SECTION II
El Segundo High School
School
Synopsis
El
Segundo High School (ESHS) is located in a small coastal community of 16,000
residents, a suburb of
El Segundo High School is a student-centered school in
which the academic program is driven by content standards and decisions are
mandated by data, not perception. It is
a comprehensive public high school for grades 9-12, offering over 150 course
selections, including honors, advanced placement, special education, English
Language Development, and vocational programs on campus and at the Southern
California Regional Occupational Center (SCROC). Graduation requirements are
rigorous and exceed state mandates, yet the drop-out rate is .2%. At-risk
students are supported by programs such as ELD, Fundamentals of English, a
two-year algebra course, and the Best Mentor program. In 2002, 95% of our
sophomores passed the CAHSEE in English and 80% in Math. Students are able to
take advantage of various internships with local companies, including Aerospace
Corporation, Boeing, Hyperion, Northrup-Grumman and
Mattel. Approximately 60% of our
students take the SAT in preparation to enter a four-year college, and the
remaining 40% attend community and vocational institutions.
ESHS promotes a safe, supportive learning
environment. Because we are a small
school (1026), students have a greater opportunity to be involved in school
activities and sports. El Segundo sports
programs, particularly baseball and aquatic programs, have received national
recognition. There is a wide range of co-curricular activities available to
students. Among the most popular are the service clubs: Key Club, Interact, and
the Good Samaritan Club. Students receive more personal attention from
teachers, counselors, coaches, and administrators. This nurturing atmosphere helps us to meet
the academic, social, and athletic needs of all of our students.
While the city of
Like the city of
SECTION III
Vision and Standards
1. Describe the process used by your school community
for developing a common vision of what students should know and be able to do
upon graduation. Indicate the roles played by members of the school community.
Describe how your school's improvement plan focuses on standards-based
education. Discuss how the school and district are implementing state academic
and other content standards. Describe how the school and district evaluate and
use state and local assessment data to adjust the school’s improvement plan.
Describe how results are communicated to the community.
The vision statement for El Segundo High School is
engraved above the entrance to the school; “Enter to Learn, Go Forth For Service.” The
community and high school chose this vision in 1929, and subsequent generations
have continued to affirm its relevancy.
To complement this vision statement, El Segundo High School has a
clearly written mission statement that is displayed in classrooms, included in
student planners and handbooks, and on the ESHS web site (www.elsegundousd.com/ESHS). A
sub-committee of teachers, parents, and students revised the ESHS Mission
Statement in February, 2002, as part of the Focus
on Learning process. By an overwhelming majority, the ESHS staff, the ESHS
Parent/ Teachers Association, and the student representatives of the Associated
Student Body (ASB) approved the revised Mission Statement in March, 2002. The
ESHS Mission Statement is as follows:
El Segundo High School will provide students with the
necessary skills and knowledge to become lifelong 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.
ESHS
staff, parents, teachers, and community members developed Eagle Expectations
(Expected Schoolwide Learning Results) to insure that
ESHS students accomplish the necessary academic and social outcomes prior to
graduation. Teachers then updated course outlines in the spring of 2002 to
incorporate both the California State Academic Content Standards and our Eagle
Expectations into all aspects of the curriculum. National Standards were incorporated
where state standards were not applicable. All ESHS course outlines are
available on-line at www.elsegundousd.com/ESHS.
Teacher lesson plans now reflect both the academic content standards and the
Eagle Expectations.
The
ESHS school improvement plan evolved as a result of completing the Focus on Learning report mandated by the
Western Association for Schools and Colleges (WASC). The ESHS action plan is based on a thorough
analysis of student performance data (API, CAHSEE, STAR,
·
Implement
the staff development plan and research-based teaching strategies to meet the
needs of all learners;
·
Develop
communication within and among departments in order to review and assess data,
and revise curriculum and instruction accordingly;
·
Use
assessments effectively for standards-based assignments and utilize the results
to improve student achievement;
·
Develop
a clear system that is proactive rather than reactive, increases administrative
presence in the classroom, and improves notification of events to all
stakeholders;
·
Improve
communication between counseling department and teachers, students, and parents
in order to disseminate support program information;
·
Involve
parents in supporting academic achievement of their students;
·
Promote,
plan and implement collegial interaction;
·
Collect,
analyze, review, and utilize outcome data in order to modify programs,
services, and resource allocations for the purpose of improving student
achievement;
·
Develop strategies to integrate content
standards and Eagle Expectations into the daily curriculum to make them part of
the fabric of the school; and
·
Develop
and reflect on lesson plans based on standards and have teachers and students
apply them to Eagle Expectations.
The ESHS School Site Council
has adopted the action plan as the Single Plan for Student Achievement.
Student Assessment
2. Describe how local,
school, and classroom assessment Information are linked to statewide assessment
in order to improve student performance and to ensure progress toward schoolwide improvement. Describe how the school is able to
monitor and report students’ learning of standards, both schoolwide
and for individual students. Discuss how teachers in all
departments/disciplines use assessment information to modify curriculum and instruction.
Describe how families are informed about their students’ efforts in achieving
standards. Discuss strategies used to follow-up on graduates to determine the
effectiveness of the program. Assessment methods may include, but should not be
limited to: writing samples, teacher and student evaluation of student work
(rubrics, project scoring guides, portfolios, grades);
district developed assessments, criterion-referenced assessments, and
assessments linked to instructional materials; and, publishers’ norm-referenced
tests.
The
staff, parents, and students annually review disaggregated student outcome data
(standardized exams), student performance data (assessed student work), perception data (student, teacher, and parent surveys) during
department meetings, cross-departmental meetings, P.T.A. meetings, Site Council
meetings, and English Language Advisory Committee (ELAC) meetings. The ESHS
staff is flexible
to the concept of restructuring curriculum and reallocating personnel stemming from
assessment data. When students failed
the CAHSEE, support courses in math and English were developed to help these
students pass the exam. In reviewing the
reading scores, English teachers saw the need for a “Fundamentals for English”
course for identified 9th and 10th graders and developed
the course. Furthermore, when Algebra 1
became a requirement for all graduating seniors, the math teachers developed a
two-year Algebra course to facilitate the success of all students. When it
became apparent within the English Department that some of the literature on
the extended reading list was no longer relevant to our students, teachers
modified the curriculum. In response, several new titles were approved for each
grade level and purchased.
Both
students and teachers monitor students’ learning of the standards. Teachers in all content areas write and
implement lesson plans incorporating the standards and Eagle Expectations.
Standards are identified for students in all classrooms, and teachers have connected
their assessments to both the content standards and the Eagle
Expectations. Students are periodically
asked to reflect upon lessons and identify the content standards taught to
mastery as well as the Eagle Expectations reflected within these lessons.
Teacher CONNECT charts and sample lesson plans for all subject areas
incorporating student reflections can be found on www.elsegundousd.com/eshs/wasc/wasc2/evidence.htm.
Teachers received training on how to use rubrics. Rubrics have been written in
each subject area to assess student work and are found on www.elsegundousd.com/eshs.
Teachers, students, parents and community members utilize monthly departmental
and interdepartmental meetings to analyze and reflect on student work and
assessments and share teaching strategies in order to improve student
achievement. A list of best practices based on research is available on the
ESHS web site.
Several
types of assessments have been incorporated into the curriculum, and time has
been allocated within the staff development calendar for analysis of student
outcomes. Each teacher collects samples
from a variety of assignments to share in departments. The results of these meetings are shared
during cross-departmental meetings.
Specifically, the math department shares chapter exams and discusses
student results; the teachers have decided to expand their collaboration by
developing a standards-based test bank. During these discussions, standards
that must be taught to mastery are identified as well as areas where students
consistently experience difficulty; the result is that instruction is adapted
to address identified areas of concern.
Teachers collaborate on department finals that are cumulative and
standards-based. Each math teacher
incorporates at least one project to be assessed by the math rubric. At the district level, the math program is
articulated K through 12. The English department
uses the ETS Criterion essay assessment program, which provides immediate
rubric scoring of student essays.
Teachers analyze this data to improve writing instruction as well as
coach individual students on improving their writing using Criterion-identified
areas of focus. To align with the
current English Language Arts Framework, every English student will write a
research paper every year. A common
rubric to assess these papers is currently being developed. Teachers in math and science collaborate on a
standards-based project every fall that culminates with a presentation to
second graders and the community.
Student reflections and assessments for this project are used to adjust
the project for the following year.
Families are informed about their students’
efforts in achieving standards on a regular basis. Every six weeks, progress reports are mailed
home and weekly progress reports are available upon request. ESHS has a
well-defined counseling program that supports student achievement. In the tenth
grade, Educational Advisors meet with each family to begin the process of
identifying post high school and career goals, to develop an individual high
school plan, and to provide a packet of materials and resources for
opportunities in four-year and two-year colleges, tech schools, SCROC, and the
military. ESHS is currently implementing PowerSchool,
a student information system. Teachers
will be posting standards-based assignments and grades, which can be accessed
by parents, guardians, or students at any time. Questions and concerns are
communicated to teachers through email, phone calls, conferences, and notes.
The ESHS Alumni Association is currently gathering academic and demographic
data on ESHS graduates. When this information is complete, the ESHS Leadership
Team will analyze the data, disseminate it to staff, parents, students, and
community members, discuss the results, and adjust curriculum accordingly. Due
to the small-town culture of El Segundo, graduates continually return to visit
and share their experiences with teachers and students.
Curriculum and Instructional Practices
3. Indicate the course requirements for graduation.
Discuss how your curriculum is aligned or is being aligned to local and state
standards. Describe how your school provides a comprehensive core curriculum
that is articulated across departments/disciplines at all grade levels and with
feeder middle schools and, where possible, post-secondary institutions. Use
examples from English/language arts and mathematics to describe curriculum
alignment and articulation across departments/disciplines.
The requirements for graduation are: four years of
English (literature and writing), four years of Social Studies (world history,
geography, US history, government, economics and psychology), three years of
math ( including algebra 1), two years of laboratory
science, two years of physical education, one year of foreign language or
visual/performing arts, one semester of career explorations (including health),
and eleven semesters of electives, for a total of 220 semester units. As part
of the WASC self-study process, the faculty, staff, students, parents, and
community members have aligned all courses to national, state and local
standards. The school has developed the Eagle Expectations (local standards)
and aligned the curriculum to match state and national standards. These courses
are available for viewing at the school’s online program planning guide (http://elsegundousd.com/eshs/planningguide.doc).
Student interviews and the results of the student survey indicate that students
are aware of the expected performance levels for each area of study. All core
academic courses are using standards-based instructional materials. In English, the core literature reflects the
diversity of
Students
are involved in a wide range of challenging learning experiences in all
disciplines. All students with special needs and English language learners are
scheduled into the least restrictive educational program at El Segundo high
school. Educational Advisors and teachers continually monitor at-risk students
to ensure that all students have the support they need to meet graduation
requirements, state and district standards and to pass the CAHSEE. Articulation between
the elementary schools, the middle school, and high school has occurred in
mathematics, science, and reading and writing to carefully align curriculum and
coordinate the research-based strategies outlined in the frameworks. For
example, in mathematics students are carefully placed into Algebra based on
standardized criteria. The Algebra
program at the middle school and high school are the same and use the same
cumulative assessments. The English
department’s use of the Criterion Online Essay Writing Assessment
individualizes instruction based on rubric scores determined by a database of
writing.
Student
work collected for the past year and the lesson plans that are on our web site
show evidence of research-based curricular planning and offer a variety of
learning experiences. Teachers utilize strategies such as oral presentations,
individual and group work, formal (Socratic) and informal discussions,
investigations and experiments to give students opportunities to learn that are
appropriate to differing learning styles. In the course of a semester, students
are expected to produce essays, reports, benchmark products, journals,
portfolios, open-ended responses and are expected to succeed on tests and
quizzes. The process for planning each student’s educational program is strong,
clear, and well defined. It begins with incoming freshmen and continues through
graduation. Outstanding components of this process include the student’s Program Planning Guide, Incoming
Freshman Orientation, classroom visits by Educational Advisors, Sophomore
Counseling, Senior Application and Financial Workshops, College Night, Career
Day, Junior and Senior Scuttlebutts (informational newsletters produced
monthly), and college and SCROC representatives on campus.
Strong partnerships exist between ESHS and
secondary institutions, particularly
Interdisciplinary projects and
cross-curricular cooperation give students the opportunity to make connections
across the curriculum. Examples of such projects include the Roller Coaster
Project, requiring students to design and create a working roller coaster,
utilizing math, physics, English, career development and technology standards.
Social Studies and English skills are utilized in the research and debate of
social issues projects.
Several
programs are in place to support students in passing the CAHSEE. Students can
enroll in a Math or English CAHSEE elective.
Students can participate in the BEST
Teacher Professionalism
4. Discuss how professional development prepares
teachers in all departments/disciplines, administrators and other staff to help
students achieve local and state standards, particularly standards for
English/language arts (E/LA) and mathematics. Describe how professional
development programs are selected and evaluated. Discuss the processes that
support teacher professionalism. Describe the opportunities that are available
for teachers to collaborate, broaden their knowledge, participate in decision
making, and share information with teachers from other grade levels, middle
school, and community college or other post-secondary institutions as
appropriate. Discuss professional development provided for other school
personnel. Discuss how new teachers are selected and supported. Professional
development activities should reflect awareness of: Designs for Learning, the
California Standards for the Quality and Effectiveness of Beginning Teacher
Support and Assessment Programs, Aiming High, and Focus on Learning.
We
have developed a comprehensive staff development plan for 2002-2008. This plan
is the result of the evaluation of data collected from multiple sources and is
driven by content standards and Eagle Expectations. Our most recent
concentration in staff development has been on the latest insights in brain
research and the implementation of research-based teaching strategies to meet
the needs of all of our students and support achievement of the standards.
Teachers
collaborate formally through both monthly department meetings and
cross-curricular meetings. Members of the support and classified staff,
parents, and students are included in the cross-curricular meetings, and the
minutes for all meetings held at ESHS are available on the ESHS web site. These
collaborations have resulted in significant accomplishments:
·
The
staff development plan was formulated by the Leadership Team, comprised of
administrators, department coordinators, and teachers from each department, and
approved by the stakeholders.
·
Teachers
in each department revised course outlines, aligning them with the California
Academic Content standards and our Eagle Expectations. National Standards were
used for courses without current
·
Teachers
in the Language Arts Department reviewed and revised CORE and extended literature
lists to make them more relevant to our students. (Several titles for each
grade level have already been purchased).
·
All
teachers develop one lesson plan per semester that is standards-driven and
applies to our areas of critical academic need, to be shared by being posted on
our web site. Student work resulting
from these lessons is shared and analyzed at Department meetings. Each Department then shares the results of
analyzing student work at the cross-curricular meetings.
·
Each
department compiled a list of alternative research-based teaching strategies.
These strategies were then shared during cross-curricular meetings and posted
on our web site.
·
The
process by which teachers apply to attend conferences and workshops is
organized and accessible to everyone. Teachers attending these conferences and
workshops are expected to provide staff development for their colleagues during
scheduled monthly faculty meetings.
Another important component
of our Staff Development Plan is to schedule annual articulation meetings with
teachers from the middle school. In
addition to this formal meeting, teachers from the Middle School receive time
to observe and collaborate with High School teachers several times a year.
ESHS
has several partnerships with local colleges and universities as well as the
Southern California Regional Occupational Center (SCROC). Loyola Marymount
University (LMU) places several student teachers at El Segundo High School as
part of the partnership between ESHS and LMU.
Another benefit of this partnership is the collaboration of the A.P.
Calculus teacher with the Math Department at LMU. ESHS students are able to take LMU Math 131
on campus at ESHS and receive college credit.
Through an agreement with the ADTECH Consortium, ESHS students are able
to take on-line courses through
Prior
to employment, prospective teachers are interviewed by a panel consisting of
the Director of Human Resources, the
principal, the associate principal, the department coordinator, and
representative teachers. Once hired, new teachers are supported by their
department coordinator and by a support provider from the Beginning Teacher
Support and Assessment Program. We currently have two English teachers in the
program who are being supported by a trained BTSA English teacher on site.
There is also a math teacher trained in BTSA on site working with a teacher at
the Middle School. ESHS belongs to the South Bay BTSA Consortium, which has an
agreement with
Another
support for teachers is Peer Assistance and Review (PAR). Two teachers are trained in Peer Assistance
and Review. Teachers can take advantage of this program voluntarily or can be
required to become part of the program through administrative evaluation. Currently
one teacher is receiving voluntary support from a PAR consulting teacher.
Educational Technology and Library Media Services
5. Describe the library media services that support
teaching and learning. Describe your plan for technology use at the school site
and the ongoing process of integrating technology into the total school
program. Include accommodations to ensure appropriate technical assistance for
staff and students. Discuss how professional development needs of staff are
met, both in terms of enhancing technology skills and in integration of
technology into the curriculum. Describe how students, certificated staff,
library media teachers, and other support staff are provided with information
and learning resources. Describe the extent of
electronic networking infrastructure throughout the site and
beyond. Describe how the technology and library media services have contributed
to improved student achievement.
ESHS and the El Segundo Unified School
District have adopted a technology use plan that supports the school’s curricular
and professional development goals. Student achievement is the primary driver
of the school’s curricular goals. All students will have access to technology
in order to experience a variety of technology tools for learning, literacy,
communications, intellectual growth, and problem solving. The use of technology
will reinforce student achievement in the content standards in each subject
area. Students will exhibit a positive
ethical attitude while practicing appropriate and safe use of technology. The El Segundo Unified District Technology
Plan incorporates the ESHS technology plan.
Every
classroom is networked and has access to the Internet via a T1 connection. The
high school currently has three student-access computer labs with two more
drop-in computer centers planned in the next three years. The high school’s
labs are available for teachers to use with their classes. While the Introduction to Computer Science
class meets in the computer lab daily, as do the Career Exploration courses and
Computer Accounting, there is still time available for teachers to sign up for
the labs when they are available. Math and English teachers take advantage of
the labs for research projects. Library computers are available for classes as
well as individual students and are available upon request. To support the use of technology at ESHS, a para-professional works with the hardware and software, and
a technology coordinator teaches the staff how to effectively incorporate
technology into academics.
The school
will be using the electronic Student Information System (SIS), PowerGrade to calculate student grade, which are web
accessible to parents, students and staff with proper access permission. Real-time attendance information is also
available with proper authorization. Students will use this system to obtain
assignments posted by their teachers. The SIS is funded through the El Segundo
Educational Foundation and business partnerships.
Technology
should not be viewed as a separate entity in education. Instead, technology should be imbedded
seamlessly into the curriculum at all levels so that students use it
consistently throughout their education.
Special
needs students require software and hardware appropriate to their learning
disability. By identifying appropriate
software and hardware, the school will provide the special needs students with a
complete learning experience with technological assistance.
Technology professional development in-services are
offered to both certificated and classified staffs. Training in productivity
software, the Student Information System and the integration of technology into
the classroom are given annually. A full-time technologist is employed to
provide support to the staff and students.
The ESHS
Library enjoys collaboration with the city library system. Students, parents,
teachers, and community members are able to use a common library card and
borrow resources located at any library facility located in El Segundo. The
libraries are linked via a dedicated network. The high school library has 32
networked computers which students use before, during and after school hours.
Students are able to conduct research using traditional periodical sources such
as the Readers’ Guide as well as electronic sources via CD-ROM and the Internet
resources. Students may also compose and create their assignments using library
computers. The high school librarian in credentialed and has a MA in
Information and Library Sciences.
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School Culture
6. Describe the culture of the school and how it
supports student success in achieving standards. Discuss how the school culture
values and promotes the importance of preparing students to be lifelong
learners. Discuss how the school culture promotes positive character traits and
good citizenship. Describe the strategies used to ensure that students feel a
sense of connection to the school.
El Segundo High School boosted its API
scores by 20 points this year, jumping from 766 in 2001 to 786 in 2002. This impressive increase places ESHS in the
top echelon of
The El Segundo staff has worked diligently
to align curriculum with both state content standards and expected school-wide
learning results (Eagle Expectations). Each department has written updated
course descriptions for each course that includes the standards and
incorporates the Eagle Expectations. These course outlines have been approved
by the school board and are on our web site and in curriculum guides. Evidence
gathered by student and teacher observation validates the fact that teachers
are teaching to the standards and beginning to address the Eagle Expectations.
The impetus for many of these activities has been our WASC self study.
A variety of programs exist to
provide all students with access to standards-based curriculum. These include
an English Language Development (ELD) program, the Best Mentor program
(implemented in 1999), a variety of Honors and AP classes, and basic classes
supporting students with Individualized Education Plans (IEPs)
in all disciplines. The IEP process is in place for students with special
needs. ESHS is also in compliance with
the terms of 504. Special Education
Teachers provide regular education teachers with passports outlining the needs
of the student. Special Education
teachers and trained para-professionals provide
support to regular education teachers.
Special Education teachers are now included as members of academic
departments and attend all Department and cross-curricular meetings.
Our counseling program offers students the
information necessary to make wise educational and career choices throughout
high school. Each year, incoming freshmen
math and science placements are based upon articulated standards and defined
placement criteria. Articulation with
local colleges and universities is ongoing and strong, as is articulation
between teachers at El Segundo High School and El Segundo Middle School. Our
students may also take online or independent study courses if scheduling needs
exist. Student progress is monitored in several ways.
Last year, more than 40%
of the graduates were accepted to four-year colleges and universities, with an
additional 50% registering at community colleges. Nearly all core classes are college
preparatory. Fewer than 20% of the
sections offered are Honors or Advanced Placement courses. In order to qualify for Honors or Advanced Placement classes,
a student must meet established prerequisites (criteria). Any student who does
not meet these prerequisites (criteria) but wishes to attempt one of these
advanced classes may do so if the parents of that student submit a waiver. Students are encouraged to reach their
potential, both academic and social. Contrary to general perception about females
in advanced math courses, more females than males enroll in Advanced Placement
Calculus and 90% of all students consistently pass the A.P. exam.
Beginning with our ninth grade
Career Exploration Class, students have a number of opportunities to
investigate the different options open to them after high school. Among the
options are activities such as Career Day, internships with local companies,
SCROC (Southern California Regional Occupation Center) classes on and off
campus and a representative onsite, the Work Experience Program, and a
Workability Program. Career Infusion lessons have been provided to all teachers
in all classes to connect careers with each subject.
El Segundo High School is a “Character
Counts” school. We are a member
organization of that alliance which supports the teaching of the “Six Pillars
of Character” in the school curriculum and co-curricular program. The Six
Pillars are: Trustworthiness, Respect,
Responsibility, Fairness, Caring and Citizenship. Our Language Arts and Social Studies
courses contain many discussion and writing prompts that engage students in
dialogue about these virtues. A large banner
celebrating those “Pillars” hangs prominently in our Cafeteria, awaiting its
return to our Library when it is rebuilt.
We receive weekly e-mails supporting values education activities, which
are applied with a gentle hand in various courses. Some of our students volunteer as “Character
Counts Counselors” to the nearby
In addition to Student Government, service
clubs such as Interact and Key Club, many other clubs and activities,
internships, Career Day, Work Experience, Workability, SCROC,
Student-to-Government Day, and community programs such as the Richmond Street
Fair and the elementary school’s Outdoor Science Camp (where high school
students serve as counselors) provide unique opportunities for experience
beyond the classroom. Nearly 40 % of our
students participate in athletics, and nearly 70% of our students participate
in clubs, activities and/or athletics.
Students report themselves to be involved and active according to
student surveys. They view ESHS as a
safe campus where faculty and staff care about students and learning. While challenged by a rigorous curriculum and
high academic expectations, students still make time to interact with their
peers and faculty advisors in a lively and engaging co-curricular program.
Curricular Paths and Academic Counseling
7. Describe your school's approach to academic guidance
counseling. Discuss how the school prepares students upon graduation to enroll
in a post-secondary institution, continue with a focus on career-technical
education, or directly enter the workforce. Describe the resources and
opportunities students have to prepare their personal learning plans in order
to accomplish their post-high school goals, and how changes in student's
academic goals are accommodated. Discuss how families are supported in helping
their students make informed decisions about academic options. Describe
programs to support students from groups traditionally under-represented in
colleges and universities.
The counseling program is composed of three
Educational Advisors for a student body of approximately 1050 students. Two
Educational Advisors (E.A.s) each take the
responsibility for organizing and preparing materials for a major counseling
program (academic/college counseling and career development), and the third
E.A. has an additional teaching assignment.
All E.A.’s are responsible for counseling
their students in all aspects of the counseling program and participating in
all program events. Each Educational
Advisor services approximately 370 students, following each student’s academic
progress and ensuring that each receives the appropriate support necessary to
achieve success. Following the issuance
of progress reports, the E.A.s contact students earning
D’s and F’s and arrange appropriate support, such as enrolling in the BEST
Mentor program or academic support courses.
The Career Development
Program is a developmental approach to career counseling, addressing career at
each grade level:
·
Through
the Career Exploration class, freshmen do personal assessment, career search,
and high school and post high school planning.
·
During individual Sophomore Counseling
conferences with students and their parents, E.A.s
assist in identifying career and educational goals, and develop a high school
academic plan to meet these goals.
·
Through
classroom presentation’s juniors revisit career and college search
resources. Through a one-on-one computer
tutorial by student tutors, students utilize the search resources.
·
Through
a survey of post high school goals, E.A.s monitor
their seniors and refer students to appropriate internships, jobs,
scholarships, college application, placement testing, financial aid,
college/tech school reps, and college field trips.
Additionally, career
development is addressed for all students through the Annual Career Day,
Counselor presentations, career infusion lessons, Job Board,
The Academic/College Counseling Program
involves students at each grade level as well.
·
Advisement
begins with 8th graders through counselor review of graduation
requirements, college eligibility, and 9th grade scheduling. In
addition, a Parent Orientation is conducted.
·
In
freshmen Career Exploration classes, EAs guide
students in reviewing college and career information.
·
EAs
meet with both freshmen and sophomores prior to each semester to review college
requirements and to plan each student’s schedule for the next semester.
Individual meetings are held with students upon request.
·
E.A.s
work with juniors in the classroom setting to address the college entrance
process, their career/college/post high school goals and to receive the Skuttlebutt newsletter. E.A.s
make appropriate referrals to scholarships, college
reps, and the community college outreach counselor.
·
Seniors
are surveyed regarding goals, receive a monthly newsletter, The Senior Skuttlebutt
, and are informed regarding the college application process. Workshops are provided for community college,
CSU, and UC applications, as well as the FAFSA application. An evening workshop is provided to parents
for the FAFSA application. Our community college outreach counselor advises
students who are not planning to attend a four-year college in order to
establish a post high school plan, complete the application, complete placement
testing, and conduct a campus visit. E.A.s write letters of
recommendation for college entrance, for national merit finalists, and for
scholarships.
·
College
information is made available to all students and parents during our annual College Night, which is dedicated to
college eligibility and choices, financial aid, and NCAA opportunities.
·
When
necessary, E.A.s refer students to
appropriate support programs, such as the BEST
Students At-Risk and With Special Needs
8. Discuss the identification and assessment process of
students at-risk and with special needs at your school. Describe the programs
and strategies used by the school to ensure access to and success in the
regular curriculum. Discuss how student differences are valued as assets.
Discuss the programs and strategies used by the school to assist English
learners (ELs). Describe support for school staff to
assist students with disabilities to achieve individualized education plan
(IEP) goals, progress in the regular curriculum, and be educated with
non-disabled students. Describe the extended learning activities.
Teachers recommend students who are performing poorly
in academic courses, particularly in math and English, to be evaluated by a
Student Study Team (SST). The Associate
Principal is the coordinator for all SST meetings. Annual IEP meetings are held
to evaluate and measure the progress on goals and objectives, to modify any
program changes, if needed, and to modify the transition plan and/or
accommodation and modifications form, as needed. Those students who have been
documented as having an emotional dysfunction also qualify for Special
Education services and DIS counseling services. Additionally, Behavior Plans
are written for any student who is unable to be academically successful due to
grades, attendance, study skills, study habits, and/or disruptive behavior. The
Behavior Plans are revisited every two to three months to evaluate their
effectiveness or to see if further revision is necessary. Appropriate staff
members hold tri-annual assessment IEP meetings to evaluate the program
placement and the eligibility statement, measure and evaluate the attainment of
current goals and objectives, and to write new goals and objectives based on
the academic testing performed. The IEP team decides if any modifications to
the transition plan, ELD goals and objectives, and behavior plans are needed.
Those individuals with Other Health Impairments, such
as ADD/ADHD, are provided a 504 Plan to monitor their academic success. As per
IDEA, each student is placed in the least restrictive environment as determined
by the IEP Team. Those students who spend fifty percent or more of their day in
Special Education classes are classified as SDC; otherwise they are classified
as RSP. Our Special Education Program is based on a learning center model
whereby students in SDC or RSP may take specially designed Basic I and Basic II
standards-based core curriculum courses, aligned with state standards.
Depending on students’ individual learning needs established in the IEP, they
take courses in the different Special Education classes. This allows for
flexibility within the program so that the students optimize their learning in
the least restrictive environment. In order ensure students’ success within the
general education classes, case managers provide general education teachers
with a “passport” for each student with exceptional needs in their class. This
passport gives the teacher pertinent information for each student, such as
appropriate accommodations and/or modifications that were established for the
students in their IEP. Additionally,
every six weeks, RSP/SDC teachers send out a “progress check” which enables
them to monitor the success of their students in other general education and
Special Education classes.
The
El Segundo Unified School District encourages teachers to attend SDAIE Training
in order to obtain a SDAIE certificate so that they will be qualified to teach
English Language Learners (ELL). In fact, the district provided this
opportunity through
Although the ELL population at ESHS is
relatively small, the high school strongly supports these students. ESHS has an ELD Coordinator who coordinates
and manages the progress and programming needs of all ELL students, both with and
without special needs, to ensure that the appropriate strategies are
implemented in their classes at their fluency level. A yearly language assessment (CEDLT) is
conducted to verify that ELL students are making progress in ELD. Students who meet two out of three of the
following criteria are placed in a support ELD course: (1) Language proficiency, as measured by the
CELDT test, below early advanced; (2) Grades below a C in two of the four
academic content areas (English, Math, Social Studies, Science); and (3) STAR
scores below the 30th percentile.
The primary purpose of the ELD class is to support students in learning
English as well as achieving success in their general education courses. Consequently, the student to teacher ratio is
maintained at 10 to 1. The primary
language for ELL students at ESHS is Spanish; therefore, a Spanish-speaking
bi-lingual para-professional works with both the ELD
teacher and the ELD coordinator to support all ELL students.
El
Segundo High School has a BEST Mentor (Better El Segundo Today) Program for
students who are considered “at-risk.”; classified as students who earn an
academic G.P.A of 2.0 or below, have failed English or math, or have not passed
the California High School Exit Exam in either math or English. Students are identified and assessed several
ways. Students can be recommended for the program by their EA, by the Best
Mentor coordinator, by the classroom teacher, by parents and by the students
themselves. Once a student is
identified, a one-on-one interview is held between the Mentor Coordinator and
the student, in order to assess student needs and appropriately match the
student with a mentor. The BEST
Safe and Healthy School and Coordinated Services
9. Describe how your school ensures a safe and secure
learning environment and supports student health. Discuss programs that promote
healthy student behaviors and programs that keep the school free from drugs,
alcohol, tobacco, crime, and violence. Describe how the school culture and
staff promote appropriate student behavior to protect the safety of all,
including collaboration with local law enforcement. Discuss how the school
supports the
coordination of health and social services for students and
families in the community. Describe how the school's physical condition
reflects the learning environment of an exemplary school.
El Segundo High School is a
special place physically, academically, and socially. A hallmark of our school is that a majority
of the staff, students, teachers, and parents believe the school to be a safe
and orderly place to learn. In the most
recent California Healthy Kids Survey, with 95% of ninth graders and 67% of
eleventh graders responding, an overwhelming 94% felt safe at school. To obtain
this sense of security for our students requires the dedication and commitment
of our entire staff. While the most
important service provided at ESHS is a quality education for all, the staff is
concerned with much more than the academic needs of the student. Experience and relevant research indicate
that high quality education occurs when the social and emotional issues of
students are addressed, and both the administration and staff are dedicated to
this end. We achieve this goal in part
by reviewing our Safe School Plan and our Disaster Preparedness Plan annually.
In addition to providing a
safe campus, ESHS teachers work with the students in making healthy choices in
terms of drug, alcohol and tobacco use, and about sexual issues. Every freshman enrolls in a semester-long
class entitled Career Explorations. This
class consists of a drug, alcohol, tobacco unit, and a human reproduction unit
that offers STDs and HIV/Aids education, as well as a career component.
ESHS encourages healthy
behavior among its students through our Physical Education program. Ninth and tenth grade students are involved
in a comprehensive physical education program, based on the state standards, that
promotes personal fitness for healthy life along with the development of
movement and motor skills through sports.
Students in grades eleven and twelve are able to select activities for
the pursuit of individual excellence.
Many students who meet their P.E. graduation requirement enroll in P.E.
as an elective. Only students enrolled
in aquatics receive P.E. credit for participation in a sport during their ninth
and tenth grade years. All other
athletes must take P.E.
El Segundo’s progressive
discipline plan is based upon fair and consistent application of school rules
and policies. Expectations for behavior
at school are well known and accepted by students (verified by the student and
parent surveys posted on the ESHS website).
During Freshman Orientation, ninth graders are introduced to school
policies, which are clearly spelled out in the Student Handbook and
the Program Planning Guide.
In addition, the Attendance Policy and Athletic and Spirit Code for ESHS
help set the tone for expected behavior on campus and at all school-sponsored
events. As a result of our fair and
consistent application of our discipline plan, we have very few suspensions
and, for the last three years, no expulsion cases. For those students with chronic attendance
and behavior problems, we have
The administrators and
campus supervisors attempt to build positive relationships between police,
students, staff, and community. The
primary function of the campus supervisors is to maintain a high visibility,
interact with students, enforce school policies and related laws, and to maintain
an open communication network with school faculty and staff. We are also fortunate to engage in a
cooperative relationship with the El Segundo Police Department. They provide us
with a school resource officer. One of
our most successful joint ventures with the police department has been the “Every 15 Minutes Program”. This effective, well-received program is a drunk driving awareness program that exposes the students to
the dangers of drinking and driving prior to the prom.
One important role of the
staff and administration is that of support provider, providing the link
between students, their families and needed community services. We have worked diligently over the years to
cultivate close working relationships with community agencies that provide a
wide variety of services. We work
closely with the Student Attendance Review Board, (S.A.R.B.) for those students
with attendance and or behavior problems; the South Bay Youth Project, with
their on-site counselors for those students and families in need of counseling
services, The El Segundo Parks and Recreation Department, and various community
service clubs to provide support for students and families in need.
FAMILY PARTICIPATION AND COMMUNITY PARTNERSHIPS
10. Describe the strategies used by your school to
engage its families and communities. Describe how members of the school
community work together to support student learning, and how families are
assisted to be collaborative partners in the education of their children. Describe
how the school communicates with families and encourages communication from them,
including those who are not fluent in English. Describe school/community partnerships
and how community and family resources are used to support student learning,
strengthen the curriculum and expand student learning. Discuss opportunities
for
students to learn about careers and to understand the
connection between school and careers. If the student population is culturally
diverse, discuss how the diversity of students' families is acknowledged.
El
Segundo is a town built on tradition and excellence. Several generations of
families have been educated in the ESUSD system. Four members of the sitting
Board of Education are alumni of ESHS and the fifth married into a long-time El
Segundo family.
When
Standard Oil built the second
School-to-home
communication is a most difficult challenge for a high school community. At ESHS, new technologies have greatly
improved this important area. The “Eagle
Ears” bulletin, produced by the ESHS PTA, is sent through the mail to all
households monthly. It is now available
electronically at the ESHS website. The
school implemented an e-mail list server, which allows members of the school
community to subscribe for free. School administrators send a single e-mail to
the server, which then automatically forwards the message to all
subscribers. Special events and
information are communicated at light speed via this technology. The school’s website also provides a wealth
of information as well as e-mail and phone contact to the faculty and staff at
the school. The school is implementing a
new integrated student information system, which will provide a portal to
foster greater communication. Parents and students will be able to check
grades, attendance and assignments via the Internet. It also provides an additional avenue of
communication between parents and the school.
Eight
years ago, a group of parents and community members came together with the
staff of the high school to resolve some curriculum concerns with math. From that humble beginning, the El Segundo
High School Math Advisory Council was formed.
This very dynamic group of individuals worked over the course of a year
to strengthen the math program at ESHS.
The curriculum was completely rewritten to match the then “draft”
standards and frameworks, one year prior to formal adoption of the California
Math Content Standards by the state.
This example is sited to illustrate the culture that exists within the
education community at El Segundo High School in meeting specific needs of the
students. This is indicative of the
spirit of cooperation and hard work that continues to bring together school and
community.
One
of the biggest challenges at the high school is communicating with our small
non-English speaking population. Seeing
this as a critical area to address, the English Language Advisory Council was
formed. This committee consists of one
ELD parent and student, one ELL parent and student, the ELD teacher, the ELD
coordinator and a site administrator.
This group meets to help define more effective methods to support this
important segment of our school community.
The
El Segundo Chamber of Commerce has been an important part of ESHS. The
Education Committee consists of many of the local large and small businesses
that assist our school by providing many “extras” for our students and
staff. The Chamber is a key component of
the implementation of a workability grant.
This grant provides work experiences for disabled students. Boeing, Northrop-Grumman, Hyperion and the
Aerospace Corporations also accept many students yearly into intern programs.
Local chapters of Rotary International and Kiwanis sponsor student chapters,
Interact and Key Club respectively.
These clubs provide important service-related experiences for the
students of ESHS. Membership is open to all that want to participate. Last
Thanksgiving, Interact participated in feeding homeless families in conjunction
with the L.A. Mission. Students went during their own time and at their own
expense. These clubs and many others, support our local food bank, CASE,
helping less fortunate members of the El Segundo community. Students may also enroll in the Exceptional
Child class. This unique class has
partnered with the
El
Segundo does not have a culturally diverse community base, but attracts
students from surrounding school districts. In an effort to incorporate more
student diversity, ESHS partners with