Chapter 4: Self-Study Findings Organization…………………………………………………………………………59 Standards-Based Student Learning: Curriculum…………………..……..…………74 Standards-Based Student Learning: Instruction…………………..…….….……….85 Standards-Based Student Learning: Assessment…………………..……….………95 School Culture and Support……………………………………….…………….…106

Chapter 5: Schoolwide Action Plan………………………………………………….……118

Appendix Common Acronyms Master Schedule SARC Graduation Requirements Graduation Flowchart SPSA CAHSEE Plan Guided Study Schoolwide Writing Program Fundamental Structures AP Contract Fundamental Compact Tutoring Schedule Houses

Segerstrom High School

Santa Ana Board of Education 1601 East Chestnut Avenue Santa Ana, CA 92701-6322

Mission Statement

The Santa Ana Unified School District is dedicated to high academic achievement, in a scholarly and supportive environment, ensuring that all students are prepared to accomplish their goals in life.

Board of Education

Jose Alfredo Hernandez President

Rob Richardson Vice President

Audrey Yamagata-Noji, Ph.D Clerk

John Palacio Member

Roman Reyna Member

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District Administration

Jane A. Russo Superintendent

Cathie A. Olsky, Ed.D Deputy Superintendent

Ronald Murrey Associate Superintendent, Business Services

Juan M. Lopez Associate Superintendent, Human Resources

Herman Mendez Assistant Superintendent, Elementary Education

Alex Ayala Assistant Superintendent, Secondary Education

Doreen Lohnes Assistant Superintendent, Support Services

Joe Dixon Assistant Superintendent, Facilities/Governmental Relations

Angela Burrell Public Information Officer

iii

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Segerstrom High School Administration

Amy Avina, Ed.D Principal

David Casper Assistant Principal, Curriculum and Instruction

Katrina Callaway Assistant Principal, Student Activities

Bill Mocnik Assistant Principal, Guidance

Jonathan Swanson Assistant Principal, Student Services

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Members of the Visiting Committee

Mr. William Christelman WASC Chair Assistant Principal

Mr. Vernon R. Barlogio Member Principal

Ms. Lori Eshilian Member Principal

Mr. Torray Jonte Johnson Member Teacher

Mr. Eric Daniel Lopez Member Assistant Principal

Mr. Oscar Macias Member Assistant Principal

Mr. Michael R. Mooko Member Teacher

v Segerstrom High School

Segerstrom High School Focus on Learning Leadership Team

Self-Study Coordinators Laurie Dugan Bill Mocnik Mathematics Department Chair Assistant Principal, Guidance

Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources Yvonne Alonzo Physical Education Teacher Stephanie Stotelmeyer Special Education Department Chair

Standards-Based Learning: Curriculum Sean Decker Social Studies Teacher Mark Henson Music Teacher

Standards-Based Learning: Instruction Sara Jordan Social Studies Teacher Neeta Joshi Mathematics Teacher

Standards-Based Learning: Assessment Chris Bradshaw Social Studies Teacher Christy Hargrave English Teacher

School Culture and Support for Student Personal and Academic Growth Frank Alvarado Athletic Director Adriana Huezo Higher Education Coordinator

Student/Community Profile Committee Terri Verhaegen, Title I Coordinator Jerry Wheeler, Lead Counselor Martin Jespersen, Teacher Andrea Rojas, Athletic Secretary/ASB

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Segerstrom High School Academic Council

Amy Avina, Ed.D Kate Harkins Principal English

Dave Casper Laurie Dugan Assistant Principal, Curriculum and Mathematics Instuction Lorraine Gerard Katrina Callaway Social Studies Assistant Principal, Student Activities Maureen Angle and Jane Siesel Bill Mocnik Science Assistant Principal, Guidance Rosalia Escutia and Jeanette Martin Jonathan Swanson Foreign Language Assistant Principal Raul Garcia Frank Alvarado Visual and Performing Arts Athletic Director Jeff Watts Terri Verhaegen Physical Education Title I Coordinator Stephanie Stotelmeyer Jerry Wheeler Special Education Guidance Stephanie Wotring Maria Lara Librarian ELD

vii

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Segerstrom High School Classified Staff

Stevie Johnsonbaugh Mario Alvarado Office Manager Robert Alvarez Concepcion Cruz Irasema Perez Margarito Torres Registrar Jose Velasquez Custodial Night Staff Cristina Arambul Jose Flores Jim Hunt Erika Islas Senior Grounds Keeper Office Staff Cathy Pimental Maria Herrera-Diaz Library Media Tech Elizabeth Leon Jose Pena Sandy Hollinger Instructional Assistants Cafeteria Manager

Fred Sutton Andrea Rojas Stage Manager/Technology Athletic Secretary/ASB

Nick Boonmag Tanya Khurgel Jaime Gonzalez Music Accompanist Oscar Hernandez District Safety Officers German Ruvalcaba Cecelia Rios Veronica Plascencia Custodial Day Staff Athletic Equipment

Maureen Joyce Athletic Trainer

viii Chapter 1: Student/ Community Profile

Segerstrom High School Santa Ana Unified School District Est. 2005

Segerstrom High School

Chapter 1: School/Community Profile

THE COMMUNITY: Segerstrom High School is one of six comprehensive high schools within the Santa Ana Unified School District (SAUSD). Serving a vibrant and diverse community, the school is located within the city of Santa Ana in Southern California's Orange County. The city is bordered by Costa Mesa, Garden Grove, Tustin, Irvine, Stanton, Westminster, Anaheim, and the city of Orange. With a population of over 349,123 (2000 census), the city of Santa Ana is 76.1% Hispanic, 12.4% White, 9% Asian, 1.3% African American, and 1.3% other. Santa Ana has separate and unique sections within the city offering a multitude of diverse benefits and incentives to its businesses and residents. Through redevelopment, tremendous strides have been made throughout the city in creating new business opportunities. Computer and learning centers are located throughout the city to provide access to the Internet. There are seven community colleges within the area, two California State Universities (Long Beach and Fullerton) and the University of California, Irvine in the neighboring city of Irvine. In addition, there are several private universities and colleges within a short commute such as Vanguard, Concordia, Chapman, Art Institute, and FIDM. The City of Santa Ana has a long and proud history and works with community leaders from neighborhoods, community based organizations and service clubs to improve the quality of life for residents. The city is home to the Bowers Museum, Discovery Science Center, and Santa Ana Zoo. The Orange County Performing Arts Center and the Santora Building of the Arts are also nearby.

THE DISTRICT: The mission for the SAUSD directly states: "The Santa Ana Unified School District is dedicated to high academic achievement, in a scholarly and supportive environment, ensuring that all students are prepared to accomplish their goals in life.” As the seventh largest district in California, Santa Ana Unified covers a 24 square mile area served by 63 schools serving 54,369 students. This K-12 district employs over 6,680 full and part time employees serving 6 comprehensive high schools, 2 continuation high schools, a middle college high school, 36 elementary schools, 9 intermediate schools and 8 charter schools. The Rockefeller Institute of Government lists Santa Ana as number one in "Urban Hardship" and placed the city on the "Nation's Toughest Places to Live." Serving a large urban community presents many challenges for schools. Recognizing these challenges, the Board of Education set goals for the district as part of a strategic plan for reaching their vision. • Academic Achievement- Equip students to achieve their highest academic potential. • Prepared Students- Assure that students are prepared to succeed in higher education and to accomplish their life goals. • Quality Academic Programs- Offer rigorous and outstanding learning opportunities and will be aligned with state standards and federal guidelines. • Strategic Allocation of Resources- Be accountable for using resources wisely, efficiently,

Segerstrom High School

and strategically to support District goals. • Clear Communication- Communicate clearly, consistently, responsively, and proactively in a timely manner with all stakeholders. • Parent and Community Relationships-Promote and develop positive relationships with all segments of the community in order to foster open communication, accessibility, and pride in schools. • Outstanding Employees- Recruit, select and retain caring, competent, and qualified staff. • Exemplary Facilities- Assure that all facilities are safe, effective, well-maintained learning environments. • Success Focus- Cultivate, recognize, and celebrate success. These guidelines represent the district philosophy and fundamental belief that all students should have access to a quality education, and that given the opportunity, all students can be successful. The district values diversity among cultures as well as genders and languages. Student learning is a top priority. These guidelines and beliefs are widely held among staff at all levels. For the last 8 years the district has aggressively moved forward building new schools and modernizing existing sites. All schools throughout the district returned to a traditional school year in 2006, with a three- week winter break to accommodate traveling families. The district recently revised the strategic plan, first adopted in September of 2005, to include the ninth goal. Under state and federal guidelines (NCLB), all schools must reach high performance status by 2013-2014. Challenges schools will face in the next three years include projections of declining K-12 enrollment trend, budget reductions of over $25 million for the upcoming year, as well as continued, economic uncertainty in the state economy and an increase in the number of families leaving Orange County due to housing costs. Despite efforts to meet the new NCLB requirements for adequate yearly progress (AYP) for all students, SAUSD was designated a Program Improvement District (PI) in 2004-05. The district has submitted a plan to California Department of Education for a District Assistance and Intervention Team (DAIT) and is currently implementing that team’s recommendations, under the guidance of the Orange County Department of Education.

THE SCHOOL: Segerstrom High School opened in September, 2005 with 1200 ninth and tenth graders and has continued to expand by one grade each year, with the first class graduating in 2008. The first WASC self-study and visit was conducted in May of 2006. To establish a common purpose from inception, teachers were brought together to collaboratively develop the Mission, Vision, and ESLRs during the spring prior to the school opening. Staff members wanted to have statements of belief that were easily remembered by all community members and could, in fact, act as the guide for everything related to the school. From that meeting, the following Mission, Vision, and Expected Schoolwide Learning Results were established, and revisited in initial self- study meetings in the winter of 2007:

Segerstrom High School

VISION To create a community where all students do their best learning and all staff do their best teaching.

MISSION

To provide a supportive and challenging environment where all students excel.

“Read! Write! Learn!” Reflective Resourceful Learners Responsible Citizens Communicators • Set goals • Practice American Think, read, write, patriotism • • Take listen, speak well responsibility for • Demonstrate the • Use multi-media as learning elements of character tools for • Think critically • Live a healthy communication lifestyle • Solve problems • Develop creative and artistic abilities • Manage time wisely

• Study effectively

3 Segerstrom High School

Segerstrom High School is a “fundamental school” of choice which is defined by both philosophy and expectations. Since the campus was originally built to alleviate overcrowding at the other comprehensive high schools in the district, the district office made the decision before opening to have the school draw students from the surrounding neighborhoods as well as from throughout the district as a “fundamental school.” Thus as both a “school of choice” and a neighborhood school, some Segerstrom students must apply through a lottery system. The fundamental high school is an alternative educational approach for students in grades nine through twelve. Primary emphasis is placed on a highly structured program of basic academic literacy skills and enrichment. Emphasis is also placed on the establishment of strong study and organizational skills. The school seeks to instill within each student a sense of responsibility, patriotism, positive self image, and pride in accomplishment. The characteristics of a fundamental education include: • A program designed to emphasize basic academic literacy skills and subject matter. • Structured classroom in which learning is teacher initiated, directed, and supervised, with an emphasis on dynamic, innovative, and creative teaching. • High standards of student conduct and attendance to enhance quality instruction. • Insistence on strong study habits, self discipline, and responsibility. • Reinforcement of the traditional values of patriotism, citizenship, respect, courtesy, and pride in accomplishment. • High standards of dress as expressed in the Dress Code. • Parent commitment, communication, and involvement throughout the student’s education. Students at Segerstrom High School are expected to be reflective communicators, resourceful learners and responsible citizens. All staff has made a commitment to create a college-bound culture where academic excellence meets student accountability. Everyone is dedicated to ensuring that every student meet or exceed four-year university entrance requirements. Underlying this commitment is extensive assistance through multiple interventions and support systems throughout the school. Located within walking distance of the South Coast Plaza Shopping Center and Metro District, the campus consists of 5 uniquely designed buildings. The $55.7 million design consists of five buildings, each with a unique design that relates to the subject discipline that will be taught. The main part of the plan is a large crescent shaped building (Building A), which overlooks the sports stadium and houses the gymnasium, administration offices, library, and the English department. The school library, which houses 2 computer labs and a conference room, overlooks the plaza. This large outdoor plaza connects the outer ring of the crescent with the rest of the school. At one end of the plaza, the performing arts building (Building B) includes separate band, choir and drama rooms along with a 430 seat theater. The humanities building (Building C) houses social studies, foreign language, and art classes. It includes two of six computer labs that are located throughout the campus, including an animation production facility established through a partnership with the Regional Occupation Program. A three story science building (Building D) includes subterranean parking along with 14 fully equipped science laboratories with adjoining preparation space. A two story mathematics building (Building E) includes connecting interior corridors which are used for teacher work areas and collaboration space. The indoor gymnasium

Segerstrom High School

has a seating capacity of over 1000 and is equipped with basketball, volleyball and badminton courts, a wrestling room, training room, weight room, and dance studio as well as locker areas.

SCHOOL STATUS • Title I school – since opening in 2005. • Met Adequate Yearly Progress (AYP) in 2007 and 2008. Did not meet AYP in 2006 due to graduation rate factor. The opening year graduation rate was based on the overall district graduation rate, which did not meet AYP criteria. • No external evaluation programs are in place at Segerstrom even though SAUSD is in PI.

ENROLLMENT Segerstrom High School has seen an increase in population the last three years due to adding one additional grade level each year after opening with ninth and tenth grades. While the first senior class was small, our annual enrollment has reached approximately 2400 and has remained steady at that level. The ethnic mix of Segerstrom students has remained relatively constant since the opening of the school, and reflects the surrounding South Coast Metro community. Overall, SAUSD is 94.4% Hispanic, 3.3% Asian, 1.89% White, 0.7% African American, 0.1% Native American and 0.4% Other.

Enrollment by Grade Enrollment by Gender Academic Year Academic Year Grade 2008- 2007- 2006- 2005- Gender 2008- 2007- 2006- 2005- 09 08 07 06 09 08 07 06 9 622 621 661 753 Male 1190 1196 816 568 10 610 632 693 345 Female 1262 1253 901 614 11 617 643 322 n/a 12 603 310 n/a n/a

2008 Ethnicity Number of Students Percent of Student Body American Indian 3 <1% Asian or Asian American 221 10% Black or African American 43 2% Filipino or Filipino American 15 0.6% Hispanic or Latino 1801 81.6% Pacific Islander 5 <1% White 118 5%

Segerstrom High School

LANGUAGE PROFICIENCY While the primary language spoken at home by Segerstrom students is Spanish, there are over 20 languages spoken by Segerstrom students. Parents agree, as part of the fundamental school compact, that instruction is in English only and are aware that bilingual and/or ELD programs are available at the other high schools in the district. However, all core teachers are certified SDAIE or CLAD and utilize these instructional strategies in their classrooms. District-wide, 54.4% of students are English Learners (EL), while only 10.5% are classified as EL at Segerstrom.

2007-2008 Language Proficiency

CBEDS EL FEP Primary Language Total Code 9th 10th 11th 12th 9th 10th 11th 12th Arabic 11 - - - - 1 - 2 - 3 Burmese 13 - - - - - 1 0 - 1 Cantonese 3 1 2 - - - 4 3 3 13 Farsi 16 - - - - 1 - 2 - 3 Filipino (Tagalog or Pilipino) 5 2 1 1 - 2 1 1 4 12 French 17 - - - - 1 - - 1 2 German 18 - - 1 - - - - - 1 Greek 19 ------1 - 1 Hmong 23 - - - - 1 - 2 1 4 Ilocano 25 ------1 1 Indonesian 26 - - - - 1 - - - 1 Japanese 8 - - - - - 1 2 1 4 Khmer (Cambodian) 9 - 2 - - - 2 2 5 11 Lao 10 - - - - 2 2 2 2 8 Mandarian (Putonghua) 7 - - - - 2 1 - 1 4 Other 99 - - - - 2 1 2 - 5 Russian 29 1 ------1 Samoan 30 ------1 1 Spanish 1 82 71 70 15 324 359 340 401 1662 Urdu 35 - - - - 3 2 2 1 8 Vietnamese 2 6 6 3 1 37 32 30 51 166 TOTAL per grade 92 82 75 16 377 406 391 473 1912

Redesignation rates and Annual Measurable Achievement Objectives Of the 1765 students who are classified as Fully English Proficient (FEP), 449 were Initially Fluent English. Of the 1316 remaining FEP students, 96 were redesignated during the 2005- 2006 school year, 81 during the 2006-2007 school year, and 85 during the 2007-2008. Current CELDT data will be used to redesignate students during the spring of 2009.

Segerstrom High School

AMAO 1 AMAO 1 calculates the percentage of ELs making annual progress on the CELDT. There are three general ways for English learners to meet the annual growth target on CELDT depending Percent of ELs 75.8% upon what level they were at on the previous CELDT. Those at the Beginning, Early Making Annual (Target = Intermediate, and Intermediate levels are expected to gain one proficiency level. Those at the Early Advanced or Advanced level who are not yet English proficient are expected to achieve the Progress in 50.1%) English proficient level on CELDT. Those at the English proficient level are expected to maintain Learning English: that level. AMAO 2 calculates the percentage of ELs attaining English proficiency on the CELDT. For the AMAO 2 it was necessary to define the cohort of students who could reasonably be expected to AMAO 2 reach the English proficient level on CELDT at the time of the annual assessment. Four groups of Percent of ELs 58.6% students are combined into the cohort for AMAO 2: All ELs who were at the Intermediate level the prior year Attaining English (Target = ELs at the Early Advanced or Advanced level who were not English proficient the prior year Proficiency on 28.9%) ELs at the Beginning or Early Intermediate levels in the prior year who have been in U.S. CELDT schools since spring 2000 ELs at the Beginning or Early Intermediate levels in the prior year, who entered U.S. schools after spring 2000, and who met the English proficient level in the current year

CELDT Data Year 2007 Number of Annual CELDT Takers 253 Number of CELDT Takers Last Year 300 AMAO 1 calculates the percentage of ELs making annual progress on the CELDT. Number of Student(s) with Valid CELDT Score for AMAO #1 236 Number of Student(s) Meet AMAO #1 179 Target Percentage 50.1 Percent Meeting AMAO #1 75.8 Met Target AMAO #1 yes AMAO 2 calculates the percentage of ELs attaining English proficiency on the CELDT. Number of Student(s) With Valid CELDT Score for AMAO #2 111 Number of Student(s) Meet AMAO #2 65 Target Percentage 28.9 Percent Meeting AMAO #2 58.6 Met Target AMAO #2 yes

SPECIAL NEEDS AND AFFILIATIONS Segerstrom’s special education students are served through a collaborative, full-inclusion model, with additional assistance provided in the resource room before and after school and during lunch. Three full-time special education teachers and three paraprofessionals work with classroom teachers and students during class periods, as well as provide support outside the school day to all students in need of assistance. Student Individualized Education Programs (IEPs) reflect this collaboration, along with identifying goals and objectives to meet the needs of each individual student. Student Success Team (SST) meetings with students, staff, and parents are held regularly to identify the individual needs of students who have been referred by teachers or other staff members for academic support and placement in the appropriate intervention programs. Migrant and homeless student support is primarily coordinated through the district office, although a counselor acts as the designated site liaison for both programs. Through the support and monitoring of identified students, those considered migrant and/or homeless have equitable access to all services comparable to those offered to other students. Homeless and migrant students are not segregated or stigmatized, as the classifications are kept confidential by the site coordinator.

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Under NCLB regulatory mandates, the population of students meeting these criteria, particularly the “homeless” criteria, has grown substantially in the past year. Based on McKinney-Vento, the legal definition of homeless now includes anyone who lacks a regular, fixed, and adequate nighttime residence (substandard housing), sharing of housing due to economic struggles (doubled-up), among other criteria. These two additions to the definition encompass many more students than in the past, reflected in numbers in the chart below. In the last year, Segerstrom has seen a substantial jump in the number of students who have submitted an affidavit of residence, claiming to have moved into the “neighborhood” boundaries, thus assuring registration at the school. The instructional strategies associated with both AVID (Advancement via Individual Determination) and GATE are used schoolwide. AVID’s Socratic Seminar and student-led tutorials, along with GATE’s elements of Depth and Complexity are just a few of the strategies implemented within all levels of coursework. There are currently 8 sections of AVID, serving 251 students, while there are 10 honors and 18 Advanced Placement (AP) courses offered during the 2008-09 school year. There were 1232 AP exams administered in May 2008 to 668 sophomores, juniors, and seniors. Many AVID students enroll in honors level courses and are required to take at least one AP class before they graduate. The AVID program focuses on the middle-of-the-road student who usually is first generation ‘college going’ to provide support throughout their school experience. This includes college field trips outside of the local area to such campuses as UC Santa Barbara and UC San Diego. In addition, parents are assisted with involvement strategies for their student’s current educational successes as well as receiving college information. Segerstrom graduated their first group of AVID seniors in 2008, with one student receiving a scholarship from the AVID program itself. The district GATE office has been supportive in providing staff development opportunities for many staff members throughout the year along with assistance in identifying potential GATE students. Some GATE program components unique to Segerstrom include a mentor/mentee program (pairing junior/senior GATE students with freshman/sophomore mentees), a GATE website (which includes information, surveys, and a calendar of events) and the quarterly newsletters (highlighting GATE teachers, student awards and college information). The GATE site plan is updated annually and submitted to the district office. This plan documents actions and components specific to Segerstrom as well as GATE teacher training and sample GATE lesson plans.

Enrollment in special programs by year

Special Ed Migrant Ed Homeless 2008- 2007- 2006- 2005- 2008- 2007- 2006- 2005- 2008- 2007- 2006- 2005-

09 08 07 06 09 08 07 06 09 08 07 06 2.9% 2.7% 2.8% 4.6% 0.8% 0.8% 0.6% 0.7% 2.5% 2.3% 1.8% 1.8%

GATE AVID EL 2008- 2007- 2006- 2005- 2008- 2007- 2006- 2005- 2008- 2007- 2006- 2005-

09 08 07 06 09 08 07 06 09 08 07 06 24.4% 23.7% 21.6% 17.6% 10.2% 13.7% 10.1% 12.7% 10.5% 11.6% 12.1% 19.0%

Segerstrom High School

ATTENDANCE Segerstrom has the highest attendance rate of all of the comprehensive high schools in the district. Average attendance rates throughout Santa Ana Unified high schools in 2007-2008 was 94.6%, while at Segerstrom the average rate for 2007-08 was 96.9%. Monthly attendance for 2007-2008 at Segerstrom is shown in the table below. Average daily rate of attendance - % Sep Oct Nov Dec Jan Feb Mar Apr May Jun Avg 97.9 97.2 96.7 96.3 96.3 96.6 96.9 97.0 97.5 96.8 97.0

Teachers are very diligent about tardies, with a schoolwide policy of consequences for any student not in their seat, ready to work, when the bell rings. As a result, Segerstrom has a very low rate of student tardies. In comparison to district, county and state data, Segerstrom’s truancy rate of 9.2% is remarkably low due to consistent follow through by all staff members.

Number of Students with Unexcused Absence or Tardy on 3 or More Days Truancy School Enrollment (truants) Rate Segerstrom High 1,717 158 9.20% Santa Ana Unified District 57,286 12,078 21.08% County 503,170 97,541 19.39% California 5,552,811 1,572,061 28.31%

Segerstrom’s mobility or transient rate of 98% indicates the percentage of students who were counted as part of the school's enrollment on the October 2006 CBEDS data collection and who have been continuously enrolled since that date. While the volatility of the housing market in Orange County has impacted many families, most students remain at Segerstrom throughout their high school years. As a result of not meeting the criteria in the fundamental agreement signed by parents and students, each year some students are placed on “probation” and, if behavior does not improve, become “non-invites” at the end of the school year. These students are then returned either to their home school or to another comprehensive high school within the district. The number of students who were actual “non-invites” has averaged less than 2% annually.

Number of non-invites 2005-2006 2006-2007 2007-2008 24 31 27

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Suspension and Expulsion Rates (disaggregated) and Crime Statistics Most recent expulsion and suspension data breakdown (from 2006-2007) show that the majority of suspensions are for disruption of school activities or willful defiance. The fundamental structures of the school require consistent enforcement of consequences, and students understand that requirement. Throughout the 6 comprehensive high schools in Santa Ana Unified, there were 2162 suspensions and 40 expulsions in 2007-2008.

2007-2008 data Sep Oct Nov Dec Jan Feb Mar Apr May Jun total Suspensions - 10 4 12 12 0 21 30 12 31 133 Expulsions 0 0 1 0 0 0 0 0 0 1 1

2006-2007 Expulsion, suspension, and truancy detail report Ed Codes Ed Code Text # of Expulsions # of Suspensions 48900(a)(1) Related to physical injury to another person 15 48900(b) Related to firearms, knives, explosive devices, etc. 1 1 Related to possession or sale of controlled substances, 48900(c) 3 alcohol, or intoxicants. Caused or attempted to cause damage to school 48900(f) 1 property or private property Stole or attempted to steal school property or private 48900(g) 4 property Committed an obscene act or engaged in habitual 48900(i) 11 profanity or vulgarity 48900(j) Related to possession or sale of drug paraphernalia 1 Related to disruption of school activities or willful 48900(k) 27 defiance 48900(m) Possessed an imitation firearm 1 48900.2 Related to sexual harassment 14 48900.3 PDS-Related to hate violence 2 48900.4 Related to harassment, threats, or intimidation 1

SOCIOECONOMIC STATUS Segerstrom has qualified as a school-wide Title I program since its inception, surpassing the district criteria of 50% of the population qualifying for free or reduced lunch each year. Students are encouraged to apply for the Free/Reduced meal program, not only for the nutritional benefits, but also because qualified students may receive fee waivers for AP tests as well as other higher- education related fees. Each year, lunch applications are sent out to every family in an effort to find as many qualified students as possible.

Free/reduced lunch status 2005-2006 2006-2007 2007-2008 2008-2009 54.5% 53.9% 55% 65%

Segerstrom High School

An average parent education level of 2.36 details the disadvantaged community from which our students come. Parent Education Level (STAR) Percentage with a response* 98% Of those with a response Not a high school graduate 28% High school graduate 27% Some college 29% College graduate 11% Graduate school 5%

SAFETY CONDITIONS, CLEANLINESS, AND ADEQUACY OF SCHOOL FACILITIES All students and staff members are provided a safe teaching and learning environment. Segerstrom has a “Safe Schools’ Plan of Action” in compliance with Senate Bill 187, including a crisis plan and substance abuse and violence prevention education. Segerstrom consistently follows established discipline policies. These policies include effective preventive strategies to address the needs of high risk students. Segerstrom involves students in addressing school safety issues and sets a standard for adults and students to interact with each other in a caring, supportive manner. Segerstrom encourages visible staff and parental presence to maintain a safe environment. There are strategies in place on how to respond when students feel threatened or in need of assistance. The safety committee has surveyed the school site and immediate surrounding community area to identify student safety issues and works with parents and community members to create a crime-free and safe community. The ongoing goal is for students to be safe and secure while at school, when traveling to and from school, and when traveling to and from school related activities. Segerstrom provides effective leadership to address the challenges of gang crime and violence on or around the school grounds. STAFF Segerstrom’s staff has grown each of the last three years, as additional grade levels and class offerings have been added. While many of the original teachers were quite experienced, many of the new hires have been first year teachers. These beginning teachers receive significant support through not only departmental mentors and instructional leaders on campus, but also our district sponsored BTSA program. In the spring of 2007, SAUSD was forced to send out 573 Reduction in Forces (RIF) notices to teachers as it faced cutting an additional $19 million after already cutting $95 million over the past 5 years. While many of these reductions district-wide will be at the elementary level, 27 Segerstrom staff members received initial notices, more than one-third of the staff. While most teachers had their notices rescinded, uncertainty prevailed throughout the staff in the spring. Many budget cuts were focused on the classified level. Over 40 classified positions were eliminated or hours reduced in the last year at Segerstrom. Support staff members are asked to do much more than they have done in the past.

11 Segerstrom High School

2007-2008 Segerstrom Staff Data Number of certificated staff 90 Number of classified staff 67 Number of qualified personnel for counseling 6 Number of administrators/non-teaching staff 6 Percent of teachers who have met the highly qualified 100% teachers’ requirements of NCLB Number of National Board Certified Teachers 0 Number of ROP teachers 4 Percent of teachers instructing outside credentialed areas 2.2% Number of teachers with emergency permits(4 teachers are 0 working under an emergency CLAD, but are otherwise fully credentialed) Average number of years of educational service within Certificated – 9.2 years the district Average total number of years in education. Certificated – 10.1 years Number with advanced degrees 47 Number with CLAD 67 Number with other authorization for EL students 12 (emergency CLAD, SDAIE, other CTC authorizations) Number in BTSA 24

Teacher Gender Academic Year Gender 2008-09 2007-08 2006-07 2005-06 Male 43 (45.7%) 34 (45.3%) 30 (44.1%) 18 (45.0%) Female 51 (54.3%) 41 (54.7%) 38 (55.9%) 22 (55.0%)

Teacher Ethnicity Academic Year Ethnicity 2008-09 2007-08 2006-07 2005-06 Amer Indian/Alaskan 1 (1.1%) 0 (0.0%) 0 (0.0%) Asian 8 (8.9%) 7 (10.3%) 4 (10.0%) Pac Islander 1 (1.1%) 1 (1.5%) 0 (0.0%) Filipino 0 (0.0%) 0 (0.0%) 0 (0.0%) Hispanic 28 (31.1%) 18 (26.5%) 9 (22.5%) African Amer 1 (1.1%) 1 (1.5%) 1 (2.5%) White 50 (55.6%) 41 (60.3%) 26 (65.0%) Multiple/No response 0 (0.0%) 0 (0.0%) 0 (0.0%)

Number and assignment of paraprofessionals 2007-2008 who have met or will meet the requirements of Special Education Instructional Assistant 3 NCLB by 2006 Bilingual Instructional Assistant 1

Segerstrom High School

Staff development and numbers participating (e.g., programs, activities and numbers) A collaborative, schoolwide, targeted professional development plan is developed and supported based upon identified needs, data, and the instructional focus statement. The goal of this professional development is to ensure a “community where all students do their best learning and all staff do their best teaching.” Segerstrom’s professional development plan is collaboratively developed, supported by all staff, and is viewed as a positive part of the overall school culture. Professional Learning Communities (PLCs) drive the learning experiences throughout the year, and these PLCs take on many forms: departmental, house, course-alike, and vertical teams to name a few. Three times a year departments have day-long “course alike” collaboration days which allows for data analysis, common planning and assessment development, as well as vertical teaming where appropriate. Ninth grade house groups are expected to meet for collaboration at least once a week during common prep periods, and those houses without common prep time are given the opportunity to request one release day per semester to facilitate planning and data analysis. Other PLCs, such as the AVID teachers, senior English teachers, or the AP World History teachers, request release days for intensive planning and collaboration. Much of this collaboration utilizes the expertise on site, as well as inviting district office staff to help with data analysis, technology, or assessment development depending on the needs of the group.

In addition to on-site professional development there are limited staff development funds, both from the site and the district, which are used for conference attendance. A sample of those opportunities for 2007-08 includes: 2007-08 Conference Attendance Name of Conference/Workshop # of Participants Academic Literacy Institute 8 AP Institute (various subjects- one day and summer week long) 21 AP Reading/Scoring (World History & Spanish) 2 Autism and Adolescence: Hope for the Future 2 AVID Conference (4 days throughout the year) 7 AVID Summer Institute 7 CA School Library Association Conference 2 CADA Conference 2 CAHPERD Conference 1 California Language Teachers Association 8 California Science Education Conference 1 California State Athletic Directors Association Conference 1 College Board Counselor Workshop 1 CSU Counselor Conference 7 Data Director User Conference 3 Economics in Education 1 Ed Fund Financial Aid Workshop 5 ITQ Literacy in the Classroom 2 Supporting the Asperger students (series of workshops) 5 SWATA Annual Meeting & Clinical Symposium 1 The History Summit 1 UC Counselor Conference 7 UCI History Project 1 UCI Pathways Workshops 5 WASC/CDE Focus on Learning & Visiting team members 12

Segerstrom High School

DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT Santa Ana Unified has faced declining enrollment and multi-million dollars in cutbacks over the past several years. As of the SAUSD Board enrollment update, dated 9/9/2008, SAUSD has seen a modification to its projected enrollment. Total district enrollment was projected to be 54,518 but grew by 185 for a total of 54,703. Due to state and district financial difficulties, the projected 2008-09 budget reductions will be $29.5 million. In December 2007, the Budget Review Committee, made up of community members, employees and administrators, presented possible reductions for the Board’s consideration, with the Board approving budget reductions at that time totaling $16.2 million. The latest cuts of $13.3 million have been made as follows:

2007-08 Budget Reductions Centralized support services $2.2 million Special Education $1.3 million School Site Base Allocations $3.8 million Reduction of class size program encroachment $6.0 million

The General Fund (Unrestricted and Restricted) includes total revenue of $482.00 million and total expenditures of $487.00 million, with a shortfall of $5.0 million. This leaves an ending fund balance of $14.0 million or 2.9% reserve, much less than is recommended. The Board has made tough decisions to maintain vital student programs and services, including class size reductions in K-3 and ninth grade, which were saved. Over 500 teachers were reinstated from layoffs. However, the reduced funding has resulted in staff and administration reductions of work days, hours per day, and elimination of jobs. While the school’s general fund faces cutbacks, the categorical funds remain steady for this year. Santa Ana Unified distributes categorical funds based on fall CBEDS reports which will continue to grow for the coming year.

District Average Expenditures per pupil for 2007-2008: $8,138.00

Expenditures from Categorical Funding Sources at Segerstrom High School 2005-2006 2006-2007 2007-2008 2008-09 (projected) Federal: Title One $133,000.00 $247,532.00 $267,805.20 $337,483.00 Federal: Title Three $51,870.00 ------State: EIA-LEP $60,000.00 $50,612.00 $4023.90 $44,878.00 State: EIA-CompEd ------$155,037.00 State: School Improvement Program -- $1,560.00 $4,023.90 $25,175.00 State: Pupil Retention Block Grant -- $7,861.00 $15,572.24 $9,632.00 State: Discretionary Grant (one time funds) -- -- $93,482.75 0

Segerstrom High School

STUDENT PERFORMANCE DATA

ACADEMIC PERFORMANCE INDEX (API) Growth in the API 2008 Growth API Growth from 2007- 2006 Base API 2007 Growth API from 2006 to 2007 2008 772 797 25 786 -11

Met Growth API Targets 2007-2008 2006-07 Schoolwide No Yes Comparable Improvement No Yes Both No Yes

Segerstrom High School

Number of API Met Growth Target Students included in the 2008 Growth 2007-08 API 2008 Growth 2007-08 Both Schoolwide Growth 2007 Base Target Growth Schoolwide All Subgroups and Subgroups

1211 786 797 3 -11 No No No

API Met Growth Target Number of Students included 2006-07 Comparable Both in the 2007 Growth 2007 Growth 2006-07 Improvement Schoolwide and API Growth 2006 Base Target Growth Schoolwide (CI) CI

1641 797 772 5 25 Yes Yes Yes

Subgroups Subgroup API Number of Students Numerically 2006-07

Included in 2007 Significant in 2007 2006 Growth 2006-07 Met Subgroup API Both Years Growth Base Target Growth Growth Target African American (not of Hispanic origin) 35 No American Indian or Alaska Native 2 No Asian 162 Yes 884 871 A 13 Yes Filipino 11 No Hispanic or Latino 1326 Yes 782 752 5 30 Yes Pacific Islander 6 No White (not of Hispanic origin) 99 No Socioeconomically Disadvantaged 1036 Yes 788 759 5 29 Yes English Learners 734 Yes 743 724 5 19 Yes Students with Disabilities 46 No Subgroups Subgroup API Number of Met Students Numerically 2007-08 Subgroup

Included in Significant in 2008 2007 Growth 2007-08 Growth 2008 API Both Years Growth Base Target Growth Target African American (not of Hispanic origin) 26 No American Indian or Alaska Native 1 No Asian 117 Yes 882 884 A -2 Yes Filipino 8 No Hispanic or Latino 986 Yes 771 782 5 -11 No Pacific Islander 5 No White (not of Hispanic origin) 68 No Socioeconomically Disadvantaged 812 Yes 781 788 5 -7 No English Learners 448 No 743 Students with Disabilities 32 No

Segerstrom High School

Estimated API by class across time 2005-2006 2006-2007 2007-2008 2008-2009 Class of 2008 735 842 729 n/a Class of 2009 737 759 831 Class of 2010 -- 770 789 Class of 2011 -- -- 756 834 Class of 2012 ------(source: Data Director

ADEQUATE YEARLY PROGRESS (AYP)

Made AYP: Yes Met 14 of 14 AYP Criteria

Met AYP Criteria: English-Language Arts Mathematics Participation Rate Yes Yes Percent Proficient Yes Yes Academic Performance Index (API)- Yes Additional Indicator for AYP Graduation Rate Yes

Met 2008 AYP Criteria Participation Rate Percent Proficient English- English-Language GROUPS Language Arts Mathematics Arts Mathematics Schoolwide Yes Yes Yes Yes African American or Black (not of Hispanic ------origin) American Indian or Alaska Native ------Asian ------Filipino ------Hispanic or Latino Yes Yes Yes Yes Pacific Islander ------White (not of Hispanic origin) ------Socioeconomically Disadvantaged Yes Yes Yes Yes English Learners ------Students with Disabilities ------

CALIFORNIA STANDARDS TEST (CSTS) Segerstrom students show mixed results in meeting advanced or proficient on the California Standards Tests (CSTs). With only three years of data, trends are difficult to determine. State and County averages provides a basis for comparison within those cohorts. The data that follows is through May of 2008, analyzing trends of the 2007-2008 student body. A summary of trend and comparison data of proficient and advanced students guides the analysis of findings. Following each subject area trend analysis is a complete chart of student proficiency level data, disaggregated by subgroups.

Segerstrom High School

English CST Findings Student performance has increased in most sub-groups among ninth and tenth graders. Student performance is consistently above state and district results. Challenge is to continue growth in all areas while preventing the eleventh grade slump. English Language Arts %Proficient and Advanced

Male Asian White White GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education

2008 State 9th 49 9 34 68 73 33 11 10th 41 6 27 57 64 26 7 11th 37 4 22 53 58 22 6 2008 Orange County 9th 59 12 36 76 83 37 15 62 96 54 62 10th 51 7 29 65 74 60 9 54 91 47 55 11th 47 5 25 59 69 26 7 50 88 43 50 2008 Santa Ana Unified 9th 32 4 31 72 34 28 3 44 90 30 34 10th 26 2 24 59 63 29 1 27 83 24 27 11th 23 1 20 58 52 51 1 24 80 21 23 Trend Data for Segerstrom High School 9th 2006 51 13 46 75 49 47 10 54 93 48 54 2007 64 27 61 77 94 61 33 65 97 60 68 2008 60 15 54 96 91 55 20 61 93 57 62 3-yr change +9 +2 +8 +21 +12 +8 +10 +7 0 +9 +8 10th 2006 48 8 41 62 76 41 -- 48 76 47 48 2007 51 9 45 77 76 46 0 52 93 48 52 2008 54 10 50 60 85 52 27 54 88 52 55 3-yr change +6 +2 +9 -2 +9 +11 +27 +6 +12 +5 +7 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 51 14 47 63 69 49 -- 51 86 54 47 2008 44 0 37 75 74 40 0 45 86 44 44 2-yr change -7 -14 -10 +12 +5 -9 0 -6 0 -10 -3

Segerstrom High School

Math CST Findings Student performance in Algebra I shows consistent improvement at the tenth grade level, while the ninth grade level shows mixed results. Student performance in Geometry shows consistent decline in achievement. Student performance in Algebra shows improvement within significant subgroups. Hispanic and economically disadvantaged students show significantly higher pass rates than state and county averages in Algebra 1, and slightly higher in Geometry and Algebra II. Challenge is to improve EL performance while also reaching county averages in all math areas. Algebra 1 %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 18 7 12 28 39 12 5 10th 9 4 6 12 19 6 2 11th 5 3 4 8 13 4 1 2008 Orange County 9th 28 9 16 41 52 16 8 29 70 28 29 10th 14 8 10 17 33 10 5 15 29 15 13 11th 8 6 6 8 23 8 2 9 24 8 8 2008 Santa Ana Unified 9th 11 3 10 36 22 10 1 12 58 11 12 10th 3 1 3 ------3 0 4 62 4 3 11th 4 0 4 ------3 4 4 58 3 6 Trend Data for Segerstrom High School 9th 2006 14 4 13 29 35 --- 3 15 58 16 13 2007 22 13 20 35 ------8 23 62 25 20 2008 21 2 20 36 ------0 21 58 14 27 3-yr change +7 -2 +7 +7 ------3 +6 0 -2 +14 10th 2006 12 5 12 ------13 -- 22 6 2007 7 0 7 ------0 7 -- 7 7 2008 5 0 3 ------5 -- 11 0 3-yr change -7 -5 -9 ------8 -- -11 -6 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 0 ------0 ------2008 ------2-yr change 0 ------0 -- --

Segerstrom High School

Geometry %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 43 19 24 55 64 25 25 10th 12 5 7 20 28 7 5 11th 6 3 3 9 11 3 2 2008 Orange County 9th 61 42 33 69 76 35 45 61 79 64 57 10th 23 9 10 31 41 9 12 23 46 26 21 11th 9 6 5 13 17 6 3 9 20 11 8 2008 Santa Ana Unified 9th 29 8 26 47 58 27 1 29 52 33 25 10th 2 1 2 0 13 2 0 2 15 3 1 11th 1 2 1 0 12 1 0 1 0 1 1 Trend Data for Segerstrom High School 9th 2006 48 24 40 67 70 42 --- 48 77 53 44 2007 41 18 34 72 68 36 --- 41 71 46 37 2008 36 0 29 58 65 35 --- 37 60 43 30 3-yr change -12 -24 -11 -9 -5 -7 --- -11 -17 -10 -14 10th 2006 16 4 14 --- 35 15 --- 17 55 21 13 2007 7 2 7 6 18 5 0 8 31 8 7 2008 4 5 4 0 --- 4 --- 4 20 6 2 3-yr change -12 +1 -10 -6 -17 -11 --- -13 -35 -15 -11 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 22 0 4 ------6 --- 3 --- 6 0 2008 0 --- 0 ------0 --- 0 --- 0 0 2-yr change -22 --- -4 ------6 --- -3 --- -6 0

Segerstrom High School

Algebra II %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 66 49 36 70 85 45 54 10th 36 22 22 42 56 25 23 11th 11 9 8 14 23 9 7 2008 Orange County 9th 84 88 63 43 89 72 69 84 90 85 83 10th 55 47 32 58 70 36 50 45 70 59 52 11th 19 18 12 21 31 14 9 20 33 22 18 2008 Santa Ana Unified 9th 47 --- 43 ------50 --- 47 ------10th 21 14 18 43 40 19 0 21 37 23 18 11th 3 1 2 3 13 2 0 3 17 4 2 Trend Data for Segerstrom High School 10th 2006 36 --- 34 --- 56 35 --- 37 56 47 27 2007 42 8 36 58 61 35 --- 43 62 48 38 2008 28 --- 22 41 58 28 --- 28 50 30 27 3-yr change -8 --- -9 -19 +2 -7 --- -9 -6 -17 0 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 11 5 12 --- 6 11 --- 12 --- 15 8 2008 5 9 5 0 20 4 --- 5 12 4 6 2-yr change -6 +4 -7 --- +14 -7 --- -7 +12 -9 -2

Segerstrom High School

Summative High School Mathematics %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 79 41 50 77 90 66 66 10th 68 56 38 71 81 48 55 11th 43 31 22 47 63 28 33 2008 Orange County 9th 84 ------100 ------81 94 89 --- 10th 80 57 59 80 85 70 --- 80 87 84 77 11th 59 48 31 59 73 38 47 59 73 64 54 2008 Santa Ana Unified 9th ------10th 50 --- 43 ------50 --- 50 --- 61 --- 11th 20 5 16 25 45 17 --- 20 41 24 16 Trend Data for Segerstrom High School 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 35 --- 30 --- 46 31 --- 35 44 38 31 2008 28 --- 21 21 48 24 --- 28 45 33 22 2-yr change -7 --- -9 --- +2 -7 --- -6 +1 -5 -9

Segerstrom High School

Science CST Summary Student performance shows improvement overall in all areas and subgroups, except for EL students in Biology. EL students are not represented in Chemistry in significant numbers to result in valid data. EL scores declined in Biology but improved in Earth Science. The challenge is to improve EL performance and representation while also reaching county averages.

Earth Science %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 31 7 20 48 43 19 11 10th 23 6 15 38 28 14 9 11th 28 7 18 43 39 18 10 2008 Orange County 9th 33 7 19 53 49 18 14 35 74 39 27 10th 29 9 18 42 40 17 15 33 66 35 21 11th 44 10 20 54 43 10 11 38 74 38 30 2008 Santa Ana Unified 9th 11 3 11 29 12 11 2 12 53 16 6 10th 9 12 10 ------29 --- 9 --- 15 0 11th 11 2 10 ------34 --- 11 --- 16 6 Trend Data for Segerstrom High School 9th 2006 16 9 14 50 33 17 17 --- 23 8 2007 31 14 29 48 --- 31 --- 31 72 40 21 2008 20 13 19 ------19 7 21 41 27 12 3-yr change +4 +4 +5 -2 --- +2 --- +4 -29 +4 +4

Segerstrom High School

Biology/Life Sciences %Proficient and Advanced

Male Asian White White GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education

2008 State 9th 52 11 33 70 78 34 15 10th 35 7 23 52 53 23 11 11th 39 7 24 55 65 25 10 2008 Orange County 9th 69 25 47 80 84 50 21 71 91 61 68 10th 44 11 26 59 69 25 16 46 82 47 43 11th 49 10 26 63 77 27 10 52 89 47 51 2008 Santa Ana Unified 9th 53 11 51 85 83 51 --- 53 75 60 48 10th 14 3 14 38 35 14 3 15 67 18 11 11th 16 1 14 32 53 14 2 17 65 14 17 Trend Data for Segerstrom High School 9th 2006 51 19 45 70 61 43 --- 51 76 54 48 2007 58 17 53 84 79 52 --- 59 84 71 49 2008 62 --- 55 88 85 58 --- 62 76 70 55 3-yr change +11 -2 +10 +18 +24 +15 --- +11 0 +16 +7 10th 2006 15 8 11 18 50 15 --- 15 42 18 11 2007 19 6 18 44 29 21 8 28 --- 26 13 2008 28 5 26 35 --- 26 --- 28 56 33 24 3-yr change +13 -3 +15 +17 -21 +11 --- +13 +14 +15 +13 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 27 8 26 45 27 27 --- 53 27 28 26 2008 38 --- 32 53 76 36 --- 74 39 46 33 2 h +11 --- +6 +8 +49 +9 --- +11 +12 +19 +7

Segerstrom High School

Chemistry %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 44 11 20 56 66 19 9 10th 41 10 20 53 60 22 19 11th 25 5 12 36 43 14 10 2008 Orange County 9th 59 46 42 56 78 43 --- 59 84 59 60 10th 61 25 36 67 60 41 44 61 76 67 55 11th 38 14 19 44 55 22 33 38 65 43 31 2008 Santa Ana Unified 9th ------10th 31 4 27 59 59 28 --- 31 51 38 25 11th 13 3 12 32 35 13 23 13 53 17 9 Trend Data for Segerstrom High School 10th 2006 28 --- 22 --- 41 29 8 28 43 40 17 2007 46 --- 39 57 64 39 --- 46 70 52 41 2008 37 --- 30 65 68 35 --- 37 57 46 30 3-yr change +9 --- +8 +22 +27 +6 --- +9 +14 +6 +23 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 27 0 16 38 63 23 --- 27 75 35 18 2008 16 --- 11 --- 53 16 --- 17 65 22 11 2-yr change -11 --- -5 --- -10 -7 --- -10 -10 -23 -7

Segerstrom High School

CST Science-Grade 10 Life Science %Proficient and Advanced

s ic on Not Male SpEd White White Asian GATE Overall Female Female Special Disadv. English English Educati Learner Econom Hispanic 2008 State 10th 40 8 25 56 64 25 10 2008 Orange County 10th 50 10 29 64 74 30 13 54 89 52 49 2008 Santa Ana Unified 10th 26 5 24 58 64 24 3 28 77 29 22 Trend Data for Segerstrom High School 10th 2006 38 8 31 71 63 36 --- 38 71 48 29 2007 39 9 33 62 74 36 13 41 78 45 34 2008 52 15 48 58 83 52 --- 52 82 59 46 3-yr change +14 +7 +17 -13 +20 +16 --- +14 +11 +11 +17

Physics %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education

2008 State 9th 30 6 16 42 52 17 11 10th 36 7 16 49 66 18 12 11th 47 13 25 61 64 26 16 2008 Orange County 10th 66 25 32 68 85 32 --- 67 91 63 59 11th 66 34 42 73 75 46 25 68 80 72 60 2008 Santa Ana Unified 11th 42 --- 37 72 71 37 --- 42 92 48 79 Data for Segerstrom High School (first offered in 2007-08 school year) 11th 2008 80 --- 77 --- 81 80 80 61 82 39

Segerstrom High School

History CST Summary Student performance showed slight decline or no change overall in all subgroups. Student performance is significantly higher than state and county averages in all subgroups, and significantly higher overall than state average for World History. Challenge is to improve student performance in all subgroups. World History %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 9th 36 5 16 53 74 18 10 10th 33 6 21 49 55 20 11 11th 9 4 7 14 16 7 4 2008 Orange County 9th 54 12 26 65 76 41 15 56 89 57 51 10th 46 11 25 59 69 25 14 48 83 50 41 11th 12 7 9 16 22 10 8 12 20 14 10 2008 Santa Ana Unified 9th --- 0 0 ------0 --- 0 0 10th 20 3 19 51 51 17 4 21 63 24 16 11th 6 3 6 ------3 --- 5 --- 6 5 Trend Data for Segerstrom High School 10th 2006 45 20 41 57 61 43 --- 45 73 56 35 2007 43 20 38 61 69 39 21 44 70 50 36 2008 47 15 44 58 73 45 --- 47 79 56 39 3-yr change +2 -5 +3 +1 +12 +2 --- +2 +6 0 +4

Segerstrom High School

U. S. History %Proficient and Advanced

Male White White Asian GATE Overall Female Female Special Disadv. English English Hispanic Learners Not SpEd Economic Economic Education Education 2008 State 11th 38 7 25 51 58 24 10 2008 Orange County 11th 50 11 30 61 72 33 13 53 75 53 49 2008 Santa Ana Unified 11th 26 2 24 58 61 25 4 28 70 29 24 Trend Data for Segerstrom High School 11th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 2007 47 22 42 54 69 48 --- 48 81 55 40 2008 58 17 53 78 78 55 13 59 85 60 56 2-yr change +11 -5 +11 +24 +9 +7 --- +11 +4 +5 +16

CST Proficiency Levels The following tables provide information for all subject areas of the CSTs. These charts display all proficiency levels for three years of available data: 2006, 2007 and 2008.

California Standardized Testing and Reporting (STAR) Segerstrom High School All Students 2006 2007 2008 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC

Reported Enrollment 753 345 661 693 322 610 629 625 CST English-Language Arts Students Tested 753.0 345.0 661.0 691.0 322.0 609.0 628.0 620.0 % of Enrollment 100% 100% 100% 100% 100% 100% 100% 99% Students with Scores 661.0 691.0 322.0 609.0 627.0 619.0 Mean Scale Score 349.8 345.6 364.9 351.1 349.7 363.1 356.6 341.6 % Advanced 21% 17% 28% 19% 18% 26% 24% 16% % Proficient 30% 31% 36% 32% 33% 34% 30% 28% % Basic 30% 36% 28% 35% 33% 31% 33% 34% % Below Basic 14% 12% 6% 12% 11% 8% 10% 16% % Far Below Basic 5% 5% 2% 3% 6% 1% 3% 6%

Segerstrom High School

California Standardized Testing and Reporting (STAR) Segerstrom High School All Students 2006 2007 2008 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC

Reported Enrollment 753 345 661 693 322 610 629 625 CST Algebra I Students Tested 414.0 58.0 472.0 373.0 118.0 11.0 502.0 354.0 63.0 7.0 424.0 % of Enrollment 55% 17% 56% 17% 3% 58% 10% 1% Students with Scores 373.0 118.0 11.0 502.0 354.0 63.0 7.0 424.0 Mean Scale Score 302.7 299.9 302.3 319.4 297.3 288.1 313.5 318.3 291.4 * 313.6 % Advanced 2% 2% 2% 0% 0% 0% 0% 1% 0% * 0% % Proficient 12% 10% 12% 22% 7% 0% 18% 20% 5% * 17% % Basic 31% 31% 31% 43% 38% 27% 42% 46% 30% * 43% % Below Basic 42% 40% 41% 30% 43% 55% 34% 28% 57% * 33% % Far Below Basic 13% 17% 13% 4% 12% 18% 6% 6% 8% * 6% CST Geometry Students Tested 329.0 157.0 486.0 286.0 285.0 64.0 635.0 249.0 285.0 87.0 621.0 % of Enrollment 44% 46% 43% 41% 20% 41% 45% 14% Students with Scores 286.0 285.0 64.0 635.0 249.0 285.0 87.0 621.0 Mean Scale Score 354.9 296.5 336.0 347.0 285.9 277.6 312.6 339.9 281.2 259.8 301.7 % Advanced 15% 1% 11% 12% 0% 0% 6% 12% 0% 0% 5% % Proficient 33% 15% 27% 29% 7% 3% 17% 24% 4% 0% 12% % Basic 34% 28% 32% 38% 22% 19% 29% 35% 24% 11% 26% % Below Basic 17% 41% 25% 19% 56% 66% 41% 27% 60% 56% 46% % Far Below Basic 1% 15% 5% 2% 14% 13% 8% 1% 13% 32% 11% CST Algebra II Students Tested 3.0 126.0 129.0 283.0 133.0 416.0 1.0 273.0 255.0 529.0 % of Enrollment 0% 37% 41% 41% 0% 43% 41% Students with Scores 283.0 133.0 416.0 1.0 273.0 255.0 529.0 Mean Scale Score * 335.0 335.8 343.9 291.8 327.2 * 329.3 273.1 302.2 % Advanced * 7% 8% 8% 0% 6% * 7% 0% 4% % Proficient * 29% 29% 34% 11% 27% * 21% 5% 13% % Basic * 34% 34% 40% 30% 37% * 43% 19% 32% % Below Basic * 23% 22% 15% 40% 23% * 23% 38% 30% % Far Below Basic * 6% 6% 2% 19% 7% * 6% 38% 21% CST Summative High School Mathematics (Grades 9-11) Students Tested 3.0 113.0 116.0 257.0 257.0 % of Enrollment 0% 35% 41% Students with Scores 3.0 113.0 116.0 257.0 257.0 Mean Scale Score * 337.0 337.2 323.5 323.5 % Advanced * 9% 9% 5% 5% % Proficient * 26% 27% 23% 23% % Basic * 41% 40% 35% 35% % Below Basic * 24% 24% 34% 34% % Far Below Basic * 1% 1% 3% 3%

Segerstrom High School

California Standardized Testing and Reporting (STAR) Segerstrom High School All Students 2006 2007 2008 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC

Reported Enrollment 753 345 661 693 322 610 629 625 CST World History Students Tested 345.0 13.0 690.0 2.0 705.0 8.0 614.0 12.0 634.0 % of Enrollment 100% 2% 100% 1% 1% 98% 2% Students with Scores 2.0 690.0 0.0 692.0 1.0 614.0 6.0 621.0 Mean Scale Score 346.5 157.0 345.2 * 344.6 * 351.4 252.7 350.2 % Advanced 19% 0% 14% * 14% * 18% 0% 18% % Proficient 26% 0% 29% * 28% * 29% 0% 28% % Basic 37% 0% 38% * 38% * 34% 0% 34% % Below Basic 11% 0% 13% * 13% * 11% 17% 11% % Far Below Basic 8% 100% 6% * 6% * 8% 83% 9% CST U.S. History Students Tested 322.0 606.0 % of Enrollment 100% 97% Students with Scores 322.0 605.0 Mean Scale Score 349.9 359.7 % Advanced 16% 25% % Proficient 31% 33% % Basic 36% 25% % Below Basic 12% 11% % Far Below Basic 5% 6% CST Science (Grade 5, Grade 8, and Grade 10 Life Science) Students Tested 345.0 690.0 610.0 % of Enrollment 100% 100% 97% Students with Scores 690.0 610.0 Mean Scale Score 333.9 337.4 353.4 % Advanced 9% 9% 18% % Proficient 29% 30% 34% % Basic 40% 39% 31% % Below Basic 17% 15% 11% % Far Below Basic 6% 6% 6% CST Biology/Life Sciences Students Tested 335.0 221.0 556.0 302.0 376.0 152.0 830.0 285.0 336.0 284.0 905.0 % of Enrollment 45% 64% 46% 54% 47% 47% 53% 45% Students with Scores 302.0 376.0 152.0 830.0 285.0 336.0 284.0 905.0 Mean Scale Score 350.4 318.1 337.6 361.3 322.2 329.9 337.8 362.1 329.9 338.8 342.9 % Advanced 12% 3% 8% 19% 2% 3% 8% 18% 4% 12% 11% % Proficient 39% 12% 28% 39% 17% 24% 27% 44% 24% 26% 31% % Basic 40% 56% 47% 37% 57% 51% 49% 35% 55% 40% 44% % Below Basic 7% 24% 14% 4% 18% 14% 12% 3% 12% 13% 9% % Far Below Basic 1% 5% 3% 0% 5% 9% 4% 0% 5% 8% 5%

Segerstrom High School

California Standardized Testing and Reporting (STAR) Segerstrom High School All Students 2006 2007 2008 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC

Reported Enrollment 753 345 661 693 322 610 629 625 CST Chemistry Students Tested 121.0 121.0 312.0 168.0 480.0 284.0 222.0 506.0 % of Enrollment 35% 45% 52% 45% 36% Students with Scores 312.0 168.0 480.0 284.0 222.0 506.0 Mean Scale Score 334.9 334.9 346.2 324.4 338.6 339.4 306.6 325.0 % Advanced 6% 6% 9% 7% 8% 12% 6% 9% % Proficient 22% 22% 37% 20% 31% 25% 10% 19% % Basic 59% 59% 46% 40% 44% 49% 33% 42% % Below Basic 7% 7% 6% 23% 12% 7% 22% 14% % Far Below Basic 7% 7% 2% 10% 5% 7% 29% 17% CST Earth Science Students Tested 411.0 411.0 358.0 358.0 321.0 321.0 % of Enrollment 55% 54% 53% Students with Scores 358.0 358.0 321.0 321.0 Mean Scale Score 317.5 317.5 332.8 332.8 323.0 323.0 % Advanced 2% 2% 3% 3% 2% 2% % Proficient 14% 14% 28% 28% 18% 18% % Basic 56% 56% 54% 54% 55% 55% % Below Basic 21% 21% 11% 11% 17% 17% % Far Below Basic 8% 8% 4% 4% 7% 7% CST Physics Students Tested 97.0 97.0 % of Enrollment 16% Students with Scores 97.0 97.0 Mean Scale Score 379.8 379.8 % Advanced 34% 34% % Proficient 46% 46% % Basic 16% 16% % Below Basic 3% 3% % Far Below Basic 0% 0%

Segerstrom High School

CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE) Segerstrom’s CAHSEE passing rate exceeds those of the state, county, and district. The first- time pass rate for tenth graders at Segerstrom is 96% for math and 97% for English Language Arts, higher than the majority of high schools in Orange County. 2008 CAHSEE results 100 96 97 86 85 78 79 80 72 69 60 Segerstrom SAUSD 40 Orange County 20 CA

0 Math ELA

As of July 2008, ALL seniors in the class of 2008 passed the CAHSEE. As of January 2009 ALL seniors in the class of 2009 and all but 19 (out of 627) of the class of 2010 have passed the CAHSEE. The students who have yet to pass are receiving interventions, including before school classes and other individualized interventions. Segerstrom’s plan for CAHSEE preparation and intervention was recently recognized by the state of California as a model of success during a visit from Jack O’Connell, California Superintendent of Schools, on September 24, 2008. The plan is being replicated throughout Santa Ana Unified in order to improve scores district wide. SFHS CAHSEE Results – ELA Grade 2007-2008 2006-07 2005-06 Subgroup Level # Tested % Passed # Tested % Passed # Tested % Passed 10 631 97.1% 696 94% 350 94% All 11 30 70.0% 28 79% -- -- 12 4 75%% ------10 508 97.0% 558 94% 268 94% Hispanic 11 25 68.0% 19 74% -- -- 12 3 66.6% ------10 327 97.2% 441 93% 219 93% SocioEcon 11 18 77.8% 23 74% -- -- Disadv 12 2 100% ------10 85 90.6% 111 77% 53 75% EL's 11 19 63.2% 14 64% -- -- 12 3 66.6% ------10 11 84.6% 25 64% 8 -- Special Ed 11 6 33.3% 8 ------12 1 0% ------

Segerstrom High School

SFHS CAHSEE Results – Math

Grade 2007-2008 2006-07 2005-06 Subgroup Level # Tested % Passed # Tested % Passed # Tested % Passed 10 629 95.5% 695 92% 350 91% All 11 42 69.0% 43 60% -- -- 12 4 25.0% ------10 506 95.1% 557 91% 268 90% Hispanic 11 37 64.9% 31 58% -- -- 12 3 33.3% ------10 326 95.4% 440 92% 219 90% SocioEcon 11 24 54.2% 36 58% -- -- Disadv 12 1 100% ------10 84 83.3% 110 73% 53 75% EL's 11 20 65.0% 15 60% -- -- 12 1 0% ------10 13 84.6% 25 64% 8 -- Special Ed 11 5 60.0% 4 ------12 1 0% ------

California English Language Development Test (CELDT) Assessment results number and percent of students at each proficiency level show the range of EL students at Segerstrom. All EL students currently are at the intermediate, early advanced, or advanced levels. Students receive ELD support within the regular program, through extensive use of SDAIE/CLAD strategies in the classroom and tutorial support beyond the class.

2007-08 Number and Percent of Students at Each Overall Performance Level Grade 9 10 11 12 Total Advanced 6 8 18 10 42 9% 11% 22% 36% 17% Early Advanced 40 39 49 17 145 57% 54% 60% 61% 58% Intermediate 24 25 14 1 64 34% 35% 17% 4% 25% Early Intermediate 0 0 0 0 0 0% 0% 0% 0% 0% Beginning 0 0 0 0 0 0% 0% 0% 0% 0% Number Tested 70 72 81 28 251 100% 100% 100% 100% 100%

Segerstrom High School

LOCAL ASSESSMENTS: DISTRICT WRITING ASSESSMENT Each year, SAUSD administers a writing assessment to all intermediate and high school students. The writing tasks are based on state standards, rotating between expository, persuasive, and response to literature prompts. Segerstrom students take schoolwide writing assessments every quarter. Substantial practice in various writing domains allows Segerstrom students to consistently outperform other students throughout the district on this writing assessment. Last year, data was not accurately collected by the district and, therefore, is unavailable for analysis.

District Writing Assessment Santa Ana Unified School District Performance Level Far Below Year Level Grade Basic Below Basic Basic Proficient Advanced # Tested # % # % # % # % # % 2006 9 -07 3,435 133 4% 343 10% 1,369 40% 1,504 44% 86 3% 2005 -06 3,583 74 2% 502 14% 1,320 37% 1,580 44% 107 3% 2006 -07 3,188 155 5% 300 9% 1,107 35% 1,429 45% 197 6% 10 2005 -06 3,207 61 2% 534 17% 1,071 33% 1,415 44% 126 4% 2006 -07 2,555 122 5% 214 8% 795 31% 1,254 49% 170 7% 11 2005 -06 2,535 31 1% 209 8% 780 31% 1,406 55% 109 4% 2006 -07 968 10 1% 122 13% 284 29% 498 51% 54 6% 12 2005 -06 1,001 7 1% 76 8% 219 22% 642 64% 57 6% Segerstrom High Performance Level Far Below Level Grade Basic Below Basic Basic Proficient Advanced Year # Tested # % # % # % # % # % 2006 9 -07 595 0 0% 7 1% 149 25% 413 69% 26 4% 2005 -06 760 0 0% 43 6% 265 35% 431 57% 21 3% 2006 -07 596 1 0% 3 1% 140 23% 416 70% 36 6% 10 2005 -06 357 0 0% 17 5% 102 29% 228 64% 10 3% 2006 -07 295 0 0% 1 0% 48 16% 215 73% 31 11% 11 2005 -06 ------2006 -07 ------12 2005 -06 ------

Segerstrom High School

COLLEGE SAT AND/OR ACT RESULTS All Segerstrom students have been introduced to various college entrance exams and surveys. Our ninth grade students take the ACT Plan!, tenth grade students take the ACT Explore!, and eleventh grade students take the PSAT in October. This provides vital information about each student while also promoting the college-bound culture.

Number of Test Takers Academic Year PSAT SAT SAT Subject ACT 2005 - 2006 1155* - 52 2006 - 2007 1019** 2007 - 2008 1268 36 *PSAT offered through The Princeton Review as a Practice test (not official test) **College Board Integrated Summary demonstrates lower # of test takers. Some students may have indicated wrong grade level (i.e. ninth)

PSAT Average Scores Administration Class of…. Reading Math Writing Index October, 2006 2010 (630) 37.9 39.6 37.4 114.9 2009 (636) 40.1 42.2 38.8 121 October, 2005 - - - 2009 (695) 38.1 40.3 37.6 116 2008 (311) 41.2 42.7 40.5 124.4

2007 -2008 SAT/ACT Average Scores # students taking SAT 194 Average SAT score Critical Reading 454 Mathematics 471 Writing 454 # students taking ACT 73 Average ACT score English 19.5 Mathematics 21.6 Reading 20.8 Science 19.6 Composite 20.5

CSU EARLY ASSESSMENT PROGRAM All Segerstrom 11th grade students take the California State Early Assessment as part of the CSTs given each May.

2008 EAP results % EXEMPT from English Placement test (Demonstrating College Readiness) 16% % EXEMPT from Entry Level Mathematics exam (Demonstrating College Readiness) 4% % CONDITIONAL EXEMPTION in Math(Demonstrating College Rediness Conditional) 48%

ADVANCED PLACEMENT TEST RESULTS Segerstrom’s AP courses are open access enabling any student willing to accept the challenge of advanced courses to enroll. All students registering in an AP course must

Segerstrom High School

sign a contract, which includes the commitment to remain in the class for the entire year and take the exam in May. Additional AP courses have been added each year that Segerstrom has been open. The school launched the AP program with World History and Spanish Language in 2005-06, subsequently adding English Language & Composition and United States History the next year. In 2007-08 Biology, Calculus AB, Economics, English Literature & Composition, Environmental Science, French Language, Psychology, Spanish Literature, and United States Government & Politics were introduced. Additional AP courses in 2008-09 include Studio Art, Music Theory, Physics, and Statistics. Thus, there are 18 AP courses available to students with 39 sections throughout the day. There will be 920 exams administered this May to 734 students. To put this in context, in 2008, according to the College Board, the average number of exams administered per school was 161 and the average number of students per school was 93.

Advanced Placement Course Offerings Music World World French Theory History English English English Biology Biology Physics Spanish Spanish Statistics Literature Literature Language Language Language Language Studio Art Studio Academic Chemistry al Science Economics Economics Psychology Psychology U.S. History Calculus AB Government Year Environment 2005 - 2006 ------5 0 - - - 75 # sections ------* - - - - 3 2006 - 2007 - - 30 - 126 ------54 0 - - 117 232 # sections - - 1 - 4 ------2 - - - 4 6 2007 - 2008 64 47 23 33 220 92 55 13 27 - 161 - 156 30 - - 80 180 # sections 2 2 1 1 6 3 2 1 1 - 4 - 4 1 - - 3 6 2008-2009 45 35 21 65 213 91 111 21 69 25 44 71 123 45 49 13 61 135 # sections 2 2 1 2 6 4 3 1 2 1 1 2 3 1 2 * 2 4 *students are within another section/class Advancement Placement Course Results 39.5% of the graduating class scored a 3 or higher on at least one AP exam while at Segerstrom. In 2008, 8.3% of sophomores, 23.8% of juniors, and 23.6% of seniors scored a 3 or higher on at least one test they took. Again, to put this number in context, 19.7% of the California public high school class of 2007 earned a 3 or higher on one or more AP Exams during high school, with only 15.2% for the nation (source: AP Report to the Nation).

Course Year # of Score Score Score Score Score Exams of 1 of 2 of 3 of 4 of 5 Biology 2007-08 64 50 6 4 1 3 78% 9% 6% 2% 5% Calculus AB 2007-08 44 12 9 9 8 6 27% 20.5% 20.5% 18% 14% Chemistry 2006-07 30 13 5 5 6 1 43% 17% 17% 20% 3% 2007-08 23 12 3 6 1 1 53% 13% 26% 4% 4% Economics – Macro 2007-08 60 39 14 4 3 0 65% 23% 7% 5% %

Segerstrom High School

Course Year # of Score Score Score Score Score Exams of 1 of 2 of 3 of 4 of 5 English Language & 2006-07 126 24 63 34 5 0 Composition 19% 50% 27% 4% 0% 2007-08 218 49 118 38 10 3 22% 54% 18% 5% 1% English Literature & 2007-08 92 16 49 22 5 0 Composition 17% 53% 25% 5% 0% Environmental Science 2007-08 55 40 10 3 1 1 73% 18% 7% 1% 1% French Language 2007-08 13 2 3 7 1 0 15% 23% 54% 8% % Government & Politics: U. S. 2007-08 60 31 21 7 1 0 52% 35% 11% 2% 0% Psychology 2007-08 154 74 31 20 22 7 48% 20% 13% 14% 5% Spanish Language 2005-06 5 0 0 1 0 4 0% 0% 20% 0% 80% 2006-07 58 5 9 18 17 9 9% 16% 31% 29% 16% 2007-08 160 10 19 33 50 48 6% 12% 21% 31% 30% Spanish Literature 2007-08 29 13 4 7 5 0 45% 14% 24% 17% 0% U. S. History 2006-07 116 43 47 17 9 0 37% 41% 15% 8% 0% 2007-08 80 19 29 23 7 2 24% 36% 29% 8% 3% World History 2005-06 74 27 19 21 5 2 36% 26% 28% 7% 3% 2006-07 232 113 73 33 10 3 49% 31% 14% 4% 1% 2007-08 179 53 82 26 16 2 30% 46% 14% 9% 1%

Number of 2008 Ethnicity of AP Students Students Percent of Advanced Placement Students Asian or Asian American 129 19.0% Black or African American 12 1.8% Filipino or Filipino American 7 1% Hispanic or Latino 481 70.8% Pacific Islander 1 0.1% White 49 7.2%

Segerstrom High School

Advancement Placement Awards The AP Program offers several AP Scholar Awards to recognize high school students who have demonstrated college-level achievement through AP courses and exams. Although there is no monetary award in addition to receiving an award certificate, this achievement is acknowledged on any grade report that is sent to colleges the following fall. Segerstrom students received a total of 57 of these recognitions in 2008, or 2.6% of the overall population. Award title Requirements Number Received AP Scholar Granted to students who receive grades of 3 or higher on 45 three or more AP Exams. AP Scholar with Granted to students who receive an average grade of at 6 Honor least 3.25 on all AP Exams taken, and grades of 3 or higher on four or more of these exams AP Scholar with Granted to students who receive an average grade of at 5 Distinction least 3.5 on all AP Exams taken, and grades of 3 or higher on five or more of these exams. National AP Granted to students in the United States who receive an 1 (also Scholar average grade of at least 4 on all AP Exams taken, and included in AP grades of 4 or higher on eight or more of these exams. Scholar with Distinction)

NUMBER OF STUDENTS MEETING UNIVERSITY OF CALIFORNIA A-G REQUIREMENTS Student transcript analysis in 2007 revealed that approximately 30% of eleventh grade students were not meeting CSU benchmarks at that time, including required course selection and grade point average. While graduation requirements in Santa Ana Unified mirror the a-g requirements, some students are not successful in meeting that benchmark. In June 2008, Santa Ana GEAR UP surveyed those students who graduated from Segerstrom High School in order to find out their post-high school status and plans. Out of a possible 310 graduates, Santa Ana GEAR UP received information on 286 students or 92% of the senior class. Those results showed that 92% of the senior class planned to continue their education in college, either 2-year or 4-year. A total of 116 students or 41% applied to at least one CSU, with a total of 90 students or 31%, accepted to at least one CSU. A total of 68 students or 24% applied to at least one UC. A total of 60 students or 21% were accepted to at least one UC.

Segerstrom High School

Percentage of your 9th graders Meeting minimum GPA Requirements

CSU (2.0 GPA 75%

UC (3.0 GPA) 38%

Shows the percentage of your 9th graders who earned the minimum GPA indicated in the "a-g" course they had completed by the date submitted.

9th grade benchmarks 9th graders are making adequate progress toward fulfilling the "a-g" requirements in high school, if they take an approved English class, and Algebra 1 or higher math class, and one other "a-g" during the 9th grade. Students who do not meet these benchmarks still have time to complete the necessary coursework in grades 10 through 12.

24 Meeting CSU benchmarks Close to meeting CSU benchmarks not meeting CSU 62 14 benchmarks

Segerstrom High School

Percentage of Your 10th-Graders Meeting minimum GPA Requirements

CSU (2.0 GPA) 67%

UC (3.0 GPA) 25%

Shows the percentage of your 10th graders who earned the minimum GPA indicated in the "a-g" course they had completed by the date submitted.

10th grade Benchmarks 10th graders are making adequate progress toward fulfilling the "a-g" requirements in high school, if they take an approved English class, an Algebra 1 or higher math class, and one other "a-g" during the 10th grade. Students who do not meet these benchmarks still have time to complete the necessary coursework in grades 11 through 12.

Meeting CSU 33 benchmarks Close to CSU 49 benchmarks Not meeting CSU benchmarks

Segerstrom High School

Percentage of Your 11th-Graders Meeting minimum GPA Requirements

CSU (2.0 GPA) 68%

UC (3.0 GPA) 25%

Shows the percentage of your 11th graders who earned the minimum GPA indicated in the "a-g" course they had completed by the date submitted.

11th Grade Benchmarks 11th graders are meeting grade-level benchmarks if they complete 11 out of the 15 "a- g" courses by the end of the 11th grade and successfully complete these courses with a C or better grade.

Meeting CSU 30 benchmarks close to CSU benchmarks 41 Not meeting CSU benchmarks

Segerstrom High School

REPORT CARD ANALYSES OF D’S AND F’S Most content areas showed consistency in grading over the past four semesters. Variations in College and Career planning grades may be attributed to a change in the curriculum.

Fall Spring Fall Spring 2007 2007 2008 2008 Grade Change % of % of % of % of over Distribution Students Students Students Students time Business/Technology A 41.2 36.1 30.0 26.2 -15.0 B 29.4 25 19.1 15 -14.4 C 14.7 16.7 24.5 18.7 4.0 D 5.9 13.2 17.2 19.6 13.7 F 8.8 8.3 9.1 20.6 11.8 College & Career Planning A 22.6 58.3 17.2 42.9 20.3 B 39.1 29.1 41.8 42.9 3.8 C 25.6 9.4 24.6 12.9 -12.7 D 11.8 2.7 14.2 1.4 -10.4 F 0.8 0.4 2.2 0 -0.8 Foreign Language A 27.7 22.4 23.7 22.7 -5.0 B 39.5 29.2 33.7 31.1 -8.4 C 26.7 29.3 27.4 27 0.3 D 13.6 12.9 10.8 13.9 0.3 F 2.1 6.5 4.4 5.3 3.2 English Language Arts A 14.9 21.6 12.8 19.4 4.5 B 31.4 30.6 33.6 33.8 2.4 C 34.8 29.9 34.4 30.9 -3.9 D 14.8 14 14.8 13 -1.8 F 4.1 5.8 4.2 2.9 -1.2 Mathematics A 13.7 12.7 14.5 15.1 1.4 B 28 26.5 29.3 29.4 1.4 C 32.1 33 30.4 30.8 -1.3 D 10 11.8 12.8 12.7 2.7 F 16.2 5.9 12.9 12.1 -4.1 Physical Education A 72.2 68.3 76 68.4 -3.8 B 17.6 20.1 16.8 15.6 -2.0 C 8.2 8.8 5.7 11.6 3.4 D 2 2 1.1 4.1 2.1 F 0 0.8 0.4 0.2 0.2

Segerstrom High School

Science A 16 17.2 11.6 16.7 0.7

B 29.4 30.6 31.2 31.4 2.0 C 33 31.3 33.6 29.7 -3.3 D 15.9 14.9 17.1 16.7 0.8 F 5.7 6 6.4 5.5 -0.2 Social Science A 13.4 10.9 16.9 15.4 2.0 B 31.6 31.1 30.6 32.7 1.1 C 33.2 37.4 31.5 30.2 -3.0 D 14.2 13.8 15.7 16.2 2.0 F 7.7 6.8 5.2 5.5 -2.2 Visual and Performing Arts A 55.5 52 53.9 59.3 3.8 B 26.6 30.6 23.3 22.5 -4.1 C 12.7 11.6 16 11.5 -1.2 D 4.4 4.3 5.7 4.5 0.1 F 0.8 14.7 1.1 2.1 1.3 ROP A 45.7 64.4 39 38.8 -6.9 B 17.4 13.3 27.1 21.4 4.0 C 23.9 8.9 15.3 17.5 -6.4 D 4.3 2.2 11.9 13.6 9.3 F 8.7 11.1 6.8 8.7 0.0 COMPLETION RATES a. Graduation rates (See AYP or CBEDs data) Rate for 2007 Rate for 2008 Average 2-Year Met 2008 Graduation Rate Alternative Class of 2005-06 Class of 2006-07 Change Change Criteria Method 100.0 99.8 -0.2 N/A Yes PX Rate for 2006 Rate for 2007 Average 2-Year Met 2007 Graduation Rate Alternative Class of 2004-05 Class of 2005-06 Change Change Criteria Method 81.0 100.0 19.0 N/A Yes PX PX = Proxy graduation rate: For traditional comprehensive high schools with no graduation rates, a proxy graduation rate was calculated based on the school's available CBEDS dropout and enrollment data for grades 9-11.

b. Number of entering freshmen compared to exiting seniors (Note: Comment on irregular patterns or anomalies.) Segerstrom opened with 401 sophomores the first day of the 2005-06 school year. During the inaugural year, 17.7% (71 students) decided to return to their previous high schools or moved. In comparison, the freshman class began with 799 students and 748 completed the year, producing the combined retention rate of 91.17% during 05-06. The first year proved to be an adjustment year for students and parents with regard to the expectations and rigor at Segerstrom. Retention rates have improved considerably since the inaugural year. Currently, the class of 2009 had 799 students entered as freshmen and 605 are classified as seniors as of September. During the last 3 years, 82 students

Segerstrom High School

received letters of “non-invite,” primarily for frequent and continued violations of fundamental policies. 2005-2009 Enrollment Chart – Segerstrom High School 2005-2006 1st day 10/1/200511/1/200512/1/20052/1/20063/1/20064/1/2006 5/1/2006 6/15/2006 9th 799 787 781 776 761 760 758 756 748 (93.62%) 10th 401 396 388 383 367 359 346 345 346 (82.28%) Total 1200 1183 1169 1159 1128 1119 1104 1101 1094 (91.17%) 2006-2007 1st day 10/1/200611/1/200612/1/20062/1/20073/1/20074/2/2007 5/1/2007 last day 9th 799 787 781 776 761 760 758 756 748 (93.62%) 10th 401 396 388 383 367 359 346 345 346 (82.28%) 11th 331 324 324 321 323 326 325 322 315 (95.17%) Total 1724 1717 1712 1705 1702 1693 1690 1679 1665 (96.58%) 2007-2008 1st day projected/actual 10/1/200711/1/200712/3/20072/1/20083/1/20084/1/2008 5/1/2008 6/18/2008 9th 600/629 623 622 621 617 610 609 610 610 (96.98%) 10th 645/644 644 639 634 629 628 629 629 629 (97.67%) 11th 660/662 658 655 641 639 632 628 627 627 (94.71%) 12th 310/310 310 311 310 309 309 309 308 308 (99.35%) Grads 7/08: 306 our of 308 TOTAL 2215/2245 2235 2227 2206 2194 2179 2175 2174 2174 (96.84%) 2008-2009 1st day 6/15/2009 projected/actual 10/1/200811/1/200812/1/20082/1/20093/1/20094/1/2009 5/1/2009 projected 9th 620/615 621 623 623 582 (96.98%) 10th 597/604 (99.02%) 612 616 615 590 (97.67%) 11th 602/662 (97.14%) 616 619 617 579 (94.72%) 12th 617/605 (96.49%) 602 602 600 601 (99.35%) Grads 6/17/09 TOTAL 2436/2435 2451 2460 2455

c. Dropout rates As our school is becoming larger, we are actually seeing a higher retention rate from the opening year of 05-06. The retention rate for that year was 91.17% and last year’s 07-08 year was 96.84%. The highlight last year was a senior class retention rate of 99.35% and a total of 304 students who met the graduation requirements by June for a rate of 98.06%. Three additional students have since met graduation requirements for a total rate of 99.70%.

Segerstrom High School

SUPPLEMENTAL DATA EXTRACURRICULAR ACTIVITIES: Many Segerstrom students find ways to participate in their high school experience outside of the classroom as well. As a new school, it has been important to offer clubs based on student requests and interests. There are a wide variety of clubs available to students, with new clubs formed each year. CLUB NAME Founded in AMERICAN CANCER SOCIETY 2007-2008 ANIME-MANGA 2005-2006 AP STUDENTS 2007-2008 ARTS & CRAFTS 2006-2007 AVID 2005-2006 BALLET FOLKLORICO 2007-2008 CSF 2005-2006 CUISINE/ CULINARY ARTS 2007-2008 DRAMA 2005-2006 EARTH RESOURCE 2006-2007 EURO 2005-2006 FOREIGN LANG. ENRICHMENT 2006-2007 FUNDAMENTALS BIKE & CAR CLUB 2007-2008 GAY STRAIGHT ALLIANCE 2006-2007 GUITAR 2005-2006 HACKY SACK 2006-2007 HUMANITIES 2007-2008 INTERACT 2005-2006 INVISIBLE CHILDREN 2007-2008 KEY 2005-2006 K.I.W.I.N.S. 2006-2007 L.U.L.A.C. 2006-2007 LA CROSSE 2006-2007 M.E.S.A. 2005-2006 MOCK TRIAL 2006-2007 NATIONAL HONOR SOCIETY 2006-2007 OCAD 2005-2006 QUIZ BOWL 2005-2006 RED CROSS/PRE-MED 2006-2007 REFUGE 2006-2007 RIPTUBE 2006-2007 SCIENCE 2007-2008 SURF 2005-2006 VIETNEMESE STUDENT ASSOC. 2006-2007

Segerstrom High School

In addition, during the 2006-2007 school year (most recent year for data), over 750 students participated in sports. Sports Total Sex Grade Level Number of Boys Girls 9th 10th 11th 12th Students Cross Country 101 49 52 33 49 19 0 Football 153 153 0 74 53 26 0 Volleyball 64 26 38 17 19 28 0 Tennis 97 42 55 42 44 18 0 Basketball 98 53 45 49 38 10 0 Soccer 109 63 46 37 44 28 0 Wrestling 62 58 4 19 30 13 0 Softball 30 0 30 11 13 6 0 Baseball 43 43 0 14 19 10 0 TOTALS 757 487 270 296 309 158 0

PROCESS AND PERCEPTION DATA

Student Survey (2006-07) Numbers and Percentages by Individual Question Number of Surveys: 1228 Counts Percentages Total Agree Agree Agree Neutral Neutral Agree + Strongly Strongly Strongly Strongly Disagree Disagree Disagree Disagree + 1 I feel safe at school. 268 538 259 36 36 1137 70.9% 22.8% 6.3% 2 I feel supported by my teachers. 247 514 301 54 22 1138 66.9% 26.4% 6.7% I feel that the school staff is caring and respectful toward 204 435 357 100 37 1133 56.4% 31.5% 12.1% 3 me.

I feel that students at my school are treated fairly and with 152 394 399 130 51 1126 48.5% 35.4% 16.1% 4 respect. 5 School rules are enforced fairly at my school. 256 386 261 134 97 1134 56.6% 23.0% 20.4% Counts Percentages

No No Yes Yes Total

In general, I know how my teachers grade me (on tests, 1000 131 1131 88.4% 11.6% 6 assignments, and for my report card). 7 For the most part, I am satisfied with my school. 927 201 1128 82.2% 17.8% 8 I know how to get help if I am having problems. 1024 107 1131 90.5% 9.5% 9 I can get help when I am having problems. 980 147 1127 87.0% 13.0% At least one of my teachers has reviewed my state (STAR) 468 652 1120 41.8% 58.2% 10 test results with me. At least one of my teachers has discussed the California Standards (what I am expected to know and do at my 927 193 1120 82.8% 17.2% 11 grade level).

At least one of my teachers has talked to me about 1023 99 1122 91.2% 8.8% 12 attending college. 13 I know what the high school graduation requirements are. 1053 56 1109 95.0% 5.0%

Segerstrom High School

Has anyone from your school or GEARUP ever spoken to you about college entrance requirements or the courses you need to take in high school in order to prepare for 908 204 1112 81.7% 18.3% 14 college? Has anyone from your school or GEARUP ever spoken with you about the availability of financial aid to help you 765 337 1102 69.4% 30.6% 15 pay for college? Counts Percentages Met Met Total Each Each Once Once Period Period Weekly Weekly Haven't Haven't Monthly Monthly

In general, my teachers meet with me to discuss my 128 123 333 451 1122 7.8% 6 progress. 11.4% 11.0% 29.7% 40.2% Counts Percentages Not Not Not Total Not sure Not sure Probably Probably Probably Definitely Definitely Definitely Definitely

Do you think you can afford to attend a public 4-year 51 20

college using financial aid, scholarships, and your family's 306 502 245 1124 1.8% 17 resources? 27.2% 44.7% 21.8% Counts Percentages less less Total HS or HS or Some Some Grad + Grad + college college College College 40

What is the highest level of education you think you will 182 902 1124 3.6% 18 achieve? 16.2% 80.2% Counts Percentages All All Part Part Total None None 85

How much of the materials that you needed to learn did 314 732 1131 7.5% 19 you receive by the first day of school this year? 27.8% 64.7% 37 535 547

How much of the materials that you needed to learn did 1119 3.3% 20 you receive within the first month of school? 47.8% 48.9% How do your teachers provide you with feedback or comments on what you have As % of the Total # of 21 been taught and the progress you are making? Count Respondents -1 Teachers meet with me individually or in a small group. 252 20.5% -2 Teachers tell the entire class how we performed. 778 63.4%

-3 Teachers create a visual (e.g. charts) showing me how I or how we performed. 284 23.1% -4 Teachers provide me feedback on my assignments. 547 44.5% -5 Teachers do not provide feedback to me. 110 9.0%

Segerstrom High School

GEAR UP SURVEY (JUNE, 2008) Some of the data from those surveys is shown above. Additional survey results are listed here:

Demographics Q1. Did either of your parents attend college in the U.S. or outside of the U.S.? Q2. If yes, did either of your parents receive a college degree?

Q3. What is your residency status? Response Count % of respondents U.S. Citizen 265 93% Permanent resident/Green card 7 2% Other 13 5%

Plans after High School Q4. Did you apply to a Cal State University (CSU) or a University of California (UC)? Response Count % of respondents Yes 128 45% No 155 54% Q5. Did you apply to a private university or college this year? (Example: USC, Chapman, etc.) Response Count % of respondents Yes 38 13% No 241 84% Q7. Please list the reasons for not applying to a university or choosing to attend a community college right after high school (Includes multiple responses).

Segerstrom High School

College Entrance Exams Q8. Did you take any of the following college entrance exams? (Includes multiple responses) Response Count % of respondents SAT reasoning 172 60% SAT Subject 119 42% ACT 83 29% Higher Education Center (HEC)

Disagree Agree Does Not Apply Q11. I feel that the college application Late Nights were 3% 57% 40% helpful in completing my college applications Q12. It is easy to find the HEC my school 2% 97% 1% Q13. I feel supported by the resources at the HEC 2% 92% 6% Q14. My parent(s) know where the HEC is at my school 45% 47% 8% Q15. I feel confident about my submitted college applications 10% 61% 29%

Financial Aid No Yes Q16. Did you submit the FAFSA by the March 2nd deadline? 26% 74% Q17. Did you submit a Cal Grant form? 39% 61% Q18. If yes, were you awarded a Cal Grant? 65% 35%

Segerstrom High School

Scholarships Received A total of 23 students (8%) responded receiving at least one scholarship. Of these students, 7 students (30%) responded to receiving two scholarships. A total of 20 different scholarships were awarded. A total sum of $205,400 in private scholarships was awarded to the senior class of Segerstrom High School. This report does not include State/Federal aid or university sponsored scholarships. Number Scholarship Amount of Total of each Amount Students award Awarded 7 ACE Scholarship 1,000 7,000 1 Assistance League/ROP Scholarship 1,200 1,200 1 AVID Standout Scholarship 1,000 1,000 1 Bank of America Scholarship 500 500 1 Bank of the West Scholarship 1,000 1,000 1 Cancer for College 16,000 16,000 2 CJ Segerstrom 1,000 2,000 8 Change a Life Foundation/Santa Ana: Education 5,000 40,000 Foundation Scholarship 1 College Access 5,000 5,000 1 COSMOS Scholarship 2,000 2,000 2 Gear Up Scholarship 2,000 4,000 1 Gear Up Scholarship 3,000 3,000 1 Hazel Cubbon Greenleaf Scholarship 11,000 11,000 3 Hispanic Education Endowment Fund Scholarship 1,000 3,000 1 Jaguar Football Senior Scholarship 4,000 4,000 2 Know How to Go Scholarship 500 1,000 1 UC Berkely Leadership 1,500 1,500 1 PTSO Scholarship 500 500 1 Key Club Scholarship 1,000 1,000 1 Raytheon Scholarship 3,000 3,000 ` Robert C. Byrd Scholarship (renewable 4 yrs) 1,500 6,000 2 Ronald M. Simon Scholarship 16,000 32,000 1 Ronald McDonald House of Charities 1,000 1,000 1 Santa Ana Chamber of Commerce 500 500 2 Santa Ana Chamber of Commerce 1,000 2,000 1 Santa Ana Chamber of Commerce(50% scholarship) 44,000 44,000 3 Santa Ana College Scholarship 1,000 3,000 1 Santa Ana Police Association 1,000 1,000 2 Seymour Scholarship 1,500 3,000 1 SFHS Cheer Senior Scholarship 200 200 2 Union-Food Scholarship 2,500 5,000

GRAND TOTAL $205,400

Segerstrom High School

College Plans: Application and Acceptance Rates I. California State Universities (CSU) A total of 116 students or 41% applied to at least one CSU. A total of 90 students or 31% were accepted to at least one CSU. CSU Applications CSU Campus # Applied % Applied # Accepted % Accepted CSU Bakersfield 2 1% 2 1% CSU Channel Island 7 2% 5 2% CSU Chico 1 0% 2 1% CSU Domínguez Hills 15 5% 4 1% CSU East Bay 3 1% 2 1% CSU Fresno 9 3% 7 2% CSU Fullerton 85 30% 57 20% Humboldt State University 11 4% 9 3% CSU Los Ángeles 14 5% 8 3% CSU Long Beach 77 27% 32 11% CSU Monterey Bay 8 3% 2 1% CSU Northridge 8 3% 4 1% Cal Poly Pomona 37 13% 18 6% CSU Sacramento 7 2% 4 1% CSU San Bernardino 3 1% 1 0% San Francisco State 28 10% 19 7% San Diego State 38 13% 12 4% San Jose State University 1 0% 0 0% Cal Poly San Luis Obispo 17 6% 4 1% CSU San Marcos 7 2% 2 1% Sonoma State University 3 1% 1 0% CSU Stanislaus 3 1% 0 0% California Maritime Academy 1 0% 0 0%

51 Chapter 2: Summary of Analysis

Segerstrom High School Santa Ana Unified School District Est. 2005

Segerstrom High School

Chapter 2: Implications of Data with Respect to Student Performance

As a relatively new school, Segerstrom High School has limited data to work with. With only two to three years of data to base our conclusions on, it has been difficult to distinguish valid trends. However, the trends that are beginning to emerge are encouraging, and we have been able to identify two key areas of growth.

Segerstrom High School has had an Academic Performance Index (API) Score higher than both the district and state averages for the past two years. There was API growth from 2006 to 2007 (+25), but there was a decline from 2007 to 2008 (-11). In particular, there was a decline in specific subgroups: Asian (-2, met target), Latino (-11, did not meet target), and socioeconomically disadvantaged (-7, did not meet target).

The rate of students scoring proficient or advanced on the California Standards Test (CST) has varied over the past three years. Student performance in English Language Arts (ELA) has consistently stayed above both district and state averages. CST scores increased in most subgroups at the ninth and tenth grade level; however, eleventh grade scores declined, particularly in the English language learner (EL) subgroup.

Student performance in mathematics has also consistently stayed above both district and state averages. CST scores in ninth grade Algebra I have increased, with the exception of a slight decline for EL students and students with special needs. CST scores in Geometry and Algebra II have consistently declined in all subgroups, with geometry scores showing the highest rate of decline.

Student performance in science has shown consistent improvement in all areas for all subgroups, with the exception of our EL population in all areas, the tenth grade Asian subgroup in Biology, and eleventh grade Chemistry. Although the EL subgroup declined in Biology, there was an increase for ELs in Earth Science. In addition, student performance in science has consistently been above district averages and near state averages.

Student performance in social studies has consistently stayed above both district and state averages. Scores have shown consistent improvement in all areas for most subgroups, with the exception of the EL subgroup.

California High School Exit Exam (CAHSEE) results in both English Language Arts and mathematics have increased every year since the school opened. In the 2007-2008 school year, tenth grade students had a pass rate of 97.1% in English Language Arts and a pass rate of 95.5% in mathematics.

Segerstrom High School

Critical Academic Needs

After reviewing the data, Segerstrom High School’s Academic Council agreed upon two critical academic needs:

1. Increase the number of students scoring proficient and advanced on the California Standards Tests.

Although our CST scores are above district and state averages in all areas, we would like to increase the number of students scoring proficient and advanced on core area CSTs. There is a noticeable gap between the number of students scoring passing or proficient on the CAHSEE and the number of students with equivalent scores (proficient or advanced) on the ELA and math sections of the CST. There is a concern that students may not be taking the CSTs as seriously as the CAHSEE and Advanced Placement (AP) exams, which occur shortly after the CSTs.

The school will continue to align pacing guidelines with California state standards, vary teaching strategies, use district-wide and department-wide benchmarks, analyze data to adjust classroom instruction, and provide tutoring and exam retake opportunities throughout the school day in order to help meet this goal. As they work toward meeting our Expected Schoolwide Learning Results (ESLRs) by becoming Resourceful Learners and Responsible Citizens, students are encouraged to take advantage of these tutoring and exam retake opportunities. In addition, departments will develop course-specific plans that place an emphasis on review and practice for standardized testing, which has been a key part of our students’ success on the CAHSEE. In a coordinated effort to better support and motivate students, the Segerstrom staff will work together to make the CSTs a major focal point for the entire student body.

2. Provide support to English language learners and students with special needs to increase academic performance.

The common thread throughout the data available to us is the need to move our EL population and students with special needs forward. Segerstrom’s academic focus on literacy, “Read! Write! Learn!,” incorporates a schoolwide writing program designed to improve writing skills for all students, including students in these subgroups. In addition, the Cornell Note taking format is utilized in all academic areas. Teachers use a variety of GLAD and SDAIE strategies to assist English language learners such as graphic organizers, word walls, connecting prior knowledge, comprehension focus, and word dissection. Students with special needs are fully included into the general education population; however, special education staff members work closely with teachers and students to provide appropriate assistance and monitoring for identified students. As we continue to use all of these strategies and programs, we need to utilize SAUSD’s ELD and special education departments to provide staff development introducing additional instructional strategies that will allow all of our students to progress further in their academic development.

Segerstrom High School

Questions Raised by the Data

1. How do teachers and administrators use data to improve student success in the classroom and on the CSTs, and how can we incorporate this into our schoolwide efforts to raise the number of students scoring proficient and advanced on the CSTs?

2. How do we continue to achieve high proficiency rates on the CAHSEE, and which of these strategies can we use to help improve proficiency rates on the CSTs?

3. What type of professional development is needed and available to help us improve academic performance for English language learners and students with special needs?

54 Chapter 3: Progress Report

Segerstrom High School Santa Ana Unified School District Est. 2005

Segerstrom High School

Chapter 3: Critical Areas for Follow Up

Upon review of the self-study and Visiting Committee Report in 2005, the following growth areas/critical areas for follow-up were identified:

1. Continue to develop standards-based benchmark assessments in each department. 2. Continue to expand and develop a campus-wide activities program. 3. Continue to expand ROP offerings and other means for students to become familiar with post-high school opportunities.

1. Continue to develop standards-based benchmark assessments in each department.

Each department is given approximately three collaboration days per year to complete data analysis, review pacing guidelines, develop benchmark assessments, and decide upon common course-alike instructional strategies and activities. Additional course-alike collaboration days are available on an as-needed basis. Most core departments have created “data walls,” which display results of standardized tests, course-alike benchmark assessments, and final exams, as well as analysis of these results.

Teachers in English Language Arts, mathematics, science, and social studies have all developed department-wide benchmark assessments by course-alike teams on site and are in different stages of implementation. As mentioned above, collaboration time is used to create these benchmarks and to analyze benchmark data with a focus on successes, challenges, and implications for instructional strategies and pacing. This discussion leads to modification of curriculum and instruction to increase student success.

SAUSD has developed district-wide benchmarks for English Language Arts and mathematics. The district is now including teachers in the development of benchmark assessments, which has had a positive impact on the implementation of the district-wide assessment plan. District-wide benchmark results are posted on Data Director for staff use.

Foreign language teachers have developed course-alike final exams. New textbooks were recently adopted, so pacing guidelines have been developed and benchmark assessments are now in the process of being developed. In addition to traditional benchmark assessments, students are assigned similar course-alike projects.

VAPA teachers are in the process of finding commonalities among courses.

Special education teachers follow the pacing guidelines and benchmarks offered in each of the separate departments. Since students are fully included, special education teachers work collaboratively with general education teachers. Because students with special needs must improve test taking skills as well as study skills, general and special education teachers place an emphasis on organizational skills, memorization, and time

Segerstrom High School

management. Special education students are encouraged to make use of instructional aids and strategies such as flashcards, study guides, highlighters, Cornell Notes, study groups, and graphic organizers.

Physical education teachers give pre-tests and post-tests on the “Fitness Gram” (a California state physical education test). In addition, the physical education program provides instruction and assessment focused on nutrition and fitness that incorporates district standards and technology.

2. Continue to expand and develop a campus-wide activities program.

Over the past four years, our campus-wide activities program has continued to expand through various avenues. There has been an increase in the number and quality of student assemblies, student activities, student recognition, school spirit activities, senior activities, and visual/performing arts shows. Student Seminar has grown to include more classroom and schoolwide activities that promote team building. Finally, community service is an integral part of the student activity program. Students are required to volunteer a minimum of sixteen hours per year throughout their high school education.

Each year, we now have assemblies which include freshmen orientation, sophomore CAHSEE kick-off, junior and senior motivation, college/career fairs, AVID, Renaissance, and competitive athletics. The purpose of these assemblies is to celebrate student success while emphasizing a college-going culture.

A wide variety of clubs are available to students. The number of clubs presently offered, 34, has almost tripled from the opening year, when we only had 12 clubs in place. Interclub council meetings are held monthly to promote communication and interaction between clubs and to disseminate information.

Segerstrom High School offers an extensive athletic program for both boys and girls. In 2007, over 700 students participated in the sports program, which includes cross country, football, volleyball, tennis, basketball, soccer, wrestling, softball, and baseball.

In addition to an increase of student participation in sports and clubs, more students are becoming involved in the visual/performing arts department, which has produced a variety of shows. These include dramatic plays, classic musicals, talent shows, choir shows, and instrumental performances. There has been improvement in student, parent, and community attendance at all events.

We also now have a strong student recognition plan in place. The following programs have become tradition at Segerstrom High School: Students of the Six Weeks, Most Improved Students, Night of the Scholars, Letter Ceremony, Pride of the Jaguar, Senior Awards, and CAHSEE Success Celebrations. In addition, staff members are recognized through the Jaguar Jewel of the Month Award.

Segerstrom High School

An increase of student participation in ASB over the past four years has had a positive effect on school spirit and pride, especially with the exciting addition of our new mascot last year. All students are offered opportunities to participate in regular lunchtime activities, class spirit competitions, spirit weeks, Club Rush week, and four annual dances (Homecoming, Winter Formal, Sadie Hawkins, and Junior/Senior Prom).

Last year was the first year with a senior class, and over the last two years, senior activities have grown to include College Night, Late Nights in the counseling center to work on college applications, Senior Sunrise, Senior Top 100, and Senior Boy and Girl of the Month. Seniors also have their own lunch line and lunch area. End of the year senior activities include Senior Awards, Senior Breakfast, Senior Celebration, and Grad Night.

3. Continue to expand ROP offerings and other means for students to become familiar with post-high school opportunities.

Segerstrom High School is in the process of developing and offering more ROP classes that meet the a-g requirements. This year, we offer two periods of Sports Medicine (UC “g” category) during the day and three courses after school: Art of Animation (UC “f” category), Criminal Justice, and Health Careers.

As the number of juniors and seniors at Segerstrom increases, we have more students interested in career exploration and work preparation programs. Our concern as a school is providing an effective on-site support structure to meet student needs. The counseling and administrative staff is working hard to fill the void, but finding the challenge increasingly more difficult on top of their regular duties. Segerstrom is in the process of hiring a full-time ROP career guidance technician to support the operation of the Higher Education Center and assist students enrolled in ROP. This position has not been filled due to the most recent hiring freeze.

Segerstrom High School expressed interest in having a Transition Planning Program (TTP) class on campus, which would be offered to students with special needs in order to connect them with the Department of Rehabilitation. At this time, we do not have enough students to develop the class, since it is designed for seniors only. Seniors with special needs may take an online transition class through Santa Ana College, which exposes them to Blackboard, offers lessons designed to help students become more self- aware of their disability, helps students become better advocates for themselves, and teaches students about the resources available at community colleges and how to access them. The class is taught by a special education teacher at Segerstrom during spring semester and offers the students a chance to earn one college credit. Students with special needs also have an opportunity to attend the Senior Transition Resource Day at Santa Ana College in February. This is a day where special education students learn about transition planning, resources, and programs available to them after high school. WorkAbility provides seniors with special needs opportunities to attend seminars and workshops geared toward career awareness, such as a medical forum and career workshop sponsored by Vital Link.

Segerstrom High School

The AVID program has increased from two sections to eight sections in the past three years. Teachers attend training sessions each summer to prepare for the AVID program. In addition to promoting student success, the AVID program includes a focus on post- high school education.

The Higher Education Center (HEC) provides College Nights, Career Days, and College Application Nights to encourage and assist students in the pursuit of post-high school opportunities. In addition, the HEC provides assistance to students applying for financial aid and scholarships.

58 Chapter 4: Self-Study Findings

Segerstrom High School Santa Ana Unified School District Est. 2005

Segerstrom High School

Focus Group A Vision and Purpose, Governance, Leadership and Staff, and Resources

Focus Chairs Yvonne Alonzo Stephanie Stotelmeyer

Administrator Amy Avina, Ed.D

Counselor Physical Education Frankie Gonzalez Regina Wagner

English Science Linda Miller Tom Pfeifer Mike Seals Lillian Sotolongo Classified Stevie Johnsonbaugh Social Studies Maureen Joyce Moises De La Mora Jose Pena Neil Stevenson Cecilia Rios

Mathematics Parent Louie Muniz Caroline Raush Trang Nguyen Students Foreign Language Fermin Bello Jeanette Kerkhof-Martin Mia Bui Frankie Partida Visual and Performing Arts Kristin Lugbill

Segerstrom High School

CATEGORY A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES A1. To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? To what extent is the school’s purpose supported by the governing board and the central administration and further defined by Expected Schoolwide Learning Results and the academic standards?

Segerstrom High School’s mission: To provide a supportive and challenging environment where all students excel.

The vision, Expected Schoolwide Learning Results (ESLRs), and mission were developed by community members and Segerstrom staff the year before the school opened. The principal called for an assembly to bring these groups together in April 2005. The purpose of the meeting was to develop a guiding vision that would best serve the needs of the students who would attend Segerstrom.

The vision and ESLRs are displayed in every classroom, are in the student handbook, and have been revisited by Academic Council and each department to ensure that they are current and relevant. In addition, they are reviewed at the beginning of each year with new and current staff so that all staff members begin the school year with a clear and common focus.

The effectiveness of Segerstrom’s vision and ESLRs is evident through California High School Exit Exam (CAHSEE), California Standards Test (CST), and California English Language Development Test (CELDT) results, which are posted on Data Director. All staff members can access test results on Data Director to determine student achievement and how the data reflects student progress toward the vision and ESLRs. The faculty at Segerstrom is committed to the vision and ESLRs, reflected in lessons and units that guide students toward achieving proficiency on the content standards and ESLRs. As a culminating project, seniors compile work samples from their high school career in a Senior Exit Portfolio and reflect upon how their learning corresponds to the ESLRs, a project that is rewarding for students and staff alike.

Segerstrom High School’s purpose and ESLRs are reviewed regularly by each department during department meetings, course-alike meetings, and pull out days and by the school as a whole during staff development. In these discussions, student data is shared and discussed, and curricular plans are adjusted to better meet student needs.

The ESLRs are supported across the campus in many ways. The faculty is required to teach using standards-based curriculum, which ensures that our students will become Reflective Communicators. Responsible Citizens are developed through participation in clubs and athletic teams, community service requirements and opportunities, Visual and Performing Arts (VAPA) performances, Character Committee activities (which emphasize monthly character traits), daily recitation of the Pledge of Allegiance, use of the County Registrar’s voting machines for Associated Student Body (ASB) elections, campus use as a polling center, and implementation of the district’s nutritional standards. Because many of our students lack the home resources to

Segerstrom High School

become Resourceful Learners, we aid our students in achieving this goal through our SMARTe goals and fundamental instructional focus, regular use of technology (document cameras, SMART Boards, LCD projectors connected to laptop computers that are equipped with Microsoft PowerPoint, student computers, virtual announcements, video production, web design class), writing assessments and benchmarks, tutoring, Guided Study (GS) use of student agendas, Academic Decathlon, and the school’s fundamental card policy (tardy cards, missed assignment cards and dress code cards help students monitor their daily work habits).

The school’s purpose is supported by the district through allocation of categorical funds for Regional Occupation Program (ROP), CAHSEE preparation, Advancement Via Individual Determination (AVID), the Higher Education Center (HEC), outreach staff from local colleges, Class Size Reduction (CSR) in freshman math and Language Arts classes, and other programs. The district also supports Segerstrom’s purpose through provision of district-wide benchmarks, district curriculum specialists, and district graduation requirements (240 credits that meet University of California (UC) and California State University (CSU) entry requirements).

Evidence

• ESLRs and Vision (printed in student agendas and on posters in each classroom) • Academic Council Minutes • Department Meeting Minutes • Data Director Reports • Data Walls • Classrooms • Senior Exit Portfolios • Staff Development • Course-Alike Meeting Minutes • Delayed Start Meeting Agendas • Professional Learning Community (PLC)/Freshman House/Small Learning Community (SLC) Meeting Minutes • Clubs • VAPA • Community Service Requirements and Opportunities • ASB Election Materials • Technology • Tutoring Schedule • Character Committee • Academic Decathlon • ROP • Class Size Reduction • District Graduation Requirements • College and Career Planning (CCP) Course Syllabus

Segerstrom High School

A2. To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school? To what extent does the governing board have delegate implementation of these policies to the professional staff? To what extent does the governing board regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan?

Santa Ana Unified School District’s Mission: The Santa Ana Unified School District is dedicated to high academic achievement, in a scholarly and supportive environment, ensuring that all students are prepared to accomplish their goals in life.

Santa Ana Unified School District’s Vision and Goals:

1. Academic Achievement: We will equip students to achieve their highest academic potential. 2. Prepared Students: We will assure that students are prepared to succeed in higher education and to accomplish their life goals. 3. Quality Academic Programs: We will offer rigorous and outstanding learning opportunities, aligned with state standards and federal guidelines. 4. Strategic Allocation of Resources: We will be accountable for using resources wisely, efficiently, and strategically to support District goals. 5. Clear Communication: We will communicate clearly, consistently, responsibly, and proactively in a timely manner with all stakeholders. 6. Parent and Community Relationships: We will promote and develop positive relationships with all segments of the community, in order to foster open communication, accessibility, and pride in our schools. 7. Outstanding Employees: We will recruit, select, and retain caring, competent, and qualified staff. 8. Exemplary Facilities: We will assure that all facilities are safe, effective, well-maintained learning environments. 9. Success Focus: We will cultivate, recognize, and celebrate success.

Santa Ana Unified School District Plan:

In order to achieve the goal that “Failure is unacceptable! Success is the standard…It’s up to us all!,” the district has implemented a plan focusing on English Language Development. Beginning at the elementary level, all students are expected to read by third grade and demonstrate proficiency in English by fourth or fifth grade, all students are expected to take Algebra at the intermediate level, and all students are expected to pass the CAHSEE in high school.

The school board designated Segerstrom High School as a fundamental high school in November 2004. Fundamental schools in the Santa Ana Unified School District (SAUSD) differ from other schools in that there are clear expectations, consistent policies, uniform consequences, and strategies for success for all students. The fundamental structures are

Segerstrom High School

designed to improve student performance, instill strong study habits in all learners, increase the graduation rate as compared to the district average, and increase the number of four-year college-eligible graduates as compared to the district average. All stakeholders are required to sign and abide by the school compact. Students who fail to adhere to the fundamental policies are subject to probation, which may result in dismissal from the school (referred to as non-invite status).

The school board reviewed and approved the vision and mission (reprinted in Section A1 above) that was created by all stakeholders before Segerstrom opened its doors in August 2005. Parents are involved in the staff hiring interview process, and they helped develop procedures and protocol for the school from its inception.

The professional staff knows that the school board makes the policies implemented on campus, and they respect the board’s power and decisions. The board meets on two Tuesdays each month and schedules other meetings as needed. The staff knows that they can attend board meetings (dates and times are on the SAUSD website and are available for viewing on public access television) and voice their opinions. The Santa Ana Educators’ Association (SAEA), the local teachers’ union, which helps keep the board’s policies in compliance with the contract, also represents the professional staff.

The board monitors and evaluates student performance, overall school operations, and the fiscal health of the school in various ways, including regular review of the updated school budget (overseen by School Site Council), California Standards Test (CST) scores, and graduation requirements and rates as well as approval of field trips, special events, and student activities.

Evidence

• School Board Meeting Minutes (posted on the district website) • Televised Board Meetings • School Board Policies • District Graduation Requirements (240 credits aligned with California State University (CSU) and University of California (UC) requirements) • School Compact • Fundamental Card System • Segerstrom High School and SAUSD Graduation Rates • Segerstrom High School and SAUSD College Admission Rates

Segerstrom High School

A3. To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? Segerstrom evaluates the effectiveness of the school’s policies and procedures in various ways to aid in long-range planning. In particular, this is done through the review and revision of the Single Plan for Student Achievement (SPSA). In addition, at the end of the year the staff is asked to review the year and complete a “Good, Bad, and Ugly” online survey. The information is compiled and brought to Academic Council for review. The information is then disseminated to the staff for discussion, at which point modifications are made to address schoolwide concerns.

Segerstrom High School’s planning process is broad-based and collaborative. Parents, students, and staff collaborate on an ongoing basis through Academic Council, faculty meetings, School Site Council, and Professional Learning Communities (PLCs).

The types of data that are gathered and analyzed at these meetings include California Standards Test (CST) scores, six-week grades, department and district benchmark results, California High School Exit Exam (CAHSEE) scores, ninth grade pre-CAHSEE scores, schoolwide and district- wide writing benchmark results, classroom assessment scores, Individualized Education Plans (IEPs), California English Language Development Test (CELDT) scores, Gifted and Talented Education (GATE), and Advanced Placement (AP) test scores. The analysis of data at Segerstrom drives the instructional programs that are offered to our students.

The schoolwide instructional focus—“Read, Write, Learn”—was developed so that the entire Segerstrom community would focus on these vital skills for post-secondary education. All disciplines integrate writing into their curricular areas. The staff has been in-serviced on how to implement the writing process and each department is partnered with and coached by members of the English department as classroom teachers in each content area develop writing prompts. Four modalities of writing are taught and assessed each year: narrative, persuasive, expository, and response to literature (analysis of a text). In addition to classroom writing assessments and one district-wide writing assessment, students take four schoolwide writing assessments annually, and the faculty participates collaboratively in the grading process. The results are used to guide instruction, particularly in English.

In order to respond proactively to our students’ needs in preparation for the CAHSEE, which is administered in the tenth grade, the Segerstrom staff created a CAHSEE Success Plan. Data from the ninth grade pre-CAHSEE exam and CSTs is used to identify students who are in need of additional support and interventions. These interventions are customized according to areas of weakness and include schoolwide CAHSEE preparation as well as “Boot Camp” classes and tutorials for at risk sophomores (those who scored basic or below on the CSTs or did not pass the pre-CAHSEE exam) and any juniors and seniors who did not pass the CAHSEE on their first attempt. This model has proved so successful that the district has adapted it for use at all high schools.

Segerstrom High School

Six-week grades are analyzed and discussed within departments to promote greater consistency within similar courses and to encourage teachers to share successful strategies. In addition, the Title I coordinator uses these grades to place students with two or more “F’s” in any given grading period into Guided Study (GS). This program provides mandatory tutoring in a small- class setting where students can receive individual academic assistance from a teacher who closely monitors their academic performance.

The Advancement Via Individual Determination (AVID) program consists of eight elective tutorial classes within the school day—two classes are designated for each grade level and students are distributed evenly among the eight sections. Many of the strategies and methodologies used in AVID, such as Socratic Seminar, Cornell Notes, and peer tutorials, are embedded in non-AVID classes throughout the school to better help all students achieve success.

All teachers volunteer their time to provide tutoring on a daily basis before school, after school, and during lunch. In addition to receiving help with homework, students who fail unit tests use the tutoring system in accordance with the schoolwide exam-retake policy: students are allowed to retake tests (for a maximum score set by each department) provided that they attend at least two tutoring sessions.

The staff also monitors student achievement through the use of department and district benchmark assessment analysis. Currently, the district has developed math and English benchmarks that are given four times per year. The results of the benchmarks are available on Data Director for teachers to use as they plan and modify their instruction to meet student needs. Other departments are currently in various stages of benchmark development; however, as benchmarks are developed, analysis proceeds in a similar fashion.

Our counseling staff is extensively involved in the monitoring of student progress. The counseling staff participates in ninth grade registration, which involves visits to the intermediate schools, where they work with students, teachers, and counselors to properly place incoming freshmen in the appropriate classes (based on grades, CST scores and teacher recommendations). In our Tenth Grade Counseling Program, the counselors meet with nearly every sophomore student and his/her parents during the second semester of the year to review progress toward graduation requirements and map out the remainder of the student’s high school career. The counselors then meet with students as seniors to follow up on graduation status. Students at risk of failing classes or being assigned non-invite status at all grade levels are assigned agenda checks, grade checks, homework contracts, and tutoring contracts by counseling staff, who then follow up with students and teachers to ensure that students are making improvements in their academic progress and work habits. As a result of these programs, all students are seen by counselors on an individual basis throughout their four years in high school as a built-in procedure.

Our teachers and administrators are becoming more proficient in using data to drive instruction. The faculty knows how to access Data Director to review student information and test scores, but more training is needed in this area so that all staff feels comfortable using all features of the program and creating and sharing reports.

Segerstrom High School

Students with special needs at Segerstrom are fully included into the general education population and the special education staff monitors their progress closely. Students are provided appropriate accommodations within the general education classrooms by the classroom teachers with the support of the special education staff (made up of teachers and Student Support Paraprofessionals (SSPs), formerly known as instructional assistants). When accommodations cannot be provided within the classroom, students are provided with their accommodations in the resource room or in a separate location on campus with special education staff. Individualized Education Plan (IEP) goals and objectives are monitored by the special education department and communicated to teachers through e-mail, individual conferences, and IEP meetings. Teachers know to go to the resource room to access information regarding students with special needs, and all teachers are given a period-by-period list of students with special needs in their classes within the first two weeks of school. The general education teachers are asked regularly to complete Work and Attitude Reports for students with special needs that are used to guide IEP meetings. Special education staff members keep in close contact with students with special needs and their parents or guardians and also facilitate communication between these families and the general education teachers.

Evidence

• Writing Assessments and Scores • Academic Council Meeting Minutes • School Site Council Meeting Minutes • PLC Meeting Agendas and Minutes • Department and Course-Alike Meeting Agendas and Minutes • Ninth Grade House Meeting Agendas and Minutes • GS Logs and Contracts • Tenth Grade Counseling • Data Director Reports • CAHSEE Prep Sign-in Sheets • Teacher Lesson Plans and Materials • Department and District-Wide Benchmark Assessments and Scores • School-wide Tutoring Schedule • IEPs, Individual Transition Plans (ITPs), 504 Plans, Student Success Teams (SSTs) • “The Good, Bad, and Ugly” Results • Work and Attitude Reports

Segerstrom High School

A4. To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?

The employment policies and practices of Segerstrom High School follow state and federal requirements. All teachers at Segerstrom are No Child Left Behind (NCLB) compliant; they are highly qualified and are Crosscultural, Language, and Academic Development (CLAD) or Specially Designed Academic Instruction in English (SDAIE) certified. Segerstrom High School requires commitment to professional development from each staff member: the staff has agreed to work additional minutes in order to provide for delayed start days used for Professional Learning Communities (PLCs) and professional development. District required buy back days consist of professional development as well. The dates of the buy back days are voted on by the staff at the end of the school year for the following school year. During the interview process at Segerstrom High School, all potential staff members must sign a compact agreeing to uphold the school’s fundamental policies and structures. At the beginning of each school year, new staff members are assigned “buddies” (veteran teachers) to help them navigate through Segerstrom’s procedures and policies and to help them feel like a welcome member of the Jaguar staff.

The staff at Segerstrom shares in the responsibility to support student learning through PLCs, the schoolwide tutoring program, and participation in Guided Study (GS). In addition, all English and math teachers participate in California High School Exit Exam (CAHSEE)-specific tutoring sessions, which are offered during the two months prior to the test to all sophomore students, particularly those who have been identified as at risk of not passing. Furthermore, sophomores who did not pass the ninth grade pre-CAHSEE or scored basic or below on the mathematics or English Language Arts section of the ninth grade California Standards Test (CST) are required to attend CAHSEE Boot Camp several days before the test. This is an intensive tutorial program that emphasizes test taking strategies and review of basic concepts. Many of these activities are voluntary, demonstrating a high level of commitment to student success and achievement.

In addition to schoolwide tutoring programs and PLCs, there are a number of other ways that the staff facilitates student achievement both during and outside of school. Most staff members are involved in a wide array of committees, including Renaissance, Student Recognition, Character, Senior Awards, Student Seminar, Technology, and Freshman Mentoring. These committees work to either devise ways to improve student learning and academic success or recognize and reward students for their successes. The administration at Segerstrom takes on small groups of freshmen each year to mentor and push toward academic improvement and success through monthly meetings. Gifted and Talented Education (GATE), Advancement Via Individual Determination (AVID), and special education teaching strategies are shared in faculty meetings by colleagues. The Segerstrom staff also receives regular presentations on levels of student engagement and differentiating instruction.

The Segerstrom High School counseling staff provides a phenomenal tenth grade counseling service to ensure that students at the end of their sophomore year are on track for graduation. The counseling staff also provides agenda and grade checks as well as mandatory tutoring for students who are at risk of failing. The Higher Education Center (HEC) offers extended hours

Segerstrom High School

for assistance with college applications during October and November and again in January for assistance with completing financial aid forms (e.g., FAFSA).

As part of our ongoing professional development, the Segerstrom faculty regularly shares lessons and teaching strategies within and outside of departments in order to improve student success by using successful strategies. New teachers are partnered with mentor teachers in addition to the district’s well-organized Beginning Teacher Support and Assessment (BTSA) program. In addition, many veteran teachers on site have volunteered to become BTSA support providers to assist our teachers participating in BTSA.

Ongoing evaluation is one of many tools that the administration uses to ensure excellence in the classroom and provide ongoing professional development to all teachers. Segerstrom High School administrators employ the use of a cognitive coaching model which evaluates teacher performance while also providing concrete, practical strategies for improved instruction. In addition to the formal evaluation process, the administrative team also visits classrooms frequently on an informal basis (referred to as “Prowl Abouts”). Segerstrom has implemented a new practice in the 2008-2009 school year called Jaguar Safaris, which enables colleagues to visit one another within and across departments to observe student engagement and successful teaching practices.

Evidence

• Faculty Credentials • Bell Schedule • Fundamental Compact • New Hire Interview Questions • PLC Meeting Minutes • Committee Meeting Minutes • Tutoring Logs and Schedules • CAHSEE Scores • CAHSEE Plan • Staff Meeting Agendas, Minutes, and Professional Development Handouts • Programs from Student Recognition Ceremonies and Assemblies (e.g., Renaissance) • “Prowl About” Forms • Teacher Evaluation Forms • BTSA • Jaguar Safari Observation Forms

Segerstrom High School

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

The staff at Segerstrom participates in professional development through meetings on delayed start days, buy back days, and in-services. This professional development is often run by Segerstrom staff members and usually focuses on a wide variety of instructional strategies, including those related to Gifted and Talented Education (GATE), Advancement Via Individual Determination (AVID), technology, and differentiated instruction. In addition, the staff receives professional development four times a year to successfully implement the schoolwide writing program. This professional development covers the characteristics of different writing modalities, ways to incorporate writing across the curriculum, and scoring student writing using the district rubric. Other professional development opportunities promote more effective use of tools used to address student learning needs such as TeleParent, Data Director, and the Student Success Team (SST) process. While Segerstrom staff members provide many of these professional development opportunities, they are also supplemented by district-level in-services and out-of-district trainings such as Advanced Placement (AP) Summer Institutes and the UCI Pathways Program.

The measurable effects of these professional development opportunities are evident from student performance on the California Standards Test (CST), California English Language Development Test (CELDT), Fitnessgram, California High School Exit Exam (CAHSEE) and AP tests as well as schoolwide writing assessments. Recognizing these effects is another focus of professional development.

Teachers in the math department are trained in course-specific teaching strategies through the University of California, Irvine (UCI) Focus program to increase test scores and student engagement. New teachers participate in the Beginning Teacher Support and Assessment (BTSA) program offered through the district, which provides professional development in differentiating instruction and student engagement for both participating and supporting teachers.

The supervision and evaluation procedures at Segerstrom promote the professional growth of staff through consistency and organization. Administrators conduct regular walk-throughs of classrooms in order to informally assess levels of student engagement. Regular formal observations comply with Santa Ana Educators’ Association (SAEA), the local teachers’ union, rules and district guidelines. Administrators discuss formal and informal observations with teachers in order to improve teaching practices, providing thorough and constructive feedback. In addition, each of Segerstrom’s administrators is responsible for a different department and attends department meetings and other events as needed. All Segerstrom administrators have an open-door policy, a fact that is known and utilized by all staff members on a regular basis, creating an environment where teachers are eager to continue learning and improving their practice.

Segerstrom High School

Evidence

• Delayed Start Meeting Agendas • Buy-Back Day Agendas • Teacher Evaluation Forms • “Prowl About” Forms • Department Meeting Agendas and Minutes • Data Director • BTSA • School-Wide Writing Training Materials, Assessments, Rubrics, and Scores • Staff Meeting Agendas • UCI Pathways/Focus • AP Summer Institutes • HOT (Humanities Out There) Tutors

Segerstrom High School

A6. To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?

Segerstrom’s budget is aligned with the Single Plan for Student Achievement (SPSA). Resources from state and federal funding are allocated according solely to student need. The bulk of Segerstrom’s general funds go toward instructional materials—each department has its own budget for purchasing the appropriate materials. The bulk of categorical funds go into student support and staff development. The largest categorical expenditure is the school’s Advancement Via Individual Determination (AVID) program, which receives approximately $190,000 each year to fund AVID sections and provide a program budget. Staff development is allocated approximately $53,000. To assist at-risk students, approximately $35,000 is allocated to fund the following interventions: Saturday School, Saturday Work program, Guided Study (GS) and TeleParent.

Santa Ana Unified School District (SAUSD) audits Segerstrom’s Associated Student Body (ASB) and attendance each year. Although Segerstrom is responsible for setting and following its own budget, the district monitors the site’s budget and gives the site’s administrators monthly budget reports.

As with most school districts in California, SAUSD has been forced to make significant cuts to the general fund. The majority of these cuts have affected the number of classified personnel allocated to each site and forced reductions in site supply budgets. Although the number of custodians allocated to Segerstrom has been reduced, Segerstrom’s facilities are safe, functional and well maintained. The school has two daytime custodians, one night lead custodian who supervises four additional custodians, and one groundskeeper. In an effort to upgrade the quality of the school’s webpage, the school designated a webmaster who has been granted an additional release period to maintain and upgrade the website. Our full-time computer technician position has been reduced to a part-time position; however, this gap has been filled with the help of our full-time stage manager, who has been tending to computer-related maintenance and troubleshooting issues.

Until this year, Segerstrom employed two athletic equipment managers. This year, however, due to budget cuts, the school has only been able to retain one full-time equipment manager and one part-time equipment manager, with the coaching staff assuming some of the remaining responsibilities. The elimination of the district’s health clerks and data entry clerks also affected our classified staffing, as our site clerk is now responsible for maintaining the health office and assisting our registrar. Our site has also combined two previously full-time positions into one: we now employ an athletic secretary/school account clerk who is assisted by a part-time finance clerk. Additionally, Segerstrom’s full-time library media technician position has been reduced to part-time status, as have our three special education Student Support Paraprofessionals (SSPs).

Although every effort is made to maintain the safety, cleanliness, and efficiency of our campus,

Segerstrom High School

the staff is concerned about the recent reductions in classified staff and the additional duties which have been transferred to others. In particular, our special education department is concerned about maintaining an effective full-inclusion program with part-time paraprofessionals. Our athletic director and coaching staff are concerned about the additional liability incurred with the reduction of supervision in the locker room area, especially during athletic practices. Our staff is also concerned about further cuts which could come in early 2009 and have a significant impact on our school.

Despite these setbacks, Segerstrom has been able to increase the amount of money allocated to each department for instructional supplies in order to serve our growing student body. Title I funding has made it possible to continuing hiring substitutes for department collaboration days, held four times a year in each department. Title I continues to fund our AVID program by paying for 1.6 Full-Time Equivalents (FTEs) in order to allow for eight sections of AVID schoolwide. Special attention is paid during the master scheduling process to give teachers who share a ninth grade house a common planning period. The staff also agreed to an extended bell schedule (approximately five additional minutes per day) in order to “bank” these minutes, allowing for 10-12 delayed start schedules. These delayed start meetings give our staff valuable collaboration time, which directly benefits student achievement.

In order to provide the most rigorous and up-to-date programs available, Segerstrom uses categorical funds to pay for Advanced Placement (AP) teachers to attend College Board institutes during the summer. Segerstrom also encourages teachers to take advantage of professional development opportunities in a variety of areas (special education, UCI Focus, GATE, AVID, AP, classroom management, data management, instructional technology) through in-services at the district level as well as through external opportunities.

Segerstrom partners with Santa Ana College (SAC) to offer Bridge classes. These are courses offered through SAC and taught on our campus by Segerstrom teachers. These allow students additional opportunities to meet graduation requirements by taking courses that otherwise could not be offered.

Segerstrom also has a site technology plan where a committee meets monthly to review the site’s use of technology and determine any areas of need. The Segerstrom technology committee offers trainings to all interested staff. These trainings include how to use webmail, instructional technology, and online educational resources.

Evidence

• Textbooks • Department Budgets • AVID Classes • Single Plan for Student Achievement (SPSA) • Staff Development • Saturday School • Saturday Work Program

Segerstrom High School

• Guided Study Records • TeleParent Records • Bridge Classes through SAC • School Site Council Minutes • Budget Reports • Webmaster Release Period • Professional Development Conference Attendance • Data Director Reports and Test Scores • Site Technology Plan

Areas of Strength

1. Our students are academically well-prepared to graduate with a diploma and earn a post- secondary education. 2. Our data-driven CAHSEE plan has been adopted by the district to be used district-wide in order to increase first-time pass rates. 3. Segerstrom’s fundamental structures (tardy, dress code, and missed assignment cards) help the student body stay focused on academics. 4. The counseling staff and administration at Segerstrom provide consistent and unparalleled support to the students. 5. Ongoing professional development is built into the school schedule and facilitated by Segerstrom’s instructional leaders.

Areas for Growth

1. More technology training is needed, particularly with Data Director, so that teachers feel more comfortable utilizing data to modify and guide instruction. 2. Due to recent budget reductions, Segerstrom needs to redefine its priorities so that our limited funds are being used appropriately to support ongoing student achievement. 3. The staff needs to be better informed as to the decisions of the governing board and School Site Council, as some staff members are unaware of many of the decisions that are made.

Segerstrom High School

Focus Group B Standards-Based Student Learning: Curriculum

Focus Chairs Sean Decker Mark Henson

Administrator Jonathan Swanson

Librarian Special Education Stephanie Wotring Luis Lopez

English Science Billy Castanha Jane Siesel Andy Martinez Ken Stokesberry Pam Won Classified Social Studies Jaime Gonzalez Redonda Contreras Jim Hunt Lorraine Gerard Erika Islas Amy Mateo Cecilia Peralta

Mathematics Parent Herb Kimmons Rana Mohiuddin Kim Nguyen Students Foreign Language Andrea Herrera Angel Leon Janet Rodriguez Alessandra Mangiorotti Cyrus Sitigata

Visual and Performing Arts Roger Gordon

Segerstrom High School

CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM B1. To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the Expected Schoolwide Learning Results? To what extent are the expected schoolwide learning results accomplished through standards-based learning (i.e., what is taught and how it is taught)?

Segerstrom High School promotes a college-going environment through a rigorous standards- based curriculum for all students. Students are required to complete 240 credits in order to graduate from any high school in the Santa Ana Unified School District (SAUSD). Since Segerstrom does not offer vocational education, English Language Development (ELD), or special education classes, our students build their schedules with elective courses in science, mathematics, foreign language, and visual and performing arts (VAPA).

Within each classroom, teachers discuss and explain the California content standards that are pertinent to each day’s lesson. These standards are the driving force in instruction, as all relevant standardized tests that students take in the spring are designed to assess these standards. Beyond these standards, students enhance their understanding of the school Expected Schoolwide Learning Results (ESLRs). The ESLRs articulate the vision of the school by emphasizing lifelong skills that help students to become Reflective Communicators, Resourceful Learners, and Responsible Citizens. The focus on standards and ESLRs culminates in Senior Exit Portfolios, which demonstrate students’ growth and progress during their four years at Segerstrom.

There are a number of schoolwide programs that have been implemented at Segerstrom to help increase student achievement. Examples of these programs include our writing program (writing across the curriculum), the use of Gifted and Talented Education (GATE) strategies (Depth and Complexity), Advancement Via Individual Determination (AVID) instructional techniques, common course assessments, and the use of Cornell Notes. In addition, all teachers adhere to our schoolwide homework policy, established by the fundamental accountability system.

One indication of the college-going culture is reflected in the ninth grade “houses.” These are made up of an English, social science and science teacher who work together to ensure academic success for their students. Teachers in the same house share a common body of students who rotate through these three classes together, allowing the teachers extra opportunities to address these students’ needs. Ninth grade house teachers use a common planning time to design, enhance, and assess student engagement and learning of both content standards and Segerstrom ESLRs. Through this collaboration, at-risk students are identified and differentiated instructional strategies are developed to meet their needs.

Each department on campus is partnered with several English teachers who assist them in carrying out writing instruction in all content areas. For example, the writing coach for the social science department works with teachers to develop subject-appropriate writing prompts for social science courses in preparation for schoolwide writing assessments. As writing assessments are evaluated and scored by the faculty, English teachers provide leadership and clarification with the assessment and scoring process.

Segerstrom High School

The entire teaching staff meets before school on delayed start days to work as a collaborative teaching and learning community. In this Professional Learning Community (PLC), teachers are in-serviced on schoolwide instructional practices such as our writing program or the use of AVID or GATE strategies in all classrooms. Instances of this type of staff development include AVID instructors demonstrating the use of the Socratic Seminar discussion technique or the usefulness of Cornell Notes across the curriculum and GATE teachers sharing strategies for differentiated instruction and the use of Depth and Complexity concepts.

At Segerstrom High School, homework is an extremely important tool used by all teachers to support the standards-based curriculum. All teachers adhere to the progressive steps of the fundamental card system. This system provides common expectations for students and the entire staff, ensuring that students complete their homework in all classes.

Teachers at Segerstrom work with colleagues in their departments to revise and plan content instruction. At the department level, teachers also collaborate to ensure student success by creating benchmark exams and analyzing student data. In addition, course-alike teachers collaborate to set common expectations and create and reflect on common assessments including pacing guidelines, coordinated final exams, and grade distribution reports.

Evidence • State Content Standards for Each Subject Area • Teacher Lesson Plans • Segerstrom ESLR Posters • Classroom Displays of Student Work • Depth and Complexity Icons • Ninth Grade House Meeting Minutes • School-wide Writing Assessments and Scores • Staff Development PowerPoint Presentations • AVID Data • Homework Cards • Benchmark Exams by Subject Area • Common Assessments by Department

Segerstrom High School

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?

Segerstrom High School has an open access enrollment policy in the full range of courses offered to our students. Any student may elect to enroll in a variety of academic courses, including Advanced Placement (AP) courses. The following AP courses are offered: Studio Art, English Language and Composition, English Literature and Composition, Spanish Language, Spanish Literature, French Language, World History, U.S. History, Macroeconomics, Government and Politics, Psychology, Calculus AB, Statistics, Environmental Science, Biology, Chemistry, Physics B, and Music Theory. In addition, students may select from a variety of elective classes including courses in Visual and Performing Arts (VAPA), the social sciences, athletics, Navy Junior Reserve Officers Training Corps (NJROTC), and various Regional Occupational Program (ROP) courses. It should also be noted that students with special needs are fully included in all general education classes and enjoy the same open access as their peers.

Incoming eighth graders meet with their counselors in the spring to review the district’s graduation requirements and to select their courses for the fall semester. Counselors use students’ California Standards Test (CST) scores and input from teachers and family to determine initial academic placement.

In the spring, all counselors meet with their students in small groups to review and plan their schedules for the following year. At this time, counselors remind students of graduation and University of California (UC)/California State University (CSU) requirements. Following the small-group discussion, there is individual counseling with each student to plan his or her individualized course of study. An assembly is held with the Higher Education Coordinator and the Assistant Principal of Curriculum for all students who are exploring the option of AP courses. During Registration, Orientation, Activation, and Review (R.O.A.R.), students again meet with their counselors to confirm their class selections and to make any needed changes to their schedules.

Ninth grade students take a semester-long College and Career-Planning (CCP) course during which they explore personal interests, career possibilities, and higher education options. Students learn valuable life and career skills, including how and where to look for work, how to write a resume, and job interview techniques. The Higher Education Coordinator visits all ninth grade classrooms to discuss the pathways to each college option (UC, CSU, community college, private school). Each ninth grade house develops activities that promote college and career options. For example, one house led by a social studies teacher works with students to develop professional resumes and an activity which culminates in a mock job interview with an administrator.

Tenth grade students and parents meet with their assigned guidance counselors to make sure they are on track for graduation and to allow the counselors to assist students with setting and meeting post-high school educational goals. These counseling meetings take place outside of the school day. All tenth grade students attend a California High School Exit Exam (CAHSEE) preparation

Segerstrom High School

assembly in February. The focus of this assembly is not solely test preparation, but also on contextualizing the CAHSEE as part of students’ four-year plan. Another component of the tenth grade personal learning plan is the CAHSEE success plan. Sophomores are required, based on their ninth grade proficiency test (pre-CAHSEE), to receive an appropriate intervention tailored to their personal needs.

Eleventh grade students take the PSAT exam in preparation for the SAT. In English, students begin an early draft of their personal statements for college applications. Students who did not pass either portion of the CAHSEE are required to attend CAHSEE preparation classes and mandatory “Boot Camp” before the next test administration. Student progress continues to be monitored in Student Seminar classes towards the completion of community service requirements and the Senior Exit Portfolio.

Twelfth grade students are required to complete an Exit Interview process. The goal of the portfolio/interview process is to prepare students to represent themselves professionally in an interview setting as well as to provide them with an opportunity to collect and reflect on their accomplishments while attending Segerstrom. Seniors are interviewed by staff and members of the local community and asked to reflect on their high school career and discuss their plans for life after high school.

Segerstrom students are required to compile a Senior Exit Portfolio before they participate in the Exit Interview. The portfolio contains items which reflect the students’ experiences throughout their high school years. Required items include a log of community service hours, work samples from each content area, a job application, resume, cover letter, awards and recognitions, evidence of technology proficiency, evidence of extracurricular activities, and other items the students may wish to include. Students present the portfolio for a grade in their senior English classes and bring the portfolio with them to the Exit Interview with staff and community leaders two weeks prior to graduation.

All seniors are invited to attend any of the ten college Late Nights held in the Higher Education Center (HEC) during November and December. These nights are designed to help students complete their college applications with assistance from counselors, English teachers, and college representatives.

Segerstrom High School maintains a policy of contact between students, parents and school staff. Much of the communication between school and home is facilitated by the school’s fundamental structures. These structures include parent notices, home phone calls by teachers and office staff, and frequent academic progress reports for individual students. Additional lines of communication between school and home include e-mail correspondence, letters, and district forms. Segerstrom High School uses the automated notification system TeleParent, which sends automated messages home in the student’s home language, as one tool to help notify parents of student progress, an upcoming assignment, improvements, or citizenship concerns.

Guided Study (GS) targets students who are receiving two or more F’s in a grading period. The student is required to complete a contract for tutoring and/or mentoring in order to improve the failing grades. Staff members have agreed to provide tutoring opportunities before school, at

Segerstrom High School

lunch, and after school, ensuring that tutoring is available every day at a wide variety of times so that all students can take advantage of the opportunity.

A student with an Individualized Education Plan (IEP) can be sure that the Segerstrom staff is regularly updated with any changes, accommodations, or parent concerns. The special education staff informs all parties involved and ensures buy-in from the entire staff. IEP meetings are well- attended by teachers from both the special education and general education programs.

Data Director is an Internet-based resource used regularly by Segerstrom staff. Teachers may examine each student’s prior history with regard to a variety of assessments and use this data to adjust instruction accordingly.

For at-risk students, a Student Study Team (SST) may be convened to allow Segerstrom students, staff, and parents to communicate openly regarding progress toward academic goals, behavior issues, and expectations. An individualized action plan is created that is agreed upon by all participants.

Segerstrom High School is committed to providing a college-going culture for its students. From the beginning of their high school experience, students are well aware through their College and Career Planning (CCP) or AVID course of entrance requirements for the CSU, UC, private, and community colleges, as well as financial aid and scholarship programs available for each.

All incoming freshmen are enrolled in either CCP or AVID. Both courses provide an introduction to the world of higher education. Staff members also promote a college-going school culture by wearing college attire every Wednesday, which we call “College Day.” Our ninth grade houses have all adopted the name of a college that they feel best represents them, contributing to this culture as well.

The HEC is located in the center of the Segerstrom campus and is available to all students as they seek information pertaining to colleges, entrance requirements, financial aid, scholarships, and other information about post-secondary opportunities. The Higher Education Coordinator is tireless in her efforts to ensure that students are aware of scholarship opportunities, application deadlines, college visits, and testing deadlines. Materials from numerous colleges and universities are on display at all times. Through the HEC, students complete the Free Application for Federal Student Aid (FAFSA) and participate in a career fair to build awareness of numerous opportunities available to them after high school.

Our special education students have access to programs such as Workability, Individual Transition Plans (ITPs), a Santa Ana College online transition class offered in the spring, and Senior Transition Day at Santa Ana College.

The Segerstrom AVID program presents a college fair for students to get extensive information and materials from many colleges and universities. This information is disseminated to parents and students during Open House in the spring.

Segerstrom High School

Segerstrom students are required to log 64 hours of community service throughout their four years at the school, averaging sixteen hours per year. The goal is to provide students with the opportunity to experience the rewards of a community-minded attitude and lifestyle. The Community Service Committee, made up of faculty members from a variety of departments, makes students aware of many opportunities throughout the year to earn community service hours and also encourages students to seek out opportunities on their own.

The Student Seminar program at Segerstrom is an avenue for students to prepare for the PSAT and SAT tests as well as the Senior Exit Portfolio. Throughout the year, students explore sample test questions, examination strategies, and the goals of the tests. This decreases test-taking anxiety for many students and allows them to approach the tests with confidence. In addition, students participate in a number of activities designed to prepare them for success in higher education or in the career world such as generic college applications, employment applications, and college readiness assessments (PSAT, SAT, ACT Explore, ASVAB).

Several times each year, representatives from a variety of colleges and universities visit the Segerstrom campus. Students are able to make appointments with these representatives to get information and to ask any questions they may have about college regarding acceptance, available courses, social aspects, and academic requirements. Colleges and universities that regularly visit the Segerstrom campus include University of California, Irvine, California State University, Fullerton, Orange Coast College, and Chapman University.

Evidence

• Segerstrom Course Offerings • AP Course Descriptions • ROP Course Offerings • Motivational Assembly PowerPoint • CCP Course Syllabus • Tenth Grade Counseling Information • Senior Exit Interview Forms • Senior Portfolio Forms • Student Samples of Senior Exit Portfolio • Fundamental Compact • Grade Check Forms • Parent/Teacher Correspondence • Teacher/District Progress Reports • Parent Letters • Fundamental Card System • GS Schedule • Agenda Check Forms • TeleParent Records • IEP Meeting Minutes • Data Director Reports • Department and Course-Alike Assessments

Segerstrom High School

• Student Study Team (SST) Records • Exemplary Counseling Staff • College Fair Fliers • Academic Clubs • Student-Interest Clubs • Higher Education Center • Career Fair • Financial Aid Workshops • Senior Portfolio/Exit Interview • AVID Materials • Community Service Requirements • SAT/PSAT Preparation Materials • Student Seminar Calendar • College Fair Fliers • Master Calendar

Segerstrom High School

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

The Santa Ana Unified School District (SAUSD) course requirements for graduation exceed those of the state of California and are closely aligned with the University of California (UC) and California State University (CSU) “a-g” entrance requirements. SAUSD students are required to complete four years of English (the state requirement is three), three years of math (the state requirement is two), and three years of science (the state requirement is two).

Segerstrom students and parents are well aware of high school graduation requirements thanks to a schoolwide effort consisting of annual motivational assemblies, the Counseling Center four- year plan, individual student/parent counseling appointments, Higher Education Center (HEC) workshops and classroom visitations, and a comprehensive overview in Advancement Via Individual Determination (AVID) or College and Career Planning (CCP) of credit and course requirements. Students regularly take advantage of the many intervention and assistance programs offered to help meet their goal of graduation. Segerstrom’s counselors hold meetings with parents and students where graduation requirements and the students’ progress toward meeting them are reviewed. In addition, special education teachers hold similar meetings to ensure that our students with special needs are aware of and on track toward meeting graduation requirements.

Segerstrom’s exemplary pass rate on the California High School Exit Exam (CAHSEE) reflects the hard work of the students and staff in preparation for this important test. The CAHSEE “Boot Camp” requires all students who did not pass the ninth grade practice CAHSEE or who scored basic or below on the ninth grade CSTs to attend intensive tutorials preparing them for success as they take the test. Other strategies of the Segerstrom “CAHSEE Machine” include after school and weekend tutoring, parent letters informing families of the importance of the CAHSEE as well as practice and study opportunities available, and the ninth grade practice CAHSEE.

Students who may be lacking credits or who have failed a course may attend night school or summer school to make up credits, putting them back on track for graduation. The Bridge program offered through Santa Ana College (SAC) allows students to attend classes at a local college campus or during first period at Segerstrom to make up coursework.

Students who may be struggling to pass a course may take advantage of the Guided Study (GS) program, AVID, or tutoring opportunities before school, after school, or at lunchtime. In addition, Segerstrom’s test retake policy is available to all students. If a student wants to retake an assessment that he or she did not pass for a department set maximum score, they may do so after attending two required tutoring sessions in that subject area.

Beyond the classroom, Segerstrom High School provides an environment for students to relate their curricular and co-curricular experiences to applications in the outside world. Many on- campus clubs, such as MESA, Key Club, KIWINS, Refuge, etc., allow students to connect with community members and students from other high schools. The ROP and NJROTC programs familiarize students with a variety of career and study opportunities available to them in the

Segerstrom High School

business world or in the military. Seniors may elect to participate in the Registrar of Voters’ Student Poll-Worker Program which provides an opportunity to work at the polls on Election Day.

The HEC provides a wealth of information regarding job opportunities, community service activities, and college and university information. In conjunction with the HEC, the AVID program coordinates college visitations for Segerstrom students. Regularly scheduled college and career fairs provide Segerstrom students with information as they make choices to enter the work world and/or pursue a college education. In addition, various groups on the campus offer field trip experiences to connect the classroom with the real world.

Segerstrom graduated its first class of seniors in June 2008. Of the 310 seniors that started the school year in 2007, 308 of these students graduated in June. All but one of the remaining seniors graduated by August, giving Segerstrom an official graduation rate of 99.7%. To put this into perspective, the district’s high school graduation rate was 82.4%.

Evidence

• Academic Clubs • AVID • ROP • NJROTC • Higher Education Center • College Visitations • College/Career Fair • Field Trip Opportunities • Counselor/Parent Meetings • Special Education Teacher/Parent meetings • CAHSEE Results • Summer School/Night School • Tutoring Programs

Segerstrom High School

Areas of Strength

1. Staff support for schoolwide initiatives such as writing across the curriculum and the use of AVID and GATE methodologies in the classroom.

2. Segerstrom has a very successful preparation program in place to ensure that all students can be successful on the CAHSEE.

3. Segerstrom staff analyzes and uses data to revise and update programs on campus that serve student needs.

4. Professional Learning Communities on campus provide many opportunities for teachers to collaborate and improve instructional practices.

5. The Higher Education Center on campus provides a full range of services to all our students in planning for life after high school.

Areas for Growth

1. The Guided Study program needs to be revisited and revised to better meet the needs of students who are struggling academically.

2. The Segerstrom master schedule should provide more co-curricular elective choices for students. Students should be able to change their courses if the need arises.

3. The freshman “house” concept should be revised to include more teachers than just the core curriculum instructors.

4. Staff development should include both introductions to schoolwide programs for new teachers and review for veteran teachers. This will ensure a more even implementation of strategies and instructional methods in every classroom.

Segerstrom High School

Focus Group C Standards-Based Student Learning: Instruction

Focus Chairs Sara Jordan Neeta Joshi

Administrator David Casper

Counselor Physical Education Antonio Espinosa Jeff Watts

English Science Amber Lund David Koeler Becky Tsai Lan Vu Joe Wilson Adam Woods Maia Zinger Classified Social Studies Dan Alvarez Ivan Miranda Oscar Hernandez Laura Mitchell Joseph Tagaloa Parent Sheila Glover Mathematics Dylan Christensen Students Claudia Ochoa Vicente Gonzalez Nidia Pena-Munoz Kenneth Montes Amy Scruton Armando Ramirez

Foreign Language Rosalia Escutia

Segerstrom High School

CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION C1. To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results?

All teachers at Segerstrom send home a course-alike syllabus and/or parent letter at the beginning of the year to all families. Included in this communication is a breakdown of percentages for the course grade, including tests, quizzes, homework, classwork, and other course-specific categories. Students must take the syllabus and parent letter home and parents must sign it to acknowledge understanding of the class and teacher expectations. Similar information is shared with parents at Back to School Night as well. As a result of this early communication at the beginning of the year, students and parents are well aware of course expectations. According to a 2006-2007 Student Survey, 88.4% of students surveyed knew how teachers graded them on their report card (Process and Perception Data: Question 6).

At the start of the school year, parent meetings are held to inform parents of schoolwide expectations for their students and parent involvement. The day before school begins freshmen are strongly encouraged to attend an orientation where they learn the fundamental card system and the behavior standards at Segerstrom. Registration, Orientation, Activation, and Review (R.O.A.R) is required for all students before school begins. In this program, students meet with a counselor to review their schedule for the upcoming year and discuss their progress toward completing summer assignments. On the first day of school, all students meet with their Student Seminar teachers, who remind them to review the handbook on the school’s website. Included in the handbook are the school dress code, expected student behaviors, and ESLRs. This information is also included in student agendas.

California state content standards are discussed by teachers in each department and course at the beginning of the year and throughout the semester. Most departments have common curricular posters indicating the standard being covered. Teachers have standards posted in their classrooms, lessons are standards-based, and the standards are clearly communicated to students. As a result, in the 2006-2007 Student Survey, 82.8% of students said that at least one teacher has discussed with them the California content standards and what they are expected to know and do in order to be demonstrate proficiency on that standard (Process and Perception Data: Question 8). In addition to posting the content standards, all teachers have a poster in their classroom that describes and reinforces the Expected Schoolwide Learning Results (ESLRs) for our students. Just as teachers communicate to students the standard of the day, they also communicate the day’s ESLR (Reflective Communicator, Resourceful Learner, or Responsible Citizen), which helps students to see how specific learning experiences are directly related to schoolwide expectations and goals. Teachers require students to bring their agenda, which is distributed schoolwide at the beginning of the year, and record their daily assignments each period. The common use of agendas, regular communication of standards and ESLRs, and schoolwide posters (ESLRs, Cornell Notes format, Citizenship Points System, and Mission/Vision Statement) help all students to see the consistency of schoolwide expectations.

In the spring, prior to registration, teachers review with their students their options for courses in the next year, including the topics and standards addressed. English teachers distribute department generated summer reading assignments for students to complete by the first day of the new school year. Advanced Placement (AP) presentations are given to students in May to

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provide them with an understanding of the requirements and expectations of the AP courses offered at Segerstrom. Students who elect to take an AP course must sign a contract indicating that they will remain in the course for the entire year and that they will take the AP exam in May. Once students have registered for classes, most AP teachers require completion of a summer assignment in order to prepare students for the rigor of these courses.

Teachers collaborate within departments and course-alike groups to develop pacing guides (aligned with district pacing guides), common assignments, and assessments to ensure that all grade-level standards are taught and key standards are reviewed before the California Standards Tests (CSTs). This collaboration ensures that course-alike teachers have common expectations for students and consistency in their teaching, pacing, and grading. The administration further reinforces these common expectations by requiring all students to attend a Motivational Assembly at the beginning of the year through their English courses. During the assembly, school expectations (including the ESLRs) and student standards for behavior are reviewed, especially the progressive fundamental discipline plan, which includes the fundamental card system (tardy, missed assignment, and dress code cards). The fundamental card system is a progressive schoolwide discipline plan that focuses on reducing numbers of missed assignments, tardies, and dress code infractions. Each card requires student acknowledgment of infractions with a student signature, and each step has a corresponding consequence. For example, for a student’s first missed homework assignment, the student receives a warning. On the second and third missing homework assignment, students receive a teacher consequence and the teacher contacts the student’s parents. Consequences for further missing assignments are handled by the administration and the final step on each card require a parent conference with the principal and may result in the student being classified as a non-invite. The card system provides consistency and accountability for students, teachers, parents, and administrators (see appendix).

The Tenth Grade Counseling Program provides another opportunity for staff members to ensure that students understand the graduation requirements. Sophomore students and their parents meet with counseling staff during the spring to discuss student progress toward completing necessary coursework for graduation. According to the 2006-2007 Student Survey, 95% of students understood the high school graduation requirements (Process and Perception Data: Question 13).

As mentioned above, teachers work together to set high, common expectations for student academic achievement; however, teachers also rely on a variety of strategies to ensure that all students are able to meet these expectations. Teachers use Data Director to identify the language proficiency (measured by the California English Language Development Test, or CELDT), CST scores, and Gifted and Talented Education (GATE) status of the students in their classroom. Using this information, teachers are able to provide a variety of instructional strategies to best address the learning needs of their students.

Students with special needs have a designated resource room where they can go for individualized tutoring before and after school as well as during lunch. They may also use the resource room for testing accommodations. If a class period has a large number of special needs students (usually more than three students), a Student Support Paraprofessional (SSP) will assist the general education teacher two to three times per week by providing individual attention to these students within the classroom. Special education support is provided within the general education classroom based on the services and accommodations identified in the student’s Individualized Education Plan (IEP). In addition, SSPs and special education teachers provide

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support and services outside of the school day in the form of tutoring, parent contact, and meetings.

Throughout the school day, teachers use research-based strategies to meet the needs of all students. Examples of strategies that teachers regularly use include graphic organizers, labs, study guides, and the Cornell Note format to engage and support students of all achievement levels. Many Guided Language Acquisition Design (GLAD) and Specially Designed Academic Instruction in English (SDAIE) strategies are used to target EL achievement such as word walls, sentence starters, word sorts, and observation charts. Depth and Complexity, a GATE strategy that engages students in higher level thinking, are also used in many classrooms.

Evidence shows that differentiated instruction inside the classroom has had a positive impact on our students’ learning and achievement. We have seen the results of our teachers’ efforts at school, district, and state levels through CST scores, district-wide benchmark assessments, and California High School Exit Exam (CAHSEE) scores. Our schoolwide and district-wide writing benchmark scores have continued to increase each year. Our CST scores remain significantly higher than the other comprehensive high schools in our district. The CAHSEE pass rate for our school has risen each year, maintaining an impressive standard.

Evidence

• Course Syllabi and Parent Letters • Teacher Lesson Plans • Posted Agendas, Standards, and ESLRs • Schoolwide Classroom Posters • Course Pacing Guides • AP PowerPoint Presentation • Summer Reading and AP Assignments • Motivational Assembly PowerPoint Presentation • Tenth Grade Counseling Program • Fundamental Structures • Parent Orientation Meeting Agenda • Freshman Orientation Materials • Registration, Orientation, Activation and Review (R.O.A.R.) • Student Seminar Calendar • Classroom Grouping (by achievement level, CST scores, reading level, CELDT designation) • Special Education Programs (individualized tutoring, SSPs, resource room) • Classroom Strategies (graphic organizers, labs, study guides, Cornell Notes, GLAD and SDAIE strategies) • Test Scores (writing benchmarks, CST scores, CAHSEE scores, AP test scores) • AP Course Offerings and Enrollment Rates • Student Survey

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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 Segerstrom High School use a variety of strategies and resources, including technology, to facilitate and enhance student learning. Teachers develop and learn these strategies by attending a variety of professional and staff development trainings. Many of our teachers participate in district trainings such as Guided Language Acquisition Design (GLAD), Gifted and Talented Education (GATE), Beginning Teacher Support and Assessment (BTSA), and technology in-services. Teachers also participate in out-of-district trainings such as Advancement Via Individual Determination (AVID), University of California, Irvine’s (UCI) Humanities Out There (H.O.T.) program, UCI’s Pathways program, and College Board Advanced Placement (AP) Summer Institutes and one-day conferences. On campus, our teachers are active in Professional Learning Communities (PLCs). PLCs are the gateway through which teachers provide year long support for each other by sharing best practices, new strategies, and resources from various trainings. Collaboration is done through course-alike pull-out days that provide time for department collaboration and curriculum norming. During these sessions, teachers also collaborate on common assessments and develop standards-based curriculum through the process of backwards planning.

Technology is used in most classrooms to help deliver instruction. Teachers use laptop computers equipped with Microsoft Office and LCD projectors for student and teacher classroom presentations. Document cameras (ELMOs) are used in many classrooms to demonstrate proper note taking skills such as highlighting key vocabulary and setting up Cornell Notes. English teachers use document cameras to demonstrate the steps of the writing process, including prewriting, editing, and revising. SMART Boards enable students to interact with the curriculum through the use of technology. Students and teachers use computer labs regularly for a variety of research projects, student presentations, and online assessments. Science teachers use Vernier Software and Probeware to engage students in virtual experiments. Graphing calculators and associated software are used in higher level math courses.

Teachers at Segerstrom are committed to using common instructional strategies to provide continuity for students, thus reinforcing skills across the curriculum and improving student achievement at all levels. All teachers have been trained to use AVID strategies such as the Cornell Notes format and Socratic Seminars and GATE strategies such as Depth and Complexity. Many teachers actively engage students in higher level thinking by differentiating instruction through the use of Depth and Complexity. GATE teachers from all curricular areas demonstrate model lessons using Depth and Complexity at staff meetings to provide ongoing staff development. Another way our teachers provide continuity is by creating department-wide writing prompts that align to the quarterly schoolwide writing focus: narrative, expository, persuasive, and response to literature. Teachers in all departments assign essays within the current writing focus so that students have multiple opportunities to practice each form of writing and understand that writing is not a skill restricted to their English classes. Then on a pre- assigned day, all students write an essay responding to a prompt addressing that quarter’s focus

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area through their Student Seminar classes. All teachers are normed to the prompt, then discuss and grade the essays together during a delayed start day. The purpose of the schoolwide writing program is to prepare students for the California High School Exit Exam (CAHSEE) and to improve writing skills of all of our students.

While Cornell Notes, graphic organizers, and Depth and Complexity are examples of the common strategies used schoolwide, there are also common strategies used within departments at each grade level. In social studies, teachers use daily vocabulary development. English teachers use turnitin.com to check essays for plagiarism, word dissection, and common test taking strategies. Math teachers use white board interaction, common pacing charts and assessments, and math review games. Science teachers use common labs, note taking strategies, assessments, and pacing charts. Foreign language teachers use various vocabulary strategies, flashcards, and grammar activities that reinforce writing skills. Physical education teachers use daily stretching warm-ups, classroom activities and physical fitness testing.

Segerstrom teachers also take care to stay current in research-based instructional strategies. All teachers are No Child Left Behind (NCLB) compliant and are credentialed to teach EL students with one or more of the following certifications: Crosscultural Language and Academic Development (CLAD), Bilingual Crosscultural Language and Academic Development (BCLAD), or Specially Designed Academic Instruction in English (SDAIE). Starting in 2008- 2009, all Segerstrom teachers are encouraged to go on at least two “Jaguar Safaris.” These Safaris allow teachers to observe colleagues within and outside their departments to take note of successful practices their colleagues are using.

Teachers regularly encourage students to attend tutoring in order to receive guidance or assistance in subject areas where they are struggling. All teachers participate as tutors, volunteering for one or more tutoring sessions per week. As a result, students have daily opportunities for tutoring in each curricular area before school, at lunch, and after school. The schoolwide tutoring schedule is sent to parents, posted in the office, and accessible on the school website for students and parents to view. In these sessions, teachers provide one-on-one help or work with a small group of students. These tutoring sessions also provide the opportunity for students to quietly complete homework assignments or participate in enrichment activities. In addition to the official schoolwide tutoring schedule, most teachers make themselves available to their own students on multiple days before and after school. As a result of the wide availability of tutoring available on campus, 90.5% of students responding to the 2006-2007 Student Survey said they know how to get help if they are having problems (Process and Perception Data: Question 7).

Advanced Placement (AP) students also participate in study sessions throughout the school year, especially in the weeks and months preceding the AP exams in May. AVID students participate in weekly study groups during their AVID elective class, facilitated by the AVID elective instructor and college tutors. This student centered model allows for students to collaborate as they discuss particular student driven questions. Special education students also receive additional support as stipulated in their Individualized Education Plans (IEPs). The special education teachers provide support to all special education students in class, before and after school, and during lunch.

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Student Seminar teachers also provide on-going coaching and mentoring during a daily twenty- minute class. Student Seminar teachers have an opportunity to coach students by reviewing test taking strategies, proctoring testing, and disseminating and discussing test results for the PSAT, ACT Explore, California High School Exit Exam (CAHSEE), and Armed Services Vocational Aptitude Battery (ASVAB). Seminar teachers also disseminate information on schoolwide programs as well as college applications and scholarship opportunities, often helping students to complete these forms. In order to prepare students to meet the “Responsible Citizens” ESLR, student seminar teachers lead students in the Pledge of Allegiance each day and promote the development of a variety of character traits by mediating monthly discussions and activities. Some examples include student generated posters, videos, and character profile worksheets with discussion questions. Students are also strongly encouraged to complete 64 hours of community service by their senior year, and Student Seminar teachers track students’ progress toward meeting that goal as well as share community service opportunities with students. All Student Seminar teachers also support the Senior Exit Portfolio process by distributing materials to help prepare students for the project. In particular, Student Seminar teachers are responsible for encouraging students to bring in work samples from each grade level and content area and helping them complete cover sheets that require them to reflect on the work samples. Because students remain with the same Student Seminar teacher and class for their four years at Segerstrom, this is a unique opportunity for teachers to connect with students and become familiar with their individual needs and progress.

Counselors at Segerstrom work as coaches as well when they meet with students to discuss missed assignment, tardy, and dress code infractions. Counselors also provide counseling sessions with students and parents during the Tenth Grade Counseling Program to ensure students are on track with graduation requirements and passing the CAHSEE.

Guided Study (GS) is a required program for students receiving two or more “F’s” in a grading period. The students meet with their Guided Study Supervisor, who provides support, direct supervision, and parent contacts to ensure that students’ grades improve. The Guided Study Supervisor is a teacher at the school who is assigned to the student to provide constant interaction and motivation for academic success.

In addition to Segerstrom’s rigorous academic program, we also offer a wide variety of co- curricular opportunities that go beyond the classroom to introduce students to college and career opportunities. Many of our students serve as office and teacher aides, providing them with opportunities to learn about the educational profession, while other students participate in a variety of summer internship programs through local businesses that teach them about the opportunities that await them in the workforce. There are also a variety of opportunities for apprenticeship available to students. Students can take Regional Occupational Program (ROP) courses, which provide job training skills in such careers as computer animation, nursing, sports medicine, criminal justice, fashion, and retail while still allowing them to earn high school credits. Students also participate in Project Self, which provides apprenticeships with local businesses. California State Summer School for Mathematics and Science (COSMOS) is a summer residential science program offered at four University of California campuses where

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many of our students have been accepted and very successful. The Architecture, Construction, and Engineering (ACE) Mentor Program is another program that allows students to learn about architecture, construction and engineering by shadowing local professionals as they work on projects. The University of California’s Early Academic Outreach Program (EAOP) provides students with opportunities to live on the UCI campus during the summer to experience on- campus college life and to build their study skills.

Students have many opportunities to obtain real world experiences in a variety of areas both inside and outside the classroom. Students learn real world skills starting in their ninth grade College and Career Planning (CCP) course, which teaches skills such as binder organization, note taking, writing business letters and resumes, exploring careers and colleges, and participating in interviews. AVID also teaches real world skills by continuing to develop note- taking skills as well as collaboration, leadership, and public speaking skills. Mathematics Engineering Science Achievement (MESA) and ACE are clubs that teach real world skills in the fields of architecture, engineering and science. Students create hands-on models and participate in a variety of competitions and off campus events. Orange County Academic Decathlon (OCAD) is an academic organization focused on team learning. The students work together to develop study skills in preparation for an annual competition, develop their public speaking skills through the competition’s speech portion, and learn to present themselves professionally through the competition’s interview portion. In addition to the ROP courses mentioned earlier, courses in the regular curriculum such as Associated Student Body (ASB), yearbook, journalism, and video production also provide students with exposure to future job opportunities and real world skills.

The ASVAB test is given in eleventh and twelfth grade. It requires students to respond to a variety of questions about their personal interests and skills. The results provide students with a list of careers and areas of study that match their individual interests and abilities. In their senior year, students assemble a portfolio that represents their high school experience. The portfolio requirements include work samples (with reflections) from each content area, a cover letter, resume, and job application, and evidence of community service, technology proficiency, awards and merits, and extracurricular activities. Seniors are interviewed by a panel made up of teachers and community members. Not only does the project provide them with an opportunity to reflect on their growth over four years in high school, but it helps them to develop skills, such as interviewing and writing a resume, that they will need in the workforce. The Higher Education Center (HEC) provides additional career and college exploration through presentations by university representatives who provide information on college entrance requirements and the college application process. The HEC provides significant support to seniors during the fall as they complete college and scholarship applications.

Evidence

• District Professional Development Opportunities (GLAD training, GATE training, BTSA, technology training) • AVID Site Teams • PLC Meeting Agendas • Best Practices Handouts from Staff Meetings • Common Assessments

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• Backwards Lesson Plan Format • Cornell Notes • Schoolwide Writing Program • Depth and Complexity Icons and Sample Lesson Plans • Teacher Lesson Plans • Teacher Observations • NCLB Compliance Records • Jaguar Safaris • Schoolwide Tutoring Schedule • AP Study Sessions • AVID Tutorials • Student Seminar Calendar • Tenth Grade Counseling Program • Fundamental Card System • Technology Resources (document cameras, computer labs, SMART Boards, LCD projectors, laptops, graphing calculators, Vernier Software and Probeware • Guided Study Program Logs • List of Clubs and Advisors • Office and Teacher Aide Requirements • Apprenticeship Programs (ROP, Project Self, COSMOS, EAOP) • Community Service Requirements, Opportunities, and Logs • College and Career Planning Course Syllabus • AVID Course Syllabus • MESA and ACE Materials • OCAD Materials • ASVAB Test Results • Senior Exit Portfolio Requirements and Samples • Higher Education Center Materials • Elective Course Offerings

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Areas of Strength 1. Standards-based instruction has helped establish high expectations in all subject areas throughout the school. There are common expectations for both teachers and students, which are upheld consistently. 2. There is ample opportunity for all students to take higher level courses with the variety of AP courses offered to students. Students at Segerstrom have “open access” to enroll in these courses, which means that any student can choose to enroll in an AP class, regardless of previous grades, test scores, and courses taken. 3. Students write regularly through our schoolwide writing program that involves all staff members. Four writing assessments, representing four different types of writing, are given each year. 4. Delayed start days provide meeting time for teachers to receive professional development and collaborate within Professional Learning Communities. 5. The Higher Education Center is an outstanding resource for all students. Those students planning to pursue higher education are able to meet with college representatives and given assistance with college applications and financial aid. All students receive information about post-secondary options, whether they plan to attend college or not, and receive information to help them prepare for the SAT and ACT. 6. Counselors are actively involved in monitoring student progress. In addition to meeting with all students to ensure progress towards graduation requirements, they also help enforce common schoolwide standards and expectations.

Areas for Growth

1. Segerstrom needs to increase the opportunity for instructors to attend curriculum trainings both on and off campus. 2. Segerstrom needs to develop more accessible avenues for parents and students to obtain CST results as well as training in interpreting CST results and using that information to set and reach appropriate goals. 3. Guided Study (GS) needs to be re-evaluated and improved. More teacher involvement is necessary as well as more student involvement and accountability. 4. Students need additional support and accountability to ensure completion of the 64-hour community service requirement.

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Focus Group D Standards-Based Student Learning: Assessment

Focus Chairs Chris Bradshaw Christy Hargrave

Lead Counselor Jerry Wheeler

Counselor Special Education Maria Lara Flor Lopez

English Science John Bennett Maureen Angle Stephanie Handley Alex Ruper Kate Harkins Michael Wolfe

Social Studies Psychologist Mike Altamirano Vivien Phan Nick Canzone Classified Mathematics Cristina Arambul Nancy Beach Nick Boonmag Anh Do Veronica Plascencia Mark Quinanola Sunny Tamaoki Parent Elizabeth Bausman Foreign Language Maria Johnson Students Lydia Julian Visual and Performing Arts David Prieto Karen Olzak Stacey Wong Shelby Stoewsand

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CATEGORY D: STANDARDS-BASED 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?

Segerstrom High School routinely collects, disaggregates, analyzes, and reports student performance data to the parents and other shareholders in the community in a variety of ways, such as parent meetings that include the Parent Teacher Student Organization (PTSO), English Learner Advisory Committee (ELAC), and School Site Council (SSC), faculty meetings, and newsletters.

The Santa Ana Unified School District (SAUSD) Research and Evaluation Department provides disaggregated assessment reports to teachers and administrators via Data Director. This assessment data is shared with members of the staff, PTSO, ELAC, and SSC. Based on these reports and other schoolwide data, campus data analysis includes results of the California Standards Test (CST), schoolwide and district-wide writing assessments, and course-alike benchmark assessments as well as schoolwide attendance and six-week grades.

The results of two annual assessments are reported publicly to the Santa Ana community: the CSTs and the California High School Exit Exam (CAHSEE). These two reports provide a breakdown of student achievement in math and Language Arts, and the CST reports also provide information on student achievement in social science and science. The school’s Academic Performance Index (API) is based upon both the CAHSEE and CST results and these results are published for public review. Individual student results are sent to the school and parents. Segerstrom also administers the California English Language Development Test (CELDT). The results of this test are shared with students, their parents, the district, and faculty members, and help provide our English Learners (EL) with additional support.

At the conclusion of each six-week grading period, every teacher receives a comparative analysis of grades within the department, particularly within common courses. This data, along with a series of reflective questions, allows department members to focus on effective course-alike teaching methodologies in an effort to refine the curriculum and create consistency in grading practices and results department-wide. This focus might include key vocabulary, successful practices, pacing alignment, and creation or revision of benchmark assessments.

Segerstrom uses various forms of communication to report grades and test scores to parents. Parents and students have access to teacher websites, on which many teachers publish grading policies and some teachers post updated grades. Teachers use programs such as TeleParent and Easy Grade Pro to report student performance in class. Additionally, progress reports are mailed home to all students every six weeks so parents can monitor their children’s performance. Many teachers also send home individual progress reports on a regular basis. T he Advancement Via Individual Determination (AVID) program requires six-week grade checks to be reviewed by both AVID teachers and parents. Parents of at-risk students are also encouraged to use a weekly grade check form to more closely monitor their students’ individual progress.

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When possible, most Advanced Placement (AP) courses are taught by more than one teacher. These teachers analyze AP test results and alter instruction appropriately. The AP coordinator distributes disaggregated data provided by the College Board to all AP teachers. These teachers then analyze their students’ strengths and weaknesses and modify their curriculum to better meet their students’ needs.

Evidence

• PTSO, ELAC, and SSC Minutes • Faculty Meeting Minutes • Data Director Reports • Segerstrom Website • Department and Course-Alike Meeting Minutes • Six-Week Grade Reports • Teacher Progress Reports • TeleParent Records

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D2. To what extent do teachers employ a variety of strategies to evaluate student learning? To what extent do students and teachers use assessment results to enhance the educational progress of every student?

All Segerstrom staff members participate in regular and comprehensive professional development through buy back days, staff meetings, and course-alike meetings that help them to design, implement, and analyze various assessments as part of Professional Learning Communities (PLCs). These assessments are used to analyze and evaluate student learning and make adjustments to instruction and programs based on the data. This wide range of assessments ensures that all students are given various opportunities to demonstrate learning in a variety of ways.

Segerstrom has developed a number of organizational strategies to facilitate staff collaboration to improve the curricular program, develop assessment, and analyze assessment data. Teachers meet in Small Learning Communities (SLCs) and course-alike PLCs on a regular basis to modify instruction based on this data. Differentiated instruction for EL students and accommodations for special education students are major components of all PLC planning.

One goal of all departments is to close the achievement gap and improve student learning by using data to guide instruction and monitor student progress. Student growth and performance are evaluated by a variety of assessments that include group and individual projects, schoolwide writing assessments, and department benchmark assessments. Teachers complete item analyses to evaluate student performance by question on multiple-choice exams as well as to determine strengths and weaknesses of course curriculum for reteaching purposes. Some departments use GradeCams and All-In-One Printer/Scanners to record and disaggregate student performance on multiple choice exams. For formal writing assignments, including schoolwide writing benchmarks, rubrics are used to evaluate student progress.

A standards-based approach is used to guide instruction, which begins with curriculum mapping to ensure that all standards are covered over the course of the year. It then progresses to backwards planning, in which assessments are created and units are sequenced to prepare students for the planned assessment. The process culminates in individual daily lesson plans with differentiated strategies to ensure that all students are making expected progress toward meeting the learning objectives. Common courses within departments work together to create common unit and lesson plans, which provide consistency in the expectations for student learning. In addition, standards- based common benchmark assessments and common finals are given within most departments.

As a proactive measure, students are assessed at the ninth grade level in both English and Math with a pre-CAHSEE to identify their proficiency on the standards tested on the tenth grade CAHSEE. Students are then placed in the appropriate intervention programs during their sophomore year based on the results of this assessment.

Released Advanced Placement (AP) questions are used by AP teachers to measure students’ progress toward mastering the concepts that will be tested on the national AP exams in May and to guide instruction toward meeting those objectives.

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In the spring semester of their senior year, students complete Senior Exit Portfolios, which include student selected work samples that either demonstrates a student’s greatest accomplishments or growth over his or her four years in high school. Students also participate in Exit Interviews as a part of this process, which provide an opportunity for them to reflect on their own accomplishment and growth in all disciplines across the curriculum. Teachers participate in both the evaluation of the portfolios as well as the interviews. During the interview process, students sit before a panel of interviewers comprised of both faculty and community members and students’ responses are scored according to a common rubric. Students, faculty, and community members all find the portfolio and interview process to be highly rewarding.

At the beginning of each semester, the Gifted and Talented Education (GATE) Coordinator evaluates each GATE student’s participation in honors and AP classes. The GATE Coordinator monitors GATE student CST scores in math and English and requests interventions and progress reports from math and English teachers who have GATE students scoring below proficient on the CST.

Evidence

• Course-Alike Meeting Minutes • Delayed Start Meeting Agendas and Handouts • GATE Meeting Minutes • AVID Meeting Minutes • IEPs • Data Director Reports • Benchmark Assessments and Results • Schoolwide Writing Program • Department Meeting Minutes • Pre-CAHSEE Results • CAHSEE Success Plan • Senior Exit Portfolios and Interviews

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D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

Segerstrom uses the following to review student progress: standards-based testing, department and district benchmark assessments, writing assessments, classroom progress reports, and Individualized Education Plan (IEP) monitoring. Teachers continuously work on the development of benchmark assessments for all core classes to drive instruction and reteaching. Baseline California Standards Test (CST) data and California English Language Development Test (CELDT) data reported by the district’s Research & Evaluation office via Data Director are used as a starting point from which to measure student progress. Individual progress reports are sent home to inform students and parents of students’ grades and progress every six weeks.

Many teachers post grades in their classrooms for students to monitor their own academic progress. In addition, some teachers also post their grades online for both students and parents to review. Several programs, including Associated Student Body (ASB), Advancement Via Individual Determination (AVID), Guided Study (GS), and athletics, require students to monitor their grades, so many students have weekly progress reports that are signed by each teacher and their parents.

Segerstrom teachers use the TeleParent phone system to inform parents of their children’s progress in school. The telephone calls, which are delivered in the students’ home languages, are used to inform parents of student improvement or weaknesses in academic areas and citizenship, to notify parents of disciplinary problems, and to disseminate schoolwide information.

As an integral part of Segerstrom’s fundamental structures, all teachers incorporate the use of missed assignment cards, tardy cards, and dress code cards to ensure student success. In addition, students are required to maintain a minimum grade point average (GPA) of 2.0 in order to participate in athletics.

The Segerstrom High School counseling staff has a four year plan for meeting with students and parents to monitor students’ progress toward meeting graduation requirements. Students are first introduced to graduation requirements during their ninth grade year through their College and Career Planning (CCP) course. Students review the Graduation Flowchart and Educational Options, which guides students along the University of California (UC), California State University (CSU), or community college path. During their sophomore year, all students individually meet with their parents and their counselor to review their progress toward meeting graduation requirements and achieving their individual goals. In this meeting, they review a checklist of items that includes credits earned, grades, California High School Exit Exam (CAHSEE) scores, and behavior, to determine what interventions, if any, are needed to ensure that students make adequate progress toward their chosen goals. In the eleventh and twelfth grade years, students who are still at risk of not graduating have the opportunity through the Graduate Success Program through Santa Ana College for credit recovery. The counselors have developed a coded system by which student interventions are documented and monitored.

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Segerstrom High School also offers Bridge classes in addition to our regular courses. These courses enable students to retake classes required for graduation, thus recovering credits for courses they have failed. These classes are funded by Santa Ana College (SAC) and are offered before school, after school, and during the day on site. They are taught by our own staff to ensure both adherence to the established curriculum and continuity of the instructional program.

Regional Occupation Program (ROP) classes are now offered to ninth through twelfth graders during the day, before and after school.

All students are required to attend specialized tutoring sessions in preparation for the CAHSEE. These sessions are offered before and after school and on Saturdays, and parents are notified by letter of the opportunities offered by the school to help prepare students for the CAHSEE. Students who do not pass the CAHSEE in tenth grade are required to attend additional CAHSEE tutoring and an intensive CAHSEE Boot Camp in the two days prior to the test. Students with special needs receive an additional twenty hours of intensive review from their special education teachers.

All Advanced Placement (AP) courses have a College Board approved syllabus that has been verified through the AP audit system, ensuring that all AP students receive instruction that meets the rigorous College Board standards and prepares them to pass AP exams in the spring.

Segerstrom has an on-site Gifted and Talented Education (GATE) coordinator who works with honors and AP teachers to develop a GATE site plan. Differentiation in all classrooms, particularly honors and AP classrooms, is encouraged through the use of the Depth and Complexity strategies. Staff development is provided during faculty meetings by teachers who provide examples of GATE lessons and the use of the Depth and Complexity, thus ensuring that all teachers are comfortable incorporating these strategies into their regular classroom instruction.

The Advancement Via Individual Determination (AVID) coordinator monitors the quality and instructional rigor of the AVID courses as well as student participation in each course. In addition, and with the support of the AVID Counselor, the AVID coordinator monitors the equity and access of rigorous course offerings, particularly honors and AP courses, to AVID students.

Individualized Education Plans (IEPs) for our special education students are addressed annually. General education teachers, special education teachers, administrators, parents, the school psychologist, and the school nurse are present at the tri-annual IEP meetings where this takes place. Teachers report student progress in their classrooms both orally and through the completion of a Work & Attitude form, which is placed in the student’s file. In addition, staff members work together to set academic and behavioral goals for the student and to make revisions to the IEP as necessary. All students with special needs participate in a full-inclusion model where students are mainstreamed in all of their general education classes. General education teachers, special education teachers, and students work together to achieve success in the general education classroom.

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The school psychologist is on campus four days a week to talk to students receiving Designated Instructional Service (DIS) counseling. In addition, the psychologist attends IEP meetings and provides resources and support to families. The speech and language specialist provides speech therapy to students who need it, helps write goals for these students, monitors student progress, and also attends IEP meetings.

Evidence

• District Pacing Guides • Data Director Records • Research and Evaluation • District-wide Benchmark Assessments and Results • Grades Posted in Classrooms • GS Program • Individual Student Progress Reports • Grade Check Forms • Department and Course-Alike Common Assessments • Fundamental Card System • TeleParent and Home Contact Records • Minimum GPA Requirement for Athletic Participation • CST Results • CAHSEE Results • AP Scores • District/School Website • Class Websites and Blogs • CELDT Scores • GATE Coordinator • AVID Coordinator • Special Education Teachers • IEPs • School Psychologist

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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?

Segerstrom uses baseline California Standards Test (CST) data and grade analysis to determine the school programs and resource allocation as specified in the school site plan.

Title I funds are used for Professional Learning Community (PLC) meetings. Curricular changes are driven by the use of student achievement data. During both department pull out days and course-alike days, teachers analyze the effectiveness of assessments and discuss necessary modifications in curriculum and instructional strategies. Backwards planning methods, with emphasis on academic standards and Expected Schoolwide Learning Results (ESLRs), are revisited and refined when necessary.

For common course assessments, teachers complete an item analysis to evaluate student performance by question on multiple choice exams, to evaluate the test questions, and to make revisions to future lesson plans and the assessment itself based on student performance. Department data walls are under construction and reflect the results of common course assessments, department grade distributions, and California Standards Test (CST) and California High School Exit Exam (CAHSEE) results.

Segerstrom High School has a schoolwide exam retake policy. In order to retake a failed exam, students must attend two tutoring sessions with a content area teacher and can earn no higher than a department-determined maximum score.

Departments are beginning to use Looking at Student Work (LASW) on a unit-by-unit or standard-by-standard basis to drive their instruction. LASW provides teachers with the opportunity to identify what students are doing well, what they are on the verge of being able to do, and the next steps that need to be put in place to improve student learning.

In order to provide open access to all students, Segerstrom has an open enrollment policy for honors and Advanced Placement (AP) classes. The policy removes traditional barriers and allows all students to challenge themselves in rigorous courses aligned with College Board standards. As a result, the number of students enrolled in AP classes has increased, as has the number of teachers attending AP institutes and conferences. During registration each year, counselors, administrators, and teachers explain course offerings available to students so that students can make informed decisions for themselves about enrolling in these classes.

Advancement Via Individual Determination (AVID) is a program that prepares students in the academic middle for four-year college eligibility. It teaches study skills, literacy, leadership skills, and Cornell Note format, while exposing students to local universities and providing tutorial support for mandatory college prerequisite classes. AVID has a proven track record in bringing out the best in students, and in closing the achievement gap. AVID elective teachers, content area teachers, and administrators attend AVID’s Summer Institute. AVID methodologies are routinely presented at faculty meetings. This way, AVID students are supported in content area classrooms as well as in the AVID elective, and all Segerstrom students can benefit from

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AVID. To ensure the success of the program schoolwide, Segerstrom undergoes a yearly certification evaluation to monitor its implementation of the AVID essentials. Student achievement data is collected and analyzed, resulting in the improvement and usage of program resources.

Data Director is a web-based program used to collect, disaggregate, analyze, and report student achievement data to teachers, parents, and the community. Data Director provides teachers with the information needed to analyze and assess student achievement to determine if students have mastered academic standards. Teachers use this information to enhance the quality of their curriculum and instruction. Furthermore, this data drives the creation of subsequent district and school benchmark testing.

The schoolwide writing program is geared to prepare students for the CAHSEE. There are four genres of writing in which students are assessed each year: expository, response to literature, persuasive, and narrative. Introduction to all types of writing are done within English classes, then students continue to practice each genre in all of their courses. In addition to reinforcing the characteristics of each style of writing in their classes, the entire staff participates in the evaluation of these schoolwide writing assessments. English teachers provide leadership and clarification with the assessment and scoring process, and they compile these assessments into student writing portfolios. Additionally, English teachers routinely share the results of these writing assessments with their students for the purposes of reflection on their achievement and goal setting.

Evidence

• CAHSEE Results • Department and District Benchmark Assessments and Results • PLCs • Growth of AP Program and AP Summer Institute Attendance • AVID Meetings & AVID Data • Department Collaboration Days • Data Walls • Teacher Participation in IEP Meetings • Evaluation of Teacher Grade Distributions • Specialized and Mandatory Tutoring • Schoolwide Writing Program • Data Director • Schoolwide Exam Retake Policy

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Areas of Strength

1. Students learn, practice, and produce samples of narrative, persuasive, expository, and response to literature writing in all classes across the curriculum, and all teachers participate in scoring benchmark assessments.

2. In order to support student success, Segerstrom provides accommodations for special education students, demonstrates a strong awareness of test scores among staff members, and utilizes assessment data as a diagnostic tool in order to improve the academic progress of all students.

3. Ninth grade pre-CAHSEE data is used by teachers and staff members to plan CAHSEE intervention strategies in the tenth grade year including CAHSEE Boot Camp, strand- specific tutoring, and focused regular instruction, resulting in high first-time tenth grade pass rates.

4. Each semester, a schoolwide tutoring schedule is created and provided to students so that all students have easy access to tutoring in all subjects before school, at lunch, and after school in order to increase student achievement.

5. All teachers incorporate the use of missed assignment, tardy, and dress code cards, which follow a system of progressive consequences, in order to ensure student success and encourage all students to become Responsible Citizens and Resourceful Learners.

Areas for Growth

1. Even though teachers consistently analyze standardized test data, benchmark assessments, and schoolwide writing samples, there is still a need for more analysis of non-traditional and formal assessments.

2. While the school’s website is growing and more teachers are publishing individual web pages, there is still a need for increased use of websites to publish classroom and grade information for parents and students to access.

3. Even with one of the school’s strengths being the wide availability of tutoring and testing retake opportunities, there is still a need for increased participation by students.

4. Although most teachers are able to access basic student data on Data Director, there is still a need for more advanced training for teachers.

5. While all teachers consistently analyze data and most departments are in the process of creating data walls, there is still a need for increased consistency in the quality of data walls throughout the school.

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Focus Group E School Culture and Support for Student Personal and Academic Growth

Focus Chairs Frank Alvarado Adriana Huezo

Administrator Katrina Callaway

Counselor Physical Education Gabrielle Griset Adrian Gomez

English Science Kysa Cohen Jaynne Lindauer Allyson Merville John Nguyen Judy Trevour David Stankey

Social Studies Classified Rosie Dobbs Jose Flores Mark Hollenback German Rubalcalva Mike Maceranka Fred Sutton

Mathematics Parent Crystal Kirch Tracey Dodge Tim Werdel Students Foreign Language Minerva Mendez Bertha Benavides Frania Mendoza Jaimeson Sonne-Diddi Lidia Rivas

Visual and Performing Arts Raul Garcia

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CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

In the Santa Ana Unified School District (SAUSD), parental involvement is considered crucial to student learning. At Segerstrom High School, we require parent, community, student, and teacher communication and participation. Parents are encouraged to communicate with faculty and staff and to visit the campus during Back to School Night, Open House, and a wide variety of extracurricular events.

During the spring prior to enrollment, orientation meetings for prospective incoming freshmen and their parents are held at the high school to provide information about Segerstrom High School and its fundamental structures and expectations. Parents, students, and staff agree to abide by the school expectations as explained in the Fundamental Compact. Before starting at Segerstrom, all students, parents, and staff members must submit a signed compact.

Segerstrom has developed Expected Schoolwide Learning Results (ESLRs) that outline the school’s academic and social expectations. These ESLRs state that by the time students graduate from Segerstrom High School, they will be Reflective Communicators, Resourceful Learners, and Responsible Citizens. Parents are informed prior to their student’s enrollment at Segerstrom about the fundamental card system for missed assignments, tardies and dress code infractions and of the consequences that students will be subject to if they fail to follow this system or otherwise meet the expectations of Segerstrom High School. These rules are used positively in meeting the expectations of the fundamental structures delineated in the SFHS Fundamental Compact. It is important for students and families to understand the fundamental structures so that each student has a positive educational experience.

Segerstrom High School works to make its diverse community feel welcome through the use of different languages in our orientations, newsletters, and professional academic meetings with both students and parents. For example, the Segerstrom Scoop and High School Years newsletters are distributed to families in English and Spanish. The TeleParent system allows teachers to send messages to parents in their home language about student progress through both positive feedback and teacher concerns.

Segerstrom also has a number of bilingual staff members on the campus who can assist with translating for teacher/parent contacts. In addition, five out of six Segerstrom counselors are bilingual in English and Spanish and are able to communicate effectively with parents regarding the teaching and learning process. Because of this, counselors often help facilitate teacher/parent conferences.

Throughout the year, informational meetings are held in English and Spanish to inform parents about our schoolwide progress and programs. The Parent Teacher Student Organization (PTSO),

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athletic booster clubs, and our English Language Advisory Committee (ELAC) host these meetings.

Segerstrom High School has close ties with various community institutions and organizations, all of which provide economic and educational support to our school. The surrounding educational community is tightly knitted to our school and assists students in achieving their goals as educated professionals. As a result of our involvement with the Santa Ana YMCA and the Orange County Children and Families Commission, they have included in their master construction plan an aquatic center for Segerstrom High School which will be located adjacent to our campus. We also have a strong partnership with local colleges and universities. The Santa Ana Partnership, a consortium of SAUSD, California State University (CSU), Fullerton, Santa Ana College, and University of California (UC), Irvine, frequently holds informational meetings on our site regarding their schools and programs, and the importance of early planning for a college education.

Business partners have been included in the planning and celebration of student success at Segerstrom. Rubio’s helps recognize our Most Improved students with a luncheon at their restaurant. Carl’s Jr. provides meals during our annual CAHSEE celebration. Wells Fargo has provided financial support to our football program. The Doubletree Hotel, Chipotle, and Chick- Fil-A make frequent donations of food for our staff meetings and academic student recognitions.

The Student Recognition Committee is responsible for acknowledging student achievement. There are different aspects of student achievement that are regularly recognized, such as academic achievement, exemplary citizenship, perfect attendance, and academic and behavioral improvement. Students are honored through Night of the Scholars, Pride of the Jaguar, Senior Awards, and Student of the Six Weeks Awards.

Our Senior Exit Portfolio program allows business partners and community members to be involved in an academically enriching personal growth experience. Members of the community evaluate a collection of student work samples that demonstrate the completion of all graduation requirements, student growth and reflection, and preparedness for the workforce. The corresponding exit interviews provide an opportunity for students to reflect upon their high school experience and share with others what they have gained through the process. Through this program, community members are able to assess students’ interview skills and encourage students to talk about their high school years and future educational and career goals. This experience has been rewarding for students, staff members, and community members alike.

Evidence

• District English Learners Advisory Committee (DELAC) and English Learners Advisory Committee (ELAC) Meeting Minutes • Fundamental Card System • Fundamental Compact • Parent Information Meeting Handouts • Orientation Meetings in English and Spanish • Availability of Bilingual Counselors

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• Records of Parental Involvement • Business Partnerships • UCI and Chapman University Tutors • Annual College and Career Fairs • Regional Occupational Program (ROP) • Outreach Programs through UCI, CSUF, SAC, and Orange Coast College (OCC) • Santa Ana College Bridge Program • Student Seminar • Required Parent Contact by Teachers • TeleParent Records • Parent, Business, and Community Involved in the Senior Exit Program • Simon Scholars, Architecture, Construction, and Engineering (ACE) Mentor Program, and CJ Segerstrom Scholarship Programs • Segerstrom Football Scholarship • Parent Teacher Student Organization (PTSO) College Night Materials • PTSO Scholarship • Student of the Six Weeks Award • Outstanding Citizenship Award • Academic Honor Roll • Night of the Jaguar • Higher Education Center Classroom Presentations • Most Improved Student Luncheon • Staff Directory Available on the School Website

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E2. To what extent is the school a safe, clean and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Teachers, staff, administration, and parents take pride in establishing and maintaining a safe, clean, and productive environment for students. There has been a conscious effort on the part of all staff to establish and maintain a professional and fundamental environment at Segerstrom High School. From the earliest planning stages through the staff hiring process and the development of Expected Schoolwide Learning Results (ESLRs), staff development and participation have been a focus at Segerstrom High School.

In order to provide a safe, clean, and orderly environment, Segerstrom staff and students rely on a variety of methods. All staff members are committed to maintaining a safe and healthy environment and the custodial and grounds personnel do so very effectively. Maintenance problems that arise are addressed in a timely manner.

The school provides a secure campus through the provision of three District Safety Officers (DSOs) as well as a district School Resource Officer (SRO). Additionally, all staff members are involved in the security and maintenance of the campus. Faculty and staff are responsible for enforcing the dress code policy and ensuring that students are not chewing gum. All students must have a student ID and agenda in their possession at all times. Spot checks for IDs, agendas, and dress code adherence are held throughout the year, and students not in compliance with these policies are assigned consistent consequences.

A school safety committee comprised of administration, teachers, and classified staff meets on a regular basis to review and address health and welfare issues on campus. The schoolwide emergency disaster preparedness plan is reviewed and revised annually and distributed to all staff members. Emergency drills are held throughout the school year to further ensure that all students and staff members are prepared for an emergency situation.

The Segerstrom staff provides high expectations and concern for all students through well- maintained rooms and a variety of supportive structures. ESLRs, daily content standards, schoolwide vision and mission statements, the Cornell Note format, and Citizenship Points charts are posted in each room. Furthermore, the school provides access to various academic and enrichment clubs and organizations that encourage students to become lifelong learners and responsible community members. Students are encouraged to enroll in Advanced Placement (AP) and honors courses. All staff members are encouraged to use Advancement Via Individual Determination (AVID) and Gifted and Talented Education (GATE) learning strategies, such as Cornell Notes, Socratic Seminars, and Depth and Complexity.

Segerstrom High School provides an atmosphere of trust, respect, and professionalism by adhering to a dress code for students and faculty alike. Not only are students expected to dress for success, but the faculty also has a dress code to effectively model appropriate workplace attire. Also, staff members attend meetings and professional development in-services on a regular basis. Staff members have the opportunity to collaborate with their colleagues through ninth grade houses, course-alike sessions, and Professional Learning Communities (PLCs).

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Consistent schoolwide implementation of the fundamental structures, with a fixed series of progressive consequences helps to build respect and trust between students and staff members.

At the end of the year, faculty and staff evaluate and review the previous year’s practices and policies. “The Good, Bad, and Ugly” evaluation document along with the multitude of student assessment data assist us in making the necessary changes in order to improve student achievement.

Evidence

• Custodial and Grounds Staff Take Pride in Maintaining an Attractive Campus • Saturday Work Program • School Safety Committee • Fundamental Structures (Card System) • Immediate Graffiti Removal • School Resource Officer and our District Safety Officers are Highly Visible • Saturday School, Central, and Classroom Detentions • Professional Development Agendas and Handouts • Jaguar Jump Start Binder • Club Involvement by Staff and Students • Dress Code Tickets • “The Good, Bad, and Ugly” Document

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E3. To what extent do all students receive appropriate support along with an individualized learning plan to ensure academic success?

Segerstrom High School is a fundamental school and our mission is to provide a supportive and challenging environment where all students excel. The staff at Segerstrom has created a variety of academic and social support programs to promote academic success. These programs include multiple tutoring programs, California High School Exit Exam (CAHSEE) preparation programs [fine tuning and in-depth], school orientation programs, and academic classes. Segerstrom implements support classes for “strategic” students. Learning strategies for students who are identified as below proficient are incorporated into the academic system.

The Counseling Department is designed to support students in their academic pursuits and personal growth. One of the strengths of the program is that students may go to any counselor for guidance. The success of the Counseling Department hinges on fluid communication and recognizing the strengths of each individual counselor. Counselors meet with at-risk students to monitor graduation status and provide students with educational options, both inside and outside the district.

Annually, all students attend presentations in group settings to review their Academic Guidance Reports and graduation flow charts with counselors. The focus of these presentations is an animated PowerPoint presentation reviewing all elements required for graduation in SAUSD.

The success of these support structures is reflected in Segerstrom High School’s first graduating class, the Class of 2008, as out of the 310 seniors who began the year, 308 were still in attendance on the last day of instruction, and 304 met all graduation requirements and were eligible to participate in all senior activities. Of the four who were ineligible to graduate in June, three have successfully completed the program thanks to continued support from the Segerstrom High School counseling team. The remaining student is still receiving support from the counseling team, with the goal of meeting the graduation requirements. Of the two who did not complete the school year at Segerstrom, one graduated from an alternative high school after a referral by the counseling team, and the other is taking courses at Santa Ana College (SAC).

Counselors are a key component of the fundamental system. Their specific task in the schoolwide system is to intervene prior to the students losing their focus on academic success. On the fourth and fifth missed assignment, tardy, or dress code violation, counselors meet individually with students to provide an immediate and pre-determined consequence for student behaviors and, more importantly, to provide support in helping the students to correct the negative work habits. Many times students are assisted in refocusing and choosing more successful behaviors, thus eliminating the need to move on to an administrator for further action in the fundamental system. The result of this intervention is a low number of students who are designated as non-invites at the end of the year. Students in need of credit recovery are referred to programs outside of the traditional school day such as ROP, the Centennial Education Center, Graduate Success Program (GSP), summer school, or one of the alternative high schools. Those students selecting alternative high schools are offered the opportunity to return to Segerstrom if they are on target to graduate.

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In collaboration with the Counseling Center, the Higher Education Center Coordinator works with students individually and in groups to make post-secondary options a reality. The Higher Education Center (HEC) is designed to be both a student and parent centered one-stop information and service center, with the purpose of increasing the number of students who pursue post-secondary education. This one-stop center serves as a resource for counselors, teachers, parents, students, and higher education partners. The Higher Education Coordinator provides information on financial aid, the college application process, and test preparation. Counseling staff from higher education institutions provide on site support by designating lead counselors to work as a liaison with the Higher Education Coordinator. College and HEC staff meet with students individually and in groups to develop their four year plan, provide information workshops and answer questions.

A particularly strong partner of the Higher Education Center is the Santa Ana Partnership and its “Achieving College Network,” an inter-segmental coalition of key administrators and faculty from SAUSD, California State University (CSU), Fullerton, Santa Ana College (SAC), and University of California (UC), Irvine. With the help of this partnership, the HEC is able to host various student and parent meetings throughout the year, where partner institutions deliver presentations about the college application and financial aid processes. These partner institutions also assist with college application and Free Application for Federal Student Aid (FAFSA) Late Nights during October, November, January, and February. During these Late Nights, the HEC is open until 8:00 p.m. to assist students and their parents with applications. In addition to our partner institutions, Segerstrom staff and counselors actively participate in these Late Nights.

Segerstrom High School offers resources inside and outside the school in order to ensure academic success for all students. In addition to the partnerships with various local universities that focus on the college application process, Segerstrom has partnerships with local universities and businesses that have led to the creation and growth of student clubs and organizations like the Mathematics, Engineering, Science Association (MESA) and Early Academic Outreach Program (EAOP) that have become successful within the student body. Each program’s purpose is to promote the value of higher education. Carter & Burgess, a professional architectural firm, provides mentorship and field trip opportunities to students interested in pursuing careers in architecture, construction, and engineering through the Architecture, Construction, and Engineering (ACE) Mentor Program.

Students are also aided in achieving academic success through support from their instructors. All teachers provide subject-specific tutoring at least one day a week, either before school, during lunch, or after school. Students who take advantage of this tutoring program have the opportunity to retake previously failed tests for a passing grade. Athletic tutorial programs are in place to support our student-athletes and our seriously at risk students are placed in the Guided Study (GS) program.

A full-inclusion program for special education students is implemented with the support of three full-time special education teachers, the school psychologist, and three part-time Student Support Paraprofessionals (SSPs). Prior to the 2008-2009 school year our students were supported with four full-time SSPs.

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Evidence

• Fundamental Card System • Student Agendas • Grade Check Forms • Individual Student Progress Reports • 95% of all Second Semester 07-08 Grades were Passing Marks (A-D), Earning Credits Toward Graduation • 30% of 2008 Graduating Seniors were Accepted to a Four Year University • Higher Education Center Activities • Financial Aid and College Application Assistance • Professional Learning Community (PLC) Meeting Minutes • ROP • AVID & MESA Programs • Santa Ana Partnership • ACE • Santa Ana College Outreach • Santa Ana College Bridge Classes • Guided Study (GS) Program • Exam Re-Take Policy • Athletic Tutorial Programs • Schoolwide Tutoring Schedule • CAHSEE Boot Camp • Study Skills Class • Student Success Team • Freshman Orientation • Individualized Education Plans (IEPs) • Tenth Grade Counseling Program

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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?

Segerstrom High School implements a fundamental school model. As such, all families entering Segerstrom are expected to be involved and partner with the school to ensure student success. Students and parents are informed of student progress at regular intervals and parents participate in recognizing student success through award presentations and assemblies.

Segerstrom High School offers support to a wide variety of students in the form of personalized programs. Each academic department offers tutoring before school, during lunch, and after school for those students in need. Tenth grade students who did not pass the ninth grade pre- California High School Exit Exam (CAHSEE) or who scored Basic or Below Basic on their ninth grade California Standards Test (CST) are required to attend CAHSEE Boot Camp in preparation for the test in March of their sophomore year. Seniors needing additional CAHSEE preparation are referred to the Graduate Success Program, a unique collaboration between Santa Ana Unified School District (SAUSD) and Santa Ana College (SAC), to specifically address their academic needs in passing one or both parts of the CAHSEE.

Segerstrom High School also offers an extensive Advancement Via Individual Determination (AVID) program that provides academic resources and support to potential first-generation college-bound students. As freshmen, students are placed into AVID houses based on the recommendation of the AVID Coordinator. In the ensuing years they are enrolled in an AVID elective course that provides academic enrichment. Additionally, the counselors and Higher Education Coordinator provide assistance with personal goal setting and college planning through the College and Career Planning (CCP) course, which is mandatory for all ninth grade students not enrolled in AVID. The Santa Ana Unified School District (SAUSD) College Night and annual Segerstrom college and career fairs offer students the opportunity to meet with college representatives and obtain information from various colleges throughout the nation.

Students in the ninth grade are grouped into houses according to their English, history, and science classes so that their progress can be monitored and supported by a common group of teachers. These teachers have house meetings to discuss grades, identify at-risk students, and design interdisciplinary activities for their students. The houses also allow for students to bond with their peers in order to accelerate their acclimation to the high school campus.

Student Seminar classes serve as a resource for students. Teachers follow a calendar of activities to assist students in meeting academic and personal goals. Through seminar class, students receive information about course requirements, ROP offerings, volunteer opportunities, as well as have the opportunity to interact with an adult who will monitor their progress all four years of high school.

Students can participate in a number of extracurricular activities. Club offerings have expanded from 12 in 2005-2006 to 34 in the current school year. Segerstrom is proud to have varsity, junior varsity, and freshman-sophomore teams in seven girls’ sports and eight boys’ sports throughout the year. There are currently 705 students enrolled and participating in competitive

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athletics. Our Associated Student Body (ASB) organizes a number of student assemblies as well as activities before school, during lunch, and after school throughout the year.

Students have electives to select from in the Visual and Performing Arts (VAPA) and core academic departments. Additional courses are also available through the Regional Occupation Program (ROP). Students’ interests have prompted the school to look into developing other elective courses.

Evidence

• Signed School Compact • Classroom ESLR Posters • CAHSEE Success Plan • AVID Classroom/Teams • House Matrix/Minutes • College and Career Planning (CCP) Course Syllabus • College Night Program • Schoolwide Tutoring Schedule • Fundamental Card System • Student Seminar Calendar • List of Club Offerings and Advisors • Competitive Athletics Program • ASB Calendar • ROP Class Schedule

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Areas of Strength

1. Fundamental Structures allow teachers to maintain an academic and college-going culture in every classroom.

2. The Counseling Department is one of the best in the district because they communicate and work collaboratively to ensure that all students at Segerstrom are academically and socially successful.

3. The Higher Education Center is a student-friendly center that stays open late for students to work on homework and college and financial aid applications. HEC staff and teachers volunteer their time to ensure that students meet their post-secondary goals.

4. In light of recent budget cuts and loss of positions our classified staff continues to provide outstanding service to our students, parents, and teachers.

Areas for Growth

1. As a result of severe budget cutbacks, our Student Support Paraprofessional (SSP) positions have been reduced considerably. This has impacted classroom instruction and support for our special education students.

2. There is a need to provide families whose home language is not English or Spanish with information translated into their native languages.

3. There is a need for a wider range of electives outside of the core academic areas and a need to continue to expand ROP offerings and assistance for students to become familiar with post-high school opportunities.

117 Chapter 5: Schoolwide Action Plan

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Goal 1: Provide the appropriate support to all English language learners and students with special needs in order to increase their academic success.

Rationale:

• Analysis of student data show that our English language learners and students with special needs are not performing as well as the general school population.

Growth Targets:

• Increase annually by 5% the number of English language learner students who improve their CELDT level by one level on the fall CELDT administration. • Increase annually by 5% the number of English language learners who improve their CST scores in ELA and math by one proficiency level. • Increase annually by 20% the number of students with special needs who improve their CST scores in ELA and math by at least 10 points on each exam.

ESLRs Addressed:

• Reflective Communicators • Responsible Citizens • Resourceful Learners

Resources:

• Title I Funds • EIA/LEP • Staff Development • District General Fund • Department Collaboration Time • Data Director

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods Provide staff development to teachers Administrative Team Fall 2009 and Ongoing • Faculty Meeting of English language learners and District Staff Agendas/Minutes students with special needs to All Teachers • Department Meeting improve effective classroom Special Education Staff Agendas/Minutes instruction. • PLC Agendas/Minutes Professional Learning Communities All Teachers Ongoing • PLC Agendas/Minutes will continue to meet to examine • Data Director student data and make adjustments to • CST/CAHSEE Data the curriculum based on the data, • CELDT Scores particularly in regard to English • District/Schoolwide Learners and students with special Benchmarks needs. Teachers will continue to utilize All Teachers Ongoing • Administrative Classroom common SDAIE instructional Observations strategies in all classrooms to enable • Teacher Classroom Safaris students to connect existing knowledge, construct meaning, modify their own learning and be successful in a challenging, standards- based curriculum. These instructional strategies may include English Language Development opportunities within the specific content areas. Tutorial support by various content All Teachers Ongoing • Tutorial Sign-in Sheets area teachers will continue to be • Schoolwide Tutorial provided for any student not meeting Schedule ELD expectations. This support may • Student Tutorial Records be in the form of teacher tutorials, peer tutorials, or other opportunities as designed by the staff to meet the specific needs of each student. The Special Education Department Special Education Teachers Ongoing • Tutorial Sign-in Sheets will continue to provide tutorial Instructional Assistants • Schoolwide Tutorial support to students with special needs Schedule both in the classroom and outside the • Student Tutorial Records regular school day.

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods A variety of instructional strategies, All Teachers Ongoing • Technology Plan including integration of technology, • Technology Committee will continue to be utilized by all Minutes teachers to actively engage English • Faculty Agendas/Minutes Learner students and students with • Department special needs in the learning process. Agendas/Minutes Continue our schoolwide writing English Language Arts Teachers Ongoing • Faculty Agenda/Minutes program aimed at making all students All Teachers • Delayed Start Grading proficient. • ELA Liaisons for Schoolwide Writing • Writing Benchmark Score Analysis

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Goal 2: Increase the number of students performing proficient and advanced on the California Standards Tests and increase the number of students who improve at least one proficiency level.

Rationale:

• In general, while our CST scores have shown modest improvement over the last three years there is a need to move more students up from the basic, below basic, and far below basic proficiency levels.

Growth Targets:

• Increase annually by 3% the number of students who score proficient/advanced on all CST exams. • Increase annually by 5% the number of students who increase at least one proficiency level on the English CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the mathematics CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the science CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the social science CST exam.

ESLRs Addressed:

• Reflective Communicators • Responsible Citizens • Resourceful Learners

Resources:

• Title I Funds • EIA/LEP • Staff Development • District General Fund • Department Collaboration Time • Data Director

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods Since all students are expected to read All Teachers Ongoing • Administrative Observations and understand grade-level appropriate • Staff Development materials in all content areas, common Agendas/Minutes reading comprehension strategies will continue to be utilized in all classrooms.

Department-wide pacing charts and All Teachers Ongoing • Department Agendas/Minutes alignment to standards have been • Pacing Charts established and will continue to be adjusted based upon student data. Department-wide benchmark All Teachers Fall 2009 and Ongoing • Benchmark Analysis assessments will be administered at • Data Director least two times each semester. • Department Minutes Common instructional strategies, such All Teachers Ongoing • Staff Development as Cornell note taking and vocabulary Agendas/Minutes building will continue to be utilized • Department Agendas/Minutes schoolwide.

Professional Learning Communities All Teachers Ongoing • PLC Minutes will meet to examine student data and make adjustments to the curriculum based on the data. Tutorials and/or reading support Reading Instructor Ongoing • Master Schedule classes will continue to be conducted ELA Department • Tutorial Sign-in Sheets for those students who are not meeting reading expectations.

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods All students are expected to write All Teachers Ongoing • Faculty Meeting clear, coherent, and focused essays ELA Liaisons Agendas/Minutes that convey a well-defined perspective • Delayed Start Agendas and tightly reasoned argument. • Department Agendas/Minutes Common writing strategies will be utilized in all classrooms.

Schoolwide benchmark writing All Teachers Ongoing • Faculty Meeting assessments will be administered every Administrative Team Agendas/Minutes quarter throughout the school. All • Delayed Start Agendas teachers will be responsible for • Department Minutes assessing student writing. • Title I Coordinator Tutorial support by various content All Teachers Ongoing • Tutorial Master Calendar area teachers will continue to be Title I Coordinator • Tutorial Sign-in Sheets provided for any student not meeting • Student Tutorial Records expectations. This support may be in • GS Attendance Records the form of teacher tutorials, peer tutorials, or other opportunities as designed by the staff to meet the specific needs of each student. In order to motivate students to Administrative Team Spring 2009 and Ongoing • Department Agendas/Minutes perform better on CST exams, Student Recognition Committee • Motivational Assemblies Segerstrom will institute schoolwide All Teachers • Student Awards/Recognition incentives for students performing • Renaissance Assemblies proficient and advanced or improving a proficiency level. Staff development will be provided to Administrative Team Fall 2009 and Ongoing • Faculty Meeting teachers in the areas of test taking District Staff Agendas/Minutes strategies, Data Director training, and Teachers • Delayed Start Agendas the implementation of effective • PLC Minutes instructional strategies. In addition, the staff will be provided with ongoing professional development on how to effectively use fundamental structures to ensure student success.

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods Continue to revisit and revise Guided Title I Coordinator Ongoing • Title I Coordinator Study to assist students who are Teachers • GS Teachers struggling academically.

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Goal 3: Use data effectively so that all students will reach their highest academic potential through instruction in a rigorous standards-based curriculum.

Rationale: While data is beginning to be used by most staff schoolwide, there needs to be improvement in the analysis and use of the results in order to enhance student performance.

Growth Targets: • 100% of teachers will become trained in the use of Data Director, data analysis, and the effective use of data to drive instruction by June 2012. • Increase annually by 3% the number of students who score proficient/advanced on all CST exams. • Increase annually by 5% the number of students who increase at least one proficiency level on the English CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the mathematics CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the science CST exam. • Increase annually by 5% the number of students who increase at least one proficiency level on the social studies CST exam.

ESLRs Addressed:

• Reflective Communicators • Responsible Citizens • Resourceful Learners

Resources:

• Title I Funds • EIA/LEP • Staff Development • District General Fund • Department Collaboration Time • Data Director • District Research and Evaluation Department

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Action Steps Person(s) Responsible Timeline Assessment/Reporting Methods All departments create and administer Administrative Team Fall 2009 and Ongoing • Department minutes benchmark assessments throughout All Teachers • Data Director the year, analyzing the data gathered from those assessments, and adjusting instruction based on the data. Professional Learning Communities All Teachers Ongoing • PLC minutes (team, course-alike, department) meet • Department minutes to analyze and evaluate student learning and make adjustments based on the data. All staff will be expected to use a All Teachers Fall 2009 and Ongoing • PLC minutes common protocol format to examine • Department minutes student data. Through PLC meetings, staff All Teachers Ongoing • PLC minutes members will continue to meet and • Department minutes discuss student data and make decisions based on the data examined. There will be schoolwide staff Administrative Team Fall 2009 and Ongoing • Delayed start minutes development in the use of Data District Personnel • Faculty agenda/minutes Director to support effective student • Professional Development instruction. days Develop methods of sharing data Administrative Team Fall 2009 and Ongoing • Department minutes with all stakeholders (i.e.—Data All Teachers • Faculty agenda/minutes Walls, newsletters, etc.). Segerstrom will continue to provide Administrative Team Ongoing • Master Calendar departmental release days to allow Title I Coordinator • PLC minutes time for effective data analysis.

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