the enrollment in the main school has dropped from about 4,500 to about 3,000. Enrollment in the main school has dropped by a substantial amount due to the opening of East Valley High School (EVHS). At that time, NHHS was relieved of about 300 9th and 10th grade students. These students would have otherwise enrolled at NHHS. The following year the school population decreased once again by another 300 students when 11th graders began enrolling at EVHS. This reduction in the number of students attending NHHS enabled NHHS to open as a traditional single-track school in September of 2007. In the past three years, the ZOO’s enrollment numbers have remained steady at just under 300, but the HGM has suffered a decrease in enrollment due to the opening of several new specialized and charter schools in the Los Angeles area; the number of students in that program dropped from about 320 to 240. Currently, the NHHS student population is around 3044. A second contributing factor to the declining enrollment at NHHS is that the state of California has been experiencing a decrease in population due to economic factors. Many families have moved from our area to look for employment elsewhere. Table 3 North Hollywood High School Student Enrollment for 2006-2010. Enrollment 2006-2010
School Year 2006-07 2007-08 2008-09 2009-2010 Total Enrollment 3,466 3,148 3,032 3,044 Source: LAUSD SIS Table 5 below shows how 9th grade students are consistently the largest grade level group. However, some of these students would be considered 9R’s because they did not meet the credit requirements to advance to the 10 th grade. For instance, in the 2008-09 freshmen class, 204 students were classified 9R’s and were behind in graduation credits. Table 4 NHHS Student Enrollment by Grade Level for 2006 – 2010. Enrollment by Grade Level 2006-2010 9 % 10 % 11 % 12 % Total 2006-07 921 27% 755 22% 1,169 34% 621 18% 3,466 2007-08 1,035 33% 579 18% 817 26% 717 23% 3,148 2008-09 1,195 39% 473 16% 595 20% 769 25% 3,032 2009-10 1,208 40% 779 26% 556 18% 501 16% 3,044 Source: LAUSD SIS During the years of 2006 to 2010, the enrollment of male students made up a slightly larger percentage of the population. Even though the school population has decreased, the ratio of enrollment of males to females has remained consistent through all four years.
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Table 5 NHHS Student Enrollment for Academic Years 2006 to 2010 by Gender . Enrollment by Gender 2006-2010 2006-07 2007-08 2008-09 2009-10 Females 1,634 47% 1,486 47% 1,467 48% 1,465 48% Males 1,832 53% 1,662 53% 1,565 52% 1,579 52% Total: 3,466 3,148 3,032 3,044 Source: LAUSD SIS From 2006 to 2010, the total number of students at NHHS also decreased by over 300 students. Enrollment in most special programs remains fairly proportional. However, enrollment in some special programs at NHHS has increased. For instance, the number of students in the G.A.T.E. program has steadily increased by four percent. This increase is partly attributed to the success of the Humanitas/SAS program. Approximately 51% of the students in the SAS program are currently on permits. Additionally, the Special Education (SPED) population has increased by two percent. Table 6 NHHS Student Enrollment for 2006 to 2010 by Program. NHHS Student Enrollment by Program 2007-08 2008-09 2009-10 Number % Number % Number %
Highly Gifted Magnet 242 8% 237 8% 218 7% AP 656 21% 625 21% N/A N/A Title 1 2,579 82% 2,311 76% 2221 73% Zoo Magnet 278 9% 292 10% 280 9% Special Education 221 7% 220 7% 268 9% G.A.T.E. 676 21% 739 24% 744 25% Total Students: 3,148 3,032 3,044 Source: LAUSD SIS NHHS houses two small magnet programs, the Zoo Magnet (ZOO) and the Highly Gifted Magnet (HGM). Zoological Biological Sciences Magnet (ZOO) The ZOO Magnet is located near the Los Angeles Zoo and consists of eight classrooms. There, most of the 280 students take their core classes as well as several electives. Classes such as physical education and foreign language, among others are offered on the main NHHS campus. Highly Gifted Magnet (HGM) The HGM program enrolls 218 students who have been identified as highly gifted. These students are housed on the NHHS campus where they take all their courses. Taken together, the magnet student population represents about 16% of the total NHHS student body. The chart below represents the NHHS student body population by school.
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Graph 1: Distribution of NHHS Student Population by School
Source: LAUSD SIS
From 2006 through 2009 the ethnicity of the NHHS student population has remained relatively stable. Seventy percent of NHHS students are Hispanic. White students comprise about 16% of the population and Asian students about 8%. African-American students represent 5% of the total student body population. Table 7 Number of Students Enrolled by Ethnicity 2007-2010. Number of Students Enrolled by Ethnicity 2007-08 2008-09 2009-10 Ethnicity Number % Number % Number % African-American 130 4% 142 5% 144 5% Am. Indian/Alaskan Native 7 <1% 7 <1% 8 <1% Asian 178 6% 185 6% 232 8% Filipino 46 1% 50 2% 50 2% Hispanic/Latino 2,240 71% 2,140 71% 2,121 70% Pacific Islander 1 <1% 1 <1% 0 0% White not Hispanic 546 17% 507 17% 489 16% Total: 3,148 3,032 3,044 Source: LAUSD SIS The table below demonstrates that NHHS students derive from homes in which 41 different languages are spoken. According to the table below, the language of over 83 % of NHHS students is either English or Spanish. Therefore, all communication from the school is translated into Spanish. NHHS provides translation assistance at parent meetings, in the parent newsletters, and through ConnectEd.
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Table 8 Home Language of NHHS Students. Home Language Survey 2008-2009 Student Student Language Student No. Language No. Language No. Spanish 1802 Mandarin 5 German 1 English 747 Arabic 4 Hungarian 1 Armenian 102 French 4 Ibo (Nigeria) Ilocmo 1 Korean 55
Russian 44 Portuguese 4 (Philippines) 1 Pilipino 24 Punjabi 4 Indonesian 1 Gujarati Other Chinese 16 (India) 3 Italian 1 Thai 12 Urdu (India) 3 Kurdish 1 Hebrew 11 Assyrian 2 Nepali 1 Vietnamese 10 Japanese 2 Romanian 1 Cantonese 8 Lao 2 Taiwanese 1 Amharic Farsi 7 (Ethiopia) 1 Tigrinya (Ethiopia) 1
Bengali 6 Bulgarian 1 Visayan (Filipino) 1 Hindi 6 Cambodian 1 Source: LAUSD SIS English Language Learners (ELL) In 2008-09, there were 495 English Language Learners (ELL) at NHHS, which is approximately 16% of the main school’s population. Of the 495 ELL, 95 are currently enrolled in English as Second Language (ESL) classes in levels 1 through 4. The Zoo magnet only has four ELL students which accounts for less than three percent of its student population and the HGM has no ELLs. The vast majority of ELLs are Hispanic (91%) and Armenian (5%). Special Programs NHHS currently has 220 students with open Individualized Education Programs (IEP). This number represents NHHS students receiving SPED services. They are being supported in one of many programs according to their needs. Twenty-six (12%) of them are enrolled in a special Community Based Instructional (CBI) program for Mentally Retarded (MR) students. Seven are classified as Emotionally Disturbed (ED). One hundred and three (47%) are in the Resource Specialist Program (RSP), and 78 (36%) are currently enrolled in a Special Day Program (SDP). Gifted and Talented (G.A.T.E.) NHHS has 744 students currently identified as Gifted and Talented (GATE); that is almost 25% of the entire student population. That number is comprised of 237 students from the HGM (100% of the HGM), 139 from ZOO students (40% of the ZOO), and the remaining 401 (only 10% of the main campus) from the main school.
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Academies/Small Learning Communities (SLC) LAUSD created an Office of School Redesign (OSR) to help schools such as NHHS with the development and implementation of Smaller Learning Communities (SLC), as required by LAUSD Bulletin 1600. However, due to the current budget crisis that office no longer exists. SLC are intended to increase student achievement by personalizing the educational experience of students in large comprehensive schools. NHHS was charged with reconfiguring the entire school into learning communities two years ago when the school was in Program Improvement (PI) Status Year 4. Even though the school exited PI-4 status in 2008, it still had to implement SLC because LAUSD is a PI district. In addition to the two magnet schools, there are also eight SLCs in place at NHHS as of the time of this self-study. Some of these SLC emerged from academies, which had been in existence at NHHS for over 10 years. The eight SLC are listed below. 1. Acquiring Bilingual Leaders in Education (ABLE) - 213 students – A multilingual teaching career academy designed to prepare students for entrance into the field of education as professionals. 2. Entertainment and Media Academy (EMA) - 373 students – An academy designed for students with a career interest in entertainment and media. 3. Home Engineering Academy (HEA) - 269 students – A California partnership academy that focuses on architecture, construction, building trades, and engineering. 4. Science and Medical Careers Academy (SMCA) - 263 students – A college preparatory program for students who are interested in pursuing medical and science careers. 5. Social Justice Academy (SJA) - 218 students – An academy based on two concepts: awareness and action. It encourages students to understand issues that affect them and their community and to take action. 6. Transportation Careers Academy (TCA) - 179 students – An academy that focuses in the areas of urban planning and engineering. 7. Humanitas/School for Advanced Studies (SAS) - 241 students - comprised of a core of teachers who are experienced in teaching higher level thinking skills in advanced- level classes. The SAS offers honors and AP classes. It allows students to excel in their areas of strength. 8. Freshmen Academy - 991 students – Staff of the Freshman Academy strive to create a community of successful critical thinkers and life-long learners who are actively involved in evaluating, refining, and improving their own performance, expectations, and goals toward student academic success.
All non-magnet students are separated into these eight SLCs. Magnet students deem their specific magnet program to be their SLC. Overall, NHHS is performing at levels of an average comprehensive, urban high school. Students are given the opportunity to thrive in the NHHS community. They can focus on whichever subject they want to study and develop their talents. Unfortunately, not all of the students take the necessary steps to maximize their educational opportunity.
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6. Language Proficiency ELL The ELL program is servicing 555 students in 2009. The majority are Spanish speakers (87.6%). The ELL population constitutes 16% of the total student enrollment. The ninth grade class has the highest proportion of EL students. Of the 555 ELL students, 39% are in the 9 th grade while 12.4% are in the twelfth grade. Over the last three years, the population within the ELL program has decreased by 226 students. More recently, the ELL population decreased by another 6.3% school wide. Reclassification of ELL Students The reclassification rate has been improved over the past three years from 8.1% in 2006- 07 to 19% in 2008-2009. The rate surpassed the District average. Table 9 NHHS Student Language Proficiency for Academic Years 2006-2010. Language Proficiency Numbers 2006-07 2007-08 2008-09 2009-10 Total Enrollment 3466 3148 3032 3044 1201 794 546 567 ELL (34%) (25%) (18%) (19%) Fluent (FEP) 357 333 332 353 1369 1381 1,349 1386 Re-designated (R-FEP) (39%) (44%) (45%) (46%) Source: LAUSD SIS Table 10 Students Reclassified for Academic Years 2006-2010. Reclassified Students 2006-2010
2006-07 2007-08 2008-09 2009-10
# Reclassified 98 37 122 (pending)
% Reclassified 8.1% 4.61% 19% (pending) Source: DataQuest CDE 7. Attendance In 2005, the District implemented the Integrated School Information System (ISIS) for attendance submission. This allowed for period-by-period attendance, thus increasing the accuracy of daily in-seat attendance rates. Although our staff is relatively stable, our student population at the main school is relatively transient. Typically, ten percent of our main school population is absent on a daily basis. The magnets enjoy a much more stable student population. Both the ZOO and HGM have 5% absence rate, half of that in the main school. NHHS has maintained a stable attendance rate.
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Table 11: NHHS Attendance Rates for Academic School Years 2006-2009. Attendance Data
Year 2006/07 2007/08 2008/09 Average 89.92% 91.92% 93.10% Source: LAUSD SIS In-Seat Attendance The annual in-seat attendance rate for North Hollywood students has continued to increase. In 2006-2007, our in-seat attendance rate was 89.92%. Based on the most recent available data from 2008-2009, our attendance rate was 93.1%. Transiency and Stability Rates The transiency rate is the number of students who enter and those who leave during the school year. This rate is calculated by adding the number of students who enter the school after norm day and the number of students who leave after the norm day. Divide the result by the average 10-month school enrollment and then multiply by 100. (studentsEnteringAfterNormDay + StudentsWhoLeaveThroughoutSchoolYear ) x100 (average 10 − monthenrollment
The stability rate is defined as the number of students who enter during the first month of a new school year and remain until the end of the same school year. The rate is calculated by subtracting the number of students who left during the school year from the number of those enrolled at the beginning. Divide this figure by the first month enrollment and then multiply by 100. (Month 1Enrollment − Numberwhol eftduringt heschoolye ar ) x100 Month 1Enrollment
In the 2006-2007 school year, the transiency rate was 34.43%. In the 2008-2009 school year the transiency rate decreased by 8.7%. The school stability rate has increased from 75.31% in 2006-2007 to 82.2% in 2008-2009. Table 12 Student Attendance Rates for 2006-2009. Student Attendance Rates
Year Stability Rate Transiency Rate Actual Att. Rate Truancy Rate 2006-07 75.31 36.43 89.92% 60.22% 2007-08 82.65 26.17 91.29% 25.54% 2008-09 82.20 27.73 93.10% 15.08% Source: DataQuest CDE
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Truancy Rate The truancy rate is defined as the number of students with three or more unexcused absences and/or three or more tardies of at least 30 minutes each. The truancy rate is calculated by the number of truants divided by total school enrollment and then multiplied by 100 to obtain the truancy rate. NumberofTr uants x100 SchoolEnro llment The first school year that the CDE reported truancy rates was 2004-2005. That year, the NHHS truancy rate was 19.93%. Over the last four school years, the truancy rate has decreased by nearly 5%. In the school year 2008-2009 school year, the CDE reported a NHHS truancy rate of 15.08%. Tardiness Rate Students are considered tardy if they are not in their assigned class location when the tardy bell rings. NHHS implemented the new LAUSD’s Integrated Student Information Systems (ISIS) attendance program in 2005. The program allows teachers to take period- by-period attendance. At this time, ISIS does not allow a school to generate a daily report for school-wide tardiness rates. However, in the spring of 2009 ISIS allowed us for the first time to get a number of how many students were tardy one or more times to period 1. That semester NHHS had 1,501 students late to their Period 1 class one or more times. Throughout our accreditation cycle, NHHS has periodically conducted tardy sweeps during periods 2-6. This program has been difficult to maintain because of the necessary staff required to sweep the campus. 8. Suspension Rates, Expulsion Rates, and Crime Statistics Suspension and Expulsion Rates In 2006-2007 the NHHS suspension rate was 11.7% with 407 suspensions that year. During this year, NHHS had three full time deans and was still on a year round school calendar. In 2007-2008, the percent of students suspended was 8.3% with 261 students suspended. In 2008-2009 the percentage of suspensions increased slightly to 8.8%. The other table below shows statistics related to the reasons for suspensions found on the CDE Website. The information found on the website for the year 2007-08 is not provided accurately and is a duplicate of the 2007-08 school year. It should also be noted that in the year 2006-2007 only 364 of the 407 suspensions are supported by a reason. During the 2008-09 school year, there were 3,158 student referrals to the dean’s office. Approximately 8% of these referrals warranted a student suspension. The tables below summarize the number of suspensions by subgroup and the education code violation.
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Table 13 NHHS Student Suspensions by Type (2006-2009). Number of Number of Education Code Descriptor Suspensions Suspensions 2008-09 2006-07 Related to physical injury to another person 45 25 Related to use of force or violence 1 35 Related to firearms, knives, explosive devices, etc. 9 9 Related to possession or sale of controlled substances, alcohol, or intoxicants. 24 38 Related to sale of controlled substances, alcohol, or intoxicants. 0 Committed or attempted to commit robbery or extortion 2 Caused or attempted to cause damage to school property or private property 16 Stole or attempted to steal school property or private property 2 Related to possession or use of tobacco products 5 Committed an obscene act or engaged in habitual profanity or vulgarity 18 Related to possession or sale of drug paraphernalia 4 5 Related to disruption of school activities or willful defiance 140 247 Knowingly received stolen school property or private property 2 3 Possessed an imitation firearm 0 Related to sexual assault 0 Related to intimidation of a witness 0 1 Related to sexual harassment 1 1 PDS-Related to hate violence 0 Related to harassment, threats, or intimidation 1 Related to terrorist threats 0 PDS-Causing serious physical injury to another person, except in self-defense 0 PDS-Robbery or extortion 0 PDS-Assault or battery, as defined in Sections 240 and 242 of the Penal Code, upon any school employee 0 PDS-Related to possessing, selling, or otherwise furnishing a firearm 0 PDS-Brandishing a knife at another person 0 PDS-Unlawfully selling a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code 0 PDS-Related to committing a sexual assault 0 PDS-Possession of an explosive 0 Source: DataQuest CDE
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Table 14 Number of Students Suspended by Subgroup (2006-2009). Number of NHHS Students Suspended for 2006-2009 2006-07 2007-08 2008-09 Ethnicity Number % Number % Number % African-American 41 10.1% 23 8.8% 26 9.2% American Indian/Alsk 4 1.0% 3 1.1% 0 0.0% Asian 4 1.0% 2 0.8% 7 0.03% Filipino 3 0.7% 2 0.8% 0 0.0% Hispanic/Latino 304 74.7% 194 74.3% 216 77.1% Pacific Islander 0 0.0% 0 0.0% 0 0.0% White not Hispanic 51 12.5% 37 14.2% 31 11.0% Total 407 11.7% 261 8.3% 280 8.8% Source: LAUSD SIS Most of the suspensions at NHHS are for defiance and disruption, followed closely by physical injury. The rate of suspension for defiance and disruption has nearly doubled over the past three years from 1.2% to 2.4%, whereas the numbers of suspensions from physical injury has decreased from 2.7% to 1.8%. NHHS has consistently maintained a low expulsion rate since the last full self-study. Based on the most recent data available from 2008-2009, our expulsion rate was 0%. There are two expulsion cases under consideration by the District in 2009-2010. NHHS has consistently collaborated with the Los Angeles Police Department Narcotics Division in an effort to maintain a drug-free school. Random school searches and metal detection and wandings are conducted periodically to enforce District policies regarding weapons and controlled substances on campus. The School Police K-9 Unit works in tandem with the school administration, supervisory/security staff in support of those policies as well. Opportunity Transfers In order to provide the most appropriate educational environment for students, the LAUSD utilizes the Opportunity Transfer (OT) program when all other in-school interventions have proven unsuccessful or in extreme situations involving student welfare. This allows for two types of intra-district school transfers. The first promotes positive social and/or academic adjustment. The second promotes school safety. The overall percentage of OT’s at NHHS has decreased from 0.012% in 2006-07 to 0.006% in 2008-09. Table 15 Number of Students Given Opportunity Transfers (2006-2009). NHHS Opportunity Transfers for 2006-2009 Year 2006-07 2007-08 2008-09 Number of Students 40 19 28 Source: LAUSD SIS
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Crime Statistics According to LAUSD School Police, during the past five years, we have reduced the incidences of serious, reportable crimes from 68 to 39, a reduction of 43%. The chart of crime statistics is included in Appendix J. It was obtained after the self-study was done. 9. Socioeconomic Status Free/Reduced Lunch Status Based on December 2008-09 SIS data, 76.2% of NHHS’s students qualified for the federal free or reduced meal program. This year, 76% of the students submitted applications and qualified for the program. Table 16 Number and Percent of Students Receiving Free/Reduced Lunch. Students Receiving Students Eligible for
Free Lunches Free Lunches Number % Number % 2006-07 2567 74.1% 2785 80.4% 2007-08 2395 69.1% 2579 81.9% 2008-09 2116 61.1% 2311 76.2% Fall 2009 76% Source: LAUSD - SIS Aid to Families with Dependent Children (AFDC) Status Based on fall 2009 enrollment data, 940 or 31% of NNHS students out of a student body of 3044 students receive AFDC benefits. Of these, 427 (45%) are Hispanic. The next highest subgroup receiving AFDC benefits is the White subgroup with 4.95%. This subgroup is followed by African-American students with 3%, Asian students with 1.2% and by American Indian students with 0.001%. Parent Education Level Based on self-reported SIS data from 2008-09 of 1,732 school parents, 38% did not complete high school, and 9% completed graduate school. The data also shows a downward trend of parents that are college graduates. More specifically, the percent of parents earning a college degree decreased from 21% in 2006-2007 to 13% in 2009-2010. Altogether, 63% of the parents reported in 2009-2010 earning a high school diploma or higher degree. Table 17 Parent Education Levels of NHHS Students. Level of Education 2006-07 2007-08 2008-09 2009-10 Non HS Grad 619 (42%) 610 (36%) 654 (38%) 680 (37%) HS Grad 419 (29%) 425 (25%) 449 (26%) 483 (26%) Some College 273 (19%) 253 (15%) 253 (15%) 279 (15%) College Graduate 313 (21%) 251 (15%) 227 (13%) 234 (13%) Grad School 152 (10%) 147 (9%) 149 (9%) 160 (9%) Number Reported 1463 1686 1732 1836 Source: LAUSD- SIS
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10. School Facilities During these past two years, two major facility improvements were made. Electronic Marquee NHHS has been working on the installation of an electronic marquee Electric Gates Asbestos Abatement Project The asbestos abatement project involved the testing, identification, and removal of any asbestos material from the campus. The project was successfully completed in over one year Football Bleachers Upgrade The old visitor bleachers were removed and completely replaced two years ago. The project required bringing the bleachers to ADA compliance. As part of the path of travel for this project, a new ramp for handicapped access was recently installed in the main school entrance. Fire Alarm Project A new fire alarm project is slated to begin in January 2010. Under this project, all classrooms and working spaces, including storage spaces, will be outfitted with detectors which will be connected to the fire department. New School Library Plans have already been drafted for the relocation and construction of a new school library. Under this project, the old library will be converted First and foremost, the marquee project was finally completed. NHHS has a new electronic marquee. This enables students receive additional information on a daily basis. Modifications to our football bleachers, gym bleachers faculty restrooms and to the main school entrance were made to make them ADA-compliant (American Disabilities Act). In addition, extensive roof work on all of our buildings was made to prevent rain damage, and an electric automatic gate was installed in the Magnolia parking lot entrance. A major asbestos abatement project was also completed last year. The school is also undergoing a reconfiguration of common areas as part of the SLC contiguous space project. The main quad area is also being redesigned as part of this project. Williams Facilities Audit The school was visited by a Williams auditor from LACOE last November. The plant manager and administrator in charge of facilities worked and cooperated with the inspector fully during the unannounced inspection. Overall, over 55 percent of the classrooms and other areas were inspected. The inspection did not reveal any major deficiencies. Overall, NHHS received a rating of “Good.” There were however, several findings in some of the classrooms and other areas, which needed to be addressed. Faculty and staff affected were notified of the deficiency in their working environment via a memorandum. The deficiencies ranged from blocked exits and clogged sinks to
16 North Hollywood High School WASC Self-Study Chapter I inappropriate storage of items and materials. The plant manager, the administrator in charge of facilities, and maintenance and operations support personnel are working to remedy the deficiencies in the building. Office of Environmental Health and Safety (OEHS) The District’s Office of Environmental Health and Safety (OEHS) uses a school safety compliance checklist and a health and safety compliance scorecard to assess federal, state, and District requirements. The inspection and scorecard ratings are based on an assessment of 14 health and safety standards. A compliance score of 1-10 is assigned to each of the fourteen standards in the Compliance Checklist. If all criteria are met for a standard, the maximum allowable score of 7 is given. If all the criteria are not met for a standard, the maximum allowable score is 6. Each score is then converted to a percentage. The fourteen scores are then averaged, and the resulting percentage is assigned a value of 0-4 based on a 0 through 4 scale (0= 0%-59%; 1= 60%-69%; 2=70%- 79%; 3=80%-89%; 4=90%-100%). The scorecard rating is the average of the fourteen values. An overall compliance rating of Good is 2.50-4.00, Fair is 1.50-2.49, and Poor is 0.00-1.49. OEHS conducts annual safety school inspections. The table below shows the most updated safety inspection data. Determination of repair status is based on the most recent Safe School Inspection. The assessment areas listed as “Poor” have been determined to have deficiencies as described in the Department of Education “Interim Evaluation Instrument.” Deficiency details can be found at www.lausd-oehs.org under “School Inspection Results.” Table 18 School Facilities Inspection Outcome for 2008-2009. Item Inspected Repair Status Good Fair Poor Gas Leaks X Mechanical Systems X Windows/Doors/Gates (interior/exterior) X Interior Surfaces (walls, floors, and ceilings) X Hazardous Materials (interior and exterior) X Structural Damage X Fire Safety X Electrical (interior and exterior) X Pest/Vermin Infestation X Drinking Fountains (inside and outside) X Restrooms X Sewer X Playground/School Grounds X Roofs X Overall Cleanliness X Source: SARC CDE
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11. Staff Certificated Staff There are 136 certificated staff members at NHHS. The ethnic breakdown of NHHS teaching staff is depicted in graph two below. Graph 2 Certificated Teaching Staff Ethnic Breakdown
Certificated Teaching Staff Ethnicity Filipino 1% Hispanic 16% Asian 6% African American White 3% 74%
White African American Asian Hispanic Filipino
Source: LAUSD SIS At 74% and 16% respectively, most of the staff members identify themselves as either White or Hispanic. The percent of Female certificated staff is 53%. Table 19 Distribution of NHHS Certificated Staff by Gender. NHHS Certificated Staff by Gender for 2009-2010 Gender Number Male 61 Female 75 Total 136 Source: LAUSD SIS The table below shows that many out-of-class personnel that NHHS has to assist students. Currently, the Special Education Coordinator is being funded with federal stimulus monies which may not be available next year. Additionally, Title I funds three counselor positions, and one PSA counselor.
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Table 20 Distributions of NHHS Support Staff. NHHS Support Staff
Number Full Time Equivalent
Counselors/College Counselor 9 9 Work Experience Coordinator 1 0.5 Nurse 1 1 Career Advisor 1 0.5 Bilingual Coordinator 1 1 Special Education Coordinator 1 1 ZOO Magnet Coordinator 1 1 HGM Coordinator 1 1 School Police 2 2 PSA Counselor 1 1 Psychologist 1 1 Project Steps Coordinator 1 1 SIS Coordinator 1 0.5 Title I Coordinator 1 1 Academic Coaches (ELA and Math 2 2 Deans 3 2.1 Library Media Teacher 1 1 Total 28 26.6 Source: LAUSD SIS The percentage of teachers fully credentialed increased by 15.5% in 2006-2007. Our current percentage of 93.6% is higher than the 2006-2007 District average of 91.4%. Table 21 NHHS Certificated Staff. Teaching Staff Data Certificated Management 5 Certificated Teachers 141 Certificated Others 12 Teachers without Full Credentials 9 Teaching Staff Status Continuing 140 Probationary 9 Temporary 0 Provisional 2 Dist Intern/Train 3 University Intern 4 Extended Sub 0 Source: SARC CDE
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Table 22 NHHS Certificated Staff Stability and Experience. Teaching Staff Stability Assigned to this Location 1 Year 0 2 - 5 Years 6 6 - 10 Years 41 11 or more Years 52 Teaching Experience in LAUSD Less than 1 Year TBA 1 Year 12 2 - 5 Years 51 6 - 10 Years 24 11 or more Years 67 Source: SARC CDE The No Child Left Behind Act (NCLB) requires all core academic teachers to be highly qualified. At NHHS, these core academic subjects include English, mathematics, science, world languages, arts, and social studies. NCLB mandates that these teachers hold a bachelors degree, have state certification, and demonstrate subject matter competency in each core academic subject they teach. The table below summarizes credential and certification information for NHHS teaching staff. Table 23 NHHS Teaching Staff Credential Information. NHHS Certificated Teacher Assignment 2007-08 2008-09
Teachers with Full Credentials 124 - Teachers Without Full Credentials 12 - Misassignments of Teachers of English Learners* 151 95 Misassignments of Teachers of PE (Secondary level only)* 0 7 Misassignments of Other Subjects* 63 53 Total Teacher Misassignments* 214 155 Vacant Teacher Positions 2 0 *At the secondary level, this count is at the course assignment level and is a duplicated count of teachers. Source: SARC - CDE At NHHS, 34.7% of staff members hold advanced degrees beyond a Bachelors degree. Six hold doctorate degrees (this includes three administrators), and five are Nationally- Board Certified (including one administrator). Staff Services North Hollywood has a variety of staff services personnel. At 93.1%, most of the staff members in these positions are certified. The library media staff member and Parent Center Director are classified. Both types of staff members are counted above in the certified or classified demographic tables.
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Classified Staff NHHS has 89 classified staff members. There are 30 teacher assistants, 13 office/clerical personnel, 13 building and ground employees, 13 athletic assistants, 10 cafeteria employees, four campus aides, and six community representative employees. Staff Attendance Rate The District maintains records on staff attendance for the three most recent years. The most current data available in 2007-2008 indicates that the average attendance rate is NHHS is 92.7%. Data on the 2008-2009 year is not yet available. 12. Content of Staff Development and Participation Staff development at NHHS is designed and determined by SLC and departments. In 2007, the school site governance council recommended that each of the above mentioned stakeholders design and propose their own differentiated professional development plan (PD). As mentioned before, each department chair and SLC lead teacher plan and discuss the focus of their staff development for the year. Prior to establishing their PD plan for the school year, they receive guidance and information regarding the national, state, local, District, and school initiatives and areas of focus. Each group is directed to embed content into their PD plan from the SAIT, Single Plan for Student Achievement (SPSA), PI, WASC recommendations, and other instructional initiatives. The District PD focus which has also been embedded into the school’s PD plan is centered on augmenting the use of academic vocabulary, using and responding in complete sentences, and increasing writing. Additional documentation is provided in the Appendix. Focus of Staff Development For the past two years, the NHHS staff has been working collegially and collaboratively on the self-study and their professional development in tandem. The school goals supported by staff development before that included exiting SAIT (the school exited SAIT in 2008), joining the 700 API club (the school made 37 API points this year and has a current API of 722), working to become a California Distinguished school, and working to become a National Blue Ribbon School. More specifically, the focus of staff development has been utilizing the self-study process and embedding it into the school’s differentiated PD during banked day in support of the PI/self-study action plan. Since NHHS has met over 50% of its goals, it was decided that the self-study and the differentiated SLC and Department Staff Development should occur in tandem so as to continue with the trend of continuous improvement demonstrated by NHHS thus far. The two processes of staff development were simply not mutually exclusive but blended into the NHHS PI/self-study action plan. During our accreditation process teacher morale was low due to a reduction in force and union job actions. As a result, the union discouraged member participation in after-school meetings and activities. This caused our participation rate to oscillate between 50 % and 77%. However, once contractual issues had been clarified, the rate of participation on PD increased as more staff members realized the need to sustain the continuous school improvement process.
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13. Student Participation in Co-curricular Activities and Extra Activities NHHS has a variety of ways for students to be involved in extracurricular athletic activities. These activities include Athletics, Rock on Education (ROE), after-school classes, tutoring, Science Olympiad, Science Bowl, Ocean Bowl, Academic Decathlon, Mock Trials, CAHSEE Boot Camp, Band and Drill Team, Play Production, and Robotics. NHHS students perform extraordinarily well in the above-mentioned activities leading to a wide variety of science, mathematics, and engineering competitions. The NHHS Science Olympiad team placed 1st in Los Angeles County and 2nd in California in 2007, 2008, and 2009. The NHHS Science Bowl team has won the LAUSD competition in 12 of the last 13 years, placing 9th in the entire country in 2009. The NHHS Ocean Sciences Bowl team competed for the first time ever in 2009, taking 1st place in Los Angeles County and 5th in the entire country. Individual students have excelled at the Physics, Biology, Chemistry, and Computing Olympiads, routinely qualifying for national finalist or semifinalist competitions. One student in our scientific research course was a semifinalist in the 2009 Siemens Competition for her original research in genetics. A group of students has also decided to participate in the FIRST Robotics Competition in 2010, winning a competitive $6,000 grant from NASA to cover costs for new teams. Academic Decathlon The NHHS Academic Decathlon team has had tremendous success at all annual competitions. The NHHS team has taken first place in our conference and has finished in the top three among the 68 schools in the LAUSD schools that participate. For each of the last three years, NHHS has earned the right to compete at the state level. In each of these years, the NHHS team has finished among the top three schools statewide. In the highly competitive Superquiz competition, NHHS has taken first place at both the regional and statewide competition in two of the last three years. NHS finished 2nd in LAUSD and 3 rd in California in 2009, though. It's worth mentioning because it's a very prominent competition Science Olympiad This is a team of 20-30 students who compete in 23 different science and engineering events. Science Olympiad is a well-established major national competition. NHHS has finished 1st in Los Angeles County and 2nd in California in each of the last 3 years (2007-2009). Science Bowl NHHS has two teams of five students each who compete in a Jeopardy-style competition sponsored locally by the Department of Water and Power (DWP), and nationally by the Department of Energy (USDE). NHHS teams have won the regional LAUSD competition in 12 of the last 13 years, including the last 4 consecutively. NHHS also finished 9th at nationals last year. Physics Olympiad NHHS didn't compete last year in the Physics Olympiad. However, two years ago NHHS had three students qualify as national quarterfinalists, and one as a national semifinalist.
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Biology Olympiad Two NHHS students competed last year, both of whom were national semifinalists. Chemistry Olympiad NHHS had one student qualify for the national semifinalist competition. Also, in 2008, the school had the highest-scoring 1st-year chemistry students in Southern California. Computing Olympiad Two NHHS students competed last year and earned gold and silver at the national level. Ocean Sciences Bowl NHHS competed for the FIRST TIME last year, and won the Los Angeles County competition. NHHS also finished 5th at the national competition. Siemens Competition NHHS had a semifinalist in 2009. School Law Programs Mock Trial Team and Duke Moot Court Since 2003, NHHS has built up one of the most impressive after school law programs in the country where students compete in three separate law competitions. The first competition is a moot court sponsored by the Constitutional Rights Foundation where the students conduct a full-fledged criminal trial. During the last six years in Los Angeles County, NHHS finished in second place twice, third place twice and fifth place once, which is an unprecedented feat in the competition. NHHS also has had incredible success building up an academically rigorous Supreme Court advocacy competition program sponsored nationwide by Duke University called Duke Moot Court (DMC). In each of the last five years, teams of two students write a 500-word entry essay on a difficult constitutional law issue. In 2005, one team was accepted by DMC and finished in the top ten of the competition. The next year, DMC accepted five teams from NHHS (more than any other high school in the country) and NHHS placed three teams among the top nine in the country. In 2007, DMC accepted eight teams from NHHS (again more than any other high school in the country). At the competition, one team finished second in the country and three teams reached the quarterfinals (the first time this feat was accomplished at DMC). Students from NHHS finished first, second, fourth, fifth and sixth in the country in the individual competition. NHHS placed a record nine teams into the competition in 2008. Again, one team finished second in the country, two teams reached the semifinals, three teams reached the quarterfinals and individually, students finished first, second, third, fifth, sixth and ninth in the country. In the 2009 competition, two of NHHS six teams reached the finals and three teams reached the semifinal. Individually, students finished in the top five spots and seven out of the top ten. For the 2019 competition just announced, again a record nine of the forty teams accepted at DMC will be from NHHS.
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Two years ago, one of Mr. Landau’s student won Best Petitioner and Best Oral Advocate at We the Students’ National Moot Court Competition in Washington D.C. FIRST Robotics Competition (FRC) This is a brand-new NHHS team this year. Their first competition will be in February. The students have already raised approximately $10,000, including winning a $6,000 grant from NASA for a first-year team. Math Club The Math Club competed in multiple events and did exceptionally well. The coach retired last year and the team is regrouping under a new coach. Field Trips and Conferences NHHS participate in numerous educational field trips and conferences each year. They visit the Aquarium of the Pacific, the Griffith Observatory, Mount Wilson Observatory, Yosemite National Park, Department of Water and Power (DWP), Adelante Mujer Latina Conference NHHS students have been participating in the Adelante Mujer Latina conference held each year around the beginning of March. The conference is aimed at supporting and enhancing the educational opportunity of young Latinas but it is open to students from other ethnic backgrounds as well. Historically, the conference has been held on junior colleges and university campuses. Attendees participate in a myriad of workshops and activities led by successful Latina women from the business world. Guest speakers and workshop facilitators include lawyers, judges, school principals, teachers, doctors, and police officers. Chicano Youth Conference Latino students also attend the Chicano Youth Conference held each year in Malibu. Students spend a weekend participating in various workshops and discussions regarding educational opportunities and social justice. Participants have to demonstrate exemplary behavior and accomplishments and submit an application and a letter of recommendation letter from a teacher. ROE The Rock on Education (ROE) program is an extension of the LAUSD Beyond the Bell branch support programs. Any NHHS student can participate in the ROE program from 3:20 until 6:30 Monday through Friday. Students participating in the program are provided with snacks. There are over 500 students currently participating in the activities and classes offered. The ROE program has been operating at NHHS for the past two years. ROE extra-curricular activities available to students and participant date are listed below. The activities include martial arts, tutoring, homework club, music, driver education, photography, urban arts, band and cheer, DJ 101, Theatre, Street Drumming, Vintage Creative Expression, Make Up Arts, Dance, etc. College students provide the tutoring component of the program.
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Athletics Program NHHS offers students opportunities to extend their physical education experience by participating in team sports. The table below displays the types of sports available to students as well as participant data. Table 24 Number of Students Participating in Athletics in 2008 and 2009. Activity Number of Students in Number of Students in Athletics 2008 Athletics 2009 Football 70 60 Boy's Basketball Varsity 16 45 Boy's Basketball JV 14 Girl's Basketball Varsity 12 45 Girl's Basketball JV Cross Country Girl's 20 45 Cross Country Boy's 20 Girl's Golf 11 20 Boy's Golf 10 15 Girl's Tennis 7 25 Boy's Tennis 0 20 Boy's Soccer Varsity 19 60 Boy's Soccer JV Girl's Soccer Varsity 14 60 Girl's Soccer JV 25 Baseball, Varsity 12 30 Baseball, JV 13 Softball, Varsity 11 35 Softball, JV 15 Boy's Volleyball, Varsity 11 40 Boy’s Volleyball, JV 8 Girl’s Volleyball, Varsity 20 50 Girl’s Volleyball, Frosh/Soph 13 Track and Field 60 Leadership 35 Band 48 52 Jazz Ensemble 17 16 Orchestra 57 34 Cheerleaders 34 31 Dance Team 21 20 Source: LAUSD SIS Music Groups
The North Hollywood High School Music Department offers students instruction in instrumental and vocal music. Instrumental performing groups include Band, Orchestra, and Jazz Ensemble. Vocal performing groups include Choir, Vocal Ensemble, and Guitar Ensemble. We offer beginning classes in Instruments (winds and percussion) and Guitar. North Hollywood High School also offers AP Music Theory. Our music groups regularly perform at music festivals and receive Excellent and Superior ratings. The marching band performs throughout Southern California and consistently places in the
25 North Hollywood High School WASC Self-Study Chapter I top three at the Los Angeles City Championship. In June of 2009, our Jazz Ensemble was honored to be the opening group for the Playboy Jazz Festival at the Hollywood Bowl. Overall, more than 100 students participate in NHHS music programs. 14. District Policies/School Financial Report Expenditures per Pupil Table 25 Expenditures per Pupil. School Site Expenditures per Pupil Expenditures per Pupil from Unrestricted Sources Total Restricted Unrestricted District State Sources Sources $8,421 $3,317 $5,104 $4,545 $5,300 Source: SARC CDE Monies from Other Sources NHHS receives funding allocations from multiple sources including Title I, Title III, SAIT, Bilingual, GEAR UP/Project STEPS, ROE, Specific budget information for each fund is found in a resource binder and will be available for review.
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Student Performance Data 1. Academic Performance Index (API) API stands for the Academic Performance Index. The API was created in California to determine whether or not schools were making improvements in student achievements. Characteristics of API: • API is a scale of 200 to 1000 • If all students at a school were in the highest 20% then the school’s API would be 1000 • If all students at a school were in the lowers 20% then the school’s API would be 200 • Every school has the goal of reaching at least 800 A. Past Performance Growth targets are established for each school as a whole and for each numerically significant subgroup in the school. An Academic Performance Index (API) score of 800 is the statewide performance target. Table 26 NHHS API Performance (2006-2009). API Scores 2005-06 2006-07 2007-08 2008-09 Percent Tested 96.3% 96.6 97.2% 98.3% Number Included in API 2979 3,006 2253 2004 Base API 664 640 674 685 Statewide Rank 4 3 4 4 Similar Schools Rank 9 8 8 5 Growth Target 7 8 6 6 Actual Growth -9 34 11 37 API Target 671 648 680 691 API 655 674 685 722 Met School wide Goal No Yes Yes Yes Met All Subgroups Goal No No No Yes Source: DataQuest CDE B. Current API Growth Report The following tables show that NHHS far exceeded growth targets in every significant subgroup in 2009. The tables also demonstrate that there has been significant growth in our students academic performance since our last accreditation. Several of the following tables have blank spots because the number of students in this subgroup is not considered a significant part of the overall population of the school. Because of the size of NHHS, there must be at least 100 students in a subgroup for it to be considered numerically significant.
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Table 27 African American Subgroup API Growth for 2005-2009. African American Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 93 No 2008 75 No 2007 79 No 2006 126 Yes 622 597 6 25 Yes 2005 117 Yes 597 593 6 4 No Source: DataQuest CDE Table 28 American Indian/Alaskan Native Subgroup API Growth for 2005-2009. American Indian or Alaskan Native Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 5 No 2008 6 No 2007 6 No 2006 9 No 2005 5 No Source: DataQuest CDE Table 29 Asian Subgroup API Growth for 2005-2009. Asian Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 128 Yes 934 928 A 6 Yes 2008 119 Yes 928 923 A 5 Yes 2007 146 Yes 923 909 A 14 Yes 2006 171 Yes 919 919 A 0 Yes 2005 188 Yes 919 920 A -1 Yes Source: DataQuest CDE
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Table 30 Filipino Subgroup API Growth for 2005-2009. Filipino Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 38 No 2008 30 No 2007 30 No 2006 49 No 2005 48 No Source: DataQuest CDE Table 31 Hispanic or Latino Subgroup API Growth for 2005-2009. Hispanic or Latino Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 1411 Yes 676 634 8 42 Yes 2008 1359 Yes 635 626 9 9 Yes 2007 1609 Yes 626 592 10 34 Yes 2006 2243 Yes 607 616 6 -9 No 2005 2166 Yes 616 583 6 33 Yes Source: Data Quest –CDE Table 32 Pacific Islander Subgroup API Growth for 2005-2009. Pacific Islander Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 3 No 2008 1 No 2007 1 No 2006 0 No 2005 3 No Source: DataQuest CDE
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Table 33 White Subgroup API Growth for 2005-2009. White Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 326 Yes 829 799 1 30 Yes 2008 362 Yes 798 775 5 23 Yes 2007 380 Yes 775 767 5 8 Yes 2006 446 Yes 782 795 5 -13 No 2005 451 Yes 795 763 6 32 Yes Source: DataQuest CDE Table 34 Socio-Economically Disadvantaged Subgroup API Growth for 2005-2009. Socio-economically Disadvantaged Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 1525 Yes 691 659 7 32 Yes 2008 1543 Yes 659 651 7 8 Yes 2007 1746 Yes 651 608 10 43 Yes 2006 2480 Yes 622 634 6 -12 No 2005 2310 Yes 634 610 6 24 Yes Source: DataQuest CDE Table 35 English Learners Subgroup API Growth for 2005-2009. English Learners Subgroup API Met Sub- Growth Year Students Growth Base Growth Growth Group Target Target 2009 953 Yes 614 580 11 34 Yes 2008 967 Yes 580 579 11 1 No 2007 1200 Yes 579 552 12 27 Yes 2006 1766 Yes 568 595 6 -27 No 2005 N/A N/A N/A N/A N/A N/A N/A Source: DataQuest CDE
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Table 36 Students with Disabilities Subgroup API Growth for 2005-2009. Students with Disabilities Subgroup API
Sub- Growth Met Growth Year Students Growth Base Growth Group Target Target 2009 145 Yes 501 456 17 45 Yes 2008 135 Yes 456 463 17 -7 No 2007 169 Yes 463 455 17 8 Yes 2006 272 Yes 467 432 6 35 Yes 2005 N/A N/A N/A N/A N/A N/A N/A Source: DataQuest CDE
C. School Rankings and Similar School Rankings
NHHS currently has a rank of 5 in the Similar schools and a rank of 4 in Statewide rank for 2008-2009. (See Table 26 for additional information)
2. Alternative Schools Accountability Model (ASAM) School (Not Applicable) 3. California Standards Tests (CST) Student achievement has improved throughout the past years. California public school students take part in an annual statewide testing known has the Standardized Testing and Reporting Program (STAR). The results of this test determine the Academic Performance Index (API) of a school. In the year 2008, NHHS increased its API to 685 and the school made a 3% improvement towards the interim goal of 800. Despite our increase in the API number, the CST scores are not quite consistent. In most math subjects, about an 11% of students scored in the proficient or advanced range. In History/Social Science 24% of the students score proficient or advanced. In English, there were approximately 40% of the students who scored in the proficient or advanced range. On the other hand, most of the science subjects have an average of 45% of students who scored in the proficient or advanced range. In 2009, the school increased its API by 37 points. The current API is 722 . The two graphs on the following page represent a summary of overall student performance in ELA and Mathematics courses.
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Graph 3 NHHS CST Performance Summary for all Mathematics Courses by Subgroup for 2009.
Graph 4 NHHS CST Performance Summary for all ELA Courses by Subgroup.
CST Data by Subject Test The state of California’s standards define what students in every grade and subject are required to know. The California Standards Tests (CST) are a battery of tests developed to measure and evaluate students’ progress towards the understanding of statewide content standards. California students from 2nd to 11th grade take these multiple-choice tests once a year. There are five levels of proficiency that students are placed in depending on their score: Far Below Basic (FBB), Below Basic (BB), Basic (B), Proficient (P), and Advanced (A). The State Board of Education (SBE) has stated that students should aim to achieve at least the score of Proficient, with a score of Basic being the bare minimum in terms of demonstrating understanding of a subject. To earn a score of Basic, a student must have a score of at least 300 out of 600 points. The cut-off for a Proficient score is 380. The cut
32 North Hollywood High School WASC Self-Study Chapter I scores for the other categories change with respect to grade, subject material, and vary from year to year. Improvement in schools is most easily seen in how many more students are moved from a lower category to a higher one (i.e. having a 5% decrease in Basic and a 5% increase in proficient students). All of test scores are publicly recorded and classified in various ways. The country, state, school district, and school-wide scores as a whole are published. Student scores are published and categorized according to gender, ethnicity, parent education and income, and English fluency for the purpose of observing trends. Individual scores are private and only available through the particular school or district of the student. CST subject test data for students in grades 9-11 appear below. The data are disaggregated by proficiency level and subgroups scores. 9th Grade ELA CST Data Table 37 Level Score Changes by Proficiency on the 9 th Grade ELA CST. 9th Grade English-Language Arts CST Performance Changes Year 2007 2008 2009 Percent Change Far Below Basic 13% 12% 10% -3% Below Basic 20% 17% 20% 0% Basic 25% 28% 33% 8% Proficient or Advanced 41% 43% 36% -5% Source: DataQuest CDE In English-Language Arts, the 9th Grade has seen steady improvement from 2006 to 2008. Forty-three percent of students now demonstrate proficiency, and only roughly a fourth fall into the FB and BB levels. Table 38 Subgroup Percent Proficient and Advanced Scores on the 9 th grade ELA CST. English Language Arts CST Grade 9 (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 549 70% 38% White 133 17% 71% Asian 38 5% 87% Black or African-American 36 5% 47% Socio-economically Disadvantaged 602 77% 41% English Learners 162 21% 6% Students with Disabilities 56 7% 13% Gifted and Talented 184 23% 96% Source: DataQuest CDE In terms of the subgroup breakdown, English-Language Arts fairly represents the overall population of the school since all students are required to take English. Seventy percent
33 North Hollywood High School WASC Self-Study Chapter I of students are Hispanic or Latino, and 77% are Socio-economically disadvantaged. Only 38% of Hispanic or Latino students demonstrate proficiency in this category, however. Table 39 Subgroup Percent Proficient and Advanced Scores on the 9 th grade ELA CST. English Language Arts CST Grade 9 (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 767 73% 35% White 116 11% 63% Asian 61 6% 85% Black or African-American 48 5% 40% Socio-economically Disadvantaged 796 76% 38% English Learners 234 22% 4% Students with Disabilities 76 7% 13% Gifted and Talented 215 21% 90% Source: DataQuest CDE Table 40 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the 9 th Grade ELA CST. 9th Grade English-Language Arts CST 2008 # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 506,750 49% 27% 17% 8% 52% LAUSD 57,115 31% 31% 25% 14% 70% NHHS 772 46% 29% 16% 8% 53% Source: DataQuest CDE Table 41 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the 9 th Grade ELA CST. 9th Grade English-Language Arts CST (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 506,150 50% 27% 15% 8% 50% LAUSD 56,962 32% 32% 23% 14% 68% NHHS 1,016 43% 31% 18% 9% 57% Source: DataQuest CDE When compared with California overall, NHHS achieves similar results as the state. NHHS does clearly better than the District as a whole, with a higher percentage of Proficient and Advanced students, and a lower proportion of students not meeting standards as compared to the LAUSD.
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10 th Grade ELA CST Data Table 42 Level Score Changes by Proficiency on the 10 th Grade ELA CST. 10th Grade English-Language Arts CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 10% 15% 10% 0% Below Basic 20% 18% 15% -5% Basic 28% 27% 29% 1% Proficient or Advanced 42% 40% 46% 4% Source: DataQuest CDE In terms of score trends, 10 th Grade English shows clear growth in student proficiency. Despite the 6% increase in Proficient and Advanced scores, it is interesting to note that scores during the previous year were slightly higher than the most recent results. These scores also happen to be slightly lower than the 9 th Grade English-Language Arts scores. Table 43 2008 Subgroup Percent Proficient and Advanced Scores on the 10 th grade ELA CST. English Language Arts CST Grade 10 (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 395 63% 29% White 115 18% 63% Asian 39 6% 82% Black or African-American 31 5% 52% Socio-economically Disadvantaged 469 75% 34% English Learners 113 18% 2% Students with Disabilities 39 6% 10% Gifted and Talented 146 23% 93% Source: DataQuest CDE The majority of students (Hispanic or Latino and Socio-economically Disadvantaged students) have very low scores, with ELL and SPED students trailing behind.
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Table 44 2009 Subgroup Percent Proficient and Advanced Scores on the 10 th Grade ELA CST. English Language Arts CST Grade 10 (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 387 64.6% 43% White 121 20.2% 78% Asian 35 5.8% 91% Black or African-American 27 4.5% 41% Socio-economically Disadvantaged 416 69% 46% English Learners 66 11% 2% Students with Disabilities 39 7% 10% Gifted and Talented 178 30% 96% Source: DataQuest CDE Table 45 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the 10 th Grade ELA CST. 10th Grade English-Language Arts CST (2008) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 476,747 41% 28% 18% 13% 59% LAUSD 44,633 29% 30% 23% 18% 71% NHHS 601 40% 27% 18% 15% 60% Source: DataQuest CDE Table 46 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the 10 th Grade ELA CST. 10th Grade English-Language Arts (2009) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 477,997 44% 29% 14% 13% 56% LAUSD 44,828 31% 32% 18% 18% 69% NHHS 589 54% 26% 12% 8% 46% Scores: DataQuest CDE
Again, NHHS performs very similarly to the state of California as a whole. They show an Advanced/Proficient score of 40 and 41% respectively. NHHS scores surpassed the LAUSD’s scores by 11 points in 2008 and by 23 points in 2009.
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11 th Grade ELA CST Data Table 47 Level Score Changes by Proficiency on the 11th Grade ELA CST. 11 th Grade English Language Arts CST Performance Changes Year 2007 2008 2009 Percent Change Far Below Basic 20% 18% 21% 1% Below Basic 21% 19% 20% -1% Basic 25% 26% 31% 6% Proficient or Advanced 34% 37% 28% -6% Source: DataQuest CDE CST score improvement from 2006 to 2008 is present, with a drop in Far Below and Below Basic scores and a rise in student proficiency. However, 11 th Grade scores are lower than both the 10 th and the 9 th grade classes. Table 48 2008 Subgroup Percent Proficient and Advanced Scores on the 11 th grade ELA CST. English Language Arts CST Grade 11 (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 514 66% 26% White 142 18% 61% Asian 49 6% 88% Black or African-American 21 3% 29% Socio-economically Disadvantaged 572 73% 30% English Learners 146 17% 6% Students with Disabilities 48 6% 2% Gifted and Talented 178 23% 89% Source: DataQuest CDE
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Table 49 2009 Subgroup Percent Proficient and Advanced Scores on the 11 th Grade ELA CST. English Language Arts CST Grade 11 (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 352 60.3% 28% White 114 19.5% 60% Asian 41 7% 88% Black or African-American 34 5.8% 41% Socio-economically Disadvantaged 416 71.2% 36% English Learners 76 13% 0% Students with Disabilities 28 4.8% 4% Gifted and Talented 149 25.5% 89% Source: Data Quest - CDE The subgroup breakdown of the scores still shows the same trend as the other English- Language Arts grades. The Hispanic or Latino and the Socio-economically Disadvantaged subgroups continue to make up the vast majority of students and yet score very poorly. Gifted and Talented and Asian subgroups both showed almost 90% student proficiency, while English Learners and Students with Disabilities have less than 10% of students able to show proficiency. Table 50 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the 11th Grade ELA CST. 11th Grade English-Language Arts (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 444,177 37% 26% 19% 18% 63% LAUSD 35,784 27% 28% 23% 22% 73% NHHS 743 37% 26% 19% 18% 63% Source: Data Quest - CDE Table 51 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the 11th Grade ELA CST. 11th Grade English-Language Arts (2009) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 446,087 40% 25% 19% 16% 60% LAUSD 35,044 32% 27% 22% 20% 68% NHHS 551 41% 26% 17% 17% 59% Source: DataQuest CDE
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When compared to the state of California, NHHS has exactly the same proportions of student proficiency. Despite faring better than the District, almost 2/3 of students are unable to demonstrate proficiency in this subject. General Mathematics CST Data Table 52 Level Score Changes by Proficiency on the Mathematics (General) CST. Mathematics (General) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 34% 32% 0% -34% Below Basic 29% 23% 60% -31% Basic 28% 36% 20% -8% Proficient or Advanced 9% 9% 20% 11% Source: DataQuest CDE In General Mathematics, there has been a decline in the proportion of students unable to show proficiency, with about a 45% decrease in students in the Far Below and Below Basic categories. However, most of these students have moved into the Basic category, instead of the Proficient or Advanced category. Nevertheless, this is a step in the right direction in terms of this category. Table 53 2008 Subgroup Percent Proficient and Advanced Scores on Mathematics (General) CST. General Mathematics (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 35 80% 9% White 2 5% * Asian 1 2% * Black or African-American 4 9% * Socio-economically Disadvantaged 39 89% 10% English Learners 21 48% 10% Students with Disabilities 13 30% 0% Gifted and Talented 0% Source: DataQuest CDE Since almost all of the students tested in this subject are of the majority of Hispanic or Latino and socio-economically Disadvantaged students, the impact of the other students on the overall pass rate is rather negligible. Unfortunately, these subgroups are achieving no more than having 10% of students show proficiency.
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Table 54 2009 Subgroup Percent Proficient and Advanced Scores on Mathematics (General) CST. General Mathematics (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino * * * White * * * Asian * * * Black or African-American * * * Socio-economically Disadvantaged * * * English Learners * * * Students with Disabilities * * * Gifted and Talented * * * Source: DataQuest CDE Table 55 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Mathematics (General) CST. General Mathematics (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 288,431 27% 28% 29% 16% 73% LAUSD 6,099 11% 21% 40% 28% 89% NHHS 44 9% 36% 23% 32% 91% Source: DataQuest CDE In terms of the percent of students in the Proficient and Advanced levels, NHHS performs 2% lower than the District and 18% below than the state of California. Most of the students tested in this subject scored in the B proficiency level. Overall, 91% of students are not meeting the standards. Table 56 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Mathematics (General) CST. General Mathematics (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 258,146 26% 30% 29% 14% 74% LAUSD 4,697 13% 24% 39% 24% 87% NHHS 5 * * * * * Source: DataQuest CDE
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Algebra I CST Data Table 57 Level Score Changes by Proficiency on the Algebra I CST. Mathematics (Algebra l) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 31% 22% 28% -3% Below Basic 48% 53% 45% -3% Basic 17% 19% 21% 4% Proficient or Advanced 4% 6% 6% 2% Source: DataQuest CDE In terms of score trends from 2006-2008, a small step has been made in the improvement of scores. There has been a 10% decrease in FBB students and a corresponding 10% increase in Below Basic students. An additional 3% increase in Basic students has also been made. While not very impressive, there is growth, however slight, in Algebra I scores. Table 58 2008 Subgroup Percent Proficient and Advanced Scores on the Algebra I CST. Algebra 1 (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 588 83% 5% White 69 10% 7% Asian 1 0% * Black or African-American 33 5% 0% Socio-economically Disadvantaged 608 86% 5% English Learners 234 33% 3% Students with Disabilities 74 10% 4% Gifted and Talented 30 4% 23% Source: DataQuest CDE The vast majority of students who take Algebra I are Hispanic or Latino and Socio- economically Disadvantaged students, making up over 80% of the students tested. However, both categories see only 5% of students showing proficiency, and scores among the other subgroups are likewise very low. Even the Gifted and Talented category only has 23% of students tested show proficiency.
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Table 59 2009 Subgroup Percent Proficient and Advanced Scores on the Algebra I CST. Algebra 1 (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 539 81.6% 7% White 63 10.% 14% Asian 11 2.0% 36% Black or African-American 37 6.0% 3% Socio-economically Disadvantaged 553 83.8 8% English Learners 227 34.4% 3% Students with Disabilities 75 11.4% 0% Gifted and Talented 43 6.5% 44% Source: DataQuest CDE Table 60 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Algebra I CST. Algebra I (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 746,091 25% 26% 35% 14% 75% LAUSD 70,046 17% 21% 42% 21% 84% NHHS 711 6% 19% 53% 21% 93% Source: DataQuest CDE Table 61 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Algebra I CST. Algebra I (2009) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 756,053 28% 23% 32% 17% 72% LAUSD 75,498 19% 19% 37% 24% 81% NHHS 660 8% 22% 43% 27% 92% Source: DataQuest CDE Compared to both the District and the state, NHHS performs extremely poorly. Over half of the tested students are in the Below Basic group, and 93% of test-takers in total are unable to demonstrate proficiency.
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Geometry CST Data Table 62 Level Score Changes by Proficiency on the Geometry CST. Mathematics (Geometry) CST Performance Changes Year 2007 2008 2009 Percent Change Far Below Basic 36% 26% 23% -13% Below Basic 45% 42% 49% 4% Basic 12% 19% 17% 5% Proficient or Advanced 7% 14% 11% 4% Source: DataQuest CDE In terms of score trends over time, NHHS has seen improvement in Geometry. The FBB and BB groups have had a 10% drop in students while the number of Proficient or Advanced students has increased by 7%, with some increase in the Basic group. This is a clear step forward, despite its small size. Table 63 2008 Subgroup Percent Proficient and Advanced Scores on the Geometry CST. Geometry (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 420 75% 10% White 87 16% 25% Asian 18 3% 33% Black or African-American 21 4% 14% Socio-economically Disadvantaged 458 82% 13% English Learners 111 20% 2% Students with Disabilities 41 7% 0% Gifted and Talented 112 20% 54% Source: DataQuest CDE By subgroup, the groups that produce the highest percent of students that can show proficiency are the Gifted and Talented and the Asian subgroups. Even then, these pass rates are not impressive. Hispanic or Latino and Socio-economically Disadvantaged students did not perform well either, while the Students with Disabilities category has 0% of students able to show proficiency.
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Table 64 2009 Subgroup Percent Proficient and Advanced Scores on the Geometry CST. Geometry (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 620 73.2% 11% White 119 14% 33% Asian 24 2.8% 54% Black or African-American 42 5% 7% Socio-economically Disadvantaged 670 79.1% 12% English Learners 122 14.4% 0% Students with Disabilities 60 7% 3% Gifted and Talented 159 18.8% 53% Source: DataQuest CDE Table 65 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Geometry CST. Geometry (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 383,199 24% 24% 37% 15% 76% LAUSD 40,990 11% 15% 42% 31% 88% NHHS 561 14% 19% 42% 26% 87% Source: DataQuest CDE Table 66 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Geometry CST. Geometry (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 398,604 26% 23% 37% 14% 74% LAUSD 42,964 14% 15% 43% 28% 86% NHHS 847 15% 18% 46% 20% 85% Source: DataQuest CDE When compared to LAUSD, NHHS achieves similar results, with slightly more students in the Advanced/Proficient category. Student proficiency in the state of California in general is better than both the District and NHHS.
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Algebra 2 CST Data Table 67 Level Score Changes by Proficiency on the Algebra 2 CST. Mathematics (Algebra II) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 31% 38% 27% -4% Below Basic 35% 30% 35% 0% Basic 20% 17% 25% 5% Proficient or Advanced 13% 14% 12% -1% Source: DataQuest CDE Over the past three years, the Algebra II CST scores have remained relatively the same. There was an increase in Below Basic scores in 2007, but scores have reverted back to their 2006 figures. This category appears stagnated and requires attention to increase the percentage of student proficiency, as only 14% of students are able to demonstrate that they understand the material. Table 68 2008 Subgroup Percent Proficient and Advanced Scores on the Algebra 2 CST. Algebra 2 (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 292 58% 4% White 143 28% 26% Asian 30 6% 67% Black or African-American 28 6% 4% Socio-economically Disadvantaged 369 73% 8% English Learners 40 8% 18% Students with Disabilities 11 2% 0% Gifted and Talented 164 33% 39% Source: DataQuest CDE
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Table 69 2009 Subgroup Percent Proficient and Advanced Scores on the Algebra 2 CST. Algebra 2 (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 251 62.1% 10% White 88 21.8% 33% Asian 34 8.4% 65% Black or African-American 19 4.7% 21% Socio-economically Disadvantaged 275 68% 13% English Learners 15 3.7% 0% Students with Disabilities * * * Gifted and Talented 167 41% 45% Source: DataQuest CDE Again, the majority of students (Hispanic or Latino, Socio-economically Disadvantaged) are faced with less than 5% and 10% student proficiency, respectively. Even the scores of the best subgroups (Asians, Gifted and Talented) are very low, with no subgroup achieving over 70% student proficiency. Table 70 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Algebra 2 CST. Algebra II (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 239,311 27% 29% 24% 20% 73% LAUSD 22,941 13% 19% 27% 41% 87% NHHS 503 14% 17% 30% 38% 85% Source: DataQuest CDE Table 71 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Algebra 2 CST. Algebra II (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 250,835 28% 28% 27% 17% 72% LAUSD 23,938 15% 19% 31% 36% 85% NHHS 404 20% 27% 30% 22% 80% Source: DataQuest CDE
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NHHS does marginally better than the District as a whole (1% higher student proficiency), but proficiency is still very low. The District fares better, with 27% student proficiency, but scores overall for Algebra II are not impressive. Summative High School Mathematics CST Data Table 72 Level Score Changes by Proficiency on the Summative High School Mathematics CST. Mathematics (Summative) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 7% 11% 9% 2% Below Basic 24% 20% 46% 22% Basic 20% 19% 26% 6% Proficient or Advanced 49% 50% 18% -5% Source: DataQuest CDE Despite seeing a small increase in BB and Basic students, and a corresponding drop in Proficient or Advanced students, Summative High School Mathematics is a relatively successful category, with half of students able to show proficiency. Still, scores dropped in 2007, and even though they have recovered, they are still lower than the 2006 scores. Table 73 2008 Subgroup Percent Proficient and Advanced Scores on the Summative High School Mathematics CST. Summative High School Math (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino White 89 31% 61% Asian 76 27% 88% Black or African-American 2 1% * Socio-economically Disadvantaged 160 56% 30% English Learners 9 3% * Students with Disabilities 3 1% * Gifted and Talented 203 71% 69% Source: DataQuest CDE Unlike the majority of other CST subjects, the majority of test takers on this subject fall under the Gifted and Talented subgroup. The White, Asian, and Gifted and Talented subgroups all have a student proficiency of over 60%. The subgroup that scores the lowest is the Socio-economically Disadvantaged group, with only 30% student proficiency.
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Table 74 2009 Subgroup Percent Proficient and Advanced Scores on the Summative High School Mathematics CST. Summative High School Math (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 64 28.3% 16% White 78 35% 55% Asian 68 30% 65% Black or African-American 11 5% 9% Socio-economically Disadvantaged 117 52% 33% English Learners 4 2% * Students with Disabilities 1 * * Gifted and Talented 170 75.2% 64% Source: DataQuest CDE Table 75 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Summative High School Mathematics CST. Summative High School Mathematics (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 116,085 47% 27% 21% 5% 53% LAUSD 8,993 29% 24% 33% 14% 71% NHHS 284 50% 19% 20% 11% 50% Source: DataQuest CDE Table 76 2009 Level Score Changes by Proficiency on the Summative High School Mathematics CST. Summative High School Mathematics (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 123,616 50% 24% 21% 5% 50% LAUSD 9,451 30% 22% 34% 15% 70% NHHS 226 50% 23% 23% 4% 50% Source: DataQuest CDE When compared to the state of California and the District as a whole, NHHS performs very well, with 3% proficiency than the state and 21% higher proficiency than the district.
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World History CST Data Table 77 2009 Level Score Changes by Proficiency on the History (World) CST. History (World) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 25% 38% 29% 4% Below Basic 19% 16% 18% -1% Basic 25% 22% 26% 1% Proficient or Advanced 32% 23% 25% -7% Source: DataQuest CDE In terms of score trends, World History has seen an increase in the gap between students who show proficiency and students who receive very low scores. While Below Basic and Basic scores have dropped in percent, the proportion of both Proficient/Advanced and Far Below Basic categories have increased in equal amounts. Table 78 2008 Subgroup Percent Proficient and Advanced Scores on the History (World) CST. World History (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 427 70% 12% White 118 19% 46% Asian 41 7% 78% Black or African-American 33 5% 21% Socio-economically Disadvantaged 499 81% 18% English Learners 129 21% 3% Students with Disabilities 45 7% 7% Gifted and Talented 154 25% 67% Source: DataQuest CDE In the World History CST, 70% of students enrolled are of Hispanic or Latino ethnicity, and 81% are Socio-economically Disadvantaged. However, both groups earn very low percentages of students showing proficiency. This shows that the small percentage of proficient students are responsible for pulling up the scores as a whole.
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Table 79 2009 Subgroup Percent Proficient and Advanced Scores on the History (World) CST. World History (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 410 68.1% 23% White 120 20% 68% Asian 35 5.8% 83% Black or African-American 28 4.6% 32% Socio-economically Disadvantaged 428 71% 26% English Learners 68 11.3% 3% Students with Disabilities 28 4.6 4% Gifted and Talented 179 30% 82% Source: DataQuest CDE Table 80 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the History (World) CST. World History (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 480,770 33% 26% 15% 26% 67% LAUSD 45,607 18% 25% 16% 39% 80% NHHS 613 23% 22% 16% 38% 76% Source: DataQuest CDE Table 81 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the History (World) CST. World History (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 476,850 38% 24% 14% 25% 62% LAUSD 45,579 23% 23% 17% 38% 77% NHHS 549 37% 25% 16% 21% 63% Source: DataQuest CDE NHHS has 5% higher student proficiency than the LAUSD, but it has 10% lower proficiency than the state of California.
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Table 82 2009 Level Score Changes by Proficiency on the U.S. History CST. History (U.S.) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 18% 22% 27% 9% Below Basic 29% 18% 20% -9% Basic 29% 26% 27% -2% Proficient or Advanced 24% 34% 26% 2% Source: DataQuest CDE In general, U.S. History scores are improving, after seeing a small drop in student proficiency in 2007. They are now 8% higher than the 2006 scores, which is a clear indicator of improvement in this subject. U.S. History CST Data Table 83 2008 Subgroup Percent Proficient and Advanced on the U.S. History CST. U.S. History (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 509 69% 23% White 138 19% 60% Asian 49 7% 82% Black or African-American 22 3% 20% Socio-economically Disadvantaged 565 72% 27% English Learners 144 18% 85 Students with Disabilities 47 6% 6% Gifted and Talented 179 23% 85% Source: DataQuest CDE Like the majority of the other subjects, the CST subgroup breakdown indicates that the Hispanic or Latino and the Socio-economically Disadvantaged subgroups account for about 70% of the students who test, and yet neither group has over 30% of its students demonstrate proficiency. The Asian and the Gifted and Talented subgroups also have the highest percentage of student proficiency, and yet they only represent 7% and 23% of students tested, respectively.
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Table 84 2009 Subgroup Percent Proficient and Advanced Scores on the U.S. History CST. U.S. History (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 353 64.3% 26% White 113 20.6% 55% Asian 41 7.5% 83% Black or African-American 32 5.8% 44% Socio-economically Disadvantaged 415 76% 26% English Learners 75 14% 3% Students with Disabilities 28 1.5% 4% Gifted and Talented 150 27% 81% Source: DataQuest CDE Table 85 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the U.S. History CST. U.S. History (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 432,564 38% 26% 17% 19% 62% LAUSD 44,479 25% 28% 22% 25% 75% NHHS 733 34% 26% 18% 22% 66% Source: DataQuest CDE Table 86 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the U.S. History CST. U.S. History (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 435,829 44% 23% 12% 21% 56% LAUSD 34,134 31% 26% 16% 27% 69% NHHS 549 37% 25% 16% 21% 63% Source: Data Quest –CDE North Hollywood High School performs better than the LAUSD in U.S. History, with 9% more students meeting standards. However, the state of California has a 2% higher percentage of students who earn Advanced or Proficient scores in U.S. History.
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Biology/Life Science CST Data Table 87 2009 Level Score Changes by Proficiency on the Biology/Life Science CST. Science (Biology/Life) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 19% 16% 17% -6% Below Basic 23% 13% 16% -19% Basic 38% 36% 42% 2% Proficient or Advanced 21% 34% 25% 23% Source: DataQuest CDE In terms of score trends, NHHS has seen a great improvement in the proportion of students able to demonstrate proficiency in Biology/Life Science. Twenty-five percent of Far Below Basic and Below Basic scores have moved up, with 23% more achieving Proficient or Advanced and 2% more earning Basic scores. Table 89 2008 Subgroup Percent Proficient and Advanced Scores on the Biology/Life Science CST. Biology/Life Science (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 536 73% 28% White 130 18% 57% Asian 19 3% 58% Black or African-American 28 4% 36% Socio-economically Disadvantaged 582 79% 32% English Learners 119 16% 11% Students with Disabilities 35 5% 20% Gifted and Talented 178 24% 73% Source: DataQuest CDE In terms of subgroup breakdown, the Gifted and Talented subgroup scores the highest, but only makes up 24% of the students enrolled. In comparison, the Socio-economically Disadvantaged subgroup compromises most of the students enrolled but they score 41% lower than the Gifted and Talented subgroup. Similar differences exist between the White/Asian subgroup and the Hispanic or Latino group.
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Table 90 2009 Subgroup Percent Proficient and Advanced Scores on the Biology/Life Science CST. Biology/Life Science (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 386 65.9% 18% White 130 22.2% 48% Asian 42 7.2% 71% Black or African-American 28 4% 47% Socio-economically Disadvantaged 800 71% 21% English Learners 138 1% 1% Students with Disabilities 70 12% 4% Gifted and Talented 204 35% 71% Source: DataQuest CDE Table 91 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Biology/Life Science CST. Biology/Life Sciences (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 524,049 42% 33% 13% 13% 59% LAUSD 50,974 24% 35% 19% 22% 76% NHHS 733 34% 36% 13% 16% 65% Source: DataQuest CDE Table 92 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Biology/Life Sciences CST. Biology/Life Sciences (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 533,897 42% 33% 13% 12% 58% LAUSD 53,032 24% 34% 20% 22% 76% NHHS 996 25% 42% 16% 17% 75% Source: DataQuest CDE
NHHS performs better in Biology/Life Science than the District, but it does not perform as well as the state. It has 8% lower student proficiency and 6% more students unable to demonstrate proficiency.
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Chemistry CST Data Table 93 2009 Level Score Changes by Proficiency on the Chemistry CST. Science (Chemistry) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 37% 35% 32% -5% Below Basic 23% 16% 28% 5% Basic 24% 27% 33% 9% Proficient or Advanced 15% 22% 7% -8% Source: DataQuest CDE Chemistry scores in NHHS have seen an increase in the gap between the proportion of Far Below Basic scores and Proficient/Advanced Scores. There are 17% less students earning a Below Basic or Basic score, but a 4% increase in Proficient/Advanced scores and a 13% rise in Far Below Basic scores. The 2007 scores were particularly unsatisfactory, but they have since improved. However, focus should be placed on moving students away from very low scores. Table 94 2008 Subgroup Percent Proficient and Advanced Scores on the Chemistry CST. Chemistry (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 374 62% 8% White 141 24% 42% Asian 39 7% 73% Black or African-American 26 4% 8% Socio-economically Disadvantaged 457 76% 13% English Learners 55 9% 2% Students with Disabilities 10 2% * Gifted and Talented 185 31% 62% Source: DataQuest CDE In the subgroup breakdown, only the Asian and the Gifted and Talented subgroups have over half of their students scoring Proficient or Advanced on the Chemistry CST. The Hispanic or Latino and the Black or African-American groups only have 8% of students meeting standards in comparison.
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Table 95 2009 Subgroup Percent Proficient and Advanced Scores on the Chemistry CST. Chemistry (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 211 61.5% 14% White 77 22.4% 52% Asian 27 7.9% 78% Black or African-American 18 5.2% 22% Socio-economically Disadvantaged 241 70% 17% English Learners 10 3% * Students with Disabilities 5 1.5% * Gifted and Talented 122 36% 61% Source: DataQuest CDE Table 96 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Chemistry CST. Chemistry (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 232,218 32% 38% 13% 17% 68% LAUSD 27,189 12% 28% 19% 41% 88% NHHS 599 22% 27% 16% 35% 78% Source: DataQuest CDE Table 97 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Chemistry CST. Chemistry (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 247,085 36% 35% 16% 14% 64% LAUSD 27,888 14% 27% 24% 36% 86% NHHS 343 27% 29% 22% 22% 73% Source: DataQuest CDE In comparison to the District, NHHS has 10% more students that meet standards. On the other hand, North Hollywood has 10% fewer students able to demonstrate Chemistry proficiency than California as a whole.
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Earth Science CST Data Table 98 2009 Level Score Changes by Proficiency Earth Science CST. Science (Earth) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 26% 26% 25% -1% Below Basic 12% 6% 11% -1% Basic 23% 13% 24% 1% Proficient or Advanced 39% 55% 40% 1% Source: DataQuest CDE In the Earth Science CST, North Hollywood has made a large improvement, with almost a 30% increase in student proficiency. Below Basic and Basic percentages saw a corresponding decrease. However, the Far Below Basic category has seen a slight 1% increase. Although over half of students are able to show proficiency in this subject, over a quarter demonstrate that they do not know the material at all. Table 99 2008 Subgroup Percent Proficient and Advanced Scores on the Earth Science CST. Earth Science (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 65 22% 25% White 46 15% 78% Asian 31 10% 90% Black or African-American 26 9% 36% Socio-economically Disadvantaged 81 27% 38% English Learners 32 11% 10% Students with Disabilities 3 1% * Gifted and Talented 81 27% 88% Source: DataQuest CDE ELLs need the most improvement on the Earth Science CST, with the Hispanic or Latino subgroup 2nd lowest. The highest scoring subgroup is the Asian subgroup, followed closely by the Gifted and Talented group.
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Table 100 2009 Subgroup Percent Proficient and Advanced Scores on the Earth Science CST. Earth Science (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 153 51.7% 34% White 75 25.3% 69% Asian 40 13.5% 93% Black or African-American 16 5.4% 38% Socio-economically Disadvantaged 184 62% 41% English Learners 61 20.6% 0% Students with Disabilities 13 4.4% 15% Gifted and Talented 150 51% 84% Source: DataQuest CDE Table 101 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Earth Science CST. Earth Science (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 224,155 28% 37% 16% 18% 71% LAUSD 3,012 21% 32% 16% 32% 80% NHHS 300 55% 13% 6% 26% 45% Source: DataQuest CDE Table 102 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Earth Science CST. Earth Science (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 225,537 28% 39% 16% 18% 72% LAUSD 2,817 25% 31% 14% 29% 75% NHHS 296 52% 23% 8% 17% 48% Source: DataQuest CDE When compared to both LAUSD and the state of California, Earth Science appears to be a strength, as NHHS has a much higher percent of student proficiency than the District or the state. Advanced and Proficient percentages are 27% higher than the state’s and 34% higher than the District’s.
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Physics CST Data Table 103 2009 Level Score Changes by Proficiency on the Physics CST. Science (Physics) CST Performance Changes
Year 2007 2008 2009 Percent Change Far Below Basic 1% 3% 12% 11% Below Basic 3% 3% 8% 5% Basic 25% 12% 4% -21% Proficient or Advanced 72% 82% 36% -36% Source: DataQuest CDE In the Physics CST, improvement in the percentage of Proficient and Advanced students and a drop in Below Basic and Basic scores appear to be strengths. However, the percent of Far Below Basic scores has increased from 0% to 3% over the past three years. On the other hand, 82% of students are able to demonstrate proficiency in Physics, a very impressive feat indeed. Table 104 2008 Subgroup Percent Proficient and Advanced Scores on the Physics CST. Physics (2008) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 12 10% * White 27 22% 85% Asian 22 18% 100% Black or African-American 1 1% * Socio-economically Disadvantaged 25 20% 72% English Learners 0% Students with Disabilities 1 1% * Gifted and Talented 52 42% 92% Source: DataQuest CDE In terms of subgroup breakdown, the majority of student subgroups have extremely high percentages of proficiency, with the Asian subgroup managing to achieve 100% student proficiency, and the Gifted and Talented subgroup earning 92%. The Hispanic or Latino, Black or African-American, and Students with Disabilities groups do not make up enough of the students tested to be evaluated.
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Table 105 2009 Subgroup Percent Proficient and Advanced Scores on the Physics CST. Physics (2009) Subgroup Students Percent of Percent Scoring Scored Enrollment Proficient and Advanced Hispanic or Latino 17 23% 1% White 28 38% 82% Asian 24 32% 92% Black or African-American 2 2.7% * Socio-economically Disadvantaged 35 47% 51% English Learners 3 4% * Students with Disabilities 1 1.4% * Gifted and Talented 59 79.7% 83% Source: DataQuest CDE Table 106 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Physics CST. Physics (2008) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 64,081 43% 33% 13% 10% 56% LAUSD 5,112 28% 37% 24% 21% 82% NHHS 124 70% 18% 5% 3% 26% Source: DataQuest CDE Table 107 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Physics CST. Physics (2009) # of % % % % Far % Not Students Advanced/Proficient Basic Below Below Meeting Counted Basic Basic Standards California 67,762 46% 32% 12% 10% 54% LAUSD 5,582 20% 33% 23% 24% 80% NHHS 74 71% 22% 3% 4% 29% Source: DataQuest CDE North Hollywood High School achieves startlingly higher percentages of Advanced and Proficient students than both the District and the state, with 42% more students than the District and 27% more than the state.
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Integrated/Coordinated Science 1 (ICS 1) CST Data Table 108 2009 Level Score Changes by Proficiency Integrated/Coordinated Science I (ICS I) CST. Science (Integrated/Coordinated 1) CST Performance Changes Year 2007 2008 2009 Percent Change Far Below Basic 48% 40% 41% 7% Below Basic 25% 31% 31% 6% Basic 24% 27% 27% 3% Proficient or Advanced 2% 2% 1% -1% Source: DataQuest CDE Over the past three years, NHHS has seen a decline in the already very poor Integrated/Coordinated Science CST scores. Far Below Basic scores have increased 7% and Proficient or Advanced percentages have decreased by 1%. This is a negative sign, as Proficient or Advanced scores were already down below at 3% in 2006. Table 109 2008 Subgroup Percent Proficient and Advanced Scores on the Integrated/Coordinated Science 1 (ICS 1) CST. Integrated/Coordinated Science 1 (2008)
Percent Scoring Students Percent of Subgroup Proficient and Scored Enrollment Advanced Hispanic or Latino 409 84% 1% White 37 8% 3% Asian 3 1% * Black or African-American 26 5% 0% Socio-economically Disadvantaged 429 88% 1% English Learners 164 34% 1% Students with Disabilities 64 13% 3% Gifted and Talented 13 3% 23% Source: DataQuest CDE The subgroup breakdown shows that the Hispanic Latino, Socio-economically Disadvantaged, and the English Learners groups all have only 1% of their students meet standards, and the first two groups both account for over 80% of students tested. Even the Gifted and Talented subgroup does poorly at 23% student proficiency.
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Table 110 2009 Subgroup Percent Proficient and Advanced Scores on the Integrated/Coordinated Science 1 (ICS 1) CST. Integrated/Coordinated Science 1 (2009)
Percent Scoring Students Percent of Subgroup Proficient and Scored Enrollment Advanced Hispanic or Latino 350 84% 1% White 38 9% 0% Asian 3 0.7% * Black or African-American 20 5% 5% Socio-economically Disadvantaged 344 82.6% 1% English Learners 154 37.2% 0% Students with Disabilities 39 9.3% 0% Gifted and Talented 9 2.1% * Source: DataQuest CDE Table 111 2008 California, LAUSD, and NHHS Level Scores by Proficiency on the Integrated/Coordinated Science 1 (ICS 1) CST. Integrated/Coordinated Science I (2008) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 75,734 11% 37% 22% 30% 89% LAUSD 25,509 7% 32% 25% 36% 93% NHHS 488 2% 27% 31% 40% 98% Source: DataQuest CDE Table 112 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Integrated/Coordinated Science 1 (ICS 1) CST. Integrated/Coordinated Science I (2009) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 69,187 13% 39% 22% 26% 87% LAUSD 23,764 9% 35% 25% 33% 91% NHHS 416 1% 27% 31% 41% 99% Source: DataQuest CDE While students all over the state appear to do poorly in Integrated/Coordinated Science, NHHS has 5% more students not meeting standards than the District and 9% more than California as a whole.
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Integrated/Coordinated Science 2 (ICS 2) Data Table 113 2009 Level Score Changes by Proficiency Integrated/Coordinated Science 2 (ICS 2) CST. Science (Integrated/Coordinated 2) CST Performance Changes Year 2007 2008 2009 Percent Change Far Below Basic 77% 67% 50% 10% Below Basic 15% 22% 25% -14% Basic 8% 10% 25% 3% Proficient or Advanced 0% 0% 0% 0% Source: DataQuest CDE Score trends in Integrated/Coordinated Science II show little improvement. The percent of Basic student has increased 3%, but Far Below Basic scores have gone up 10%. The percentage of Below Basic students has decreased 14%, and yet there are still no students tested able to demonstrate proficiency in the Integrated/Coordinated Science II CST. Table 114 2008 Subgroup Percent Proficient and Advanced Scores on the Integrated/Coordinated Science 2 (ICS 2) CST. Integrated/Coordinated Science 2 (2008)
Percent Scoring Students Percent of Subgroup Proficient and Scored Enrollment Advanced Hispanic or Latino 43 88% 0% White 3 6% * Asian 0% Black or African-American 2 4% * Socio-economically Disadvantaged 44 90% 0% English Learners 25 51% 0% Students with Disabilities 30 61% 0% Gifted and Talented 0% Source: DataQuest CDE The subgroup breakdown demonstrates that no subgroup can demonstrate proficiency, and the two groups that usually score the highest, the Asian and the Gifted and Talented subgroup, have no students enrolled in Integrated/Coordinated Science 2. It is interesting to note that 51% of students tested are English Learners, 61% are Students with Disabilities, and 90% are Socio-economically Disadvantaged.
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Table 115 2009 Subgroup Percent Proficient and Advanced Scores on the Integrated/Coordinated Science 2 (ICS 2) CST. Integrated/Coordinated Science 2 (2009)
Percent Scoring Students Percent of Subgroup Proficient and Scored Enrollment Advanced Hispanic or Latino 2 * * White * * * Asian * * * Black or African-American 2 * * Socio-economically Disadvantaged 3 * * English Learners * * * Students with Disabilities 4 * * Gifted and Talented * * * Source: DataQuest CDE Table 116 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Integrated/Coordinated Science 2 (ICS 2) CST. Integrated/Coordinated Science 2 # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 7,758 11% 40% 23% 25% 88% LAUSD 298 2% 14% 18% 66% 98% NHHS 49 0% 10% 22% 67% 99% Source: DataQuest CDE Table 117 2009 California, LAUSD, and NHHS Level Scores by Proficiency on the Integrated/Coordinated Science 2 (ICS 2) CST. Integrated/Coordinated Science 2 (2009) # of % % Far % Not Students % % Below Below Meeting Counted Advanced/Proficient Basic Basic Basic Standards California 4,635 15% 43% 23% 20% 85% LAUSD 275 0% 0% 13% 28% 59% NHHS 4 * * * * * Source: DataQuest CDE North Hollywood High School performs worse than both the District and the state in Integrated/Coordinated Science 2, but the entire state does poorly as a whole.
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4. CAT6 (N/A) 5. California High School Exit Exam (CAHSEE) The percentage of students passing the CAHSEE has increased year after year. Tables one and two tables shown for both the Mathematics and ELA subjects clearly indicate the improvement from March 2006 to March 2008. Although the school has improved in both of the subjects tested, the fact that there are nearly 80 people who can’t pass the CAHSEE is paradoxical. Table 118 Mathematics CAHSEE Results for Academic School Years 2006-2009. Mathematics March 09 March 08 March 07 March 06 Number tested 570 433 362 364 Number passed 497 356 291 275 Percent passed 87% 82 % 80 % 76 % Number not passed 73 77 71 89 Percent not passed 13% 18 % 20 % 24 % Source: DataQuest CDE Table 119 ELA CAHSEE Results for Academic School Years 2006-2009.
English Language Arts (ELA) March 09 March 08 March 07 March 06 Number tested 561 438 359 355 Number passed 482 379 304 284 Percent passed 86% 87 % 85% 80% Number not passed 79 59 55 71 Percent not passed 14% 13 % 15% 20% Source: DataQuest CDE A. CAHSEE Results: LD 2 When compared to other high schools in LD2, NHHS performed exceptionally well. NHHS was the top scorer in LD2 on the English portion of the CAHSEE for 10 th graders. This test took place in March 2008: • Percent passed (87%) • Mean score (386)
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Table 120 Comparison of CAHSEE Results in ELA Among Neighboring High Schools. District 2 CAHSEE 10th Grade March ENGLISH 2008 Results # Tested # Passed % Passed Mean Score North Hollywood High School 438 379 87% 386 Polytechnic High School 276 223 81% 377 Van Nuys High School 706 557 79% 379 Verdugo Hills High School 501 378 75% 373 Grant High School 554 408 74% 370 Arleta High School 438 306 70% 363 Sylmar High School 862 580 67% 362 East Valley High School 316 207 66% 358 San Fernando High School 276 135 49% 349 Source: DataQuest CDE NHHS is also one of the top performers for the Math test, but not the best. Polytechnic had a slightly higher percentage of students who performed better on the math portion of the CAHSEE compared to NHHS. NHHS is still doing well in the following two areas: • Percent passed (82%, 1% behind the highest) • Mean score (389)
Table 121 Comparison of CAHSEE Results in Mathematics Among Neighboring High Schools. District 2 CAHSEE 10th Grade March MATH 2008 Results # # Passed % Passed Mean Score Tested Polytechnic High School 276 228 83% 384 North Hollywood High School 433 356 82% 389 Van Nuys High School 698 549 79% 389 Verdugo Hills High School 517 372 72% 374 Grant High School 559 395 71% 371 Arleta High School 437 280 64% 363 Sylmar High School 881 562 64% 363 East Valley High School 333 176 53% 356 San Fernando High School 276 137 50% 353 Source: DataQuest CDE B. CAHSEE Results: California Comparison NHHS’ results are higher in the pass percentage (+15%) and mean score (+16) than those of LD2, the Los Angeles Unified School District, and the state of California. LD2 test results are about the same as those of LAUSD, however, LD2 schools scored lower when compared to the state of California in the following areas:
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• Percent passed (6% lower) • Mean score (10 points lower)
Table 122 Comparison of 10 th Grade CAHSEE Results for ELA. CAHSEE 10th Grade March English 2008 Results # % # Tested Passed Passed Mean Score NHHS 438 379 87% 386 District 2 4,367 3,173 73% 369 LAUSD 34,804 24,929 72% 369 State 317,824 251,781 79% 379 Source: DataQuest CDE On the math test, NHHS’s results are about the same for LD2 and LAUSD as well. However, a wider gap exists when compared to the state of California. • Percent passed (10% lower) • Mean score (12 points lower)
Table 123 Comparison of 10 th Grade CAHSEE Results for ELA CAHSEE 10th Grade March MATH 2008 Results # Tested # Passed % Passed Mean Score NHHS 433 356 82% 389 District 2 4410 3055 69% 371 LAUSD 35,126 24,040 68% 371 State 316,252 249,995 79% 383 Source: DataQuest CDE C. CAHSEE Results: All 10th Grade Students of NHHS by Strands As a whole, the school has been improving on the CAHSEE in the following mathematical areas: • Percent passed (+6%) • Mean scaled score (+2) • Number sense (+7%) and measurements and geometry (+4%)
Despite the improvements overall, there have been decreases in the other categories: • Probability and statistics (-3%) • Algebra and functions (-1%) • Algebra 1 (-3%)
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Table 124 CAHSEE Mathematics Results by Strands for 2006-2009. 10th Grade All Students March CAHSEE Mathematics Results 2006-2008 (add 2009) Year # # % # Mean Strands for Strands for Strands Strands for Strands for Tested Passed Passed Not Scaled Math Math for Math Math Math Passed Score (Average (Average (Average (Average (Average Percent Percent Percent Percent Percent Correct) Correct) Correct) Correct) Correct) Probability & Number Algebra Meas. & Algebra 1 Stat. Sense & Func. Geometry
2009 570 497 87% 73 391 76% 78% 78% 73% 64% 2008 433 356 82% 77 389 74% 77% 73% 71% 63% 2007 362 291 80% 71 391 79% 74% 74% 70% 67% 2006 364 275 76% 89 387 77% 70% 74% 67% 66% Source: DataQuest CDE The school has also improved overall on the CAHSEE in the following English areas: • Percent passed (+7%) • Word analysis (+1%), Despite improvements, there are decreases in these sections: • Literary response analysis (-1%)Writing strategies (-3%) • Average essay score (-0.2)
Table 125 CAHSEE ELA Results for 2006-2009. 10th Grade All Students March CAHSEE English Results 2006-2008 # # % # Not Mean Reading Reading Reading Writing Writing Writing Year Tested Passed Passed Passed Scaled Avg. Avg. Avg. Avg. Avg. App. Score Percent Percent Percent Percent Percent Average Correct Correct Correct Correct Correct Score Word Reading Lit. Writing Writing Essay* Analysis Comp. Resp. Strat. Conv. Analysis 2009 561 482 86% 79 387 80% 81% 83% 72% 79% 2.6 2008 438 379 87% 59 386 83% 78% 78% 72% 82% 2.6 2007 359 304 85% 55 390 84% 79% 81% 74% 76% 2.7 2006 355 284 80% 71 391 82% 78% 79% 75% 78% 2.8 Source: LAUSD SIS D. CAHSEE Results: Complete Table for 2008 Despite high pass rates by our 10 th grade students on the CAHSEE, there are several areas of concern for our school. The first is the low pass rates of our English Learners subgroup. This subgroup’s pass rate is about half the overall school’s pass rate.
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Table 126 10 th Grade CAHSEE Results for 2008.
California High School Exit Exam (CAHSEE) 2008 10th Grade 984 documents scored 882 students tested Mathematics English-Language Arts NHHS District State NHHS District State All Students Tested 82% 66% 78% 86% 70% 79% Gender Male 86% 67% 78% 84% 65% 75% Female 78% 66% 79% 89% 74% 83% Unknown ------Race/Ethnicity American Indian/Alaska Native - 66% 72% - 73% 76% Asian 97% 93% 94% 97% 87% 88% Pacific Islander - 64% 75% - 68% 76% Filipino 100% 84% 89% 92% 86% 89% Hispanic or Latino 76% 64% 70% 81% 67% 70% African American or Black 82% 49% 58% 86% 63% 66% White 91% 88% 89% 96% 88% 90% Declined to state - 44% 80% - 51% 81% Unknown - 42% 45% - 67% 45% Language Fluency English-Only Students 91% 67% 82% 93% 75% 84% Initially Fluent English Proficient 91% 82% 88% 96% 88% 90% (IFEP) Redesignated Fluent English 88% 82% 89% 94% 88% 91% Proficient (RFEP) English Learner Students 33% 37% 50% 40% 30% 40% Unknown - 36% - - 64% 48% Economic Status Non-Economically Disadvantaged 93% 78% 88% 98% 84% 90% Students Economically Disadvantaged Students 80% 65% 69% 85% 67% 59% Unknown 84% 67% 79% 87% 73% 81% Special Education Program Participation Students Receiving Services 19% 23% 35% 24% 25% 36% Source: DataQuest CDE E. CAHSEE Results: English Learners Specifically, between 2006 and 2008 there has been some progress made in improving these scores: • Percent passed (+2%) • Mean scaled score (+8)
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• Number sense (+7%), measurements and geometry (+6%), and Algebra 1 (+5%) There are also other areas of weakness and are concerns including: • Probability and statistics has shown a 4% decrease and algebra and functions have shown no improvement.
Table 127 ELL CAHSEE Results in Mathematics for Academic Years 2006-2008. 10th Grade English Learners March CAHSEE Mathematics Results 2006-2008
Strands for Strands for Strands for Strands for Strands for Mathematics Mathematics Mathematics Mathematics Mathematics # Mean (Average (Average (Average (Average # # % (Average Not Scaled Percent Percent Percent Percent Tested Passed Passed Percent Passed Score Correct) Correct) Correct) Correct) Correct) Probability Number Algebra & Meas. & Algebra 1 & Stat. Sense Func. Geometry Year 2008 58 19 33% 39 348 49% 52% 50% 48% 46% 2007 49 19 39% 30 342 57% 49% 49% 43% 39% 2006 74 23 31% 51 340 53% 45% 50% 42% 41% Source: DataQuest CDE ELLs have improved on the English section of the CAHSEE most notably on: • Percentage passed (+13%) • Mean scaled score (+2) • Reading comprehension (+2%), response analysis (+5%), and writing conventions (+5%) The areas in need of improvement are: • Word analysis (-1%) and writing strategies (-4%) • Essay averages (-0.1)
Table 128 ELL CAHSEE Results in ELA for Academic Years 2006-2008. 10th Grade English Learners March CAHSEE English Results 2006-2008
Reading Reading Reading Writing Writing Avg. Writing Avg. Avg. Avg. Avg. Mean Percent App. # # % # Not Percent Percent Percent Percent Scaled Correct Average Tested Passed Passed Passed Correct Correct Correct Correct Score Lit. Score Word Reading Writing Writing Resp. Essay Analysis Comp. Strat. Conv. Year Analysis 2008 61 25 41% 36 343 61% 57% 60% 50% 60% 2.0 2007 50 18 36% 32 343 67% 61% 59% 53% 48% 2.0 2006 72 20 28% 52 341 62% 55% 55% 54% 55% 2.1 Source: DataQuest CDE
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F. CAHSEE Results: End Result Score Ranges 2007-2008 Another area of concern is the level of proficiency demonstrated by our students. Despite only having less than 10% of the total students not receiving a passing of 350 or above, nearly half of the students who pass obtain a score in the “basic” range of 350-375 and are not demonstrating a proficient understanding of the material. Ultimately, they barely pass the exam. Table 129 Range of Passing Scores on the ELA Portion of the CAHSEE for Academic Years 2007-2008. CAHSEE ELA Student Score Ranges Less Math Score Than 350- 376- 401- 426- Total Range 350 375 400 425 449 450 Tested Class of 2007 38 327 202 131 55 28 781 Percentage of Students Tested 5% 42% 26% 17% 7% 4%
Class of 2008 34 369 214 132 40 55 844 Percentage of Students Tested 4% 44% 25% 16% 5% 7% Source: DataQuest CDE Comparably to the English-Language Arts results, the same can be said of the ELA results the score ranges of the math portion of the exam with less than 10% of student not passing and having about half who do pass the exam in the range where they only understand enough to pass. There are slightly more students in the 350-375 range in the math portion than in the ELA portion of the exam. Table 130 Range of Passing Scores on the Mathematics Portion of the CAHSEE for Academic Years 2007-2008. CAHSEE Math Student Score Ranges Total Math Score Range <350 350-375 376-400 401-425 426-449 450 Tested Class of 2007 56 374 156 83 44 52 765 Percentage of Students Tested 7% 49% 20% 11% 6% 7%
Class of 2008 58 383 210 87 46 61 845 Percentage of Students Tested 7% 45% 25% 10% 5% 7% Source: DataQuest CDE
G. CAHSEE Results: Special Education There have not been any improvements in the mathematics test for the special education group. There are only decreases over the years of 2006 to 2008 in these categories:
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• Percent passed (-9%) • Mean scaled score (-8) • Probability and statistics (-9%), Number sense (-2%), Algebra and functions (-8%), Measurements and geometry (-1%), and Algebra 1 (-5%) Table 131 Range of Passing Scores on the Mathematics Portion of the CAHSEE for Academic Years 2006-2008. 10th Grade Special Education March CAHSEE Mathematics Results 2006-2008
Strands for Strands Strands Strands Strands Mathematics for Math for Math for Math for Math Mean (Average (Average (Average (Average (Average # # % # Not Scaled Percent Percent Percent Percent Percent Tested Passed Passed Passed Score Correct) Correct) Correct) Correct) Correct) Probability Number Algebra Meas. & Algebra & Stat. Sense & Func. Geometry 1
2008 25 5 20% 20 328 41% 42% 37% 38% 32% 2007 22 5 23% 17 338 54% 50% 44% 38% 38% 2006 31 9 29% 22 336 50% 44% 45% 39% 37% Source: Data Quest - CDE Performance in the English portion is similar to that of the Mathematics section; their performance is also decreasing in most categories: • Percent passed (-15%) • Mean scaled score (-15) • Word analysis (-15%), response analysis (-8%), writing strategies (-8%), and writing conventions (-12%) • Essay averages (-0.1) Table 132 Range of Passing Scores on the Mathematics Portion of the CAHSEE for Academic Years 2006-2008. 10th Grade Special Education March CAHSEE English Results 2006-2008
Reading Reading Reading Writing Writing Avg. Writing Avg. Avg. Avg. Avg. Mean Percent App # # % # Not Percent Percent Percent Percent Year Scaled Correct Average Tested Passed Passed Passed Correct Correct Correct Correct Score Lit. Score Word Reading Writing Writing Resp. Essay* Analysis Comp. Strat. Conv. Analysis 2008 25 6 24% 19 328 48% 53% 48% 44% 44% 2.0 2007 23 9 39% 14 340 68% 54% 59% 52% 51% 1.9 2006 28 11 39% 17 343 63% 53% 56% 52% 56% 2.1 Source: DataQuest CDE
H. CAHSEE Results: 12th Grade The 12 th Grade March CAHSEE English results reveal to the school how some student subgroups are having difficulties meeting this graduation requirement.
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• Pass percentage in 2008 (only 36%, 10 of 28 passed, 18 failed and did not graduate. )
The table below demonstrates how difficult this test is for some of our special education students. Of the 14 who did not pass this test by 12 th grade, only 1 was finally able to pass it. Table 133 Pass Rates for Seniors on the ELA Portion of the CAHSEE for Academic Years 2006-2008. 12 th Grade May CAHSEE English Results NHHS
All Sp Eng. Econ.
Students Passed Pass % Ed. Passed Pass % Learners Passed Pass % RFEP Passed Pass % Disadv. Passed Pass % 2008 28 10 36% 14 1 7% 22 9 41% 0 * 26 9 35% 2007 1 * * 0 * * 1 * * 0 * 1 * * 2006 8 * * 0 * * 6 * * 1 * 7 * * Source: DataQuest CDE Similarly to the English portion, the math portion does not have much information, but despite discrepancies, the following observations can be made: • All students pass percentage has increased by 6% • Economically disadvantaged students pass percentage (+5%)
There are still concerns especially with the small amount of improvements: • Pass percentage is only 19% in 2008 (only 8 out of 43 passed, 35 failed and did not graduate) • This is the amount of people not able to graduate high school because of the CAHSEE math test
Table 134 2006-2008 Pass Rates for Seniors on the Mathematics Portion of the CAHSEE.
12th Grade May CAHSEE Math Results NHHS
All Special Eng. Econ.
Students Passed Pass % Ed. Passed Pass % Learners Passed Pass % RFEP Passed Pass % Disadv. Passed Pass % 2008 43 8 19% 17 1 6% 24 2 8% 8 * * 39 5 13% 2007 1 * * 0 * * 0 * * 1 * * 1 * * 2006 16 2 13% 0 * * 10 * * 4 * * 13 1 8% Source: DataQuest CDE
6. Adequate Yearly Progress (AYP) The federal law, No Child Left Behind (NCLB), requires schools to demonstrate Adequate Yearly Progress (AYP). Schools must show progress by meeting the
73 North Hollywood High School WASC Self-Study Chapter I improvement criteria set by the state of California. When considering if a school has improved, our state evaluates the following:
• Was there improved performance on the California State Test (CST) in English/Language Arts and Mathematics by meeting or exceeding predetermined targets? • Did 95% or more students from each subgroup participate in taking the yearly California State Tests? • Have certain improved levels on the Academic Performance Index (API) been met? • Did the school improved graduation rates? • Were annual goals for more students to test proficient or above in order to make AYP met?
As depicted in the table below, NHHS did not always meet the expected number of criteria to meet its AYP. For example, NHHS did not meet the necessary participation rate for English Language Arts for the 2003-2004 school years. In the 2006-2007 school year, NHHS also did not meet the required graduation rate. The English Learners subgroup did not meet the proficiency standards in 2007-2008 on both the English/Language Arts and mathematics tests. Table 134 NHHS AYP Outcomes for Academic Years 2003-2008. Adequate Yearly Progress (AYP)
Met Met Met Met Met Number of Graduation Participation Proficiency Participation Proficiency Criteria Rate Rate (ELA) (ELA) Rate (Math) (Math) Met 2003-04 Yes No Yes Yes Yes 21 of 22 2004-05 Yes Yes Yes Yes Yes 22 of 22 2005-06 Yes Yes Yes Yes Yes 22 of 22 2006-07 No Yes Yes Yes Yes 21 of 22 2007-08 Yes Yes No Yes No 20 of 22 2008-09 Yes Yes No Yes Yes 21 of 22 Source: DataQuest CDE The following two tables show the percentage of students from each subgroup that demonstrated proficiency. 24.8% scored proficient when the target was 33.4%. For the Mathematics portion the target was 32.2% proficiency and the English Language Learners again only earned a 17.2%.
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Table 134 NHHS ELA AMOS Outcomes for Academic Year 2008. Percent Proficient - Annual Measurable Objectives (AMOS), 2008 English-Language Arts: Target 33.4% Met All Participation Rate Criteria? No Met Number at Percent at 2007 Valid or Above or Above AYP Groups Scores Proficient Proficient Criteria School wide 419 251 59.9% Yes African American or Black 21 15 71.4% - American Indian or Alaska Native 0 - - - Asian 36 32 88.9% - Filipino 6 - - - Hispanic or Latino 257 120 46.7% Yes Pacific Islander 0 - - - White 99 79 79.8% Yes Socio-economically Disadvantaged 331 180 54.4% Yes English Learners 165 41 24.8% No Students with Disabilities 29 9 31.0% - Source: DataQuest CDE Table 135 NHHS Mathematics AMO Outcomes for Academic Year 2008. Percent Proficient - Annual Measurable Objectives (AMOS), 2008 Mathematics: Target 32.2% Met All Participation Rate Criteria? No
Met Number at Percent at or 2007 Valid or Above Above AYP Groups Scores Proficient Proficient Criteria Schoolwide 418 228 54.5% Yes African American or Black 21 11 52.4% - American Indian or Alaska Native 0 - - - Asian 36 33 91.7% - Filipino 6 - - - Hispanic or Latino 256 111 43.4% Yes Pacific Islander 0 - - - White 99 71 71.7% Yes Socio-economically Disadvantaged 332 164 49.4% Yes English Learners 166 45 27.1% No Students with Disabilities 29 5 17.2% - Source: DataQuest CDE
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What Makes AYP and API Scores Different? • AYP and API are based in a different set of tests • API takes into account growth; AYP is a simple measurement of the percent of students rated proficient emphasizing performance • AYP growth is based on increasing the number of students who are proficient • API growth is based on increasing a schools score each year. The annual goal for each school year is increased 5% increase between the present score and 800
7. California English Language Development Test (CELDT) The California English Language Development Test is given to English Learners each year. The outcome helps determine if the student has the necessary language abilities to no longer need support services. Once they have demonstrated language proficiency, a student will be re-designated as proficient. Besides taking the CELDT, there are other requirements to be re-designated. These requirements include scoring in or above the 30 th percentile on the English Language Arts part of the CST’s. Also, a “C” average must be maintained throughout the entire process. Helping students master the English language is a goal of our faculty at North Hollywood. Our school provides a Bilingual Coordinator, to oversee the adequate progress of these students. Table 136 State, District, and NHHS CELDT Results for Academic Year 2007-2008. 2007-2008 CELDT Statistics Comparing North Hollywood to State and District Early Beg. Interm. Interm. Early Adv. Adv.
NHHS 9th 6% 11% 26% 40% 17% State 9th 8% 15% 40% 31% 6% District 9th 10% 15% 40% 30% 5%
NHHS 10th 9% 11% 29% 35% 16% State 10th 10% 16% 38% 31% 6% District 10th 11% 16% 37% 30% 5%
NHHS 11th 2% 8% 24% 43% 23% State 11th 8% 14% 34% 35% 9% District 11th 8% 15% 34% 34% 8%
NHHS 12th 1% 8% 26% 45% 20% State 12th 8% 13% 32% 37% 11% District 12th 14% 11% 32% 35% 8% Source: Data Quest- CDE
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Table 137 State, District, and NHHS CELDT Results for Academic Year 2006-2007. 2006-2007 CELDT Statistics Comparing North Hollywood to State and District Early Beg. Interm. Interm. Early Adv. Adv.
NHHS 9th 8% 23% 37% 26% 7% State 9th 9% 16% 39% 29% 7% District 9th 11% 17% 40% 27% 5%
NHHS 10th 5% 6% 36% 40% 13% State 10th 10% 17% 37% 29% 7% District 10th 11% 18% 39% 26% 5%
NHHS 11th 1% 14% 31% 40% 13% State 11th 9% 16% 34% 32% 9% District 11th 7% 18% 37% 30% 7%
NHHS 12th 3% 7% 33% 36% 20% State 12th 8% 15% 32% 33% 12% District 12th 11% 14% 35% 31% 9% Source: DataQuest CDE
Table 138 State, District, and NHHS CELDT Results for Academic Year 2005-2006. 2005-2006 CELDT Statistics Comparing North Hollywood to State and District Early Beg. Interm. Interm. Early Adv. Adv.
NHHS 9th 3% 8% 27% 48% 14% State 9th 4% 8% 28% 44% 15% District 9th 10% 7% 30% 39% 13%
NHHS 10th 1% 7% 24% 44% 24% State 10th 4% 8% 23% 42% 22% District 10th 11% 6% 23% 39% 20%
NHHS 11th 1% 7% 24% 35% 33% State 11th 3% 8% 22% 40% 27% District 11th 9% 5% 22% 41% 23%
NHHS 12th 1% 0 14% 38% 46% State 12th 4% 6% 20% 40% 30% District 12th 20% 8% 17% 32% 23% Source: Data Quest - CDE
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The charts above compare the CELDT statistics of students from NHHS to averages from District and state since 2005. North Hollywood students have done better than both District and State in the top two categories, Early Advanced and Advanced, during the past three years. 8. Local Assessments Periodic Assessment Program NHHS participates in the LAUSD Periodic Assessment (PA) program. The assessments are formative in nature and are employed by the faculty to identify student needs. Currently these assessments are being offered in History/Social Science (HSS), Mathematics, English Language Arts, and Science. Implementation of these assessments with fidelity has been a struggle for NHHS since the onset of the PA program. However, faculty participation rates in the program are increasing. There were a 100 percent and a 75 percent participation in Mathematics and science respectively during the last PA administration period. (PA assessment data of student performance is being compiled) Common Finals NHHS continues to move toward the implementation of common formative (PA) and summative assessments (common finals) mathematics department is implementing common finals in Algebra, Geometry, and English. The assessments, derived from instructional conversations during teacher retreats and grade-level meetings, continue to be improved and are used as a tool to inform teaching practice and student performance. Learning Teams The implementation of Lesson Study through Pearson Learning teams at NHHS in 2008 has supported the development of common assessments as well. Each lesson study team identifies a student need and develops a lesson to address the need. The lesson is then delivered and a common assessment used to measure student performance. The team then examines student outcome data to determine next steps. There are currently five lesson study groups in place at NHHS. There is on group in science, two in Mathematics (algebra and geometry), one in Special Education, and one in English Language Development or ELA. As noted in the NHHS Action Plan NHHS is working to augment the implementation of lesson study across other subject areas in the future. ELA and Math College Readiness/Early Assessment Program (EAP) During the STAR exam, the 11 th grade students take an Early Assessment test. There are two components to this exam: one for English, which consists of an essay and 15 multiple choice questions, and one in Math within only one component found in either the Algebra 2 or the Summative Math booklet.
If the students take one or both parts of the EAP, they will be able to enroll in any community college or California state school of their choice without taking an entrance exam. If the student does not pass, that gives the high school a year to adjust the student’s schedule to help them in remediation in that subject.
In the year 2012, these tests become even more important as not all colleges will offer remedial classes any longer and the student will not be accepted. The following tables
78 North Hollywood High School WASC Self-Study Chapter I demonstrate that there has been upward trends in the percentage of 11 th grade students who successfully pass these Early Assessment Tests. In 2009, NHHS students outperformed all other high schools in LD2 on the English EAP. NHHS was nearly the highest performing school on the Math EAP.
Table 139 EAP Results for English. District 2 Early Assessment Program Test Results for ELA 2006 2007 2008 2009 North Hollywood High School 59 (7.2%) 56 (6.9%) 69 (10.6%) 62 (11.6%) Van Nuys High School 43 (8.7%) 62 (14.3%) 50 (12.2%) 35 (7.2%) Polytechnic High School 36 (4.8%) 4 (.07%) 39 (4.6%) 38 (5.0%) Grant High School 6 (1.6%) 22 (6.5%) 32 (7.3%) 34 (8.6%) Arleta High School n/a n/a 9 (3.4%) 10 (2.6%) Sylmar High School 20 (3.7%) 16 (3.0%) 25 (4.3%) 30 (5.0%) San Fernando High School 34 (5.2%) 33 (4.5%) 28 (4.7%) 38 (7.8%) Source: STAR CDE Table 140 EAP Results for Mathematics. District 2 Early Assessment Program Test Results for Mathematics 2006 2007 2008 2009 North Hollywood High School 56 (10.7%) 39 (10.2%) 54 (18.5%) 37 (15.1%) Van Nuys High School 37 (18.3%) 20 (20.0%) 17 (22.7%) 6 (15.4%) Polytechnic High School 4 (1.3%) 13 (5.8%) 13 (3.7%) 11 (2.9%) Grant High School 5 (n/a%) 2 (1.1%) 2 (1.1%) 4 (2.4%) Arleta High School n/a n/a 3 (3.1%) 2 (0.8%) Sylmar High School 0 (0.0%) 8 (5.6%) 3 (1.9%) 4 (1.2%) San Fernando High School 1 (0.3%) 5 (1.7%) 8 (2.6%) 4 (1.9%) Source: STAR CDE 9. Diagnostic 9th Grade Tests In-coming 9 th grade students are given the UCLA Math diagnostic test for Algebra and Geometry in middle school with the support the NHHS mathematics coach to help with student placement in the appropriate level as well as in intervention courses to help bring the student to grade-level standard performance. 10. SAT and ACT Results SAT The Scholastic Aptitude Test (SAT) is a nationally accepted college admission test. NHHS students earn better SAT scores compared to scores from other LAUSD schools and the California average. NHHS has an average verbal score of 501, an average math score of 502, and an average writing score of 498, to make a total average of 1501 out of a 2400 perfect score, while California’s average is 493, 513, and 491, respectively; the total being 1497. Our school barely surpasses California State’s average SAT score. Although NHHS does improve on the state’s average, it is not higher than the National average of 1511. In general, an average of 1501 is too low to be even considered when applying to universities and colleges because scoring approximately 500 on each of the
79 North Hollywood High School WASC Self-Study Chapter I subjects barely demonstrates an understanding of over half of the material presented. Table 141 SAT Scores Comparing NHHS with District and State for 2006-2007. SAT Scores Comparing NHHS to State and District for Academic School Year 2006-07 Grade 12 Number Percent Verbal Math Writing VMW>= VMW>= Enrollment Tested Tested Average Average Average 1,500 1,500 Number Rate North 632 329 52.06% 501 502 498 140 22.2 Hollywood LAUSD 32,370 1,5447 47.72% 438 443 441 4,049 12.51 California 441,198 162,786 36.90% 493 513 491 78,596 17.81 Source: DataQuest CDE The SAT (Scholastic Aptitude Test) is given to high school students in their senior year who wish to pursue a higher level of education. Verbal Skills, Math, and Writing skills are calculated using a 600-point grading scale per section. The SAT in submitted to colleges along with the student’s application. Table 142 NHHS SAT Scores for Academic School Years 2005-2009. VMW>= VMW>= Grade 12 Number Percent Reading Math Writing Year 1,500 1,500 Enrollment Tested Tested Average Average Average Number Rate 2008-2009 ------2007-2008 695 323 46.47% 491 484 486 122 37.8 2006-2007 632 329 52.06% 501 502 498 140 22.20 2005-2006 640 367 57.34% 510 504 503 156 24.40 2004-2005 612 414 67.65% 494 499 N/A 28.40 N/A Source: DataQuest CDE Number of Students Taking the SAT Test Over the past three years, the Grade 12 enrollment at North Hollywood High School, with only slight fluctuation, has increased by only 20 students. Out of the students enrolled in the 12 th grade, more than half each year take the SAT. However, there has been a steady decline in the percentage of students tested. Over the past three years there has been an overall drop of over 15 %. North Hollywood has the highest percentage of 12 th grade students taking the SAT test with Van Nuys behind by 9.62%. Our percentage rates surpass those of the LAUSD by 4.34% and the state of California by 15.16%. VMW Rates Over the two years of data shown, there has been a 2.2-point decrease in the VMW rate. However, analysis on this information is very limited due to the lack of data. However, when the VMW (Verbal, Math, and Writing Skills) rates are compared, North Hollywood High is in second place behind Van Nuys, but superior to both the LAUSD and the State. However, Van Nuys supersedes North Hollywood by only one point and their percentage of student body tested is more than 10% less than that of North Hollywood.
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Average SAT Verbal Scores In the last year measured, there was a 9-point decrease. However, there has been an overall 7-point increase in average SAT Verbal scores. In terms of average Verbal scores, North Hollywood is second behind Van Nuys by 4 points. We are 67 points above the LAUSD average and 12 points above the state average. Average SAT Math Scores Only minor changes can be observed in the average Math scores. Within the first year measured there was a 5-point increase followed by a 2-point decrease. Overall, the SAT Math averages are on the way up, but the small amount of data provided combined with minor fluctuations make these scores difficult to analyze or project. NHHS places second, again, in average Math scores behind Van Nuys by 44 points. We exceed the LAUSD average by 59 points; although, NHHS’s average Math score is 11 points below the state average. The following data compares the SAT statistics of the High Schools in LD 2. Average SAT Writing Scores In the 2004-2005 school year there was no mandated Writing aspect of the SAT exam. However over the past year there was a 5-point average decrease in Writing scores. NHHS is also in second place behind Van Nuys by 11 points when average Writing scores are compared. The NHHS average is 57 points above that of the LAUSD and 7 points above that of the state. Table 143 SAT Scores Comparing NHHS with Neighboring Schools for Year 2006- 2007. SAT Scores comparing NHHS to neighboring schools and District for academic school year 2006-2007 Grade 12 VMW>= VMW>= Number Percent Verbal Math Writing High School Enrollme 1,500 1,500 Tested Tested Average Average Average nt Number Rate Van Nuys 582 247 42.44% 505 546 509 135 23.2 N Hollywood 632 329 52.06% 501 502 498 140 22.2 Grant 425 127 29.88% 455 470 465 45 10.6 Verdugo Hills 471 191 40.55% 452 449 452 54 11.5 San Fernando 636 299 47.01% 418 427 426 52 8.2 F Polytechnic 912 304 33.33% 407 415 417 42 4.6 Sylmar 562 211 37.54% 412 409 413 20 3.6 Arleta N/A N/A N/A N/A N/A N/A N/A N/A East Valley N/A N/A N/A N/A N/A N/A N/A N/A LAUSD 32,370 1,5447 47.72% 438 443 441 4,049 12.51 California 441,198 162,786 36.90% 493 513 491 78,596 17.81 Source: DataQuest CDE ACT On the other hand, NHHS’s ACT scores are slightly below the national average. The American College Test (ACT) is another college admission test which is accepted by all 4-year colleges and universities in the U.S. While the national average for ACT scores is 21 out of a total of 36, NHHS’s average is merely a 19.9. University bound students are encouraged to score above 30.
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The ACT is a standard assessment given to high school students in their senior year who wish to pursue a higher level of education. English, Math, Reading, and Science Reasoning are calculated using a 36-point grading scale per section. The ACT is submitted to colleges along with the student’s application. Table 144 NHHS ACT Scores for Year 2004-2009. NHHS ACT for Academic School Years 2005-2009 North Grade 12 Number Percent Average Score>=21 Score>=21 Hollywood Enrollment Tested Tested Score Number Rate 2008-2009 ------2007-2008 695 104 14.9 21.75 51 49.04 2006-2007 632 112 17.7% 19.9 41 36.61 2005-2006 640 112 17.5% 19.9 41 36.61 2004-2005 612 151 24.7% 18.7 47 31.13 Source: DataQuest CDE Number of Students Taking the ACT Test Out of the students enrolled in the 12 th grade, less than 1/3 each year take the ACT. There has been an overall drop in test takers by 7%. North Hollywood has the second highest percentage of 12 th grade students taking the ACT test with San Fernando leading by 2.6%. Our percentage rates surpass those of the LAUSD by 3.74% and the state of California by 7.92%. Average ACT Score In the last year measured, there was no increase at all. However, there has been an overall 1.2-point increase in the average ACT scores. In terms of average ACT scores, North Hollywood is in second place behind Van Nuys by 4.1 points. We are 1.63 points above the LAUSD average and 1.29 points below the state average. ACT Score ≥ Rates A 21 or higher on the ACT is considered an acceptable score. While there has been a steady decrease in this area, the rate of decrease is limited. Over the past three years measured, there has been an overall 1.2-point decrease. The data below compares the ACT statistics of the High Schools in District 2. When the ACT score rates are compared, North Hollywood High has the highest rate, beating Van Nuys by 2.9 points. North Hollywood is also superior to both the LAUSD and the State by 2.72 points and 1.23 points respectively.
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Table 145 ACT Scores Comparing NHHS with Neighboring Schools for Year 2006- 2007. NHHS ACT Compared to Neighboring Schools for 2006-2007 Grade 12 Number Percent Average Score>=21 Score>=21 School Enrollment Tested Tested Score Number Rate Arleta N/A N/A N/A N/A N/A N/A Sylmar 562 18 3.20% 17.7 6 1.1 Francis Polytechnic 912 124 13.60% 16.4 11 1.2 Grant 425 30 7.10% 18.7 11 2.6 North Hollywood 632 112 17.70% 19.9 41 6.5 Van Nuys 582 29 5.00% 24 21 3.6 East Valley N/A N/A N/A N/A N/A N/A San Fernando 636 129 20.30% 17.8 27 4.2 Verdugo Hills 471 7 N/A N/A N/A N/A
LAUSD 32,370 4,520 13.96% 18.27 1,257 3.88 California 440,866 43,119 9.78% 21.28 23,233 5.27 Source: DataQuest CDE 11. Advanced Placement Tests (AP) Advanced Placement (AP) classes are college level courses offered in high school that are designed to prepare students for AP exams taken in May. When students receive a grade of a 5, 4, or 3 on the AP exams, they earn college credit and may be exempt from taking a class at a university. Approximately 680 students take a variety of AP tests at NHHS each year. Of all the students taking AP tests in May 2007 at NHHS, 58% of them received a mark of passing. This is comparably higher than LAUSD’s percentage (43%). The HGM students have specific teachers assigned to work with them at our school. Therefore, these students are taking AP classes consisting of predominately HGM students. Only three of their AP classes did not are score above the average state passing rate. In most subjects they score 20% and above the state’s pass rate. Only three courses are scoring below the state pass percentage.
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Table 146 2008 HGM AP Results by Course. Student Scores
Total State Test Pass 5 4 3 2 1 Takers Pass % % Difference Course 11 7 9 27 100% 51% 49% Biology (HGM) 9 16 11 2 1 39 92% 48% 44% Euro Hist (HGM) 36 14 11 2 63 97% 55% 42% US History (HGM) 41 23 5 2 71 97% 56% 41% Eng Lang (HGM) 15 18 16 6 3 58 84% 55% 29% Govt/Pol (HGM) 13 4 2 2 21 90% 61% 29% Calc AB (HGM) 15 4 1 20 95% 66% 29% Psychology (HGM) 19 11 9 3 4 46 85% 57% 28% Chemistry (HGM) 6 17 16 10 3 52 75% 49% 26% Wld Hist (HGM) 16 5 4 2 3 30 83% 61% 22% Calc AB (HGM) 1 3 3 2 9 78% 57% 21% Physics B (HGM) 28 7 6 41 100% 80% 20% Calc BC (HGM) 2 2 100% 81% 19% Cptr Sci AB (HGM) 15 17 23 11 4 70 79% 60% 19% Eng Lit (HGM) 4 14 11 9 2 40 73% 57% 16% Statistics (HGM) Physics C E&M 9 4 3 2 1 19 84% 71% 13% (HGM) Physics C Mech 10 5 1 2 1 19 84% 71% 13% (HGM) 12 15 12 12 6 57 68% 62% 6% Econ-Macro (HGM) Comput Sci A 5 3 2 1 7 18 56% 60% -4% (HGM) 5 2 2 5 4 18 50% 55% -5% Env Sci (HGM) 1 1 3 5 5 15 33% 49% -16% Wld Hist (HGM) Source: College Board Only eight of the twenty-five courses taught to zoo students or our general students are scoring higher than the state’s passing rate. In four AP classes, we had less than a 10% pass rate. This means that in the entire class, only one or two students who took the test were able to pass it. Our non-HGM students struggle passing their AP tests. Without the HGM high scores, we would only have a 42% pass rate. This means that in Local District 2, we would rank just above Sylmar High School.
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Table 147 2008 Non-HGM AP Results.
Student Scores Total Test State 5 4 3 2 1 Takers Pass % Pass % Difference Course 2 3 3 8 100% 67% 33% Music Theory 5 5 3 1 14 93% 62% 31% Span Lit 8 6 3 17 100% 77% 23% Span Lang 5 8 1 3 17 76% 55% 21% Euro Hist (Zoo) 5 2 3 4 14 71% 55% 16% Env Sci 12 8 4 2 26 92% 77% 15% Span Lang 19 9 3 2 1 34 91% 77% 14% Span Lang 3 6 4 2 6 21 62% 55% 7% Env Sci (Zoo) 5 6 12 14 6 43 53% 56% -3% Eng Lang (Zoo) 1 1 2 50% 55% -5% Env Sci 3 17 18 6 44 45% 56% -11% Eng Lang 2 2 2 6 33% 49% -16% Govt/Pol (Zoo) 3 7 12 1 23 43% 60% -17% Eng Lit (Zoo) 8 10 3 21 38% 56% -18% Eng Lang 0 6 10 13 26 55 29% 49% -20% US History 2 1 3 6 33% 55% -22% Econ-Macro (Zoo) 2 4 6 9 21 29% 61% -32% Calc AB 1 1 2 8 5 17 24% 60% -36% Eng Lit 1 4 8 8 21 24% 61% -37% Calc AB (Zoo) 12 39 15 66 18% 60% -42% Eng Lit 1 1 6 9 17 12% 56% -44% Eng Lang 1 1 17 19 5% 51% -46% Biology (Zoo) 1 6 27 34 3% 49% -46% Govt/Pol 2 4 17 23 9% 57% -48% Chemistry 1 1 13 15 7% 61% -54% Calc AB Source: College Board
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Table 148 Class Grades Given by Non-HGM Teachers. Above or Below State # # % # % # % # % Pass of % of of of of of of of of of Class Rate A's A's B's B's C's C's D's D's F's F's Size Music Theory 33% 1 50% 1 50% 0 0% 0 0% 0 0% 2 Span Lit 31% 7 44% 5 31% 2 13% 0 0% 2 13% 16 Span Lang 23% 6 38% 3 19% 4 25% 1 6% 2 13% 16 Euro Hist (Zoo) 21% 5 24% 11 52% 4 19% 1 5% 0 0% 21 Env Sci 16% 2 25% 4 50% 2 25% 0 0% 0 0% 8 Span Lang 15% 9 35% 9 35% 7 27% 1 4% 0 0% 26 Span Lang 14% 28 76% 5 14% 1 3% 1 3% 2 5% 37 Env Sci (Zoo) 7% 8 33% 5 21% 3 13% 7 29% 1 4% 24 Eng Lang (Zoo) -3% 18 40% 15 33% 12 27% 0 0% 0 0% 45 Env Sci -5% 2 13% 5 33% 4 27% 4 27% 0 0% 15 Eng Lang -11% 21 48% 8 18% 13 30% 2 5% 0 0% 44 Govt/Pol (Zoo) -16% 12 48% 5 20% 4 16% 4 16% 0 0% 25 Eng Lit (Zoo) -17% 8 27% 9 30% 12 40% 1 3% 0 0% 30 Eng Lang -18% 15 63% 3 13% 4 17% 2 8% 0 0% 24 US History -20% 24 36% 17 25% 11 16% 7 10% 8 12% 67 Econ-Macro (Zoo) -22% 12 48% 5 20% 4 16% 4 16% 0 0% 25 Calc AB -32% 3 14% 7 33% 5 24% 4 19% 2 10% 21 Eng Lit -36% 4 18% 12 55% 4 18% 2 9% 0 0% 22 Calc AB (Zoo) -37% 11 50% 6 27% 5 23% 0 0% 0 0% 22 Eng Lit -42% 23 32% 19 27% 22 31% 7 10% 0 0% 71 Eng Lang -44% 5 28% 8 44% 4 22% 1 6% 0 0% 18 Govt/Pol -46% 7 13% 27 51% 18 34% 0 0% 1 2% 53 Chemistry -48% 8 29% 8 29% 4 14% 4 14% 4 14% 28 Calc AB -54% 2 12% 2 12% 11 65% 2 12% 0 0% 17 Source: LAUSD SIS
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12. Students Meeting A-G Requirements At NHHS, there are not enough students who fulfill the A-G requirements for University of California (UC) and California State University (CSU) schools. The A-G Requirements are courses students have to take to be eligible to attend a UC or CSU school. Approximately half of our students graduate after satisfying these requirements. This means that half of the students graduating from NHHS have to attend a junior college or a community college because most other universities outside the UC and CSU systems also have higher requirements. The following is the sequence of the high school A-G courses required by the Academic Senate of the University of California as appropriate for fulfilling the minimum eligibility requirements for admission to the University of California. It also illustrates the minimum level of academic preparation students ought to achieve in high school to undertake university level work.
The "a-g" requirements can be summarized as follows:
(a) History / Social Science – Two years, including one year of world history, cultures, and historical geography and one year of U.S. history or one-half year of U.S. history and one-half year of civics or American government.
(b) English – Four years of college preparatory English that include frequent and regular writing, and reading of classic and modern literature.
(c) Mathematics – Three years of college preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry.
(d) Laboratory Science – Two years of laboratory science providing fundamental knowledge in at least two of these three disciplines: biology, chemistry, and physics.
(e) Language Other Than English – Two years of the same language other than English.
(f) Visual & Performing Arts – One year, including dance, drama/theater, music, or visual art.
(g) College Preparatory Elective – One year (two semesters), chosen from additional "a-f" courses beyond those used to satisfy the requirements above, or courses that have been approved solely for use as "g" electives.
A-G Requirements in NHHS and LD 2 High Schools
In 2004/2005 North Hollywood High School had the highest percentage of graduating seniors that completed the A-G university requirements in Local District 2. That year, 57.3% of NHHS students met these university requirements. NHHS continued to
87 North Hollywood High School WASC Self-Study Chapter I outperform other LD 2 schools. In 2005/2006, NHHS had a gain of nearly 3% additional seniors who met this requirement.
After outperforming other schools in 2005/2006, NHHS dropped 10% in 2006/2007. In the 2007/2008 school year NHHS once again experienced a significant decrease in the percent of seniors meeting this university requirement. NHHS dropped to about 32% of the students at NHHS meeting this requirement from a four year high of over 62%. Currently Polytechnic, San Fernando, Verdugo Hills, and Van Nuys High Schools outperform NHHS in the percent of students meeting A-G requirements. The following tables show the number of students who met the university requirements and the percentages that this is of the graduating seniors by total number and by subgroups. Table 148 Number and Percent of the White Student Subgroup Meeting A-G Requirements in LD 2 High Schools.
Percent of Students Meeting A-G Requirements in LD2 Schools
2004/2005 2005/2006 2006/2007 2007/2008 Polytechnic HS Polytechnic HS Polytechnic HS Polytechnic HS Female 178 (50.4 %) 216 (58.9 %) 259 (73.6 %) 164 (46.2 %) Male 129 (36.3 %) 154 (48.1 %) 178 (56.0 %) 115 (35.8 %) Total 307 (43.4 %) 370 (53.9 %) 437 (65.2 %) 279 (41.3 %) San Fernando HS San Fernando HS San Fernando HS San Fernando HS Female 172 (45.0 %) 179 (55.8 %) 179 (55.8 %) 149 (42.6 %) Male 98 (28.2 %) 120 (45.6 %) 120 (45.6 %) 125 (37.0 %) Total 270 (37.0 %) 299 (51.2 %) 299 (51.2 %) 274 (39.8 %) Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Female 108 (56.2 %) 110 (60.4 %) 118 (57.0 %) 88 (38.1 %) Male 72 (46.2 %) 89 (47.1 %) 116 (52.7 %) 63 (31.5 %) Total 180 (51.7 %) 199 (53.6 %) 234 (54.8 %) 151 (35.0%) Van Nuys HS Van Nuys HS Van Nuys HS Van Nuys HS Female 197 (59.7 %) 185 (60.1 %) 149 (57.8 %) 68 (30.6 %) Male 139 (51.5 %) 97 (42.2 %) 117 (52.5 %) 61 (30.7 %) Total 336 (56.0 %) 282 (52.4 %) 266 (55.3 %) 129 (30.6 %) NHHS NHHS NHHS NHHS Female 239 (62.6 %) 226 (65.5 %) 190 (56.0 %) 112 (31.9 %) Male 185 (51.7 %) 174 (54.4 %) 158 (45.1 %) 86 (24.6 %) Total 424 (57.3 %) 400 (60.2 %) 348 (50.5 %) 198 (28.2 %) Sylmar HS Sylmar HS Sylmar HS Sylmar HS Female 137 (41.1 %) 140 (45.9 %) 128 (43.7 %) 81 (25.6 %) Male 73 (28.3 %) 88 (30.4 %) 72 (28.7 %) 42 (17.9 %) Total 210 (35.5 %) 228 (38.4 %) 200 (36.8 %) 123 (22.3 %) Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Female 121 (44.8 %) 106 (49.3 %) 114 (44.4 %) 54 (21.3 %) Male 74 (34.1 %) 75 (36.4 %) 71 (32.7 %) 29 (13.8 %) Total 195 (40.0 %) 181 (43.0 %) 185 (39.0 %) 83 (17.9 %) Source: DataQuest CDE
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Table 149 Number and Percent of the Hispanic Student Subgroup Meeting A-G Requirements in LD 2 High Schools.
Percent of the Hispanic Student Subgroup Meeting A-G Requirements in LD 2 High Schools
2004/2005 2005/2006 2006/2007 2007/2008 Polytechnic HS Polytechnic HS Polytechnic HS Polytechnic HS Female 156 (49.2 %) 178 (56.2 %) 228 (72.8 %) 142 (45.5 %) Male 110 (35.3 %) 124 (44.9 %) 153 (54.8 %) 99 (35.1 %) Total 266 (42.3 %) 302 (50.9 %) 381 (64.4 %) 241 (40.6 %) San Fernando HS San Fernando HS San Fernando HS San Fernando HS Female 170 (45.2 %) 177 (55.8 %) 177 (55.8 %) 149 (43.7 %) Male 96 (28.7 %) 116 (46.6 %) 116 (46.6 %) 120 (37.3 %) Total 266 (37.4 %) 293 (51.8 %) 293 (51.8 %) 269 (40.6 %) Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Female 51 (51.5 %) 61 (53.5 %) 46 (43.4 %) 30 (25.9 % ) Male 21 (29.6 %) 24 (27.9 %) 33 (35.9 %) 25 (25.8 % ) Total 72 (42.4 %) 85 (42.5 %) 79 (39.9 %) 55 (25.8 % ) Sylmar HS Sylmar HS Sylmar HS Sylmar HS Female 126 (40.4 %) 129 (45.7 %) 116 (43.9 %) 68 (23.7 %) Male 62 (26.7 %) 79 (29.7 %) 61 (27.9 %) 35 (16.9 %) Total 188 (34.6 %) 208 (38.0 %) 177 (36.6 %) 103 (20.9 %) NHHS NHHS NHHS NHHS Female 134 (52.3 %) 135 (59.2 %) 130 (52.0 %) 63 (24.6 % ) Male 100 (41.7 %) 91 (46.7 %) 69 (32.9 %) 37 (15.7 % ) Total 234 (47.2 %) 226 (53.4 %) 199 (43.3 %) 100 (20.3 % ) Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Female 48 (39.3 %) 33 (34.7 %) 55 (38.7 %) 27 (19.7 %) Male 31 (27.9 %) 28 (27.2 %) 32 (27.6 %) 12 (9.4 %) Total 79 (33.9 %) 61 (30.8 %) 87 (33.7 %) 39 (14.8 %) Van Nuys HS Van Nuys HS Van Nuys HS Van Nuys HS Female 58 (36.7 %) 65 (41.9 %) 61 (43.3 %) 14 (11.9 %) Male 48 (35.0 %) 30 (25.4 %) 30 (28.0 %) 12 (14.1 %) Total 106 (35.9 %) 95 (34.8 %) 91 (36.7 %) 26 (12.8 %) Source: DataQuest CDE The Hispanic subgroup is the largest at NHHS. It represents 71% of the total student body. With the highest percentage NHHS had the highest percentage of students meeting A-G requirements for the first to years. But the percent dropped in school year 2006/07 and 2007/08. Consequently, NHHS ranked fifth.
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Table 150 Number and Percent of the White Student Subgroup Meeting A-G Requirements in LD 2 High Schools.
Percent of the Asian Student Subgroup Meeting A-G Requirements
2004/2005 2005/2006 2006/2007 2007/2008 NHHS NHHS NHHS NHHS Female 26 (100.0 %) 29 (100.0 %) 17 (100.0 %) 18 (81.8 %) Male 28 (90.3 %) 26 (89.7 %) 27 (75.0 %) 22 (73.3 %) Total 54 (94.7 %) 55 (94.8 %) 44 (83.0 %) 40 (76.9 %) Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Female 15 (88.2 %) 9 (75.0 %) 13 (81.2 %) 15 (93.8 %) Male 15 (83.3 %) 11 (78.6 %) 17 (77.3 %) 4 (30.8 %) Total 30 (85.7 %) 20 (76.9 %) 30 (78.9 %) 19 (65.5 %) Van Nuys HS Van Nuys HS Van Nuys HS Van Nuys HS Female 56 (91.8 %) 57 (82.6 %) 40 (87.0 %) 33 (67.3 %) Male 46 (82.1 %) 26 (72.2 %) 48 (92.3 %) 27 (55.1 %) Total 102 (87.2 %) 83 (79.0 %) 88 (89.8 %) 60 (61.2 %) Polytechnic HS Polytechnic HS Polytechnic HS Polytechnic HS Female 5 (83.3 %) 6 (75.0 %) 6 (100.0 %) **6 Male 5 (62.5 %) 7 (77.8 %) 9 (100.0 %) **2 Total 10 (71.4 %) 13 (76.5 %) 15 (100.0 %) **8 Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Female 10 (90.9 %) 6 (54.5 %) ** 5 ** 2 Male 3 (37.5 %) 7 (58.3 %) ** 3 ** 2 Total 13 (68.4 %) 13 (56.5 %) ** 8 ** 4 Sylmar HS Sylmar HS Sylmar HS Sylmar HS Female **1 ** 2 ** 2 ** 1 Male **2 ** 1 ** 2 ** 0 Total **3 ** 3 ** 4 ** 1 San Fernando HS San Fernando HS San Fernando HS San Fernando HS Female **0 ** 1 ** 1 ** 0 Male **0 ** 1 ** 1 ** 3 Total **0 ** 2 ** 2 ** 3 ** Schools with less than 10 in the subgroup Source: DataQuest CDE As the Asian sub group having the lowest amount of people, North Hollywood took it to the top every year. But in 2006/2007 North Hollywood dropped down to third with a high percent of 83. Of the 40 Asian students who met the A-G requirements in 2007/2008, 36 of them were in our High Gifted Magnet.
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Table 151 Number and Percent of the White Student Subgroup Meeting A-G Requirements in LD 2 High Schools.
Percent of the White Student Subgroup Meeting A-G Requirements
2004/2005 2005/2006 2006/2007 2007/2008
Sylmar HS Sylmar HS Sylmar HS Sylmar HS Female 5 (62.5 %) 0 (0.0 %) 3 (42.9 %) 6 (50.0 %) Male 5 (45.5 %) 3 (37.5 %) 2 (22.2 %) 5 (35.7 %) Total 10 (52.6 %) 3 (21.4 %) 5 (31.2 %) 11 (42.3 %) Van Nuys HS Van Nuys HS Van Nuys HS Van Nuys HS Female 56 (82.4 %) 42 (80.8 %) 29 (74.4 %) 13 (43.3 %) Male 29 (59.2 %) 33 (58.9 %) 26 (68.4 %) 15 (38.5 %) Total 85 (72.6 %) 75 (69.4 %) 55 (71.4 %) 28 (40.6 %) Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Female 35 (57.4 %) 28 (68.3 %) 49 (69.0 %) 32 (39.0 %) Male 26 (50.0 %) 43 (59.7 %) 53 (61.6 %) 27 (40.9 %) Total 61 (54.0 %) 71 (62.8 %) 102 (65.0 %) 59 (39.9 %) Polytechnic HS Polytechnic HS Polytechnic HS Polytechnic HS Female 12 (70.6 %) 7 (87.5 %) 7 (63.6 %) 5 (50.0 %) Male 6 (35.3 %) 7 (46.7 %) 5 (38.5 %) 4 (30.8 %) Total 18 (52.9 %) 14 (60.9 %) 12 (50.0 %) 9 (39.1 %) NHHS NHHS NHHS NHHS Female 65 (83.3 %) 50 (76.9 %) 37 (71.2 %) 23 (41.1 %) Male 43 (68.3 %) 49 (65.3 %) 52 (75.4 %) 22 (33.8 %) Total 108 (76.6 %) 99 (70.7 %) 89 (73.6 %) 45 (37.2 %) Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Female 59 (49.2 %) 58 (63.7 %) 47 (55.3 %) 20 (22.0 %) Male 34 (42.0 %) 31 (44.3 %) 29 (37.2 %) 13 (19.7 %) Total 93 (46.3 %) 89 (55.3 %) 76 (46.6 %) 33 (21.0 %) San Fernando HS San Fernando HS San Fernando HS San Fernando HS Female 1 (50.0 %) 0 (0.0%) 0 (0.0%) 0 (0.0%) Male 0 (0.0 %) 1 (50.0 %) 1 (50.0 %) 0 (0.0%) Total 1 (20.0 %) 1 (50.0 %) 1 (50.0 %) 0 (0.0%) Source: DataQuest CDE In the first three years NHHS has done very well by outperforming all the schools with a 72% average. Poly, Verdugo, and Van Nuys HS followed behind. However, in 2007/2008, NHHS had a significantly lower percent of White students meeting A-G requirements. Its scores fell behind Poly, Verdugo, Van Nuys, and Sylmar HS.
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Table 152 Number and Percent of the African-American Student Subgroup Meeting A-G Requirements in LD 2 High Schools.
Percent of the African-American Student Subgroup Meeting A-G Requirements
2004/2005 2005/2006 2006/2007 2007/2008 Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Verdugo Hills HS Female 3 (50.0 %) 1 (50.0 %) 4 (66.7 %) 1(20.0 %) Male 2 (50.0 %) 2 (33.3 %) 2 (50.0 %) 3 (42.9 %) Total 5 (50.0 %) 3 (37.5 %) 6 (60.0 %) 4 (33.3 %) NHHS NHHS NHHS NHHS Female 10 (58.8 %) 7 (41.2 %) 3 (21.4 %) 5 (50.0 %) Male 7 (43.8 %) 2 (16.7 %) 3 (15.8 %) 1 (11.1 %) Total 17 (51.5 %) 9 (31.0 %) 6 (18.2 %) 6 (31.6 %) Sylmar HS Sylmar HS Sylmar HS Sylmar HS Female 3 (33.3 %) 7 (63.6 %) 3 (25.0 %) 5 (55.6 %) Male 1 (14.3 %) 3 (30.0 %) 4 (28.6 %) 1 (9.1 %) Total 4 (25.0 %) 10 (47.6 %) 7 (26.9 %) 6 (30.0 %) Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Ulysses S. Grant HS Female 1 (8.3 %) 3 (27.3 %) 2 (20.0 %) 2 (20.0 %) Male 1 (16.7 %) 4 (28.6 %) 1 (11.1 %) 0 (00.0 %) Total 2 (11.1 %) 7 (28.0 %) 3 (15.8 %) 2 (13.3 %) Van Nuys HS Van Nuys HS Van Nuys HS Van Nuys HS Female 9 (47.4 %) 6 (42.9 %) 2 (18.2 %) 14 (11.9 %) Male 6 (54.5 %) 2 (28.6 %) 5 (50.0 %) 12 (14.1 %) Total 15 (50.0 %) 8 (38.1 %) 7 (33.3 %) 26 (12.8 %) Polytechnic HS Polytechnic HS Polytechnic HS Polytechnic HS Female 1 (25.0 %) 6 (54.5 %) 3 (60.0 %) 1 (14.3 %) Male 0 (0.0 %) 3 (75.0 %) 5 (83.3 %) 0 (00.0 %) Total 1 (11.1 %) 9 (60.0 %) 8 (72.7 %) 1 (7.7 %) San Fernando HS San Fernando HS San Fernando HS San Fernando HS Female 0 (0.0 %) 0 (0.0 %) 0 (0.0%) 0 (0.0 %) Male 1 (25.0 %) 1 (16.7 %) 1 (16.7 %) 0 (00.0 %) Total 1 (16.7 %) 1 (16.7 %) 1 (16.7 %) 0 (00.0 %) Source: DataQuest CDE
NHHS had the highest percent of African American students meeting A-G requirements in 2004/2005. But from 2005/2006 through 2006/2007 NHHS was second to Van Nuys HS. According to the NHHS School Accountability Report Card (SARC), 76% of the students were enrolled in A-G courses. Of those, 50.0 % of NHHS graduates completed all courses for UC or CSU admission during the academic school year 2007-2008. SARC data is not available timely to be used by schools in their efforts of continuous improvement. Counseling staff is currently pulling current A-G completion data using the schools local databases in Student Information Systems or SIS. (This data will be updated by the time the self-study is finalized.) Data on A-G progress for academic school year 209-2010 is incomplete at this time. The data below shows current progress as of the date of the self-study. The counselors with
92 North Hollywood High School WASC Self-Study Chapter I the support of the head counselor are currently meeting with all their students and conducting an AGP to ensure students are meeting enrolled in the appropriate courses to meet A-G requirements. Table 153 Student Enrollment in A-G Courses for School Year 2009-2010. Student Enrollment in A-G Courses for School Year 2009 - 2010
Class # of # AG on % AG on # AG Not on % AG Not on Of Students Track Track Track Track 2009 12 0 0% 12 100% 2010 186 51 27% 135 73% 2011 249 115 46% 134 54% 2012 240 153 64% 87 36% Source: MyData -LAUSD Table 154 Comparison of Students with UC/CSU Required Courses (2007-2008). Comparison of Grads with UC/CSU Required Courses for School Year 2007-2008 NHHS Female 355 112 (31.5 %) Male 356 86 (24.2 %) Total 711 198 (27.8 %) District Female 16,904 4,946 (29.3 %) Male 14,261 3,261 (22.9 %) Total 31,165 8,207 (26.3 %) County Female 48,619 17,550 (36.1 %) Male 43,621 12,540 (28.7 %) Total 92,240 30,090 (32.6 %) State Female 194,841 73,024 (37.5 %) Male 181,552 54,570 (30.1 %) Total 376,393 127,594 (33.9 %) Source: MyData -LAUSD
13. Students Enrolled in Algebra Courses According to EdSource, more than 200,000 students in California repeated Algebra I CST in grades 8 through 11 obviously excluding seniors. Some math educators and policymakers worry that the students failing Algebra I can persuade students they are “unable” to understand and use mathematics. This can cause higher numbers of dropouts. The following table shows that 38% of ninth graders have already taken this class the year before while in junior high.
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Table 155 Algebra I Grades and the Algebra I CST Exposure. Students in Grade Algebra I CST-takers Grade Taking the Algebra I Algebra I CST-takers Who Who Are Repeating the CST in 2008 Are First-time Examiners Assessment 7 25,573 25,573 (100%) 0 (0%) 8 246,587 2,420,662 (98%) 4,525 (2%) 9 272,353 167,819 (62%) 104,534 (38%) 10 131,415 62,834 (48%) 68,581 (52%) 11 66,108 31,901 (48%) 34,207 (52%) Source: EdSource Why it is Critical to Learn Algebra I There are many reasons why high school students must understand and pass their Algebra I class. • They must pass Algebra I to earn a high school diploma. • They must also pass the California High School Exit Exam (CAHSEE), which includes some Algebra I, to graduate. • Beginning in Fall 2009, students entering a California community college must pass at least Intermediate Algebra (Algebra II) to earn a two-year associate degree.
Also, if students want to enter a UC, they must have completed and passed up to Algebra II, and it is preferable if they have gone beyond that. According to California’s Mathematics Framework, “In algebra, students learn to reason symbolically, and the complexity and types of equations and problems that they are able to solve increase dramatically as a consequence.” Why are Students Required to Enroll in Algebra? Algebra improves student’s minds in many different ways. • Helps students think logically. • Introduces abstract thinking, therefore, stimulating the brain and helps students learn how to think in new ways. • Helps students organize their thinking, making it easier for them to craft reasonable responses when confronted with complicated situations.
By learning Algebra, students are helped to succeed in the future. Research has proven that students that take higher levels of math in high school have a greater chance to go to college and graduate and find better paying jobs in the future. Transferring from high school to a University requires that a student must get a descent score on the SAT or ACT which includes Algebra.
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How Well are NHHS Students Performing in Algebra? The table below depicts NHHS student performance in Algebra I for the past three years. Table 156 Student Enrollment in Algebra I for the Fall of 2006. Students Taking Algebra IA Year 9th 10th 11th 12th Grade Grade Grade Grade Total Students Enrolled 357 27 26 3 413 Percent of All Students in Algebra 86% 7% 6% 1%
Number with A Grade 18 5 3 0 26 Percent with A Grade 5% 19% 12% 0% 6%
Number with B Grade 46 2 5 1 54 Percent with B Grade 13% 7% 19% 33% 13%
Number with C Grade 80 5 4 1 90 Percent with C Grade 22% 19% 15% 33% 22%
Number with D Grade 55 5 3 0 63 Percent with D Grade 15% 19% 12% 0% 15%
Number with F Grade 158 10 11 1 180 Percent with F Grade 44% 37% 42% 33% 44% Source: LAUSD SIS Table 157 Student Enrollment in Algebra IA for the Fall of 2007. Students Taking Algebra 1A (Fall 2007/08) Year 9th 10th 11th 12th Grade Grade Grade Grade Total Students Enrolled 605 58 41 6 710 Percent of All Students in Algebra 85% 8% 6% 1% Source: LAUSD SIS There have been slight improvements in the performance of students taking Algebra I. The percentage of A’s and B’s have grown through out the last three years. Also, the percentages of Fails have declined. However, having 41% of our students fail Algebra I and another 18% getting a D grade means that many students in 9 th grade fall behind in meeting graduation requirements. A big concern in the school is the amount of students that fail the class during the school year and how many actually bother showing up to summer school.
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Table 158 Student Enrollment Algebra IA in for the Fall of 2008. Students Taking Algebra 1A (Fall 2008/09) Year 9th 10th 11th 12th Grade Grade Grade Grade Total Students Enrolled 560 18 33 13 624 Percent of All Students in Algebra 90% 3% 5% 2% 100% Number with A Grade 49 1 1 1 52 Percent with A Grade 9% 6% 3% 8% 8%
Number with B Grade 81 1 5 2 89 Percent with B Grade 14% 6% 15% 15% 14%
Number with C Grade 101 6 6 3 116 Percent with C Grade 18% 33% 18% 23% 19%
Number with D Grade 101 5 8 5 119 Percent with D Grade 18% 28% 24% 38% 19%
Number with F Grade 228 5 13 2 248 Percent with F Grade 41% 28% 39% 15% 40% Source: LAUSD SIS 14. Percentage of D’s and F’s on Report Cards.
Table 159 Grade Distribution by Department for Academic Years 2007-2009. Percentage of D's and F's Given by Department 2007-2009 Art Music English Science Theatre Arts Mathematics Social Studies Bilingual-ESL Foreign Language Computer Science A-G Enroll. Spring 675 254 412 3193 1182 2681 360 2550 2418 232 2007/08 % of D 11% 12% 10% 13% 10% 18% 6% 15% 16% 11% % of F 7% 19% 22% 11% 15% 26% 3% 18% 9% 8% A-G Enroll. Fall 713 282 359 2,295 1,216 2,767 320 2,620 2,219 156 2008/09 % of D 6% 11% 17% 13% 11% 18% 1% 16% 12% 7% % of F 4% 17% 20% 9% 13% 26% 1% 14% 10% 3% A-G Enroll. Spring 685 232 3 3,017 1,182 2,664 346 2,558 2,166 142 2008/09 % of D 6% 17% 16% 15% 9% 18% 7% 16% 10% 9% % of F 7% 13% 25% 9% 15% 26% 5% 13% 10% 4% Source: LAUSD SIS
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15. Completion Rates NHHS graduation rates have been improving over the past few years. The following table shows how they have increased by over 10% since the 2004/05 school year. The graduation rate formula is based on the NCES definition: Number of Graduates (Year 4) Divided by Number of Graduates (Year 4) + Gr. 9 Dropouts (Year 1) + Gr. 10 Dropouts (Year 2) + Gr. 11 Dropouts (Year 3) + Gr. 12 Dropouts (Year 4)
Table 160 Number of Entering Freshman Compared to Exiting Seniors. Graduation Rates Exiting Year Entering Freshman Seniors Difference 2008/2009 991 N/A N/A 2007/08 859 711 148 2006/07 764 689 75
Source: DataQuest CDE Table 161 Graduation Rates for Academic School Years 2004-2008. Graduation Rates Year Graduation Rate 2007/08 86.60% 2006/07 81.90% 2005/06 67.40% 2004/05 76.50% Source: DataQuest CDE
Table 162 Prior Graduation and Dropout Rates for NHHS, District and State. School District State 2004- 2005- 2006- 2004- 2005- 2006- 2004- 2005- 2006- 05 06 07 05 06 07 05 06 07 Grades 9-12 Dropout Rate (1-year) 1.5 2.4 4 5.5 5 7.8 3.1 3.5 4.4 Grades 9-12 Dropout Rate (4-year) 7.1 14.7 16.6 24.1 25.5 31.7 12.6 15 21.1 Graduation Rate 67 67.4 81.9 65.7 62.9 66 85 83 79.5 Source: DataQuest CDE
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16. Supplemental Data Discipline referrals Additional discipline information revealed that during the 2008-09 school year, there were 3,158 student referrals to the dean’s office.
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Chapter II North Hollywood High School
Home of the Huskies!
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Chapter II: Student/Community Profile Summary Table of Contents
Student/Community Profile-Overall Summary from Analysis of Profile Data 1 Critical academic needs of NHHS 3 Questions raised by the analysis of the NHHS student performance, demographic, and perception data 4
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Chapter II: Student/Community Profile – Overall Summary from Analysis of Profile Data
What are the implications of the data with respect to student performance? NHHS is a school focused on continuous improvement. Throughout the current two three-year year accreditation terms, NHHS has made steady progress in academic improvement. In all but one of the past six years, NHHS API scores here increased to a current level of 722. In September, our learning community was pleased to learn that NHHS had a 37-point gain in its API score. This was the highest gain of any school in LD 2. At present, NHHS is only one API point below the top school in our local district 2. Another evidence of the focus of NHHS on continuous improvement and academic growth is demonstrated by the increase in the number of students who are proficient on the CST. NHHS students have increased their proficiency levels in all but two CST subject areas (Physics and Integrated/Coordinated Science 1) since the last accreditation visit. In both cases, the proficiency levels of NHHS students fell by one percent.
Closer examination of NHHS CST data in comparison to LAUSD proficiency levels points out areas for improvement. NHHS is lagging behind the average proficiency levels of other schools in LAUSD in Algebra 1 and Integrated/Coordinated Science 1. NHHS students surpass LAUSD averages in all other subject areas. In some cases, NHHS exceeds LAUSD proficiency averages by over 20 percent.
Table 1 NHHS CST Proficiency Levels between NHHS and LAUSD. NHHS CST Proficiency Levels Compared to LAUSD CST Test Comparison to LAUSD 9th Grade English Language Arts +11% 10 th Grade English Language Arts +23% 11 th Grade English Language Arts +9% Algebra 1 -11% Geometry +1% Algebra 2 +5% Summative High School Math +20% World History +13% U.S. History +6% Biology/Life Science +1% Biology 10 th Grade +18% Chemistry +13% Earth Science +27% Physics +51% Integrated/Coordinated Science 1 -8% Source: DataQuest CDE
However, when comparing NHHS proficiency levels to the state average, the data revealed that NHHS is outperforming the state in only five of the 15 subject areas.
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Table 2 Comparisons of CST Proficiency Levels between NHHS and State. NHHS CST Proficiency Levels Compared to the State CST Test Comparison to the State 9th Grade English Language Arts -7% 10 th Grade English Language Arts +10% 11 th Grade English Language Arts +1% Algebra 1 -20% Geometry -11% Algebra 2 -8% Summative High School Math +0% World History -2% U.S. History -7% Biology/Life Science -17% Biology 10 th Grade +4% Chemistry -9% Earth Science +24% Physics +25% Integrated/Coordinated Science 1 -12% Source: DataQuest-CDE
The following list details other significant findings regarding NHHS student performance: • The reclassification rate for ELL students has improved from 8.1% to 19% from 2008 to 2009. • NHHS transiency rates have improved from 36.43% to 27.73% from school year 2006-2007 to school year 2008-2009. • The NHHS truancy rate has gone from 60.22% to 15.08% from school year 2006- 2007 to school year 2008-2009. • NHHS outperformed every school in LD 2 on the English portion of the CAHSEE during the March 8 implementation. NHHS students had an 87 percent pass rate. This pass rate is 16 percent higher than LAUSD pass rates and 7 percent higher than the state’s pass rate. • NHHS had the second highest pass rate in LD 2 in the Mathematics portion of the CAHSEE during the March 8 implementation. More specifically, NHHS students had an 82%pass rate. The highest school had an 83% pass rate. This pass rate is 18% higher than the LAUSD pass rate and 4% higher than the pass rate for the state. • NHHS students have the highest number of students take the SAT test in Local District 2. Their scores are the second highest in LD 2. • NHHS HGM students signed up for AP tests in 21 subjects and outperformed the state’s averages in all but 3.
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• Students who were not in the HGM signed up for AP tests in 23 subjects and performed higher than the state’s averages on 7 AP tests. However, NHHS students performed under the state averages on 16 AP tests. • Fifty-nine percent of students taking Algebra 1A in 2008-2009 earned a grade of D or F. • NHHS graduation rate increased from 67.4% to 86.6 percent from 2005 to 2008. • The percent of students meeting A – G requirements at NHHS has declined over the past four years. It dropped from a high 60.2% in 2004-2005 to a low to 28.2% in 2007-2008. • Fifty-seven ELL students did not adequately pass the English portion of the CAHSEE. Therefore, NHHS did not meet its AYP proficiency level this year. This year marked the second consecutive year in which NHHS failed to meet its AYP target in the English portion of the CAHSEE. Consequently, NHHS has been moved into Program Improvement (PI) status beginning this year. • NHHS students demonstrated one percent proficiency on the Integrated/ Coordinated Science 1 (ICS1) CST. This equates to four students proficient in ICS 1 out of 416 students who were enrolled in ICS 1 during 2008-2009. Based on the data, what are the critical academic needs of NHHS?
After analyzing and discussing student performance, demographic, and perception data, NHHS accreditation leadership team decided by consensus that the following were critical academic needs:
• Integrated/Coordinated Science 1 - No more than one percent of the 416 students who took this CST demonstrated a level of proficiency. Proficiency level of NHHS students is well below LAUSD and state levels. Also, it was one of the two CST subject areas that decreased in proficiency in 2009 moving from 2% proficient to 1%.
• Algebra 1 - The proficiency level of students at NHHS has increased by 4% during the second half of the accreditation cycle. However, NHHS students perform 11% below the LAUSD average and 20% below the state’s average. Success in Algebra 1 is viewed as a “gateway” to higher-level mathematics and inherent in the development of mathematical foundational skills, which are critical for the success of all students.
• English Language Learners – Despite the significant gain of 37 points in the school’s API score, NHHS has been moved into PI status. The data revealed that the ELL student subgroup has not demonstrated adequate pass rates on the CAHEE for two consecutive years causing NHHS to enter PI. Data also show that the ELL subgroup is performing at low levels in many of their CSTs.
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Table 3 Proficiency Levels of NHHS EL Students on the CST for 2008-2009. EL Student CST Proficiency Levels for 2008-2009 CST Test Percent Proficient 9th Grade English Language Arts 4% 10 th Grade English Language Arts 2% 11 th Grade English Language Arts 6% Algebra 1 3% Geometry 0% Algebra 2 0% Summative High School Math * World History 3% U.S. History 3% Biology/Life Science 1% Biology 10 th Grade 6% Chemistry * Earth Science 0% Physics * Integrated/Coordinated Science 1 0% Source: Data Quest CDE The following questions have been raised by the analysis of the NHHS student performance, demographic, and perception data.
1. NHHS demographic data reveals that 25% of its students are considered gifted. This number increased by 4% during the second half of the two three-year accreditation cycle while the overall population decreased by 12%. In addition, the NHHS Title 1 population decreased by 6%. Question: To what extent do demographics factor into our recent 37-point gain in API scores?
2. NHHS recently earned an API gain of 37 points. Question: Was this academic growth due to the continuous push toward grade- level standards and academic rigor or are students taking easier courses and causing our API scores to increase as a result of student course taking patterns?
3. The school is trying to ascertain who is enrolled in higher-level mathematics courses and if the school is working sufficiently to augment the educational opportunity for all students in mathematics. Question: Is there a growth in the number of students by subgroups joining the higher academic level classes in science and math?
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4. There is a discrepancy between grades students earn in classes and performance on the CST for those courses. Question: Do the grades that students earn in their classes actually demonstrate proficiency as demonstrated on their CSTs?
5. NHHS has demonstrated continuous improvement in the last few years. Question: Are all student subgroups contributing to the steady NHHS API score growth or is this the result of just some subgroups?
6. The proficiency level in ICS 1 is dismal. Question: What can be done to improve NHHS ICS 1 scores?
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Chapter III North Hollywood High School
Home of the Huskies!
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Chapter III: Progress Report Table of Contents
Part I: Progress Report on NHHS 2007 Self-Study Action Plan: SAIT 1 NHHS Essential Program Components (From Academic Program Survey or APS) 2 APS Findings, Corrective Actions, Benchmark Progress and Comments 3 Part 2: Critical Areas for follow-up (Key Issues-April 2007 to Present) 24
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Chapter III: Progress Report
Background: NHHS was awarded a three-year accreditation term in 2004. The ensuing accreditation visit occurred in April 2007. During that three-year accreditation cycle, the Asian-American subgroup did not meet its growth target for two consecutive years. It exhibited a growth of -1 in 2005 and a growth of 0 in 2006. Although the subgroup’s API was well over the state’s 800 API requirement, subgroups in that category must increase their API by at least 1 point to meet their growth target. Since the subgroup failed to meet their target growth, NHHS was placed under state monitoring and was required to work with a School Assistance and Intervention Team (SAIT) provider. The Los Angeles County Office of Education (LACOE) was chosen as the outside SAIT provider.
The first part of the process required an assessment of the school’s academic program. This was accomplished through an Academic Program Survey (APS) given to the faculty, which was to be used to provide the content/monitoring items under the nine Essential Program Components (EPC) of effective schools. The SAIT provider, in collaboration with the District School Liaison Team (DSLT), utilized APS data to draft a corrective action plan and monitoring system to evaluate the school’s progress using the EPC of effective schools. The school’s action plan was updated by 2006 for the two-day accreditation visit and, with the sanction of the visiting committee, NHHS adopted the SAIT corrective action plan as its action plan for the second half of the accreditation cycle.
The following report is a detailed account of the school’s progress in meeting the EPC. NHHS entered state-monitoring status in 2006. The school met the criteria to exit state- monitoring status in 2008 (meeting API for two consecutive years) and exited SAIT. This progress report will be divided into two major sections. Section One addresses school progress on the EPC while in SAIT. Section Two will discuss progress with relation to the nine visiting committee recommendations in their visiting report. Part I: Progress Report on NHHS 2007 Self-Study Action Plan: SAIT Five SAIT progress reports were prepared based on evidence and observations from stakeholders including the DSLT, SDAIE coach, and administration. The reports were submitted to the State for monitoring purposes during that time. Part I is a detailed progress on the nine EPC of effective schools instituted by SAIT. The data source for this report comes from SAIT reports 3, 4, and 5. They documented progress on the Action Plan after the three-day mid-term accreditation visit occurred. Hence they constitute the bulk of this progress report to date. More specifically, the mid-term visit occurred in April of 2007 and these reports were prepared between October 2007 and May 2008. The tables below represent progress on the EC and the data was extracted and compiled from the SAIT reports mentioned above. A complete copy of each SAIT report and a comprehensive summary of the last three reports are located in the appendix of the Self- Study.
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NHHS Essential Program Components (From Academic Program Survey or APS)
1.1 State Board of Education approved, District-adopted ELA/ESL textbooks and supporting materials are not in daily use by all students in 9 th and 10 th grade English classes. 1.2 SBE-approved, District-adopted Algebra I textbooks and supporting materials are not in daily use in all Algebra I classes. 2.1 The school’s master schedule does not reflect the identified needs of all students. 3.1 All administrators have not completed AB 430 Module Training and practicum. 4.1 Not all ELA and Algebra I teachers are fully credentialed or appropriately trained in SB 472. 5.1 Periodic assessments, curriculum-embedded assessments and pacing guides are in place, but there is limited analysis on use and the data to monitor student progress or make instructional decisions. Data from periodic assessments has not been accurate or received in a timely manner from Princeton Review. 6.1 There is a Literacy Coach to support ELA teachers, although the support for the adopted text and intervention is inconsistent and uneven. 6.2 There is a Math Coach to support math teachers. After a vacancy of six months, the position was filled as of January 2007. 6.3 The results show that ELL scores have dropped which demonstrates the need for an expert ELL coach for teachers of ELL students in all core courses. 7.1 The school/district does not provide sufficient time for department/subject matter collaboration. More collaboration time is needed to plan and discuss lesson delivery based on assessment data for the adopted programs in English Language Arts. 7.2 The school/District does not provide sufficient time for department/subject matter collaboration. More collaboration time is needed to plan and discus lesson delivery based on assessment data for the adopted program in mathematics. 8.1 There are a limited number of intervention classes in ELA in the fall master schedule. Curriculum as well as placement, assessment, and monitoring systems are not clearly defined or articulated. 8.2 While some interventions in mathematics are in place, curriculum as well as placement, assessment and monitoring systems are not clearly defined or articulated.
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APS Findings, Corrective Actions, Benchmark Progress and Comments
Essential Component 1. Instructional Program Finding 1.1 SBE-approved, district-adopted ELA/ESL textbooks and supporting materials are not in daily use by all students in 9th and 10th grade English classes. (Initial Rating : Partially )
Corrective Action 1.1.1. All students will have and use SBE-approved, local adopted textbooks for ELA and ELD (ESL) in grades 9 and 10 on a daily basis.
Table 59 Summary of Progress -Benchmarks 1.1.1.1. – 1.1.1.3. Benchmark Ratings October 2007 January 2008 May 2008 1.1.1.1. Utilize the district instructional Minimally Substantially Substantially guides for the purpose of planning instruction (1) (3) (3) and coordinating with the district's periodic assessments. 1.1.1.2. Administrators will regularly monitor Minimally Minimally Partially the use of adopted Highpoint textbook in all (1) (1) (2) ELL/ESL classes. 1.1.1.3. Administrative team will meet Minimally Partially Partially regularly to debrief the data from classroom (1) (2) (2) visits to verify daily use of adopted materials. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) At least 75% of the 9th and 10th grade ELA teachers are using McDougal Littell materials along with the District instructional guides. However, there is currently no evidence of regular articulation between the ESL and ELA departments that focuses on the specific needs of the PRP and RFEP learners. There is some evidence to indicate that regular classroom monitoring walks have been initiated with the Bilingual Coordinator and the SDAIE consultant. Administrators have increased their visits to classrooms overall, but no evidence has been submitted to indicate the monitoring of the use of Highpoint. The classroom visits should regularly include the ESL/Bilingual Coordinator. Much documentation of classroom visits has been presented to show that visits have begun and are continuing by administrators. The Assistant Principals report that these visits are discussed at administration meetings. At this point, there is little evidence of the discussion of data generated from the walks referenced in 1.1.1.2 above and its application to classroom instruction. The classroom visitation guide has been changed periodically as a result of discussion by administrators to better meet the needs of NHHS.
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Finding 1.2. SBE-approved, district-adopted ELA/ESL intervention textbooks and supporting materials are not in daily use by all students requiring remediation in 9th and 10th grade English classes. (Initial Rating: Partially )
Corrective Action 1.2.1. All students needing remediation will have and appropriately use state/district adopted standards aligned ELA textbooks.
Table 60 Progress of Benchmarks 1.2.1.1. – 1.2.1.3. Benchmark Ratings October 2007 January 2008 May 2008 1. 2. 1. 1. Use multiple assessments to identify Substantially Substantially Substantially students working two or more years below (3) (3) (3) grade level. 1. 2. 1. 2. Provide classroom sets of all Substantially Substantially Substantially intervention materials for all identified (3) (3) (3) students. 1. 2. 1. 3. Develop and monitor a system for Minimally Partially Partially implementing a standards-based intervention (1) (2) (2) program during the school day using district- adopted ELA materials. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence has been submitted. The SAIT team has still been unable to verify information on incoming ELL students, including the use of portfolio or any other assessment results. No new evidence has been submitted to verify that a system has been established to assess student proficiencies for accurate placement of incoming ELL students. Materials are in use in intervention classes. No evidence has been submitted to show that all students who need intervention have access to these materials. Full sets of materials for PRP students needing the ELS intervention classes have not been ordered for all students requiring the intervention. Much documentation of classroom visits has been presented to show that visits have begun and are continuing by administrators. The Assistant Principals report that these visits are discussed at administration meetings but there has been little evidence presented to indicate the subject of these discussions. Administrators are not yet regularly involved in the monitoring of classroom instruction in ESL and in many of the Sheltered Content (SH) classes. There is little evidence of regular meetings of the administrative team to discuss the results of the visits referred to in 1.2.1.2. Finding 1.3 SBE-approved, District-adopted Algebra I textbooks and supporting materials are not in daily use in all Algebra I classes. (Initial Rating : Partially )
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Corrective Action 1.3.1. Algebra I textbooks will be in use on a daily basis in all Algebra I classes.
Table 61 Summary of Progress -Benchmarks 1.3.1.1. – 1.3.1.2. Benchmark Ratings October 2007 January 2008 May 2008 1. 3. 1. 1. Utilize the district instructional Partially Partially Partially guides for the purpose of planning instruction (2) (2) (2) and coordinating with the district’s periodic assessments. 1. 3. 1. 2. Administrative team will meet Minimally Partially Partially regularly to debrief the data from classroom (1) (2) (2) visits to verify daily use of Algebra I textbooks. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) A 20-hour workshop was held in July 2007 to align the LAUSD Mathematics Instructional Guide, the district adopted textbooks, the LAUSD periodic assessments, and the End of Chapter 1 unit common tests with Algebra1 State Standards. The group included the Math Coach, seven current Algebra 1 teachers, and two special education teachers. Lesson plans were written that are being used in Algebra 1 classes. No additional documentation has been provided. Discussions have just begun in departments and SLCs on the implementation of SDAIE strategies in Algebra, Geometry and other mathematics contexts. Much documentation of classroom visits has been presented to show that visits have begun and are continuing by administrators. The Assistant Principals report that these visits are discussed at administration meetings but there has been little evidence presented to indicate the subject of these discussions. There is no evidence at this time that Sheltered Math classes are regularly visited and that data collected from classroom visitations are used to impact instruction for ELLs and PRPs. Corrective Action 1.3.2. All students needing remediation will have and appropriately use district suggested math textbooks aligned to CAHSEE standards.
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Table 62 Summary of Progress - Benchmarks 1.3.2.1 – 1.3.2.3. Benchmark Ratings October 2007 January 2008 May 2008 1. 3. 2. 1. Use multiple assessments to Partially Partially Partially identify students working two or more years (2) (2) (2) below grade level. 1. 3. 2. 2. Provide classroom sets of all Minimally Partially Substantially intervention materials for all identified (1) (2) (3) students. 1.3.2.3. Develop and monitor a system for Minimally Partially Partially implementing a standards-based intervention (1) (2) (2) program during the school day using district suggested math materials. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was submitted. Previously, evidence was submitted that 9th graders (not other grade levels) working two or more years below grade level have been identified by multiple assessments. From documents perused, there is no evidence that all ELL and especially ESL students have been identified. CAHSEE materials have been purchased from the state-approved list and are in use in all CAHSEE prep and intervention classes. There is no evidence that sufficient numbers of intervention materials needed for the English Language Skills (ELS) classes to serve all identified students have been purchased and are in active use. Much documentation of classroom visits has been presented to show that visits have begun and are continuing by administrators. The Assistant Principals report that these visits are discussed at administrator meetings, but there has been little evidence presented to indicate the subject of these discussions. There is limited evidence that administrators regularly visit classrooms and monitor the implementation of the English Language Skills (ELS) intervention classes. Finding 1.4. Social Studies textbooks are distributed as required by Williams legislation. (Initial Rating : Fully )
Corrective Action 1.4.1. See Williams legislation--Instructional Materials Summary Report, dated 10/19/2006.
Table 63 Summary of Progress -Benchmark 1.4.1.1. Benchmark Ratings October 2007 January 2008 May 2008 1. 4. 1. 1. The school will continue to monitor Fully Fully Fully and maintain compliance with Williams (4) (4) (4) legislation in the area of Science texts. Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.)
Basic texts are available in ESL (High Point) and in the content areas where Sheltered SH classes are offered. Supplementary materials and ancillaries needed for SDAI instruction are not available in all SH content classrooms.
Finding 1.5. Science textbooks have been distributed as required by Williams legislation. (Initial Rating : Fully )
Corrective Action 1.5.1. See Williams legislation--Instructional Materials Unit Summary Report dated 10/19/2007
Table 64 Summary of Progress -Benchmark 1.5.1.1. Benchmark Ratings October 2007 January 2008 May 2008 1.5.1.1. The school will continue to monitor Fully Fully Fully and maintain compliance with Williams (4) (4) (4) legislation in the area of Science texts. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.)
Basic texts are available in ESL (High Point) and in the content areas where Sheltered SH classes are offered. Supplementary materials and ancillaries needed for SDAI instruction are not available in all SH content classrooms.
Essential Component 2. Student access to high school standards-aligned core courses Finding 2.1 The school's master schedule does not reflect the identified needs of all students. (Initial Rating : Partially )
Corrective Action 2.1.1. Review and revise the master schedule to reflect the needs of all 9th and 10th grade students at al levels of proficiency in ELA, ELD (ESL).
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Table 65 Summary of Progress -Benchmarks 2.1.1.1. – 2.1.1.4. Benchmark Ratings October 2007 January 2008 May 2008 2.1.1.1. Develop and implement a rubric based Partially Partially Partially on multiple measures including core placement (2) (2) (2) tests to prioritize student placement in ELA, ELD (ESL). 2.1.1.2. Design the master schedule matrix Partially Partially Partially around identified student needs, including (2) (2) (2) clustering of ELLs (at all proficiency levels) in sheltered classes. 2.1.1.3. Create support classes for students who Partially Partially Partially do not qualify for intensive ELA intervention, (2) (2) (2) but need support to access the core curriculum within the school day (A support class is in addition to the core ELA class). 2.1.1.4. Ensure that the master schedule matrix Minimally Minimally Partially includes the clustering of ELL levels 3 and 4 (1) (1) (2) and PRP students in sheltered classes with appropriately credentialed teachers. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No further evidence has been submitted to indicate that additional testing measures have been established. The process is not yet formalized, using a rubric as stated in the benchmark. This not only impacts ELLs in ESL classes, but also those in sheltered (SH) content classes. The evidence provided does not indicate that all students who need these classes/clustering are being served appropriately. The Master Schedule does not yet reflect appropriate clustering of students and differentiation of instruction for ELL students. No new evidence was presented for this benchmark The master schedule reflects the new READ 180 and support classes, but data was not provided to indicate specific numbers of students who need this intervention. So it is not possible to determine if all students are being served appropriately. The Master Schedule does not yet reflect appropriate clustering of students and differentiation of instruction for ELL students. No new evidence was presented for this benchmark. (Please see Comments for 2.1.1.2 and 2.1.1.3) Although some improvement in the clustering of ELLs has occurred in the most recent versions of the Master Schedule, the evidence provided to date does not indicate that all students who need to be clustered into sheltered classes are being served appropriately. It is difficult to meet students’ needs if the clustering is not appropriate. Finding 2.2. The school's master schedule does not reflect the identified needs of all students. (Initial Rating : Partially )
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Corrective Action 2.2.1. Review and revise the master schedule to reflect the needs of all students at all levels of proficiency in Algebra I.
Table 66 Summary of Progress -Benchmarks 2.2.1.1. – 2.2.1.3. Benchmark Ratings October 2007 January 2008 May 2008 2.2.1.1. Develop and implement a rubric based Partially Partially Partially on multiple measures including core placement (2) (2) (2) tests to prioritize student placement in Algebra I and Algebra I support courses. 2.2.1.2. Design the master schedule matrix Minimally Minimally Minimally around identified student needs, including (1) (1) (1) clustering of ELS (at all proficiency levels) in sheltered classes. 2.2.1.3. Create support classes for students who Partially Partially Partially do not qualify for intensive mathematics (2) (2) (2) intervention, but need support to access the Algebra I curriculum within the school day. (A support class is in addition to the core Algebra I class) Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No further evidence has been submitted since the June 2007 report for this benchmark. Previous documentation has been provided to show that using 8th grade CST scores & letter grades, upcoming 9th graders have been identified for placement in Algebra I and Algebra I support classes. Documentation does not show that 8th grade periodic assessment scores were used. Master schedule documentation does not reflect specific ELL differentiated courses. Some SH sections are still not clustered by two English Language Proficiency levels as outlined in LAUSD memo 2545.2. No new evidence has been submitted to show that the Master Schedule reflects additional differentiated courses for ELLs. Documentation reveals that shadow/support classes have been created for 9th grade students in Algebra I. There are no support classes for 10th and 11th graders in Algebra I. A July 2007 workshop was held to align curriculum and create lesson plans for these classes. Classroom visits indicate that there is little coordination in daily instruction between these classes and the Algebra I classes. Essential Component 3. School Principals Instructional Leadership Training Finding 3.1 All administrators have not completed AB 430 Module I training and practicum. (Initial Rating : Minimally )
Corrective Action 3.1.1. All administrators will complete AB 430 training and Module I practicum.
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Table 67 Summary of Progress -Benchmarks 3.1.1.1. – 3.1.1.2. Benchmark Ratings October 2007 January 2008 May 2008 3.1.1.1. The principal and all assistant Partially Substantially Substantially principals will complete AB430 training and (2) (3) (3) Module I practicum. 3.1.1.2. Guarantee that at least one Partially Partially Partially administrator is trained in the supervision (2) (2) (2) and monitoring of each of the following: ELA, ELL (ESL), Algebra I, and all intervention programs. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) One AP has completed the training. Two Assistant Principals report that they have completed Module 2 & 3 now, and are in Module 1, which began in February. The two Assistant Principals in training have not yet indicated the area in which they will concentrate in Module 1. Currently evidence does not show that there is an AP regularly monitoring ESL and SH instruction for ELL, PRP and RFEP students. Essential Component 4. Teacher professional development opportunity Finding 4.1 Not all teachers are fully credentialed or highly qualified. (Single Plan for Student Achievement 2004, page 56) (Initial Rating : Partially )
Corrective Action 4.1.1. All teachers will be fully credentialed and highly qualified.
Table 68 Summary of Progress -Benchmark 4.1.1.1. Benchmark Ratings October 2007 January 2008 May 2008 4.1.1.1. School will implement the district's Substantially Substantially Substantially plan to staff all classrooms with fully (3) (3) (3) credentialed, highly qualified teachers. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.)
Documentation and evidence did not verify whether all sheltered teachers have appropriate certification and training.
Finding 4.2 Not all ELA and ELD teachers are fully credentialed or appropriately trained in SB 472. (Single Plan for Student Achievement 2004, page 56) (Original Rating: Minimally)
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Corrective Action 4.2.1. All 9th and 10th grade English Language Arts and ELD, ELD (ESL), and sheltered teachers and those teaching SBE approved intervention programs will complete SB 472 training and the 80-hour practicum. (WASC Visiting Committee Report, Key Issues, page 28)
Table 69 Summary of Progress -Benchmark 4.2.1.1. Benchmark Ratings October 2007 January 2008 May 2008 4.2.1.1. Develop and implement a plan Partially Partially Partially whereby all 9th and 10th grade English (2) (2) (2) Language Arts and ELD , ELD (ESL), and sheltered teachers and those teaching SBE approved intervention programs will complete the appropriate SB 472 training. Ensure that teachers complete the required training and 80- hour practicum. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) Attendance sheets indicate that between 15-17 teachers attended some or all of the SB472 training in August. No certificates have been submitted to the SAIT team. It is reported that other teachers attended the training in the fall, but no documentation has been submitted. No new evidence was presented for this benchmark. Finding 4.3 Not all Algebra I teachers are fully credentialed or appropriately trained in SB 472. (Single Plan for Student Achievement 2004, page 56) (Original Rating: Minimally)
Corrective Action 4.3.1. All Algebra I teachers will complete SB 472 training and the 80-hour practicum. (WASC Visiting Committee Report, Key Issues, page 28)
Table 70 Summary of Progress -Benchmark 4.3.1.1. Benchmark Ratings October 2007 January 2008 May 2008 4.3.1.1. Develop and implement a plan Minimally Minimally Minimally whereby all Algebra I teachers and those (1) (1) (1) teaching district recommended intervention programs will complete the appropriate SB 472 training. Ensure that teachers complete the required training and 80-hour practicum. (The training should begin in the summer of 2008 after the new textbook has been selected.) Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.) This training will begin in the summer of 2008. New math adoption is on the horizon. Essential Component 5. Teacher professional development opportunity Finding 5.1. Periodic assessments, curriculum-embedded assessments and pacing guides are in place, but there is limited analysis and use of the data to monitor student progress or make instructional decisions. Data from periodic assessments has not been accurate or received in a timely manner from Princeton Review. (WASC Visiting Committee Report, Schoolwide Critical Areas for Follow- up, page 33 and Single Plan for Student Achievement 2004, page 51.) (Initial Rating : Minimally )
Corrective Action 5.1.1. Use periodic assessments, curriculum-embedded assessments and pacing guides to monitor student progress toward proficiency in the Calif. Content standards (ELA/ELD/ESL). (WASC Visiting Committee Report, Key Issues, p. 20) Table 71 Summary of Progress -Benchmark 5.1.1.1. – 5.1.1.3. Benchmark Ratings October 2007 January 2008 May 2008 5.1.1.1. Course-alike teachers will prepare Partially Partially Partially students for (as directed in Benchmark (2) (2) (2) 1.1.1.1.) and administer periodic assessments and curriculum-embedded assessments including common finals and portfolio assessments for ELD/ESL students. 5.1.1.2. Teachers will use data from those Minimally Partially Partially assessments to make instructional decisions (1) (2) (2) and adapt teaching strategies to meet identified needs of students. 5.1.1.3. Monitor that each ELA/ELD teacher Partially Substantially Substantially will administer the above assessments and use (2) (3) (3) the resulting data to inform instruction and adapt teaching strategies to meet identified needs of students. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) Literacy coaches report that almost, if not all, 9th and 10th grade ELA teachers administered the required periodic assessments so far this year. There has still been no evidence submitted of common curriculum-embedded assessments including common finals and portfolio assessments for ESL students. The district level portfolios are being maintained but not used to differentiate instruction. There is still no evidence of common, curriculum-embedded assessments, including common finals and portfolio assessments for ESL students. Common finals are available at Fairfax HS (another SAIT school).
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They are willing to share the finals and the process of developing them if NHHS is interested. The 9th and 10th grade ELA teachers have begun to meet to use the data from the periodic assessments to make instructional decisions and to modify instruction. They have examined standards that students did not do well on, especially those that will be tested on the next periodic assessment. There is no evidence that ELD teachers are participating in similar discussions. The ELL teachers meet biannually with English teachers to discuss common concerns. No new evidence was presented for this benchmark. The literacy coaches are continuing to monitor that the assessments are being given, and they are leading the discussions about the resulting data. The literacy coaches are not currently interacting with the ESL teachers to analyze data and discuss it with the teachers and administrators. Administrators are continuing to work with the coaches to ensure that the assessments are being administered. They are participating in many of the follow up discussion meetings. Finding 5.2 Periodic assessments, curriculum-embedded assessments and pacing guides are in place, but there is limited analysis and use of the data to monitor student progress or make instructional decisions. Data from periodic assessments has not been accurate or received in a timely manner from Princeton Review. (WASC Visiting Committee Report, Schoolwide Critical Areas for Follow- up, page 33 and Single Plan for Student Achievement 2004, page 51) (Initial Rating : Minimally )
Corrective Action 5.2.1. Use periodic assessments, curriculum-embedded assessments and pacing guides to monitor student progress toward proficiency in the Algebra I Calif. Content standards. (WASC Visiting Committee Report, Key Issues, page 20)
72 Summary of Progress -Benchmarks 5.2.1.1. – 5.2.1.3. Benchmark Ratings October 2007 January 2008 May 2008 5.2.1.1. Course-alike teachers will administer Partially Partially Partially periodic assessments and curriculum- (2) (2) (2) embedded assessments including common finals. 5.2.1.2. Teachers will use data from those Minimally Partially Partially assessments to make instructional decisions (1) (2) (2) and adapt teaching strategies to meet identified needs of students. 5.2.1.3. Monitor that each Algebra I teacher Minimally Substantially Substantially will administer the above assessments and use (1) (3) (3) the resulting data to inform instruction and adapt teaching strategies to meet identified needs of students. Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was presented for this benchmark. Common Algebra 1 and Geometry finals are being created by some of the Algebra 1 and Geometry teachers and the math coach. They were used at the end of the first semester. No new evidence was presented for this benchmark. Documentation of Algebra 1 teacher meetings on November 16 and November 26, 2007 indicate that teachers met to analyze data from quarterly assessment #1 and to plan instruction. The math coach is monitoring that the assessments are being given, and he is leading the discussions about the resulting data. The Bilingual Coordinator is not yet included in the discussions regarding ELL instructional needs in SH classrooms. Administrators are working with the coach to ensure that the assessments are being administered. They are participating in many of the follow up discussion meetings. Essential Component 6. On-going Instructional Assistance and Support for Teachers Finding 6.1. There is a literacy coach to support ELA teachers, although the support for the adopted texts and intervention materials is inconsistent and uneven. (Initial Rating : Partially )
Corrective Action 6.1.1. Provide systematic assistance and support to all ELA/ELD (English Language Development) ESL (English as a Second Language) teachers in the adopted materials. (WASC Visiting Committee Report, Key Issues, page 28)
Table 73 Summary of Progress -Benchmark 6.1.1.1. – 6.1.1.3. Benchmark Ratings October 2007 January 2008 May 2008 6.1.1.1. Provide 9th and 10th grade ELA/ELD Partially Substantially Partially (ESL) and intervention teachers (including Sp (2) (3) (2) Ed ELA teachers) with coaching to provide instructional assistance focused on maximizing the resources in the adopted texts and appropriately implementing the intervention materials. 6.1.1.2. Monitor that 9th and 10th grade Minimally Partially Partially ELA/ELD (ESL) and intervention teachers (1) (2) (2) (including Sp Ed ELA teachers) receive coaching to provide instructional assistance focused on maximizing the resources in the adopted texts and appropriately implementing the intervention materials. Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.) Additional documentation has been submitted by both literacy coaches of coaching sessions with most 9th and 10th grade ELA teachers. Some of the topics were documented. Not all of the observations had follow up conferences. No documentation was provided regarding the coaching of ELD/ESL teachers. Ron Rohac, outside consultant, is training all coaches and the Bilingual Coordinator on effective SDAIE strategies for the SH classroom. The coaches and the Coordinator have not yet begun to enter classrooms independently to monitor instruction and provide coaching. Training on the READ 180 program has been provided. Coaching for 9th and 10th grade ELA and intervention teachers has begun which focuses on maximizing the resources in the adopted texts and appropriately implementing the intervention materials. These teachers need more assistance with this to increase student engagement. Ron Rohac, outside consultant, is training all coaches and the Bilingual Coordinator on effective SDAIE strategies for the SH classroom. The coaches and the Coordinator have not yet begun to enter classrooms independently to monitor instruction and provide coaching. Finding 6.2. There is a math coach to support math teachers. After a vacancy of six months, this position was recently filled as of January 2007. (Initial Rating : Partially )
Corrective Action 6.2.1. Provide systematic assistance and support to all ELA/ELD (ESL) teachers in the adopted materials. (WASC Visiting Committee Report, Key Issues, page 28)
Table 74 Summary of Progress -Benchmarks 6.2.1.1. – 6.2.1.2. Benchmark Ratings October 2007 January 2008 May 2008 6.2.1.1. Provide Algebra I and intervention Minimally Substantially Substantially teachers (including Sp Ed math teachers) (1) (3) (3) with coaching to provide instructional assistance focused on maximizing the resources in the adopted texts and appropriately implementing the intervention materials. 6.2.1.2. Monitor that Algebra I and Minimally Minimally Partially intervention teachers (including Sp Ed math (1) (1) (2) teachers) receive coaching to give instructional assistance focused on maximizing the resources in the adopted texts and appropriately implementing the intervention materials. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was presented for this benchmark. Previously, documentation of classroom visits by the math coach has shown these activities: demonstration lessons,
15 North Hollywood High School WASC Self-Study Chapter III coaching conversations, lesson observations, and meetings with 12 of 15 Algebra 1 teachers. Ron Rohac, outside consultant, has worked with the math coach on appropriate SDAIE strategies for the Algebra and Geometry classrooms. However, due to repeated illness, the coach has not yet begun assisting teachers in implementing promising practices in the classroom. No new evidence was presented for this benchmark. There has been no evidence presented to indicate that intervention and tutorial teachers are maximizing the resources from adopted texts to assist students who are not meeting standards. Previously, documentation had been provided to indicate that meetings between the math coach and administrators were taking place to monitor coaching. Ron Rohac, outside consultant, has worked with the math coach on appropriate SDAIE strategies for the Algebra and Geometry classrooms. However, due to repeated illness, the coach has not yet begun assisting teachers in implementing promising practices in the classroom. Finding 6.3. Test results show that ELL scores have dropped which demonstrates the need for an expert ELL coach for teachers of ELL students in all core courses. (WASC Visiting Committee Report, Schoolwide Critical Areas for Follow-up, page 33, and Single Plan for Student Achievement 2004, page 51 and 56) (Initial Rating : Partially )
Corrective Action 6.3.1. Provide systematic assistance and support to all ELA/ELD (ESL) teachers in the adopted materials. (WASC Visiting Committee Report, Key Issues, page 28)
Table 75 Summary of Progress -Benchmarks 6.3.1.1. – 6.3.1.3. Benchmark Ratings October 2007 January 2008 May 2008 6.3.1.1. Explore the use of SAIT funds to hire Fully Fully Fully an expert ELL (ESL) coach. (4) (4) (4) 6.3.1.2. Provide full staff with training on Fully Fully Fully advance SDAIE strategies. (4) (4) (4) 6.3.1.3. Monitor that the full staff receives Minimally Minimally Partially training and implements advanced SDAIE (1) (1) (2) strategies. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) Ron Rohac, outside consultant, has been hired and has been working regularly with the Bilingual Coordinator and the Assistant Principal to train and coach teachers and ELA and Math Coaches on SDAIE strategies for use in SH content classrooms. Ron spends four to five days per month providing in-service, coaching and co-teaching services. He has also provided comprehensive, full-staff training, but all staff have not completed it yet. The training was provided in Aug. 2007. A significant number of teachers did not attend. Make ups have still not been scheduled.
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Ron Rohac, outside consultant, and the Bilingual Coordinator have been regularly visiting classrooms in ESL and in SDAIE SH content classrooms. They have been compiling their findings and reporting them back to teachers then visited. Administrators and one LD2 support person have joined the monitoring visits on very rare occasions. There is no evidence that administrators have joined the Bilingual Coordinator and Ron Rohac for analysis of data collected in classrooms. Essential Component 7. Teacher department and subject matter collaboration Finding 7.1. The school/district does not provide sufficient time for department/subject matter collaboration. More collaboration time is needed to plan and discuss lesson delivery based on assessment data for the adopted programs in English/language arts. (Initial Rating : Partially )
Corrective Action 7.1.1. Collaboration time will be utilized to plan and discuss lesson delivery based on assessment data for the adopted programs in English Language Arts.
Table 76 Summary of Progress -Benchmark 7.1.1.1. – 7.1.1.4. Benchmark Ratings October 2007 January 2008 May 2008 7.1.1.1. Ensure that regularly scheduled Partially Substantially Substantially collaboration time is used to focus on the (2) (3) (3) review of assessment data and the discussion of what instructional strategies could be used to address gaps in student achievement in English Language Arts. 7.1.1.2. Sheltered English teachers and Minimally Minimally Minimally English teachers will meet to share strategies, (1) (1) (1) analyze data, monitor re-designated students, and design lessons to best meet the needs of English Learners. 7.1.1.3. Monitor that regularly scheduled Minimally Substantially Substantially collaboration time is used to focus on the (1) (3) (3) review of assessment data and the discussion of what instructional strategies could be used to address gaps in student achievement in English/language arts. 7.1.1.4. Provide training for coaches, English Partially Partially Partially Department Chair, Bi-Lingual Coordinator, (2) (2) (2) Title I Coordinator, the administrator supervising language arts, and the administrator supervising ELL in data analysis and the use of data to inform instruction and address gaps in student achievement. Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.) Coaches indicated that collaboration time continues to be used to discuss assessment data and to discuss what instructional strategies could be used to address gaps in student achievement in ELA. Administrators are participating in many of these discussions. There is no evidence that the ESL and ELA departments meet regularly to collaborate on transition from the ESL to the regular ELA program. The ELA and Math coaches have not yet begun to collaborate with the ESL teachers. The sheltered English teachers participate in the collaboration outlined in 7.1.1.1, but no documentation has been submitted to indicate that they have collaborated specifically on meeting the needs of ELLs. Documentation by Literacy Coaches indicated that collaboration time continues to be used to discuss assessment data and to discuss what instructional strategies could be used to address gaps in student achievement in ELA. Administrators are participating in many of these discussions. The regular collaboration is still not focusing on the specific needs of ELLs. The ELA Coaches have not begun to collaborate with the ESL teachers on a regular basis. The DSLT team attended the SAIT data training in Oct. 2007. LACOE has not scheduled more training yet. There is no evidence that there has been specific training on the use of data to address the needs of ELL, PRP and RFEP students. Finding 7.2. The school/district does not provide sufficient time for department/subject matter collaboration. More collaboration time is needed to plan and discuss lesson delivery based on assessment data for the adopted programs in mathematics. (Initial Rating : Partially )
Corrective Action 7.2.1. Collaboration time will be utilized to plan and discuss lesson delivery based on assessment data for the adopted programs in mathematics
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Table 77 Summary of Progress -Benchmark 7.1.1.1. – 7.2.1.4. Benchmark Ratings October 2007 January 2008 May 2008 7.2.1.1. Ensure that regularly scheduled Partially Substantially Substantially collaboration time is used to focus on the (2) (3) (3) review of assessment data and the discussion of what instructional strategies could be used to address gaps in student achievement in mathematics. 7.2.1.2. Sheltered math teachers and math Minimally Minimally Minimally teachers will meet to share strategies, analyze (1) (1) (1) data, monitor re-designated students, and design lessons to best meet the needs of English Learners 7.2.1.3. Monitor that regularly scheduled Minimally Substantially Substantially collaboration time is used to focus on the (1) (3) (3) review of assessment data and the discussion of what instructional strategies could be used to address gaps in student achievement in mathematics. 7.2.1.4. Provide training for coaches, Partially Partially Partially mathematics Department Chair, Bi-Lingual (2) (2) (2) Coordinator, Title I Coordinator, the administrator supervising mathematics, and the administrator supervising ELL in data analysis and the use of data to inform instruction and address gaps in student achievement. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) Collaboration time continues to be used to discuss assessment data and to discuss what instructional strategies could be used to address gaps in student achievement in Algebra 1. Collaboration time has not yet begun to focus on the specific needs of ELL, PRP and RFEP students. Sheltered Algebra 1 teachers collaborate with other Algebra 1 teachers, but there is no evidence that the collaboration is centered on meeting the needs of ELLs. The SDAIE outside expert has organized a schedule to meet with members of the Math Department and the Math Coach to begin collaboration on SDAIE strategies to begin in late spring, 2008. Sheltered Algebra 1 teachers collaborate with other Algebra 1 teachers, but there is no evidence that the collaboration is centered on meeting the needs of ELLs. The SDAIE outside expert has organized a schedule to meet with members of the Math Department and the Math Coach to begin collaboration on SDAIE strategies to begin in late spring, 2008.
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The DSLT team attended the SAIT data training in Oct. 2007. LACOE has not scheduled more training yet. There is no evidence that there has been specific training on the use of data to address the needs of ELL, PRP and RFEP students. Essential Component 8. Intervention programs for students below grade level Finding 8.1. There are a limited number of intervention classes in English/Language Arts in the fall master schedule. Curriculum as well as placement, assessment, and monitoring systems are not clearly defined or articulated (Initial Rating : Partially )
Corrective Action 8.1.1.Provide all students who have failed or are at risk of failing the ELA portion of the CAHSEE with specific interventions within the school day.
Table 78 Summary of Progress -Benchmark 8.1.1.1. – 8.1.1.4. Benchmark Ratings October 2007 January 2008 May 2008 8.1.1.1. Identify and place all students who Minimally Substantially Substantially have failed or are at-risk of failing the ELA (1) (3) (3) portion of the CAHSEE in appropriate intervention courses in addition to the ELA course. 8.1.1.2. Develop and implement a plan to Minimally Partially Partially articulate with feeder middle schools in order (1) (2) (2) to identify incoming 9th graders who are two or more grade levels behind in ELA. 8.1.1.3. Establish entrance and exit criteria for Minimally Partially Partially identifying incoming 9th graders who are two (1) (2) (2) or more grade levels behind in ELA. 8.1.1.4. Monitor the articulation with the Minimally Minimally Minimally feeder middle schools and the implementation (1) (1) (1) of the entrance and exit criteria for identifying incoming 9th graders who are two or more grade levels behind in ELA. (WASC Visiting Committee Report, Key Issues, page 30) Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was presented for this benchmark. Teachers have not yet begun to regularly use SDAIE strategies in the CAHSEE Prep classes. No new evidence was presented for this benchmark. Previous evidence was that Ron Plank from the District develops lists of middle school students' prior year CST scores. NHHS counselors receive the MS students' results and use those for placement. Prior year CST results of middle school students are used to place students in the Basic Communication, Basic Skills, English Language Skills and READ 180 classes. Student
20 North Hollywood High School WASC Self-Study Chapter III assessment results in the Read 180 class exits them. No documentation has been provided to indicate how students are exited from the Basic Communication, Basic Skills and English Language Skills classes. No evidence to date for incoming 9 th grade ELLs. There is no evidence of how PRPs are selected for and placed into the English Language Skills (ELS) classes. No new evidence was presented for this benchmark. No documentation has been provided for this item. Finding 8.2. While some interventions in mathematics are in place, curriculum as well as placement, assessment, and monitoring systems are not clearly defined or articulated (Initial Rating : Partially )
Corrective Action 8.2.1. Develop a plan to create a 2-period math course offering for all intensive 9th grade students. (Students requiring intensive intervention in mathematics are those who are unable to demonstrate proficiency in seventh-grade mathematics standards.) (WASC Visiting Committee Report, Key Issues, pages 15 and 30)
Table 79 Summary of Progress -Benchmark 8.1.1.1. – 8.2.1.6. Benchmark Ratings October 2007 January 2008 May 2008 8.2.1.1. Identify and place all students who Substantially Substantially Substantially have failed or are at-risk of failing the (3) (3) (3) CAHSEE in appropriate intervention courses in addition to Algebra I. 8.2.1.2. Strengthen and implement curriculum Partially Substantially Partially in the current Math Lab course to address the (2) (3) (2) CAHSEE math standards as well as align with the Algebra I program. 8.2.1.3. Develop and implement a plan to Minimally Minimally Minimally articulate with feeder middle schools in order (1) (1) (1) to identify incoming 9th graders who are two or more grade levels behind in mathematics. (WASC Visiting Committee Report, Key Issues, page 30) 8.2.1.4. Establish entrance and exit criteria for Minimally Minimally Substantially identifying incoming 9th graders who are two (1) (1) (3) or more grade levels behind in mathematics. 8.2.1.5. Monitor the implementation of the Minimally Minimally Partially curriculum in 8.2.1.1. (1) (1) (2) 8.2.1.6. Monitor the articulation with the Minimally Minimally Minimally feeder middle schools and the implementation (1) (1) (1) of the entrance and exit criteria for identifying incoming 9th graders who are two or more grade levels behind in mathematics. Source: LACOE SAIT Reports 3-5
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Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was presented for this benchmark. There is no evidence that SDAIE training has been provided for the CAHSEE intervention teachers working with a significant percentage of PRP students. Classroom visits indicate that there is little coordination in daily instruction between these classes and the Algebra I classes. There has been some evidence provided that the curriculum has been strengthened. Model lessons have been given. The teachers need to receive training to learn how to maximize resources and on the effective use of intervention strategies to increase student engagement. No documentation has been provided for this item. No new evidence was presented for this benchmark. There is no evidence that SDAIE strategies are regularly used in classes, which have large percentages of PRPs enrolled.
Some documentation has been provided that the administrator has begun monitoring this item and attending teacher planning meetings.
No documentation has been provided for this item.
Corrective Action 8.2.2. In Beyond the Bell and Title I math tutoring, focus on Algebra I content standards.
Table 80 Summary of Progress -Benchmark 8.2.2.1. – 8.2.2.2. Benchmark Ratings October 2007 January 2008 May 2008 8.2.2.1. Identify and place all students who Partially Partially Partially have failed or are at-risk of failing the (2) (2) (2) CAHSEE in appropriate intervention courses in addition to Algebra I. 8.2.2.2. Monitor that the Beyond the Bell Minimally Minimally Partially math and Title I tutoring focuses on Algebra (1) (1) (2) I content standards at the time they are being addressed in the Algebra I classes. Source: LACOE SAIT Reports 3-5 Benchmark progress comments: (Each comment below refers to each benchmark above.) No new evidence was presented for this benchmark. Previously, documentation was provided by the math coach which showed that Beyond the Bell and Title I math tutoring focuses on Algebra I content standards. While some discussion with Algebra I teachers has occurred, the math coach was working on a plan to coordinate input from Algebra I teachers so that the Beyond the Bell and Title I Math tutoring focuses on Algebra I standards at the time they are being addressed in the Algebra I classes. Classroom visits do not indicate that this has taken place. In addition, there is no evidence that SDAIE promising practices are being regularly used in classes with high percentages of PRP students.
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No new evidence was presented for this benchmark. Previous documentation provided by the math coach showed that Beyond the Bell and Title I math tutoring focuses on Algebra I content standards. Documentation did not show that there is the coordination with Algebra I teachers so that the Beyond the Bell and Title I Math tutoring focus on those standards at the time they are being addressed in the Algebra I classes. In addition, there is no evidence that SDAIE promising practices are being regularly used in classes with high percentages of PRP students. Classroom visits have confirmed that.
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Part 2: Critical Areas for follow-up (Key Issues-April 2007 to Present)
1. The school has not fully implemented a grade level standards-based instructional program.
The district has designed and rolled out standards-based instructional guides and model lessons for the four core content areas (History/Social Studies, Science, Mathematics, English Language Arts). The instructional program is augmented and supported through a system of periodic assessments which measure mastery of the content standards in the areas mentioned above. The roll out of the instructional guides was also supported by district-level training, which the faculty attended. NHHS continues to implement both programs. NHHS has also continued the implementation of grade-level meetings in Algebra and ELA with the support of both of the academic coaches. The faculty meets to discuss model lessons, examine student work, and review instructional guide content.
The school has also begun the implementation of standards-based lesson study using the Pearson Learning Teams (LT) model. Last year, there were LTs in Algebra, Geometry, and science. The school expanded to include an ELL and a Special Education LT to focus on the needs of those students more specifically. This program is in its infancy. It has only been at NHHS for the past two years but there are plans to expand it schoolwide.
The content of the PD for each SLC and department is determined by each of those groups. Each group drafted a plan that includes augmenting the focus on standards-based instruction, which is reviewed by the professional development committee (PDC).
2. The periodic assessments are not returned to staff in a timely manner to guide instruction and cannot be used to provide information regarding re- teaching.
The periodic assessment (PA) program implemented in LAUSD through Edusoft is no longer available. The assessment program is still in place but there is a new provider. Princeton Review provided the access last year but that also changed. The PA assessment data can now be retrieved through the CoreK12 website. The school continues to inform and train the faculty on how to access the data.
Mathematics teachers meeting by grade-level have accessed the standards and used them to plan common formative and summative assessments. Additionally, the MyData website, recently developed by LAUSD, provides access to all types of outcome and assessment data. The faculty is beginning to be trained by the data team on how to access the data using their single sign-on password. The data is now more readily available and can be accessed easily.
3. At the present time, the School Assistance and Intervention Team (SAIT) have worked with the school to develop an Action Plan to assist and meet the needs of the school.
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NHHS faculty and staff worked diligently to execute the SAIT action plan. Two years after its implementation, NHHS met the criteria to exit SAIT. Reports three, four and five in Section I above show the progress made by the school with regards to meeting the Action Plan’s Nine Essential Components (EC) of effective schools while under SAIT. Section I also contains detailed comments on the progress of each benchmark.
4. The data is not delivered in a timely manner, nor is it easy to interpret. (The District leadership recognizes this frustration and efforts are being made to rectify this problem.) Consequently, disaggregated data is not readily available or understood by the classroom teachers. This makes it difficult to make instructional modifications in response to individual student data.
The district has developed the MyData website for easier access to periodic and other assessment data. The website can be accessed at http://mydata.lausdnet . The data team is beginning to work with the school to inform and train staff how to disaggregate and use the data (see reply to recommendation number 2 above). In addition, the District is no longer in contract with Edusoft, the provider of the PA system. Last year, the District contracted with Princeton Review to take over the program. That has changed for this year as well. The new source for data is now called “Core K12 Education”. The web address for teachers to access their data has also changed to: https://lausd.corek12.com . The faculty can now log onto the website using their Single Sign On or SSO password to access the data on a timely basis.
5. Periodic Assessments are available in selected math, science, and English courses. Additionally, some math teachers have developed common assessments. Where utilized, these devices have proven helpful in modifying instruction; however, the frequency of utilization is limited.
The implementation of the periodic assessments is improving as noted in the comments from section EC 5 of SAIT. The district has developed PAs in History/Social Science since the last accreditation visit. The participation rates in the PA program have been increasing. ELA and Mathematics faculty showed a 100 percent participation rate during the implementation of the last periodic assessment. Similar results apply to science (over 75 percent). Social Science PA data is being pulled as of the time of this draft.
6. There is an expectation that teachers will follow the pacing and instructional guides to teach the California State Standards. The staff acknowledges that this is work in progress and much work still needs to be completed for full implementation.
The faculty is continuing to use the instructional guides with added fidelity. The staff continues to meet frequently to plan instruction using the pacing guides to deliver standards-based lessons. Refer to EPC benchmark 1.3.1.1. in Part I of the SAIT progress report above for additional information. Additionally, the staff has participated in district- sponsored professional development on standards-based model lessons. After attending the PD, the staff implements the lesson and analyzes student performance data to pinpoint
25 North Hollywood High School WASC Self-Study Chapter III student needs. English teachers also received training in instructional materials under SB 472 as evidenced by EC 4 of the Action Plan.
7. The degree of implementation of grade level standards-based instruction differs significantly from teacher to teacher, even within the same department. The estimate of implementation ranges from 30% to 80%. The school has not fully implemented a grade-level or subject specific standards- based instructional program.
The school is making progress in the implementation of grade level standards-based instruction. LT in different content areas meet regularly and collaborate to identify student needs and to design common standards-based lessons and assessments in response to those needs. The lessons are delivered using the same pedagogical strategies and content. Similarly, the English department faculty continues to conduct grade-level meetings during and after the school day (including Saturdays) to analyze student work and plan standards-based lessons and intervention.
8. The teaching staff, administration and the District need to develop and implement a process whereby all teachers, in a department, are working on the formal process of unpacking the California State Standards. Too much emphasis is placed on textbooks to drive instruction. The formal unpacking of the Standards will ensure that all students receive a standards-based curriculum.
The LT program (Lesson Study) allows teachers to work directly with the content standards. However, there are only a few groups of teachers working on this instructional program. The school is planning to expand beyond the current five LT and grade-level standing meetings that are now in place. Plans are currently being drafted as per the school’s action plan to develop an Integrated-Coordinated Science (ICS) LT and to expand LT exposure across the curriculum. The work of the LT includes analyzing student needs and designing interventions and standards-bases instructional activities to help students meet the standards.
9. NHHS reports that it has reviewed the current literature on standards-based instruction, District initiatives, and student needs to determine the most appropriate staff development for all stakeholders.
Stakeholders (departments and SLCs) have drafted differentiated professional development plans to meet their specific needs. Professional development practices have been focusing on ELL students across content areas to help support them attain mastery of the standards. NHHS staff was trained in SDAIE strategies by a SDAIE coach as part of SAIT.
The staff has received training on lesson study to address the needs of students not meeting the standards. Lesson study is a research-based instructional program brought to
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NHHS by Pearson Learning Teams. As mentioned before, there are currently five LT in place at NHHS. The plan is to expand the LT school-wide and across other disciplines.
The PDC has outlined the parameters for determining and communicating District initiatives to the faculty. At present, the school is focusing on LD2 initiative by emphasizing the use of academic vocabulary, responding in complete sentences, and increasing opportunities to practice and enhance writing. The faculty continues to meet and collaborate during banked time to examine student work in order to provide timely intervention and other supports for students not mastering the content (LT). Science and Mathematics staffs are being trained in Agile Mind to help ELL access the content.
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Chapter IV
North Hollywood High School
Home of the Huskies!
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Chapter IV: Self-Study Findings Table of Contents
A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources 1 B. Standards-Based Student Learning: Curriculum) 13 C. Standards-Based Student Learning: Instruction 19 D. Standards-Based Student Learning: Assessment and Accountability 25 E. School Culture and Support for Student Personal and Academic Growth 33
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Chapter IV: Self-Study Findings
A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
A1. The School has a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by expected schoolwide learning result and the academic standards.
Vision: We envision North Hollywood High School as a community learning center serving our diverse student population by kindling a desire for excellence in education, providing access to knowledge, and contributing to the quality of life in our society. We encourage and support life-long learning, equal opportunity and social equality for all our community. In all we do, we recognize and believe in the importance of transferring the responsibility and leadership for the future to those who will live in the future.
Mission:
All students will graduate from North Hollywood High School and will have mastered the California State Standards as well as met or exceeded the standards on all required state and district assessments. They will be fully prepared to enter, without remediation, a college, university, or technical school.
In our effort to accomplish the stated vision we have adopted, the A-G requirements for all students District wide. However, this has proven to be a challenge due to resource allocation deficiencies. The district has supported our efforts to implement A-G for all by assigning a district coordinator, Mr. Ken Barker, to study all schools’ master schedule, look for students who were not in A-G requirements and investigate why. In most cases where students were lacking an A-G class schedule, students were entered in remediation classes in Math or English. This issue will become even more difficult to deal with in our master schedule as the number of students who have difficulty passing the fitness gram grows, forcing us to program 11 th and 12 th graders into P.E. The need for remediation during the school day for core classes and physical education means that elective choices will diminish for many of our students making it a challenge to ensure that all students leave NHHS with A-G completed.
As with all schools, our vision and mission are ambitious as stated. We live with the reality that some of our students need remediation now. We provide remediation through essential skills classes, Saturday school, after school tutoring, our Rock on Education program that provides both academic and recreational enrichment activities after school. Last year we ran Saturday school for Algebra I and this year we are running Algebra I and Geometry. We run CAHSEE boot camps during the school day to help students pass the CAHSEE at proficiency. This is a short list of the activities we do in our attempt to
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bring our vision and mission to reality. All of these efforts and all and activities are designed to help us maintain our vision as a community learning center and accomplish our mission to turn out competent, capable young adults who are the best students, citizens and human beings they can possibly be.
The vision and mission is supported by the governing board, which is our school’s governance council. In addition, our School Site Council (SSC) supports our vision and mission as they work to allocate our largest financial resources in the school, our Title I funds. Every year, the SSC meets monthly for 10 months of the year to allocate funds to programs such as faculty professional development, our Pupil Services and Attendance (PSA) counselor, field trips, supplemental classroom supplies and equipment, after school tutoring, Saturday school, schoolwide PSAT testing for all 9 th 10 th and 11 th graders, nurse and this year, in cooperation with our faculty, we used extra funding given to us due to district reduction in force to purchase four teachers, 3 counselors, two academic coaches, and half a non register carrying teacher who is our testing coordinator.
Our expected School-wide Learning Results (ESLRs) are:
ESLRs
NORTH HOLLYWOOD HIGH SCHOOL GRADUATES WILL BE : ACADEMIC ACHIEVERS who: • Meet or exceed the California State Standards in all content areas. MOTIVATED, SELF-DIRECTED LEARNERS who: • take responsibility for their own learning • establish informed, responsible personal and professional goals • understand and apply time management skills • are life long learners ACCOMPLISHED COMMUNICATORS who: • demonstrate active listening skills • answer questions in complete sentences • read with comprehension • write clearly and effectively • demonstrate the ability to effectively communicate through art, music, drama or dance with a variety of audiences • demonstrate the ability to use computers and current technology CRITICAL THINKERS who: • are able to locate, analyze, evaluate, and synthesize information through independent and/or cooperative efforts • are capable of applying problem solving strategies to real life scenarios CULTURALLY SENSITIVE AND RESPECTFUL INDIVIDUALS who: • demonstrate common courtesy and show respect for others • demonstrate knowledge of diverse cultures that foster tolerance for individual differences • demonstrate respect for the school environment
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• contribute time, energy, and talents to improve the quality of life for themselves, their community and nation RESPONSIBLE CITIZENS who: • demonstrate positive and productive citizenship • behave ethically and responsibly • take responsibility for their own actions
This is an area that NHHS must invest some time. Faculty, staff, students, parents and community members need to be presented with the ESLRs and have the opportunity to comment and make suggestions for adjustments and changes. Though the spirit of the vision and the ESLRs is alive in many classrooms, in department and SLC meetings, and in other stakeholder meetings, they need to be presented directly and discussed specifically and used to evaluate the work of the school.
As noted above, there is a need for the vision and ESLRs to be active, living documents in all that the school community does. At this point, though the spirit of them is present in many activities conducted in classrooms and in the school community at large, the ESLRs are not assessed as to whether students are achieving them as much as we would like to see. Once created and accepted as appropriate during the last six-year accreditation cycle, the vision and ESLRs were revisited in a community meeting in the spring of 2009. There was a vigorous discussion and many ideas presented to give the ESLRs life and meaning that is not fully present in the school community. The difficulty of having new ideas accepted by the community was apparent at this meeting, and it was decided that most members of the school community believe that the intent of the vision and the ESLRs is being met in the classroom and elsewhere in school community and the ESLRs were accepted as previously written in preparation for the three-year revisit where we developed the bullet points designed to help us measure whether our students met the ESLRs.
For many years we have pursued grade-level standard classrooms at NHHS. There have been many attempts to achieve 100% grade-level standard teaching and learning at our school. We have been in discussion about content standards and instructional delivery and grade-level standard learning. A list of the activities we have pursued in this quest is as follows:
• Small Learning Community (SLC) retreats • School Assistant and Intervention Team (SAIT) meetings with our Los Angeles County Office of Education (LACOE) providers resulting in our exit from SAIT • Program improvement meetings with our America’s Choice Providers in the past and more recently LACOE providers, and our own meetings to strategize exiting Program Improvement (PI) status resulting in our exit from PI status. • Grade level alike meetings • Subject level alike meetings • Professional Learning Community (PLC), which are also know as Learning Team, meetings with our Pearson partners which have been funded by the District • Parent retreats
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• Student Orientation meetings and Student motivation assemblies in preparation for CSTs. • SLC coordinator meetings • SLC banked day meetings • Department chair meetings • Department banked day meetings • Accreditation focus group meetings and leadership team meetings • Local District Principal PLC meetings • Local District Principal meetings • Text book adoption training meetings • Curriculum adoption and pacing guide adoption meetings • Periodic assessment meetings • Periodic assessment data discussion meeting during banked days for departments • BTSA meetings • New teacher meetings
The governing boards and the central administration supported all of the above- mentioned work through planning, staffing, facilitator training, direct involvement, and facilitation. All of this work went toward our desire to ensure grade-level standard teaching, assessment, and learning.
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A2. The Governing Board has 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; delegates implementation of these policies to the professional staff; and monitors results regularly and approves the single school wide action plan and its relationship to the Local Educational Agency plan.
The governing boards at NHHS are the Governance Council (GC) and the School Site Council (SSC). The local school site governance council uses data to make decisions regarding school calendars, instructional minutes, facilities use and other concerns of school community members. The ad hoc committees attached and reporting to the governance council are: discipline, operations, faculty, professional development, data, parent, and student. These representative committees are designed to bring the concerns of the school community forward for discussion. The discussions have played an important part in the results of operational competence, instructional excellence, and improved student achievement. The discussions have also resulted in the knowledge that we have many areas where we can improve, such as supporting our English language learners, Algebra I, and Inter-coordinated Science (ICS). The above-mentioned activities demonstrate that the policies and bylaws that the Governance Council uses are aligned with the school’s purpose and support the achievement of the ESLRs and the academic standards. ‘ The SSC uses data to drive decisions regarding the use of Title I funds, our largest funding source. The SSC meets monthly to review progress, and to adjust funding to meet current needs as indicated by circumstances and changes during the school year. The SSC is also responsible for ensuring that all expenditures are aligned with the Single School Plan for Student Achievement (SSPSA). This has been a successful partnership between faculty, administration, students and parents. The discussions that take place in SSC go back to student leadership through student representation.
Parents are actively involved in these governing councils, and their voice is appreciated by the school faculty and administration. Often, it is the parents in these committees who see the conflicts between other stakeholders and come up with reasoned responses and ideas to resolve issues in favor of students and student learning. The relationship between what these two governing bodies are responsible for is clear. The Governance Council is responsible for operational and instructional decisions, and the SSC is responsible for resource allocation of Title I, bilingual, and stimulus funds. The parents who work on these two governing bodies are informed through data and help us dramatically in running a cooperative effort on behalf of all students. Parent advisory boards to the SSC are the Compensatory Education Advisory Council (CEAC) and English Learner Advisory Committee (ELAC).
District and Board personnel are involved in the development of the vision of the school and the ESLRs in a limited way. These decisions are left to the school for the most part. The Board and District personnel support us in what we believe is right for this school community. They do not interfere, and they support us in many ways. Examples of their
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support include comprehensive data analysis shared in monthly principal meetings and assistant principal meetings, the purchase of textbooks, training of faculty and administrators in new instructional initiatives, the development and refining of District operational and instructional policies and procedures, and communicating changes through email networking and regular meetings. The District also provides training in how to run our governing councils and how to conduct elections of individuals to our governing councils. We use the Williams complaint procedure to receive and address complaints about operations and instructional issues.
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A3. Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.
All decisions and activities are focused on achievement of the academic standards. The achievement of the ESLRs does not have the same importance for all faculty members. We are aware of faculty who specifically address the ESLRs, but they are not a majority in our findings during this study. The faculty is fully focused on the academic standards and does everything in their power and resource allocation to ensure that students accomplish the standards at the highest degree possible.
In some cases, the ESLRs are talked about specifically. For example, when we say that our students will be good citizens, we measure that through the completion of the service- learning requirement. All students must complete a service-learning project to graduate. The assumption is that if the service-learning requirement is met, then students have learned about becoming a good citizen. We also have adopted the District mandated positive behavior support program and Blue Ribbon Committee (BRC) here at NHHS, which requires good citizenship on the part of students in order to maintain a safe and healthy environment. To the extent that this has been a fairly safe and healthy learning environment, we believe our students have accomplished the good citizenship ESLR.
Having been a SAIT school and exiting SAIT, having been a program improvement school and exiting program improvement, and having reentered program improvement, the annual monitoring of the single schoolwide action plan and adjusting that plan based on data analysis has been an ongoing piece of the assistance we have received from the District and the LACOE. This is a function of the SSC. In cooperation with these partners, many faculty members have worked together each year to ensure that our instructional initiatives and resources meet whatever new academic needs are indicated by our results data analysis.
One example of direct District assistance occurred at the beginning of last year in the first principal’s meeting. The District brought and shared our English language learner performance data. They provided us a detailed analysis of ELL performance, which brought about additional insight into their proficiency. That new knowledge forced us to look at this issue specifically and plan to improve the performance of all English Language Learners.
Students are involved in developing action plan items in the councils on which they serve and reporting findings to their student government class. Most of the work of developing plans is done by faculty in the PD committee. We could include students on that committee to increase their awareness of outcome data and to get their perspective on what needs to happen to ensure that more students are successful accomplishing the academic standards and the ESLRs. Student involvement in planning staff development activities is another area where we can grow.
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A4. Qualified staff facilitates achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction and ongoing professional development.
NHHS has a qualified staff that works to facilitate the achievement of the academic standards and, to a lesser extent, the ESLRs. While there are some teachers who pay specific attention to the ESLRs, the accomplishment of the ESLRs is not at the forefront of most teachers’ thoughts and actions. This is an area where NHHS faculty can work to improve.
We have a comprehensive staff development program in assistance with the District. We have banked Tuesdays that are divided between department meetings and SLC meetings. The professional development committee comes up with topics to study through data analysis. When periodic assessment data is available, departments meet to study that data as part of the professional development plan and make decisions about adjusting instruction, reteaching, and intervention for students who need support to accomplish the academic standards.
The processes used here to ensure that staff are involved in shared responsibilities include an accreditation leadership committee, SLC coordinator meetings, department chair meetings, parent retreats that have included faculty members, parent meetings, PLC meetings, and all of the SAIT, faculty meetings, and program improvement meetings. While these meetings are all taking place with different stakeholders, our faculty meetings are not well attended. There is a solid majority of faculty who are cooperating and working hard to ensure that data-driven decisions are made in relation to resource allocation and instructional adjustments, and there is a minority that ignores the opportunities to work together to improve student learning.
This minority group that does not show up for faculty meetings, had professed that they know what they are doing, and feel that they do not need to improve. They also feel that the faculty meetings will not help them improve. To address this feeling and increase participation in meetings, departments and SLCs have been given permission to design their own professional development. However, this practice has not yet resulted in increased participation. This is another area for growth among our school community. We need to do more to ensure and support the idea that no matter how good one believes they are instructionally, there is still a need to collaborate on how all teachers can work together to ensure that all students are accomplishing the academic standards and the ESLRs. Another reason to improve the attendance at faculty meetings is to work together to discover how departments can help across the board to ensure that our action plan items are addressed by all faculty and all students regardless of subject area. We need to get everyone to help out in all action plan areas. While this is an emerging practice, attendance at faculty meetings would indicate that it is an area for growth in the school.
We use a comprehensive observation strategy by administrators to monitor the implementation of instructional strategies and student learning. The results of our monitoring program show that approximately 33% of our students are doing what they
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are supposed to do at any given moment of the day. This finding is in concert with the finding that approximately 33% of our students are proficient and advanced. While our observation scheme seems to be lifting these data somewhat, student motivation is another area where we can continue to grow. Observations demonstrate that the majority of our teachers are working hard to ensure that students learn while approximately 66% of our students are negligent in studying for exams, completing homework, doing well on standardized tests, and participating in classroom activities.
We received extra funds through Title I because the State’s worsening economic climate and the subsequent increase in class size and counseling norms mandated by the Board of Education. The faculty met in the spring to discuss and vote on how to spend those funds. It was decided to recommend to the SSC that those funds be used to purchase four teachers to lower class size, to purchase and continue with our academic coaches in our efforts to improve instructional delivery and monitoring and improve student and faculty learning, to purchase three counselors to lower the counseling load and support students, and to purchase a Special Education Coordinator to help ensure compliance with unfunded State, Federal, and court mandates. All of those positions are purchased and in place. We are concerned that they may be one-time funds and we will have to further reduce our teaching and support staff. This is one more example of the collegial manner in which decisions are made at NHHS.
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A5. Leadership and staff are involved in ongoing research and data-based correlated professional development that focuses on identified student learning needs.
Our PD committee studies data regularly to make decisions regarding our comprehensive PD program. The committee uses outcome data such as CST scores, CAHSEE pass rates, periodic assessment results, grade data. We are implementing a new system called My Data where individual faculty members will be able to look at these results by class, student, and schoolwide. My Data will allow us to drill down on data deeply by strand to assist us in focusing on what individual students need to learn to be successful and proficient.
My Data looks to be a promising tool in the ongoing search for how to help teachers understand their students’ needs in a comprehensive way, and as the periodic assessments are implemented for all core subjects, we can align interventions directly to individual student need by strand. Most PD activities are tied to the study of results data and plans are made to help teachers become even more competent at intervention strategies.
Adequate time is allocated, through banked days, faculty meetings, and buy-back days (which were recently eliminated by the District), to support planning and implementing PD activities. Evaluation of the program is done by the PD committee, which then reports to the Governance Council, which is responsible for approving the activities and the calendar. The PD committee, the administration, and the Governance Council monitor the plan and follow-up PD activities.
There is a written PD plan that comes out of the PD committee. This plan is developed annually, usually in the spring and approved by the Schoolsite Governance Council and the School Site Council. The plan is adjusted according to results data that comes out in the early fall based on what the new data tells the PD committee is needed. Priorities are set through data analysis and have been decided on in cooperation with the District and LACOE. Staff has taken fairly good advantage of the staff development activities that have been identified through this work. We have sent many faculty members to conferences and other forms of PD in accordance with SAIT and PI plans.
For example, we contracted with Ron Rohack for the past two years to help our English language learner teachers become better at using SDAIE strategies. All faculty members were trained in the use of thinking maps and many attended differentiated instruction conferences. We have trained teachers in the use of outlining, note taking, scaffolding, modeling, checking for understanding, cross discipline connections, and targeted teaching to name a few. As far as the results in the classroom, the monitoring by the administration has shown mixed success. Not all teachers who have been trained in our chosen instructional strategies have been observed implementing what they have learned. This is another area where we can afford to grow and reap the benefit in terms of student success.
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A6. Human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the programs to support students in accomplishing the academic standards and the expected schoolwide learning results.
The human, material, physical and financial resources are not sufficient as we suffer through the State’s fiscal crisis. We have 12 less teachers, 7 less clerks, 4 less counselors, and less custodial staff. As stated in section A4, we received extra funding and we purchased teaching, counseling, and support positions to help make up for these losses. Our concern is that we will not be able to sustain these personnel as the State’s financial picture worsens. Our student body has grown. Due to the fiscal crisis, we must do more with less. That is a fact that all school community members must live with and they are doing a wonderful job of it. With that said, school is running well, and teaching and learning are moving along at expected levels. All resources are allocated according to our single school, SAIT, program improvement, and accreditation plan. All resources are used effectively as our results over the past three years indicate.
We are using all resources effectively and appropriately, and in accordance with all legal mandates and intent of the instructional programs. We are proud of our students’ gains in the academic standards, but we are not satisfied, and we will not be satisfied until we know that 66% of our students and more are doing their jobs and are proficient or advanced. We will continue to meet in all of the various school governance systems and in departments, SLCs, and PLCs to ensure that we are using resources where our data analysis demonstrates they are needed. We feel that there is still a need to improve in the measurement of our students’ accomplishment of the ESLRs. This is one of the areas where we agree that we can and must improve.
The facilities are adequate to meet the purpose of the school as a learning community. They are fairly well maintained and both school and District facilities staff meet regularly to review the status of the plant. There are many construction projects at NHHS. A new roof was finished this fall for all major buildings. While we are not completely satisfied with the cleanliness of the school grounds, we recognize that our buildings and grounds crew are doing the best they can with what they have. Every building and grounds worker has a schedule that is inspected by the plant manager and reported to the District facilities manager on a regular basis.
The use of our funding resources where we have flexibility has been decided in a collaborative and collegial manner, and is in accordance with all long and short range planning. As demonstrated in this section, decisions on resource allocation have involved parents in the SSC and Governance Council, faculty members, students, and administrators. The administration is committed to collaborative and collegial decision- making on all matters that do not call for command decisions to be made.
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Strengths
• Faculty are highly aware of and teach to the California State Standards • Parent communication of attendance and grades through the parent portal. • The faculty, staff, and administration are caring, dedicated, qualified, involved, and aware of the needs of the students of NHHS. • Ten percent of the Title I budget is specifically allocated for teacher professional development. • Competent, caring counseling staff with a strong commitment to student support. • Competent, caring clerical staff. • After-school tutoring and intervention classes available to students.
Critical Areas for Growth to Ensure Continued Student Achievement
• Continue the work of bringing ESLRs to life in the classroom and improving the measurement of students’ achievement of the ESLRs. • Continue to expand and nurture the implementation of PLCs to inform instructional practice. • Develop support mechanisms and strategies to help ELL be proficient on the CAHSEE. • Develop schoolwide support mechanisms and strategies to help Inter-coordinated Science teachers help their students become proficient or advanced on the CST. • Develop schoolwide support mechanisms and strategies to help Algebra I teachers help their students become proficient or advanced on the CST. • Continue to work on increased and improved implementation of instructional strategies where the faculty has been trained. • Continue to work on increased parent involvement in the education of their students. • Continue to increase the use of the parent portal program. • Work to increase participation of absent faculty members at banked day and faculty meetings. • Continue to motivate students to do their best on measures where they are not held authentically accountable.
Evidence • Mission Statement • ESLRs. • Grade Reports • Periodic Assessments • Administrative Observations • Benchmark Assessments
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B. Standards-Based Student Learning: Curriculum
B1. To what extent do students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected school wide learning results? [Through standards-based learning (i.e. what is taught and how it is taught), the expected schoolwide learning results are accomplished.]
Findings
North Hollywood High School Students participate in a rigorous relevant, coherent standards-based curriculum that supports the achievement of all students at all levels in order that they are able to master the academic standards and the expected school wide learning results. All NHHS students are enrolled in courses with a curriculum that fulfills the A-G graduation requirements and provides the gateway to multiple post-secondary options.
The curriculum is aligned with State standards, the State Frameworks, and Expected School Wide Learning results (ESLRs). The curriculum is consistent with the philosophy of teaching and learning that is consistent with current research, best practices, and national and state accountabilities. NHHS students are encouraged to take Honors and Advanced placement classes if their grades and California Standards Test results indicate they have the potential to meet the curriculum challenge.
Teachers and staff provide differentiated instruction based on the student’s learning style. In addition, students with Individual Education Learning Plans (IEPs) have access to standards based instruction through the same Williams approved textbooks that are on the approved state matrix for state-adopted texts.
Standards-based learning begins with rigorous instruction beginning in the 9 th grade. The District provides curriculum pacing in English, math, social science, and science. The curriculum includes English Language Arts, Inter-coordinated Science or Biology, Health, Life Skills, Physical Education, and Algebra (as determined by the math and/or geometry diagnostic and readiness Test). Algebra readiness program is provided as a course to assist in-coming 9 th grade students who require additional support to achieve grade-level competency.
NHHS has the greatest number of students enrolled in advanced placement courses. Sixty-one percent or 942 scored reports earned 3 better. The pacing standards and instructional materials (i.e., textbooks, supplemental readings) are informally established through the course syllabus.
Student achievement in reference to the analysis of the standardized test scores indicates continued growth with an API score of 722, which is a growth of 37 points from 2008-09 score of 685. The original target growth was 6 points. Forty-five of students are at or above proficiency in English Language Arts. Eighteen percent of students are at or above
13 North Hollywood High School WASC Self-Study Chapter IV proficiency in Mathematics. The My Data on-line program enables teachers to access the standardized test scores of their students. CAHSEE results indicate a 52.9% of the students achieving at the proficient or Advanced level for English-Language Arts and 51%. Three percent of students are achieving at the Proficient or Advanced level in Mathematics. There is also a need to provide support for English Learners in meeting proficiency level in the CAHSEE. They did not meet the percent proficiency target causing the school to enter into Program Improvement this year.
Evidence
• Curriculum and standards support ESLRS; staff, students, and parents have knowledge and understanding of ESLRs. They are regularly articulated through a variety of stakeholder meetings: staff professional development (certificated and classified), student town hall meetings, and parent meetings.
• ESLRs are aligned with standards in all disciplines.
• Course syllabus and District curriculum in all core content subjects, i.e., Algebra, Geometry, Inter-coordinated Science, Biology, Chemistry, Physics, World History, US History, Economics, English are aligned to state standards and ESLRs.
• All core courses have textbooks that are State/District and Williams approved.
• District instructional guides, curriculum maps and end of course exams are used in ELA, Algebra 1 and 2, History Social Science, Science (ICS 1, Biology, Chemistry, Physics).
• The Special Education Department offers applied math and English classes for students who are non-diploma bound.
• Student achievement based on analysis of standardized test scores shows continued improvement with and API score of 722 for 2008-09 up from 685 the year before. Forty-five percent of our students were at or above proficient in English/Language Arts. The achievement of the diverse populations in ELA reflected the following:
Hispanic 35.5% African-American 40.4% White 67.0% Asian Socio-economically Disadvantaged 39.8% English Learners 2.7% Students with Disabilities 10.5%
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• Eighteen percent of students were at or above proficient in mathematics. The achievement of the diverse populations in Mathematics reflected the following:
Hispanic 9.5% African-American 8.3% White 34.5% Asian Socio-economically Disadvantaged 12.8% English Learners 2.2% Students with Disabilities 2.1%
• ROP classes offer college credit options in addition to providing internships and school-to-career emphasis.
• Advanced Placement courses are available to all qualified NHHS students. Advanced Placement courses are offered in the major core classes. They include Studio Art 2_D, Biology, Calculus (AB and BC), Chemistry, Computer Science (A) Economics (Macro), English (Language and Literature), Environmental Science, European History, U.S. government Politics, Music Theory, Physics B, Physics C (Mech and Elect/Mag), Psychology, Spanish (Language and Literature), Statistics, U.S. History, and World History.
• Honors Courses offered are English, French, Spanish, Geometry, Algebra 2, Math Analysis, Biology, Chemistry, Physics, U.S. History, world History, Principles of American Democracy, and Economics.
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B2. To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?
Findings
Upon enrollment at NHHS, a High School Individualized Graduation Plan (IGP) is developed for all students. The IGP is a personalized plan used by the student, parent, and counselor to ensure appropriate class scheduling and exploration of areas of academic interests for post-secondary options. The IGP is also a plan to ensure the student is programmed and fulfills graduation requirements. The Plan assists in monitoring the student’s academic progress, their achievement of the academic standards, and the expected school-wide learning results. Counseling and individual student sessions are held multiple times during the fall and spring semester to review the academic progress.
In addition, SLC Lead Teachers regularly meet with individual students reviewing connections between current course/program selection and post-secondary options. Opportunities for students to apply the curriculum to practical application include school performances (EMA), Regional, State, National Math/Science Bowls, Robotics Competitions, Regional and National Moot Court Academic Decathlon, and Music Competitions
The Freshman House, Administration, Lead Teacher, and Freshman House Counselor provides 9 th grade orientation which covers high school diploma requirements, course sequence offerings, and extra curricular programs. In addition, Open House and orientation sessions are held at the middle school feeder schools.
Special Education students are mainstreamed into appropriate core classes per the individual IEP and IGP.
NHHS provides Regional Occupation classes in Agriculture, Audio Visual, Wood Shop, and Auto Shop. Courses include internships within the community. The curriculum is relevant, provides practical application for technical skills, supports the students’ school- to-career goals, and prepares students for the work force.
Evidence Monitoring of student progress is done by:
• Regularly scheduled counselor-student meetings to review IGP • Lead teacher • Special Education Case Managers • Extra Curricular Performances, i.e., play production, music performances • Academic Competitions, i.e., Academic Decathlon, Math/Science Bowl, Moot Court, Music Competitions • Connect Ed
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B3. To what extent are students able to meet all the requirements of graduation upon completion of the high school program?
All NHHS students are enrolled in the A-G requirement class. NHHS staff (i.e., counselors, teachers, and administrators) monitors progress in meeting graduation requirements. Specifically, the counseling staff maintains a calendar and timeline on monitoring credits of each course every semester.
The monitoring process is administered through the Individual Graduation Plan (IGP). The counseling staff, ELL Coordinator, and Bridge Coordinator ensures each student, ELL students, and students with IEP’s are enrolled in sequences of courses that prepare them for success in post-secondary education and career-technical preparation.
The analysis of data (i.e., graduation rate, AP results, college acceptance) reveals that each year, the number of students prepared to enter college, technical preparation programs, and career-related jobs is increasing.
Evidence:
• Graduation rate 86.6% -2008 • 91.4% of 2011 class pass CAHSEE (SARC Summary) • 76.3% 10 th grade student pass CAHSEE • 79.5% 11 th grade students pass CAHSEE • CAHSEE Boot Camp • CELDT Boot Camp • Parents and students monitor grades using ISIS – (Family Pact) • Credit Recovery Programs (i.e., Extended Day Programs, tutoring, Saturday Class, and Summer School Intervention classes to assist student’s make-up credits)
Strengths
• 68.8% of NHHS students are enrolled in prescribed A-G courses at their appropriate grade level (SARC Summary) • 92% of NHHS students enrolled in AP classes receive C or better. • Struggling students in Algebra, Geometry, and English are provided intervention and support classes as a scheduled class during the day and on Saturdays.
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• Counselors have a schedule of sessions with their individual counselees to review their academic progress on their IGP. • Counselors in conjunction with Lead Teachers, Literacy/Math Coach, Testing Coordinator, College Counselor, ELL Coordinator and Data Coordinator monitor and review for appropriate course placement.
Critical Areas for Growth to Ensure Continued Student Achievement
Current Statewide and District budget crises have limited instructional resources (i.e. increase of class norm, increase of counselor-student ratio).
Displacement of teachers, counselors, and classified personnel through multiple district Reductions in Force (RIF).
Master Schedule is modified to District mandates of increased class size, ELLs, and SPED students, which conflicts with the purity of the Small Learning Community core classes and electives.
Increased class size has resulted in students being referred to the Adult School program Summer School, and community college for repeating courses. However, these alternative resources are also experiencing budget crises and diminished resources.
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C. Standards-Based Student Learning: Instruction
C1: To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected school-wide learning results?
All faculty and staff members at NHHS are committed to providing challenging and rigorous learning experiences that assist all students in achieving the academic standards and the ESLRs. Observation of students and analysis of student work and data in small learning communities, departmental, grade-level and subject-alike meetings on a regular basis, provide evidence of a school-wide effort in delivering standards-based instruction which prepares students for pursuing their personal, academic, and career goals. District- developed and mandated curriculum in grades nine through twelve in ELA, ESL, science, and mathematics provides for rigorous differentiated instruction and assessments. Based on the analysis of these assessment results and discussion of best practices, teachers modify and employ varied instructional strategies to meet the needs of all their students. In addition, English, and math departments have created departmental finals the results of which are used as a guideline for the next school-year’s curriculum planning.
As collaborative learners, students at NHHS work individually, in pairs, and small groups to produce and present authentic representations of their critical thinking and learning. To ensure continuity in subject and grade-level instruction and observe delivery of innovative strategies, teachers observe their colleagues’ classrooms. Administrators, literacy and math coaches, and the bilingual coordinator regularly observe classrooms and provide feedback to ensure all students are receiving rigorous grade-level standards- based instruction. Evidence of such student learning experiences includes, but is not limited to:
Conducting research by synthesizing information from primary and secondary sources to produce written reports; oral or power point presentations and videos Experiments in mathematics and science Using film as text Musical and theatrical performances, video productions, and visual arts presentations Student peer/ and team teaching Students leading class discussions, Socratic seminars Literary circles Project-based instruction and assessments Menu of projects or assessments to address the needs of students with different learning modalities and provide them with choices Interactive journals, learning logs Readers/Writers notebooks Portfolio assessment Thematic inter-disciplinary essays Whiteboard presentations in mathematics and science Summative and formative assessments
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To meet the needs of ELLs and students with special needs, NHHS hired an expert consultant during 2008-2009 school year to provide all teachers and staff with PD workshops and trainings on SDAIE strategies. During that school year, he visited classrooms, created content appropriate strategies, and provided feedback based on his classroom observation. In addition to this yearlong on-site training teachers have received further SDAIE PD workshops presented by the district. All ESL teachers have attended district workshops to stay current with the instructional content of their required textbooks and up-to-date research-based instructional methodologies. Language arts, mathematics and science teachers have participated in the District-provided training for the new standards-based curriculum and PA.
SPED students are mainstreamed in academically challenging classes. Due to collaboration between RSP teachers and the general education teachers, daily inclusion of RSP students has become possible. All teachers of gifted students attend district sponsored professional developments and training sessions focusing on new research- based strategies to align their instruction with the special needs of their students. General education teachers attend school, District, and national professional development trainings and conferences in their subject areas. Experts on differentiation strategies have provided on-site training for teachers. Several teachers have attended national conferences on differentiation.
Differentiation of instruction is an essential strategy used in a majority of classrooms to address the different skill levels and learning modalities of students. Students are provided with additional time and opportunity to gain the needed skills by attending after school and Saturday tutoring classes. Teachers use scaffolding strategies in classrooms to help students access more complicated information and concepts. A majority of teachers have been trained on the use of thinking maps as a differentiation strategy and are using them in almost all content areas. All general education teachers of SPED students receive the students’ IEP requirements and provide them with the necessary accommodations such as extra time, preferential seating, etc. During SLC, departmental, subject-alike, and grade-level meetings teachers analyze data and student work to differentiate and modify instruction for re-teaching. Students with higher levels of abilities are exposed to more critical thinking, complexity, and depth in studying and evaluating concepts through rhetorical discussions, philosophical inquiries, Socratic seminars, and special individualized projects. The extensive number of AP classes offers students the opportunity for more challenging curricula.
All students take A-G required courses and are knowledgeable about graduation and college requirements. In addition, they select AP and honors courses in their areas of interest. During one-on-one meetings, students and their counselors discuss their four- year plan. In preparation for higher level of academic achievement or credit recovery, students have been taking college courses, a few of which are offered on the NHHS campus.
Students know beforehand the intended standards and expected ESLRs in each content area through the daily and/or weekly agendas posted in each classroom. Rubrics provide
20 North Hollywood High School WASC Self-Study Chapter IV students with guidelines on the quality and the required level of performance for their assignments, projects or presentations as well as self and/or peer editing. Exemplary and acceptable student work is posted in some classrooms. Each teacher provides students and parents with a course syllabus and expectations at the beginning of the year. Students and their parents are informed about their level of performance through progress reports, grades, report cards, and parent conferences. SLC teachers meet with their students and discuss their progress toward mastery of standards. The NHHS website and Blackboard Connect for Teachers are valuable resources for teachers to post homework, assignments, and grades and keep parents and students informed. According to the teacher survey, not all teachers are using the website or the Blackboard Connect for Teachers for this purpose. ISIS Family Module is the Internet program that provides parents with information about their children’s attendance and performance on assignments and tests.
Posters of California State Standards and NHHS ESLRs are posted in classrooms. Although students have a greater knowledge and understanding of the academic standards through teacher discussions and posted course goals and objectives, a recent survey indicated the need for further clarification and description of the ESLRs. We have plans for engaging students in activities to improve their understanding of the ESLRs.
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C2. To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?
Teachers at NHHS are diligent in updating their knowledge of instructional content and research-based methodology. For example, all AP teachers have taken week-long seminars at AP By the Sea in San Diego. The workshops immerse the teachers in both the content of the course and ways of teaching the material that make their students successful in passing the subject area AP exam. Over the course of several years, almost all NHHS teachers were sent to conferences focusing on differentiated instruction. The seminar provided a multitude of both general and content-specific workshops over a period of three days. Funded by the Bilingual program and using three buy-back days, all teachers at NHHS were trained in SDAIE methods to assist them in instructing sheltered students. Over 30 content area teachers were trained in the Jane Schaeffer writing method and during the past summer 25 teachers were trained in Shared Inquiry as presented by the Great Books Foundation. On their own, almost 90% of NHHS teachers attend content area specific conferences and workshops that cover both content and methodology.
The majority of NHHS teachers work as coaches to facilitate learning for all students. Teachers often model expected results to give students a feel for what is expected of them. Teachers also encourage peer teaching including peer evaluation and editing for many assignments such as the writing and revision of essays. In addition to peer teaching, many teachers incorporate the Jigsaw into their lesson plans. For example, chapters from a book are divided into sections and each group is responsible for that section. The students then teach their section of the chapter to the rest of the class. Students are often encouraged to work in groups and teachers often integrate Socratic questioning and shared inquiry into the day’s work. Using technologies, students are encouraged to research and present their findings with both power point and whiteboard presentations. Teachers have also formed agreements to use the three practices to support ELL students as outlined by our local district. They include supporting students in responding to questions using complete sentences, developing academic vocabulary, and augmenting writing in the content area. Other teaching techniques used in NHHS classrooms include Pair/Share, role-playing, reciprocal teaching and Literature Circles.
Students are encouraged to relate new information or learning tasks to personal experiences and knowledge through the use of KWL Charts, Anticipation/Reaction Guides, Thinking Maps and Journals. Many teachers incorporate project-based learning into their classrooms in an effort to encourage students to think critically, reason and problem solve in group and individual activities. Science experiments, social experiments and classroom debates also aid in this effort.
The examination of student work occurs on many levels. In the classroom, students examine their own work through the use of teacher evaluations, rubrics, peer evaluations and self-assessment. In department meetings, teachers examine student work and often
22 North Hollywood High School WASC Self-Study Chapter IV give common assessments in an effort to determine what standards have been mastered and which need to be re-taught. Also, with the current use of periodic assessments in each of the core classes, teachers have formal evaluations to examine allowing them to accrue data useful in the development of standards based lessons and units.
Students are encouraged to use technology whenever possible. The library houses a small media center that allows students to do Internet research and type assignments. Smart Boards and calculators are being used in all math classes and all teachers have access to LCD projectors and laptop computers.
In large part, due to the SLC, all NHHS students have the opportunity to access real world experiences. The EMA sponsors field trips to theatres and museums and often, the students are given the opportunity to take advantage of the “back stage” experience. Students have performed at various venues including the Playboy Jazz Festival and Disney Hall. Each year, the EMA hosts a Career Day allowing its students to participate in a myriad of workshops dealing with their chosen career field. The ABLE Academy sponsors tutoring at Lankershim Elementary School allowing its students hands-on experience teaching young children. The TCA provides real world experience in city planning through its association with Los Angeles Metropolitan System and the HEA operates a wood shop that gives its students opportunity to build and construct. The SJ Academy involves its students in projects that better the community and works towards a more fair and equitable society. Students in the SMCA experience a unique opportunity to participate in curricular educational trips to various chemical, biological, research laboratories and medical and health institutions where they work and interact with scientists and professionals in preparation for future careers in science. Students in the SAS experience interconnected, thematic learning and personalized student attention to create globally responsible graduates ready for the technological and creative challenges of the 21st century. The ZOO magnet students have the opportunity to excel in a highly academic curriculum with emphasis on animal studies and biological sciences, while observing and conducting research at the Los Angeles Zoo facilities and in the nearby park and museums. The HGM offers students a stringent, rigorous curriculum commensurate with the most demanding of public or private schools in the country. The HGM student is a well-rounded individual whose emotional, intellectual and physical success is fostered by involvement in the regular high school and community. Students participate and excel in a variety of competitions. NHHS also provides a work experience program, ROP and ROE, which provides enrichment activities for all students beyond the bell. Departments also encourage real-world experiences such as corresponding with legislators and serving internships on political campaigns.
Strengths
• In addition to receiving standards-based curriculum mandated by the district, students are engaged in beyond the textbook projects and activities, which develop their critical and creative skills through the use of technology and authentic learning experiences
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• There is ongoing analysis of student work and assessment data to inform and improve instruction • Differentiation is an integral part of instructional strategies used by teachers to meet the varied instructional needs of students • The math and literacy coaches provide instructional support through classroom observations, curriculum planning, feedback, and planning and conducting grade- level and subject-alike meetings to discuss and plan instruction and analyze data
Critical Areas for Growth to Ensure Continued Student Achievement • Increase teachers’ use of Blackboard Connect for Teachers to communicate with and inform parents and students • Support teachers who are faced with the challenges of larger classrooms this year • Assist students with a more comprehensive awareness and understanding of the NHHS ESL
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D. Standards-Based Student Learning: Assessment and Accountability
D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?
The assessment process of collecting, disaggregating, and analyzing student performance data is critical in the evaluation of the instructional practice and the reporting of student performance data to parents and other shareholders of the community. Students are assessed with a variety of formative and summative assessments that include Federal, State, District, and teacher-generated assessments.
In addition, student indicators to measure and evaluate student achievement including dropout rate, graduation, and college entrance rates, are disaggregated and provided to teachers, students, parents, and community shareholders through parent meetings, college nights, counseling meetings, Connect Ed/Family Module, U.S. Mail, and on the NHHS website. Students utilize these data to complete their Individual Learning Plans created and maintained in conjunction with their counselor.
Evidence
North Hollywood High School employs the following professional assessment processes:
• Results of all assessments are provided to each student and their parents.
• CST, CAHSEE, PSAT, SAT, ACT , LAUSD Quarterly Periodic Assessment, (administered in Spanish for Algebra, Geometry, and Science), CELDT. Teachers regularly review the data from these assessments at professional development sessions, SLC meetings, department meetings, LTs, and Administrative Team meetings.
• District quarterly PAs are disaggregated per student performance every two months to assess mastery of standards and re-teach standards as necessary. Banked Days and other non-school days are reserved for departments to analyze quarterly assessments for the purpose of sharing good practices and re-teaching strategies. In addition, grade-alike teachers grade English Quarterly Periodic Assessments internally and the results are shared with the entire Department.
• The District will be implementing quarterly PAs for Science and Social sciences this school year to provide additional student performance data.
• 9th Grade/Incoming Students are administered the UCLA Math Diagnostic Test for Algebra and Geometry. The results are evaluated by the math department, the math coach, and administrator for placement and programming of appropriate math level.
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• Common course final exams administered in algebra, Geometry (Spanish version for EL Spanish-speaking students), and English are analyzed for continuous instructional modifications. The results of these assessments are provided to the students and parents upon request.
• NHHS offers Advanced Placement exams in Studio Art –D, Biology, Calculus (AB and BC), Chemistry, Computer Science (A) Economics (Macro), English (Language and Literature), Environmental Science, European History, U.S. Government &Politics, Music Theory, Physics B, Physics C (Mech and Elect/Mag), Psychology, Spanish (Language and Literature), Statistics, U.S., and World History. The results are provided to each student and parent. In addition, the results are provided to teachers, counselors, and administration.
• Results of all professional assessments are annually published for parents, students, and the community in the School Accountability Report Card (SARC). In addition, student performance data are shared with parents and community through the English Language Advisory Council (ELAC), the Compensatory Advisory Committee (CEAC), Predominantly Hispanic, Black, and Others (PHBAO) Parent Conference and on online Parent Modules .
• ASVAB is the military career assessment, which provides students with feedback on their areas of strength, and interest and the results are provided to counselors, students and parents.
My Data is the new and current online data management program available through lausd.net to teachers to assess student strengths/weaknesses, to target student interventions, and to assist teachers in evaluating instructional strategies and differentiating instruction.
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D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning?
NHHS teachers use multiple and varied measures of evaluations such as performance- based assessments, teacher observations, interviews, student projects, portfolios and presentations. Teachers employ a variety of assessment strategies to evaluate student learning including questioning for comprehension, classroom observations, student interviews, CAHSEE results, CST results, PA results, and A examinations results. Teachers continuously modify their curriculum using information derived from statewide, district benchmark, and in-class assessments, as well as extracurricular competitions, i.e., District and State Academic Decathlon, State and National Science Bowl, National Robotics Competition (sponsored by NASA), District Mock Trials, and Citywide Music Competition.
Teachers and students also employ-inquiry based questioning, scholastic questioning, teacher observations, student projects, portfolios and presentation, interviews, performance-based assessments utilizing thinking maps and graphic organizers, and Learning Logs. In addition, teachers measure student progress with weekly quizzes, essays, and demonstrations of lesson presentations.
NHHS has formed four Learning Teams (LT) based on the Pearson lesson study model. The LT teams are science, Algebra 1, Geometry, ESL, and SPED. Their work involves analyzing student work and student progress and developing a lesson objective based on identified student needs. Teams meet bi-monthly to evaluate student progress and modify research-based instructional strategies.
Evidence
• Approximately 87% of 10 th grade students passed the English portion of the CAHSEE and 83% passed the math section in 2008.
• Over 61% of students taking AP tests achieve a “3” or better. After results are returned, teachers meet with their department and respective administrator to discuss individual pass rates and strategies to improve instruction and pass rates.
• Teachers use multiple assessment data to modify the curriculum, utilize research- based teaching strategies, and analyze student data to increase student mastery of academic standards and ESLRs, for all students including students with special needs and ELLs.
• Student-parent conferences are held to facilitate instruction and to inform decision-making.
• Students exhibit the ability to communicate effectively oral and through writing and speaking with a variety of authentic assessments that include:
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Concept Maps/Functions of the process posters Class Presentations including use of Technology, i.e. Power Point Essay Journaling Project-Based Learning Exhibitions Socratic Seminars Performances, Concerts, and competitions where the students are rated and ranked.
NHHS has an effective system to monitor all students’ progress toward meeting the academic standards and expected schoolwide learning results. This includes common assessments in algebra, geometry, 9 th grade English, and science.
Administrators, academic coaches, and the ELL Coordinator regularly visit classrooms to assess student learning, student progress meeting academic standards and ESLRs, observe consistently within subject-alike courses, and provide support.
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D3 To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of academic standards and the expected schoolwide learning results?
The District provides support in the assessment and monitoring process by providing quarterly periodic assessments in English, math, history/social science, and science. The District provides student support by supporting students with the PSAT, AP Exams, and Academic Competitions (i.e. Academic Decathlon, Science Bowl, Math Competitions, Robotics Competition).
NHHS parents and community are actively involved in the assessment and monitoring process by supporting rigorous academic competitions on the local, state, and national levels through the Academic Decathlon, Science Bowl, math Competitions, and Quiz Bowl.
Parents, students, teachers, administrators volunteer and serve on SSC, Governance Council , Magnet Parent Councils, ELAC, and CEAC, and Parent Leadership Committees, that are involved in the assessment and monitoring process of student progress by allocating resources for supplemental programs.
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D4 To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement and usage of resources?
The school community has made connections through analysis of assessment data to enable the staff to compare student performance and academic standards across all disciplines throughout the school year. As a result, students are programmed in appropriate course and monitored to ensure student success. Coaches and administrators utilize student data to monitor bi-monthly student progress and weaknesses in math and English.
Using CST, CAHSEE, and quarterly PA data, teachers continuously modify instructional strategies to meet the needs of all students. Departments and SLCs meet regularly to review instruction and monitor student progress to explore multiple resources.
Evidence
• NHHS sophomores had an 82% Math and 86% English pass rates on both the 2008 ELA and Math CAHSEE when taken the first time. Correspondingly, sophomores had an 87% in Math and 86% in English in 2009. Students who do not pass are provided with multi-faceted, individualized program that includes CAHSEE prep classes, tutoring, etc.
• Progress reports are provided to students and parents every 5 weeks.
• At risk 9 th Grade students are strategically identified beginning with the first five week progress reports to provide additional academic and school support, i.e., Saturday intervention classes, after school tutoring, and 7 th period class.
• Analysis of progress reports provide need for after school tutoring program, which are staffed by teachers and counselors.
Strengths
• A culture of trust that examines school data to make informed decisions and modification to instructional strategies.
• A culture that encourages sharing and working collaboratively for lesson studies and best teaching practices.
• Teachers continuously seek new and innovative instructional strategies and supplemental resources to ensure student success.
• Strong parent involvement in monitoring student assessment and accountability through participation on various school councils.
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• Multiple formal and informal assessments used in all disciplines to ensure the progress of learning styles.
• NHHS students scored highest pass rate for AP exams in LD2.
• Opportunities for students to participate in extracurricular academic competitions, debate, and fine arts performances to gain recognition.
• Project STEPS partners with CSUN to ensure college readiness and admissions.
Honors Courses include English, French, Spanish, Geometry, Algebra 2, Math Analysis, Biology, Chemistry, Physics, U.S. History, World history, Principles of American Democracy, and Economics.
o In May 2009, 616 students completed 1544 AP examinations with 61% earning scores of 3,4, or 5. Students took AP exams in 25 subject areas.
o 94 NHHS students were among the top AP students in the country who earned recognition as AP Scholars, AP Scholars with Honor, or AP Scholars with Distinction.
o 33 national AP Scholars from NHHS earned 4.0 on eight or more AP examinations.
o NHHS students achieved the highest pass rate in the District with 61% earning scores of 3, 4, or 5.
Severely handicapped students leaving NHHS receive a Certificate of Completion.
Critical Areas for Growth to Ensure Continued Student Achievement
• Provide PD for meeting the needs of low-achieving students by closing the achievement gap.
• Provide professional development for supplemental resources, i.e., technology, current research-based instructional strategies, and classroom management.
• Staff is diligently working to align the instructional Guide and pacing plans to address identified student’s learning needs.
• Class size increase
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Evidence to support strengths and areas for growth:
• CST, CAHSEE, PSAT, SAT, CELDT, District Quarterly Periodic Assessment, End of Course Common Assessments, Advanced Placement Exams • Focus Groups, i.e., ILT in ESL, Algebra, Geometry, Grade Alike Groups. • Student, Parent interviews • COPES • Authentic Assessments; • Essays • Journaling • Graphic organizers • Project-Based Learning • Exhibitions • Fine arts performances • Student Portfolios • End of course Common Assessments
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E. School Culture and Support for Student Personal and Academic Growth
E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?
Regular Parent Involvement
NHHS involves parents in the teaching and learning process in many ways. Examples include New Student/Parent Orientation meetings, Governance Council, SSC, ELAC, CEAC, Back-to-School Night, Open House, two PHBAO parent conference nights, SLC parent meetings, and magnet parent councils. Some parents actively attend these meetings, and these committee meetings provide those parents the opportunity to offer input on school improvement strategies. SLCs also engage parents in community building and academic awareness activities (e.g. fund raising, calls home, field trip/activity chaperone, etc.). On a larger scale, NHHS struggles with authentic parental involvement with moderate success in involving parents. A three-day parent retreat has been conducted in June for that past five years wherein a group of 30 parents accompany selected students and faculty to a hotel in Ventura to discuss instruction, safety, assessment, API, AYP and other school issues. Barbara Knight, a facilitator from UCLA, was brought in to facilitate this event each year. In September 2008, we conducted a follow up meeting to check and monitor the progress of the work our parents did at the retreats. The District, in response to the current fiscal crisis, disallowed the retreat this past June. We plan to resurrect this activity as soon as we can.
Parents receive automated phone messages, messages through the school’s electronic marquee, NHHS website, and letters sent home. These are the main strategies used to involve families and communicate with parents. In addition, our HGM and our ZOO Magnet each has its own supportive parent boards that meet regularly and discuss issues and ways they can help the school in its mission. These boards communicate with the parents of magnet students regularly and communicative phone trees are in existence to dispense relevant and important information. In addition, there are emerging SLC parent leadership groups that are a resource for feedback on areas for growth at the school. These groups have been recently formed and this is an identified area for growth.
The Parent Center serves as a home base for parents who wish to meet and explore ways to volunteer and assist the school in the mission of ensuring that all students have access to the high school program. The Parent Center provides training opportunities on computer literacy, English speaking skills, and navigation of the school system. The Parent Center also serves as a bridge for parents to school personnel and offices, including interpreting/translating services in several languages. A parent volunteer group has formed this year, has discussed opportunities to assist the school, and has matched volunteer to interest/ability. A huge stumbling block is the fingerprinting requirement for volunteers, which is a prohibitive cost for our parents.
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A new LAUSD service called the Family Module enables parents to view their student’s attendance, and in some cases, grades online. The Family Module program is in its infancy and was introduced to parents in a schoolwide orientation assembly during the summer before school began. We also sent letters home to inform all parents and accepted applications during Back to School night and parent conference night. As this program continues to roll out and expand, NHHS is working to augment the capacity of parents to sign up and use the system. This entails helping and supporting more parents and faculty so that they familiarize themselves with the Family Module program. Increasing the number of faculty who use the District sponsored roll book program would allow parents to see assignments and grades. Additionally, NHHS staff is also working with the District to have them expand the capability of the program to include such services as Blackboard, another roll book program. The faculty actually prefers to use this one to the District-sponsored roll book program.
A Booster Club that provides support and assistance to student athletic teams and curricular programs through fund raising, such as pancake breakfasts and concession sales at athletic events, and donations.
Parents must overcome their own educational deficiencies to become actively involved in the teaching and learning process; many struggle to understand and work with the education system to benefit their students. Parents are often limited to serving on committees and receiving information through report cards and automated phone calls. Working many hours and conflicting schedules make it difficult for many parents to contribute to the school in any way and yet many try.
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E2a. To what extent is the school a safe, clean, and orderly place that nurtures learning?
NHHS is a safe school. While we believe that the campus is safe relative to activity in the community, we feel that more security is needed to ensure safety. During supervision before and after school and during nutrition and lunch the adult to student supervision ratio is approximately 300 to 1. Counselors and other adults respond to administrative requests for assistance when indications are that something negative or criminal might happen. The principal has written letters and requested District funding to provide two school police officers and eight school security officers. This is what the school community feels would be needed to provide an adequate level of school supervision, keep a safe learning environment, and increase learning time. The added supervisory staff would help ensure that all students are in class on time, that no students are roaming the campus, and that no trespassers are on campus without being identified quickly. Although NHHS was assigned an additional school police officer this year, there is no funding for the rest of the identified and requested security needs.
NHHS has a Safe School Plan that is developed at the school under the direction of the LAUSD’s OEHS and updated annually. Campus safety, security, cleanliness, campus environment, student behavior, nutrition, and student physical and psychological health are all parts of the plan, which also details who is charged with each aspect of the plan. Four security aides are on campus most of the time and there is a supervision plan that is followed well and monitored by administration. The installation of surveillance cameras has been investigated and that project is still in need of funding. As a temporary remedy, mobile flash drive cameras have been purchased to record inappropriate student behavior. This method has proven effective in apprehending students involved in fights, and in stopping drug use or documenting drug use on campus.
There are mixed feelings about the campus being clean. Students generally believe the campus is clean while faculty members generally believe the campus is not adequately cleaned. Parents also believe the campus should be cleaner than it is. Depending on the day, visitors will either remark that the campus is clean or the campus needs cleaning. Clearly, there are not enough building and grounds workers to maintain a clean campus. There are various groups who are working on this issue. There is a group of parents who meet with the principal to discuss ways in which they can volunteer their help to monitor what students are doing during the day and clean the campus on a regular basis. Student leadership is working on having clean up weekends to pick up trash and paint out graffiti, as are the Key Club and CSF. Through these combined efforts of students and parents, we expect to see improved cleanliness in the near future. In a survey of students, 61% felt safe on campus and many would prefer random searches conducted. Most students 79% of students felt their classrooms were clean and 64% thought the campus was clean enough, yet 89% of he students said they properly dispose of their trash. The fiscal crisis has caused the reduction of four building and grounds workers from last year’s staff. This has made keeping the campus clean that much more difficult as more work has been added to each building and grounds worker’s assignment. The school supports two out of classroom teaching positions to serve as Deans.
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Many students have expressed disappointment in their fellow students who are not behaving in a respectful and responsible manner and throw trash on the ground, tag the bathrooms and destroy the bathroom supplies and otherwise vandalize the campus. Student citizenship is an issue that needs to be addressed schoolwide by faculty in classrooms as part of everyday instructional practice, and needs to be addressed by student leadership and service clubs. Students presently bring issues before the House of Representatives as they represent their homerooms.
As mentioned above, the funding available to staff campus security personnel is inadequate. Custodial assistance has been cut and more cuts are anticipated. Building and grounds workers (custodial staff) positions have been cut and the current staff struggles to be able to maintain the campus. Trouble calls for problems such as pest control are reported to the District. District support from bond measures provides regular upgrades to the campus such as auditorium renovation, gym bleacher replacement, and wheelchair ramps.
E2b. 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?
There is a high level of trust and professionalism between faculty and administrative staff. We recognize that improvement of professional practice means that there must be constant study of our practice. To facilitate the study of professionalism, we meet in LTs, on banked days, in SLCs, in grade-level alike and job-alike meetings, at faculty meetings, in retreats, and many other ways to discuss, study, and improve the professionalism of our faculty and staff. In addition, individual faculty and administrative staff attend off campus professional development activities such as the ACSA Superintendent’s Academy that our principal finished in the spring of 2009 and the AB430 modules completed by two of the assistant principals in 2008. These activities are ongoing and have resulted in some spirited dialogue over the years regarding curriculum, instruction, assessment, data analysis, school culture and support, and the improvement of the school in general as an educational institution.
The NHHS community has maintained high expectations for all students as evidenced by the continued linear rise in our API with all sub groups reaching their targets. We have maintained a high graduation rate, a stable college attendance rate, and our students perform well on the CAHSEE (87 percent in Mathematics and 86 percent in ELA). We believe these positive results are due to the continued efforts to improve our own professionalism through the study of our practice.
The transition from a year-round calendar to a traditional calendar has helped improve the sense of community on campus. Staff had not always been on campus at the same time before, causing difficulty in communication. We are now meeting regularly as a whole school using two or three banked days per month. Next year we propose to bank days every Tuesday. Meeting every Tuesday we believe will assist us in improving the study of our practice and thereby improving our practice.
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A parent student handbook, published by the District, is sent home to every parent and student in the school to ensure that they have an in-hand reference regarding the school discipline policy, the code of conduct policy, the anti bullying policy, the respectful treatments of all persons policy, the search policy and all other policies developed by the District and followed by school staff. The student parent handbook is available to faculty and staff and the school’s faculty has been asked by the administrative staff to read the District parent handbook each year so that they too are informed on all District policies. The school discipline policy is outlined in that communication, and the school administration follows the District discipline policy and the positive behavior support program in maintaining a safe and healthy campus.
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E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success?
NHHS students have a counselor who meets with them individually multiple times per year and provides them with a roadmap to graduation, which is called their Individual Graduation Plan (IGP). The IGP is delivered to every student in an organized and systemic manner. Parents receive a copy of the IGP at the meeting they attend with their student or the IGP is sent home if a parent does not attend the meeting. Several attempts are made to involve parents and get the IGP information to parents during a student’s tenure at NHHS. There is support for meeting with all students and their parents to discuss their progress, their paths to college, and interventions that may be necessary to ensure student success. In a student’s senior year, counselors meet with each student personally for a graduation check and provide whatever support is necessary to assist the student’s graduation effort. Counselors also help out with classroom discipline issues and behavioral support issues.
Our college counselor works tirelessly to help students visit universities, prepare applications on time, and prepare and take the PSAT the SAT and the ACT, exams. The college center also coordinates an on campus college speaker series each year as well as conducts financial aid workshops. In addition, our college counselor works in cooperation with the LD 2 College Prep Consortium to actively put on the college fair at Valley Community College. This past year, several thousand students attended with an estimated 500 NHHS students attending. Finally, the college counselor works to identify college attendance trends with outreach to the community college, CSU and UC systems.
There is a project STEPS support group that includes a coordinator, counselor and administrative assistant who help a cohort of 10 th and 11 th grade students graduate and enter universities upon graduation. Our normal college attendance rate is approximately 35 percent of our students, and with the Project STEPS graduation years included, that figure jumps to 45 percent. We aspire to duplicate that success for all students in all years, but the funding is limited to the students who are served by the program and there is no funding to assist all students in this successful manner. The college preparation rate and the college attendance rate are opportunities to improve as identified by the school community.
In other support areas, NHHS has a full time nurse, school psychologist, and PSA counselor. The school has a relationship with the Valley Community Clinic, a full service health clinic, which provides free or low cost health services to our students. The Dubnoff Center has a representative on campus that provides psychological services to students with Medi-Cal. The school also has a crisis team for students who are in imminent danger and IMPACT and TUPE programs to promote student health and wellness. A teacher-sponsored group of students called the Blue Ribbon Committee works to promote positive relations among students.
The Career Advisor provides career awareness, job preparation training/resume writing, and job placement for students. The Career Advisor also coordinates the Regional
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Occupational Program (ROP) for job training. The administrative and counseling staffs, including the college counselor, PSA counselor, Title I and Bilingual Coordinators and Deans all contribute regularly to attainment of the ESLRs. The counselors and the literacy and mathematics coaches constantly address academic standards. The literacy and math coaches also provide lesson demonstrations and invite teachers to attend. The Project STEPS grant identifies students in the middle school and monitors their progress and grooms the identified students for college entrance over the course of their four-year high school career.
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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?
All students are enrolled in a SLC. All SLCs include the basic tenet of personalization. Faculty members meet regularly to discuss student progress, discipline issues, and instructional improvement and to examine PA and grade data in the quest to ensure that all students succeed in a personalized environment. The master schedule has been a constant source of discussion for the past seven years. We find that there is not enough resource support to provide a master schedule that works for the SLCs. We do not have enough teachers due to raised class size norms to adequately provide what the education literature identifies as necessary elements to ensure successful, well-run SLCs. Because the teacher to student norm ratio is so high at 43.5:1, teachers are overloaded and struggle to provide the personalization that is the hallmark of improved student performance in successful SLCs.
Attaining purity in student schedules (i.e. students spend most of their day with teachers in their SLC) is a constant struggle. In studying this issue, we have come to understand that, given the current faculty resource allocations, we are trying to incorporate too much into the master schedule and we have struggled to provide the necessary elements for our SLCs to be genuine, well run, and successful in house organizations where students spend most of their instructional day with faculty from their SLCs. This becomes evident as we look at our EL population and what they need to increase their proficiency in the attainment of academic English skills. All ELL students who are sheltered or ESL 3 or 4 are in SLCs. The ESL 1 and 2 students are in our Waiver to Basic program. The requirements of the waiver to basic program make participation of ESL 1 and 2 students in SLCs difficult. Raising the performance of all ELL students is an identified area for growth at our school. The SLC Committee has met and discussed the problem and has accepted the absence of purity in order to maintain the present number of SLCs.
The literacy and mathematics coaches, administrators, and the Title I and the Bilingual Coordinators all observe classroom instruction and provide feedback. Instruction is monitored for adherence to the State Content Standards by administrative staff. SLC activities are community-building activities to enhance relationships between students and teachers and parents. The District’s Beyond the Bell program has secured funding from the federal 21 st Century Learning Centers grant to provide enrichment activities for students as well as test preparation and tutoring.
The evaluation of student involvement in extra curricular activities and outside the school day interventions is done by monitoring sign-in sheets used by the deans, the nurse, our counselors, the Rock on Education (ROE) after school program and our enrichment, tutoring and Saturday school programs. Over 650 students participate in these activities. To ensure that students’ academic intervention needs are accurately and efficiently met, we use data heavily to identify and recommend students to the various programs. Data used in this identification process includes the previous year’s CST scores, periodic assessment scores, and five and ten-week progress reports. One example of the use of data to identify student academic intervention need is the examination of geometry
40 North Hollywood High School WASC Self-Study Chapter IV students’ grades on progress reports and the discovery that the majority of the students who were failing had received a D or an F in Algebra I. These students were reprogrammed into Algebra I to bolster their skills or they were referred to tutoring that emphasized the attainment of basic Algebra I skills. The above-mentioned programs are well attended and have proven to result in high pass rates on the CAHSEE exam as well as improved student performance in classes where tutoring, Saturday School and the ROE academic programs have had positive effects. Summer school is still offered at the high school level, but the District has eliminated the Saturday school credit recovery program.
Students reported that teachers (81%) and parents (84%) both communicated the importance of the California Standards Test (CST). Nearly half of the students reported that they have regular conversations about attending college. Only 25% of the students recalled their teachers referring to Expected Schoolwide ESLRs during instructional time. Never the less, 53% feel that a culture of success is adequately promoted and 28% fell like it is promoted to a high extent. 61% of students report that their teachers refer to state standards during instruction. Approximately two-thirds of the students say that they were properly placed in classes when school started, Students believe that they were challenged (79%) in their class, that they were adequately supported (47%) by their teacher, and that they normally come to class prepared (87%) with proper materials. 36% of students believe that most of their teachers care about them.
Table 1 Results of student questionnaire between courses and CST exams. How Well Did Students Feel the Course Prepared Them for the CST Exam
Very Well Adequately Not Very Hardly at Well All Math 28.1 40.9 24.0 7.0 English 34.2 49.2 14.2 2.5 Science 26.0 39.7 26.4 7.9 *History 31.0 29.3 12.8 7.0 / Social Science Source: NHHS Student Survey Students and teachers don’t always interpret questions or even evidence in the same way. For example, the answer to “is the campus clean?” or students and adults may perceive “describe the amount of profanity used on campus” differently. Students feel that the campus is fairly clean while faculty members feel that the campus is not clean. Students feel that their use of profanity is limited while faculty members know that profanity is so common that most students do not recognize their speech as profanity until it is specifically pointed out by an administrator or faculty member.
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Areas of Strength
• Counselors meet with students many times during the school year to track progress. • Strong after school intervention programs. • Fairly clean school with parent and student plans for improvement of cleanliness. • Two school police officers. • Culture of respect and trust exists among faculty and staff. • Staff regularly meets to study practice and improve professionalism • Student Leadership/Community Building. • Discipline Committee. • Tutoring Program. • Freshman Academy. • Positive teacher effort and attitude in a year of economic uncertainty and distress.
Areas For Growth to Ensure Continued Student Success
• Continue to strengthen parent involvement in student success. • Continue to develop the parent leadership groups in the SLCs to emulate the magnet parent boards. • Continue to improve the cleanliness of the school overall. • Continue to involve students and parents in helping to clean the school and keep it clean. • Continue to work to secure the security personnel the school community feels is necessary to maintain a safe and healthy environment. • Continue to study practice and improve professionalism of faculty and administrative staff. • Continue to improve the college preparation and attendance rate of students. • Continue to raise the academic performance of all ELL students. • Continue to foster a respect for the learning process. • Emotional and financial (to the extent school funds can help) support for students affected by the economic hardship of job loss by parent
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Chapter V
North Hollywood High School
Home of the Huskies!
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Chapter V: Schoolwide Action Plan Table of Contents
GOAL 1: Increase the percent of proficient and advanced students on the CST in Algebra I by 2% per year over the next 6 years. 1 GOAL 2: Increase proficient and advanced students in Inter-Coordinated Science (ICS) 2% per year over the next 6 years. 5 GOAL 3: Increase proficiency rate of English Language Learners (ELLs) on the 10 th grade CAHSEE. 8
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GOAL 1: Increase the percent of proficient and advanced students on the CST in Algebra I by 2% per year over the next 6 years. Rationale: Low percent of proficient and advanced students in Algebra I.
Goals Strategies Activities Resources Evidence Objectives & Monitoring of Success a. Use periodic Collect and analyze school wide Continue using banked Department chairs, Rise in Algebra I CST assessment data to performance data and use periodic days to discuss and Administrators, scores by 2% per year target interventions assessment data in SLC, department, analyze periodic Teachers, Math for the next six years. needed by students. level alike and Learning Team assessment data and Learning Team Staff, meetings to know the grade-level develop strategies. SLC Leads standards students need to master and LT Facilitators, Work in Learning Teams improve academic performance. Parents, Students, to develop lessons that Math Department Include students and parents in will help student 9th Grade Advisory analysis. understand and master Title 1 Algebra concepts b. Analyze students Analyze performance data of Provide tutoring, Administrators, Decreased number of earning Ds and Fs incoming 9 th grade students for low Saturday school and in- Counselors, D’s and F’s and by department and grades (Ds and Fs) and CST class intervention Teachers, Learning increased pass rates select/develop proficiency levels developed through SLC, Teams, appropriate department, grade-level, SLC Leads, Teachers, Explore the possibility of adding an Reduction in number intervention plans and Learning Team Departments, th grade students Algebra I Honors class. of 9 quarterly. meetings. Students, needing Algebra I Analyze all Algebra I grades quarterly Parents intervention to provide timely intervention. Make intervention attendance mandatory with parental consent and involvement,
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c. Develop an Algebra Provide additional instructional time Continue tutoring Title, Teachers, Increase in Algebra I I intervention to master Algebra concepts. programs Parents pass rates. program Students, Articulate with feeder schools to Consider issuing 8th grade counselors, identify students who are in need of incomplete grades to 9th grade counselors, intervention prior to attending NHHS. students who are willing APSCS, to go to tutoring to Title I Coordinator, demonstrate proficiency Bilingual in content standard Coordinator, SPSA strands in which they are not proficient d. Retain students not Analyze student performance data Offer Algebra IA classes Math teachers, Increase the number of mastering Algebra in the Spring semester Counselors students prepared to IA content Administrators, take other math Enroll students in Algebra standards to Master Schedule, courses IA again until they master increase their SPSA, the standards. foundational skills Parents Students who have not passed Algebra IA will not be promoted to Algebra IB in the Spring semester e. Increase the Analyze performance data of Use 9 th grade academy Administration, Increased number of number of all incoming 9 th grade students for grades meetings to regularly Counselors students, (including students, including and CST proficiency levels monitor student progress, Department chairs, ELLs) passing ELLs passing both and allow teachers to SLC Lead Teachers, CAHSEE by 10 th Analyze school-wide performance sections of the analyze progress reports Academic Coaches, grade with proficient data CAHSEE at data and set appropriate PLC and level alike scores (above 380). proficiency ( ≥380) instructional and meetings, SSC, on the first attempt academic goals. SSGC, and Student in 10 th grade Government, Testing Share findings with GC Coordinator PLCs, SLCs, SSC, & SG
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f. Raise awareness Identify incoming and current students Disseminate CAHSEE Teachers, Increase in students level of faculty and at basic, below basic and far below information via small SIS Coordinator passing the CAHSEE students about the basic, in ELA and Math groups, individual Title I Coordinator, at proficient level and relation between conferences, internet, Administrators, increasing the number
the CAHSEE, marquee, flyers, posters, Testing Coordinator, of students passing the graduation, and display cases Student Government, CAHSEE overall CST Leadership Reduction in the Parents, Students, number of students Bilingual only needing to pass Coordinator, the CAHSEE to graduate g. Improve Algebra I Continue support and staff Provide rosters of ELL ELL Coordinator, Improved ELL student achievement for development of SDAIE and students to teachers Counselors, PLCs achievement, GPA English Language differentiated instruction strategies for Department chairs, Department chairs and ELL students and Learners (ELLs) teachers and students. Administration, ELL Coordinator share upward movement in SLCs, Academic Disaggregate data and analyze GPA and academic CST Algebra I scores Coaches, SPSA, achievement of mainstream ELL progress of ELL Professional students mainstream students and Increased number of Development, Title I discuss findings in students meeting Analyze number of students who have Funding, department meetings reclassification not met reclassification status to criteria, passing provide intervention. Establish mandatory classes, meeting A-G Analyze ELLs to find the root of the parent supported tutoring problem and Saturday school Increased number of interventions for ELL students proficient on Counselor and ELL coordinator will students with GPA below the CAHSEE meet with each student to monitor 2.0. achievement and provide support. Provide literacy support ELL Coordinator will assist in to mainstreamed ELLs identifying students needing support and intervention prior to taking the Staff with motivated and course. experienced teachers.
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Monitor student progress in all classes Use financial resources and require interventions for students for tutoring classes with below 2.0 GPA. Determine staff Continue to fund development needs academic coaches. Monitor student progress Algebra I Continue tutoring classes and require interventions for workshops for identified any student earning a D or F struggling students and make it mandatory with Increase number of students parental cooperation and succeeding in higher level math participation. classes Promote accelerated Inform non-English speaking parents opportunities for non- about intervention opportunities for English speaking parents their children to learn English and to learn about the educational system through the parent center in cooperation with the ELL coordinator.
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GOAL 2: Increase proficient and advanced students in Inter-Coordinated Science (ICS) 2% per year over the next 6 years. Rationale: One percent of proficient and advanced students in Inter-Coordinated Science (ICS). Goals Strategies Activities Resources Evidence Objectives & Monitoring of Success a. Implement Involve all inter-coordinated science Analyze outcome and Administrator Increase the number of Learning faculty in Learning Team and level- performance data Learning Team proficient and advanced Team/Lesson Study alike meetings to take responsibility including and other members in core students on the CST in concept to among for student’s learning inter- relative academic classes. inter-coordinated Inter-coordinated coordinated science and ensuring that achievement data such as Academic Coaches science by 2% per year science faculty to they become proficient. grades, CST scores, and Counselors over the next six years. support ICS grade- homework turn in rates. EL Coordinator level standards Analyze performance and outcome Assess students using an Clerical staff Increased pass rates in student data to identify multiple D’s, in-house ICS periodic Teachers ICS F’s and Far Below and Below Basic assessment program Parents students by subgroups; identify Students students to be enrolled in inter- Monitor and provide Banked Days coordinated science grade-level interventions to identified Faculty Meetings standards interventions. students. Run Saturday and after-school tutoring Increase participation in that is mandated and counselor/parent meetings parent supported.
Align CST requirements with Teach note-taking classroom teaching/ instructional (perhaps consider adding curriculum an advisory period) b. Work with ICS Explore the possibility of offering Assign four different APSCS Increased number of faculty and head ICS as a “wheel” in which each instructors to teach ICS Administrator over students passing ICS counselor to content area instructor provides the during the same common Science revamp ICS course ICS component in their specialty period and rotate the Master Schedule Improved ICS scores in offerings and to (i.e. Earth Science, Physics, students through the four Science faculty the CST
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continue analyzing Chemistry, Biology) for ten weeks content areas of ICS Increased number of the possibility of to students. students proficient in reverting to Monitor ICS pass rates science in 9 th and 10 th biology, chemistry Examine outcome and performance CST outcome data grades and physics data to find out the root of the low performance in ICS 1
Discuss and consider the possibility of offering biology to 9 th graders since they have a much higher achievement rate historically c. Work with Inter- Advertise and promote the Sponsor student/parent Student Leadership, Increase of proficient coordinated science requirements of NCLB to all group meetings with all teachers, and advanced students students (and students. Build in all students and Academic Coaches, ELL Counselors, ELL of 2% per year over the expand to all awareness that even though the CST coordinator, and Coordinator, next 6 years. students) to is not a graduation requirement, counselors to discuss Academic Coaches,
increase their these scores will be included on inter-coordinated science Administrators awareness of the their student cums that will be given accountabilities and Science department importance to the to colleges. provide strategies for school of an exam success. Science Department Ensure students understand that that means very chair they must score proficient on these Staff development in little if anything to exams in order for their school to science department. Learning Teams, them in relation to look good under the NCLB law ELAC, CEAC, SSC graduation and Implement learning (public perception). GC, College college entrance. teams in science. Counselor, BRC, Develop science department action Staff development in student government, plan to accept responsibility for and departments and SLCs. student, leadership address the low achievement of all inter-coordinated science students Individual counseling of on the CST. students who are not performing well on Continue and improve on-going periodic assessments by staff development during banked science teachers. time and improve faculty attendance
6 North Hollywood High School WASC Self-Study Chapter V
at these meetings and participation Devote department in the discussions. meetings to looking at student work and best Use upper classmen in classrooms practices as teacher assistants. Continue to send faculty and administrators to in- services and workshops where educational research is reported out and instructional strategies are supported and discussed.
7 North Hollywood High School WASC Self-Study Chapter V
GOAL 3: Increase proficiency rate of English Language Learners (ELLs) on the 10 th grade CAHSEE. Rationale: Although seventy percent of 10 th grade ELLs passed the CAHSEE, as a group they were not proficient on the English subject exam and were instrumental in moving NHHS into program improvement. Goals Strategies Activities Resources Evidence Objectives & Monitoring of Success a. Increase the Monitor ELLs’ progress using Coordinate professional Administrators, all Increase proficiency number of ELL CAHSEE test data and classroom development through teachers, (score ≥380) on the students achieving achievement ESL level meetings to Department chairs, 10th grade CAHSEE proficiency on the analyze results and Coaches, in English. high school exit Provide opportunities for students modify instructional curriculum leaders, exam struggling in the ESL or PRP classes strategies. ELL coordinator An increase in the total to take part in after-school or ELL teachers, SPSA number of students Saturday tutoring and/or intervention Teachers will share Title I Coordinator, passing the CAHSEE classes lessons, rubrics and “best Testing Coordinator, practices”. Teachers will Math teachers Provide an outside expert in the field participate in lesson- of SDAIE and differentiated study teams to design instruction to work directly with units aligning curriculum classroom teachers and and State content paraprofessionals standards
Provide release time for colleagues to Contracted expert will observe one another and collaborate model, coach, team-teach on the delivery of effective instruction and observe classroom teachers as they institute best practices in the ELL classroom Observation of colleagues through release time and collaborative replication of lessons in each others’ classrooms
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b. Continue to Use the Learning Teams as a leading Staff developments in Learning teams, Improved student improve ELL voice for improving student SLCs, Departments, Administrators, achievement for all sub instruction, achievement throughout the school. Learning Teams, Level- Banked Days, groups. Improved cooperation, and Hold CAHSEE Boot Camp and Alike Teams during Assemblies proficiency rate on collaboration Saturday school along with tutoring. Banked days and Faculty School student CAHSEE among all among all meetings to study student leadership, 10 th grade students. classroom teachers Make tutoring mandatory with work, periodic MyData, Testing and provide data- parental consent, cooperation and assessment data and Coordinator driven intervention participation. discuss classroom in 9 th and 10 th successes and issues. grades. Evaluate the effectiveness of the tutoring program and other after- Identify students for school programs intervention, hold mandatory parent and Provide staff training in the MyData student meetings and get program. parents to sign on and participate by monitoring Explore and develop CAHSEE student attendance at curriculum intervention activities. c. Increase Develop and implement student Award and Reward Student leadership, Improved student opportunities for rewards programs related to assemblies to celebrate Learning Teams, achievement recognition and attendance and achievement as a student and faculty Administrators, schoolwide in all celebration of means to expand recognition and accomplishments Activities measures and student success in increase motivation to do well. Administrator, knowledge of students all curricular areas. Reward events, student Counselors, regarding school Explore the possibility of bringing the of the month, gold Teachers, Parents, success and current AVID program to NHHS. “Husky” medallions, Community members accountability Principal’s List, honor roll, Honor Flag Improved attendance, punctuality, and behavior
9 North Hollywood High School WASC Self-Study Appendix
Appendix
North Hollywood High School
Home of the Huskies!
1 North Hollywood High School WASC Self-Study Appendix
Appendix Table of Contents
Stakeholder Surveys Appendix A: NHHS Safety Survey Data and Results 1 Appendix B: CST Survey Data and Results 7 Appendix C: Parent Survey – English 14 Appendix D: Parent Survey – Spanish 22 Appendix E: Faculty Survey 31 Appendix F: Student School Culture Survey 39 Appendix G: Teacher ESLR Survey 46 Appendix H: Faculty Dreams Survey 53 Appendix I: Focus on Learning Self-Evaluation Survey 57 Appendix J: NHHS Crime Statistics 58
1 North Hollywood High School WASC Self-Study Appendix
Appendix A: NHHS Safety Survey Data and Results
1) Gender Percentage Responses Male 56.3 223 Female 43.7 173 Total responses: 396
2) What is your current grade? Percentage Responses 9th 38.2 151 10th 11.9 47 11th 31.6 125 12th 18.2 72 Total responses: 395
3) Have you ever been a victim of assault or jumped on school campus? Percentage Responses Yes 10.2 40 No 89.8 352 Total responses: 392
4) Have you ever been a victim of assault or jumped on your way to or from school? Percentage Responses Yes 10.3 40 No 89.7 349 Total responses: 389
5) Do you know someone who has been a victim of assault or jumped on school campus? Percentage Responses Yes 58.7 232 No 41.3 163
Total responses: 395
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6) Have you ever observed any student(s) bring weapons on campus? (I f yes, please select all that apply.) Percentage Responses pocket knife 15.8 96 kitchen knife 3 18 gun 3 18 BB gun 4.9 30 screwdriver 6.4 39 box cutter 7.7 47 asharp object 13.1 80 other 7.7 47
I have never observed any of the above items. 38.4 234
7) Have you ever been a victim of a robbery on campus of something worth over 20 dollars? Percentage Responses Yes 24.6 96 No 75.4 295
Total responses: 391
8) If someone stole something from you, where did this happen? Percentage Responses
This question does not apply to me. 43.9 144
In my class 5.2 17
From my locker 11.9 39
From my P.E. locker 14.9 49
From me while at lunch or nutrition 17.1 56
Another location 7 23
Total responses: 328
9) Have you ever observed any student(s) selling drug(s) on campus? Percentage Responses Yes 32.4 127 No 67.6 265
Total responses: 392
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10) Have you ever observed any student(s) selling drug(s) on or near our campus? Choose all that apply. Percentage Responses
No 33.9 259
Yes. I n my classes. 5.9 45
Yes. In the boy's restroom 5.4 41
Yes. In the girl's restroom 3.3 25
Yes. Right in front of the school. 4.8 37
Yes. Off campus on my way to school. 7.1 54
Yes. Off campus on my way to your home. 6.4 49
Yes. I n the quad. 6.4 49
Yes. I n the P.E. areas. 6.8 52
Yes. At Taco Bell 5 38
Yes. At the donut shops. 4.1 31
Yes. At another location. 6.9 53
Yes. Near the New Bungalows 3.9 30
11) Have you ever reported to a teacher, administrator, dean, school police, or to another adult the existence of a weapon on campus? Percentage Responses Yes 3.8 15 No 96.2 377
Total responses: 392
12) I f you have seen a weapon on campus, and choose to not report it, what was your reason? (Check all that apply.) Percentage Responses This question does not apply to me. 57.8 256 I was afraid. 3.8 17 It was none of my business. 20.3 90 The person was my friend. 2.3 10 I didn’t know who the person was. 7.9 35 I didn’t believe that they would use the weapon. 7.9 35
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13) I f you reported seeing a weapon, was your identity kept secret? Percentage Responses
The question does not apply to me. 84.3 333
Yes 7.8 31
No 7.8 31
Total responses: 395
14) Do you feel safe at NHHS? Very Somewhat Not Safe Average Extremely Safe Safe Safe Safe at All Responses Score 26 51 163 132 21 3.18 / 5 6.62% 12.98% 41.48% 33.59% (5.34% 393 63.60%
15) If you had a safety concern, who would you go to? Percentage Responses
Mr. Delling, our principal 21.9 86
Ms. Choe, our assistant principal 0.3 1
Mr. Ralles, our assistant principal 0 0
Mr. Reveles, our assistant principal 0.5 2
Mr. Rodriguez, our assistant principal 5.6 22
a dean 7.9 31
my counselor 16.6 65
a teacher 21.2 83
someone else 26 102
Total responses: 392
16) Have you ever experienced sexual harassment at our school in any of the following ways? (Check all that may apply.) Percentage Responses No. This question does not apply to me. 69.2 299 Someone making unwelcome sexual comments to you. 8.8 38 Someone inappropriately touching you. 5.3 23 Someone talking about you in a sexual way. 5.6 24 Someone making sexual gestures to you. 3.2 14 Someone showing sexual pictures about you. 1.6 7 Someone showing sexual pictures to you. 3.7 16 Someone electronically communicating inappropriately to you. 2.5 11
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17) I f you have seen someone vandalize school property and not reported it, why did you not report it? Percentage Responses This question does not apply to me. 63.7 251 I was afraid. 2 8 I t was none of by business. 18.5 73 The person was my friend. 1 4 I didn’t know who the person was. 5.3 21 I didn’t believe that it is a big deal. 2 8 I don’t see any harm in this. The person is just expressing themselves. 7.4 29 Total responses: 394
18) This year, has an adult who works at our school warned you to be careful with your belongings so that you would not get something stolen? Percentage Responses Yes 67.9 264 No 32.1 125 Total responses: 389
19) Do you feel that any areas of our campus are unsafe? (Choose all that apply.) Percentage Responses The hallways 10.9 62 The girl's bathrooms 11.2 64 The boy's bathroom 13.2 75 P.E. areas 16 91 Agriculture Area 12.7 72 P.E. locker rooms 17.6 100 The quad 11.4 65 Cafeteria 7 40
20) Do you think peer counseling and mediation can help resolve conflicts between students? Percentage Responses Yes 24.4 88 No 25.8 93 Not sure 49.7 179 Total responses: 360
21) Have you ever been in a class where the deans or police did a random student search? Percentage Responses Yes 58.7 193 No 41.3 136 Total responses: 329
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22) Would you like to see deans and/or police come to your classes and perform random searches more often? Percentage Responses Yes 23.5 78 No 28 93 I don’t care either way. 48.5 161 Total responses: 332
23) I n your opinion, what else could be done at NHHS to make you feel/be safer? (The last few responses are given. Additional responses available on request.)
I feel it safe already. Have metal detectors and sniffing dogs at the entrance of the school. In my opinion is that the school has to bring more police and undercover police to check P.E areas because I see a lot of things happen there. respectful kids, kids can be cleaner More Police. I don’t really know. Maybe less cussing around campus?
7 North Hollywood High School WASC Self-Study Appendix
Appendix B: CST Survey Data and Results
1) Do you remember taking the CST last year? Percentage Responses
Yes 81.40% 197
No 18.60% 45
Total responses: 242
2) Do you believe the CST is too hard? Percentage Responses
Yes 35.50% 86
No 64.50% 156
Total responses:242
3) Were you taught the material on the CST? Percentage Responses
Yes 78.10% 189
No 21.90% 53
Total responses: 242
4) Did you care to try your best on the CST? Percentage Responses
Yes 87.20% 211
No 12.80% 31
Total responses: 242
5) Were you too tired to do your best on the CST? Percentage Responses
Yes 32.60% 79
No 67.40% 163
Total responses: 242
6) Were you told that the CST was NOT important? Percentage Responses
Yes 11.60% 28
No 88.40% 214
Total responses: 242
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7) Do you believe that you could have scored higher on the CST? Percentage Responses
Yes 90.90% 220
No 9.10% 22
Total responses: 242
8) Did you do your best when you took the CST? Percentage Responses
Yes 69.80% 169
No 30.20% 73
Total responses: 242
9) Were students fooling around during the CST? Percentage Responses
Yes 40.10% 97
No 59.90% 145
10) Did your teacher discuss with you the importance of doing well on the CST? Percentage Responses
Yes 81.40% 197
No 18.60% 45
Total responses: 242
11) Did your course include working on sample problems similar to the ones on the CST? (Choose all that apply.) Percentage Responses
Not at all 17.7 46
Throughout the course 46.2 120
Just prior to the CST 36.2 94
12) Did you know beforehand what types of problems would be on your CST? Percentage Responses Yes 50.00% 121
No 50.00% 121
Total responses: 242
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13) Do you know what category of proficiency level you scored on your last CSTs? (Advanced, Proficient, Basic, Below Basic, or Far Below Basic) Percentage Responses Yes 68.20% 165
No 31.80% 77
Total responses:242
14) Do your parents/guardians discuss with you your CST results? Percentage Responses
Yes 48.30% 117
No 51.70% 125
Total responses: 242
15) Do you believe that your school is improving and that students are learning? Percentage Responses
Yes 68.60% 166
No 31.40% 76
Total responses: 242
16) Do you believe that your parents care about your CST results? Percentage Responses
Yes 84.30% 204
No 15.70% 38
Total responses: 242
17) Which statement best describes your desire regarding improvement of your CST scores? Percentage Responses
I don't care at all to improve. 3.3 8
I care to a small degree. 29.8 72
I care to a great extent to improve my scores. 66.9 162
Total responses: 242
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18) Which CST test do you enjoy taking the most? Percentage Responses
Math 37.1 89
Science 10.8 26
English 40 96
History/Social Science 12.1 29
Total responses: 240
18) Which CST test do you enjoy taking the most? Percentage Responses
Math 37.1 89
Science 10.8 26
English 40 96
History/Social Science 12.1 29
Total responses: 240
19) How well do you believe your MATH course prepared you for the material on the MATH CST you took last year? Percentage Responses
Very well 28.1 68
Adequately 40.9 99
Not very well 24 58
Hardly at all 7 17
Total responses: 242
20) How well do you believe your English course prepared you for the material on the English CST you took last year? Percentage Responses
Very well 34.2 82
Adequately 49.2 118
Not very well 14.2 34
Hardly at all 2.5 6
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21) How well do you believe your SCIENCE course prepared you for the material on the SCIENCE CST you took last year? Percentage Responses
Very well 26 63
Adequately 39.7 96
Not very well 26.4 64
Hardly at all 7.9 19
Total responses: 242
22) How well do you believe your HISTORY/SOCIAL SCIENCE course prepared you for the material on the HISTORY/SOCIAL SCIENCE CST you took last year? Percentage Responses
I did not take this test last year. 19.8 48
Very well 31 75
Adequately 29.3 71
Not very well 12.8 31
Hardly at all 7 17
Total responses: 242
23) What is going on with your education that is helping you to be successful?
(The last few responses are given. Additional responses available on request.) Well what I do to be successful is to do more studying at home. I like to practice material that I don’t understand.
pay more attention My learning skills are improving which enables me to take in proper skills to get me ready to go to college. I am using a program called PLATO which is the only reason I am not that lost. I learn very little with teachers but 1 on 1 tutoring helps. But PLATO program on the computer is helping me be successful. I am trying my best now compared to last year. I like my new teachers from this year rather than last year. They explain more and are more helpful.
to study hard to improve my grades
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24) What is going on with your education that is not helping you to be successful?
(The last few responses are given. Additional responses available on request.)
pay more attention My learning skills are improving which enables me to take in proper skills to get me ready to go to college. I am using a program called PLATO which is the only reason I am not that lost. I learn very little with teachers but 1 on 1 tutoring helps. But PLATO program on the computer is helping me be successful. I am trying my best now compared to last year. I like my new teachers from this year rather than last year. They explain more and are more helpful.
I am studying a lot more then I did last year.
to study hard to improve my grades
25) What is your grade level? Percentage Responses
9th. 34.3 83
10th. 25.2 61
11th. 21.5 52
12th. 19 46
Total responses: 242
26) What is happening on campus that is helping you be successful?
(Responses available on request.)
27) What is happening on campus that is NOT helping you be successful?
(The last few responses are given. Additional responses available on request.) There has been two stabbings that have happened so far since the begining of the 09-10 year and that really has me worried about our learning environment.
I don’t have an answer to that because there is help for being successful. Well lately I guess the only thing that is negative to me is seeing these current events like the stabbings of the students and the police.
People are bringing weapons
Fooling around with my friends.
The people around me and the teachers who don’t know how to teach.
violence and irresponsibility
All the violence and stabbings.
the drama and violence and ignorant kids
13 North Hollywood High School WASC Self-Study Appendix
28) Which small learning academy are you in? Percentage Responses
I don't know. 17.1 41
9th. Grade Academy 13.8 33
ABLE 5.8 14
TCA 10 24
Zoo Magnet 1.3 3
Highly Gifted Magnet 7.9 19
HomeE 7.5 18
SMCA 9.6 23
Social Justice 5.8 14
SAS 11.7 28
EMA 9.6 23
Total responses: 240
29) Which ethnic group would you consider yourself to belong?
Percentage Responses
African American (not of Hispanic origin) 6.2 15
American Indian or Alaskan Native 0 0
Asian 6.6 16
Filipino 2.5 6
Hispanic or Latino 73 176
Pacific Islander 0.4 1
White (not of Hispanic origin) 11.2 27
Total responses: 241
14 North Hollywood High School WASC Self-Study Appendix
Appendix C: Parent Survey (In English)
1) I am informed about the ratings of movies prior to their showing in class. Percentage Responses
Strongly Agree 26.2 11 Agree 14.3 6
Disagree 31 13
Strongly Disagree 14.3 6
No Opinion 14.3 6
Total responses: 42
2) NHHS is a safe campus. Percentage Responses
Strongly Agree 7.3 3
Agree 53.7 22
Disagree 22 9
Strongly Disagree 9.8 4
No Opinion 7.3 3
Total responses: 41
3) The amount of police and security on campus is adequate. Percentage Responses
Strongly Agree 9.5 4
Agree 64.3 27
Disagree 9.5 4
Strongly Disagree 7.1 3
No Opinion 9.5 4
Total responses: 42
4) The discipline policy is fairly applied to all students. Percentage Responses
Strongly Agree 14.3 6
Agree 54.8 23
Disagree 4.8 2
Strongly Disagree 7.1 3
No Opinion 19 8
Total responses: 42
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5) NHHS staff responds to my messages within a few days. Percentage Responses
Strongly Agree 31 13
Agree 35.7 15
Disagree 11.9 5
Strongly Disagree 19 8
No Opinion 2.4 1
Total responses: 42
6) I am encouraged to participate in school affairs and policies. Percentage Responses
Strongly Agree 34.1 14
Agree 46.3 19
Disagree 7.3 3
Strongly Disagree 7.3 3 No Opinion 4.9 2
Total responses: 41
7) I use the school website to be informed about what is happening at NHHS. Percentage Responses Strongly Agree 42.9 18 Agree 45.2 19 Disagree 4.8 2 Strongly Disagree 2.4 1 No Opinion 4.8 2
Total responses: 42
8) Teachers are readily available to meet with parents. Percentage Responses
Strongly Agree 28.6 12
Agree 38.1 16
Disagree 19 8
Strongly Disagree 7.1 3
No Opinion 7.1 3
Total responses: 42
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9) I am aware of the progress that my child makes on the yearly proficiency levels evaluation on the yearly California State Test. Percentage Responses Strongly Agree 42.9 18 Agree 45.2 19 Disagree 7.1 3 Strongly Disagree 0 0 No Opinion 4.8 2
Total responses: 42
10) NHHS prepares students for their post high school goals. Percentage Responses Strongly Agree 39 16 Agree 39 16 Disagree 7.3 3 Strongly Disagree 0 0 No Opinion 14.6 6
Total responses: 41
11) NHHS prepares students with the skills and study habits needed to succeed in college. Percentage Responses Strongly Agree 26.8 11 Agree 46.3 19 Disagree 7.3 3 Strongly Disagree 9.8 4 No Opinion 9.8 4
Total responses: 41
12) I view the teachers at NHHS as highly qualified. Percentage Responses Strongly Agree 37.5 15 Agree 32.5 13 Disagree 7.5 3 Strongly Disagree 7.5 3 No Opinion 15 6
Total responses: 40
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13) I view the teachers at NHHS as highly professional. Percentage Responses Strongly Agree 34.1 14 Agree 36.6 15 Disagree 14.6 6 Strongly Disagree 7.3 3 No Opinion 7.3 3
Total responses: 41
14) Classroom tests measure what my student has learned. Percentage Responses
Strongly Agree 22 9
Agree 58.5 24
Disagree 7.3 3
Strongly Disagree 4.9 2
No Opinion 7.3 3
Total responses: 41
15) Students at NHHS can easily avoid a challenging curriculum. Percentage Responses
Strongly Agree 9.8 4
Agree 19.5 8
Disagree 26.8 11
Strongly Disagree 12.2 5
No Opinion 31.7 13
Total responses: 41
16) NHHS teachers treat my children with respect Percentage Responses Strongly Agree 25 10 Agree 47.5 19 Disagree 15 6 Strongly Disagree 10 4 No Opinion 2.5 1 Total responses: 40
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17) NHHS has adequate opportunities to participate in athletic and extracurricular activities. Percentage Responses Strongly Agree 37.5 15 Agree 37.5 15 Disagree 10 4 Strongly Disagree 7.5 3 No Opinion 7.5 3 Total responses: 40
18) NHHS provides my child with adequate access to a qualified counselor. Percentage Responses Strongly Agree 15.4 6 Agree 61.5 24 Disagree 15.4 6 Strongly Disagree 5.1 2 No Opinion 2.6 1 Total responses: 39
19) NHHS teachers are willing to assist my children if they are having difficulties in a class. Percentage Responses Strongly Agree 19.5 8 Agree 56.1 23 Disagree 17.1 7 Strongly Disagree 4.9 2 No Opinion 2.4 1 Total responses: 41
20) NHHS provides my child with adequate access to technology. Percentage Responses Strongly Agree 14.6 6 Agree 51.2 21 Disagree 12.2 5 Strongly Disagree 7.3 3 No Opinion 14.6 6 Total responses: 41
21) Students at all levels of abilities at NHHS are being taught grade level state standards. Percentage Responses Strongly Agree 17.1 7 Agree 39 16 Disagree 7.3 3 Strongly Disagree 2.4 1 No Opinion 34.1 14 Total responses: 41
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22) NHHS's intervention services are adequate. (i.e. Tutoring, Saturday classes, access to support staff) Percentage Responses Strongly Agree 20.5 8 Agree 41 16 Disagree 7.7 3 Strongly Disagree 2.6 1 No Opinion 28.2 11 Total responses: 39
23) I am aware of the strengths of NHHS and the academic challenges at NHHS. Percentage Responses Strongly Agree 17.9 7 Agree 51.3 20 Disagree 17.9 7 Strongly Disagree 2.6 1 No Opinion 10.3 4 Total responses: 39
24) Teachers at NHHS care about my children. Percentage Responses Strongly Agree 24.4 10 Agree 46.3 19 Disagree 9.8 4 Strongly Disagree 9.8 4 No Opinion 9.8 4 Total responses: 41
25) NHHS has a drug problem on campus. Percentage Responses Strongly Agree 12.2 5 Agree 24.4 10 Disagree 24.4 10 Strongly Disagree 7.3 3 No Opinion 31.7 13 Total responses: 41
26) Teachers at NHHS make learning interesting for my children. Percentage Responses Strongly Agree 14.6 6 Agree 58.5 24 Disagree 12.2 5 Strongly Disagree 9.8 4 No Opinion 4.9 2 Total responses: 41
20 North Hollywood High School WASC Self-Study Appendix
27) Do you feel that all the school rules have been adequately communicated to you? (i.e. dress code, reasons why student get suspended from school, classroom expectations, weapon policy, attendance policies, eligibility for participation policies, sexual harassment policy, bullying policy) Percentage Responses Strongly Agree 29.3 12 Agree 51.2 21 Disagree 9.8 4 Strongly Disagree 4.9 2 No Opinion 4.9 2 Total responses: 41
28) Parents feel welcome to visit their children's classes during the school day. Percentage Responses Strongly Agree 17.1 7 Agree 26.8 11 Disagree 9.8 4 Strongly Disagree 12.2 5 No Opinion 34.1 14 Total responses: 41
29) You are provided with class descriptions and procedures by NHHS teachers. Percentage Responses Strongly Agree 35 14 Agree 42.5 17 Disagree 12.5 5 Strongly Disagree 7.5 3 No Opinion 2.5 1 Total responses: 40
30) The children in NHHS classes act at school consistent to the values of respect and decency they learn at home. Percentage Responses Strongly Agree 17.5 7 Agree 47.5 19 Disagree 12.5 5 Strongly Disagree 5 2 No Opinion 17.5 7 Total responses: 40
31) If you were to improve one thing at this school, what would it be? (The last few responses are given. Additional responses available on request.) - NOT eliminating the Arts Programs - they are needed & teach our children irreplaceable characteristics. I am also somewhat concerned about weapons used earlier this year - big concern since I was guaranteed NHHS was the least violent HS in area, whenever I have been at the school or functions there have been a lot of disrespectful children. I believe the teachers should be able to request such students be transferred to avoid violence &/or distraction that takes away from the learning by other students! - More after-school clubs and activity opportunity (chess club with regular competition locally and nationally, swim team, archery club, etc.) - 1. Security should be improved.
21 North Hollywood High School WASC Self-Study Appendix
2. Severe penalties for students who are gang members and repeat offenders. 3. Uniform for students would be a good idea. - more staff - Teacher's communication skills. Fewer students in class rooms. Teacher's who see your child’s weakness and challenge them more. - More teachers and supervision and monitors for classroom TESTING of academics. Too much cheating. - If I was a teacher I would notify immediately to parents if the student(s) failing the class or not doing any homework, not way until parents come to school on open house day. Secondly, better parent communication. - The respect that some teachers show towards some of the students. - I strongly feel that a much stricter dress code needs to be enforced. I feel that a school uniform may help reduce unwanted attention that lead into fights. - More options for completing Foreign Language requirement. More languages need to be offered - Discuss with teachers the importance of a more uniform standard of grading. For example, a student taking AP History in the HGM would receive an A at any other school, or from another teacher for the same course. The weird grading standards applied in the HGM and for some AP courses actually penalize students for taking more challenging courses, and the reality is that those lower grades negatively impact college admissions and a variety of other areas. One example would be that State Farm Insurance Co gives a $400 annual discount to teen drivers who maintain a 3.0 GPA. My teen driver would have a 4.0+ average at another school, or in another program, but because of the seemingly random grading standards imposed by HGM teachers, we cannot receive this discount. The grading also creates an unnecessarily stressful environment in the program, with results such as kids jumping out of windows. Most teachers in the HGM have a sane attitude towards grading; however the few that consistently create problems for students - This is not a great survey. You ask about our experience of children in general at the school, instead of our own child's experience. Also, you could add, "I don't know" as an answer. I don't have enough knowledge of some areas you ask about to give a meaningful answer. It's not that I know and don't have an opinion. - This is not a great survey. You ask about our experience of children in general at th e school, instead of our own child's experience. Also, you could add, "I don't know" as an answer. I don't have enough knowledge of some areas you ask about to give a meaningful answer. It's not that I know and don't have an opinion. - More Communication with Deans and Counselors - I pray to improve the trust relationship between school faculty and students. - take out all the ignorant kids who are just wasting space. - Make more of the district, state, and federal funds available to the school. - More security around campus. - Better technology electives. Better foreign language department. - Better technology electives. Better foreign language department. - Fire bad teachers! Get people in the classroom that know how to teach and want to be there!! - Teachers and staff should give respect to students and parents - cafeteria food - Teachers must show children respect and stop yelling at them like there 2 yr. olds. Teachers must also stop harassing students and bullying students. - more teachers and smaller classroom sizes - Pride and excellence. Higher expectations and challenges for the students to meet, in order to GAIN that pride in SELF! - assignments posted on line - stronger HGM
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- no gangsters!, more discipline, better food in the school - Smaller class sizes, more choices - Reduce class sizes for everyone - smaller classes - Good ole big, long Reports! Forget the poster board/ group participation stuff!!! - Teachers improving communication skills with children. - This is a general comment, rather than an idea to improve one thing. I do not know all the programs there are at NHHS, and it could be that these things I'm talking about are already in place. I am in favor of ROP and school to work programs that teach employment skills, with job shadowing opportunities, and school partnerships with industry, other colleges, and community support. In general this idea can be applied to many of the excellent small learning community concepts that are already in place at NHHS. I would be sure to include an engineering program with strong support from industry and universities. It might be worthwhile to take a survey of what the children’s' goals are, and see if there is a noticeable group whose needs are not being addressed with the small learning communities. (Although this would change from year to year.) Without an appropriate budget, most extras would have to be shelved for the future, but maybe some could be implemented.
32) May we contact you to be part of our accreditation self-study team? (This team has most of their meetings on banked days and after school.) Percentage Responses Yes 23.1 9 No 76.9 30 Total responses: 39
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Appendix D: Parent Survey (In Spanish)
1) Se me ha informado acerca de las calificaciones de las películas antes de su muestra en la clases es un seguro lugar para los estudiantes. Percentage Responses Toltalmente de acuerdo 46.7 7
Estar de acuerdo 20.0 3
Desacuerdo 6.7 1
Totalmente en desacuerdo 20.0 3
Sin Opinion 6.7 1
Total responses: 15
2) NHHS es un seguro lugar para los estudiantes. Percentage Responses
Toltalmente de acuerdo 13.3 2
Estar de acuerdo 73.3 11
Desacuerdo 0.0 0
Totalmente en desacuerdo 0.0 0
Sin Opinion 13.3 2
Total responses: 15
3) La cantidad de policías y seguridad que esta en la escuela es adecuado. Percentage Responses
Toltalmente de acuerdo 12.5 2
Estar de acuerdo 62.5 10
Desacuerdo 12.5 2
Totalmente en desacuerdo 0.0 0
Sin Opinion 12.5 2
Total responses: 16
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4) La disciplina es bastante aplicado para todos los estudiantes. Percentage Responses
Toltalmente de acuerdo 18.8 3
Estar de acuerdo 68.8 11
Desacuerdo 12.5 2
Totalmente en desacuerdo 0.0 0
Sin Opinion 0.0 0
Total responses: 16
5) NHHS personal responde a todos los mensajes dentro de unos días Percentage Responses
Toltalmente de acuerdo 18.8 3
Estar de acuerdo 62.5 10
Desacuerdo 18.8 3
Totalmente en desacuerdo 0.0 0
Sin Opinion 0.0 0
Total responses: 16
6) Estoy para animar y participar en los asuntos de la escuela. Percentage Responses
Toltalmente de acuerdo 31.3 5
Estar de acuerdo 43.8 7
Desacuerdo 0.0 0
Totalmente en desacuerdo 6.3 1 Sin Opinion Sin Opinion 18.8
Total responses: 16
7) Yo uso el Web de la escuela para infórmame sobre lo que esta pasado en NHHS Percentage Responses Toltalmente de acuerdo 20 3 Estar de acuerdo 33.3 5 Desacuerdo 26.7 4 Totalmente en desacuerdo 13.3 2 Sin Opinion 6.7 1
Total responses: 15
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8) Maestros son fácilmente disponible para reunirse con los padres Percentage Responses
Totalmente de acuerdo 18.8 3
Estar de acuerdo 43.8 7
Desacuerdo 25 4
Totalmente en desacuerdo 6.3 1
Sin opinión 6.3 1
Total responses: 16
9) Soy conciente de los progresos que mi hijo/hija hace en el proficency anual los niveles de evaluación en el examen anual del estado de California. Percentage Responses Totalmente de acuerdo 25 4 Estar de acuerdo 68.8 11 Desacuerdo 0 0 Totalmente en desacuerdo 6.3 1 Sin opinión 0 0
Total responses: 16
10) NHHS prepara a los estudiantes para su puesto metas de la escuela de alta. Percentage Responses Totalmente de acuerdo 31.3 5 Estar de acuerdo 56.3 9 Desacuerdo 12.5 2 Totalmente en desacuerdo 0 0 Sin opinión 0 6
Total responses: 16
11) NHHS prepara a los estudiantes con las habilidades y hábitos de estudio que necesitan para ser exitosos en el colegio. Percentage Responses Totalmente de acuerdo 31.3 5 Estar de acuerdo 62.5 10 Desacuerdo 6.3 1 Totalmente en desacuerdo 0 0 Sin opinión 0 0
Total responses: 16
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12) Yo veo que los maestro de NHHS como altamente calificados Percentage Responses Totalmente de acuerdo 14.3 2 Estar de acuerdo 64.3 9 Desacuerdo 14.3 2 Totalmente en desacuerdo 0 0 Sin opinión 7.1 1
Total responses: 14
13) Yo veo a los maestro de NHHS como altamente profesionales Percentage Responses Totalmente de acuerdo 25.0 4 Estar de acuerdo 50.0 8 Desacuerdo 18.8 3 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1
Total responses: 16
14) Las pruebas miden lo que el alumno ha aprendido. Percentage Responses
Totalmente de acuerdo 31.3 5
Estar de acuerdo 56.3 9
Desacuerdo 12.5 2
Totalmente en desacuerdo 0.0 0
Sin opinión 0.0 0
Total responses: 16
15) Los estudiantes de NHHS puede evitar fácilmente un plan de estudios. Percentage Responses
Totalmente de acuerdo 12.5 2
Estar de acuerdo 18.8 3
Desacuerdo 18.8 3
Totalmente en desacuerdo 18.8 3
Sin opinión 31.3 5
Total responses: 16
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16) NHHS maestro tratan a mi hijo/hija con respecto. Percentage Responses Totalmente de acuerdo 43.8 7 Estar de acuerdo 43.8 7 Desacuerdo 6.3 1 Totalmente en desacuerdo 6.3 1 Sin opinión 0.0 0 Total responses: 16
17) NHHS tiene oportunidades adecuadas para participar en las actividades deportivas y otras actividades. Percentage Responses Totalmente de acuerdo 37.5 6 Estar de acuerdo 50.0 8 Desacuerdo 6.3 1 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1 Total responses: 16
18) NHHS proporciona a mi hijo/hija con un consejero calificado. Percentage Responses Totalmente de acuerdo 37.5 6 Estar de acuerdo 43.8 7 Desacuerdo 12.5 2 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1 Total responses: 16
19) NHHS maestro están dispuestos a ayudar a mi hijo/hija si tienen dificultades en una clase. Percentage Responses Totalmente de acuerdo 43.8 7 Estar de acuerdo 50.0 8 Desacuerdo 0.0 0 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1 Total responses: 16
20) NHHS proporciona a mi hijo con un acceso adecuado a la tecnología. Percentage Responses Totalmente de acuerdo 25.0 4 Estar de acuerdo 62.5 10 Desacuerdo 0.0 0 Totalmente en desacuerdo 0.0 0 Sin opinión 12.5 2 Total responses: 16
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21) Estudiantes están en los niveles de habilidades en NHHS se les enseña las normas de nivel de grado del estado. Percentage Responses Totalmente de acuerdo 12.5 2 Estar de acuerdo 75.0 12 Desacuerdo 6.3 1 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1 Total responses: 16
22) NHHS las intervenciones de los servicios son adecuados (tutorías, clases de sábado, el acceso el personal de apoyo) Percentage Responses Totalmente de acuerdo 31.3 5 Estar de acuerdo 56.3 9 Desacuerdo 0.0 0 Totalmente en desacuerdo 0.0 0 Sin opinión 12.5 2 Total responses: 16
23) Estoy consciente de las ventajas de NHHS y los retos académicos en la escuela NHHS. Percentage Responses Totalmente de acuerdo 31.3 5 Estar de acuerdo 56.3 9 Desacuerdo 0.0 0 Totalmente en desacuerdo 6.3 1 Sin opinión 6.3 1 Total responses: 16
24) Los maestros de NHHS se preocupan por su hijo/hija. Percentage Responses Totalmente de acuerdo 18.8 3 Estar de acuerdo 62.5 10 Desacuerdo 12.5 2 Totalmente en desacuerdo 0.0 0 Sin opinión 6.3 1 Total responses: 16
25) NHHS has a drug problem on campus. Percentage Responses Totalmente de acuerdo 12.5 2 Estar de acuerdo 18.8 3 Desacuerdo 31.3 5 Totalmente en desacuerdo 12.5 2 Sin opinión 25.0 4 Total responses: 16
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26) Los maestros de NHHS hacen que el aprendizaje sea interesante para los estudiantes. Percentage Responses Totalmente de acuerdo 12.5 2 Estar de acuerdo 62.5 10 Desacuerdo 12.5 2 Totalmente en desacuerdo 0.0 0 Sin opinión 12.5 2 Total responses: 16
27) Usted siete que las reglas de la escuela han sido adecuadamente comunicado a usted( código de vestuario, razón por la cual los estudiantes obtener suspendido de la escuela, de armas, la asistencia, el derecho a la participación, el acoso sexual, la intimidación) Percentage Responses Totalmente de acuerdo 40.0 6 Estar de acuerdo 46.7 7 Desacuerdo 0.0 0 Totalmente en desacuerdo 13.3 2 Sin opinión 0.0 0 Total responses: 15
28) Los padres se sientan bienvenidos a visitar a sus hijos a clases durante el día escolar. Percentage Responses Totalmente de acuerdo 25.0 4 Estar de acuerdo 43.8 7 Desacuerdo 6.3 1 Totalmente en desacuerdo 6.3 1 Sin opinión 18.8 3 Total responses: 16
29) Se le proporciona descripción de la clase y los procedimientos de la clase. Percentage Responses Totalmente de acuerdo 31.3 5 Estar de acuerdo 50.0 8 Desacuerdo 6.3 1 Totalmente en desacuerdo 0.0 0 Sin opinión 12.5 2 Total responses: 16
30) Los niños de NHHS actúan en clases de la escuela con los valores de respeto y la decencia que aprenden en casa. Percentage Responses Totalmente de acuerdo 12.5 2 Estar de acuerdo 56.3 9 Desacuerdo 12.5 2 Totalmente en desacuerdo 6.3 1 Sin opinión 12.5 2 Total responses: 16
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31) Si tuviera que mejorar algo en esta escuela que seria? (The last few responses are given. Additional responses available on request.) - lo que seria es dar mas comida saludable y que pongan mas security para que los estudiantes no se vayan fuera de la escuela. - No teacher returns any of my student's tests, or projects. I see no teacher comments, have no sense of where I need to intervene and teach my child what the faculty has missed. No papers going home = DROPOUT. (i.e., slammed the door in the parent's face) I am stuck with the best the teacher can do when I am as smart and able as the teacher, or more so. - estar mas pendientes de los estudiantes y que ellos se preocupen de sus clases. - tal vez la limpieza o el codigo de vestir aunque se que es dificil
32) Podemos comunicarnos con usted a formar parte de nuestro propio equipo de acreditación de estudios? (Estos equipos tienen la mayoría de sus reuniones en los días de banco y después de la escuela.) Si No Percentage Responses Si 66.7 10 No 33.3 5 Total responses: 15
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Appendix E: Faculty Survey Data and Results
1) What Small Learning Community are you in? Percentage Responses 9th. Grade Academy 17.9 12 ABLE 6 4 TCA 1.5 1 Zoo Magnet 4.5 3 Highly Gifted Magnet 7.5 5 HomeE 11.9 8 SMCA 11.9 8 Social Justice 6 4 SAS 13.4 9 EMA 19.4 13 Total responses: 67
2) How well would you rate the way that this team of teachers in your SLC works together? Percentage Responses Excellent 34.3 23 Very Good 40.3 27 Adequately 16.4 11 Poorly 9 6 Total responses: 67
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3) If you feel that this team of teachers in your SLC could improve as a team, what do you suggest? (The last few responses are given. Additional responses available on request.) Share informations about certain students who are not performing well to help them succeed Will have to consider that further and get back to you... More time to meet with each other. More pure classes MORE PLANNING TIME We work very well. we are a good team we great leaders As a passport teacher, I have visited 3 SLCs in the past few years. I believe that the professional development could be improved using proven strategies. We should continue to apply Lauren Resnick's Principals of Learning. More collaborative time. A REAL multi-day off-site retreat to develop mission clarity and long term planning. There hasn't been a lot of time for all of us to meet and collaborate. Most of the time that has been allocated during bank time has been consumed by accreditation. If the SLC is supposed to meet on their own time well, it's not happening nor do I believe it should. Openness to collaboration; professionalism in meeting behavior; buy-in to agreed upon terms of academy, i.e. Humanitas: teaching in a interdisciplinary, cross-curricular manner Teachers have to be willing to give up some time to meet together so that we can develop thematic units which are now at the core of the Humanitas SAS program. Teachers should be associated with one academy. Expectations for teacher collaboration should be clear and enforced. We do a great job; we're just understaffed. Bring in a psychologist to resolve some issues between a few teachers, or replace a teacher or two. Allow teachers to use Banked day meeting time to collaborate on cross-curricular projects and discuss plans for addressing intractable behavior problems in the 9th grade. I feel we need to make a concerted effort at intervention.-we lack adequate time for this. I think the teachers are organized and communicate well. Willingness to listen, work collaboratively and submit one's ego.
4) What subject area department are you in? Percentage Responses Art 1.6 1 Computers 1.6 1 English 23 14 ESL 4.9 3 Foreign Language 8.2 5 Health/Life Skills 0 0 Industrial Education 0 0 Math 19.7 12 Music 3.3 2 PE 6.6 4 Science 14.8 9 Social Science 4.9 3 Special Education 11.5 7 Student Support (ie. deans, counselors) 0 0 Total responses: 61
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5) How well would you rate the way that this team of teachers in your subject area department works together? Percentage Responses Excellent 32.8 21 Very Good 28.1 18 Adequately 28.1 18 Poorly 10.9 7 Total responses: 64
6) If you feel that this team of teachers in your Department could improve as a team, what do you suggest? (The last few responses are given. Additional responses available on request.) - MEET AND EXCHANGE THE BEST PRACTICES AND HELP EACH OTHER AND LEARN FROM EACH OTHER - Have to give that further consideration... - follow the books that had been assigned by LAUSD/ government - Certain teachers in our department need to be team players and not worry about the numbers. - We support each other all the time, but we need to share more tea ching techniques and lesson plans that work in our SLC. - We are getting better every day. We have more curriculum to offer the students with improved facilities. - NO SUGGESTIONS, WE ALL ARE GREAT TEAM - we do our best - continue working on implementing common lessons, observing fellow teachers present the material and then discuss successes and misconceptions. - Work together as a team on common tests, lessons. work on peer teaching - More participation. Better attendance at department meetings. More follow-throughs on ideas and strategies. - a retreat - Allow teachers to use Banked day meeting time to plan common lessons.
7) By the first 10 week report card, how many parents have you contacted "in writing" regarding their child's success or lack of success in your class. Percentage Responses less than 5 62.9 39 6 to 10 12.9 8 11 to 15 6.5 4 16 to 20 3.2 2 more than 20 14.5 9 Total responses: 62
8) By the first 10 week report card, how many parents have you contacted "by phone and spoken to" regarding their child's success or lack of success in your class. Percentage Responses 6 to 10 17.5 11 11 to 15 15.9 10 16 to 20 6.3 4 more than 20 19 12 Total responses: 63
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9) Rate how safe you feel safe at NHHS. Percentage Responses 1 - Not Save 4.4 3 2 4.4 3 3 29.4 20 4 36.8 25 5 - Very Safe 25 17 Total responses: 68
10) Rate how well you believe your maintenance staff keeps your room in a clean condition. Percentage Responses 1 Poor Job 22.4 15 2 26.9 18 3 29.9 20 4 13.4 9 5 Excellent Job 7.5 5 Total responses: 67
11) Rate how well you believe your maintenance staff keeps the buildings at our school in a clean condition. Percentage Responses 1 Poor Job 13.6 9 2 25.8 17 3 34.8 23 4 18.2 12 5 Excellent Job 7.6 5 Total responses: 66
12) Rate how well you believe your maintenance staff keeps the school grounds at our school in a clean condition. Percentage Responses 1 Poor Job 9 6 2 14.9 10 3 49.3 33 4 14.9 10 5 Excellent Job 11.9 8 Total responses: 67
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13) If you have a suggestion on how the cleanliness of the school could improve, please offer any helpful suggestion. (The last few responses are given. Additional responses available on request.) - MAKE THE STUDENT FEEL THE SCHOOL IS THEIR SECOND HOME AND IT IS THEIR RESPONSIBILITY TO KEEP IT CLEAN AT LEAST NOT THROWING DIRT ON THE FLOOR OR PICKING UP ANY TRASH IN THEIR WAY - CLEAN CLASSROOMS ON A DAILY BASIS. SWEEP DAILY. - MORE CUSTODIANS OR MORE HOURS - I admire their work. - I realize that you have lost a few people. But I can point out to you graffiti that has not been removed for years. Excellence requires paying attention to details. I don't think that you do this very well. For instance, I was here very early this morning. Why was there gum stuck on the wall near the counseling office? The reason is simply that someone who cleaned this building did not notice it. - An excessive amount of garbage around the field areas. - I realize this may be a contract issue, but we need to be quicker at covering up tagging with paint so as to discourage its future use (if possible). Having to wait days/weeks for LAUSD to send a painter only serves the purpose of the taggers, which is to be seen. Also, many of the rooms have tagging that also need to be painted over, not all of them just white in color (i.e. gray, blue). - They are doing fine. - I AM SURE OUR PLAN MANAGER IS WORKING VERY HARD. - keep tagging covered - Get the kids to pick up after themselves. - n/a - set up days for each building clean up - More wet-mopping of tiled-floor classrooms. - SWEEP THE FLOORS AND MOP OCCASIONALLY - With a crew that has suffered cutbacks in personnel, what can one expect? - More supervision of the night crew. - Tagging should be painted over or removed immediately. - More Trash Cans, More Recycle Cans, More cleaning circuits on fields and in pe areas (weight rooms, fitness center), - My classroom have been swept only twice since the start of this semester, Sept. 8, 2009. It was also swept after repeated complaints to the Custodians and an Administrator. Other teachers in the dept. have complained about the same problem. - The school is dirty ... but there isn't enough staff and the students do not help. We do not have a standard for cleanliness at the school. Visit Walter Reed and see what a clean school looks like. Especially the bathrooms. - Instead of suspending students have them come in after school or on Saturdays and scrub this place down. - I suspect the custodial department is badly understaffed, which is why I don't complain much. I'm not sure there's much more that they can realistically do. - Video surveillance (like other schools have) to catch people littering, as well as ditching, tagging and loitering - Establish a culture of cleanliness and good citizenship so that the students feel they should keep their school clean...that it is the honorable thing to do. - Hiring more people would be great but it doesn't seem possible right now due to the budget cuts. - Sanitize the restrooms more often. - Student responsibility is the key. Set the example in your class and hold each class responsible for leaving the room clean and desks in order. How many of us could do a better job of cleaning our own room.
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14) Does our teaching staff have adequate time for collaboration? Percentage Responses 1. Far from enough time 52.2 35 2. Close to enough time 19.4 13 3. Enough time. 17.9 12 4. More than enough time 10.4 7 Total responses: 67
15) Rate our faculty's attitude on continuous improvement? Percentage Responses 1. Extremely low 6 4 2. Low 17.9 12 3. Average 49.3 33 4. High 23.9 16 5. Extremely high 3 2 Total responses: 67
16) To what degree are school rules well defined and communicated to our students? Percentage Responses Extremely not well defined and communicated 11.9 8 Not well defined and communicated 34.3 23 Adequately defined and communicated 37.3 25 Very adequately defined and communicated 11.9 8 Extremely well defined and communicated 4.5 3 Total responses: 67
17) How often do you grant students permission to use a hall pass each day? Percentage Responses 0 to 1 30.2 19 2 to 3 42.9 27 4 to 5 14.3 9 6 to 7 3.2 2 8 to 10 7.9 5 more than 10 1.6 1 Total responses: 63
18) Do you feel that our school adequately provides special needs students access to a rigorous standards based curriculum? Percentage Responses Yes 78.1 50 No 21.9 14 Total responses: 64
19) As a teacher at NHHS, have you had the opportunity to teach the classes that you want? Percentage Responses Never 4.7 3 Sometimes 34.4 22 Most of the time 37.5 24 Always 23.4 15 Total responses: 64
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20) Do that you feel that small learning communities are developing a spirit of teamwork among students that results in greater academic achievement? Percentage Responses I see no difference in achievement. 11.9 8 I see little difference in achievement. 52.2 35 I see a lot of difference in achievement. 26.9 18 I see a great deal of difference in achievement. 9 6 Total responses: 67
21) Are you involved with students as a club sponsor, advisor, or some other way that supports extracurricular activities? Percentage Responses Yes 52.2 35 No 47.8 32 Total responses: 67
22) Last year, did you refer any students to the impact program? Percentage Responses Yes 45.5 30 No 54.5 36 Total responses: 66
23) How often are students in your classes asked to complete classroom assignments by collaborating with other students? Percentage Responses Never 3.3 2 Sometimes 47.5 29 Frequently 44.3 27 Always 4.9 3 Total responses: 61
24) How often do you assign homework? Percentage Responses
1 or less times a week 23.3 14 2 or 3 times a week 33.3 20 more than 3 times a week 43.3 26 Total responses: 60
25) What percentage of the homework that you assigned is actually completed by your students? Percentage Responses Less than 30% 16.4 10 over 30% but less than 50% 21.3 13 between 50% and 75% 41 25 above 75% 21.3 13 Total responses: 61
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26) How often do you bring a class to the school library/media center? Percentage Responses Not at all 40.3 25 Less than 5 days a year 43.5 27 Between 6 to 10 days a year 8.1 5 Over 10 days a year 8.1 5 Total responses: 62
27) Rate how well you feel that the teachers at this school work together to insure that the school is an orderly place that nurtures learning? Percentage Responses Not very well 9 6 Somewhat 41.8 28 Adequately 35.8 24 Very good 13.4 9 Extremely well 0 0 Total responses: 67
28) On a scale of 1 to 5, rate how well do you believe that current educational research and thinking is shared, discussed, implemented, and reflected upon by our staff? Percentage Responses 1. Low 16.9 11 2 24.6 16 3 33.8 22 4 18.5 12 5. High 6.2 4 Total responses: 65
29) On a scale of 1 to 5, rate the overall ethical values and behaviors demonstrated by students? Percentage Responses 1. Low ethical values 17.6 12 2 27.9 19 3 42.6 29 4 10.3 7 5. Very high ethical values 1.5 1 Total responses: 68
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Appendix F: Student School Culture Survey (234 Students Surveyed)
1) Have you ever visited the college center? Yes No All Students 72.2 27.8 9th Grade 20 80 10th Grade 33.3 66.7 11th Grade 91.8 8.2 12th Grade 88.2 11.8
2) Have you made a SERIOUS DECISION that you plan on going to college and are working to accomplish that goal while in high school?
Yes No All Students 72.6 27.4 9th Grade 62.5 37.5 10th Grade 72.7 27.3 11th Grade 71.8 28.2 12th Grade 78.9 21.1
3) Do your parents encourage you to think about going to college? They have never really We talk about it discussed it. occasionally. We talk about it often. All Students 8.1 46.5 45.4 9th Grade 7.5 37.5 55 10th Grade 18.2 36.4 45.4 11th Grade 9.2 49.5 41.3 12th Grade 2.6 51.3 46.1
4) How much time do you spend doing homework each day? Between 30 Less than 30 minutes and a Over a hour but minutes hour less than 2 hours Over 2 hours All Students 23.4 44.5 19.2 12.9 9th Grade 28.2 38.5 25.6 7.7 10th Grade 19.4 45.2 16.1 19.3 11th Grade 16.4 49.1 19.1 15.4 12th Grade 32.9 40.8 17.1 9.2
5) This year, how many of your teachers refer to the Expected School wide Learning Results (ESLR's) during your instructional time with them? 1 2 3 4 5 6 All Students 57.9 16.6 11.7 7.3 1.6 4.9 9th Grade 68.4 10.5 15.8 2.6 0 2.7 10th Grade 48.3 20.7 17.2 6.9 3.4 3.5 11th Grade 62 11.1 7.4 11.1 1 7.4 12th Grade 50 26.4 13.8 4.2 2.8 2.8
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6) How many teachers expect that you use technology to do the work for their class? 0 1 2 3 4 5 All Students 21.5 29.3 21.1 16.4 3.9 3.9 9th Grade 18.4 28.9 23.7 18.4 5.3 5.3 10th Grade 24.2 18.2 18.2 21.2 12.2 3 11th Grade 25.5 27.3 22.7 13.6 0.9 4.5 12th Grade 16 37.3 18.7 17.3 4 2.7
7). Do you believe that NHHS promotes a culture of success? 1. To an 3. To an 5. To an extremely low 2. To a low adequate 4. To a high extremely high extent extent extent extent extent All Students 6.2 12.1 53.7 23.3 4.7 9th Grade 5.3 13.2 68.4 10.5 2.6 10th Grade 12.1 9.1 42.4 30.3 6.1 11th Grade 4.5 12.7 52.7 23.6 6.5 12th Grade 6.6 11.8 52.6 26.3 2.7
8) Have you attended a campus club meeting more than once this year? Yes No All Students 32.4 67.6 9th Grade 12.8 87.2 10th Grade 24.2 75.8 11th Grade 35.8 64.2 12th Grade 41.3 58.7
9) Do you feel that you were placed in the proper classes at the beginning of the year?
Yes No All Students 66.8 33.2 9th Grade 55 45 10th Grade 60.6 39.4 11th Grade 65.5 34.5 12th Grade 77.6 22.4
10) To what extent do you feel challenged in your current classes? Challenged to Challenged to an extremely Challenged to Adequately Challenged to an extremely small degree small degree challenged a high degree high degree All Students 5.8 15.1 52.3 17.4 9.4 9th Grade 10.3 15.4 53.8 17.9 2.6 10th Grade 9.1 15.2 48.5 15.2 12 11th Grade 3.6 16.4 47.3 18.2 14.5 12th Grade 5.3 13.2 60.5 17.1 3.9
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11) While in class, do you feel that you receive adequate support by your teacher and/or other students so that you can learn the required state standards? Strongly Sometimes I disagree Disagree would agree Agree Strongly agree All Students 3.5 10 38.8 38.4 9.3 9th Grade 7.5 17.5 40 22.5 12.5 10th Grade 6.1 9.1 42.4 30.3 12.1 11th Grade 1.8 10.9 41.8 38.2 7.3 12th Grade 2.7 5.3 32 50.7 9.3
12) Do you have a plan for yourself when you graduate from high school? (Choose what best applies to you.) I don't know what job I would I don't like, so I'll know the go to exact job I I know the college want so I'll exact job I until I I really I know the go to a want so I'm figure it don't think I'll get a job exact job I trade going to out. about it. somewhere. want. school. college. All Students 7 8.1 8.9 3.9 45.7 26.4 9th Grade 2.6 10.3 7.7 2.6 48.7 28.1 10 th Grade 6.3 12.5 9.4 3 43.8 25 11th Grade 10.9 8.2 10 3.6 37.3 30 12th Grade 2.6 5.3 7.9 5.3 57.9 21
13) How many of your teachers give you extra time before school, nutrition, lunch time, or after school to finish assignments or makeup tests? 0 1 2 3 4 5 6 All Students 7.8 16.7 26.5 24.9 8.9 8.6 6.6 9th Grade 18 25.6 25.6 18 5.1 5.1 2.6 10th Grade 15.6 12.5 18.8 21.9 15.6 12.5 3.1 11th Grade 2.7 13.6 31.9 22.7 9.1 10.9 9.1 12th Grade 6.6 18.4 22.3 32.9 7.9 5.3 6.6
14) During a typical school day, what best describes the amount of time that you work with other students to do assignments? Most of the Seldom Very little A little A lot Time All Students 9.3 21 44.7 18.7 6.3 9th Grade 7.7 30.8 51.3 2.6 7.6 10th Grade 3 27.3 45.5 15.2 9 11th Grade 10.9 17.3 44.5 20 7.3 12th Grade 10.7 18.7 41.3 26.7 2.6
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15) If you have a problem at school, do you feel that you have an adult that you can discuss the problem with? Yes No All Students 58.6 41.4 9th Grade 52.8 47.2 10th Grade 46.9 53.1 11th Grade 54.5 45.5 12th Grade 72.6 27.4
16) If you have a problem outside of school, is there an adult on campus that you would discuss it with? Yes No All Students 43.2 56.8 9th Grade 45 55 10th Grade 33.3 66.7 11th Grade 40.9 59.1 12th Grade 50 50
17) Rate the cleanliness of your classrooms? 1. I am very 2. I am 4. I am 5. I am very dissatisfied dissatisfied 3. They are satisfied with satisfied with with the with their adequately their their cleanliness. cleanliness cleaned. cleanliness. cleanliness. All Students 7.8 13.2 47.9 25.3 5.8 9th Grade 13.2 18.4 42.1 18.4 7.9 10th Grade 9.1 12.1 42.4 24.2 12.2 11th Grade 7.3 9.1 53.6 24.5 5.5 12th Grade 5.3 17.1 44.7 30.3 2.6
18) Rate the cleanliness of your campus (everything outside of your classrooms)? 1. I am very 2. I am 4. I am 5. I am very dissatisfied dissatisfied 3. They are satisfied with satisfied with with the with their adequately their their cleanliness. cleanliness cleaned. cleanliness. cleanliness. All Students 12.1 23.8 46.1 16 2 9th Grade 12.8 30.8 43.6 12.8 0 10th Grade 15.6 25 43.8 15.6 0 11th Grade 11.8 20.9 50 14.5 2.8 12th Grade 10.7 24 42.7 20 2.6
19) If you are not satisfied with the cleanliness of our campus, what do you believe causes it to not be up to your desired standards? (Check all that apply.) This question does not apply We don't have There are way to me. I am Many students enough too many satisfied with The custodians don't do their custodians to students who the cleanliness don't clean it part to keep it get the job vandalize our of the campus. well. clean. done. campus. All Students 12.2 3.6 46.8 9.1 28.3 9th Grade 14.3 9.5 42.9 9.5 23.8 10th Grade 10 4 46 12 28 11th Grade 13.7 2.6 49.7 7.2 26.8 12th Grade 10.1 1.7 45.4 10 32.8
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20) This week, have you properly thrown away your trash while on campus? Yes No All Students 89.5 10.5 9th Grade 66.7 33.3 10th Grade 81.2 18.8 11th Grade 94.5 5.5 12th Grade 97.4 2.6
21) Which statement best describes how you come prepared to your classes with the required materials? (ie. books, paper, pens, handouts provided by the teacher) 1. I seldom 2. I sometimes 3. I normally bring the bring the bring the 4. I bring what 5. I always things I need things I need things I need I need just bring what I for class. for class. for class. about always. need to class. All Students 4 8.7 21.3 27.3 38.7 9th Grade 5.1 10.3 35.9 23.1 25.6 10th Grade 0 10 23.3 23.3 43.4 11th Grade 3.7 13 17.6 31.5 34.2 12th Grade 5.3 1.3 18.4 25 50
22) Which best describes your satisfaction about the condition of the textbooks that your are checked out and use as class sets at NHHS. 5. They are in 1. They are in 3. They are in 4. They are in extremely extremely poor 2. They are in adequate very good good condition. poor condition. condition. condition. condition. All Students 3.9 20.7 48 23.4 4 9th Grade 2.6 23.1 48.7 17.9 7.7 10th Grade 0 18.7 46.9 25 9.4 11th Grade 5.5 26.6 45.9 18.3 3.7 12th Grade 3.9 11.8 51.3 33 0
23) How would you rate our student's level of respect shown toward teachers? Extremely Extremely poor Very poor Adequate Very high high All Students 9.3 22 57.9 8.5 2.3 9th Grade 12.5 20 52.5 15 0 10th Grade 6.1 24.2 48.5 15.2 6 11th Grade 9.1 20.9 60.9 6.4 2.7 12th Grade 9.2 23.7 60.5 5.3 1.3
24) Which statements describe your use of profanity while on campus. (Check all that apply.) I use it at I use it at I use it school but school and I use it inside and not in the in the I don't use I use it outside of outside of presence of presence of it. seldom. class. class. my parents. my parents. All Students 26 24.1 22.3 10 10.2 7.4 9th Grade 22 28 22 8 10 10 10th Grade 18.4 18.4 15.8 18.4 13.2 15.8 11th Grade 34.3 18.2 21.9 9.5 9.5 6.6 12th Grade 19.4 32.7 25.5 8.2 10.2 4
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25) Do you feel that all the school rules have been adequately communicated to you? (i.e. dress code, reasons why student get suspended from school, classroom expectations, weapon policy, attendance policies, eligibility for participation policies, sexual harassment policy, bullying policy) My school has done an My school has done a My school does a great adequately good job job communicating communicated rules/ communicating rules/ rules/ expectations to expectations to me. expectations to me. me All Students 27.9 51.2 20.9 9th Grade 33.3 41 25.7 10th Grade 27.3 48.5 24.2 11th Grade 30.9 52.7 16.4 12th Grade 21 55.3 23.7
26) How often do the teachers at NHHS refer to the state standards they are addressing in their instruction? 1. Almost 5. Very never 2 Seldom 3 Regularly 4. Quite often frequently All Students 12 26.3 35.7 21.3 4.7 9th Grade 17.9 30.8 33.3 15.4 2.6 10th Grade 6.1 27.3 42.4 21.2 3 11th Grade 11.8 22.7 41.8 19.1 4.6 12th Grade 11.8 29 25 27.6 6.6
27) Do you believe your teachers care about you? 1. None of 2. Very few of 3. About half 4. Most of them them of them them 5. All of them All Students 7.8 29.8 26 24.8 11.6 9th Grade 10.3 43.6 20.5 15.3 10.3 10th Grade 21.2 24.2 24.2 18.2 12.2 11th Grade 7.3 25.4 30.9 25.5 10.9 12th Grade 1.3 31.6 22.3 31.6 13.2
28) When your teachers are absent, in general how much learning takes place in your classes? 3. The same amount as 4. More than 5. A lot more when my when my than when my 1. Almost normal teacher teacher is not teacher is not none 2. Very little is at school absent absent. All Students 19.5 47.5 30 2.2 0.8 9th Grade 12.8 64.1 17.9 2.6 2.6 10th Grade 24.2 30.3 36.4 6.1 3 11th Grade 17.4 43.2 37.6 1.8 0 12th Grade 23.7 52.6 22.4 1.3 0
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29) Do your teachers know your name?
1. None of 2. A few of 3. About half 4. More than them them of them half of them 5. All of them All Students 1.2 12.8 14.4 30.7 40.9 9th Grade 2.6 23.1 15.4 23 35.9 10th Grade 0 12.5 9.4 28.1 50 11th Grade 0.9 12.7 21 32.7 32.7 12th Grade 1.3 7.9 6.6 32.9 51.3
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Appendix G: Teacher ESLR Survey Teachers were surveyed and asked which ESLRs they emphasized in their classes.
ESRL Most Second Most Emphasized Emphasized Motivated, self-directed learners who take responsibility for 18.6% (16) 11.7% (7) their own learning Critical thinkers who are able to locate, analyze, evaluate, 14.0% (12) 13.3% 0% (8) and synthesize information through independent and/or cooperative efforts Academic Achievers who meet or exceed the California 10.5% (9) 8.3% (5) State Standards in your content area. Culturally sensitive and respectful individuals who 7.0% (6) 3.3% 0% (2) demonstrate common courtesy and show respect for others Accomplished communicators who write clearly and 5.8% (5) 1.7% 0% (1) effectively Critical thinkers who are capable of applying problem 4.7% (4) 8.3 0% (5) solving strategies to real life scenarios Motivated, self-directed learners who are life-long 4.7% (4) 6.7% (4) learners Motivated, self-directed learners who establish informed 4.7% (4) 5.0% (3) responsible personal and professional goals Responsible citizens take responsibility for their own 3.5% (3) 10% 0% (6) actions Culturally sensitive and respectful individuals who 3.5% (3) 1.7% 0% (1) contribute time, energy, and talents to improve the quality of life for themselves, their community, and nation Responsible citizens who demonstrate positive and 3.5% (3) 1.7% 0% (1) productive citizenship Accomplished communicators who demonstrate the ability 3.5% (3) 0% 0% (0) to use computers and current technology Accomplished communicators who answer questions in 3.5% (3) 0% (0) complete sentences Culturally sensitive and respectful individuals who 2.3% (2) 11.7% (7) demonstrate knowledge of diverse cultures that foster tolerance for individual differences Accomplished communicators who read with 2.3% (2) 3.3% (2) comprehension Motivated, self-directed learners who understand and apply 2.3% (2) 1.7% (1) time management skills Responsible citizens behave ethically and responsibly 2.3% (2) 5.0% 0% (3) Accomplished communicators who demonstrate the ability 1.2% (1) 6.7% (4) to effectively communicate through art, music, drama or dance with a variety of audiences Culturally sensitive and respectful individuals who 1.2% (1) 0% (0) demonstrate respect for the school environment Accomplished communicators who demonstrate active 1.2% (1) 0% (0) listening skills
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On the survey, teachers were asked, “What specific thing do you do with your students that emphasizes the two ESLRs that you use most in your classes?” These are their responses:
• I teach the LAUSD mandated course of study emphasizing California standards. • Motivated, self-directed learners who take responsibility for their own learning • I talk about ESLRs a lot in my classes. Generation Y likes to be given reasons for what we are asking them to do. In my Intro. to Computers class, I work with my students on understanding: what makes a good sentences, problems with sentence fragments, and problems with run-on sentences. This makes up 10% of the grade in the class. This is a lot of additional work for me. The easy road would be to only instruct them on using a computer. However, I believe it is my responsibility to prepare my students for the business world and college. These arenas will require that they write clearly. The state standards that I work on are WELC 1.2 "understand sentence construction and proper English usage and WELC 1.1 "identify and correctly use clauses and phrases." I also feel that it is my responsibility to assist my colleagues by supporting foundational skills that students need in every class. Many of them have told me that the things that I do with my students help their students understand the concepts that they are working with them on. • Appropriate greetings or approach methods when speaking to another individual who is less familiar. • Lecture on the difference between intrinsic and extrinsic motivation, and allow students to make many team oriented and individual decisions as to the outcome of their grade. • Pair shares • Motivation • Monitor my students' overall personal and academic progress throughout the year, providing counsel, instruction, and direction (e.g. assigning after-school tutoring, Impact, etc.) in an effort to improve their inter-personal and instructional abilities to succeed in life. • I do a lot of group collaboration with my students that involve individual accountability. • Frequent classroom discussion and daily journal writing. • Journal writings and classroom discussion • Being responsible • I teach the LAUSD mandated course of study emphasizing Cal standards. • Pair shares • We use culturally sensitive subjects to focus the learning of all students • Literary circles, peer evaluations, individual report of information • Teach them to write. • We always keep vocabulary journal and I have noticed that it works well with the low achieving students analyze and break down problems more easily.
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• I do my lessons in a way that incorporate higher level questions, because these are the types of questions that help students analyze and apply their knowledge. Also when asking questions, I give students plenty amount of time to analyze the question, have student to student interaction before accepting responses • I require my students to answer in complete sentences and to use the content vocabulary • Self-assessments after every major writing assignment as well as long-term independent projects throughout the school year. • Have the students keep a record of their grades and remind them that their grade is what they have learned and that they can achieve. • Provide clear expectations; emphasize the value of critical thinking. • Give them study guides we fill out together for tests that they are responsible for studying. • In science, we do research with every topic they read of study. I asked them their findings in addition to what they read. Then, they make presentations on a poster to inform others about the new findings. • Using graphic organizers Lesson summary • They work on short warm up exercises based on the reading material. Then I have the students answer them in complete sentences when we review the questions as a class. • I assess them based on their own notes and connect their newly acquired knowledge to prior experiences and make a different understanding than anyone else in the room. • Practice, time management and motivation skills. • I try to talk with them about the ESLRs and why they are important. • Direct students to take responsibility to meet all graduation requirements. • Socratic questioning; classroom discussion; group projects; literary circles; collaborative presentations • Students are responsible for calculating their grades, assessing the quality of their work, and reflection on ways to improve. • Teaching students to solve equations and teaching students to express their ideas clearly while providing evidence to support their positions is a way that is lucid and allows the student to feel a sense of value in their accomplishment of an task at hand. There is no price you can attach to that feeling of self-revelation and value! • Lecture; assign projects emphasizing that we are all citizens of planet earth and we are either “part of the solution, or part of the problem.” • Not only do I prepare students for the district periodic assessments, but I engineer exercises so that students must respond to literature in writing. I also try to tie material read to real life. In addition, I provide students with cogent questions about what they have read. • Interdisciplinary Essays • Make sure we cover all standards.
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• Nothing. I teach my subject matter, and I teach it rigorously to a very high academic standard. I have never mentioned the ESLRs in my classroom, and never will. They are wastes of time that distract from instruction. It is more productive to teach subject matter than slogans. • I assign homework to my AP chemistry students on an almost daily basis. • Inquiry based labs, constructing analogies, Science Article Reviews, problem solving. • Show respect and courtesy • Center on the writing process at one time during every lesson. • I model effective problem solving skills to my students. I provide them with the tools for success. • Pester, cajole, brow-beat, hound, coax, needle, beguile, inveigle and even encourage students to take responsibility for their learning. • Teach students to develop and apply logical and critical thinking skills and to formulate long-range goals. • Lab. experiments, group work, projects • Every time we read a story, an article or we are engaged in a conversation, I ask the students questions with the intention of making them aware of the importance of really knowing what they are saying such as expressing an opinion, stating a position, etc. I direct them to think rather than provide automatic answers. • I cover the required standards. Students do daily warm-ups, homework assignments, and weekly tests to master the standards. I further review the standards with them. • I like to break down problems into smaller, more manageable tasks. • They must maintain a notebook with 1.a list of all their grades 2. daily agendas 3. notes 4. class and home work 5. all graded work • I hold students responsible for their learning and emphasize that there are both consequences and rewards for their actions. • Every thing I do addresses in one way or another the ESLRs • Read their work and make sure it is written clearly and neatly. • I talk to students about setting individual incremental goals for improving their physical fitness. For instance I will tell students, "It does not matter what the person next to you, or what your friend in another class, or what your older brother or sister did in my class 2 years ago; you have to work to improve your fitness. It does not matter what others can do. • Assignments/projects in which students research various topics and analyze documents/sources to come up with an informed opinion/answer on the topic. • I expect everyone to respect and treat their fellow students in class with dignity. No one is permitted to put anyone down. I don't allow anyone to use profanity or inappropriate language. • Encourage them to do their best because they should always try to do their best. • Motivated, self-directed learners who establish informed responsible personal and professional goals • Library research. Paper writing. Large and small group discussion.
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• Library trips to do research. Paper writing. Large and small group discussion. • I post the CA Content Standards on the board for the students to see. • Daily motivation • Direct counseling and intervention with students, pinpointing areas of concern that reflect their need to logically evaluate and accept 'their' responsibility in a given situation as well the means to potentially learn from those mistakes so as not to repeat them (i.e. behavioral, social, academics, etc.). • Allow students to own the grade they earn, by constantly reminding them that I only record the grade that they earn, and allow them the freedom to chose what they earn. • Emphasize the relevance of life long learning of activities that pertain to the realm of physical activity to prevent diseases/disorders that may occur later in life. • In my Information Processing, we work with the Excel program. While doing this, I develop help my students to develop their ability to work with percentages. We work on statistical problems of three types: percent of a whole, percent change, and percent increase and decrease. I expect my students to be able to use apply the state standard MR/7 2.1 "use estimation skills to verify the reasonableness of calculated results." I don't want students to just make formulas with Excel. I want them to look at their answers and determine if they are reasonable calculated results. • Talk about their future. What their options are if they don’t do well in school. • I emphasize learning as a lifelong process. • a variety of cross-cultural activities including field trips • I based my instruction based on Bloom's Taxonomy of higher level thinking to design instruction. • Study of other cultures through literature; emphasize their culture and values; writing assignments that reflect the culture they are studying; for example, writing a creation myth in the style and content of Native Americans. • teach world literature • Real life problems help the students connect life application to what they are learning. They see the importance of the subject matter and see its relevance to real life. • In class we always do "real life application" problems. This allows them to see how - - What they are learning applies to real life. • I encourage my students to evaluate their behavior and the consequences of their actions daily as it relates to their academic progress and life in general • I differentiate instruction to address the various learning modalities. • I post the state standards in my class as we go over the content of each of these standards. • Lead discussions regarding applying such information to real life problem solving strategies. • Give them a famous quote each day that they copy down in their journals & then they write down what they think it means & relate it to themselves in some way. We then discuss it as a class. • Read and write facts about science topics that teachers the standards which is in
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the book or from other books or articles from the website. Illustrate what you read in drawing. Write question with answers to the topics they read. True/False, Multiple questions, Matching questions, or classifying topics by making tree map after we finish the chapter. Define the word then draw/explain the word in drawing if possible. Make PowerPoint then present in the class on a poster. • I model positive attitude in my every day interaction with my students. • I have the students work on group projects and also discuss the content standards as a class. • We write essays that require researched material where students need to have a clear focus and communicate their ideas in complete sentences to a specific audience using correct tone and rhetorical devices. • I teach improvisational skills and composition methods. • Same as above... • Repeatedly go over grad and A-G requirements, provide challenging curriculum to students who want it and provide resources for at-risk students. • Vocabulary study • Students are often required to develop new strategies for problem solving. They have been asked to create real life scenarios in which mathematic concepts are applicable. • Teach them to think about what it means to behave ethically and responsibly and modeling that behavior for them every moment of every day. • Group evaluations/self critiques at the conclusion of all projects- emphasizing students to critique and improve their own work in process from “practice” to final “production.” • Tie literature to real life • I assign a variety of independent projects, such as the Independent Reading Project (done outside class), which includes reading & oral presentations; research-based projects including a persuasive essay; and cooperative learning groups where in each student is responsible for mastering and teaching (to another student) that skill/understanding. • Show a multitude of ways to problem solving. • Problem-solving in chemistry class • Students perform inquiry-based labs in groups and individually in which they are challenged to create hypotheses, come up with lab procedures and experiments to test their hypotheses. They have to analyze their data that they record in data tables and graphs they construct in order to come up with a conclusion. They must then complete the lab with a written conclusion in which they consider possible sources of error and ways to improve the experiment. • Model ethical behavior • My classes read a least seven novels, two plays, ten poems, and a plethora of short stories a semester. • I teach organizational skills to my students, and offer to help students after school. • Act responsibly and encourage all members of the Zoo Magnet school community to follow suit. • Teach manners, do not allow name calling or bullying, emphasize respect and
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tolerance for others • Assessments are geared towards application of science principles to daily life. • I believe that our students deserve to have a bright future. I try to make them aware of the importance of their daily tasks and the impact that education will have in their future. I want them to be able to see that they can create the life they dream of. I bring up these subjects directly or indirectly depending on the lessons I am teaching as well as when we are discussing different topics. They also see how much I respect them as individuals, which has a great impact on their performance. • I discuss the importance of cultural sensitivity and mutual respect with my students and maintain a warm, friendly, and respectful classroom environment by modeling and enforcing this behavior. • Try to create an environment where the students are more responsible for their grade reporting. • We read about, study, and discuss the multitude of diverse cultures that make up the Spanish Speaking world. • I lead by example. I share with students both my enthusiasm for learning and my continued commitment to engage myself in new discoveries and learning opportunities. • Socratic seminars literary circles • Make sure they stay on task so their classroom work is completed on time. • I attempt to expose students to a variety of fitness activities. Some they may decide that they do not enjoy. Some they may decide they want to continue to pursue once they are done with P.E. • Having students be accountable for their assignments, grades and behavior in class. Making sure that students treat one another with respect. • I hold them accountable daily for everything that is done in class and assigned outside of class. I expect them to turn in weekly a workbook (portfolio you might say), which contains class notes, in class activities, written work, self-corrections etc. • I have high expectations for my students.
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Appendix H: Faculty Dream Survey
Prior to organizing into focus groups, our faculty members were asked to dream of one thing that they would like to see improved at our school. These are their responses.
Organization, Governance, Leadership • Any dream would be for the school to have a better reputation. • Implementation in every classroom. • All staff working together with the common goal of improving student achievement. • Improve the physical facilities on campus; specifically flip the field and track and build higher buildings. • I dream that no one is actually laid-off for the upcoming school year. • Use data to make students responsible of their success. Mandate that parents send children “Below Basic” to tutoring until they reach grade level. • A better discipline policy over our campus, more people working on discipline to help our students not just punish them. Help and create change. • I dream that the fractiousness and balkanization engendered by wall-to-wall SLCs could be cured once and for all. • I wish we had smaller classes and fewer administrators telling us what to do. • That they, our students, want to learn; oh the dream… • Improved unity and communication among leadership, faculty and staff regarding school regulations! • I wish that the adults were better served, acknowledged, appreciated, empowered and included in all vital decisions so that they can better server our diverse student population with hierarchy of consequences for disruptive or disengaged students and rewards for those doing their best academically and behaviorally • Better communication and support between and from administrators. • I wish all students would come to school and be focused and care about being here to learn and the consequences of not applying themselves and being successful.
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Curriculum • (Some) students need more education on vocational career options after graduation high school. • Structured teaching for special education where real learning takes place and putting dept. into compliance. • I would like rules to be followed and consequences given and served when rules are broken. • I wish that the classes would be smaller so that we can help and get to know our students more. • I wish the students would take advantage of the opportunities offered at this school. • I wish that we had a synthetic turf filed that we could use all year without any stoppages for manure, seed, and leaky sprinklers. • My dream is to reduce the achievement gap and increase high school graduation rates. By that, we create options and possibilities for our students. • I would like for my students to do well in my classes. • Students meet all the requirements of graduation upon completion of high school program. • I wish our students would work harder to improve their knowledge and conduct. • Using the required textbooks. I wish I could deliver standard-based instruction that inspires my students to look at their highest level. • Just once I would like to teach w/o do much help! • More challenging curriculum being given to students (more then just CST/CAHSEE standards). • Students pass their classes the first time .
Instruction • I wish we had a large computer lab for classes to use, similar to the library, where teachers could conduct lessons, research, utilize self-help/ educational programs, etc. • My dream is to have other’s see my successes with my teaching methods. • An organized SPED department that is compliant from timelines, to written IEPS, to IEP • I would like to see SDC teachers work with the general education teachers to ensure success for our special education students. • I wish that all teachers reached a much higher level (standard) of education. • I wish the students were better motivated to learn. • Teachers Lecture no more than 10 minutes before allowing students guided practice time. • If we are the experts get the district, the county, the state, and the fed out of our classrooms so we can do our jobs.
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Student Assessment (Ways we measure student understanding) • Fewer district assessments. • I wish that our students be accountable for not doing their homework everyday. Consequences… for not doing HW. • A non test-based teaching environment. • I would like to see the continued re checking of quality which makes the Japanese industry so excellent.
School Culture and Support for Student Learning • I wish we could have a school that, in its entirety, holds academic achievement as its core value. • I wish discipline and consequences could be brought back to help foster a more respectful atmosphere. • I wish counselors would program the students according to the most exact data- grade level, credits, etc. • Parents working in concert with teachers to support student success would help. • That students would develop a sense of structure, discipline, + efficiency = formula for success. • I wish all of our students were in the proper class at the appropriate time. • That students are innately motivated to learn. • I wish students don’t sell nor use marijuana. I wish music (classic only) in the hallways. I wish some to address to the students about positive quotes. • I wish we could hold parents and students accountable for student behavior. • That students would be responsible in their learning and teachers suffer less class management problems. • I would like a more creative and organized way of getting more of our parents involved. • Parents would take a more active role in their students. • I wish there was more motivation to learn coming from the students. • I want our teachers to understand the “baggage” our students come with and teach accordingly and our students to know that they can actually be educated not just schooled. • I wish that all our students were success driven and goal oriented. • That every student graduate able to read at the 12th grade reading level. • No more drug use by students or faculty. Also, everyone in class on time. • I wish the CST mattered to our students. • Students would want to come to school and be open to and willing to engage in learning. • I wish that every student could graduate high school and go on to college. • Parents to have more involvement in their child’s education. • I wish our Latino students were performing better academically. • I dream of a day when students will be held accountable for their behavior or lack of it. • Cleaner campus – out of school professional culture.
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• It is my dream that students are expected to meet high standards in character as well as academics and are encouraged to plan, dream and look beyond the present through the identification and nourishment of their strengths, skills and talents. • I wish we had smaller class sizes and smaller case loads so we could service and teach their students better • Through positive as well as negative measures, we need to make it more comfortable for students to cooperate and concentrate than to disrupt; the disruptors make each other very comfortable with their mutual support. • Strict discipline policy • I wish students could all have high work ethic • The 10% of the students that are disrupting the education of the other 90% through apathy and/or poor discipline would be placed in to “trade learning” education. Dream on. • All students are actively involved in and responsible for their education. • My dream is that parents get more involved. • All teachers working together to support and advance learning for everyone. • Detention room, student accountability, end of testing from district • All students in small classes. • Class sizes of 15 students in English/ math. • I wish every student were in class. • We have a student culture, a parent culture, an administrative culture and a teacher culture that supports serious academics. • That students would be more accountable and we could then serve their needs better.
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Appendix I: Focus on Learning Self-Evaluation Survey Highly Somewhat Effective Effective Effective Ineffective 1) Involvement of collaboration of stakeholders in the self-study that addresses the self-study 0% 30% 70% 0% outcomes. 2) Defining of the school's purpose through expected schoolwide learning results and 0% 60% 34% 4% academic standards. 3) The use of a professionally acceptable assessment process to collect, disaggregate, and 8% 55% 25% 1% analyze student performance data. 4) Acceptable progress by all students toward clearly defined expected schoolwide learning results, academic standards, and other 16% 64% 16% 2% instructional and/or governing authority expectations. 5) Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources 8% 61% 27% 5% that supports high achievement for all students. 6) Standards-based Student Learning: Curriculum that supports high achievement for all 8% 53% 33% 1% students. 7) Standards-based Student Learning: Instruction 0% 65% 37% 1% that supports high achievement for all students. 8) Standards-based Student Learning: Assessment and Accountability that supports high 0% 78% 23% 2% achievement for all students. 9) School Culture and Support for Student Personal and Academic Growth that supports 23% 35% 42% 2% high achievement of all students. 10) The alignment of a long-range schoolwide action to the school's areas of greatest need to 12% 60% 22% 0% support high achievement of all students. 11) The capacity to implement and monitor the 2% 33% 55% 1% schoolwide action plan 12) The use of prior accreditation findings and other pertinent data to ensure high achievement of 4% 45% 43% 2% all students and drive school improvement.
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Appendix J: NHHS Crime Statistics NHHS Crime Statistics School: NO HOLLYWOOD SH Fiscal Year: 2001-2002 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 4 8 26 53 0 0 7 4 4 3 School: NO HOLLYWOOD SH Fiscal Year: 2002-2003 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 3 13 27 61 0 0 12 4 2 0 School: NO HOLLYWOOD SH Fiscal Year: 2003-2004 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 2 5 24 56 0 0 11 3 1 0 School: NO HOLLYWOOD SH Fiscal Year: 2004-2005 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 1 10 27 55 0 0 10 13 3 0 School: NO HOLLYWOOD SH Fiscal Year: 2005-2006 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 1 14 24 46 0 0 5 13 6 0 School: NO HOLLYWOOD SH Fiscal Year: 2006-2007 Chemical Possession Property Destructive Loiter Sex ADW Battery Substance Homicide of Robbery Crimes Devices Trespass Offenses Abuses Weapons 4 6 19 31 0 0 6 3 3 0
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