SELF-STUDY VISITING COMMITTEE REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA STATE DEPARTMENT OF EDUCATION

FOR

Verdugo Hills High school

10625 Plainview Avenue

Tujunga, CA 91042

Los Angeles Unified School District

March 26 – 28, 2007

Visiting Committee Members

Dr. Paul Sevillano, Chairperson
Principal, Western High School

Mr. David Chavira
Library Media Teacher, Centennial High School

Ms. Linda Dean
Teacher, Cesar Chavez High School

Mr. Dennis Deets
Principal, Pacific High School

Dr. Kathleen Derfler
Assistant Principal, Curriculum & Data Analysis, Indio High School

Mr. Jesus Jimenez

Attendance Facilitator, Indio High School

Mr. Ricardo Romero
Assistant Principal, Antelope Valley High School

Chapter I: Student/Community Profile (2 pages)

· Briefly summarize the most critical information from the student/community profile that impacts the school.

In 1937, Verdugo Hills High School was established as a junior-senior high school by the Los Angeles Unified School District. It became a three-year senior high school in 1959, and in 1992 became a four-year senior high school. It serves the communities of Sunland, Tujunga, Shadow Hills, Lake View Terrace and parts of Sun Valley, as well as areas of mid-city Los Angeles, and South Gate. The school is located in the foothills of the San Gabriel Mountains in the northeast San Fernando Valley. Since the last full self study, the school enrollment has declined from 2,383 to 2,112 students in the fall of 2007. Busing has had a significant effect on the demographic student population at Verdugo Hills High School. Verdugo Hills has been able to maintain a viable program of offerings in spite of the dwindling local population. The student enrollment as of October 6, 2006 was 2,112 students and is comprised of the following ethnicities:

Hispanic 50.80 %

White not Hispanic 32.24%

Asian 4.92%

African American 3.65%

Filipino 0.95%

American Indian / Pacific Islander 0.95%

The socioeconomic status of the students is reflected by the number of eligible to receive free meals under the guidelines established by the federal government. Presently, 60% students of students receive Free/Reduced-Price Lunches and 4.7% of Verdugo student families receive Aid to Families with Dependent Children (AFDC), Verdugo is a Title I school.

Verdugo Hills is a unique learning community. It is one of only two schools in the Los Angeles Unified School District (LAUSD) currently using the Copernican block schedule. The Capacity Adjustment Program (CAP) program is part of LAUSD’s response to the federally mandated integration program; students from schools that reach their enrollment capacity are bused to receiver schools throughout the district.

· School’s analysis of student achievement data (e.g., CAHSEE, AYP, API, AP, college SAT, graduation rates, and Program Improvement status).

The table below shows data with respect to the school’s Academic Performance Index (API) for the past three years. Each year the school significantly exceeded its growth target and improved its rank among similar schools from 3 to 5 and its statewide rank from 2 to 4.

API Schoolwide

API Base Data				API Growth Data
	2003	2004	2005		From 2003 to 2004	From 2004 to 2005	From 2005 to 2006
API Base Score	596	631	631	API Growth Score	635	665	675
Growth Target	10	8	7	Actual Growth	39	34	10
Statewide Rank	2	4	4
Similar Schools Rank	3	5	4

A review of the following tables reveals that for the past three years VHHS exceeded its API targets for all numerically significant racial and ethnic subgroups as well as for the socio-economically disadvantaged subgroup.

API - Racial and Ethnic Subgroups

API Base Data				API Growth Data
	2003	2004	2005		From 2003 to 2004	From 2004 to 2005	From 2005 to 2006
Asian				Asian
API Base Score		740	770	API Growth Score		770	803
Growth Target		6	6	Actual Growth		30	33
Hispanic or Latino				Hispanic or Latino
API Base Score	551	589	623	API Growth Score	589	623	634
Growth Target	8	6	6	Actual Growth	38	34	11
White (not Hispanic)				White (not Hispanic)
API Base Score	651	678	707	API Growth Score	684	707	717
Growth Target	8	6	6	Actual Growth	33	29	10

API - Socioeconomically disadvantaged Subgroup

API Base Data				API Growth Data
	2003	2004	2005		From 2003 to 2004	From 2004 to 2005	From 2005 to 2006
API Base Score	577	614	648	API Growth Score	619	648	659
Growth Target	8	6	6	Actual Growth	42	34	11

California High School Examination (CAHSEE)

The pass rates for the California High School Exit Exam (CAHSEE) English Language Arts and math did decline over the past three years. The school did show higher scores than the District, the county, and the state CAHSEE pass rates.

	2003-04		2004-05		2005-06
	Passed	Not Passed	Passed	Not Passed	Passed	Not Passed
ELA	77%	23%	72%	28%	68%	32%
MATH	66%	34%	63%	37%	62%	38%

Adequate Yearly Progress (AYP)

The following tables show VHHS’s Adequate Yearly Progress for the past three years under the mandate of No Child Left Behind. In 2004-05 the Hispanic subgroup missed its target in mathematics by 0.9%. As a result, VHHS was placed on a Program Improvement Watch List. As a result, the school provided additional resources and aligned growth targets via the Single Plan for Student Achievement to help students in all subgroups improve their performance in math. This resulted in the school meeting all subgroup criteria in 2005-06 and has been taken off of the Watch List.

AYP All Criteria – Schoolwide

Schoolwide	2004	2005	2006
All Students	Yes	No	Yes

Percent Proficient – Annual Measurable Objectives 2005-06

Groups	ELA	Math
Schoolwide	43.5	40.9
Black	18.8	6.3
Am. Ind. /Alaskan Nat.
Asian	61.8	70.6
Filipino	57.7	64.3
Hispanic	34.2	29.5
Pacific Islander
White	56.6	54.9
Socioeconomically disadvantaged	36.7	36.8
ELL	23.6	26.1
Students with Disabilities	8.6	10.0

Advance Placement (AP) Results

Advanced Placement classes serve 250 students with 512 total class enrollments by providing 11 courses at the college level in preparation for Advanced Placement Examinations. The table below shows that although the pass rates did decline for the 2005-06 school year, there was a steady increase (36%) in the number of students taking the exams and in the number of students passing at 3 or above. This is perhaps not an unexpected result of the sizeable increase in the number of students taking the exams and the fact that AP enrollment is open to all students without qualification.

After reviewing two years of Advanced Placement (AP) data, 2005 and 2006, the visiting committee has made the following findings. The number of AP tests given and the numbers of subjects tested has increased over the two year period. The number of students attempting a test has either increased or stayed very close to the same for each subject area over the two year period. Following this trend, the number of passing scores has either increased or stayed very close to the same for each subject area.

	2003-04	2004-05	2005-06
Number of Exams Given	228	237	322
Number Passed at 3 or ↑	105	128	137
Percent Passed at 3 or ↑	46.0%	54.0%	42.5%

Scholastic Aptitude Test (SAT) Results

The Scholastic Aptitude Tests were substantially revised in 2005-06. Accordingly, a direct comparison with the data from previous years is not possible. The table below shows the results of the new SAT. The data reveals that VHHS students score below the state average in several SAT categories.

Students Taking SAT Reasoning Test Only
	VHHS	California
Number Tested	148	191,740
Critical Reasoning Average	441	501
Math Average	445	518
Writing Average	439	501
Critical Reasoning/ Math/ Writing Combined Average	442	507
Students Taking SAT Reasoning Test and a SAT Subject Test
	VHHS	California
Number Tested	62
Critical Reasoning Average	484
Math Average	514
Writing Average	505
Critical Reasoning/ Math/ Writing Combined Average	501

· Other pertinent data (e.g., attendance rates, size of EL/LEP population, teacher credentialing, class size, dropout rates, programs for students).

Attendance Rates

Verdugo Hills High boasts the highest student attendance rate of all comprehensive high schools within LAUSD’s Local District 2. The student attendance information between the two is separated by LAUSD.

Student Attendance: Verdugo Hills High School

Year	Stability Rate	Transiency Rate	Actual Attend Rate
2005-06	80.98	29.18	92.70%
2004-05	81.85	25.59	92.44%
2003-04	83.30	24.75	92.57%

Student Attendance: Multimedia Magnet

Year	Stability Rate	Transiency Rate	Actual Attend Rate
2005-06	91.45	9.54	94.02%
2004-05	91.06	9.94	94.04%
2003-04	94.44	5.68	95.53%

English Language Learners (ELL)

The efforts of the English Language Learners program are aimed at transitioning students into an English only program through re-designation. In 2006-2007, the 371 ELL students comprise about 17% of the student body, and are enrolled in Sheltered classes. Three percent (3%) of the student body are enrolled in ESL (ELD) classes. According to the last Bilingual Survey of December 1, 2006, 11% have been withdrawn from the ELL program by parent request. As the data on the following table show, the number of English Learners and the number of EL students that were re-classified over the past three years has declined. This may be a direct result in the declining number of EL students overall.

Number and % of Reclassified English Learners

Year	# EL	# Reclassified	% Reclassified
2006-07	371	39	10.5
2005-06	489	66	13.5
2004-05	596	74	12.5

The data on the following table shows the breakdown ELL students and languages spoken at the school. The majority of ELL students are either Spanish-speaking or Armenian-speaking students at the school.

Current ELL Data: 2006-07

Grade	Armenian	Cantonese	Korean	Farsi	Pilipino	Russian	Spanish	Vietnam.	Other	Total
9	28	0	1	0	0	0	119	0	4	170
10	9	0	0	0	0	0	68	0	1	128
11	8	2	1	0	0	0	55	0	0	73
12	6	0	1	0	1	0	50	1	0	52
UG	6	0	0	0	0	0	42	0	0	46
TOTAL	57	2	3	0	1	0	334	1	5	403

The California English Language Development Test (CELDT) table below shows the results for the past three years of the number and percent of students at each level of proficiency. The data shows that the number of students taking the CELDT exam has declined. Also the percent students scoring at the advanced level on the CELDT test has declined.

	Number						Percent
	Tested	Adv	Early Adv	Inter	Early Inter	Beg	Adv	Early Adv	Inter	Early Inter	Beg
05-06	443	88	217	95	31	12	20.0	49.0	21.0	7.0	3.0
04-05	593	153	266	125	29	20	25.8	44.9	21.1	4.9	3.4
03-04	658	89	295	203	35	36	13.5	44.8	30.9	5.3	5.5

Teacher Credentials

The table below shows the total number teachers who possess full credentials at Verdugo Hills High School. The data shows the number of teachers who possess full credentials has increased, while the numbers of teachers who teach outside of their content areas have declined.

	03-04	04-05	05-06
Total Teachers	92	97	94
Teachers with Full Credential	67	78	80
Teachers Teaching Outside Subject Area (fully credentialed but teaching outside subject area)	13	51	0
Teachers in Alternative Routes to Certification (district and university internship)	6	20	9
Pre-internship	7	4	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	12	5	5

In 2006-2007, there are five teachers who hold a CLAD credential and two holding a BCLAD credential.

Class Size

The school’s master schedule indicates that a few content areas have large class sizes, however, the majority of class sizes are appropriate for the size of the school overall.

Drop Out Rates

The drop-out rates have remained stable for the past three years. A review of the data indicates that the average rate for the past three years has been 2.8%.

Programs for Students

Since the last WASC visit, the school has added several Small Learning Communities (SLC’s) that have created several post secondary pathways for students. Special programs at Verdugo Hills High School include: Gifted and Talented Education (332 students), Humanitas/Urban Justice (366 students), Multimedia Magnet (353 students), Visual and Performing Arts (344 students), International Studies (341 students), Health/Fitness and Biomedical (385 students), English Language Learners (348 students), Special Education/Special Day Class (108 students), Special Education/Resource Special Program (103 students). Recent statistics indicate that 91% of Verdugo Hills High School’s class of 2006 graduates went on to post-secondary education, with 25% attending four-year colleges and universities, 55% attending two-year colleges, 11% to technical schools.

· Comment on significant findings revealed by the profile and/or pertinent data that were not included in the profile.

From this comprehensive assessment of Verdugo Hills High School and its overall program, the Leadership Team, in conjunction with Home Groups and Focus Groups, identified two Critical Academic Needs. There was a determination to choose those academic areas which would affect the greatest number of students directly and support other areas of academic performance. These critical academic needs are the cornerstone of the school’s Action Plan. The critical academic needs are the following:

• There is a need to increase the math scores of all subgroups in all math subjects.
• There is a need to increase the literacy skills of all students in all content areas.

Chapter II: Progress Report (2 pages)

· Comments on the school’s major changes and follow-up process. Since the last self-study:

Since the WASC committee’s visit in March 2001 and midterm review in 2004, significant changes have occurred both at the site and district level. The district and school staff had to address specific standardized testing requirements while balancing the individual needs of students. The school made student achievement gains through adoption of a block schedule that increased teacher collaboration and raised student achievement. The faculty, administration, students, and parents have begun working on full implementation of school-wide Small Learning Communities (SLC’s) over the next few years. Additionally, the school has added a Multimedia Communications Magnet that attracts students from all over the district and incorporates digital technology into its core instructional program.

Recently, administrative changes have been particularly profound in the area of key leadership positions. As of this academic year, the principal is new to the school, replacing a principal who had been at Verdugo for twelve years. The Assistant Principal of Student Counseling Services is new and up until recently had been filled with an interim administrator since the beginning of the school year. Altogether, all administrators with the exception of one are new to the school within the last three years.

Other significant developments since the March of 2001 visit include the integration of state content standards and the accompanying institutionalization of a standards-based testing regimen in conjunction with the development of the Academic Performance Index. The establishment of CAHSEE and the AYP provisions of NCLB provide additional measures of school progress and student achievement. By all of these measures, VHHS has consistently met or exceeded its identified performance standards. This places Verdugo at the top of the class in LAUSD’s District 2 and among the leaders in the district as a whole.

Along with additional standardized testing requirements the school has undergone a transition on the amount of data that is available regarding student achievement. Currently, the school is developing periodic assessments using Princeton Review to monitor the instructional program. Periodic assessments appear to be district driven and the school is making progress on aligning these assessments to their specific content areas.

As the state has emphasized standards, so has Verdugo. The majority of English, math, social science, and science classes are standards based, and the school has begun using district benchmark assessments and curriculum pacing guides to help gauge student achievement.

Other significant changes since 2001 include the loss of Digital High School grant funding for technology. The school continues to implement innovative programs including the Multimedia Magnet, SLC’s and project based learning with limited funding for technology and implementation of these innovative programs.

· Discuss how the school through its action plan has accomplished each of the critical areas for follow-up, including the impact on student learning.

The Action Plan developed in 2001 was based on work begun through the partnership with Co-nect. Though the partnership has been terminated, the Action Plan has still provided the basis for ongoing improvement at the school. In March of 2004, the WASC Midterm Review noted these changes and left five areas for follow up. They were areas that were, in some ways, parallel to areas of the Action Plan, so work done on the Action Plan has often addressed the critical areas for follow up as well.

1. Stronger links to the school’s expected school-wide learning results (SLR’s) rather than a list of content standards addressed, and the development of rubrics to measure the achievement of those ESLR’s in all areas.

Verdugo has redesigned its ESLR’s, which now serve as a unifying umbrella under which staff development and student achievement take place. Alignment of coursework with the state content standards has strengthened the instruction of the staff and the achievement of students. The English Language Arts department has assisted other departments in the development of rubrics to measure achievement of the standards and the ESLR’s. (Action Plan: 2, 3, 4).

Evidence:

• Verdugo Hills High School (VHHS) has redesigned ESLR’s through the ELA handbook
• This serves as a unifying umbrella for staff development and student achievement
• Alignment of the curriculum with California Department of Education (CDE) standards has strengthened the delivery of instruction and student achievement
• English Language Arts has assisted other departments in the development of a standards based curriculum

2. Greater knowledge and understanding in the school community of curricular paths available to students and assistance with the development and ongoing adjustment of a personal learning plan for each student.

The school has worked to provide parents and students with better knowledge and understanding of expectations and requirements for graduation. Workshops for parents, both during the day and in the evening, and the Taking School Home video series have brought greater school access to parents. The Planning Guide for Parents and Students is used to help parents and students develop their four-year plan. During the current school year, each parent and student at all grade levels has been contacted by counselors and many have had individual meetings with counselors to review individual learning plans. (Action Plan: 1, 5).

Evidence:

· The VHHS staff has worked to provide parents and students with knowledge in correlation with curricular issues and high school graduation requirements

· Information concerning early planning stages of the SLC’s is included

· Workshops take place both during the day and evenings

· A Planning Guide for parents and students has been created

· This guide assists students to develop their four-year plan

· During the school year each student and their parent(s) meet with a counselor

3. Continued professional development in technology and teaching strategies to maximize the effects of the block schedule and implement the Digital High School grant plan.

Through implementing the Digital High School Grant and establishing the Multimedia Communications magnet, Verdugo Hills HS has fully entered the Digital Age. All faculty members have had an ongoing opportunity to receive comprehensive training in a variety of educationally-related software, focusing especially on Microsoft’s Office suite of applications. The ongoing training program is handled by the school’s Teacher Technology Team, who also maintains and troubleshoots the school’s ever-expanding inventory of computer- and instruction-related technology. A sampling of classes offered to faculty and administrators on an ongoing basis includes Easy Grade Pro, Adobe PhotoShop, PowerPoint, Word, Excel, Procedures and Usage of Laptop Labs, Using the Digital Camera, Internet: Advanced Research Techniques, and Using the VHHS Website/Network. The establishment of period-by-period computer-based attendance and computerized grade reporting on ISIS throughout the district has forced even the most technologically reluctant faculty members to become more fluent in computer use. (Action Plan: 2, 4, 5).

Evidence:

• VHHS has implemented the Digital High School Grant and implemented the Multimedia Communications Magnet.
• All faculty members have had the opportunity to receive technological training
• Ongoing training is facilitated by the Teacher Technology Team
• Classes offered include: Word, PowerPoint, Excel, Adobe Workshop, etc
• Also a computer-based program (ISIS) enables teachers to take attendance online

4. Continuing efforts to improve communication among stakeholders, using such media as school publications, homework hotline, and email. Parents and community members have email and web-site access for all faculty members.

The Taking Verdugo Home video series, along with Internet access to Eye on Verdugo news broadcasts and La Yuca, the school newspaper, represent innovative, new media approaches to opening up parent/community communication. More traditional venues such as Back-to-School Nights in the fall and spring have been augmented by a Spring Showcase, a day-long exhibition of student work and recognition activities, well-attended by parents and community. Magnet Night, Math Night, Write Night, College Knowledge, Financial Aid/Scholarship Workshop, Gifted/Talented Evening, and PTSA and Bilingual Committee meetings, as well as “Coffee With the Principal” and the Principal’s Newsletter round out the school’s outreach programs. (Action Plan: 1, 5).

Evidence:

• A plan to implement more effective parent/community communication was desired
• The Verdugo Home Video series in concert with Eye on Verdugo and the school newspaper “La Yuca” are also venues for communicating pertinent information
• Other events are: Back to School Night, Magnet Night, Math Night, Write Night, etc.
• Additional outreaches include: the Principal’s Newsletter and “Coffee with the Principal” the Principal’s Webpage and Phone Master 2000

5. An articulated process for data and information collection, distribution and use within the school community, including information from feeder schools and post-graduate information to further validate and substantiate improvement and student success.

Future phases of ISIS and wider use of DSS will open up access to data for teachers considerably over the next few years. Currently, lag time in transferring paper records from feeder schools slows the dissemination of new student records. Each senior, prior to graduation, is requested to fill out a form with his or her post-graduate plans. The colleges and universities track only graduation rates and do not track individual students, making it nearly impossible to gather information regarding our own graduates. (Action Plan: 1, 3, 5).

Evidence:

• In the future, the ISIS program will have the capability to collect and distribute significant information for individual students, particularly seniors who need information for colleges and universities.

Chapter III: Self-Study Process (1–2 pages)

· Include a copy of the school’s expected schoolwide learning results.

The Expected Schoolwide Learning Results (ESLR’s) have been updated and refined to reflect the following philosophy and purpose. Students who graduate from Verdugo Hills High School will be:

Critical Thinkers who

Analyze, interpret, and critique written and oral information

Conduct research using documentation from appropriate sources

Understand and evaluate contemporary issues

Engage in debates using convincing argumentation and logical reasoning

Express ideas artistically and creatively

Are mathematically proficient

Demonstrate mastery of state content standards

Effective Communicators who

Express complex ideas to diverse audiences using the conventions of standard English, both orally and in writing

Write logical, coherent essays that clearly follow a task, have logical structure, and include support for an opinion

Use simple aspects of logical argumentation such as inductive and deductive reasoning and counterexamples to show the validity of an assertion

Collaborative, Socially Responsible Citizens who

Are accountable for personal actions

Contribute time, energy, and talent to improving campus and community life

Demonstrate respect and tolerance for cultural, sexual, physical, and religious diversity

Work effectively with others in various settings such as school, home, and the workplace

Responsible, Self-directed Leaders and Members of Society who

Set realistic and attainable goals for post-secondary education and careers

Comprehend their role as citizens by participating in various aspects of community life including volunteer work and, upon turning 18, voting

Establish, practice, and support consistent habits of personal health, fitness, and nutrition

Develop a life-long love of learning

· Comment on the school’s self-study process with respect to the expected outcomes of the self-study.

1. The involvement and collaboration of all staff and other stakeholders to support student achievement

The self study process has provided stakeholder groups with a collaborative analysis of student achievement growth targets and action plan development. Stakeholder groups have collaborated on WASC criteria, the implementation of the WASC Action Plans, and the Critical Areas for Follow-up. Beginning with the 2007-2008 academic school year the Design Team, which includes administrators, subject-area specialists, department heads, support staff, community members, parents, and students, did meet to discuss and write Critical Areas of Follow up and development of Schoolwide Action Plans.

Stakeholder groups developed the Verdugo Hills High School Action Plans that will be used as a blueprint to guide the planning of instruction, staff development, and allocations of funds for the coming six years. Each department was responsible for the schoolwide components of the action plan, whereas individual departments are responsible for developing action steps that relate to their specific content areas. In formulating these plans, departments analyzed student work as well as formal and informal assessment results. This will be accomplished using a six-year cycle of refining action plan goals. In May of 2007 departments will formulate a plan to address those items in the action plan, both schoolwide and department-specific, targeted for 2007 - 2008. In September 2006, individual departments reviewed the plans to ensure that all staff members had a clear vision of the goals and objectives outlined for the upcoming school year. At midyear, departments outlined their progress to the Verdugo Hills High School Site Leadership Committee, who then assessed overall progress and made adjustments as needed. At the end of the year, departments will once again evaluate progress and report to the Design Team and look ahead to accomplishing the steps prescribed for the following year. This cycle will repeat annually for the next six years.

2. The clarification and measurement of what all students should know, understand, and be able to do through expected schoolwide learning results and academic standards (note the selected expected schoolwide learning results examined by the school)

Verdugo Hills Senior High School mission “is to provide students access to the tools necessary to be active, inquisitive, and successful participants in a rapidly changing world”. To achieve this, Verdugo has incorporated Expected Schoolwide Learning Results (ESLR’s) to be used as guideposts to direct us towards this purpose. These ESLR’s have been continuously updated and revised as part of our ongoing commitment to provide a positive educational attitude and environment which best allows all students to achieve at their highest level. The ESLR’s accurately reflect their philosophy that students who graduate from Verdugo will be critical thinkers; effective communicators; collaborative, socially responsible citizens; and responsible, self-directed leaders and members of society.

Under each ESLR, specific activities and skills are listed. These skills guide students in understanding and achieving the ESLR’s. As recommended by WASC criteria, the school has developed additional ways of measuring the ESLR’s and making them relevant within the classroom context. The ESLR’s are further incorporated into the school culture through programs such as Youth for Positive Change (YPC), the Blue Ribbon Committee, Leadership, and other clubs and school activities.

3. The gathering and analyzing of data about students and student achievement

It was clear how the two identified academic needs to increase math, and literacy skills of students were selected. A good deal of data was presented in the self study. Focus groups and home groups collected, disaggregated, and analyzed, student performance data. Parent, student, and staff questionnaires, CAHSEE results, and school API are reviewed yearly by school staff. The results are reported to parents and the community by letters, newspapers, and through numerous internet websites. Parents and other stakeholders access these reports by attending Back-to-School Night and Open House or by contacting teachers and school administrators.

4. The assessment of the entire school program and its impact on student learning in relation to expected schoolwide learning results, academic standards and WASC/CDE criteria

The visiting committee finds that the assessment of the entire school program and its impact on student learning in relation to the Expected Schoolwide Learning Results and academic standards was done fairly well. The school has developed and refined the ESLR’s and spent time assessing and analyzing their progress in relation to the content standards. The school has developed ongoing periodic assessments in the core areas. However, periodic assessment discrepancies exist between the district and site level staff. The school uses CAHSEE, CST, and CELDT data, and other measures to assess its progress towards meeting academic standards. The self study provides a good analysis of the objective data with regard to the accomplishment of the school in regards to the WASC/ CDE criteria.

5. The alignment of a long-range action plan to the school’s areas of need; the development and implementation of an accountability system for monitoring the accomplishment of the plan

The Verdugo Hills High School Action Plan has been created and developed based primarily on administration-led faculty focus groups and community-wide assessment tools. Focus groups were conducted during professional development days. Faculty and administration updated ESLR’s, which became the foundation for developing strategies for campus wide improvement focusing on action plans that address 1) academic achievement in math, 2) academic achievement in reading and writing 3) program strengthening and 4) increase parental involvement.

The school has developed a quality accountability system for monitoring the accomplishment of the Action Plan. All site and district financial resources will be targeted for the implementation of the Verdugo Hills High School Action Plan, with the School Site Council overseeing categorical expenditures. Funding will be drawn from a wide variety of sources including the General Fund, the Instructional Material Account, State Textbook Monies, Bilingual Fund and Title 1. All expenditures including monies spent on materials, equipment, and conference requests will be approved on the basis of the relevance to the precepts outlined in the action plan with the goal to improve student achievement.

The timeline for monitoring every Action Plan has been established. Stakeholder groups developed the Verdugo Hills High School Action Plans that will be used as a blueprint to guide the planning of instruction, staff development, and allocations of funds for the coming six years. Each department is responsible for the schoolwide components of the action plan, whereas individual departments are responsible for developing action steps that relate to their specific content areas. In formulating these plans, departments analyzed student work as well as formal and informal assessment results.

In addition to monitoring the action plan through the Verdugo Hills High School Site Council and Advisory Councils, all stakeholders will be updated annually regarding progress towards goals, results of data analysis, and evaluation of the action plan by a wide variety methods including: newsletters from the principal, the district, meetings of the School Site Council, the Design Team, faculty departments, ELAC committee, CEAC committee, periodic mailings from the administration and Back-to-School Night and Open House events.

Chapter IV: Quality of the School’s Program

Part A: What Currently Exists (10–20 pages)

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?

Verdugo Hills High School’s mission statement, “to provide students access to the tools necessary to be active, inquisitive, and successful participants in a rapidly changing world” was developed by the Design Team. The school has incorporated the Expected Schoolwide Learning Results as guideposts to direct the stakeholders towards that purpose, continually updating and revising them as part of an ongoing commitment to provide a positive educational attitude and environment which allows all students to achieve at their highest level. The Visiting Committee finds that the vision and mission statements are regularly revisited in staff development to ensure that these statements reflect the attitude of the faculty and school leadership at VHHS that all students are capable of participating in a rigorous, standards-based instructional program.

To what extent is the school’s purpose supported by the governing board and the central administration and further by expected schoolwide learning results and the academic standards?

Verdugo Hills High School’s purpose is closely supported by the Los Angeles Unified School Board and Central and Local District administration and further defined by the ESLRs and California State Content Standards. The ESLRs help stakeholders understand the daily work required to make the school’s mission a tangible reality. LAUSD provides funding support for personnel, training, resources, programs and policies to increase student achievement. Although increasing numbers of students test in the Basic, Proficient and Advanced Bands on the CST, an achievement gap persists between white and Asian students and their Hispanic and African-American peers.

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?

The district policies and bylaws have established clear expectations for top-level academic performance by communicating the importance of regular intervention, closing the achievement gap, periodic assessment of student learning and providing conditions for success. In the Fall of 2006, the District announced new Secondary Initiatives that include redesigning the core curriculum, increasing parent involvement, establishing a culture of academic achievement, reducing the drop out rate, and rebuilding career-tech education. The District’s policies support the critical work being done at Verdugo. Over the past six years the District has focused on using online resources to increase access to records and data and to expedite the transfer of critical student information. District 2 holds monthly meetings to disseminate information for site administration and provide data for analysis.

To what extent does the governing board delegate implementation of these policies to the professional staff?

School Based Management and local school autonomy have allowed the school to improve student achievement. LAUSD delegates significant portions of policy implementation to the local school site, however, final decision of policies are often returned to the board for approval.

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?

The district and state regularly monitor and approve the schoolwide action plan and through a process of ongoing professional development for school staff ensures that improvement in student achievement is the driving force. Upon review by the Visiting Committee, the plan aligns with the district’s objectives and goals as outlined in the LEA plan.

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.

The school acknowledges that leadership and staff are dedicated to reaching all students. VHHS is committed to creating an environment where all students have the opportunity to succeed. Additionally, VHHS reviews the schoolwide action plan annually to ensure continued school achievement of the plan and alignment with student needs.

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 Visiting Committee observed that Verdugo Hills High School is strengthened by the quality of its teaching staff committed to achieving excellence. Programs such as BTSA, the Teacher Mentor Program, and the academic cadres work to keep new and veteran teachers current with educational research and instructional strategies. Experienced teachers act as support personnel for those just entering the profession. Informal mentoring, departmental collaboration, inter-school articulation, and faculty-designed and/or present workshops are just a few of the collegial activities occurring at Verdugo Hills.

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

Professional development is driven by the analysis of student achievement data to determine student learning needs. Staff and leadership collaborate to provide the meaningful staff development opportunities. The literacy coach and math coach acts as conduits to keep faculty connected to best practices. A significant number of professional development common planning days each year are dedicated to literacy in such areas as reciprocal teaching, interactive editing, Cornell notes and mind-mapping strategies. Additional time is devoted with math staff in implementing various district initiatives such as LAVA, Carnegie, and PRISMA.

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?

The Visiting Committee findings indicate that resources are allocated in order to maximize effectiveness. Expenditures are carefully monitored at both school and district levels. Recent bond measures have improved the condition of the physical plant considerably, as well as student and staff working conditions. The Copernican schedule effectively increases efficiency by producing six periods of instruction per full time teacher per year, rather than five periods under a traditional schedule. This allows flexibility in meeting unfunded district-mandated programs. Also, the fourth period common conference for most faculty members enables content-area, departmental as well as interdisciplinary, team planning and collaboration in our movement to Small Learning Communities. Materials are aligned with the standards.

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

· A clear mission statement supported by stakeholders

· District support through funding, personnel, training, resources, programs, and policies

· Alignment of ESLRs with standards

· Coordinated academic and student support programs

· Inclusion of all students in instructional programs

· Effective interventions

· Dedicated, professional staff working within the area of credential

· School site specific induction procedures and policies in compliance with district procedures and policies

· Common conference period enabling significant collaboration

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

· Expand interventions

· Increase literacy skills of all students in all content areas

· Increase the math scores for all subgroups in all math subjects

· Increase use of data protocols in Department and Design Team Meetings

· Establishment of a Data Committee to review, analyze, and present relevant data to various stakeholder groups

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

· VHHS Mission Statement, LAUSD Mission Statement

· VHHS ESLR poster

· Home Group Meeting Notes

· Parent, Student, Teacher surveys

· CAHSEE pass rate

· SAT and PSAT

· API, AYP scores

· District Initiatives

· Data Protocols

· Periodic Assessment data

· SSC-Site Council Meetings

· ELAC-English Learner Advisory Council

· PTSA- Parent Teach Student Association

· IEPs

· Special Education mainstreaming

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? [Through standards-based learning (i.e., what is taught and how it is taught) the expected Schoolwide learning results are accomplished.]

The staff at Verdugo Hills High School (VHHS) is committed to providing all students with a rigorous, relevant and cohesive standards-based curriculum, supported by effective instruction, as well as access to a variety of intervention programs. VHHS has aligned the academic curriculum to the California Department of Education’s (CDE) standards in three of the four CORE areas. The Social Science Department is working toward this goal as well with the direction of Los Angeles Unified School District (LAUSD). California Standards Test (CST) and California High School Exit Exam (CAHSEE) blueprints have been distributed to teachers as a frame of reference and to ascertain the weighting of the standards in each curricular area. These blueprints also assist teachers with creating a rigorous curriculum for students.

The faculty and administration of VHHS support students in attaining their graduation goals. VHHS provides a quality comprehensive education overall and prepares students for college, a career, or other post-secondary options. All students receive a four-year plan for graduation. In this plan students are made aware of the graduation requirements in correlation with LAUSD. Students who desire greater academic rigor are encouraged to participate in Honor’s or Advanced Placement (AP) classes. The Honors and AP classes are open to all students who have the drive and desire.

The instruction observed ranged from very rigorous to less than rigorous, depending upon the level of the course. The majority of staff had ESLR’s and CDE standards are clearly posted in their classrooms and students were able to articulate them. Students who desire greater rigor are encouraged to participate in the Honors and/or the Advanced Placement (AP) classes. The AP classes are aligned to the curricular standards established by the College Board AP program. All students do receive a four-year plan for graduation. At VHHS, out of the 380 graduating seniors 91% indicate that they have received admission into a post-secondary institution. The breakdown includes; 25% attend four-year universities or colleges, 55% community colleges, and 11% trade/technical institutions.

VHHS has implemented Smaller Learning Communities (SLC’s) which include: Visual and Performing Arts, International Studies, Health/Fitness and Biomedical Sciences, and Humanitas/Urban Justice and a Multimedia Magnet Program. The staff and students are looking forward to the expansion of this program.

For incoming ninth graders the “Link Crew” program is available whereby 9^th graders are mentored by upperclassmen and an “Exploration & Discovery” program to facilitate success in the four CORE areas, English, Mathematics, and Science & Social Science. Also there is the Summer Bridge Program which helps the 9^th graders in making the transition to high school.

The Visiting Committee findings indicate that an area of growth for VHHS is in the ELL program. VHHS sites 371 ELL students, 62 have are taking ESL (ELD) classes. Remaining ELL students take sheltered classes from teachers trained in CLAD and SDAIE. The ELL students are scheduled into classes by their performance on the CELDT test.

The mathematics department is standards-based and the curriculum is aligned. The common assessments are created at the district level and are administered four times a year. The mathematics chair person stated that algebra I and geometry curriculum have made the most progress in this area. The software program LAVA is used for remediation. Higher level mathematics often has only one section, therefore one teacher, hence there has been no alignment created. All students have access to foreign language classes and the curriculum meets the UC/CSU requirements.

VHHS staff will continue to develop and implement instructional programs and methodologies to support student achievement. The science department has worked to align the curriculum to the state standards and create common assessments as well. The social science department is in the process of curriculum alignment and creating common assessments, but is planning on working with LAUSD to get fully aligned.

VHHS is on a Copernican Block Schedule. This unique schedule allows for a plethora of opportunities for teacher collaboration to work on identifying critical standards, develop common assessments and benchmarks, curriculum mapping, and developing thematic units.

As well it allows for parent/teacher conferences, sports, a few academic interventions, tutoring, IEP’s, and ROP.

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?

The students at VHHS have access to the school’s entire academic program. All students are provided with an ELA handbook which is designed for students and parents to be clear on the rigor of the standards and verbiage of all English classes. Students meet with their counselors at least twice a year so they are familiar with graduation requirements and to formulate their four-year plan. The four-year plan serves as a road map to assist students becoming independent, lifelong learners. Counselors provide on-going monitoring of student progress, assist with course selection, and provide guidance for academic choices.

Service Learning is a graduation requirement for all VHHS graduates. This program helps students to be contributing citizens and give back to the community.

College Connections is facilitated by the College Counselor and the results of a survey administered to students in 2006 were revealed. It was reported that 91% of VHHS students attend a community college, a four year university or a technical school. The remaining 9% either joined the military or the work force. Also, there is an LAUSD online resource which provides a college link for students and parents to obtain information. Career Pathway Connections gives students the opportunity to gain the skills needed for an academic career, workplace, and life skills needed for the future. The Carl Perkins Grant has made funds available for a media arts and entertainment program. The ROP program also provides career opportunities for students. Lastly, the Parent Center provides services to VHHS families. However, it is in dire need of more parent participation and the parents who participated in a focus group were very forthright about this.

B.3 To what extent is students able to meet all the requirements of graduation upon completion of the high school program?

VHHS requires 230 credits of course work for graduation. The school has met the AYP graduation rate. All students are guided by counselors to stay on track for graduation. A survey was administered to ascertain the graduation rate for the class of 2006. Data from the LAUSD survey indicated that out of the 400 students enrolled, 371 earned a high school diploma and five SDC students earned a certificate of completion. Of the graduates, 49% completed the minimum requirement for UC/CSU “A-G” requirements.

School counselors work with students who are credit deficient to assist them in progressing toward graduation. A variety of opportunities are available to students for credit recovery. Input from teachers is used to formulate strategies to facilitate success. These include summer school and continuation school.

The attendance and tardy policy are enforced to ensure and encourage student attendance in class. A number of campus clubs provide a positive choice to encourage students to stay in school. Intervention support groups include: Youth for Positive Change (YPC), Student to Student Support (STS) and Link Crew.

Areas of strength for Standards-based Student Learning: Curriculum and Instruction

• Continuity in curricular areas in correlation with the Jane Schaeffer Writing Program
• Ongoing work in correlation of standards-based curriculum and common assessments
• English and mathematics teachers continue working on effective CAHSEE interventions
• All VHHS students have equal access to all courses
• The majority of VHHS students have met the graduation requirements including CAHSEE

Key Issues for Standards-based Student Learning: Curriculum and Instruction

· It has been indicated that the SLC program is in the beginning stages

· Staff has indicated the need for ongoing development of curriculum alignment

· Staff has indicated there is a need to study student data to identify student weaknesses

· Staff has indicated the need to continue implementing effective instructional strategies

· Administration has indicated the need to more closely monitor ELL students

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?

Courses at Verdugo Hills High School (VHHS) are aligned directly with California Department of Education (CDOE) standards for each discipline and the school’s ESLRs. Instruction is maximized to cover standardized course content while meeting the needs of students in challenging and interesting ways. The clearest evidence of this is in the students’ written work and numerous forms of class interaction. Evidence that VHHS students are engaged in challenging learning experiences is found in teacher-generated lessons and materials that are the result of numerous collaborations. These collaborations occur regularly but are not always mandated, even though many teachers have a common prep period. During these collaboration periods results from Los Angeles Unified School District (LAUSD) Periodic Assessments and state-mandated standardized testing are discussed, although the timely retrieval of this data is cumbersome due to the district’s difficulties in finding a viable data management system. Facilitated by the block schedule, the VHHS faculty has a history of collegiality and sharing of best practices, resulting in effective instruction while promoting a congenial atmosphere for inquiry and learning.

VHHS has actively embraced the decade-old drive to align curriculum with standards, beginning with LAUSD course standards in the late 1990’s through the adoption and implementation of CDOE state standards in the early 2000’s. A few factors have worked out favorably, including: a relatively stable faculty, a block schedule that allows for regular collaboration during school hours, an administrative staff that supports departmentally autonomous planning and decision-making, teacher-driven professional development, and an increasingly localized and relatively non-transient student population. This drive to align curriculum seems to be complete in all core areas except for social science, but the work for this has begun.

The VHHS staff is committed to ensuring that all classroom curriculums is aligned to state standards and that all students will meet or exceed academic standards and achieve the expected schoolwide learning outcomes. In departmental meetings, teachers review and analyze the information to evaluate curriculum, lesson planning, and assessment, and to discuss strengths and weaknesses in existing programs. Changes are made to department curriculum and individual teaching instruction to ensure that all instruction aligns to state standards and meets students’ needs. In addition, teachers state that the block schedule helps to refine curriculum to fewer “essential” standards. Some of these efforts are hampered by an insufficient data management system. Edusoft was used in the past for this purpose; unfortunately it was found to be ineffective throughout the district and therefore done away with.

Currently, the district is contracted with Princeton Review for data management services but at this point many of the same difficulties associated with Edusoft are occurring again. In order to receive timely data to help drive instruction, the Literacy Coach has derived a method to help overcome the insufficiencies of the current data management system. All department areas will benefit from this discovery but some staff admits that this work is difficult to achieve for those departments that do not have full time instructional coaches.

At VHHS, programs have been implemented to reach out to at-risk students and to aid all students in meeting state standards and expected schoolwide learning outcomes. Staff members provide after-school tutoring for the California High School Exit Exam (CAHSEE) in both math and language arts. In addition the staff conducts tutorials occurring during the common 4^th period preparation time. To further meet the needs of the students, teachers are also available during lunch. This tutoring is on a volunteer basis. A more structured form of intervention occurs through the Learning Center but it is primarily for those with IEP’s. Also structured interventions do exist for the CAHSEE in various forms, such as CAHSEE Boot Camp. Unfortunately there is a lack of mandatory, structured interventions to help address the needs of all students especially those who score “Below Basic” and “Far Below Basic” on standardized testing such as the STAR.

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?

Instruction at VHHS has changed in response to the various climactic shifts in education, including, increased focus on standards-based instruction, implementation of a variety of district and state-mandated assessments, fluctuating political forces in and outside of the district, such as the No Child Left Behind Act, and the seemingly constant pressure to “increase the numbers” in such measures as API and AYP. Mindful of these professional demands, VHHS teachers tailor instruction to engage and stimulate students who come from a variety of ethnic, linguistic, and economic backgrounds, yet share a popular, adolescent culture that is steeped in technology, visual and aural stimuli with a concurrent decrease in text-based, narrative information, multiple choices of entertainment and social networking, and increasingly personalized forms of consumerism. Moreover, given the complex and interdependent nature of the world into which students will graduate and participate, teachers must anticipate and integrate into their instruction the problem-solving and other critical thinking skills students will need beyond high school.

In response to this host of expectations, teachers at VHHS strive to use a variety of approaches that simultaneously preserve the fundamentals needed by all students, while promoting inquiry, problem-solving, and expressions of learning that allow students to make personal discoveries about themselves, their society, and the world at large. To further these ideals, the VHHS faculty has dedicated the majority of its mandated professional development time over the last two years to creating Small Learning Communities (SLCs), with the objective of specializing curriculum through thematic foci in order to improve student achievement. This work, however, is not complete and will continue.

A majority of VHHS stakeholders see the school as a place that supports access to a variety of resources that support higher-order thinking and engages students in learning. 78.8% of students, 84% of faculty, and 87.4% of support staff surveyed said that students have access to a variety of resources to help them succeed in learning. 77.2% of students surveyed said they are provided a variety of ways to demonstrate mastery in addition to written tests. 76% of parents and 77.4% of faculty felt positively about the quality of the instructional program, while 75% of parents felt they received the necessary support for their students’ success. Finally, 81.6% of students surveyed said they have an opportunity to participate in the activities that most interest them, especially “beyond the classroom.” Student interviews also support these findings in that students feel very enthusiastic about their teacher’s willingness, desire, and ability to reach out to them in a variety of instructional strategies.

Teachers across all departments recognize the need for literacy skills and their improvement, especially reading comprehension and writing, as the foundation for academic success. The English department has been both aggressive and successful in promoting interdisciplinary literacy. As a result, students in all major academic areas utilize the VHHS Writing Program, based on the general precepts of concrete details and commentary. These shared, fundamental concepts provide students and teachers with a common language that is transferable between disciplines and grade levels, and gives students a doorway into expression within a variety of subjects. These concepts are most often expressed in written form and to a certain extent in class discussions.

During the past six years, the basic network technology at VHHS has evolved through Federal E-rate, the California’s Digital High School grant, and district Safety and Technology programs. While these sources of funding are never completely sufficient to keep up with the many demands of technology, teachers at VHHS report that they are pleased with the amount of technology available to them. Teachers also state that if they desire new technology and are able to justify its need, they are able to acquire it. This is especially the case if they are attached to a special program such as ELL. Concerns do exist in terms of what to do with older technology, but the school is working on systems and structures to help keep things running in as much the school has developed an in-house technology service system with a magnet technology teacher and the ELL coordinator. Teachers also feel that these technology resources are effective in aiding the differentiation of instruction.

The VHHS library and media center has a wide variety of videos and texts that are comprehensive and inclusive of all academic domains. Orientations are provided to freshmen to familiarize the incoming students with texts, services, technology, and reference materials. In addition, the VHHS library is equipped with numerous, Internet-ready computers for students’ use. These computers may be used for typing essays, creating PowerPoint presentations, and conducting research. Students are offered free LAUSD email accounts that they may use to correspond with teachers and fellow students to verify homework and class assignments. The library is available before, during, and after school, as well as the nutrition break. Research materials needed by students are prepared in advance to aid students in their projects. An online research database is also available for student use. In addition, contemporary magazines and numerous newspaper subscriptions are provided to make sure students are globally informed. Freshman Life Skills classes have formal presentations on software for orientation and use. By teaching the basic use of Word, Power Point and Excel, basic computer skills are deeply embedded in student learning.

VHHS offers a variety of opportunities for students to participate in co-curricular activities that expand the school curriculum and encourage inquiry. All students must complete a service learning project and presentation before the end of their junior year. There are over 22 clubs and organizations that promote academic excellence, community involvement, and the pursuit of knowledge. For example, the Academic Decathlon team has advanced in ranking over the past three years. VHHS regularly has students who have qualified and advanced in the National Shakespeare Competition. The VHHS debate club competes in a variety of debates and public speaking events that have brought recognition for many students. The California Scholarship Federation recognizes students who achieve academic success and is one of the largest scholastic organizations on campus.

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

· VHHS utilizes a variety of strategies, resources, and assessments in the instruction of students.

· Technology use by both staff and students is integrated into the curriculum.

· Instruction is based on CDOE standards across disciplines.

· Stakeholders are satisfied with the instructional program and learning opportunities that exist.

· Literacy skills are stressed and evaluated across disciplines.

· Collaboration within and between disciplines, facilitated by the block schedule, in order to improve instruction and achievement is ongoing.

· Planning for innovative instruction via SLC’s is occurring.

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

· Literacy skills among all students

· Instructional strategies that engage all students, especially those scoring “Below Basic” and “Far Below Basic” on standardized tests

· Use of data from Performance Assessments and other standardized testing to guide instruction

· Formal intervention and other support programs for habitually failing students, including Algebra “repeaters”

· Implementation / expansion of SLC plans schoolwide for innovative, collaborative instruction

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

· Self Study Document

· Focus Group Meetings

· Classroom Observations

· Interviews

CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY

D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

Verdugo Hills High School (VHHS) uses a variety of assessment tools and instruments to collect, analyze, and report student performance data. Results from the California High School Exit Exam (CAHSEE), the California Standards Test (CST), the California English Language Development Test (CELDT) along with the Academic Performance Index (API) and Annual Yearly Progress (AYP) are reviewed at the beginning of each school year by the staff. Most recently, schoolwide professional development has provided teachers with standardized assessment results. The staff has begun the process of formal collaboration during period four in home groups to analyze, interpret and align curriculum to the standards, blueprints, and the rubrics which have been provided. The staff is also able to brainstorm in order to better assess student mastery by analyzing assignments, exams, essays, and projects. Benchmark assessments for all core subject areas and data driven professional development are key areas that need to be fully implemented. In addition, student and staff questionnaires are reviewed yearly by the school staff. Parents are kept informed of the progress students are making in CAHSEE, CST data results and student grades through School Accountability Reports, Star Reports, the school website and mailings.

During District 2 trainings, teachers were provided guidelines for how to interpret students’ work and to align it with the rubric, state standards, and E.S.L.R.s. The English, Math, Social Studies, and Science departments, along with the respective cadres, review and revise periodic assessments and essay prompts. The staff is beginning to utilize assessment data from various assessments to determine the academic needs of students and the areas to improve in terms of curriculum and learning. Along with quarterly exams, standardized testing and the CAHSEE, students in Special Education are assessed using the KTEA II for initial evaluations. Triennial IEP meetings are held to measure the effectiveness of placements and services for each individual student over a three-year period. In the fall, staff members review the test results and analyze the data to determine areas of need for Special Education students.

D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational process of every student?

Teachers at VHHS use state and district periodic assessments as well as course-directed assessments to evaluate student learning, identify areas of weakness, and to guide instruction. Some teachers use these findings to target areas of growth and modify instruction for the students who have demonstrated difficulty in mastering the standards. Teachers in the Math, English, ESL, Science, Health, Social Studies, and Foreign Language departments utilize multiple assessment tools. These include standardized exams, periodic district assessments, teacher-developed tests, multiple choice and essay, Jane Shaffer Writing program, English writing rubrics, projects and portfolio assessments, performance tasks, homework and class participation.

The English Department approaches instruction of standards and skills as a continuing process in which each skill and concept is revisited multiple times in multiple ways through various modalities. Assessment Guides facilitate pacing, methodology, and frequency and depth of the modifications involved in revisiting indicated concepts. Science focuses on incremental learning goals, utilizing the formula “Activity Before Concept Before Vocabulary.” Foreign Language and English as a Second Language take a cumulative approach to language acquisition, assessing both orally and in writing as the student reaches basic benchmark goals in listening, speaking, reading, and writing. The majority of the departments make quick daily assessments as to whether or not students understand the material and, if needed re-teach concepts. The Copernican block schedule allows time to re-teach concepts. Student-generated projects under foreign language teacher supervision are used to evaluate oral and written skills along with the foreign language rubrics. The Foreign Language department and other departments offer a variety of strategies and modifications that allow students, especially special-needs students, more time to complete tests and other activities, tutoring to help assimilate concepts and achieve the proper language management, through oral presentations compared to writing assignments.

Teachers also monitor student achievement by administering quizzes, research papers, multimedia projects, oral presentation analysis, portfolio assessments, writing, map activities, journals, book reports, historical document analysis and critique of writing samples or laboratory experiments. Other assessments include story & writing projects, unit exams and language assessments provided by the ESL High Point curriculum. Math aligns its exams to state and district standards, as do all departments at Verdugo Hills High School, including the AP component courses within the various departments. Copies of IEPs are given to all general education teachers who have students with IEPs and are used to modify and individualize their instruction. Modifications are allowed when the teachers deem them necessary, i.e. extra time to complete a test and other activities, tutoring, SDAIE strategies, and use of a glossary.

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

VHHS assessment program measures student achievement from the multitude of tests that are administered throughout the year, i.e. CAHSEE, CST’s, CAPA, periodic district assessment, etc. which determine student progress toward meeting state content standards. Currently, the district is developing periodic assessments results using Princeton Review and, simultaneously, at the school site using Advantage Scoring Software to monitor the instructional program. Assessment results are reported to the staff during professional development days and/or one-on-one by Literacy Coaches. Core areas implement their assessments to mirror the pacing plan of the district quarterly assessments and the CST. Quarterly grade reports provide parents and students with feedback, as well as parent/teacher conferences, Open House, and Back-to-School Night. Parents are kept informed of student progress in a variety of ways, i.e. newsletters, school newspaper, report cards, progress reports, Back to School Night, Open House, & contacting teachers and/or administrators

A formal and structured assessment monitoring system needs to be further developed in order for all stakeholders to have a better understanding of analyzing and applying student assessment data to modify, improve and develop the teaching/learning process.

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

The assessment of student achievement drives the school’s program, its regular evaluation and resources in a variety ways. Prior to the beginning of the school year, the entire academic staff meets to review the results of the previous year’s data from the CST’s. Graduation rate, college acceptance rates and other significant information is disseminated. The school employs a testing coordinator, AP coordinator, PSAT coordinator, and literacy coaches in English and Math to monitor testing schedules and results, assist the staff with understanding assessment results as they relate to instructional practices and offer strategies to modify instruction. Departments meet by curricular area bi-monthly to refine curriculum guides and maps based on the district and state results. Goals, objectives, and standards are reviewed at this time.

LAUSD has a program for English Language Learners (ELL’s) to place non-native English speakers in the appropriate English classes based on their initial test scores on the California English Language Development Test (CELDT) and/or based on their grades from the prior ESL classes. There is also a Language Assessment team (LAT) which assists in keeping information current. The CELDT test is administered to the appropriate students yearly, until they are identified as “proficient.”

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

· Collaboration during period four to analyze and discuss student data.

· English rubrics and the Jane Shaffer Writing program

· Math department schoolwide assessments

· Teachers modify lessons to accommodate student learning

· Copernican block schedule allows for time to “re-teach”

· Core areas implement their assessments to mirror the pacing plan of the District quarterly assessments and the CST

· Departments meet bi-monthly to refine curriculum

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

· Develop benchmark assessments for all core subject areas

· Targeted professional development which helps the staff identify gaps in student achievement

· Applying assessment results data to modify and improve existing programs

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

· Self-Study

· Classroom and campus observations

· Interviews and meetings with faculty, staff, students and parents

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?

A wide range of parental and community involvement opportunities exist at Verdugo Hills High School. These include two back to school nights, three college information nights, a spring program for incoming ninth graders and their parents and a freshman orientation. The school supports a parent center which holds monthly breakfasts with the principal and a ‘Parent Expectation Support Achievement’ group. Even with these opportunities, the school would like to see more parent involvement. Parents feel that there is a lot of support for sports through booster clubs, but they would like to see more support focused on student academic achievement. Parents receive regular school newsletters, the school newspaper, and students can take home informational videos for their parents. The school supports a website and publishes a quarterly calendar. Teachers have email addresses that are made available to parents. Information is displayed daily on the school marquee. Progress reports and report cards are mailed home throughout the school year. Counselors and teachers hold student/parent conferences as needed. Parents are notified of student absences, tardies, and other events via an automated phone system. The school would like to make all of these available in a wider variety of languages, (especially Armenian), in an attempt to reach more stakeholders.

Finally, there are many parent committees through which parents might participate. These include: SSC, PTSA, ELAC, CEAC, and various extracurricular booster clubs. The school also has parents volunteer to help monitor the school gates. Although the school would like to encourage more parent visits during the school day, they do not yet have a long range implementation plan for parent involvement.

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, and high expectations for all students, and a focus on continuous school improvement?

Verdugo Hills High School has the lowest suspension/expulsion rate in LAUSD. The school has a wide variety of student behavior interventions. These include peer support groups that run peer counseling and mediation (YPC – Youth for Positive Change and STS – Student-to-Student support), freshman peer support through Link Crew, a positive behavior rewards policy for extra-curricular activities, clearly defined behavior expectations supported by the discipline dean, the security aides, a highly structured Saturday School program, a closed campus with a strict tardy policy, and a full time School Police officer. The school’s philosophy that students need to be at school rather than at home is evidenced through the wide range of behavior support interventions.

Although parents think that the school is safe and that there are no pressing gang related issues, they do have some concerns regarding student drug usage. Fortunately, drug use problems have improved over the past six years. Students found to be in possession of illegal substances are referred to IMPACT and/or TUPE.

The school has recently undergone numerous renovations, especially in the area of landscaping. There is a yearly teacher-staff-student-parent work day in which stakeholders do gardening projects on campus. The art department is in the process of remodeling the faculty restrooms according to various themes, (tropical island, ‘50s, etc.) The maintenance staff works hard, but the school feels that the district should provide better custodial support. The school also feels that the district could better support their need for science lab renovations and technology upgrades.

The school provides emergency support through emergency folders for teachers, faculty and student/parent handbooks, and two school nurses. The school would like the updated emergency plan and safety plans reviewed.

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

Verdugo Hills High School prides itself on correct student placement into honors/AP classes, intervention classes, etc.. Students take a Life Skills class in ninth grade and are assigned into a ninth grade House. In tenth grade, students enter into one of four SLCs: Visual and Performing Arts, International Studies, Health/Fitness and Biomedical Sciences, and Humanitas/Urban Justice. The school is in the process of developing these SLCs and would like to see further development of them. Administration and counseling report that student placement will be a priority this upcoming year. Although students are able to pick their SLCs, the school has not yet developed a plan for helping students chose SLCs that align with their aptitudes and interests. Currently, there is little cross curricular planning done within the SLCs with the possible exceptions of the Multimedia Magnet and the Humanities SLC. In the eleventh grade, students develop their ‘high school individualized graduation plan, and in twelfth grade, students participate in college and career planning.

All students have access to before-school/lunch/after-school tutoring, YPC and STS support, individual and group counseling through the counseling office, and counseling with the school psychologist and/or school therapist. There are a variety of supports in place including: A summer bridge program for incoming ninth graders, AVID, JROTC, Link Crew, Upward Bound, TUPE, IMPACT, and CSF. Students who do not pass the CAHSEE in tenth grade can enroll in a Saturday CAHSEE prep class. Students can participate in a weekly grade check program. And, students who need to make up credits can take classes after the regular day. However, there is no formal systematic remediation plan in place to address the needs of students who score below the proficiency level on their yearly CSTs. The faculty believes that these supports will be more clearly articulated as the SLCs develop and as the core subject area cadres continue to work with departments on instructional strategies.

Sheltered classes are offered for ELs in the core areas. Students who score in the beginning and intermediate levels take an ESL (ELD) class in which the High Point curriculum is taught. The Language Acquisition Team meets with ELL students and their parents to follow up on mainstreamed students.

SDC students have the requisite special day class support. RSP students are all mainstreamed. But, this year, RSP students all take a fourth period class with their case carriers after the regular day to help with academic support. There is a DOTS to help with career planning and job placement for all special education students. The school supports a variety of ROP classes. All SPED students have their IEPs reviewed annually. And, there is a ‘Learning Center’ available for all SPED students for academic and personal support.

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?

Verdugo Hills High School has a wide range of student activities including: ASB, Journalism, Athletics, Yearbook, Clubs, Band, Drill Team, Cheerleading, Drama, Choir, and YPC. About a third of the students have some activity on campus after the regular day be it a fourth period class, a sport, or a club activity. All students are required to fulfill a service-learning project during their junior year. The school fields all of the traditional CIF teams while requiring athletes to participate in a ‘Victory with Honor’ sportsmanship program.

The school’s library is open from 7:30 am to 3:00 pm. It is staffed with a librarian and an assistant. The library is open for class use during the day and has a link with the Tujunga public library.

The school provides a full counseling staff, a proactive attendance policy, and a wide variety of alternative education programs through LAUSD and local community colleges. Students are also able to take ROP classes and work study either on site or in the community.

Areas of strength for School Culture and Support for Student Personal and Academic Growth:

• High student attendance
• Low student suspension/expulsion rates
• Variety of counseling support options
• Multimedia magnet program
• Learning center support for SPED and at-risk students
• Fourth period tutoring and support options

Key issues for School Culture and Support for Student Personal and Academic Growth:

• Strategic academic support for all students
• Parent involvement
• Full implementation of SLCs

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

· Self-Study

· Classroom and campus observations

· Interviews and meetings with faculty, staff, students, and parents

Part B: Synthesis of Schoolwide Areas of Strength and Schoolwide Critical Areas for Follow-up

· Synthesize schoolwide areas of strengths and list numerically. Be sure that these can be documented by other sections of the report.

The list of schoolwide areas for follow up is a synthesis of 1) areas of strength addressed by the school in their self study report, and 2) evidence identified by the Visiting Committee.

Schoolwide Areas of Strength (list numerically)

1. The Copernican block schedule supports student learning, academic growth, and faculty collaboration.
2. Sustained academic growth as measured by API and AYP.
3. The school culture supports community cohesion and commitment among all stake holders.
4. The school utilizes a variety of strategies, resources, and assessments in the instruction of students.
5. The school provides emotional/social/behavioral interventions and a variety of targeted academic support (eq. CAHSEE support, informal 4th period tutoring)

· Synthesize schoolwide critical areas for follow-up and list numerically. Be sure that these can be documented by other sections of the report.

The list of critical areas for follow up is a synthesis of 1) growth areas addressed by the school in the action plan, 2) suggestions to strengthen these areas already identified in the action plan sections, and 3) additional areas identified by the Visiting Committee.

Schoolwide Critical Areas for Follow-Up (list numerically)

1. Implement SLC’s schoolwide.
2. Establish data committee to review, analyze and report to various stakeholders.
3. Increase math and literacy skills for all students.
4. Expand strategic academic support for all students.
5. Improve existing programs through the systematic application of assessment data.

Chapter V: Ongoing School Improvement (1–2 pages)

· Include a brief summary of the schoolwide action plan

The Verdugo High School Action Plan identified areas of need for the action plan are literacy and mathematics, specifically Algebra. Also, the school included an action plan for increasing parent involvement that is measurable.

The Literacy Action Plan has specific action, persons responsible, resources, assessments, and timeline. Each action plan will be evaluated using the listed assessments annually. The key parts of the Literacy and Math Action Plan items are closely aligned with the Single Plan for Student Achievement categories which are specific and measurable growth targets, person(s) responsible, professional development / resources, mean to assess improvement, timeline, and reporting and monitoring.

· Comments on the following school improvement issues:

· Adequacy of the schoolwide action plan in addressing the identified critical areas for follow-up

We believe that the Action Plans will address the critical areas for follow up. It is also evident that the school is planning more completely in order to direct the improvement effort as Verdugo moves forward in the future. Further, because the Action Plans are closely aligned to the goals identified in the Single Plan for Student Achievement, the Action Plan will undergo continual scrutiny.

· Do the action plan sections address the critical areas for follow-up?

If the Action Plans are successful, it will have a significant impact on the success of their students in all of their classes. The ability to read, write, and compute is an essential skills used in all classes. It will expand the ESLR-focused instruction and assessment across the curriculum. Increasing parental involvement will indirectly assist the school with attaining the student achievement goals identified in the Action Plan.

· Will the action plan steps enhance student learning?

The school is carefully planning so that all of their major goals are included into the Action Plans they are developing. There is a close connection with their Single Plan for Student Achievement and their Schoolwide Action Plans.

· Is the action plan feasible within existing resources?

The school has the necessary resources to implement the Action Plans. The plan that we have seen is feasible. The visiting committee believes there is a high commitment that the school can generate among stakeholder groups for implementation of the Action Plan.

· Is there sufficient commitment to the action plan, schoolwide and system-wide?

There is no doubt that the administration will support the proposal. The instructional staff seems committed to accomplishing the goals of the action plan. In order for this to be accomplished, there is a significant need to build a core support among parents.

· Existing factors that will support school improvement

The school has demonstrated, through API and AYP accomplishment, that they are capable of a concerted effort to impact student achievement. A similar level of commitment will be required if the school is to accomplish their Action Plans. The district administration is supportive of the school’s ongoing improvement efforts. Existing staff expertise is more than adequate to accomplish this task.

· Impediments to improvement that the school will need to overcome

The largest impediment to the proposed Action Plans will be to develop schoolwide understanding of the Action Plan and its role in school improvement.

· Soundness of the follow-up process that the school intends to use for monitoring the accomplishment of the schoolwide action plan.

The follow up process that is indicated by the Action Plan is sound and will result in the school accomplishing the action plan items. The examination of data in relation to action plan implementation drives the monitoring plan.