PPiieeddmmoonntt HHiigghh SScchhooooll WWeesstteerrnn AAssssoocciiaattiioonn ooff SScchhoooollss aanndd CCoolllleeggeess FFooccuuss oonn LLeeaarrnniinngg SSeellff SSttuuddyy 22000055 –– 22000066 800 Magnolia Avenue Piedmont, CA 94611 510.594.2630 www.piedmont.k12.ca.us/phs Table of Contents 1) Preface – Letter from the Principal 2) Chapter I: Student/ Community Profile-Data and Findings i) Demographic Data (a) Community ……………………………………………………. pg. 6-7 (b) WASC History ………………………………………………… pg. 8 (c) School Purpose- Mission Statement and ESLRS ……………... pg. 9-10 (d) Status of school in terms of school performance- AYP ………. pg. 11 (e) Enrollment – grade, gender, ethnicity, special needs: special … pg. 12-13 education, ELL, 504, and MHS (f) Attendance – ADR ……………………………………………. pg. 13-14 (g) Expulsion Rates ………………………………………………. pg. 14 (h) Parent Education Level ……………………………………….. pg. 14 (i) Description of safety conditions ……………………………… pg. 14-15 (j) Staff - number of certified and classified, counselors and …... pg. 15-17 pupil support, percent of highly qualified teachers (NCLB), percent of teachers with emergency permits, number of advanced degrees, years in education within the district and total, CLAD or BTSA teachers, gender, ethnicity, number and assigned paraprofessional meeting NCLB (k) Staff Development ……………………………………………. pg. 17 (l) Student Participation in co-Curricular activities and extra …… pg. 17-18 curricular activities (m) District Policies- Expenditure per pupil ……………………… pg. 18 ii) Student Performance Data (a) API – include subgroups, ethnic groups, school ranking …….. pg. 19 (b) CST – by year and grade level ……………………………….. pg. 20-24 (c) CAHSEE – and progressive numbers of students passing …… pg. 25-26 11th and 12th grade levels including SPED (d) CELDT – result numbers and percent of students at each …… pg. 27 proficiency level. (e) SAT …………………………………………………………... pg. 28 (f) AP – number enrolled percentage taking the exam and ……... pg. 29 percentage passing the exam (g) Meeting U.C. requirements A-G – number of student ………. pg. 30 meeting the requirement (h) Algebra by grade level – number of student taking algebra … pg. 30 by grade level (at least 3 years of data) (i) Exception Report ……………………………………………. pg. 31 (j) Completion Rate- Graduation rates, drop-out rate, post- …… pg. 32-33 enrollment data, Matriculation list (k) Faculty average G.P.A. ……………………………………... pg. 34 (l) Discipline: Suspensions and Referrals …………………….... pg. 35-36 1 3) Chapter II: Student/ Community Profile- Overall summary from Analysis of Profile Data i) Implications of the data with respect to student performance ……… pg. 38 ii) Questions Raised by the analysis of the student performance ……... pg. 38-40 and demographic data iii) Critical Academic Needs correlated to the Expected Schoolwide …. pg. 40 Learning Results 4) Chapter III: Progress Report i) Significant development that have had a major impact on the …….. pg. 42 school or specific curricular programs since the last full visit ii) School procedures for the implication and monitoring of the ……… pg. 43-44 schoolwide action plan iii) Report on accomplishment of each of the schoolwide action plan … pg. 44-55 (a) Collaboration Theme ………………………………………. pg. 45-49 (b) Staff Development Theme ………………………………… pg. 49-51 (c) Outreach Theme …………………………………………… pg. 51-53 (d) Environment Theme ………………………………………. pg. 53-55 5) Chapter IV: Self-Study Findings i) Organization: Vision and Purpose, Governance, Leadership …….. pg. 57-62 and Staff, and Resources ii) Standards-Based Student Learning: Curriculum …………………. pg. 63-67 iii) Standards-Based Student Learning: Instruction ………………….. pg. 68-72 iv) Standards-Based Student Learning: Assessment and ……………. pg. 73-76 Accountability v) School Culture and Support for Student and Personal and ……… pg. 77-83 Academic Growth 6) Chapter V: Schoolwide Action Plan i) Action Plan Themes …………………………………………….. pg. 85 ii) Action Plan ……………………………………………………… pg. 86-104 iii) Follow-up Process ……………………………………………… pg. 105 7) Appendix i) Year at a glance ……………………………………………….. pg. 106 ii) Bell Schedule ………………………………………………….. pg. 107 iii) Graduation Requirements ……………………………………... pg. 108 iv) Results of Student Survey …………………………………….. pg. 109-132 v) Summary of Parent Survey …………………………………… pg. 133-140 2 Preface “The merger (that of Disney & Pixar) is interesting and potentially a source of radical change. It reminds us that we carve the future into predictable chunks not because the past suggests that is accurate or a rationale projection of the past into the future, but because we cannot help trying to create predictability in an otherwise unpredictable world. So, this has mostly challenged people’s sense of predictability of the future and then returned them to an appreciation for the stark unknowableness of what is coming. And once again, people comfortable with shaping the present should not fear what the future will bring, because they are the bringers.” – Randy Nelson, Dean of Education, Pixar University. From predictability to “unknowableness,” Piedmont Unified School District has undergone an enormous amount of administrative change over the past six years. As we face the opportunity to shape the present, I am reminded of the pillars that secure Piedmont’s foundation: community, collaboration, respect, and honor. When I arrived in the Fall of 2003, I replaced 15-year veteran, Assistant Principal, Mr. Dennis Creek. He, along with 15-year veteran, Principal, Ms. Pamela Bradford, shaped Piedmont High School’s academic and extra-curricular standards and culture. They hired nearly 99% of the teaching and classified staff and over the years presented nearly 3000 diplomas to a remarkably high achieving student body. That Fall, as I donned my purple and white, Ms. Constance Hubbard was selected to replace retiring 16-year veteran, superintendent, Ms. Gail Uilkema. At the same time, Mr. Michael Brady was hired to replace Mr. Kenneth Yale as the Principal at Millennium High School (Alternative Education) and Dr. Richard Green was named Assistant Superintendent. The Fall of 2003 brought four new administrators to support students, faculty, and staff of Piedmont. Now fast-forward to the Spring of 2005. Ms. Pamela Bradford, 17-year veteran Principal of PHS, announced her retirement. Mr. Michael Brady transitioned to the role of Adult School Principal and Ms. Jamie Adams became the new Millennium High School Principal. To begin the 2005-2006 school year, PHS Assistant Principal Ms. Karen Gnusti took a 40% leave, I was named the new PHS Principal, and Ms. Terry Georgeson was hired to fill my vacancy as the new full-time Assistant Principal. Also, 27-year veteran teacher, Mr. Richard Kitchens was hired as a 20% Assistant Principal at PHS. As we enter into the final stages of the 2005-2006 school year, we again face the unpredictability of change. Superintendent Ms. Constance Hubbard initiated District Administrative Reorganization beginning in the Fall of 2006. Two assistant superintendent positions are established with the announced retirement of 36-year veteran Piedmont Educator and Administrator, Dr. Richard Green: Assistant Superintendent of Business Services (Mr. Michael Brady, current Adult School Principal) and Assistant Superintendent of Educational Services (Mr. David Roth, current Director of Special Education). Two Directorships are established: Director of Student Services (Ms. Brooke Zimmerman, current Piedmont Middle School Assistant Principal) and Director of Alternative Education (Ms. Karen Gnusti, current PHS Assistant Principal). With the vacancy left by Ms. Gnusti, we named Mr. Richard Kitchens as 100% PHS Assistant Principal. As we enter into the 2006-2007 school year, the PHS 3 administrative team is comprised of Mr. Randall Booker, Principal, and Ms. Terry Georgeson, Mr. Richard Kitchens, Assistant Principals. Although these changes affect the high school administrative staffing, they ultimately better support our students and the high school community. Despite the numerous changes, student achievement at PHS has remained consistent. We continue to send over 95% of our students to post-secondary education and average over 900 on the API ranking. Our students and staff continue to excel amongst the sea of change. Looking forward, the key to our success lies in our ability to actively listen to the needs of our community and effectively communicate the appropriate steps to achieve what is best for all students. As the educational leader, I believe we must focus our efforts to improve the way we collaborate and communicate as a community. Our Self-Study essentially highlights this need both in process and in outcome. Although our collaboration during the Self-Study process could have been more comprehensive, I believe that it is not a reflection of interest, rather a symptom of the difficulties we have faced during this time of extreme change. With many years of educating students in the Piedmont Community ahead of me, I am consistently reminded that our strength lies within our ability to collaborate. Whether this comes in the form of teachers meeting with parents or students sharing ideas with the administration, we will value their voice and the academic wealth that is accumulated though our dialogue. I am proud of the accomplishments of our students, faculty, and staff and am thankful for the support of our parent community. Piedmont High School is an excellent educational institution where students come to learn and teachers practice their vocation. As a community we “achieve