Western Association of Schools and Colleges
Focus on Learning
Midterm Report
El Segundo High School
El Segundo Unified
El Segundo
INTRODUCTION
Housed
in a classic 1927 landmark building, El Segundo High School is a “
El Segundo High School will provide students with the
necessary skills and knowledge to become life-long learners, effective
communicators, and socially productive citizens who will be prepared for
choices and challenges in life, including higher education, employment, and
service to the community.
COMMUNITY
El
Segundo began in the early 1900’s as a tiny company town for Standard Oil, and
has since grown into a middle-to-upper-middle class community of 16,700
residents (2003 estimate). While growing
in size, El Segundo has given up nothing of its small-town community feel, even
as Fortune 500 aerospace, technology, and manufacturing companies have joined
Standard Oil in calling it home. Aura Systems
Inc., Big 5, Computer Sciences Corp., Davita Inc., Decrane Aircraft Holdings Inc.,
Mattel, Peerless Systems Corp., Unocal, and eight other public companies are
headquartered in El Segundo. Because the
city’s police and fire departments are equipped to provide services to its
daytime population, El Segundo’s crime rate is low. El Segundo Unified
El
Segundo High School’s community of parents, residents, alumni, and local
businesses contributes time and resources to strengthen the school’s programs
and enhance the educational experience for our students. ESHS parents are represented on the School
Site Council and WASC Focus Groups and are the driving force behind the
school’s PTA and Booster organizations, providing a variety of avenues for involvement
and input. Parents are the backbone for
all our volunteer activities, and actively support academics, the arts, and
athletics. The El Segundo Educational
Foundation encourages community donations through its campaigns which support
education in ESUSD through grants for technology, science, math, reading, and
art programs. The Educational Foundation
contributes $250,000 - $300,000 annually, with a target of $300,000 set for the
2005-2006 school year.
EL
SEGUNDO HIGH SCHOOL
El
Segundo High School is a comprehensive (grades 9-12) high school offering more
than 150 courses. It maintains a strong,
mostly college preparatory, academic program with a growing number of students
enrolled in Advanced Placement and Honors courses. In addition, ESHS serves students through Special
Education, English Language Development, reading intervention, and vocational courses
offered on campus and at the Southern California Regional Occupational Center
(SCROC) in
ESHS
students meet with their guidance counselors periodically to plan class
schedules to reach their goals for admission to the University of California,
California State University, community college, private or out of state school,
or to prepare them to enter the work force or military. All ESHS students have access to classes that
meet the rigorous demands of the UC’s “a-g” requirements. In the past three or four years more than 50
percent of ESHS students have completed them and approximately 37 percent have
been accepted to four-year universities.
Sixty percent of ESHS graduates continue their education at a community
college or in a vocational education program.
Three percent of ESHS graduates join the military or go immediately into
the work force as full-time employees. ESHS
administrators are exploring the possibility of contracting with a data company,
LifeTrack Services, Inc., to track graduates for up to five years. By collecting data on the college and career
paths of its graduates, ESHS counselors and teachers will have information they
can use to assist future generations of students.
Equally
important to all stakeholders at El Segundo High School are the Eagle
Expectations. These “Expected School-wide
Learning Results” (ESLRs) are introduced to all incoming freshmen in several
different ways: through the curriculum, the Student Handbook, as well as the student’s
personal Eagle Daily Planner. Teachers actively reinforce the ESLRs, which are posted
in classrooms and elsewhere on campus. Students are expected to integrate the
concepts of these four expectations in their daily lives as students, citizens,
athletes, artists, and members of the community:
·
Integrate Core
Knowledge
·
Think Critically
·
Communicate
Effectively
·
Develop
Individually
Additionally,
an Eagle Expectation rubric has been prepared for students and teachers to
measure achievement in each of these four core principles. A copy of this rubric is attached to this
report, and is accessible on El Segundo High School’s web site, http://www.elsegundousd.com/eshs/index2.htm.
ENVIRONMENT
Due
to its small enrollment (1150 – 2006
CBEDS), El Segundo High School students enjoy substantial personal attention
from teachers, counselors, coaches, and administrators. Approximately 700 students are involved in
campus clubs and activities.
The
school’s thriving arts curriculum includes nationally recognized drama and
music departments. ESHS student artists enjoy
the rare opportunity to exhibit their work at a local art gallery, in area businesses,
and in the school board meeting room.
The El Segundo High School art teacher spent a year in
New
at ESHS this year, the Robotics Team members and their mentors built a robot to
enter in the FIRST Robotics competition.
One of the students applied for and won a $6,000 grant from NASA, providing
resources to build the team’s bot, which it named The Eagle. The ESHS Robotics Team won two awards, rookie
of the year and highest scoring rookie team, in FIRST’s Southern California
Region competition held March 25 at The Forum in
The
school’s athletic program is to be lauded. In any given season, more than 20 percent of our
students participate in sports. ESHS
teams have gone to CIF on many occasions, which is quite an accomplishment
considering the size of our school. ESHS’s athletic teams, particularly our
baseball and aquatic programs, have received national recognition for their
competitive records and outstanding coaches.
The
ESHS campus is clean and safe. The
community passed two school bonds totaling $49 million and providing the funds
to completely modernized ESHS while carefully preserving its classic Lombard
Romanesque architecture. After years of
ongoing construction work, the renovation of ESHS was completed in Fall 2005. The
administration provided significantly more trash receptacles to keep the
sprawling campus clean and litter-free. The
spectacular campus often serves as a filming site for television and motion
picture production, generating money for campus programs and equipment.
The economic trend in El
Segundo is positive. The median family
income is $74,007 (1999). The city’s property
values continue to escalate due to its central location, close proximity to
beautiful beaches and LAX, and the
outstanding reputation of El Segundo’s public schools. The community at large is 80 percent Caucasian,
11 percent Hispanic, six percent Asian, one percent African American, and two
percent “other.” The ESHS student body
is 62.6 percent Caucasian, 19.5 percent Hispanic, 5.9 percent Asian, 6.8
percent African American, and 5.2 percent “other” (SARC 2004-05.) Approximately 25
ENVIRONMENT, cont’d.
percent of students live outside
ESUSD boundaries and attend ESHS on permit, enhancing the cultural and ethnic
diversity on campus. Thirteen percent of
ESHS students received free or reduced lunches in 2004-2005.
Like
the city of
Using
data to pinpoint areas in need of improvement was so successful, in the fall of
2005 the
district purchased EduSoft, the powerful, web-based analysis
tool that can generate reports for district and school administrators,
teachers, students, and parents. EduSoft
took the district’s state-wide data and integrated it with each school’s student information
system for roster and demographic data. Using the “Trainer of Trainers” model, in August and
October 2005 key teachers attended EduSoft training sessions. This first faculty cohort then trained their
peers. All ESHS teachers continue to receive
ongoing EduSoft instruction.
Our
previous self-study noted the lack of a
systemic process for data collection. The
acquisition of EduSoft is rectifying the situation. Surveys regularly ascertain perception
data. Demographic data is available. Teachers and administrators are training to evaluate
and analyze student achievement data. The
ESHS community has easy access to data posted on the school website. The WASC Leadership team, made up of WASC chairpersons,
department chairpersons, and administrators, annually spearheads the
collecting, interpreting and disseminating of student performance data. Special Education teachers are being trained
to use this data to form baseline descriptors for student goals/objectives in
Individual Educational Plans (IEPs). The
following is the result of our triangulation of three categories of data: Demographic, Achievement, and Perception.
COMMUNITY DEMOGRAPHICS
Total Population: 16,700
(Estimated 2003 population)
CONCLUSION OF DEMOGRAPHIC DATA
El
Segundo offers a culturally rich and academically challenging environment in
which to live and educate children. A
modestly increasing population, unfailing community support, as well as an
ideal location offers great promise for this small, hometown community with
big-city opportunities for enrichment and growth.
ESHS STUDENT ACHIEVEMENT DATA
STAR RESULTS
ENGLISH – Grades 9 – 11
|
|
2002-03
(n=772) |
2003-04
(n=792) |
2004-05
(n=813) |
|
Far
below Basic & Below Basic |
14% |
14% |
11% |
|
Basic |
29% |
26% |
24% |
|
Proficient
& Advanced |
57% |
60% |
65% |
MATH – Grades 9 – 11
|
|
2002-03
(n=668) |
2003-04
(n=714) |
2004-05
(n=751) |
|
Far
below Basic & Below Basic |
23% |
30% |
34% |
|
Basic |
39% |
40% |
37% |
|
Proficient & Advanced |
39% |
31% |
28% |
SCIENCE – Grades 9 – 11
|
|
2002-03
(n=571) |
2003-04
(n=602) |
2004-05
(n=650) |
|
Far
below Basic & Below Basic |
21% |
19% |
21% |
|
Basic |
46% |
40% |
36% |
|
Proficient & Advanced |
33% |
41% |
43% |
SOCIAL STUDIES – Grades 9 – 11
|
|
2002-03
(n=485) |
2003-04
(n=496) |
2004-05
(n=492) |
|
Far
below Basic & Below Basic |
20% |
18% |
23% |
|
Basic |
31% |
35% |
26% |
|
Proficient & Advanced |
49% |
47% |
51% |
CALIFORNIA STANDARDS TEST (CST) RESULTS, cont’d.
9th GRADE CST
Scale: Percentage of ESHS 9th grade students Meeting
or Exceeding Standards
ENGLISH LANGUAGE ARTS (State Average = 43% in 2005)
|
2003 |
2004 |
2005 |
|
68% |
67% |
70% |
GENERAL MATHEMATICS (State Average = 14% in 2005)
|
2003 |
2004 |
2005 |
|
36% |
15% |
12% |
ALGEBRA I
(State Average = 16% in 2005)
|
2003 |
2004 |
2005 |
|
51% |
18% |
18% |
GEOMETRY (State
Average = 47% in 2005)
|
2003 |
2004 |
2005 |
|
62% |
49% |
52% |
ALGEBRA II (State
Average = 63% in 2005)
|
2003 |
2004 |
2005 |
|
100% |
90% |
86% |
CALIFORNIA STANDARDS TEST (CST) RESULTS BY GRADE,
cont’d.
10th GRADE CST
Scale: Percentage of ESHS 10th grade students Meeting
or Exceeding Standards
ENGLISH LANGUAGE ARTS (State Average = 36% in 2005)
|
2003 |
2004 |
2005 |
|
55% |
59% |
68% |
ALGEBRA I (State
Average = 7% in 2005)
|
2003 |
2004 |
2005 |
|
28% |
6% |
7% |
GEOMETRY (State
Average = 17% in 2005)
|
2003 |
2004 |
2005 |
|
24% |
29% |
15% |
ALGEBRA II (State
Average = 36% in 2005)
|
2003 |
2004 |
2005 |
|
69% |
69% |
53% |
11TH GRADE CST
Scale: Percentage of ESHS 11th grade students Meeting
or Exceeding Standards
ENGLISH LANGUAGE ARTS (State Average = 36% in 2005)
|
2003 |
2004 |
2005 |
|
49% |
50% |
55% |
ALGEBRA I
(State Average = 4% in 2005)
|
2003 |
2004 |
2005 |
|
7% |
Not Available |
8% |
GEOMETRY (State
Average = 7% in 2005)
|
2003 |
2004 |
2005 |
|
9% |
20% |
6% |
ALGEBRA II
(State Average = 12% in 2005)
|
2003 |
2004 |
2005 |
|
25% |
14% |
16% |
CAT/6 RESULTS
9th GRADE (National Average Percentile = 50%)
|
|
|
Math 2003 |
Math 2004 |
|
65% |
59% |
69% |
65% |
10th GRADE (National Average Percentile = 50%
|
|
|
Math 2003 |
Math 2004 |
|
63% |
64% |
67% |
70% |
11th GRADE (National Average Percentile = 50%)
|
|
|
Math 2003 |
Math 2004 |
|
51% |
61% |
61% |
67% |
CAHSEE
RESULTS
Scale: Percentage of ESHS students passing both sections
ENGLISH LANGUAGE ARTS – All Grades (State Average = 65% in 2005)
|
2002 |
2003 |
2004 |
2005 |
|
57% |
94% |
97% |
92% |
MATH – All
Grades (State Average = 63% in 2005)
|
2002 |
2003 |
2004 |
2005 |
|
72% |
78% |
95% |
88% |
CONCLUSION OF ACHIEVEMENT DATA
ESHS
has been largely successful in improving achievement levels. The number of students who score Proficient
and Advanced is steadily increasing as the number with Basic, Below Basic, Far
Below Basic scores are steadily decreasing, with the exception of math. During the 2004-2005 school year, ESHS
faculty analyzed math scores and disaggregated academic performance data. They developed a plan to adjust instruction
and subsequently have implemented best practices, including one-on-one tutoring;
group work; cooperative learning; reviewing skills before introducing new
material; and the adoption of Cornell Notes. The faculty also has developed intervention
and support services and introduced new Algebra I and II text books. In February of 2006, the ESUSD Board of
Education approved a math course to address weaknesses in Algebra II. The three-week course will be offered
beginning summer 2006. In April 2006 the school board approved the high
school’s request to add the AVID (Advancement Via Individual Determination) program.
Intended for “middle” students with
college potential who would benefit from college prep strategies, exposure to
higher level thinking and courses, and on-going support from trained teachers
and tutors, one section of AVID will be implemented into the ESHS 9th
grade curriculum in the fall of 2006.
PERCEPTION DATA
ESHS
regularly collects perception data from its students, parents, teachers and
community. Below are the results from the
2004-2005 surveys.
ESHS Student
Surveys
When
ESHS originally began polling students, surveys were completed by everyone who took
the
The
ESHS student survey taken in the spring of 2005 included questions derived from
content areas as specified by the state, previous surveys, and current student
concerns. The survey was not completed
by all students as in previous years, but rather through a simple random sample
(SRS) from the student body. Each
student was assigned a number, and 100 students (25 from each grade) were
selected to complete the survey through the website: www.surveymonkey.com.
The
following are highlights compiled from the 2005 student survey:
ESHS Student Surveys, cont’d.
ESHS Parent
Survey
Parent
groups created their own survey for the 2004-2005 school year, which was conducted
online through www.surveymonkey.com. The
survey measured perceptions on the success of the school’s academic programs
and services, the results of which were incorporated into this report. Subsequent surveys will be developed
periodically. The following are
highlights compiled from the parent survey:
|
|
Excellent/Good |
Poor |
|
|
67% |
9% |
|
Writing |
77% |
9% |
|
Mathematics |
71% |
14% |
|
Social
Studies |
65% |
10% |
|
Science |
67% |
17% |
|
Foreign
Language |
62% |
14% |
|
Visual /
Perform Arts |
57% |
5% |
|
Computers/Technology |
53% |
9% |
|
Health/Physical
Education |
56% |
9% |
|
Dangers
of drug abuse |
46% |
12% |
Faculty
Survey
Along
with students and parents, ESHS teachers were polled in 2005 in an online
survey through www.surveymonkey.com. Questions
reflected changes at ESHS over the past three years. Some of the highlights follow, specifically
those which are similar to the student survey:
Annual
student, parent, and teacher surveys will be administered in upcoming school
years to evaluate ESHS trends over time.
CONCLUSION OF PERCEPTION DATA
With
API scores of 794, El Segundo High School continues to enjoy remarkable
progress toward attaining the benchmark score of 800 dictated by No Child Left Behind, as well as 100
percent CAHSEE exit scores. Not only do
students thrive at El Segundo High School academically, but they also exhibit a
profound sense of satisfaction in their courses, environment, and activities. Additionally, staff and parents share the
perception that passing through or visiting the halls of El Segundo High School
is a highly enjoyable experience.
SIGNIFICANT
DEVELOPMENTS
Shortly
after coming to ESUSD in July 2003, the Superintendent introduced the idea of
Professional Learning Communities (PLCs) to the Leadership Team. He, along with the help of the Assistant Superintendent
of Educational Services, offered extensive district-wide training through the
UCLA School Management Program. Professional
Learning Communities are designed to boost student performance through focused
and meaningful faculty collaboration.
The belief that each educator has special knowledge about teaching that
would be beneficial if shared with fellow teachers is the foundation of the
PLCs.
Beginning
in 2005-2006, the school’s revamped bell schedule includes “Minimum Day
Mondays” providing time for professional development meetings where ESHS
teachers collaborate on department, grade, and school site issues. These meetings specifically address two areas
of concern targeted by our WASC self-study: teaching students to read and write
across the curriculum, and meeting the needs of the “middle student.” El Segundo Unified
Rounding
out this effective staff development plan, district-wide in-service days focus
on vocabulary development, Cornell note-taking, and differentiated instruction
in a concerted effort to target middle students and other subgroups. Other areas of the Professional Development
Framework also addressed during these meetings include calibrating student work;
training on EduSoft and Powermediaplus.com, the district’s knowledge sharing
systems; evaluating and diagnosing the needs of middle students through the Critical
Friends Group and Literacy Team; and conducting classroom walk-throughs. This framework addresses the school’s goal to
encourage all students to read and write across the curriculum. It also provides time for ESHS staff to meet
with district administrators and teachers from ESUSD’s middle and elementary
schools, ensuring our curriculum is aligned so El Segundo students are
academically prepared to meet increasingly rigorous state standards and high
school graduation requirements.
Also
new this year is the on-campus implementation of the Community Based
Instruction classes geared toward non-diploma-bound
students in need of Life Skills. The curriculum emphasizes skills these
students need to manage and balance their personal, home, and work lives, and teaches
them how to transfer those skills to entry, technical and professional-level
careers.
In
April 2006 the school board approved the high school’s request to add the AVID
(Advancement Via Individual Determination) program which consists of academic
instruction, tutorial support, and motivational activities for students who,
with personal motivation and school support, have the potential to succeed in
college.
SIGNIFICANT
DEVELOPMENTS, cont’d.
Intended
for “middle” students with college potential who would benefit from college
prep strategies, exposure to higher level thinking and courses, and on-going
support from trained teachers and tutors, ESHS will offer the AVID curriculum to
entering freshmen beginning in the fall of 2006.
In
August 2005,
Many high school Master’s candidates
currently fill ESHS leadership roles, most importantly on the Leadership and
Literacy teams. This participation in
school leadership assures the diffusion of research-based best practices for
use in their own classrooms and by fellow faculty members as well. At a January district-wide in-service,
faculty Master of Arts candidates presented the results of a class project on
the use of Cornell Notes. Their
presentation included results of student and faculty surveys which validate the
efficacy of Cornell note-taking, as well as training on their use and
instruction. The
Hand-in-hand
with the UCLA School Management team and building on our heightened sense of
collegiality, ESHS faculty is focusing on problem areas such as the “middle
student” and raising math, reading, and writing scores. For the past two years, teachers from our English
and Mathematics departments have provided tutoring to struggling students before
school, at lunch and after school. Pre-Calculus students have agreed to be “for
hire” tutors to coach their peers in math.
The math department used funding for the “Best Mentor Program” to tutor
struggling students with GPAs of 2.5 or below.
Because that funding stopped, a CAHSEE Math class and a CAHSEE English
class were added to the curriculum in 2005-2006, providing students the
additional one-on-one help they need to pass the exit exam.
Additionally,
in 2005-2006 a newly formed Literacy Team is being trained through the Los
Angeles County Office of Education (LACOE) in an effort to implement
school-wide and district-wide literacy plans to engage all learners at all
levels for deeper comprehension in reading and writing across the curriculum.
To
further ESUSD’s Professional Learning Community Framework, our Educational
Foundation showed its support by targeting a fund-raising goal of $300,000,
with $48,000 earmarked for the UCLA Writing Project, for 2005-2006. Parents, teachers, community members,
businesses, and school alumni who are committed to ensuring quality education
in our schools enthusiastically support this program, which commits to making
sure all student needs are met.
SIGNIFICANT
DEVELOPMENTS, cont’d.
Four
significant programs were instrumental to implementing the concept of
Professional Learning Communities within the high school and district cultures: UCLA Writing Workshops, CFGs, Classroom Walk-throughs,
and Literacy Teams.
UCLA WRITING WORKSHOPS
The
district-wide goal to improve writing scores became a reality through a program
incorporated in ESUSD’s elementary, middle and high schools. Over the course of the 2003-2004 year, UCLA
instructors held seminars in the district during in-service and professional
development days to model best teaching practices. Different writing strategies were presented
to faculty, which also enabled teachers to assess their students’ reading
skills measured by the content and depth of their writing assignments. The intent was to familiarize students with
skills they can use to gain a deeper understanding of content by teaching them
to read and write across the curriculum. A school-wide writing assignment, “The
Astronomy Project,” served as a follow-up exercise. Each department chose an assignment based on
its core subject, spent one to two days on instruction, and culminated by
assigning a two-page essay on astronomy. ESHS teachers learned valuable lessons from
this endeavor and have used these strategies in other assignments.
CRITICAL FRIENDS GROUPS
Critical
Friends Group (CFG) is an outgrowth of the National School Reform Faculty, a
program headquartered at the Annenberg Institute of School Reform (AISR) at
ESUSD’s
CFG members are trained by “coaches” who have gone through CFG Coaches
Institutes. CFG groups range from six to
twelve teachers and administrators with the common vision of raising
expectations for student learning outcomes.
The groups are cross-curricular within schools, to break down the walls
of teacher isolation within their classrooms and between departments. Teachers work together in a safe,
unthreatening environment to focus on student learning and student work. Critical Friends Groups adapt to fit the
needs of a given school, a given teacher, or a given dilemma. Critical Friends do not evaluate or judge,
rather, they bring new perspectives and ideas to dilemmas and roadblocks so
many educators face. As a testament to
the success of our school’s CFGs, group members often meet voluntarily to request
peer input or ask difficult questions about incorporating best teaching
practices.
ESUSD,
in cooperation with the UCLA School Management Program, introduced the CFG
protocols into its Professional Learning Community during the first cohort
training in August 2003. Eight ESUSD teachers
participated in the initial training, including three from the High School.
CRITICAL FRIENDS GROUPS, cont’d.
In
2004-2005, these teachers introduced CFG protocols to the faculty-at-large
during a district-wide staff development meeting. The faculty participated in a “Tuning
Protocol,” during which a middle school teacher presented a specific writing
assignment along with a sample of student work. The goal was to fine-tune the teacher’s
assignment, creating a deeper level of student engagement and success. The CFG members’ task was to “tune” the
lesson plan, using the student writing sample as a baseline in order to raise
both the level of instruction and the student work outcome. After experiencing first-hand the formal
structure and the safe, unthreatening environment of the CFG protocols,
additional faculty members signed up for the second cohort training. The numbers speak for themselves, as twenty-eight
educators, including seven from the high school, participated in the winter
2004 CFG training session.
For
the remainder of the 2004 school year, protocols were used in both formal and
informal settings. The protocols were
used at various times for addressing school-wide dilemmas, such as cheating, as
well as training faculty on new methods they can use to evaluate student work
and how they can use EduSoft to evaluate longitudinal data. Building on the previous buy-in from staff, in
fall 2005 a third training cohort with approximately twenty participants (five
from the high school) increasing the number of CFG members on all campuses
district-wide. During the 2005-2006
school years, time continues to be set aside on “Minimum Day Mondays” for the
faculty to consult, using CFG protocols, on school-wide dilemmas, programs, or
professional development topics.
CLASSROOM WALK-THROUGHS
In
January 2004 teachers, along with school and district administrators, participated
in a three-day Classroom Walk-through Institute, sponsored by UCLA’s School
Management Program. The Institute’s purpose is remove teachers from their isolated
classrooms so they can observe student learning in other teachers’ classes. Key to the entire process is for walk-through
visitors to observe “students learning” not “teachers teaching.” In order to
give and receive feedback in a constructive, non-threatening manner, CFG
participants develop an incredible amount of trust. Participants visited a neighboring school already
using the process, giving them additional practical experience to bring back to
ESHS.
Additional
training was provided in April 2004, and ESHS’s Leadership Team since has trained
other teachers who participate in Walk-throughs on a strictly voluntary basis. The level of trust needed for the program’s
success could not be coerced; it needed to diffuse naturally through staff as
the program grew. As comfort levels
increased, other faculty, students, and parents were invited on Walk-throughs, with
substitute teachers hired as needed to allow for as much staff participation as
possible.
Each
Walk-through addressed a stated need, either reading across the curriculum,
incorporating Eagle Expectations into the curriculum, or providing adequate classroom
resources (texts, maps, technology) to further engage students. Walk-through
participants shared their observations with the entire faculty in debriefing
“fishbowl” activities. This helped
educators to understand the CFG’s process dynamics, which indeed are “student
centered” rather than “teacher focused.”
A focus for spring 2006 and the future will include documenting evidence
of learning goals/objectives.
LITERACY TEAM
An
area of concern raised by WASC was the need for a school-wide literacy plan to
effectively address the varying levels of achievement among ESHS students. To remediate this, in spring of 2005 all ESUSD
8th through 11 grade students, excluding those enrolled in 11th
grade English Honors classes, were assessed using the McDougal Littell Reading
Diagnostic Test. Students who scored two
or more years below grade level were identified and their teachers were
informed via e-mail. To determine
eligibility for reading intervention classes, teachers then recommended select
students for further diagnostic
A
bigger challenge than integrating a cohesive Literacy Plan for El Segundo High
School was creating one for the district as a whole. ESUSD rectified this in the 2005 – 2006
school year by committing to a year-long intensive Literacy Workshop, sponsored
by the Los Angeles County Office of Education (LACOE.) The Literacy Workshop program provides
teachers with information they need to design and implement their own school-wide
literacy plans. The Workshop also
addresses methods for teachers to assist students at all reading levels
(intervention strategic, proficient, and advanced).
To
that end, two Literacy Teams formed within the district, one at El Segundo
Middle School and another at El Segundo High School. In addition, reading specialists from ESUSD’s
two elementary schools each serve on a team.
Both teams meet independently and together to articulate plans between
the middle and the high schools, so that all students will consistently gain in
knowledge, fluency, and literacy.
After
the introductory workshop, the ESHS Literacy Team solicited input and feedback
from the rest of the faculty. Questionnaires
were circulated to delve into the areas of greatest concern and prioritize the
areas of importance in the literacy plan’s implementation. Four different workshops scheduled during the
2005-2006 school years will bring to fruition a viable Literacy Plan for El
Segundo High School. The plan will be implemented
school-wide in 2006-2007.
ACADEMIC IMPROVEMENT PROCESS
EDUSOFT
As stated previously in this report, one of the key
elements in fulfilling El Segundo High School’s Action Plan was obtaining a
tool for consistent assessment. In 2004-2005,
teachers were trained on the use of rubrics to calibrate grading of written
essays. Each department developed a rubric for department-wide use as well as
an Eagle Expectations rubric to measure student achievement. Department rubrics are posted on the web site
(http://www.elsegundousd.com/eshs/index2.htm) and made widely available so all
stakeholders understand the expectations and level of work required to excel in
all classes.
In 2005, ESUSD decided to build upon the information
accumulated via DataWorks. The district purchased EduSoft for its ability to assess
all students according to the California Content Standards, regardless of grade
level or content area. During in-service
training ESHS staff learned to use EduSoft’s basic functions, providing
teachers and administrators with a method for accessing specific student’s academic
performance data in order to monitor their progress.
Subsequent blocks of professional development time on
“Minimum Mondays” have been set aside for both school-wide and inter-departmental
meetings to provide teachers with additional training in understanding and
evaluating data, and to perform a school-wide analysis of assessing
longitudinal data. This allows departments
to evaluate weaknesses and strengths in the curriculum, based on the data documented
by the individual strands. As training
in EduSoft continues, its myriad uses will increase in value as faculty and
staff members become more comfortable with its capabilities. One outstanding component is EduSoft’s
ability to assess current curriculum and evaluate mastery of content
standards. Both the math and science
departments have undertaken this assessment, the first to do so at ESHS. Geometry teachers administered common
assessments created through EduSoft, allowing them to see early in the semester
if their students are mastering the content standards, or if additional instruction
is necessary. The ultimate goal is to
create benchmarks for each grade level in all subjects for use as common assessments. El Segundo High School looks forward to a successful
collaboration using its newest tool for monitoring accountability and
assessment to improve student achievement.
The district recently subscribed to services offered
by Powermediaplus.com, a research supported Web site that will provide the ESHS
community with online access to grade level curriculum to augment instruction. Powermediaplus.com consists of cross
curricular technology in the form of videos, CD-ROMS, auditory materials, art
work, lesson plans and streaming video. The
software design addresses the intent of closing the achievement gap via
accountability and flexibility. Students
and parents will be provided with passwords to access the programs from any
Internet connection. Teachers will use
it to share lesson plans and content, with the goal of enriching student
learning through the latest available technology. The rollout for Powermediaplus.com was
pioneered by the Social Studies department during a January in-service day;
soon teachers in all departments will have access to training so they will be
able to use it in their classrooms.
LEADERSHIP
TEAMS AND FOCUS GROUPS – THE WASC PROCESS
El Segundo High School, in keeping with the philosophy
of the district’s Professional Learning Community, has revisited the purpose
behind its leadership infrastructure.
Prior to adopting the concept of “shared ownership,” the school’s Leadership
Team tended to be “top-down.” Data moved
from the Leadership Team down to the Focus Groups for comment, then returned to
the Leadership Team with recommendations before action was taken. Exposure to the inherent benefits of the
Classroom Walk-throughs and the collaborative nature of the Critical Friends
Groups prompted a restructuring of the Leadership Team. The Leadership Team now shares ownership in the
school’s decision-making process and implementation of the WASC team’s
suggestions. The role of the ESHS
Leadership Team has evolved into a supportive one. It is no longer the “top-down” model, but
rather serves as a sounding board and guide for the stakeholders themselves –
as befits the newest members of a Professional Learning Community.
The current academic improvement efforts have evolved
into a more cyclic, stakeholder-driven process. The Leadership Team provides the five Focus
Groups (Leadership & Vision, Curriculum, Culture, Assessment, and Student
Support) with the time and organizational structure to conduct their
business. The Leadership Team schedules
the Focus Group meetings and provides facilitators to conduct the protocols
that best fit the needs of the groups.
They also serve as a resource should the Focus Groups need guidance or
other resources to achieve their objectives.
The ultimate goal for the Leadership Team is as
follows: At the beginning of each school
year, the five Focus Groups will convene as one body to review their goal
statements and action plans and create and/or modify them. Focus Groups then will meet in break-out sessions
to address each area of concern and create or modify each action plan. Their recommendations then will go back to the
entire Focus Groups for review. Upon
acceptance, the responsible stakeholders will implement the plans. Responsible stakeholders periodically will review
and discuss evidence (data, student output, or observations,) and make
adjustments if necessary. Toward the end
of the year the Focus Groups again will review the process and resulting
evidence, summarize the findings, and make recommendations. Summaries and findings will be included in
the progress report to the Board of Education at the end of each school year.
IMPLEMENTING AND MONITORING THE
SCHOOL-WIDE ACTION PLAN
ESHS’s
new Leadership Team is comprised of two co-chairs, all department chairs, a
counselor, a school board member, the PTA president, the principal and co-principal,
the activities director, the athletic director, as well as teachers and
community members. This team ensures that
the implementation and review of the action plan is carried out. Additionally, there exists a smaller core
group of leaders within the Leadership Team, the two co-chairs and the co-principal,
who meet weekly to discuss progress, set agendas for the monthly Leadership
Team meetings, and keep track of the Action Plan timeline to further ensure the
goals are met.
Within
the Focus Groups, we are currently in the process of reviewing data from the
previous year’s standardized tests and survey results. The Leadership Team is reviewing the findings
of these Focus Groups to target fully the goals of our action plan.
SUMMARY
OF ACTION PLAN PROGRESS
STAFF
DEVELOPMENT
Goal 1: Research-based Teaching
Strategies and Interdisciplinary Learning Opportunities
Goal
1 requires four tasks. Task 1 involves
interdisciplinary collaboration, Task 2 concerns varying teaching strategies,
Task 3 regards the integration of technology into teaching, and Task 4
addresses the need for teacher-to-teacher peer observations. The “Walk-through” program addressed all of
these tasks, which enabled cross-curricular, peer-to-peer discussions and
collaborations. Teachers were exposed to
a variety of teaching strategies as well as the use of technology in other
disciplines. During the 2004-05 school year, the faculty collaborated on a lesson
with a common theme, “astronomy.” From
studying the alignment of stars at
Teachers
in the English department meet regularly to articulate lesson plans, create
time-lines for units, and share materials and ideas. They worked with History teachers to align
course content so some English literature selections cover the same historic
period the students are studying in their History classes. The Special Education department shares the
same prep period to allow teachers to work together to create lessons so all
students are exposed to the same content regardless of ability level.
A
differentiated instruction workshop offered by the ESUSD in summer 2005 introduced
teachers district-wide to ideas and methodologies for incorporating
differentiated instruction into their classrooms. A district-wide in-service last fall featured
CSU Fullerton Professor Donna Bennett, who presented research-based
differentiated instruction techniques for teachers to incorporate into their
classrooms. A pupil free day this year
included a district presentation on strategies to promote differentiated
instruction. The Literacy Teams attend
research-based lectures and receive materials on best teaching practices, which
they share with their peers at the middle and high schools.
Goal 1, cont’d.
The
addition of research-based Powermediaplus.com will enable all faculty,
students, and parents to have easy Internet access to research-based
interdisciplinary materials from home, school or office. EduSoft, a new technology purchased and implemented
by the district, is a cutting-edge technological tool to assess student
achievement.
Goal
2: Rubrics and Assessments
Task 2.1 looks at the effective use of assessment
data (homework, portfolios, projects, quizzes, and standardized tests) to analyze
student achievement. El Segundo teachers
regard homework as a fundamental part of the learning process for students to
develop self-discipline, time management, and study skills. Portfolios are used
across all grades and content areas, from the freshman Career Exploration class,
to the Senior Scrapbook assignment, a year-long requirement for English.
As
for standardized tests, software from DataWorks provided limited standardized
test and classroom assessment information so the district replaced it with
EduSoft. Teachers were trained during several
in-service days this year enabling them to utilize this online data to review their
students’ achievement on standardized tests and in classroom assessments.
Goal
2 also addresses the effective use of rubrics and other assessments. Well-established rubrics are used regularly
by each department as assessment and self-assessment tools. The Eagle Expectations and all department
rubrics are available on the school web site to provide measurement tools for
school-wide academic achievement. CFGs analyze
and assess student homework, portfolios, projects and classroom units in focus
and home groups. During a professional
development session, one of our faculty members trained faculty in the use of a
writing rubric to calibrate the grading of written essays.
COMMUNICATIONS
Goal
3: Administration
Task
3.1 speaks to articulation between the El Segundo High School and El Segundo Middle
School. Several measures accomplish this
goal. The Critical Friends Group
training involves faculties from these and the elementary schools as well,
giving educators from every grade a chance to experience multiple perspectives
on curriculum and learning. In spring of
2004, a specific professional development slot highlighted a CFG protocol
involving middle and high school teachers collaborating on strategies to increase
student engagement. Communicating
through the CFGs allows teachers to discuss curriculum, strategies, and
expectations for learning goals. Three
district in-service days over the 2004-2005 and 2005-2006 school years have
allotted time for teachers from the middle and high schools to articulate
curriculum by searching for gaps in knowledge or overlapping content, and examining
specific content standards. Teachers
also discussed the academic and emotional factors of El Segundo students as
they successfully transition from middle to high school.
Goal
3, cont’d.
Task
3.2 addresses the need for a consistent organizational structure and consistent
implementation of school policies. To
finesse lines of communication between faculty, staff and administration, the principal
and co-principal developed a chart to clarify their areas of responsibility. E-mail is used to communicate with the staff
as a whole and individually. Regularly
scheduled faculty meetings, as well as Leadership Team and department chair
meetings help open lines of communication between administration and the
faculty at large to ensure adherence to school policies and procedures.
In
the spring of 2005, a Critical Friends Group protocol engaged faculty and
administration in a school-wide issue of mutual interest. The issue of cheating was examined, with a
goal of strong enforcement across the board, both inside the classrooms and in
the administrative offices. Parents,
students, faculty and administrators collaborated on the issue, resulting in a Student
Handbook rewritten to reflect the reinforced cheating policy.
Last
fall, incoming freshmen were introduced to school policies at an orientation
assembly. A PowerPoint presentation and
movie created by ESHS faculty, students and administrators covered problematic issues,
such as violation of daytime curfew, the dress code, and the school’s policy
for cell phone use on campus.
Task
3.3 addresses the formulation of a proactive rather than reactive policy toward
administrative presence on campus. The presence of administrators in the halls
and on campus during lunch, snack, and passing periods puts a face to the
administrative team for the students.
The
school bulletin is distributed to the ESHS community via e-mail and through
PowerSchool, to provide information on school events including academics, the
arts, and athletics. The school bulletin
is read to students over the Public Address system during 2nd period
on Mondays, Wednesdays and Fridays to apprise them of academic and lunch time
activities. The presence of students and
parents on WASC Focus Groups helps disseminate information throughout the
community and school population. An EA publication, “Scuttle Butt,” outlines
the academic requirements for seniors and keeps them apprised of the social
aspects of graduation as well. The
school’s web pages are up to date with more than half the teachers using their
own web pages to dispense information.
Goal
4: Counseling Department
Task 4.1 requests a strong approach in dispensing
information to eleventh grade students to help them plan beyond their senior
years. The counseling department
has seen new developments since the last WASC self-evaluation, which have complicated
this task. Due to an increased enrollment (CBEDS), the
Since this task was written, enrollment has
increased and the counseling staff has been reduced to two and two-thirds positions,
resulting in a significant increase in the student to counselor ratio. The two full-time counselors currently have
an approximate student ratio of 425 to one; the “two-thirds” counselor is
responsible for 310 students.
These impediments notwithstanding, the action items
for eleventh grade students were addressed with minor revisions. In 2002-2003 juniors received individual
tutorials with the
Task 4.2 sought to increase communication between
the counseling staff and ESHS teachers, students and parents to disseminate
support program information. The
counseling department continues to plan and create methods to effectively
distribute information to the school community.
Since the last WASC report, all three counselors have presented to the
staff information and overviews regarding the counseling department’s programs
and responsibilities. The counselors
also maintain a page on the school website for student, parent, and community
access and information. Additionally, a
community college liaison is on campus weekly to meet with students and assist
in college/career planning. Multiple
mailings go out to students and parents annually. (Evidence located in the
college counselor’s office).
The school has identified the need to acquire a
method of collecting data to track students into the post-high school
community. The counseling staff
currently relies on exit surveys and college career information. However, the counselors have no way of
verifying whether or not seniors proceed with the plans they report in June of
their senior year. The school is
considering adopting a method to follow El Segundo High School graduates for
five years (LifeTrack Services.Inc).
Goal
5: Parents and Community
Task
5.1 addresses the level of parent support for student academic achievement. At
El Segundo High School, parents and community members provide a vital link in
doing just that. Many parents are
involved in a variety of school-related programs and activities. The PTA serves as the main link for parental
involvement at ESHS. Since the last WASC
visit much effort has been made to encourage parents to become active participants
in their students’ high school academic experience.
We
have successfully recruited a cross-section of parents to serve on various
school sponsored committees. This year
there was an increase in the number of working parents willing to take time off
to serve on the WASC focus groups. Many
of these parents are new to the school and have provided valuable information
and insight.
Many
parents volunteered to serve on the district’s Summer Reading Committee,
reviewing the list of required summer reading materials for both middle and high
school students. This committee made
suggestions and recommendations that were subsequently approved by the school
board. The committee continues to meet
regularly to revise and refine lists.
Parents
serve on the School Site Council and the Discipline Committee. Much effort was made to encourage different
parents to serve on these committees, with the goal of including as many people
as possible in the process.
At
a PTA meeting each fall, parents and others receive training in the use of
The
school has stressed that parents are welcome on the campus, and the principal
and co-principal have an open door policy for parents. Parents are invited to
join booster groups for all athletic and extracurricular activities to support
the students with contributions of time and money. The PTA generates a parent
volunteer list at the beginning of each school year which is shared with the
Activities and Athletics Directors, providing opportunities for parent
involvement in the many school-sponsored activities.
The
community at large also plays a role in our school’s success. The El Segundo
Educational Foundation supports the ESUSD with vital funds for a variety of
programs that directly benefit students academically. ESEF grants have funded ESUSD’s Wide Area
Network, PowerSchool, Language Arts textbooks, and other equipment. Many ESHS parents, teachers and
administrators have joined the Foundation’s Superintendent’s Roundtable,
pledging to contribute $1,000 annually for our schools.
Additionally,
there is a movement within the alumni association to provide more support to ESHS
by volunteering at events, funding special projects, and providing general
information about the school to alumni.
Goal
6: Teachers
Task 6.1 asks teachers to promote, plan and
implement collegial interaction. ESHS teachers
promote collegiality through monthly birthday celebrations in the teachers’
lounge, as well as holiday buffets and potluck lunches, including pumpkin pie
and cookie bake-offs at Thanksgiving and Christmas. The Faculty Talent Show, as well as faculty
acts in ComedySportz, nurtures the relationship between teachers and
students. A Faculty-Student Choir is in
its initial stages, with approximately ten faculty members already featured in
two performances.
Academically, through
innovative programs such as the informal Walk-throughs, teachers are able to
observe how their colleagues support and engage students, maintain an effective
classroom environment, assess student learning, organize subject matter, and
design dynamic instruction that meets the needs of all students. Through the Critical Friends Groups, teachers
share challenges and assess student work with one another and supportively give
practical advice. ESHS teachers posted their
lessons online, providing yet another forum for sharing expertise.
The ESHS faculty is using EduSoft to collaboratively
assess student performance and is in the process of creating benchmark
assessments for use in every department.
The Social Studies teachers are beginning to train on
Powermediaplus.com, allowing them to share lesson plans, materials, research,
and videos among themselves and with teachers from other departments.
USING DATA TO DRIVE THE EDUCATIONAL
PROGRAM
Goal
7: Inclusion of all students in the General Education Program
With the development of the “waiver policy,” students
whose grades previously would have disqualified them from taking honors and AP
classes are able to enroll in them. AP
English Language and Composition (current enrollment 65) and AP Statistics
(current enrollment 93) have zero prerequisites and welcome all students.
Task 7.1 also addresses the urgency of meeting all academic
needs of ESHS’s special education students, and the desire to integrate these students
into the general education population. As
mandated by both state and federal laws, students
in Special Education are guaranteed FAPE (free and appropriate public
education) in the least restrictive environment, allowing their integration
into the general education setting to the fullest extent possible as determined
by IDEA 1997. Four fully credentialed Special Education teachers staff the
Special Education program at ESHS. Eight
full and part time assistants provide additional support to students. Two of
the teachers are responsible for the Resource Support Program (RSP), and two
are responsible for the Special Day Classes (SDC). One of the Special Day
classes runs a Community Based Instruction (CBI) program for non-diploma-bound
students. Our Special Education program includes
approximately 55-60 RSP students and approximately 15-20 SDC students. Other
Special Education services provided at this site are Speech/Language,
Counseling, Adaptive Physical Education (APE), Occupational Therapy (OT),
Physical Therapy (PT), Transportation, Assistive Technology, Transition
Services, and WorkAbility I as determined by the Individual Education Plan (IEP).
Goal
7, cont’d.
The
Special Education staff collaborates with the general education staff to assist
them in following individual IEPs by implementing the accommodations and
modifications through instruction, as well as reviewing student progress
towards goals and objectives. Each classroom teacher has access to the IEP of
students enrolled in his/her classes, as well as the support of both RSP and
SDC teachers and assistants.
This
year the
Additionally,
with the purchase of the EduSoft program, Special Education teachers are being
trained to use the data to form baseline descriptors for their student goal and
objectives in Individual Educational Plans (IEPs).
Goal
8 -- Create a formal, regular, systemic program based on data
The
establishment of a systemic, ongoing assessment team at ESHS through one of the
focus groups analyzes the California Standards Test (CST), CAHSEE, and CELDT
data collected from the EduSoft program. Analysis occurs annually at the
beginning of each academic year. Additionally,
the collection of perception data from parents, students, teachers, and the
community culminates with the results published online. The team also looks at other data including
SAT scores, AP scores, college placement scores, common/benchmark assessments, as
well as Walk Through and CFG programs.
CONNECT AND ASSESS STUDENT ACHIEVEMENT
TO STANDARDS AND
EAGLE EXPECTATIONS
Goal
9: Standards and Eagle Expectations
Each
department designs its curriculum to align with the California State Standards,
thereby immersing ESHS students in these statewide objectives. All teachers are required to base each unit of
study upon these objectives, often utilizing their web sites to demonstrate the
current lesson and applicable standards. Standards are discussed and/or posted during
lessons/units. Teachers are also required to align each lesson with the Eagle
Expectations. With the addition of
EduSoft, each department is in its first steps to formally train teachers to
create standards driven assessments.
ESHS teachers are evaluated based on their adherence to both CA Content
Standards and the California Standards for the Teaching Profession.
A
review of the Eagle Expectations and the Essential Standards/Power Standards
will take place in the 2005-2006 school year.
Goal
10: Critical Academic Needs
Based
on the EduSoft analysis of classroom and student performance on the California
Standards Test (CST), ESHS departments are determining their own courses of
action for improving student performance on these tests. Our school has steadily and consistently moved
students from the Far Below and Below Basic categories into the Proficient and
Advanced Categories. EduSoft’s ability
to disaggregate individual student performance enables each department to plan
and modify instruction that addresses specific areas of need, and builds on
areas of strength according to achievement. Training in analyzing and understanding
longitudinal data is ongoing.
REFLECTIONS
While
the ESHS faculty has made great strides on accomplishing the ten goals set in
the initial study, the
To
this end, we propose to revisit the data periodically to reevaluate and
prioritize our concerns. Then we will create
an action plan to address the major concerns.
It is our desire that by the end of the next three years ESHS faculty
and staff will be in a better position to do another detailed self-study of our
practices and our improvement process.
Appendix 1
Areas needing clarification – Dr.