WASC Report - Santiago High School

Transcription

Santiago High School
SELF-STUDY REPORT
12342 Trask Avenue
Garden Grove, CA 92843
Garden Grove Unified School District
March 14-16, 2011
WASC/CDE Focus on Learning Accreditation Manual,
2011 Edition, Updated Fall 2011
Welcomes the
WASC Visiting Team
WASC Chair
Dr. Charles Fischer
Director of Curriculum and Instruction
42174 Kimberly Way
Murrieta, CA 92562
Work Phone: (951) 929-7700 ext. 4285
Fax: (951) 929-2890
E-Mail: [email protected]
Mr. Luciano Alvarado
Assistant Principal
Castle Park High School
1395 Hilltop Drive
Chula Vista, CA 91911
Work Phone: (619) 585-2008
Fax: (619) 427-5967
E-Mail:
[email protected]
Ms. Teenya Bishop
Assistant Principal
5557 Ladera Court
San Bernardino, CA 92407
Work Phone: (909) 881-8120
Fax: (909) 881-8141
Miss Nicole Cerotsky
Teacher
2446 C Street
Bakersfield, CA 93301
Work Phone: (661) 399-3351
Fax: (661) 393-5918
Dr. Michael John Roe
Principal
30355 Lamplighter Lane
Menifee, CA 92584
Work Phone: (951) 765-1600
Fax: (951) 765-6344
Mrs. Mary E. Wilhelm
Teacher
84818 Twelfth Street
Trona, CA 93562
Work Phone: (760) 372-2863
Mr. James R. Wylie
Educator
214 East Laxford Street
Glendora, CA 91740
Cell Phone: (909) 957-0024
Santiago High School Administration
Dr. Lorena Luna Sánchez
Principal
Mr. Todd Nirk ............................................................................... Assistant Principal
Mrs. Judie Kirksey ........................................................................ Assistant Principal
Mrs. Tracy Conway-Whitt ............................................................ Assistant Principal
GGUSD Administration
Dr. Gabriela Mafi, Ed.D ................. Assistant Superintendent, Secondary Education
Dr. Sue McCann, Ph. D.........................Assistant Superintendent, Business Services
Dr. Gary Lewis, Ed.D .............................Assistant Superintendent, Student Services
Ms. Joli Armitage................................ Assistant Superintendent, Personnel Services
Ms. Sara Wescott ........................... Assistant Superintendent, Elementary Education
BOARD OF EDUCATION
Dr. Laura Schwalm, Ph. D. ................................................................. Superintendent
Mr. Lan Quoc Nguyen .................................................................................. President
Dr. George West, Ed. D. ...................................................................... Vice President
Mr. Bob Harden ............................................................................................. Member
Dr. KimOanh Nguyen-Lam, Ph. D. ............................................................... Member
Ms. Linda Reed .............................................................................................. Member
WASC Leadership Team
Self-Study Coordinator
Ms. Sherri Foster
Focus Group Chairs
Organization, Vision and Purpose, Governance,
Leadership and Staff, and Resources
Ms. Vickie Miller
Science Department Chair
Mr. Sean Redmond
Social Science Department Chair
Standards-based Student Learning: Curriculum
Ms. Ariene Borutzki
World Language
Ms. Kelli Kuberski
AVID Department Chair
Standards-based Student Learning: Instruction
Ms. Pam Bertin
Performing Arts Department Chair
Mr. Jesse Goodwin
Social Studies
Standards-based Student Learning: Assessment and Accountability
Ms. Melissa Dela-Xiong
ELD Department Chair
Ms. Allison Maynard
AVID and English
School Culture and Support for Student Personal and Academic Growth
Ms. Cathy Adams
Counseling Department Chair
Ms. Cheryl Garcia
ASB Advisor, Science
Principal’s Message
It is an honor to welcome the visiting committee for the Western Association of Schools and
Colleges to Santiago High School. We are delighted to share with you how the business of
education takes place on our campus. Our goals are few but mighty and multifaceted.
Although our work is never complete, we pride ourselves on the progress we have made
together to help all students pursue their dreams of post-secondary success, via access to
college and skilled careers.
Although our goals can be challenging, they are possible through the support of our dedicated
community. We have developed an environment that our parents and students are proud of.
Our faculty and support staff provides a rigorous and engaging setting which not only facilitates
learning, but also provides a safe and caring place for all students. Shared research-based
classroom practices are based on identified student needs. Dedicated teachers also serve as
athletic coaches and club advisors. Committed parents assist our school via various community
activities where they help us to welcome other parents and recruit them for our parenting
programs. Every year parents host barbeques to raise funds for AVID scholarships to send a
message to all students that we place a priority on a-g completion and meeting university
entrance requirements. Our Santiago Alumni Association relentlessly raises funds throughout
the year and also offers the majority of their resources back to our students in the form of
scholarships for students who are pursuing higher education.
Last, but certainly not least, our district personnel plays an important role in the business of
education as it takes place at Santiago High School. We have the support of our
Superintendent and Assistant Superintendent, the director of 7-12 Curriculum and Instruction
and her team of teachers on special assignment. Given our rigorous curriculum, support for
teacher is needed, in the form of onsite and off campus professional development in
instructional strategies and lesson design and delivery.
We are so pleased to welcome you, the WASC visiting team committee members, to our school.
Thank you for taking the time to learn about our school, as you analyze our academic needs and
accomplishments. We welcome your insights and recommendations.
Sincerely,
Lorena Luna Sánchez
TABLE OF CONTENTS
Chapter 1: Student/Community Profile and Supporting Data and Findings ............... 1
Chapter II: Student/Community Profile — Overall Summary from Analysis of
Profile Data ........................................................................................... 45
Chapter III: Progress Report ................................................................................... 49
Chapter IV: Self-Study Findings
A: Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources ........................................................................................ 58
B: Standards-based Student Learning: Curriculum ...................................... 72
C: Standards-based Student Learning: Instruction ....................................... 80
D: Standards-based Student Learning: Assessment and Accountability ...... 86
E: School Culture and Support for Student Personal and
Academic Growth .................................................................................... 97
Prioritized Areas of Growth Needs from Categories A through E ................ 109
Chapter V: Schoolwide Action Plan ....................................................................... 110
Appendices ............................................................................................................ 118
Chapter I: Student/Community Profile and Supporting Data and
Findings
Community and School Snapshot:
Santiago High School is a comprehensive high school (grades 9-12) with an enrollment of 2,315
students for the 2010/11 school year. It is one of seven comprehensive high schools in the
Garden Grove Unified School District and is located on the south-eastern border of Garden
Grove. Santiago High School serves a predominately Hispanic population and a minority Asian,
mostly Vietnamese, student population from the communities of Santa Ana and Garden Grove.
Other ethnic groups that attend Santiago are White, African-American and Pacific Islander.
Santiago High School The ethnic demographics of the school, (79% Hispanic or Latino, 16%
Asian, 3.5% White, 1.5% other) more closely resembles that of Santa Ana ( 79% Hispanic or
Latino, 9% Asian, 10% White and 2% other) than that of Garden Grove (40% Hispanic or
Latino, 32% Asian, 25% White and 3% other). As of 2010/11, Santiago has approximately 10%
special education students, 81% on free and reduced lunch, and 39% English Learners.
Santiago High School first opened in 1961-62, and will be celebrating its 50th year in 2011. The
school has 60 permanent classrooms and 20 portable classrooms in use on campus. There are
security cameras in place around the campus that help to keep the campus both safe and clean.
Santiago has a state-of-the-art library that was remodeled in 2003 with plans to upgrade in the
future, and houses a full complement of internet-connected computers. The school also has three
additional computer labs: in Room 115 (general use) and Room 104 (Keyboarding), which
received new computers using ROP funds, as well as a Mac lab in Room 504 for the use of
digital photography, computer graphics, video and yearbook. We are working to replace some of
the older computers in our Library and Computer Lab and this year began with a purchase of 20
Dell Desktop Computers and will continue to replace as funds are available.
New Dell Desktop Computers were purchased 3 years ago for a majority of our faculty because
of the new attendance program Aeries. New Dell Laptops have been purchased as well as LCD
projectors because more and more faculty members are using technology as a part of their
lessons. Smart Boards and CV Tablets are also being purchased and used to enhance lessons and
give more hands-on experiences for our students. In the past two years, we have purchased 20
Elmo Document Cameras which are being used with the laptops for lessons and ease of
presenting material to a class. Other technology that is being purchased on a yearly basis
includes Laserjet Printers, DVD-VCR's, Scientific Calculators, Canon Rebel Cameras, and a
Laserjet Color Printer.
There is a culinary arts classroom, a ceramic arts classroom, a woodshop classroom, an
automotive classroom, a gymnasium, an athletic field, two swimming pools, and an indoor
cafeteria. Recently completed projects include renovation of science classrooms, repairs of
roofs, resurfacing of tennis courts, and the complete renovation of the varsity baseball field and
the long jump/triple jump in the track and field area.
The physical education department is able to offer a course called “PE4ME” that is in
partnership with CHOC Hospital, where doctors are sent out to evaluate students’ height, weight,
Santiago High School: 2010/11 WASC Self Study
1
blood pressure and waist circumference. They check for early childhood diabetes and the
parents of students with diabetes indicators are contacted so that their student can have further
evaluations performed. A nutritionist is available to talk to students and a kick-box instructor
comes out twice a month to work with the class. In 2006, $50,000 from the Schwarzenegger
fitness grant, with an additional $8,000 raised by various sports teams was used to put in a full
Cardio Lab and to improve the weight room.
Santiago has strong community partnerships. The local Boys and Girls club provides homework
tutoring, California High School Exit Exam (CAHSEE) tutoring, SAT prep courses, career prep,
Keystone/Community Service, a culinary program, an after school sports program, a peer mentor
program, college field trips, guest speakers, and counseling services for students. The baseball
team sold banner advertising to local businesses. These banners are on display on the outfield
fencing. The local Starbuck’s coffee shop provides refreshments for the Starbuck’s Night parent
meetings that are held on a monthly basis. There is a growing Alumni Association and booster
organizations for Advancement Via Individual Determination (AVID) and Visual and
Performing Arts (VAPA). The Alumni Association and AVID booster clubs are the most active,
raising approximately $6,000 each year for senior student scholarships. With a one-time grant
from Lowe’s, the Environmental Club has started a garden behind the automotive classroom
Santiago High School also has a strong community partnership with Schools First Teachers
Federal Credit Union. In January 2009, SchoolsFirst granted our school a $25,000 classroom
make-over in room 218, based on a contest of student submitted applications. Each year
SchoolsFirst also sponsors guest speakers to address our students at our senior symposium
during PSAT testing in October. Speakers share their personal stories and promote college and
higher education.
Another strong partnership exists between Santiago High School and the Garden Grove Police
Department (GGPD); Officer Fulton is our School Resource Officer. During the last three years,
he has been assigned to a cohort of schools including Santiago High School, and our two
intermediate schools: Doig and Walton. Officer Fulton often mentors young teens and is invited
to guest speak in classrooms. Every year Officer Backouris speaks at our annual senior
symposium. She helps us to promote a drug-free life and a college going culture through her
messages. As someone who grew up in Santiago’s attendance boundary, her presentation is very
powerful.
There are 57 clubs that have active charters for the 2010/11 school year. There is a wide variety
of clubs for students to join, which range from academic to social, and most engage in some sort
of fund raising. A full list of clubs, their purpose, advisor and membership is given in the
appendix.
Student Demographics:
Santiago’s student demographics have remained fairly stable. From 2004 to 2010 there was an
increase of Hispanic students from 74% to 79%, and no changes in Asian students (primarily
Vietnamese), with White, African-American and Pacific Islander making up the rest of the
student population. In 2010, 86% of students spoke a home language other than English. 39% of
2
students were designated as English Learners, (86% Hispanic and 12% Asian) and 61% were
designated as Fluent English Proficient (English Only EO (14%) + Initially Fluent English
Placement IFEP (1%) and Re-designated Fluent English Placement RFEP (46% - 78% Hispanic
and 21% Asian).
Parent Education levels, as reported on the STAR test is shown as follows:
Parent Education
STAR Number Tested
Declined to state or unknown
Not a high school graduate
High school graduate
Some college (AA)
College Graduate
Graduate degree
2007
1506
%
588 39%
381 25%
327 22%
108
7%
87
6%
14
1%
2008
1567
%
571
36%
405
26%
358
23%
114
7%
101
6%
18
1%
2009
1677
%
680
41%
416
25%
363
22%
115
7%
89
5%
14
1%
2010
1777
1767
4
1
2
3
NA
%
99%
0%
0%
0%
0%
The years prior to the 2010 STAR testing show consistent responses for all categories, but 2010
had 99% of students respond “declined to state or unknown”. It is unclear if this is due to an
error by the state in its data files, to student resistance to answering the question, or if it is due to
truly not knowing their parents education level. Roughly 60% of students did respond in prior
years, but it is still just a gross estimate of actual parent education levels. Looking at 2009, 41%
“declined to state or unknown”, 25% are “not a high school graduate”, 22% are a “high school
graduate” and 13% have had at least some college. If the “declined to state or unknown”
category is lumped in with “not a high school graduate” and “high school graduate”, there are
roughly 88% of parents who have a high school education or less. This is consistent with the
perception that most of our students will be the first in their family to graduate from high school
and attend a school of higher learning.
WASC accreditation history
The last two WASC visitations were in 1998 and in 2005. The 2005 WASC visit had been
delayed for a year to allow a new principal time to have input and provide leadership and vision
for the school. Both visits resulted in a six year term of accreditation with a three year review.
Since 2005 there had been changes to the entire administrative team and in 2008 Santiago had a
favorable three year review (see appendix) under the leadership of our current principal, Dr.
Lorena Sanchez.
School Purpose, Vision and Expected School-wide Learning Results
Santiago High School’s vision and purpose is closely aligned to the GGUSD goals which are to
ensure that all students have the opportunity upon leaving high school to choose from a wide
variety of options: four-year colleges and universities, technical education, or a skilled career.
To achieve this the District has two goals: District Goal 1 (CST improvement for all students
with data collected for English Language Arts, Math, Science, Social Science) and Goal 2
(CELDT level improvement for English Learners who have been in our district 4 years or more).
3
During the self-study process the Expected School-wide Learning Results from the prior selfstudy were examined in the fall of 2009 by focus groups with a final revision in the spring of
2010. The Vision Statement was kept “as is” with no revision.
GGUSD
Our Mission: The Board of Education of the Garden Grove Unified School
District is committed to providing an educational program focusing on student
achievement, high standards, and opportunities for all students to acquire the
knowledge and skills necessary to live a productive life. To meet this
commitment, students will participate in a comprehensive curriculum designed
to achieve the identified goals.
Our Goal: It is the goal of the district to ensure that all students have the
opportunity upon leaving high school to choose from a wide variety of options
including four-year colleges and universities, technical education, or a skilled
career. The opportunity to choose among these paths requires that students
achieve proficiency as defined by state standards in the core academic subjects
and proficiency in the use of the English language. These proficiencies will
make it possible for students to access rigorous high school courses and enable
them to graduate ready for college and skilled careers.
Goal 1) Academic Proficiency and Progress: Students will steadily progress
towards meeting grade level standards as measured by the California Standards
Test (CST), with an increase of proficiency by one level (basic divided into
“lower basic” and “upper basic”) per year until reaching “Proficiency” and
maintaining or progressing to “Advanced.”
Goal 2) English Language Proficiency and Development Progress: English
Learners will steadily progress toward developing English language proficiency
as measured by the California English Language Development Test (CELDT).
Students reaching the “English Proficient” level will maintain this level until
designated as Reclassified Fluent English Proficient. (English Learners in the
district four years or longer with “English Proficient” defined as the “Early
Advanced/ Advanced” level with all sublevels at “Intermediate” or above.)
SANTIAGO HIGH SCHOOL
Vision Statement: It is the vision and mission of Santiago High School to
provide the highest quality education for our diverse student body. Students at
Santiago are held to high expectations of academic achievement and citizenship.
Students are presented with opportunities to be successful through a rigorous,
standards-based academic curriculum, diverse extra-curricular program and
caring support structure. Santiago staff members endeavor to make this vision a
constant reality.
4
The Expected School-wide Learning Results:
Effective communicators who can:
• Write an effective essay that earns a score of proficient or above as measured by the
District Writing Rubric and the CAHSEE.
• Read and understand a wide variety of expository texts at or above grade level across the
curriculum as measured by a District reading assessment, CAHSEE, CST, District
benchmark testing and classroom assignments and activities.
• Use a variety of mediums to gather, interpret and disseminate information as measured by
rubrics and assessments of classroom assignments, projects and reports.
Critical thinkers who can:
• Read and analyze - at a level of proficient or above according to district goals – graphic
and textual information in order to answer questions, reach conclusions and support
arguments as measured by district benchmark assessments, CAHSEE, CST, Advanced
Placement (AP) tests and classroom assignments across the curriculum.
• Critically discuss and write about history, literature, art, music, math and science as
measured by CST, journals, essays and classroom assignments.
Self-disciplined individuals who can:
• Develop college and career goals as measured by individual guidance department postsecondary planning meetings, participation in the AVID and JROTC programs and
successful completion of the A-G university requirements.
• Demonstrate a disciplined lifestyle, meet deadlines and manage stress, conflict and
change, as measured by academic and extra-curricular involvement.
• Learn the elements of a positive and healthy lifestyle in the areas of Health, P.E., Adult
Living, Childhood Understanding, Culinary Arts and Science.
• Demonstrate a healthy lifestyle as measured by physical fitness evaluation and sports
participation.
Responsible citizens who can:
• Respect individual differences and cultural diversity as measured by widespread
participation and cooperation in school events, the atmosphere, tone and behavior of
students on campus, student, teacher and parent survey results and the number of
disciplinary actions school-wide.
• Work together to improve the quality of life within their range of influence as measured
by student participation in clubs and organizations.
5
Student Performance Data
Adequate Yearly Progress AYP (Federal Criteria): Graduation, Participation and Academic
Performance Indicator (API) criteria were met for Federal AYP in 2007 through 2010, but
subgroup performance was not on target in 2009 and again in 2010. This has led to Santiago
being in Year 1 Program Improvement per No Child Left Behind. AYP targets are for
%Proficient/Advanced on the CAHSEE for 10th grade students.
AYP Annual Measureable Objectives (AMO)
2007
2008
2009
2010
School-wide
Asian **
Hispanic
SED
EL
Spec Ed **
95.0%
97.0%
100.0%
96.0%
96.0%
96.0%
77.0%
95.0%
98.0%
100.0%
99.0%
98.0%
99.0%
95.0%
95.0%
100.0%
100.0%
99.0%
100.0%
99.0%
99.0%
95.0%
98.0%
100.0%
98.0%
98.0%
98.0%
97.0%
School-wide
Asian **
Hispanic
SED
EL
Spec Ed **
95.0%
99.0%
100.0%
99.0%
99.0%
99.0%
97.0%
95.0%
100.0%
100.0%
100.0%
100.0%
99.0%
100.0%
95.0%
99.0%
100.0%
99.0%
99.0%
99.0%
99.0%
95.0%
99.0%
100.0%
98.0%
98.0%
98.0%
97.0%
ELA Target Participation
Math Target Participation
Year
2007
2008
2009
2010
API Indicator Target API
Actual Growth API
590
711
620
720
650
712
680
716
Graduation Rate Target
Rate for AYP year
82.9%
93.7%
83.0%
97.1%
83.1%
92.3%
90.0%
93.1%
CAHSEE Trends:
CAHSEE
10th
AYP
Target
School
Hispanic
Asian
SED
EL
Spec Ed
CAHSEE
10th
AYP
ELA
2007
22.3%
40.3%
34.4%
65.6%
39.6%
22.1%
2.4%
2008
33.4%
48.7%
42.8%
80.0%
44.9%
32.9%
8.5%
2009
44.5%
42.1%
38.3%
62.0%
39.9%
20.6%
6.7%
2010
55.6%
45.6%
39.6%
76.6%
42.1%
25.4%
17.9%
Target
School
Hispanic
Asian
SED
EL
Spec Ed
Math
2007
20.9%
49.0%
42.6%
76.6%
47.4%
34.4%
9.4%
2008
32.2%
51.1%
44.8%
89.9%
49.2%
39.1%
4.1%
2009
43.5%
49.6%
43.1%
82.3%
47.5%
34.7%
22.0%
6
2010
54.8%
47.0%
40.3%
83.1%
44.1%
31.6%
17.9%
CAHSEE ELA: There has been a pattern of increase, decrease, and then increase between 2007
and 2010, with the increase not being sufficient to be at the target of 55.6% Proficient/Advanced.
Concerted efforts were made in the 10th grade English classes in 2009/10 to incorporate
CAHSEE style questions and prompts. Gains were made, but not at the linear increase that is
dictated by the No Child Left Behind criteria.
CAHSEE Math: There has been a slow, but steady decline in performance for all subgroups
since 2008. A year-long “warm-up” review in both the Algebra and Geometry classes is planned
for 2010/11 using released test questions, review books from the textbook publisher and copies
of the official California review booklet that is no longer in publication. Analysis of CAHSEE
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“Pass versus Proficient” by course taken for the 2010 exam shows that 10th graders still in
Algebra tend to “not pass” and represent less than 50 students. 10th graders in Geometry tend to
“pass” but “not be proficient,” and represent the majority of 10th grade. 10th graders in regular
Algebra 2 have better proficient rates than Geometry students, but are not at 100% proficient.
There are more 10th grade students in this group for 2010/11 than last year, and efforts to provide
additional support and incentives prior to the test in March 2011 are being explored. The
Algebra CST increases in 2010 (13% Prof/Adv to 26% Prof/Adv) for predominantly 9th grade
students should reflect a better performance on the CAHSEE results for 2011.
CAHSEE: ELA 10th grade Pass vs. Proficient/Advanced
10th Grade
Passing Rates
ELA
School
Hispanic
Asian
EL
RFEP
SED
Spec Ed
Female
Male
2007
77
75
82
54
98
76
26
82
71
2008
2009
79
77
76
75
89
87
58
57
98
98
76
76
28
46
83
76
74
78
2010
73
70
87
47
98
71
32
77
68
GGUSD
2010
83
74
92
56
98
79
36
85
80
Orange
2010
86
76
95
48
96
75
43
89
84
California
2010
80
74
91
41
92
72
37
84
77
Trends for ELA passing are generally decreasing since 2008, except for Special Education,
which increased sharply in 2009, then decreased in 2010. The largest decrease in performance
was for English Learners from 2009 to 2010. 2009 showed gender rates that were comparable,
while 2010 maintained the trend that females outperformed males.
8
When looking at 2010 data, Santiago is mostly below passing % compared to district, county and
state for all subgroups, except for the RFEP subgroup, that exceeds rates in comparison. The
English Learner subgroup trends for SHS are above both the county and state in 2010.
The disaggregated details on the 2010 CAHSEE ELA are listed below. The actual English
Learner performance is shown, as opposed to the combined EL/RFEP (three years or less) used
for AYP purposes.
Reading
ELA Details
(% correct) 2010
School
Hispanic
Asian
EL
RFEP
SED
Spec Ed
Female
Male
%
Passing
%
Proficient
Word
Analysis
Reading
Comp
73
70
87
47
98
71
32
77
68
43
37
73
9
76
40
7
50
36
69
67
77
57
81
68
51
71
68
76
75
85
65
87
75
56
78
74
Writing
Lit
Strategies Convention
Response
75
73
84
62
87
74
55
77
73
63
61
75
47
79
61
41
66
60
73
72
83
62
84
73
54
76
71
2.5
2.4
2.8
2.1
2.8
2.4
1.9
2.6
2.4
Trends between Passing vs. Proficient/Advanced show the smallest gap is within the Asian
subgroup and the largest gap is in the EL subgroup. One of the largest performance gaps
between subgroups is between the RFEP and the EL subgroups.
Essay
9
When looking at strand data for the CAHSEE ELA, similar patterns emerge, regardless of the
subgroup. Writing Strategies is the weakest, followed by Reading Word Analysis, then Writing
Conventions. All subgroups have an average % correct of at least 60% in all strands, except for
English Learners and Special Education.
10
CAHSEE: Math 10th grade Pass vs. Proficient/Advance
Year
School
Hispanic
Asian
EL
RFEP
SED
Spec Ed
Female
Male
10th Grade % Passing in CAHSEE Math
GGUSD
Orange
2007 2008 2009 2010
2010
2010
79
80
81
77
86
87
76
76
78
74
77
78
91
97
93
92
97
98
61
63
66
57
68
59
96
97
98
97
97
95
77
78
79
75
83
78
30
26
44
31
41
46
81
82
78
78
87
88
76
78
83
75
85
87
California
2010
81
75
96
53
91
75
39
82
81
Trends for Math passing are generally increasing from 2007 to 2008, except for Special
Education. Asian, RFEP and EL all showed some increase from 2008 to 2009, with Special
Education showing a dramatic increase. All groups showed a decrease from 2009 to 2010.
Males tended to underperform compared to females, except in the year 2009.
When looking at 2010 data, Math data is similar to ELA data in that Santiago is mostly below
passing % compared to district, county and state for all subgroups, except for the RFEP
subgroup, that exceeds rates in comparison. The English Learner subgroup trends for SHS are
slightly below the county and above the state in 2010.
11
The disaggregated details on the 2010 CAHSEE Math are listed below. The actual English
Learner performance is shown, as opposed to the combined EL/RFEP (three years or less) that is
used for AYP purposes.
Average % Correct per Strand
Math Details
(% correct) 2010
School
Hispanic
Asian
EL
RFEP
SED
Spec Ed
Female
Male
%
Passing
%
Proficient
Prob &
Stat
Number
Sense
77
74
92
57
97
75
31
78
75
45
38
80
20
70
42
9
44
45
71
69
84
60
83
70
51
72
71
68
65
83
56
79
66
47
67
68
Algebra
Measure
&
&
Functions Geometry
73
70
87
61
84
72
51
73
73
62
59
80
50
74
61
41
62
62
Algebra
1
60
57
82
49
72
59
39
61
59
Trends between Passing vs. Proficient/Advanced in Math mirror the trends found in ELA and
show the smallest gap within the Asian subgroup and the largest gap in the EL subgroup. One of
the largest performance gaps between subgroups is between the RFEP and the EL subgroups.
12
When looking at strand data for the CAHSEE Math, similar patterns emerge, regardless of the
subgroup, except for the Asian subgroup which reverse Algebra 1 and Measurement &
Geometry. Algebra 1 is the weakest, followed by Measurement & Geometry, then Number
Sense. All subgroups have an average % correct of at least 60% in most strands, except for
13
Academic Performance Index API (State criteria): CST proficiency and CAHSEE pass
Base
2006 2007
2004
2005
API Rank
Similar Schools
4
10
4
9
5
10
Growth API
Schoolwide
644
671
785
611
636
831
639
658
639
385
Subgroup Base +
Growth
Asian
Hispanic
SED
EL
Spec Ed
Target
Growth
2010 change
Met
2008
2009
6
10
6
10
5
9
682
711
720
714
5
716
2
No
834
666
687
666
394
838
684
702
679
434
861
692
713
661
446
853
687
703
644
491
A
6
5
8
15
846
689
701
629
478
-7
2
-2
-15
-13
No
No
No
No
No
SED = Socio Economically Disadvantaged, EL = English Learner
Santiago failed to make its API growth target in both 2009 and 2010. This is primarily due to the
CAHSEE pass results. The CST results show a slow, but steady increase in all subjects. The
subgroup that is of most concern is the English Learner subgroup. While other groups declined
slightly since 2008, the EL subgroup has declined the most. The Special Education subgroup has
had consistent growth since 2005, with a large increase from 2008 to 2009. This is most likely
due to concerted efforts in preparing for the CAHSEE in the Special Education department in the
year 2008/09. Resources and personnel were not able to replicate this effort in the year 2009/10.
14
CST Analysis: School-wide Performance
English Language Arts
ELA 9th
Year
# tested
A
P
B
BB
FBB
2007
536
2008
593
2009
608
2010
584
16
28
36
13
8
15
27
32
18
8
13
25
34
21
7
15
35
29
15
5
9th grade English has had a growing
population until 2010, when it dropped
below 600 students.
Performance over the years showed a
slight decrease in % Proficient/Advanced
in 2009, with a much larger gain in 2010,
with half of 9th graders achieving
Proficient or Advanced.
2010 also showed the least number of
students in the Far Below Basic and
Below Basic bands compared to prior
years.
ELA 10th
Year
# tested
A
P
B
BB
FBB
2007
499
2008
508
2009
596
2010
594
9
21
35
24
11
13
22
33
23
9
11
23
35
17
14
13
21
35
20
12
10th grade English has had a growing
population and saw an increase of almost
100 students since 2007.
Performance over the years showed a slight
increase in % Proficient/Advanced. In 2010,
24% of students were Proficient or
Advanced - about half that of the freshman
class.
2010 also showed the most students in the
Basic band, with about equal numbers of
students in the lower bands as in the upper.
15
ELA 11th
Year
# tested
A
P
B
BB
FBB
2007
460
2008
459
2009
456
2010
536
9
19
32
21
19
8
19
36
20
17
10
22
33
21
14
12
22
32
21
12
11th grade English also has had a
growing population and saw an increase
of almost 80 students since 2007.
Performance over the years showed an
increase in % Proficient/Advanced. In
2010, 24% of students were Proficient or
Advanced, the same as the sophomore
class.
2010 also showed the most students in
the Basic band, with about equal
numbers of students in the lower bands
as in the upper, which is similar to the
10th grade results.
Social Studies
World History
Year
# tested
A
P
B
BB
FBB
2007
636
2008
523
2009
595
2010
602
15
27
32
14
12
17
20
27
14
22
16
21
25
14
25
18
21
25
11
25
World History has had a changing
population, first decreasing then increasing
almost to the same level as in 2007.
Performance over the years showed a slight
decrease in % Proficient/Advanced, until
2010 which showed a slight increase. In
2010, 39% of students were Proficient or
Advanced.
2010 also showed the most students in the
Basic and Far Below Basic bands, with
about equal numbers of students in the
Proficient and Advanced bands.
16
U.S. History
Year
# tested
A
P
B
BB
FBB
2007
459
2008
457
2009
457
2010
535
11
25
32
20
11
22
27
27
12
11
21
33
26
9
11
21
31
25
13
10
11th grade U.S. History has had a
stable population, until 2010 when it
grew by about 80 students.
increase in % Proficient/Advance, with
a slight decrease in 2010. In 2010,
52% of students were Proficient or
Advanced.
the Proficient band, followed by the
Basic. Advanced students are almost
the same as Far Below Basic and
Below Basic combined.
Science
10th Life Science
Year
# tested
A
P
B
BB
FBB
2007
497
2008
502
2009
595
2010
559
11
27
26
19
17
13
26
32
16
13
15
21
32
18
14
15
22
38
16
9
10th grade Life Science grew by about
90 students from 2008 to 2009, then
decreased in size.
increase in % Proficient/Advanced from
2007 to 2008, then a slight decrease
when the numbers of students increased.
the Basic band. Proficient/Advanced at
37% outweighed the Far Below Basic
and Below Basic of 25%.
17
Biology
Year
# tested
A
P
B
BB
FBB
2007
761
2008
757
2009
774
2010
772
10
20
41
20
10
17
25
35
13
10
17
18
35
16
14
19
26
31
13
12
Chemistry
Year
# tested
A
P
B
BB
FBB
2007
200
2008
227
2009
333
2010
396
4
22
61
7
6
9
26
49
11
4
5
24
45
20
6
9
27
43
16
5
Biology has had a fairly stable
population since 2007.
increase in % Proficient/Advanced, then
a decrease, then another increase in 2010.
45% far outweighed the Far Below Basic
Chemistry has seen a dramatic increase
in the numbers of students, almost
doubling in number since 2007.
increase in % Proficient/Advanced, then
a decrease, then another increase in 2010.
36% outweighed the Far Below Basic
18
Earth Science
Year
# tested
A
P
B
BB
FBB
2007
218
2008
230
2009
201
2010
162
3
18
44
17
17
3
19
40
22
16
2
24
42
13
19
3
19
47
16
15
Earth Science has seen a decrease in
numbers since 2007.
increase in % Proficient/Advanced until
2009, then a decrease.
21% was less than the Far Below Basic
Physics
Year
# tested
A
P
B
BB
FBB
2007
38
2008
21
2009
25
2010
23
11
47
39
3
0
33
48
19
0
0
28
52
16
0
4
13
48
35
4
0
The numbers of juniors in physics has
remained between 20 to 40 students, with
most students in the 12th grade.
increase in % Proficient/Advanced until
2008, then a gradual decrease. When
looking at less than 25 students, one
student alone accounts for about 4%.
the Proficient band. Proficient/Advanced
at 61% are more than the Far Below
Basic, Below Basic and Basic of 39%.
19
Math
Algebra
Year
# tested
A
P
B
BB
FBB
2007
584
2008
408
2009
434
2010
493
0
7
34
43
16
0
7
24
51
17
1
11
25
44
19
3
20
30
33
15
The number of students taking Algebra
has decreased by almost 100 students
since 2007.
increase in % Proficient/Advanced, with
2007 at 7% and 2010 at 23%. This has
been the biggest gain in all of the Math
CSTs, and will hopefully provide a solid
foundation for growth in the future.
the Basic and Below Basic bands.
Proficient/Advanced at 23% was more
than the Far Below Basic of 15%, an
encouraging trend compared to prior
years.
Geometry
Year
# tested
A
P
B
BB
FBB
2007
418
2008
654
2009
516
2010
451
2
11
22
49
17
1
6
20
53
20
1
6
17
53
24
0
4
20
52
24
The numbers of students taking
Geometry increased sharply in 2008,
then gradually decreased to just higher
than the 2007 levels.
decrease in % Proficient/Advanced, with
2007 at 13% to 2010 at 4%. This CST
has had the lowest performance over the
years of all CSTs.
the Below Basic band, followed by Far
Below Basic and Basic. Proficient
/Advanced is the lowest at 4%.
20
Algebra 2
Year
# tested
A
P
B
BB
FBB
2007
278
2008
292
2009
491
2010
494
8
26
26
27
14
11
20
29
26
14
5
14
22
35
23
10
9
20
32
30
The numbers of students taking Algebra
2 increased sharply in 2009, by over 200
students, not quite doubling 2007 levels.
2010 remained similar to 2009.
steady decrease then static in %
Proficient/Advanced, with 2007 at 24%
to 2010 at 19%. This downward shift
could be attributed by the increased
numbers of students.
the Below Basic band, followed by Far
Below Basic and Basic. Proficient
/Advanced is the lowest at 19%.
High School Summative
Year
# tested
A
P
B
BB
FBB
2007
163
2008
168
2009
195
2010
286
12
25
25
33
4
9
29
32
28
2
7
28
27
33
5
4
20
26
38
13
The number of students taking the High
School Summative CST increased
slightly in 2009, then sharply in 2010,
not quite doubling 2007 levels. Most of
this increase can be attributed to more
students taking Trig/Stat than in the past.
slight increase, then steady decrease in %
Proficient/Advanced, with 2007 at 37%
to 2010 at 24%.
the Below Basic band, followed by
Basic. Proficient /Advanced is at 24%
compare to Far Below Basic at 13%.
21
Disaggregated CST Data
.
ELA 9th
ELA 10th
ELA 11th
World History
Us History
10 Life Science
Biology
Chemistry
Earth
Physics
Algebra 1
Geometry
Algebra 2
Summative HS
CST Change from 2005 to 2010 by language fluency
% Proficient/Advanced
Number of students tested
English Learners EO/IFEP/RFEP English Learners EO/IFEP/RFEP
13
16
78
55
1
9
6
83
5
7
3
89
2
8
43
93
6
8
13
90
8
9
36
58
10
20
78
32
19
1
60
190
10
6
0
9
14
4
27
5
22
31
31
2
12
54
65
19
17
136
204
9
25
25
164
When looking at changes from the last WASC visit to 2010, with a focus on the language
proficiency of the students tested, most CSTs increased in %Proficient/Advanced. The ones that
showed a decrease (in red) were the ones that showed a large increase in the number of students
tested. English and social studies showed the most consistent growth, with 9th grade ELA
showing the most improvement. Both Biology and Algebra 1 showed significant improvement
in the fluent English student population. Many more students are taking Chemistry, Algebra 2
and higher level math courses compared to 2005.
.
ELA 9th
ELA 10th
ELA 11th
World History
Us History
10 Life Science
Biology
Chemistry
Earth
Physics
Algebra 1
Geometry
Algebra 2
Summative HS
Hispanic
22
7
12
4
11
6
16
11
8
4
11
8
17
13
CST Change from 2005 to 2010 by subgroup
% Proficient/Advanced
Asian
SED
Special Ed
12
21
20
15
6
4
4
11
2
12
7
8
2
8
5
10
4
19
26
16
12
17
9
*
*
7
5
*
6
*
30
10
1
12
7
6
1
18
*
9
29
*
* If there are less than 10 students, no data is published.
22
When looking at other disaggregated data, based on ethnicity and program, similar trends
emerge. English, social studies, 10th Life Science, Biology and Algebra CSTs all showed
improvement. Chemistry, Algebra 2 and Summative High School all showed a decrease in
performance with an increase in numbers of students tested. Special Education students taking
the Geometry CST increased from 18 to 52 students, and those taking the Algebra 2 CST
increased from none to 34, with a 9% Proficient/Advanced in 2010.
PSAT
Year
# Tested
Critical Reading
Math
Writing
Cumulative PSAT 11th
2005
2006
2007
83
110
381
43.9
44.4
38.1
47.5
56.4
39.5
56.1
44.2
38.1
2008
400
38.2
40.6
39.4
2009
473
37.1
39.5
38
2010
464
38.4
39.9
36
Year
# Tested
Critical Reading
Math
Writing
Cumulative PSAT 10th
2005
2006
2007
74
70
492
43
39.7
35.3
47
42.8
36.2
45.5
39.7
35.4
2008
553
34.1
36.9
35.7
2009
560
34.4
35.7
34.5
2010
591
35.4
37.3
34.6
In an effort to increase awareness of the importance of college entrance exams, since 2007 the
district has made it possible to administer the PSAT to all 10th and 11th grade students since
2007. Over five times as many 11th graders are taking the PSAT, and over seven times as many
10th graders are taking it. With the huge increase in test takers there has been a corresponding
decrease in performance from 2007 to 2010. If the results from 2007 to 2009 are compared
however, there is very little change from year to year. The PSAT is given as a snapshot in
performance, pointing out strengths and areas for growth for each student. There is a district
subsidized PSAT preparation course offered to all juniors, with a student cost of fifty dollars.
SAT/ACT
SAT population demographics
Year 2008 2009 2010
# Tested all students 161 145 216
# Hispanic combined 97
92
153
# Asian 53
47
61
# Other 11
6
2
% Hispanic combined 69% 66% 71%
% Asian 38% 34% 28%
% Other 8%
4%
1%
23
The number of test takers has increased since 2008, with the testing population more closely
aligned to the school’s demographics.
Cumulative SAT
12 grade enrollment
# Tested
% enrollment
Critical Reading
Math
Writing
2005
378
102
27%
455
480
NA
2006
398
140
35%
456
499
462
2007
413
138
33%
452
473
452
2008
450
161
36%
440
463
456
2009
461
145
31%
440
475
454
2010
460
216
47%
435
466
448
The overall trend in the number of test takers from 2005 to 2010 has more than doubled from
102 to 216 students. Over that same period of time, Critical Reading has declined from 455 to
435. Math declined from 480 to 466. Writing decreased from 452 to 448. While our scores
declined by 5%, 7%, and 3% respectively over the six-year period, it is important to note that
there was a 212% increase in the number of students taking the SAT, which indicates a marked
increase in the college-going culture of Santiago.
SAT Performance comparisons
Subgroup
Hispanic combined
Year
2008
2009
2010
# Tested
97
92
153
Critical Reading 423.4
427.4
426
Math 434.2
450.3
448
Writing 441.5
442.4
440
2008
53
461
515
480
Asian
2009
47
459
523
473
2010
61
458
511
465
A closer look at subgroup performance shows that the Hispanic subgroup has shown some
improvement in scores from 2008 to 2009, with only a slight decrease from 2009 to 2010 despite
the larger testing population. The Asian subgroup still has higher scores compared to the
Hispanic subgroup, but has seen steadily decreasing performance, especially in Writing.
Cumulative ACT
12 grade enrollment
# Tested
% enrollment
Average Score
2005
378
15
4%
18.3
2006
398
3
1%
*
2007
413
11
3%
17.55
2008
450
17
4%
19.29
2009
461
35
8%
19.94
2010
460
20
4%
18.6
There is an overall increase in the number of students taking the ACT with the largest number of
test takers at 35 students in 2009. The test results showed a small improvement in scores from
2005 until 2010 when the scores mirrored the 2005 scores. Very few students take the ACT
because the test company sends a very limited number of fee waivers to our school.
24
AP Results
AP Results
# Students
# Tests
# Passing (3+)
%Passing
2005
147
264
107
41%
2006
192
315
144
46%
2007
251
49
186
41%
2008
296
560
212
37%
2009
357
622
244
38%
2010
330
553
216
39%
Change
+183
+289
+109
-2%
The AP program has grown significantly the past 6 years from 264 to 553 tests in 2010. Overall
the numbers of students testing and the number of tests taken have more than doubled while the
passing percentage has only declined by 2%. AP teachers have committed to encourage all
students to take the AP exams in May. AP courses offered at Santiago include: Art Drawing,
English Language, English Literature, Spanish language, Spanish Literature, French Language,
World History, U.S. History, U.S. Government and Politics, Biology, Chemistry, Environmental
Science, Calculus AB, Calculus BC and Statistics.
In 2009, students who qualified for a fee waiver were only required to pay $5 per exam.
However, due to budget constraints the fee waiver was increased to $13 per exam in 2010, which
proved to be a financial hardship for some of our students.
District Writing Assessment (DWA): An annual district-wide assessment given to all students
to gauge student performance on a timed writing prompt. It is used as part of the redesignation
process and is a data tool to identify trends in students’ writing. The scores for 2007 to 2010 are
available on Data Director.
District Writing Assessment results
Score 3+
2007
2008
2009
2010
9th
45%
49%
51%
54%
10th
52%
54%
50%
57%
11th
44%
59%
54%
52%
12th
45%
75%
69%
77%
School
47%
59%
55%
59%
Ave score
2.37
2.59
2.56
2.63
Change
9%
5%
8%
32%
12%
0.26
The data shows the percent of students who scored a 3 or higher on the DWA. There was a
significant improvement in the writing scores from 2007 to 2008. 10th, 11th and 12th grade
students saw a decline in scores in 2009. 9th grade scores saw a continual increase in scores from
2007 to 2010, with an overall increase of 9%. 10th grade scores increased again in 2010, with an
overall increase of 5%. 11th grade scores continued to decline in 2010, but there was an overall
increase of 8% from 2007 to 2010. 12th grade scores continued to increase in 2010 and had the
largest overall improvement of 32% from 2007 to 2010.
Programs have been piloted in the English department the past three years. One pilot started in
the 2008-2009 school year as one teacher (paired with a teacher at another Garden Grove high
school) began to implement the CSU Expository Reading and Writing Course in her senior
25
English class. This limited pilot continued in the 2009-2010 school year. In the 2010-2011
school year, this alternative course for seniors is being taught at schools across the district,
including two teachers trained in the CSU ERWC at Santiago High School.
In addition, this year another English teacher is piloting a concept that focuses on reading. The
teacher used a software program to establish the students’ base level score at the beginning of the
school year, and is working with the students one-on-one, in small groups, and as a whole class
to improve their reading skills. A post-test will be administered at the end of the year to help
determine the success of the program.
Early Assessment Program EAP: The EAP program assesses the readiness for college level
math and English, using questions from the CST test and the additional questions that are
included for juniors. Most students with a “Yes” are only conditionally ready, and depend on
their course grades for a final decision.
2010 CST - 11th grade EAP results sorted by the Math CST test taken
(EAP is not offered to Geometry or Algebra students)
CST Math test
Summative
Algebra 2
Geometry
Algebra 1
Math Test
Summative
Algebra 2
Geometry
Algebra 1
# tested
232
231
60
7
Numbers of Students
Ready College Math
Ready College English
Yes
No
Yes
No
139
93
62
170
21
210
11
220
1
59
0
7
# tested
232
231
60
7
% of Students within CST Test taken
Ready College Math
Ready College English
Yes
No
Yes
No
59.9%
40.1%
26.7%
73.3%
9.1%
90.9%
4.8%
95.2%
1.7%
98.3%
0.0%
100.0%
Most 11th grade students are taking Algebra 2 or higher. It is very clear that those students in the
higher level math courses: Trig/Stat, Pre-calculus, AP Stat and AP Calculus AB/BC, are much
more prepared for college, based on EAP results, than students taking Algebra 2 or lower. 60%
of the students taking the Summative Math CST were ready for college math, and 27% of those
students were ready for college English.
26
A-G Results
School
Hispanic
Asian
EL
SED
2006
28.9%
18.1%
67.2%
5.7%
28.3%
Graduates meeting A-G by subgroup
2007
2008
2009
2010
35.9% 34.2% 37.6% 46.7%
21.1% 27.2% 30.4% 43.0%
73.5% 65.6% 71.0% 67.7%
8.4%
26.3% 24.9% 31.1%
33.5% 36.5% 39.1% 47.5%
Change from 2006
17.8%
24.9%
0.5%
25.4%
19.2%
There has been a steady increase for all subgroups in meeting A-G requirements, except for
Asian, which has fluctuated around 67% and is lower than the district average of 71.3%. The
Hispanic percent of 43% is the highest in the district and is well above the district average of
32.1%
AVID A-G
AVID started as a program at Santiago in 2003 with 2 sections, and had its first graduating
seniors in 2005. In 2004 there were 3 sections, 2005 and 2006 each had 4 sections. The program
has grown each year since, until there were twelve sections in 2009/10.
In 2010, the comparison between AVID vs. Non-AVID college choices for graduating seniors
respectively were: Community College 27% vs. 66%; CSU 52% vs. 15%; UC 17% vs. 7.5%; and
Private 4% vs. 2%. AVID seniors overwhelmingly chose to attend a four-year university over a
local two-year community college with 73% vs. 14.5% of Non-AVID seniors.
Research evidence has shown that only 6% of students who begin their college careers at the
community college actually graduate with a bachelors and only 33% of students who start with a
27
four-year receive their bachelors degree. 76% of college students who take two or more AP
courses in high school graduate with a bachelor’s degree. The AVID program requires that all
AVID seniors meet this goal of at least two AP classes.
School
AVID
2006
28.9%
91.0%
Graduates meeting A-G: School vs. AVID
2007
2008
2009
2010
Change from 2006
35.9%
34.2%
37.6%
46.7%
17.8%
95.0%
88.0%
93.0%
98.0%
7.0%
AVID students consistently meet A-G requirements, with last year at 98%.
DISTRICT GOALS 1 & 2
District Goal 1: Increase in CST band levels from year to year (minimum 50 students)
Goal 1
School
Hispanic
Asian
RFEP
EL
SED
2008
2009
2010
49%
49%
53%
44%
44%
49%
76%
71%
71%
67%
67%
69%
28%
28%
32%
48%
46%
51%
Goal 1
School
Hispanic
Asian
RFEP
EL
SED
2008
26%
21%
50%
33%
19%
25%
Mathematics
2009
2010
30%
26%
51%
36%
24%
29%
31%
26%
53%
36%
27%
30%
There is about a 15-20% difference between ELA and Math for all subgroups, except for RFEP
which is a 33% difference and Hispanic at a 23% difference. Students are more successful at
meeting Goal 1 for English, than for math. The English CSTs are more comparable from one
grade level to the next. Math CST scores are harder to compare, as the typical progression of
Algebra 1, Geometry, Algebra 2 is what the majority of students experience. The performance
on the Algebra CST is not a good indicator of how well a student will perform in Geometry.
SHS
2008-2009
2009-2010 CST/CMA English Language Arts
5 4
-3
-2
0
1
2
3
4 5
65
43
7
4
0 0
54
114
44
14
6
0
17
74
88
65
31
1
4
37
70
106
87
7
79
Far Below
Basic
Below Basic
Lower Basic
Upper Basic
-1
Proficient
0
6
21
76
229
Advanced
0 1
1
6
61
131
# Students
0 1 11 81
335
733
318 59 11 0 0
28
SHS
2008-2009
2009-2010 CST/CMA Mathematics
5
4
-3
-2
0
1
2
3
4 5
115
89
7
2
0
190 290
65
26 11 0
27
97
39
42
24
12
56
25
39
44
7
20
Far Below
Basic
Below Basic
Lower Basic
Upper Basic
-1
0
3
Proficient
4
78
55
59
93
Advanced
0 3
5
6
24
33
# Students
0 7
95 144 395 609 260 64 16 0
0
421 students maintained proficient/advanced, or fell from advanced to proficient, while 388
students moved up a band and 740 students dropped down a band or more in ELA (all grades).
150 students maintained proficient/advanced, or fell to proficient, while 340 moved up a band
and 970 dropped down a band or more in math (all courses).
District Goal 2: English Learners will advance one level each year until Re-designated
Goal 2
All
Hispanic
Asian
CELDT Level Advancement
Santiago
District
2009
2010
2009
2010
64
61
67
64
64
61
62
59
60
68
77
74
At Santiago there was an overall drop in the % of English Learners who advanced in their
CELDT levels from 2009 to 2010. This was a district-wide trend for all students and Hispanic
students. The Asian subgroup for Santiago is progressing at a lower percent than at the district,
however, Santiago saw an 8% increase, while the district saw a 3% decrease in advancing on the
CELDT.
29
2009 - 2010 CELDT
Santiago All Students
2008 - 2009 CELDT
-4
-3
-2
-1
0
1
2
3 4
25
17
3
0 0
5
41
35
3
0
0
19
142
91
7
0
1
60
190
47
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
1
0
7
58
46
Total Students
1
0
8
142
444
190
13
0 0
Of the 798 students tested, all had been with Santiago the past two years in order to provide a
year to year comparison. 341 were in the Advanced/Early Advanced level, 156 moved up to
Early Intermediate or Intermediate while 301 maintained at Intermediate or below or dropped to
these levels.
2009 - 2010 CELDT
SHS – Hispanic EL
2008 - 2009 CELDT
-4
-3
-2
-1
0
1
2 3 4
19
9
1 0 0
5
38
28
2 0
0
17
130
86
6
0
1
56
178
41
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
1
0
7
54
36
Total Students
1
0
8
132
401
9 0 0
2009 - 2010 CELDT
SHS – Asian EL
2008 - 2009 CELDT
164
-4
-3
-2
-1
0
1
2
3
4
6
8
2
0
0
0
1
7
1
0
0
1
11
4
1
0
0
4
12
5
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
0
0
0
4
9
Total Students
0
0
0
9
39
24
4
0
0
30
715 of the students tested were Hispanic (89.5%), while 76 of the students were Asian (9.5%).
Seven students were other than Hispanic or Asian and make up 1% of the students tested.
A closer look at the differences between the Hispanic and Asian English Learners shows that far
fewer Asians dropped a level; 9 out of 76 = 12%, compared to Hispanics who dropped one or
more levels; 141 out of 715 = 20%.
Attendance, Suspensions and Expulsions
Suspension/Expulsion Report
CBEDS Enrollment
# students and
% students with
unexcused absence
or tardy > 30 minutes
on 3 or more days
Ed Code
48900 (a1)
48900 (a2
48900 (b)
48900©
48900 (f)
48900 (g)
48900 (h)
48900 (i)
48900 (j)
48900 (k)
48900 (l)
48900 (m)
48900 (t)
48900.4
48915 (b)
48915©
Description
Physical Injury
Use of Force
Dangerous Object
Controlled Substance
Vandalism
Theft
Tobacco
Obscenity
Paraphernalia
Defiance
Stolen Property
Imitation Firearm
Aiding & Abetting
Harassment
Possession Controlled
Brandishing weapon
Total
2006/07
2007/08
2008/09
2007
2081
2193
186/9.27%
309/14.85% 286/13.04%
Exp
1
Susp
46
2
Exp
16
5
10
1
1
3
3
22
3
3
Susp
36
4
2
8
3
7
Exp
2
1
49
2
2
5
Susp
48
1
5
26
19
6
1
16
5
96
1
to 3/9/10
Discipline
Report
NA
Exp
Susp
51
1
1
31
15
5
2
4
4
70
3
1
5
4
1
2
2
115
3
119
1
228
0
193
The truancy rate, based on the October CBEDS numbers, has been rising from 9.27% in 2007 to
13.04% in 2009. Suspensions are also on the rise from 115 in 2007 to 228 in 2009. The number
of suspensions in 2010, to 3/9/10 was at 193 – on par with the 2009 figures.
The areas of increase are for Controlled Substances, Vandalism and Defiance. The possession,
use and sale of the controlled substance, Ecstasy, has been a rising problem the last couple of
31
years due to being relatively inexpensive and hard to detect. This has been a district-wide
problem, not just isolated to Santiago.
The number of expulsions is still low, with the most recent expulsion related to Ecstasy.
According to the Safe and Healthy Kids Program Office, which prepares this information to
satisfy NCLB requirements, Santiago is not and has never been at risk as being “persistently
dangerous”.
Cumulative Attendance 9/10/2009 to 06/23/10
Grade
9
10
11
12
Total
# Days
109980
28.5%
103517
26.9%
94248
24.4%
77722
20.2%
385467
100%
Excused
Absences
3470
3.2%
4216
4.1%
3946
4.2%
3586
4.6%
15218
3.9%
In House
Suspension
235
0.2%
257
0.2%
223
0.2%
138
0.2%
853
0.2%
Suspended
311
0.3%
292
0.3%
177
0.2%
70
0.1%
850
0.2%
Unexcused
1860
1.7%
2154
2.1%
1391
1.5%
1162
1.5%
6567
1.7%
Truant
1346
1.2%
1649
1.6%
1041
1.1%
865
1.1%
4901
1.3%
Santiago % attendance is slightly below the district average of 95.44%, with slightly higher
averages for types of absences across the board. Period 6 absences are similar to the entire day,
with slightly more excused and permissive absences. Santiago was able to hire an Attendance
Community Liaison who is helping to verify attendance and residency issues and assist with
decreasing absences through enhanced communication with the home. In House and Off Campus
Suspensions tend to decrease as students progress through grade levels. Many of the In House
and Alternative Suspension Class (off campus) suspensions result from students not serving
Saturday School.
32
D and F Rates
Department
English
Social Studies
Science
Math
ELD
World Language
AVID
Visual Arts
Perf Arts
Business/CTE
ROP
PE
SPED
2009/10 Second Semester D and F
Total Students D's F's % D's % F's
2220
352 331 15.9
14.9
1585
172 88
10.9
5.6
1700
260 200 15.3
11.8
2074
382 259 18.4
12.5
135
22 13
16.3
9.6
1232
127 104 10.3
8.4
355
42 59
11.8
16.6
612
43 30
7.0
4.9
218
24
4
11.0
1.8
225
50 35
22.2
15.6
524
46 14
8.8
2.7
1291
133 208 10.3
16.1
566
71 13
12.5
2.3
% D's and F's
30.8
16.4
27.1
30.9
25.9
18.8
28.5
11.9
12.8
37.8
11.5
26.4
14.9
%C or better
69.2
83.6
72.9
69.1
74.1
81.3
71.6
88.1
87.2
62.2
88.6
73.6
85.1
D and F rates by department show no major variance. The low D and F rate in social studies is
supported by their correspondingly higher %Proficient/Advanced on the CST. Other low rates
are in departments where student performance is measured by student artwork, portfolios and
other authentic assessments.
School Facility Conditions and School Safety
According to the most recent Facilities Inspection Tool (FIT), which was conducted July 30,
2009, Santiago is in “Good” repair status, with an overall summary of “Good” on a scale of
“Exemplary” to “Poor.” Garden Grove Unified School district recently received voter approval
for a bond measure to upgrade the infrastructure of all of the schools in the district, and is in the
process of assessing needs.
All schools in the district are closed campuses, with the requirement that visitors sign in at the
front office. School access is monitored by administrators, teachers, counselors, and campus
safety aides. A full time Garden Grove Police Officer has been assigned to Santiago, but with
the disability of one of its officers at another high school in GGUSD, the full time officer is
temporarily shared with that school. Comprehensive school safety plans are reviewed annually
and updated to reflect new personnel at the beginning of each year. The school safety committee
meets several times throughout the year to discuss updates to the current safety plan and ways
that drills and disaster event practice can become more efficient in the event of a real disaster.
After each disaster drill, teachers are given a survey about the drill and asked to provide
feedback about the disaster procedures used during that drill; this information is then used by the
safety committee to make any necessary changes. Each classroom teacher, along with the front
office staff, has been provided with a red emergency backpack to be used in the event of
emergency. The backpack is to be with the teacher during any evacuation. The back pack is
33
filled with basic emergency first aid supplies and simple tools. There is a yearly inventory
conducted to ensure the backpacks maintain the necessary supplies. The safety committee also
meets to discuss campus safety issues and hazards so that the safest campus environment for
students is available.
In the 2010/11 school year, Santiago High School has 84 faculty members. Of the 84 teachers,
six are on waivers, teaching outside their primary credential (1 world language, 2 science and 3
P.E.) and four special education teachers are out of compliance (they had a special education
credential, but are not credentialed in every subject that they teach). According to the “NCLB
Core and Compliant Classes by Subject Area Report” of 2008/09, all 280 classes were 100%
compliant, except in the area of Special Education, where four classes were not compliant.
Approximately 1.4% of total classes were not in compliance with NCLB requirements. 41 of the
faculty members participated in the last WASC (Western Association of Schools and Colleges)
process in 2004/05 (about 50%).None of the current administrators were part of the 2004/05
WASC visit, but the principal and one assistant principal were part of the three year review.
Professional Development
Professional development is a focus for both the school and the district. School site professional
development opportunities exist on non-student days, when small workshops are conducted to
inform teachers of current best practices and teaching strategies. This in-house staff
development has evolved from SDAIE strategies and Cornell Notes, to Socratic Seminars and
“Strategy Showcases”, where individual teachers show off their best instructional techniques.
There is a “Strategy Team” consisting of teachers from various departments that have been
trained in the concept of Peer Coaching. In the fall of 2009, faculty members were encouraged
to observe certain lessons that the team considered beneficial to both new and veteran teachers
alike. In the fall of 2010, teachers have been required to visit at least one classroom within their
department, and in the winter of 2010/11 teachers have been required to visit one classroom
outside their department to gather student engagement data related to the ESLRs. This peer
observation has multiple benefits for out staff and students, including helping to make teachers
aware of how other teachers and departments engage students and utilize research-based
strategies, and encouraging greater collaboration and teacher-to-teacher discussions.
Peer Coaching has been a district-wide focus and has been refined to include Cognitive Coaching
through a partnership with California State Fullerton (CSUF), Orange County Department of
Education (OCDE) and GGUSD via a new National Science Foundation (NSF) grate that is
research based. It is a continuation of the five-year long TASEL-M grant, which has narrowed
its focus to GGUSD and Algebra. Math coaches have been extensively trained in Cognitive
Coaching and have practiced the Planning and Reflecting Conversations around lesson design
and delivery. 2010/11 is year two of the grant, and Santiago is in the 1st cohort with other
schools that were part of the original grant. 2nd cohort schools and their data will be compared
to those schools that have been part of the original grant. Release time is paid for to allow
34
teachers to observe, plan and deliver common lessons. Non-algebra teachers also receive some
release time.
District-wide the training in the use of the “Gradual Release of Responsibility” or GRR model
for lesson delivery has been given to all subject area coaches, with separate timeframes for each
department. “Constructing Meaning” is another research based strategy, in which all English,
science, and social science teachers are to be trained by the end of the 2010/11 school year. The
ELD department received training last year in “Systematic ELD.” All of the district sponsored
trainings are research-based and designed for schools to implement and sustain internally
through the use of the peer coaches and others who have been trained in the specific strategy.
There is also district-wide discussion around the area of standards-based grading. Several
Santiago teachers are on the consult, and time to discuss the district guidelines within course alike groups across the district was given during the annual “Superweek” of district offered
trainings, and again on the December staff development day. The district has also convened an
AP consult that several Santiago teachers are part of, to gather and collect at a common web-site
all materials that would help a new AP teacher succeed. In January 2010, AP teachers had the
opportunity to participate in a “vertical walk,” where AP teachers observe gate classes at the
feeder elementary and middle schools, and back on campus for selected AP subjects.
35
Survey Perception Data: Comments by Orange County Department of Education (OCDE)
and Focus Groups (FG)
Methods
Three surveys were developed by the Orange County Department of Education for Santiago
High School and administered to students, staff and parents. Survey instruments are provided in
the appendix of this report.
Student Survey
The student survey was administered to all Santiago High School students during fourth period
via paper and pencil in spring 2010. Surveys were then collected, sealed, and mailed directly to
the Orange County Department of Education for scanning, verification, and analysis. A total of
2,006 students completed the survey, which is approximately 92% of the student population.
The student survey consisted of four demographic questions and 34 items that addressed six
dimensions: Academics, Rules & Norms, Social-Emotional Security, School Connectedness &
Engagement, Physical Surroundings, and Support for Learning.
Staff Survey
The staff survey was administered to all Santiago High School staff via an online protocol. To
ensure respondent confidentiality, survey responses were uploaded directly to the Orange County
Department of Education for cleaning, verification and analysis. A total of 61 staff members
completed the survey in spring 2010. Due to low response rate, the survey was again
administered to staff in December 2010 with a total of 78 staff members completing the survey.
Results of the December 2010 administration are included in this report.
The staff survey consisted of four demographic questions and 25 items that addressed four
dimensions: Academics, Rules & Norms, School Connectedness & Engagement, and Physical
Surroundings. Note that these four dimensions are also contained in the student survey.
Parent Survey
The parent survey was administered to a random selection of Santiago High School parents via a
telephone interview in the parent’s home language. Each parent interviewed represented a single
household. Parents were randomly selected; surveys were administered by Santiago High School
staff, and mailed directly to the Orange County Department of Education for scanning,
verification, and analysis. A total of 199 parents completed the phone interview survey in spring
2010.
36
Comparison of Student & Staff Survey Responses
Figure 1. Comparison of Student and Staff – Academics
OCDE: Students and staff have similar perceptions regarding most items within the dimension
of Academics (Figure 5). Staff and students agree or strongly agree that the majority of students
are actively engaged in learning activities for a significant portion of each day. In addition,
students and staff both feel that teachers encourage students to think about their future options
after high school. There is a discrepancy in student and staff perceptions regarding the classes at
Santiago High School challenging students – fewer students than staff think that classes
challenge students.
FG: Does challenging mean the same as rigorous? Over the past six years, departments have
developed their own concept of rigor in their department, with the AVID definition as a basis.
In the same class, students will differ as to how “challenged” they are, depending on how
prepared they came into the course, some may be more and some may be less.
37
Figure 2. Comparison of Student and Staff – Rules & Norms
OCDE: Students and staff have differing perceptions of the students’ understanding of the rules
about physically hurting other people (91% of staff agree or strongly agree versus 61% of
students). In addition, students feel teachers enforce the same rules, while staff does not have the
same perception. Staff (86%) and students (84%) have similar views that students at the school
know that teachers will enforce the rules against hurting others.
FG: In relation to the rules about physically hurting other people, students also had a low %
compared to adults as to how safe the school was. Only 67% of students felt the school is safe,
versus 78% for staff. Discussion also tended around the discrepancy about enforcing the rules
and which rules were the most important for everyone to enforce consistently
38
Figure 3. Comparison of Student and Staff – School Connectedness & Engagement
OCDE: On five of the six items in the dimension of School Connectedness & Engagement,
students rated the items lower than staff. Staff and students agree that parent involvement at the
school is low, though staff rates this item lower than students. Staff and students agree that
students are encouraged to participate in clubs/activities at school. In addition, both agree that
teachers/adults work with students outside of class time.
FG: This chart caused the most concern in focus groups as more than a third of students do not
feel good about being at Santiago. Discussions were mainly devoted to finding ways to increase
student and parental involvement. The focus group perception is that involved students feel
good about being at school.
39
Figure 4. Comparison of Student, Staff & Parent – Physical Surroundings
OCDE: Students and staff both feel that Santiago is safe and that teachers/adults help students
feel safe at the school. Students and staff agree that students do not take care of the school and
that there are not sufficient lunch tables, bathrooms, and other necessary things outside the
classroom.
FG: The focus groups did not interpret that students felt safe, with one third of students
disagreeing. This dimension was closely linked to the Connectedness dimension about feeling
good to be at Santiago.
40
Figure 5. Support for Learning, Student Survey
OCDE: Students were asked items related to the Support for their Learning. Seventy-three (73)
percent of students have the internet available often or always. Sixty-percent have a quiet place
to study at home all of the time. About 14 percent of students use tutoring services available at
school and 33 percent visit the library at least once a month. Most students (75%) do not use the
Boys & Girls club at all.
FG: There seems to be a disconnect between the students’ perception of using the Boys & Girls
club, versus the actual services provided at their site and at Santiago. Discussion focused on how
to better utilize the Boys & Girls club as a resource, in addition to the other services provided by
the school.
41
The figure below shows the frequency of parent responses to items 12 through 17.
Figure 6. Percent of Parent Responses to Items 12-17 (N=199)
OCDE: Most parents report that their child always has a quiet place to study at home; about half
of the parents report that their child always has internet access in their home. Approximately half
of the parents responded that they “sometimes” attend school activities (51.8%) or visit the
campus (58.2%).
Comparison of Student & Parent Responses
Responses from students and parents were compared regarding support for learning at home.
Seventy-three (73%) percent of students report they often or always have access to the internet at
home, which is slightly higher than what parents reported. Also, parents feel their students have a
quiet place to study at home (87% often or always), which is higher than what students report
(61%).
42
Table 1 summarizes student responses by EL and non-EL students regarding preferred methods
of being taught in each content area. Bolded values indicate the most preferred method. EL and
Non-EL students had similar preferences for Mathematics, Science, World Languages and
Electives. EL students preferred Lecture Only in English while non-EL students preferred
Discussion. Table 1. Preferred Method of Being Taught, by Content Area and EL Status
% of Students
EL
Non-EL
English
Social
Studies
Math
Science
World
Languages
Electives
Lecture Only (teacher talks, students take notes)
26.9%
18.2%
Lecture with some discussion (lecture with some whole class discussion)
22.0%
24.9%
Lecture, discuss, practice (i.e. student partner practice and/or pair share...)
20.4%
21.6%
Discussion (debate, philosophical chairs, Socratic seminar...)
16.3%
25.4%
Demonstrations/Modeling
4.1%
2.1%
Small groups (gallery walk, learning stations, rotation, lab...)
10.2%
7.8%
Lecture Only (teacher talks, students take notes)
14.9%
20.2%
Lecture with Some Discussion (lecture w/ some whole class discussion)
23.5%
19.5%
18.6%
19.0%
17.2%
18.6%
9.0%
4.8%
16.7%
17.9%
Lecture only (teacher talks, students take notes)
18.8%
16.9%
Lecture with some discussion (lecture w/ some whole class discussion)
14.0%
12.8%
Lecture, Discuss, Practice (i.e. student partner practice, pair share...)
41.2%
46.4%
1.6%
2.2%
12.0%
12.3%
12.4%
9.5%
19.4%
17.7%
12.8%
14.3%
14.5%
20.6%
11.6%
5.3%
21.9%
23.0%
19.8%
19.0%
16.1%
13.9%
16.6%
19.7%
Lecture, Discuss, Practice (i.e. student partner practice, pair share...)
26.0%
29.8%
15.7%
11.0%
10.3%
8.4%
15.2%
17.1%
12.8%
13.1%
12.3%
9.3%
Lecture, discuss, practice (i.e. student partner practice and/or pair share…)
13.2%
12.5%
11.5%
31.1%
19.1%
9.3%
34.1%
21.8%
43
The following table summarizes the usage frequency of various teaching methods among all
teachers at Santiago High School. Table 2. Teaching Methods Used by Teachers (N=64)
Lecture Only (teacher talks,
students take notes)
Lecture with Some Discussion
(lecture with some whole class
discussion)
Lecture, Discuss, Practice (i.e.
student partner practice and/or pair
share...)
Discussion (debate, philosophical
chairs, Socratic seminar...)
Small Groups (gallery walk,
learning stations, rotation lab...)
Often
Sometimes
Rarely
Never
Often
Sometimes
Rarely
Never
Often
Sometimes
Rarely
Never
Often
Sometimes
Rarely
Never
Often
Sometimes
Rarely
Never
Often
Sometimes
Rarely
Never
Number of
Teachers
Percent of
Teachers
4
23
23
14
24
26
9
5
54
9
2
0
11
22
15
16
49
14
2
0
29
26
8
1
6%
36%
36%
22%
38%
41%
14%
8%
83%
14%
3%
0%
17%
34%
23%
25%
75%
22%
3%
0%
45%
41%
13%
2%
OCDE: From the results in Table 27, teachers at Santiago High School report using a variety of
methods for teaching. The two most common methods used include “Lecture/Discuss/Practice”
(83% - Use Often) and “Demonstrations/Modeling” (75% - Use Often). Responses indicate that
the teachers in the departments of Social Studies, Mathematics, Science and AVID use the
method “Lecture/Discuss/Practice” most often. The most common method for teachers in the
departments of English, Mathematics, Arts (Visual & Performing) and ELD is
“Demonstrations/Modeling”.
FG: The determination if a student was identified as EL was a result of self-reporting. Only
23% of students identified themselves as English Learners compared to the actual school figure
of 39%. This makes sense if roughly half of English Learners have been with the district their
entire school career. It appears that these students, though classified as EL do not perceive
themselves as EL. Student’s perception of their own fluency is not based on their test scores but
on how they feel they can communicate.
44
Chapter II: Student/Community Profile — Overall Summary from
Analysis of Profile Data
Santiago High School has seen some demographic changes over the years with slight changes in
the ethnic make-up of the school. The language proficiency, English Language Proficient versus
English Learners has remained fairly stable. The biggest change is that more students qualify for
the Free and Reduced Lunch Program, with 81% of students qualifying during the 2010/11
school year compared to 70% in 2004/05.
Santiago did not make its API growth target in both 2009 and 2010. This is primarily due to the
California High School Exit Examination (CAHSEE) pass results, as the California Standards
Test (CST) results show a slow, but steady increase in all subjects. The subgroup that is of most
concern is the English Learner subgroup. While other subgroups’ API declined slightly since
2008, the EL subgroup has declined the most. The Special Education subgroup has had
consistent growth since 2005.
The CST results show a slow, but steady increase in all subjects. Reclassified Fluent English
Proficient students are meeting expectations. However, there is a significant gap between the
progress made of all subgroups on the California Standards Tests when compared to the English
Learner subgroup regardless of ethnicity. The 11th grade U.S. History courses have had the most
success in bringing up the English Learner performance. Overall, the math CST has shown the
slowest progress for all subgroups. In 2010, math showed a small overall increase due to
progress made on the Algebra CST.
Algebra teachers have been working together under the New TASEL-M Part II grant since last
year. They have been trained in the Gradual Release of Responsibility protocol for lesson
delivery and have had release time to plan, deliver and observe each other on common lessons.
This year expands on last year by allowing a short Summer Institute, August 23rd and 24th, 2010,
to collaborate and reflect on last year’s progress. Algebra had the largest gain of all math
CST’s, and is comprised of mostly 9th graders. School-wide there was an increase in
%Proficient/Advanced for Algebra from 8% in 2008 to 23% in 2010. Looking closer at the
language demographics for Algebra in 2010 the breakdown of students in the % Prof/Adv band
was 15% of English Learners, 31% of English Only or Initial Fluent English Placement and 41%
of Re-designated Fluent English Placement students, which is a doubling across the board since
2009.
The quarterly district benchmarks for Algebra are the most closely aligned with the CST of all
the math benchmarks. The four clusters on the CST are almost matched to each quarter. Results
on the benchmarks have mirrored results on the CST clusters. This allowed the Algebra teachers
in the summer to pinpoint achievement standards that were strong and those that were weak, and
to discuss ideas on how to bring the weak standards up. This type of collaboration also supports
Non-Algebra teachers on a limited basis.
Graduation, Participation and API indicators were met for Federal AYP in 2009 and in 2010, but
subgroup performance on the CAHSEE ELA and Math was not on target in 2009 and again in
2010, which has led to Santiago being in Year 1 Program Improvement per No Child Left
45
Behind criteria. Although all subgroups % proficient/advanced on the CAHSEE went up as a
whole, the school failed to met the required target % proficient/advanced.
For CAHSEE ELA there has been a pattern of increase, decrease then increase between 2007 and
2010, with the increase not being sufficient to be at the target of 55.6% Proficient/Advanced.
Gains were made, but not at the linear increase that is dictated by the No Child Left Behind
criteria. The largest decrease in performance was for English Learners. When looking at 2010
data Santiago is mostly below passing % compared to district, county and state for all subgroups,
except for the RFEP subgroup, that exceeds rates in comparison. Trends between Passing vs.
Proficient/Advanced show the smallest gap within the Asian subgroup and the largest gap within
the English Learner subgroup. One of the largest performance gaps between subgroups is
between the RFEP and the EL subgroups. When looking at strand data for the CAHSEE ELA,
Writing Strategies is the weakest, followed by Reading Word Analysis, then Writing
Conventions. All subgroups have an average % correct of at least 60% in all strands, except for
For CAHSEE Math there has been a slow but steady decline in performance for all subgroups
since 2008. Trends for Math passing are generally increasing from 2007 to 2008, except for
Special Education. Asian, RFEP and EL all showed some increase from 2008 to 2009, with
Special Education showing a dramatic increase. When looking at 2010, the math data is similar
to the ELA data in that Santiago is mostly below passing % compared to district, county and
state for all subgroups, except for the RFEP subgroup, that exceeds rates in comparison. The
English Learner subgroup trends for SHS are slightly below the county and above the state in
2010. Trends between Passing vs. Proficient/Advanced in Math mirror the trends found in ELA
and again show the smallest gap within the Asian subgroup and the largest gap in the EL
subgroup. One of the largest performance gaps between subgroups is again between the RFEP
and the EL subgroups. When looking at strand data for the CAHSEE Math, similar patterns
emerge regardless of the subgroup - except for the Asian subgroup which reverses Algebra 1 and
Measurement & Geometry. Algebra 1 is the weakest, followed by Measurement & Geometry,
then Number Sense. All subgroups have an average % correct of at least 60% in most strands,
except for English Learners and Special Education.
Similar to the CST data, the CAHSEE data points to the lack of significant progress made by the
English Learner subgroup. The huge descrepancy between the performance of the English
Language Proficent students (EO, IFEP and REFEP) and the English Learner (EL) is not
unexpected as the testing instruments used to assess student learning and performance requires
that the student be able to read and comprehend the question being asked, in addition to knowing
the content well enough to answer the question.
In an effort to address the needs of English Learners the use of the following instructional
practices are implemented across most content areas: the Gradual Release of Responsibility
lesson design and delivery model and Constructing Meaning strategies. Constructing Meaning
strategies provide explicit language for secondary content instruction. It offers teachers the
process and tools to identify specific, content-driven language objectives and design instruction
to address those objectives. Additionally, all ELD teachers have been trained in Systematic ELD
and the ELD Department is using Scholastic Reading Inventory and Scholastic Reading Counts
46
to assess students in relation to their lexile (reading level). The entire faculty is CLAD certified
or meet state requirements to instruct English Learners through SB 1969, SB395 or AB2913.
Academic support services are available for all students and include Homework Central and the
Boys & Girls Club. Homework Central is open in the Library from 3 – 5 p.m. for all students,
especially those students who have been assigned mandatory tutoring by their classroom
teachers. There is usually one teacher and three student tutors on hand to offer assistance,
sometimes in a student’s primary language, such as Spanish or Vietnamese. There is also a staff
member from Boys and Girls club present, who has a math credential and offers support on a
daily basis. Attendance for Homework Central is up this year, and it is not unusual for over 100
students to seek assistance on any given day.
A-G completion rates for graduating seniors have been increasing steadily since the last WASC
visit, and are now 46.7% school-wide. The groups that have made the largest increase have been
the Hispanic subgroup from 18.1% in 2006 to 43.0% in 2010, and the English Learner subgroup
from 5.7% in 2006 to 31.1% in 2010. Participation in the AP program has increased, especially
in regards to our heritage Spanish speakers. There has been a concerted effort to enroll students
into Spanish for Spanish Speakers courses which leads to participation in the AP Spanish
Language and Literature programs. SAT participation is also increasing, and most 10th and 11th
grade students are now taking the PSAT. The readiness for college level English and math, as
measured by the Early Assessment Program, in conjunction with the CST shows that juniors that
take a higher level math course (Trig/Stat, Pre-Calculus, AP Calculus or AP Statistics – about
half of the juniors) are more likely to be, at the very least, conditionally ready. 76% of these
students show math readiness and 26% show English readiness.
Part of the increase in A-G completion is a result of our counselors who work one-on-one with
students every year to plan out the most rigorous program of study based on each student’s
potential, prior year’s grades, and test scores. The expectation is that students will take the more
challenging course, and not just satisfy graduation requirements. The other part of our increase is
due to AVID, which has grown since 2002/03 from one teacher with 3 sections, to three teachers
and a total of 12 sections. In 2010 over 88% of AVID students graduated with A-G requirements
met and made up 12% of the graduating class, and 22% of the students meeting A-G
requirements. In 2010 there were two paths to the AVID program for incoming 9th graders. In
the past there were just 7th and 8th grade AVID courses that fed into 9th grade. This school year
an additional path has opened for students taking the College Success Path (CSP) program in
middle school. These students had low language skills and did not make it into the AVID
program in middle school. The intention is that these students will receive more instruction in
academic language and ELA skills, enabling them to transition into the AVID program by the 9th
grade. This will be the first year that these levels of students will be challenged to perform under
the AVID philosophy.
Home groups and Focus groups looked at school-wide and disaggregated data in the fall of 2009
and again in 2010. The large gap in performance between English Learners and Fluent English
students became the primary focus, as opposed to the gap between ethnic groups or the
performance of the Special Education students. It is believed that the gap in ethnic group
performance will decrease with the acquisition of English. The Special Education department is
47
already working on student placement into inclusion and mainstream classes and refining
strategies to work with those students who spend most of their day in a Special Education
classroom. The Special Education math teachers fully participate in the TASEL-M II grant and
are being trained and collaborate with the regular education math teachers.
The biggest concern that came out of the data was the need for all students to improve the
writing and reading skills required for college. This can be seen in the CAHSEE strand results,
the EAP and the SAT results. Writing is also the largest barrier to reclassification for our
English Learner subgroup. Another concern was to keep the momentum up on the A-G rates.
The rates themselves have been going up due to guidance and AVID, but more can be done to
instill a “college going culture” at Santiago. With most of our students having the potential to be
the first in their family to go to college, it is important that we continue in our efforts to support
our students so they can qualify for and be competitive for admission. Math continues to be a
concern, especially on the CAHSEE and CST, yet we are showing that our more advanced
students are showing college readiness. Math is being addressed directly through the TASEL-M
II grant, which will continue for another year.
In trying to balance student needs and available resources, Santiago has identified three Critical
Academic Needs based on student performance on various standardized tests (CAHSEE to AP)
and on their performance on classroom assessments: 1) There is a need for all students to
improve the writing skills required for college, especially the English Learner subgroup, 2) There
is a need for all students to improve the reading skills required for college, especially the English
Learner subgroup, and 3) There is need to continue efforts to increase the A-G rate and to instill
a college going culture on campus. These needs are addressed as action items within the overall
2010/11 Single School Plan. This plan was reviewed by all departments in the fall of 2010, with
final revisions completed in December. Data elements have been added or existing ones
expanded to address the academic needs and to improve student connectedness, based on the
survey results
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Chapter III: Progress Report
The WASC focus on learning process for the current visit started in the fall of 2009, with focus
groups reviewing the Expected School-wide Learning Results. Work continued in home groups
reviewing disaggregated performance data, with a focus on the performance differences based on
language proficiency to determine Santiago’s critical academic needs. In the data examined for
2009, Santiago’s RFEP students consistently had the highest scores and made up 42% of the
population, while the EL students consistently had the lowest scores and made up 43% of the
population. It was also determined that roughly half of the English Learners have been in the
district their entire school career. The largest barrier to becoming fluent and re-designated was
being able to write an acceptable essay, followed by the ability to read and interpret literature,
historical, scientific and graphical information. Math skills were also identified as a barrier,
especially on the CAHSEE. A continued desire to concentrate on a college-going culture was
also identified. Discussions about data and academic needs were also discussed in parent,
student and classified staff home groups, which led to many survey items being developed for
the school-wide survey administered in June.
In the spring of 2010, department-level home groups worked on creating common assessments
and rubrics addressing the critical writing and/or reading academic needs. Student results were
analyzed to characterize a “high”, “medium” and “low” performing student. Brainstorming
sessions examined existing best practices, and suggestions for future improvement. Focus
groups met after the home groups had finished their analysis and a rough draft of Chapter 4 was
started. It was decided to go forward with a school-wide survey to further examine perception
data that addressed six dimensions: Academics, Rules & Norms, Social-Emotional Security,
School Connectedness & Engagement, and Support for Learning. This survey was prepared in
partnership with the Orange County Department of Education. Survey results were not available
until the summer. Survey results were disseminated and selected pages were discussed in focus
group meetings in September 2010. Rough drafts of Chapters 1, 2 and 3 were written and
disseminated by email for review and comments by the staff. Focus groups met in October to
prepare a second rough draft based on survey results and Chapters 1, 2 and 3. In early
December, Focus groups A and E (Vision and Support) read each other’s reports and discussed
commonalities. Focus groups B, C and D (Curriculum, Instruction and Assessment) also read
each other’s reports, followed by discussion. This allowed all groups to become familiar with
Chapter 4 in its entirety. A final draft of the separate Chapter 4 sections was completed prior to
winter break. The staff portion of the survey was given again in December, with updated survey
results incorporated into Chapter 1 in January. A team effort to edit the spelling, grammar and
format of the entire report was completed in January.
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Progress on the 2004/05 Action Plan:
There were six Action steps identified in the 2004/05 Action Plan:
1.
2.
3.
4.
Parent/Community Communication and Involvement
Reduce the achievement gap between Hispanic and Asian students
Promote a college-going atmosphere and increase the UC/CSU A-G completion rates
Increase proficiency for identified “At-Risk” students including Special Education and
English Learners
5. Initiate the major components of our Writing As A Process intervention course as a
school-wide writing system
6. Increase the number of students scoring in the Advanced band and improve the
performance of our honors and Advanced Placement students
At the time of the last WASC visit, Santiago had identified its own three critical academic needs
embedded in the six action steps of the 2004/05 plan.
•
Critical Academic Need #1) There is a need to improve the reading/writing and
mathematical skills of low achieving/at-risk sub-groups (Hispanic, EL, and Special
Education) and to reduce the achievement gap between Hispanic and Asian students.
•
Critical Academic Need #2) There is a need to improve the number of students
completing an “A-G” curriculum, as well as the number of students taking the SATs and
applying for four year universities.
•
Critical Academic Need #3) There is a need to improve the number of students scoring in
the Advanced band on the California Standards Tests.
In addition to the school’s six goals identified in the 2004/05 Action Plan, the Visiting
Committee identified the following three critical areas for follow-up.
1. Develop a rigorous curriculum that promotes high quality student work and higher level
thinking skills across all disciplines by:
a. developing a clear definition of rigor, both department-wide and school-wide;
b. creating a plan to move students to the next level of academic rigor and increase
students’ accountability to their academic program.
2. Create a “college-going culture” schoolwide by:
a. increasing the percentage of Santiago students who successfully complete the
UC/CSU “a-g” requirements;
b. developing a plan to motivate and guide students toward four year colleges and
universities as a post-secondary option;
c. continuing to examine ways to better inform parents about their student’s progress
toward meeting standards and college readiness requirements;
d. further developing of the AVID program to expand the use of AVID strategies in
the content areas;
50
e. continuing efforts to increase Honors and AP enrollment and to provide support
for students to be successful in the courses.
3. Use data on student performance to drive instructional decision-making and focus on
standards-based instruction based upon the assessment of greatest student needs by:
a. participating in professional development activities that focus on the use and
analysis of student performance data in order to inform instructional decisions;
b. continuing to use quarterly benchmark assessments in the four core academic
areas and use collaboration time for follow-up intervention and instructional
planning;
c. continuing to evaluate the effectiveness of intervention courses and strategies
designed to improve student achievement and learning.
Santiago High School’s Single School Plan is a fluid document that is evaluated and revised
every year to meet the evolving needs of the school and the students. The content and format of
the 2005-2006 Plan was the same as the 2004-2005 Plan addressed by the last WASC Visiting
Committee. The content and format of the 2006/07 to 2010/11 plans are also similar in content
and form to each other, but they are vastly different in focus, detail and organization than in prior
years due to the District goals adopted in 2006-2007. There are two basic district-wide goals:
Goal 1) Academic Proficiency and Progress: Students will steadily progress towards meeting
grade level standards as measured by the California Standards Test, with an increase of
proficiency by one level (basic divided into “lower basic” and “upper basic”) per year until
reaching “Proficiency” and maintaining or progressing to “Advanced.”
Goal 2) English Language Proficiency and Development Progress: English Learners will
steadily progress toward developing English language proficiency as measured by the California
English Language Development Test (CELDT). Students reaching the “English Proficient” level
will maintain this level until designated as Reclassified Fluent English Proficient.
The six action steps of 2004/05, the two current District goals, and the three critical academic
needs identified in the school’s 2004/05 self-study are all interrelated. Addressing one set of
needs or goals will also be significantly addressing the others.
Data on how students at Santiago High School are progressing toward meeting the two District
Goals, in addition to the critical academic needs and the critical areas for follow-up, are used to
write action steps. The action steps in the 2008/09 and the 2009/10 Single School Plan include
additional data elements; Attendance/Truancies, CAHSEE, Parent & Community Engagement,
and A-G Requirements. The 2010/11 Single School Plan has incorporated three more data
elements; Cultural Awareness and Safety (in response to the survey), Writing Across the Content
Areas (to emphasize aspects of the writing process school-wide) and Technology (the use of
projectors, smartboards, tablets and Elmo’s to deliver curriculum.)
The action plans of 2005 and 2006 contained action steps that were not addressed, or were
revised with a different emphasis in the 2007 and 2008 plans. Action step #5 under the old plan,
“Utilize components of ‘Writing as a Process’,” never became a school-wide program due to
51
copyright and other legal issues. It is still used by the English Department in a modified format.
Writing has become a major school-wide action plan emphasis, using AVID strategies, for the
2008, 2009, 2010 and 2011 action plans. Certain committees (East Side College Task Force and
Writing/Literacy Implementation Team) never got off the ground. Most of the actual steps were
carried out and expanded, guided by District Goals 1 and 2.
1. 2004/05 Action Item 1: Increase Parent and Community Communication and
Involvement
Santiago has made great strides in increasing both parent and community communication. There
are many more avenues of basic communication between the school and parents, including an
updated and user-friendly website, newsletters in three languages, TeleParent, and campus aides
that can call in the home language. Communication about student progress has been enhanced
beyond the standard grades and progress reports that have been mailed home: TeleParent can be
used for student progress, in addition to calls home by teachers and campus aides; the new
Aeries system allows parents to obtain up-to-date information about their student through the
parent portal; attendance and grades can be accessed online, and 83% of parents reported having
internet access available. Additionally, various meetings are scheduled to inform parents of
student performance, including Starbuck’s Nights to inform and interpret student performance
data, and a PSAT night to help interpret 10th and 11th grade students’ scores on the PSAT.
Educational programs are also in place to help parents understand the K-12 program and
graduation requirements, college admission policies and how to deal effectively with their
teenager through 10 Commandments of Education and 40 Developmental Assets.
Parent and Community involvement has also increased. There are many more parents involved
in the AVID booster club and attending school activities. 85% of parents reported that they
attended some school activity, from sports and musicals to “Back to School Night.” The 85% is
comprised of the following responses: 50% sometimes, 15% often and 20% always. An increase
in parent involvement continues to be a focus, but strides are being made. Community
involvement has also increased, with monthly support from Starbuck’s and annual support from
SchoolsFirst for speakers, monetary support from local organizations that advertise around the
baseball field, and awards such as the $25,000 classroom make-over from SchoolsFirst Federal
Credit Union.
2. 2004/05 Action Item 2: Reduce the achievement gap between Hispanic and Asian
students and 4: Increase proficiency for identified “At-Risk” students including Special
Education and English Learners and Critical Academic Need #1
This need is still in progress. When looking at Hispanic versus Asian performance on the CST
from 2004 to 2010, the only gap that decreased was for 9th and 11th ELA. The Asian subgroup
increased its CST scores for all subjects, except for Geometry. The Hispanic subgroup increased
its scores for all levels in both ELA and social studies, with the biggest increase in 9th and 11th
ELA and US History. There was also an increase in 10th grade Life Science and for Algebra.
The rest of the sciences and math saw a decrease in performance. The biggest factor for this
52
decrease is due to increasing enrollment and changing placement guidelines for these courses.
Both groups showed overall improvement in CST scores. There have been some slight gains in
some CST scores for the at-risk subgroups. English Learners showed improvement for all ELA
levels and World and US History. This same trend holds for Socioeconomically Disadvantaged,
with a slight increase in Algebra, 10th grade Life and Physics. Students with Disabilities have
shown increases overall, except for 11th ELA. In 2004 CAHSEE results spiked upwards for all
subgroups, then fell back in 2005. When looking at CAHSEE results comparing 2005 to 2010,
all subgroups have seen an overall increase in performance, with the exception of EL students for
the ELA portion of the CAHSEE. That group decreased from 31% Prof/Adv to 25.4%.
Santiago has tried to find ways to make stronger progress for all at-risk students. The Special
Education Inclusion program was expanded to include Biology, English 2P, Algebra 1P,
Geometry and Algebra 2. AVID strategies are implemented across the content areas, with an
emphasis on the Writing-Inquiry-Collaboration-Reading (WICR) strategies. Course-alike
collaboration is in its fourth year and allows teachers to share successful strategies to
differentiate instruction and to plan lessons and interventions that increase the performance of
their at-risk students. The English Learner subgroup has shown the most progress in English and
social studies, with a decline in progress in science and math.
3. 2004/05 Action Item 3: Promote a college-going atmosphere and increase the UC/CSU
A-G completion rates and Critical Academic Need #2
Santiago High School has had the most success in making progress along this critical need.
Schoolwide, the A-G completion rate for graduates has increased from 20% in 2004 to 46.7% in
2010, with all subgroups showing an increase. Total numbers of test takers for the SAT has
increased from 140 in 2006, with a combined verbal/math of 1420, to 216 test takers, with a
combined verbal/math of 1349 in 2010. Participation in AP exams has also increased from 127
test takers (192 exams) in 2004 to 330 test takers (553 exams) in 2010. Looking at all exams in
all subjects, there was a 41% pass rate (a score of 3, 4, or 5) in 2004 and a pass rate of 39% in
2010.
The single most significant factor that has allowed progress toward this critical need is the
continued growth of the AVID program at Santiago. Not only have the number of students in the
AVID program increased, but the methods and strategies of the AVID philosophy are being
implemented school-wide. AVID students are strongly supported by their parents who have
joined forces, formed a booster club, and inspired other parents to participate in the education
process of their students. The new parent programs, Starbuck’s Parent Night and the 10
Commandments of Education for Parents, have also contributed toward a stronger parental
awareness of the importance for students to take more challenging classes. In the fall of 2010 a
new parent course, 40 Developmental Assets was started.
The challenge for Santiago is to continue to support students to become even more successful.
The increase in the numbers of students graduating with the completion of A-G requirements and
the increase in participation of the SAT tests and AP programs are a good start. Discussions on
interventions and rigor by the faculty need to occur on an ongoing basis, until everyone,
including teachers, students, and parents, know what is expected in a rigorous course.
53
4. 2004/05 Action Item 5: Initiate the major components of our Writing as A Process
intervention course as a school-wide writing system. Writing as A Process was a program
modeled after the Jane Schaffer Writing Method. This was never instituted school-wide due
to copyright issues, but is still used to a limited degree within the English and ELD
Departments. However, English teachers collaborate once per quarter to discuss writing
results (trends and patterns) and to discuss strategies to improve student writing. In the
2009/10 school year two teachers were trained in the CSU Expository Reading and Writing
Course and taught several sections using these course materials for a limited number of
senior English classes. There has been improvement on the District Writing Assessment.
5. 2004/05 Action Item 6: Increase the number of students scoring in the Advanced band
and improve the performance of our honors and Advanced Placement students and
Critical Academic Need # 3
The data shows some progress toward this goal. Overall, Advanced Placement pass rates have
decreased slightly with the large increase in student participation. The AVID program has been
most effective in demanding that struggling students seek additional help through biweekly
tutorials and in after-school homework centers. Faculty discussions around interventions and
rigor, and mutual agreement within course-alike teams are accomplished during collaboration
time. The growth of department-level “Professional Learning Communities” has begun as most
course a-like groups have common grading agreements and common lessons and assessments.
Some departments are further along than others. The process of peer observations and co-plan /
co-teach is occurring in the English, Science, Social Science and Math departments. Peer
observations are occurring outside of individual departments, which allows Santiago to grow as a
Professional Learning Community school-wide.
Santiago High School’s staff strives to deliver a rigorous curriculum and implement researchbased strategies, such as Gradual Release of Responsibility, Constructing Meaning, and other
effective practices by integrating reading, writing, inquiry, collaboration, and technology across
the content areas. The school’s goal is to ensure that upon leaving Santiago High School, all
students have the opportunity to choose from a wide variety of options, including four-year
universities, technical educations, and skilled careers. Overall, students are demonstrating
progress as measured by State and local assessments.
Progress on Critical Areas for Follow-up per 2005 WASC Visit
Critical Area for Follow-up #1
Santiago High School has adopted the AVID concept of rigor. Each department has written
statements of what rigor looks like in their department. All teachers are committed to expanding
opportunities for challenging learning experiences across all disciplines and are using the most
effective strategies to accomplish this. Gradual Release of Responsibility and Constructing
54
Meaning are providing scaffolding for all students to access the curriculum and be successful.
Teachers have participated in “Best Practices” in-services and are using peer observations to
better align teaching strategies. Students will be placed in intervention programs based on
multiple assessments and teacher input. Such programs include AVID tutoring, ELD classes,
inclusion classes, CAHSEE tutoring, Boys & Girls Club after-school power hour and workshops,
and school homework centers. Santiago has made a strategic effort to increase college prep
classes meeting a-g requirements.
Santiago continues to address this critical area of follow-up via the following elements of the
2010/11 Single School Plan.
•
ELD/ELA, World Language and social studies teachers align instruction to focus on
essay writing.
•
All teachers align instruction to state standards and implement engaging learning
strategies.
•
All teachers work together by department to analyze student assessments and determine
next steps.
•
Teachers participate in co-planning and co-teaching opportunities
•
All teachers utilize district grading guidelines.
•
Writing be integrated across the curriculum.
Critical Area for Follow-Up #2
Since the last WASC visit, Santiago High School has embraced AVID practices for college
awareness and has significantly expanded its AVID program. AVID is supported by the District,
and all teachers have had opportunities for training in employing AVID strategies in their
classrooms. There is a team (all stakeholders) approach at Santiago High School for promoting a
college-going culture as evidenced by a significant increase of students completing A-G
requirements and a significant increase in AP and honors class offerings. The Guidance
Department hosts a speakers’ symposium in collaboration with physical education teachers for
9th and 10th grade students to encourage a college-going culture. Teachers wear university
apparel in the fall to promote a college-going culture and to remind students to submit university
applications to CSU and UC schools.
Starbucks Parent Night monthly meetings take place in English, Spanish, and Vietnamese to
empower parents to help their student access age-appropriate materials and reading strategies
with a focus on preparing students for higher education (college or a skilled career). Topics
include: A-G Requirements, PSAT results Night, college financial support (FAFSA, AB540, and
scholarships), parent participation at school, student attendance, a safe and drug-free community,
and student reclassification. A quarterly parent newsletter is published in English, Spanish, and
Vietnamese to increase communication. TeleParent is used by teachers and administrators to
55
communicate with parents in the home language. Information includes academic progress and
reminders about special events, such as parent meetings
•
40 Developmental Assets sessions are provided in English, Spanish, and Vietnamese.
•
Counselors to increase the number of students with special needs who are placed in A-G
courses based on academic strength and the district placement matrix
•
Boys and Girls Club and AVID promote a college going culture by sponsoring field trips
and mentoring students through the university application process.
Critical Area for Follow-up #3
Teachers at Santiago High School participate in professional development activities that focus on
the use and analysis of student performance data in order to inform instructional decisions.
Santiago continues to use quarterly benchmark assessments in the four core academic areas.
Those departments that do not administer benchmarks use internal assessments that are analyzed
on a quarterly basis. Teachers use collaboration time for follow-up intervention and instructional
planning. Santiago has been successful in implementing a systematic approach to sharing data
with parents. Santiago has ongoing evaluations of the effectiveness of intervention courses and
strategies to improve student achievement and learning. Students will be placed in intervention
programs based on multiple assessments and teacher input. Such programs include AVID
tutoring, reading & writing companion classes, inclusion classes, CAHSEE tutoring, Boys &
Girls Club after-school power hour and workshops, and school homework centers.
•
Early intervention for sophomores and post intervention for juniors for the CAHSEE
based on student data.
•
All teachers work together by department to analyze data and determine next steps.
•
Counselors use district placement recommendation, based on student scores and other
student data.
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The 2010/11 Single School Plan has the following elements to support student success:
1. Attendance/Truancies: An aggressive tardy policy is in place to get students to class on time.
Additional staff is on hand to assist with truancies and the SARB process.
2. CAHSEE: Early and post-interventions are in place in the classroom and in after-school
programs at the Boys and Girls Club (BrainX software)
3. Goal 2: Directed toward ELD teachers to increase reading and writing for English Learners.
ELA, Science, AVID and Social Studies teachers have been trained in Constructing
Meaning. ELA and World language teachers to align instruction on essay writing.
4. Goal 1: Student Achievement: All teachers have aligned instruction to state standards and
implement engaging learning strategies; follow and utilize school-wide intervention plans
and district-wide grading guidelines; work together by department to analyze data and
determine next steps; participate in co-plan co-teach opportunities.
5. Parent & Community Engagement: Santiago staff provides 10 Commandments of Education
and 40 Developmental Assets, and other meetings. In addition, parents and community are
engaged through staff use of TeleParent, newsletters and Boys and Girls Club to inform them
of activities, academics, etc.
6. A-G and College Going Culture: Counselors use district placement guidelines and increase
the number of students with special needs in A-G courses, based on academic strength.
Promote University fieldtrips.
57
Chapter IV: Self-Study Findings
Category A:
Organization: Vision and Purpose, Governance,
Leadership and Staff, and Resources
Focus Group Leaders:
Vickie Miller
Sean Redmond
Science Department Chair
Social Science Department Chair
Focus Group Team Members:
Certificated Staff
Sophea Cheng
Michael DaDeppo
Tina Ellingwood
Craig Meeks
Vicie Mixer
Daniel Nashed
Todd Nirk
Teri Osborne
Debbie Pena
Vivian Rapp
Eileen Reza
Lori Rice
Carlos Sanchez
Will Stapatyanon
Gary Stephens
Justin Werth
Math
Soc. Sci. & Sci - SE
Art
Science
Art
Math
Assistant Principal
Science
Eng. - SE
Office Staff
P.E.
English
Industrial Arts - ROP
Social Science
P.E.
English & Perf. Arts
Classified Staff
Chris Lopez
Mayra Moran
Thomas Phan
Art Vega
Sally Yakinian
Students
Parents
Araujo, Alan
Avalos, Joel
Avila, Osmal
Chavez, Ella
Flores, Edilbertha
Hernandez, Uriel
Nguyen, George
Nguyen, Vong
Nguyen, Yen
Schultz, Kat
Sourivong, Sophia
Tran, Vivien
Schultz, Cynthia
Nguyen, Courtnie
Nguyen, Tuyet
Tran, Anthony
58
A1.
Organization Criterion
To what extent a) does the school have a clearly stated vision or purpose based on its student
needs, current educational research and the belief that all students can achieve high levels and
b) is the school's purpose supported by the governing board and the central administration and
further defined by expected schoolwide learning results and the academic standards?
Findings
Supporting Evidence
The Santiago vision statement supports the development of
highly educated and responsible citizens. Our school’s vision
statement aligns with the district’s clearly defined goals which
also directly correlate with the philosophy of the Board of
Education. In an effort to support the teachers’
implementation of the vision, training related to the latest
research are offered at the school and district level.
District Goal 1 and District
Goal 2; Mission and Goal
Statement for the GGUSD;
professional development
calendar; sign-in sheets at
trainings
In September 2009 all staff members met to review the
Expected Schoolwide Learning Results (ESLRs)s
individually, in department meetings, and focus groups. The
purpose of the meetings was to streamline the ESLRs and
ensure that they supported the district mission and school
vision statements. In March 2010 the final version of the
ESLRs were reviewed and affirmed by focus group members.
These ESLRs are aligned to the district’s mission and Goals 1
& 2. The revised ESLRs are posted in most classrooms along
with the district adopted state standards and measurable
objectives.
Vision Statement; ESLRs;
Mission and Goal Statement for
the GGUSD; classroom
observations
The Santiago High School Single School Plan is aligned with
the Garden Grove Unified School Districts Goal 1 and Goal 2.
In an effort to improve writing across the content areas,
multiple opportunities for staff development have been
provided by the district.
District Goal 1 and Goal 2;
Single School Plan; professional
development calendar; sign-in
sheets at trainings;
master schedule; IEPs
For example, all teachers in English, science, and social
studies were trained in Constructing Meaning (CM).
Constructing Meaning offers strategies for increasing the use
of academic and content vocabulary in both oral language and
writing. All teachers who teach ELD have been trained in
Systematic ELD to effectively implement the Milestones
program which addresses reading, writing and speaking
modalities.
All teachers who teach students with special needs have also
been trained to address reading and writing via the Inside
reading curriculum.
The school has increased the number of AVID, AP, and
inclusion classes allowing students the opportunity to excel in
the most appropriate academic setting.
60
A2.
Governance Criterion
To what extent does the governing board a) have policies and bylaws that are aligned with the
school's purpose and support the achievement of the expected schoolwide learning results and
academic standards based on data-driven instructional decisions for the school; b) delegate
implementation of these policies to the professional staff; and c) regularly monitor results and
approve the single schoolwide action plan and its relationship to the Local Educational
Association (LEA) plan?
Findings
Supporting Evidence
Our school’s purpose is aligned with the policies and bylaws
of the governing board, which support the achievement of our
ESLRs.
Board policies;
Board Bylaws; ESLRs
The faculty at Santiago High School reviews and edits the
Single School Plan for Student Achievement by department
and develops goals annually in the fall. The plan is submitted
to the district office for approval from both the district and
from the Board of Education.
Single School Plan;
District Goal 1 and Goal 2
Teachers complete data analysis forms each quarter within
data analysis forms; next-steps;
departments to identify areas of strength and areas in need of
Single School Plan
growth. Elective departments assess common student
assessments or assignments. Every department identifies nextsteps quarterly in an effort to help students meet school and
district goals. To encourage writing across the curriculum
each department included a writing goal.
The district provides extensive trainings in the summer and
throughout the school year with the support of our
superintendents, director of 7-12 instruction and teachers on
special assignment (TOSAs). One district TOSA is assigned
to our school for instructional support and all TOSAs are
available to assist our school at on-site and district trainings
and at district department chair meetings.
Professional development
calendar; TOSA schedules
61
A3.
Leadership and Staff Criterion
To what extent based on student achievement data, does the school leadership and staff make
decisions and initiate activities that focus on all students achieving the expected schoolwide
learning results and academic standards?
To what extent does the school leadership and staff annually monitor and refine the single
schoolwide action plan based on analysis of data to ensure alignment with student needs?
Findings
Supporting Evidence
We believe that “leadership” is a shared effort.
Individual staff members and groups on campus are
committed to “ownership” of our educational success. We
work to have an effective school-based management system
that includes all stakeholders. The principal promotes the
culture and vision of the school by facilitating empowerment
of the staff and community to have ownership and
responsibility in the education of the student body. This is
evident by the many groups and clusters of leaders at
Santiago. These groups include the Faculty Advisory
Committee (FAC), department chairs, Site Council, peercoaches (Strategy Academy members), departmental
collaboration groups, Safety Committee, professional growth
opportunities, AVID Site Team, and Staff Club. There are
many instances of collaboration among faculty members that
are generated from these groups.
FAC; Site Council; department
minutes; team agendas; sign in
sheets
The principal meets with administration, faculty, and
department chairs to create Santiago High School’s Single
School Plan which is used for departmental and school-wide
goal setting. The faculty at Santiago High School reviews and
edits the Single School Plan for Student Achievement by
department and develops goals annually in the fall. The plan
is submitted to the district office for approval from both the
district and from the Board of Education.
Single School Plan; teacher
observations;
teacher lesson plans; staff
development sign-ins and
calendar
The Single School Plan also helps to empower the staff
toward successful performance which is considered vital to
assure that our academic standards are achieved. This happens
because analysis of the school, while developing a plan and
goals, focuses our attention on the effectiveness of our
actions. We want to stop actions that are not working,
strengthen the ones that are, and develop new ways of
improving learning.
The administration also encourages input and innovative ideas scheduled dates and attendance
62
with the goal of engaging the entire school and community in
making decisions and goals. Examples of these would be:
College Information Night, 10 Commandments of Education,
Starbucks Parent Night, ELAC, AVID parent, and
A-G informational meetings, TeleParent, 40 Developmental
Assests, and information distributed through Santiago’s
“redesigned” website. The website includes the “Aeries Parent
Portal” (opened Fall 2010) which allows parents access to
student grades. So far, about 500 parents have created an
account to check on their students’ progress. This encourages
staff members, parents and school leaders to take
responsibility for, and share in, a vision of achieving a
rigorous sequential curriculum.
rosters; sign-in sheets;
TeleParent logs/records;
Aeries Parent Portal account
logs; certificates of completion
for parents finishing the 10
Commandments program;
calendar of events; mailings;
Parent Night records
The school leadership promotes unity by valuing and
fostering collaboration and communication among department
members and the staff as a whole. There is also a school-wide
goal of improving communication among administration, staff
and community. This is accomplished through FAC, academic
departments and administration to promote unity. Examples
would include the reconstruction team which developed
“Norms” of communication and professional conduct
(Cavalier Code) and “Every 3rd Thursday” where teachers
open their classrooms to be observed by colleagues.
FAC minutes; Cavalier Code;
Every 3rd Thursday student
observation sheets;
reconstruction team
norms
Staff members are committed to achieving academic success
with rigorous academic standards by exceeding the Academic
Performance Index (API) and the California Standards Test
(CST) scores. Special attention is paid to our expected school
wide learning results and our “Single School Plan” with
emphasis on district and Santiago site identified goals related
to academic proficiency and progress (Goal 1) and progress
on English language proficiency and development (Goal 2).
departmental data analysis;
course-alike data analysis;
school goals; benchmark results
and student work; departmental
binders
Garden Grove Unified School District (GGUSD) and
Santiago have recently implemented training programs in
Gradual Release of Responsibility (GRR), Thinking Maps and
Constructing Meaning. Santiago is also utilizing co-plan/coteach, peer coaching, EL training and EL consult, open
classrooms/every 3rd Thursday, CELDT test analysis and
library tutoring.
staff development sign-ins and
calendar; peer observations;
observation sheets; Site council
meetings
We also serve students though an intervention class focusing
on passing the language portion of the CAHSEE. It has been
implemented along with department designed intervention
plans to assist students. Each department is working on goals
to improve language proficiency. For example, the social
staff development sign-ins and
calendar; teacher observations
and lesson plans; attendance
records; class rosters;
department intervention
63
science and world language departments consult with the
English department to provide rubric graded writing
assignments at least once per quarter to reinforce school
writing goals. In addition, district writing samples are graded
by all faculty with training by the English department
resulting in more consistent grading practices and emphasis
on schoowide writing goals.
contracts; department binders;
student work; lesson plans;
sign-in sheets; graded district
writing assessment essays
The School Site Council allocates categorical funds for
education through School Improvement (SI) and Title 1. The
Site Council meets monthly to allocate categorical funds (such
as SI and Title 1) for important educational necessities. The
Title 1 and SI facilitators are recommended (and/or apply) and
are selected by a panel from the school and the administration.
The site council is open to applications from all parents,
students, staff and council members, and is made up of
candidates from this application pool. The parent members are
nominated and elected at “Back to School” night. Faculty
members are elected by other faculty. Student members are
nominated and elected by ASB. Any stakeholder may address
the council and request particular monetary appropriations.
After the monthly meetings are held, minutes discussing the
council decisions are distributed to all staff and are available
from the Title one coordinator.
The School Site Council records
and minutes; SI/Title1
expenditure records;
classroom support resources;
ballots; request forms
The Santiago staff keeps informed of district policies and
assistance that the district office provides. School leaders and
the district work together to promote student achievement of
academic standards. School leaders meet with district
representatives to analyze data and receive help establishing
goals for the School Action Plan. The principal and district
representatives also address the Santiago staff at faculty
meetings to communicate district goals and vision and to help
explain disaggregate data so that the results can encourage
and drive the staff to achieve more effective results.
staff meeting agendas; consults;
sign-in sheets; agendas;
Teachers also have access to data regarding all relevent
educational student statistics and important test scores. This is
provided by the district through Data Director which is
accessed online by all staff.
Data Director
sign-in sheets, agendas, school
Department meetings are held monthly. We believe
calendar; benchmark scores
alignment of standards and teacher collaboration, which is
done ten times a year, positively affects API scores.
Curriculum has been aligned in science, social science,
English, math and world language with common “benchmark”
assessments.
64
We believe that it is important to provide students with
leadership opportunities for their academic and personal
growth. Opportunities for students to practice leadership
skills extend beyond the classroom. Being a member of the
“Associated Student Body” (ASB) is an obvious opportunity
but there are many more opportunities.
All clubs have elected leadership positions. The cheer squad,
drill team, band, various clubs and JROTC compete in
community competitions and are a great source of pride to the
school. Sports teams are also official campus clubs which are
responsible for having meetings and deciding on club
purchases, activities, and fundraisers.
Community Service Clubs, such as Girls’ League and Key
Club, lead by serving in the community. For example, Girls’
League provides Thanksgiving meals for families of our less
fortunate students. Key Club also provides many leadership
opportunities and community service. The Santiago chapter of
the Environmental Club is involved in conservation programs
throughout the community. All these clubs and organizations,
as well as their requirements and expectations, are listed in the
student handbook.
ASB class; clubs; sports;
elections; monthly events
calendar;club minutes and
rosters; account records,;
purchase requests; community
event sign-in sheets;
club constitutions; student
handbook
65
A4.
To what extent based on student achievement data, does the school leadership and staff make
decisions and initiate activities that focus on all students achieving the expected schoolwide
learning results and academic standards?
To what extent does the school leadership and staff annually monitor and refine the single
schoolwide action plan based on analysis of data to ensure alignment with student needs?
Findings
Supporting Evidence
Staff members are teaching in their area of
expertise/credential. Since the last WASC visit, all teachers
have been certified in CLAD or SDAIE as per state
requirement. The principal also consults with administration
and department chairs regarding employment and assignment
of new teachers.
The staff meets or exceeds the professional requirements
necessary to educate our students. Some faculty are district
trainers involved in demonstrating effective lesson plans
through district “strategy showcase” workshops. Teachers at
Santiago have also opened their classes to share effective
strategies and lesson plans with fellow collegues. Santiago has
many faculty members that have obtained additional
educational training, national certification and are members of
county, state or national educational associations which write
curriculum and positively impact the educational profession.
These teachers can then share their expertise with other
faculty members. Examples of this would be peer coaching
(Strategy Academy), co-plan/co-teach, presentations and
“Every 3rd Thursday” where teachers visit their collegues
classroom to observe various teaching methods.
credentials
Teacher assignments, and the hiring of new teachers, are
based on professional and personal strengths as determined by
administrators and department chairs as well as the GGUSD
district office. The purpose is to create the best match
identified by student needs. As per contract requirements,
formal evaluations of teachers are done every year for
probationary teachers and up to every four years for tenured
depending on the date a particular teacher was hired.
master schedule; staffing ratio;
teacher evaluations; teacher
observations
Ongoing professional development is a high priority for
GGUSD and Santiago. Included in this would be the, “Super
Week” training which offers a variety of instructional
strategies provided by the district at sites within GGUSD.
The district and Santiago have recently implemented training
programs in Gradual Release of Responsibility (GRR),
Thinking Maps, and Constructing Meaning. Santiago is also
staff development attendance
records; district agendas; peercoaching team; classroom
observations; teacher lesson
plans; district monthly
calendar; Super Week offerings;
sign-in sheets; credentials;
observations sheets;
certificates; collaboration day
agendas; lesson plans
66
utilizing co-plan/co-teach, peer coaching, ELD training, ELD
consult, Best Practices, peer observations/Every 3rd
Thursday/open classrooms, and CELDT test analysis.
sign-in sheets
In addition, Garden Grove Unified School District has
available to all teachers a full and comprehensive professional
development program. A monthly schedule is passed to all
teachers informing them of training opportunities. In addition,
a full week of development, called “Super Week” is offered
every year during the week prior to the start of the school
year. “Super Week” is an intensive summer training program
for teachers in all areas across the curriculum. Its focus
changes from year to year based on the assessed needs to
accomplish district goals. Teacher advice is used to develop
training
program enrollment, sign-in
sheets, district monthly
calendar, Super Week offerings,
staff development attendance
records
Beginning Teacher Support and Assessment (BTSA) and New BTSA program; agendas; signteacher training workshops are provided by the district.
in sheets
Additionally, our teachers and departments have opportunities
to be released from instructional time for collaboration. Site
based staff development days are planned and utilized
throughout the year.
The Faculty Advisory Committee (FAC) is a faculty elected
FAC minutes
group that meets monthly to discuss concerns and procedures
at Santiago and facilitate conversation between the faculty and
the principal. The minutes of meetings are provided to the
faculty. This committee provides a chance for both faculty
and administration to focus on areas of concern and resolve
issues in a proactive manner.
Internal communication, planning, and effective resolution of
differences are important to Santiago. We utilize the webmail
system for communication. Monthly meetings for department
chairs (school and district), faculty and departments are used
for communication. A resolution committee has been
established to effectively resolve staff conflict through
professional norms and mediation.
Email; yearly calendar; daily
bulletin; Cavalier Code
We use collegial strategies and programs to implement
innovations and encourage student improvement.
Programs and strategies include credit recovery, open
classrooms, collaboration, IEP’s, parent/teacher meetings,
tutorials, boys and girls club, intervention plans, after school
tutoring and “Homework Central”.
student enrollment; Boys and
Girl’s Club records; Homework
Central attendance records;
intervention plans; contracts
67
A5.
To what extent are leadership and staff involved in ongoing research or data-based correlated
professional development that focuses on identified student learning needs?
Findings
Supporting Evidence
Santiago utilizes a single school action plan developed by
administrators and faculty leaders. This plan seeks to identify
and meet student needs and also guides the professional
development plans for the school. Ongoing professional
development is provided by the district. Site specific
professional growth days are designed by administration and
staff. All of these are geared toward meeting identified student
needs.
Action Plan, data, professional
development calendar, staff
development days, department
collaboration, workshops,
trainings
Through the collaboration of faculty leaders and
administrators, critical needs are determined and staff
development is designed to meet these needs. There is a
method in place for particular site based development. In
addition, teachers can petition the site council to pay stipends
for out of district professional growth.
Professional development plan;
Site Council minutes; ESLRs;
school calendar; collaboration
schedule
The staff development plan goal is to promote an atmosphere
of learning, development of skills, knowledge and leadership
in order to equip all students to achieve success related to
rigorous academic standards and ESLR’s. The district
recognizes the importance of this ongoing improvement effort
and provides time and opportunities for successful
implementation.
The professional development plan is intended to focus on all
students achieving the state academic standards, District
Goals 1 & 2, and our Santiago ESLR’s. Administration and
school leaders, with input of teachers, develop the plan.
Disaggregated student data is used to determine areas of
student need where staff development would improve student
performance.
The plan promotes formal and informal discussions of
educational practices, instructional strategies, and the needs of
our school to improve the education of our students. Plans
resulting from these discussions help to encourage
responsibility and leadership.
In addition, the Garden Grove Unified School District has
available to all teachers a full and comprehensive professional
development program.
A monthly schedule is sent to all teachers informing them of
District Goal 1 and 2,
data; district professional
development calendar; district
website; Super Week
68
training opportunities. In addition, a full week of staff
registration, and list of course
development, called “Super Week” is offered every year
offerings; district-mandated
during the week prior to the start of the school year. The
new teacher program enrollment
district also provides BTSA and New teacher training
workshops. The district has recently focused on and provided
training in Constructing Meaning strategies (CM) and Gradual
Release of Responsibility (GRR).
Departments use collaboration time to consult and plan
standard based curriculum, and lessons are designed to
support district common benchmark assessments. Santiago
has made excellent use of this time to collaborate and unify
department pacing and common assessments.
department agendas; sign-in
sheets
The district formed a grading consult in an effort to meet the
students’ academic needs. Several Santiago High School
teachers participated in this consult, and the staff provided
feedback on the items addressed by the consult.
staff development calendar;
consult notes
69
A6.
Resources Criterion
To what extent are the human, material, physical, and financial resources sufficient and utilized
effectively and appropriately in accordance with the legal intent of the program(s) to support
students in accomplishing the academic standards and the expected schoolwide learning results?
Findings
Supporting Evidence
All classrooms are utilized to capacity throughout the day.
The master schedule is planned carefully and arranged so that
most teachers do not have to travel more than once. Many
times the schedule is set so that the traveling teacher will have
a conference period prior to the move.
master schedule
Adult aides are assigned to ELD and Special Education
classes to assist limited English speakers and Non-English
speaking students.
The school also employs a psychologist who divides her time
between schools. The psychologist is available to any student
that needs her assistance during the school day. In addition,
she is involved in preparing the Tri-Annual report for Special
Education students, and assists with students on behavioral
plans.
time cards; schedule; payroll
records; IEPs and Tri-Annual
reports
Site Council allocates categorical funds for education through
School Improvement (SI) and Title 1. Teacher and
departmental requests and are submitted to the Site Council
and voted upon by the committee for approval.
minutes; purchase requests; SI
and Title 1 account statements;
purchase requests; school
accounts purchase request
Departments are allocated funds for each school year. The
funds are then used to purchase supplies and other materials
needed for instruction. If additional materials are needed (i.e.
AP exam review books, lab supplies, online resources) these
would be requested through the Site Council.
ASB has allocated funds for a variety of sports, clubs and
school wide events.
70
WASC Category A. Organization: Vision and Purpose, Governance,
Leadership and Staff, and Resources:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is
being addressed. Then determine and prioritize the strengths and areas of growth for the overall
category.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources: Areas of Strength
An effective school based management system that includes all stakeholders is in place.
The schools’ leadership includes administration, faculty and staff representatives and makes
decisions and initiates activities that focus on all students achieving high academic standards and
our ESLR’s.
Santiago’s leadership and faculty ensure that students are challenged with a rigorous, academic
curriculum.
The principal facilitates the empowerment of the staff and community to have ownership and
responsibility in the education of the student body.
Leadership is a shared effort among all stakeholders, where communication is a common and
vital factor to our success.
Faculty members are provided with collaboration time on a continual basis which is used to
analyze data, develop lessons based on information obtained from data analysis, and alignment
of curriculum and instruction to the district goals and single-school plan.
District and site administration encourages the sharing of ideas and successes with a goal of
achieving our academic goals and empowering students.
Santiago’s staff is well qualified to achieve our high academic standards and ESLR’s.
Teachers share a feeling of ownership and responsibility in the academic progress of the school.
The administration encourages and promotes opportunities for professional growth and
development among staff and faculty.
The FAC is a structure set in place for internal communication and resolving site specific
concerns among the administration and faculty.
The Cavalier Code was developed by a team of teachers to allow for open communication to
promote a sense of unity and commonality among all stakeholders.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources: Areas of Growth
Continue to encourage more parent involvement in the process of their children’s achievement
and to educate parents regarding opportunities available to their children such as: Homework
Central, library help after school, Boys and Girls Club services and individual teacher assistance.
Continue to encourage the use of technology in the examination of student performance data
including: Data Director for teachers and Aeries Parent/Student Portal for parents and students.
71
Category B:
Curriculum
Standards-based Student Learning:
Ariene Borutzki
Kelli Kuberski
World Language
AVID Department Chair
Certificated Staff
Marta Alcaraz
Leslie Alpert
Paul Anderson
Jennifer Ballard
Paul Bañagas
Cynthia Belmonte
Tracy Conway-Whitt
Mike Kammerzelt
Amy Lillis
Veronica Lopez
Brooke Macicek
Suzie Orozco
Doug Ozsvath
Vance Richardson
Holly Stiles Johnson
Kim Tachibana
Dante Urzua
Sheri Zoratti
English
Social Science
P.E.
English
ELD & Perf. Arts
World Language
Assistant Principal
Social Science
Science
Math
Sci. - SE & PE
English
Math - SE
JROTC
English
Math - SE & English
World Language
English
Classified Staff
Nancy Kishishita
Students
Mejia,Jr., Robert
Neira, Diana
Strong, Cody
72
B1.
Curriculum Criterion
To what extent do all students participate in a rigorous, relevant, and coherent standards-based
curriculum that supports the achievement of the academic standards and the expected
schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it
is taught), the expected schoolwide learning results are accomplished.].
Findings
Supporting Evidence
The district and site continue to provide staff development on
GRR, Co-plan/Co-teach, Constructing Meaning, NSF
replacement, standards-based grading, and BTSA. There are
multiple opportunities for teachers to integrate educational
research into their curricular areas.
staff development sign-in
sheets, teacher lesson plans,
meeting agendas, notes, emails
State standards, course outlines, department standards, and
individual classroom standards are employed through coursealike planning.
course outlines, standards
written in classrooms, pacing
guides, syllabi, department
meeting notes, common
agreements as a result of
course-alike collaboration
Data is used to drive instruction at the department and teacher data analysis form, department
level. The type of data examined is found in data director,
meeting minutes
district benchmarks, school wide assessments, and by teachers
in the classroom. Trends are identified and instruction is
impacted accordingly.
CAHSEE, STAR, AP exams, CELDT testing, and
benchmarks are used to assess standards based learning.
Rubrics, anchor papers, and project examples are used to
demonstrate proficiency and mastery. Teacher participation in
grading the yearly writing samples helps to align student work
with curriculum standards and ESLRs. Every 3rd Thursday
classroom visitations assist in demonstrating curricular
snapshots through observed student participation.
test scores
AVID teachers email and communicate with all other
departments to keep AVID students on track in their courses.
AVID alerts and good news
forms/emails
A consult process is used to adopt books, provide training,
standardize grading policies, and refine the curriculum.
The district provides training and on-going support for
textbooks and teaching strategies. All books are state and
district approved.
sign-in sheets from consult
meetings
list of teachers who piloted
books
anchor papers, project
examples, papers graded with
rubrics, and classroom/student
observation forms.
73
In-services on rigor within our curriculum are offered during
Super Week and through monthly district offerings.
Sections of honors and AP classes have increased; more
students are taking AP exams. More special ed students are
taking inclusion courses or courses within the regular
curriculum.
AVID teachers meet regularly with intermediate schools.
Math, English, World Language, and Special Education
collaborate with feeder schools to discuss placement,
practices, and/or areas of concern.
Both feeder schools participate in an incoming student
orientation and tour of the high school.
A college outreach representative is on campus two days a
week
A Senior Symposium, college fair and an information night
for all high schools are offered in the district and will be
hosted on our campus in the spring of 2011.
Former students who are currently in college speak to our
students, especially through the AVID program.
AVID has a yearly trip for juniors to visit college campuses in
Central and Northern California.
Academy, AVID and Boys and Girls Club students visit
college campuses one to two times per year.
Students believe that teachers prepare them adequately for
high school graduation and for the completion of A-G
requirements.
master schedule, inclusion
classes, demographics of
students in AP/Honors courses,
in-service sign in sheets, AP
Exam data
meeting notes, sign in sheet for
college outreach person,
itineraries for college trips, and
visitor sign- in sheets,
student surveys
Concentrated efforts are being made to provide students with
rigorous content, and to increase the opportunity for students
to take honors and AP classes.
master schedule
staff development sign in sheets
We continue to discuss these issues at all department, faculty
and district meetings. We continue to use proven strategies to
increase rigor and maintain student success such as the
aforementioned Constructing Meaning, GRR, WICR,
Thinking Maps, Socratic Seminar, Philosophical Chairs and
Comprehensible Input based instruction. The methodologies
used vary by department, but are implemented with the same
final goal in mind.
meeting notes
teacher, student, and
administration testimony
74
B2.
Do all students have equal access to the school’s entire program and assistance with a personal
learning plan to prepare them for the pursuit of their academic, personal and school-to-career
goals?
Findings
Supporting Evidence
Students have access to information on a range of educational
opportunities and paths through sources such as the Career
Center, counselors and clubs. Supplemental counselors are
employed to assist specifically with above mentioned goals.
Our school has an open enrollment policy for honors and AP
level classes. Special education students are mainstreamed or
enrolled in inclusion classes as soon as appropriate. Guest
speakers are invited to campus to inform students on a variety
of post-secondary choices. Career center is staffed with
representatives from ROP who are available for consultation.
University representatives are often in the Career Center to
speak with students one-on-one. Counselors meet
individually and as a group with students to discuss A-G and
graduation requirements.
enrollment records for AP and
honors classes, AP test
completion data, clubs’
information and handouts,
student IEP’s ; inclusion
courses in master schedule,
student meeting records in
guidance office
10 Commandments in Education and 40 Developmental
Assets programs provide a forum for teachers and parents to
communicate about educational goals and requirements.
Additionally, Student Study Teams and IEP’s allow teachers,
parents and students to collaborate regarding specific needs
and goals related to education. Parent involvement includes
serving on committees on campus including AVID, WASC,
and Site Council. TeleParent is used to maintain contact in
the home language.
Graduation records for the 10
Commandments
Paperwork relevant to SST and
IEP found in student CUM
Attendance records for
committee meetings
TeleParent records available
online
Teachers participate in 10 collaboration days per year. This
time is used to analyze data, plan common lessons, align
curriculum and co-ordinate assessments.
Collaboration information is
kept with each department chair
Tutoring centers staffed by certificated teachers and NHS
students are available. Tutoring is also available through Boys
and Girls Club. ROP classes during the day and after school
continue to be implemented as well as Credit Recovery Class
and automatic summer school enrollments.
Sign-in sheets for tutoring
centers and Boys and Girls club
Class enrollment for ROP
Attendance records for Credit
recovery and Summer School
75
There has been an increased number of students completing
A-G requirements.
Santiago has shown an increase in A-G completion from 19%
in 2002 to 46.7% in 2010. There is an increase in AVID
enrollment: there are 413 students. We have created an
Academy class which provides study skills support to
identified struggling students. We have increased AP class
offerings. Guidance counselors and Boys and Girls Club staff
provide workshops in FAFSA and college application
assistance. Both AVID and English courses provide support
and training for all steps of the application process.
Enrollment in post-secondary education is continually
increasing.
Documentation of A-G
completion rates
12 sections of AVID for 20092010
Academy Class is in its third
year.
Variety of AP classes and
sections of previously offered
classes both increased as
evidenced on Master Schedule
Post-Secondary program
acceptance records as provided
by counselors
Sign-in records for after school
workshops
Curriculum for AVID and
English available by department
Our Heritage Spanish program has increased significantly; we
continue to broaden access to AP level courses for all
students.
Sections of Heritage Spanish on
Master Schedule
Records of students tested for
Heritage placement
AP test lists
We have a campus-wide focus on including writing in all
course levels. English teachers are collaborating to calibrate
writing scores and writing expectations. Our open enrollment
policy encourages students to achieve at a high level and
provides exposure through AP courses to college level rigor.
Heritage Spanish focuses on developing students’ native
language writing skills. Additionally, the commitment to
mainstreaming and the inclusion of Special Education
students exposes more students in this program to rigorous
curriculum. School-wide grading of the District Writing
Assessment exposes all teachers to the requirements set forth
by the District.
Departmental data analysis by
quarter
Writing portfolios for all
students
AP enrollment
Professional Development for
improving teacher competency
with writing offered both at the
school site and the District
Enrollment in Heritage Spanish
classes; courses offered on
Master Schedule
Calibration days documented
through sub requests at District
One collaboration day per year
is dedicated to DWA grading
76
B3.
To what extent are students able to meet all the requirements of graduation upon completion of
the high school program?
Findings
Supporting Evidence
All core subjects are standards-based
A variety of electives exists: Culinary Arts, Auto Shop,
Woods, Website design, Visual and Performing Arts which
allow students to choose a class that speaks to their interest
and ability.
There is a robust AVID program, guest speakers, college
representatives on campus, and field trips to colleges,
museums, etc. These opportunities supply students with
access to real world application for their educational interests.
Other opportunities include:
Interview practice (mock interviews)
ROP courses, clerical training, student store
Computer skills imbedded in most classes
JROTC
Counselor Career Unit
PSAT’s for all sophomores and juniors, including a PSAT
evening to review results
ASB (School leadership)
Keystone Club
National Honor Society
Master Schedule
Student Schedules (locators)
School event calendar
Field trip permission slips
Computer lab schedule, library
calendar, mobile labs
Rubrics from interview practice
PSAT Results
Club enrollment sheets
Uses of research-based strategies in the classroom (Thinking
Maps, Direct Instruction, Constructing Meaning, SDAIE
strategies) provide students opportunities to be successful at
all levels of instruction.
The following programs provide additional support for
student success:
CAHSEE Prep Courses for math and English
Tutoring/Homework Central (2 hours per day)
Freshman Academy
TeleParent
Counselors
School Psychologist
Boys and Girls Club
AVID
Teacher training rosters
Master Schedule
Student schedules (locators)
TeleParent Logs
Counselor notes
School Psychologist notes
Community liaison logs
Tutoring rosters
Boys and Girls Club roster
Orientation and Welcoming
Day rosters
77
Individual teachers provide after school and lunchtime
tutoring.
Community Liaisons
Freshman Orientation and Middle School Welcoming Day
SHS provides ample opportunities for students to succeed in
high school (including meeting A-G and graduation
requirements) and learn how to apply their skills in the real
world. Santiago promotes a college-going environment with
an emphasis on meeting A-G requirements.
Teachers and counselors work to ensure that all students are
aware of the programs and opportunities available to them.
Daily bulletin and
announcements
Written notices and letters in
three languages
Posters
TeleParent
School marquee
A-G posters in classrooms
Two of our identified critical academic needs are reading and
writing, and our support program primarily revolves around
providing our students opportunities to improve in these areas
in order to become proficient on the CAHSEE and meet all
graduation requirements.
Core classes have increased informal and formal writing
opportunities and our teachers all participate in a yearly
rubric-driven evaluation of student writing (DWA: District
Writing Assessment). Writing strategies (including
persuasive essays, summaries, process papers, editorials,
cause and effect, compare and contrast, and reflections) build
skills for college and real life applications.
DWA rubrics and teacher roster
(rooms as assigned for DWA
assessment)
Daily bulletin and
announcements
Written notices and letters in
three languages
Posters
TeleParent
School marquee
Master Schedule
Student Schedules (locators)
Additionally, the English Department has quarterly calibration
School event calendar
days to align the standards-based district rubric with anchor
Field trip permission slips
papers and student samples
Computer lab schedule, library
calendar, mobile labs
English Dept. Calibration Day
rosters
78
WASC Category B. Standards-based Student Learning: Curriculum:
category.
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
There has been a significant increase in A-G completion rates, and students are more aware of
post-secondary opportunities.
Teachers work within “Course A-likes” to create standards based lesson plans and assessments
based on data analysis and student need.
School-wide writing has increased across the curriculum resulting in higher scores on the District
Writing Assessment.
Increase in the number of AP course offerings in addition to greater access to AP and Honors
classes
Increased opportunities for student support including tutoring centers , Boys and Girls Club, and
Credit Recovery
Teachers receive regular training in research based strategies.
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
Reading comprehension strategies need to be implemented across the curriculum.
Continue department collaboration to calibrate assessments departmentally in order to develop
lessons and future assessments
Increase cross-departmental collaboration
Increase collaboration and articulation between SHS and feeder
Increase availability of professional growth opportunities outside of the district
79
Category C: Standards-based Student Learning: Instruction
Pam Bertin
Performing Arts Department chair
Jesse Goodwin
Social Science
Certificated Staff
Sal Alvarez
Bill Beaubier
Tara Blankenburg
Dave Brewer
Christa Cacciata
Corienne Cordrey
Candido Hernandez
Judie Kirksey
Scott Lee
Jenny Mueller
Rene Murguia
Will Okura
Gordon Owens
Debbi Potts
Mateo Sanchez
Aaron Shaherstani
Metzli Webb
Jeanne Wu
Katelyn Burke
Social Science
Industrial Arts
Math
Eng & World Lang.
Math
Soc. Sci. - SE
Sci. & Math
Assistant Principal
Math
English & ELD
World Language
Visual Arts
Science
English
Social Science
ELD & PE
World Language
English
Student Teacher
Students
Cervantes, Freddy
Lai, Danh
Martinez, Justin
Pham, Thuy
Prado, Juan
Roberts, Darius
Sanchez, Lisa
80
C1.
Instruction Criterion
To what extent are all students involved in challenging learning experiences to achieve the
academic standards and the expected schoolwide learning results?
Findings
Supporting Evidence
All students are expected to learn through Gradual Release of
Responsibility (GRR) and through various strategies such as
collaborative learning, Constructing Meaning, think pair-share
with guided questions, Writing – Inquiry- Collaboration –
Reading (WICR), and SDAIE methods. Through the
utilization of these strategies, students are progressing toward
a proficient or higher understanding of academic standards
and ESLRs. Students with diverse backgrounds are highly
involved in the learning process through teacher conferencing,
test corrections, Aeries portal, and rewriting assignments with
teacher assistance.
Science labs, IEP goals,
objectives, essays, teacher
observation, syllabus or course
overviews, every third Thursday
observations. Student produced
work.
The students know and understand their expected
performance levels. Students receive the results of their
CAHSEE, benchmark, CELDT testing, and district writing
assessment. Guidance counseling is done twice a year on A-G
requirements and over all academic achievement. Parents and
students have access to Aeries portal.
Standards/Objectives are posted
in classrooms and/or are given
to students. Counselor tracks
meeting through appointment
log. Letters given to parents
with Aeries portal access
information.
Teachers’ lessons include different learning strategies such as
white boards, collaborative learning, think pair share with
guided questions, checking for understanding via direct
instructions and Socratic Seminars. The strategy choices are
tailored to students learning as reviewed by benchmark scores
and tests.
Teacher observation, student
work samples, syllabus or
course overviews.
Students are aware of classroom expectations. Most students
can explain and demonstrate that they have met the
expectation of the learning objectives through conversation
and use of notebooks, student agendas and assessments.
Standards/Objectives are posted
in class or are given to students,
student notebooks, classroom
rules posted, rubrics, self
evaluation by students, choral
response, student work, thumbs
up or down.
Rigor is being applied at a level commensurate with ability.
Teachers use various strategies to differentiate content such as
Costa’s level of questioning, based on student CELDT level,
and GRR in order to scaffold student learning for success.
Students are assessed based upon the grade level rubrics.
Student sample work (Essays
and rubrics), reading level
assessment, pacing charts for
curriculum, collaboration
81
To improve writing and test score accountability there is a
school wide focus on building vocabulary (SAT
words/academic vocabulary) and collaboration with ELA,
utilizing strategies across content areas. Students in special
education are placed in homogeneous reading groups based
upon their reading level. EL students use the Reading Counts
program in the library. Special Education students who score
below basic and far below basic are given the CMA exam
instead of the CST.
Staying focused on the
curriculum as it relates to the
standards and testing, district
writing sample results, grammar
in writing, and writing across
the curriculum.
82
C2.
Instruction Criterion
To what extent do all teachers use a variety of strategies and resources, including technology
and experiences beyond the textbook and the classroom, that actively engage students,
emphasize higher order thinking skills, and help them succeed at high levels?
Findings
Supporting Evidence
Teachers are trained in the most current instructional
strategies. (Gradual Release of Responsibility , Constructing
Meaning, ELD systematic instruction, direct instruction,
Thinking Maps, WICR)
Gradual Release of
responsibility training,
constructing meaning training,
ELD systematic instruction,
strategy academy, direct
instruction training, AP Task
Force, teacher observation
Teachers utilize various strategies to address students’
different learning styles. (i.e. differentiated instruction,
SDAIE, CLAD, accommodations and modifications for
SPED, inclusion courses with co-teachers) General Ed
teachers use paired learning with ELD students that have
trouble in reading text assignments. Some teachers must read
test material to SPED and ELD students.
Differentiated instruction,
SDAIE, CLAD,
accommodations and
modifications for SPED, in
inclusion and general ed,
teacher observation
Teachers provide opportunities for students to demonstrate
their learning in a comprehensive essay that highlights the
knowledge they learn in their subjects as well as writing
skills.
Samples of student work and
essays
Peer review of other student work allows students to critically
think and reason about their own work with the goal of
enhancing it. Gallery walks, questioning strategies, peer
grading, Socratic seminars, think pair share and philosophical
chairs are used by teachers to get students discussing and
debating their inquiries and knowledge.
Teacher observation and lesson
plans, survey
Teachers assign projects, essays and assignments that require
students to use technology to collect evidence and present
their findings through essays and multi-media presentations.
Student samples, computer lab
and library computer lab signup sheets, teacher observation
Teachers use multiple resources such as computer stations for
research, primary sources, guest speakers that go beyond the
textbook and give students real world experiences.
Student work, multi-media
presentations, rubrics,
assignment descriptions, guest
speaker sign-in sheets
83
Santa Ana Film studio and channel 3 is utilized by our fine
arts department and video production class. In addition
students have opportunities to join community service-based
clubs such as Key Club, Girls League, Boys and Girls Club
(Keystone).
Student work – DVD and photo
evidence, membership list, real
world-experience classes
offered such as Foods,
Computer Graphics and Design,
Carpentry
Teachers have been supported with a variety of technology
and have subsequently increased the use of technology during
instruction and for student assignments.
Student work, Smart Boards,
ELMOs, CV Tablets, Computer
labs, Discovery Learning,
software site licenses, video &
digital cameras
Students learn from resources provided by teachers that go
beyond the text which give our students additional tools and
knowledge needed to improve reading and writing. As
funding has been limited over the past two years, teachers
have raised funds to give students the chance for worthwhile
field trips in many departments.
Gale Group (library research),
Read 100, Smart Boards,
Elmos, CV Tablets, DVD’s of
novels. Field trips by social
science, art, music, world
languages and science
departments.
In our classes, students learn basic concepts and develop them
through different media. Fine Arts give students hands-on use
of video and digital cameras, kiln firing of clay projects. The
Child Development class uses a “Baby” program for hands-on
experience.
Students examine art from
different websites that address
social issues. Students get
multiple chances to show
mastery of techniques and
implying form.
84
WASC Category C. Standards-based Student Learning: Instruction:
category.
Category C. Standards-based Student Learning: Instruction: Areas of Strength
AVID has increased to 12 sections.
Intervention is provided through Boys and Girls Club, Homework Central, Credit Recovery, and
CAHSEE prep classes.
SAT Prep workshops are offered
The Grading Consult worked to develop district grading guidelines and helped to train teachers
on grading strategies that lead to a more standards-based grading system.
Increased sections of AP classes and created new AP courses (World History and Statistics)
Teacher training in strategies such as Co-plan/Co-teach, GRR, Constructing Meaning, Thinking
Maps, and WICR
A variety of support and training is available for teachers.
Teachers review or post daily standards and/or objectives.
A wide variety of technology is available for classroom use, including Smart Boards, Smart
Tablets, and Elmos
Category C. Standards-based Student Learning: Instruction: Areas of Growth
Continue implementation of standards-based grading in departments
Improve test scores (CST)
Increase CAHSEE pass and proficiency rates
Improve API for SPED and ELD
Continue to expand writing across the curriculum into SPED/ELD classes
85
Category D: Standards-based Student Learning: Assessment and
Accountability
Melissa Dela-Xiong
Library & ELD Department Chair
Allison Maynard
English & AVID
Certificated Staff
Maggie Birinyi
Matt Brewer
Geoff Burgueño
Carlos Castro
Susana Diaz
Rocky Gray
Rena Han
Ronda Johnson
Garth Kohne
Shannan Lee
Shannon MacRill
Jennifer Moening
Diana Nguyen
Joanne Nguyen
Victoria Rodriguez
Maricela Romero
Ken Wert
World Language
Art
Math - SE
CAHSEE - SE
ELD & World Lang.
P.E.
Math
CTE
English
Social Science
P.E.
Math
Science
Science
English
Counselor
Social Science
Students
Aguilar, Arnold
Flores, Edilbertha
Hernandez, Yvette
Martinez, Ana
Tejeda, Sarai
86
D1 & D2.
Assessment and Accountability Criterion
To what extent does the school use a professionally acceptable assessment process to collect,
disaggregate, analyze and report student performance data to the parents and other
shareholders of the community? D2a. To what extent do teachers employ a variety of assessment
strategies to evaluate student learning? D2b. To what extent do students and teachers use these
findings to modify the teaching/learning process for the enhancement of the educational progress
of every student?
Findings
Supporting Evidence
School web site
Since the last visit six years ago, technology has become an
integral part of communication between teachers and parents. Aeries Parent Portal
The current school website (http://www.santiagohs.org/) has
been up and running for over three years now. On the web
site, parents can find information about teachers, classes,
guidance, scholarships, testing, athletics, and upcoming
events, among other things. There is even a section
specifically aimed at parents, offering information about
dates, rules and regulations, community resources, attendance,
report card dates, and a staff directory. This year, a link to the
Aeries Parent Portal has been added. Teachers use the Aeries
information system to submit and monitor student attendance
and update students’ progress/grades in their respective
classes. In turn, parents can log on to the Portal and monitor
the progress of their student on a daily basis. The Aeries
Parent Portal offers parents the ability to instantly check the
grades and attendance records of their students.
The school website offers information about parent meetings
and training events, including Back to School Night, Open
House, as well as the 10 Commandments of Education and 40
Developmental Assets series, which offer training for parents
related to school issues, including the analysis and
understanding of test scores and grades. The school website
also has links to every teacher’s Garden Grove Unified School
District e-mail account, so parents can directly e-mail their
student’s teachers with any questions, comments or concerns
about grades, assignments, missing work, setting up
conferences, etc. There is a link to the Garden Grove Unified
School District website (http://www.ggusd.us/), which offers
information about the school district in general and provides
Santiago High School’s School Accountability Report Card in
three different languages (English, Spanish, and Vietnamese).
School web site
(links to
Aeries Parent Portal and
GGUSD web site)
Another website used by many teachers at Santiago High
School is TeleParent. TeleParent is a way for teachers to
TeleParent website
TeleParent statistics
87
communicate various topics of significance/importance to
parents including updates about grades, announcements about
project due dates, and reports related to student behavior and
attendance. The site offers five different categories for
teachers to choose from, including “Corrective,”
“Attendance,” “Informative,” “Grade Progress,” and
“Rewarding/Positive.” Within each of these five categories,
there are hundreds of announcements that can be selected to
share with a parent. Teachers must request the phone calls to
be sent by 5:00 PM on weekdays, and calls are made later that
same evening. The following day, teachers can check to see
which calls were completed, or which ones were hang-ups,
busy, unanswered or disconnected. TeleParent phone calls are
also delivered in the language spoken at home, which is
significant in that the majority of the teachers at this school do
not speak fluent Spanish or Vietnamese.
In terms of grade reporting, parents are still sent grade updates
regarding his/her student eight times per year. Parents receive
four progress reports and four quarterly grade reports. Parents
can request periodic grade checks. Again, with the addition of
the Aeries Parent Portal, parents can check the grades of their
children to monitor progress and learning.
Progress Reports
Quarter grade reports
Semester grade reports
Aeries Parent Portal
Grade Check Form
Benchmark results
Signed Grade Check Forms
Teachers in several departments print out Benchmark test
results, send them home, and have them signed by the parents
(and, in some cases, signed by AVID teachers). This allows
another way in which parents can monitor the progress of
their children.
Parents also receive important information via U.S. mail
regarding specific test results. 10th grade parents and certain
parents of 11th and 12th graders receive test results pertaining
to the California High School Exit Exam. Parents of 9th, 10th
and 11th graders receive test results and scores pertaining to
the CSTs. This information is mailed directly to the parents. If
a student becomes Fluent English Proficient based on certain
criteria, including the results of the California English
Language Development Test (CELDT), information is sent
home to inform the parents as to the progress of their child.
CST test results mailed home
CAHSEE test results mailed
home
CELDT test results sent home
Students taking college placement tests, SAT’s and AP exams
receive the results at their places of residence. Santiago High
School offers several parent nights per year, some focusing
upon the interpretation of test results, including a PSAT
results night for parents in January. On this particular night,
the PSAT results are distributed to all parents who attend.
SAT and AP test results mailed
home, PSAT test results
distribution on PSAT Results
Night, sign-in sheets
88
Counselors, translators and representatives from the College
Board are available to explain the scores and results. At our
school, students who take the PSAT include 9th grade AVID
and Honors students, all 10th and 11th grade students.
Additionally, the counselors discuss the PSAT results with all
11th grade students during their U.S. History class to explain
the significance of their score and results.
During 11th grade, students are exposed to the Early
EAP test results can be found
Assessment Program. This academic preparation program was on the CST results for 11th
grade students, as well as online
established by the California State University system to help
high school students meet college readiness standards in
English language arts and mathematics before admission to
any of the 23 CSU campuses. EAP results may be used to
validate the ELM (Entry Level Mathematics) and/or the EPT
(English Placement Test) placement test requirements.
Students respond to 15 extra questions in both the English and
math portions of the CST, in addition to writing an essay a
few months prior to the CST’s. Test results are included on
the CST score report, and if a student is successful, he/she can
find him/herself exempt from having to take the English and
math placement exams at the CSU campuses.
The AVID Department holds an annual mandatory parent
meeting. At this meeting, the administration, AVID teachers,
AVID parents and former AVID students speak about the
program and what it entails. Detailed information is given
about AVID, and what the expectations are at any given grade
level. After the general meeting, senior AVID teachers meet
with the parents of the senior students, in order to discuss
more specific information pertaining to the senior year of
AVID. AVID teachers constantly monitor the grades of senior
students and use both TeleParent and parent conferences to try
and ensure that AVID senior students meet their A-G
requirements and get accepted into a four year university upon
graduation.
AVID parent meeting sign-in
sheets
TeleParent statistics
Aeries Parent Portal
Teachers and counselors set up meetings with parents and
students at any given point in a school year, based on grades,
attendance, behavior, or concern for any given reason. All
guidance counselors meet one-on-one with students at least
twice a year. Some of these meetings are set up as
interventions when a teacher or counselor observes that a
student may be heading in the wrong direction. If the parents
do not speak English, interpreters are available who speak
either Spanish or Vietnamese to assist in the meeting process.
Counselor/teacher notes
89
Individualized Educational Program (IEP) meetings are held
by Special Education teachers to inform parents of the
progress of their student toward meeting standards and goals.
IEPs are filed in a separate folder in the students’ cumulative
files.
IEPs can be found in student’s
cumulative folders, located in
the Front Office
A variety of awards programs are held to recognize student
achievement, as well as the participation of parents and
community members in our programs. Upon the completion
of the 10 Commandments of Education and 40 Developmental
Assets trainings, parents are presented with certificates
demonstrating their completion of the programs. A
culmination ceremony is usually held toward the end of the
school year to celebrate the accomplishments of all of the
parents who have participated in these programs. Senior
Awards Night is held in June to honor 12th grade students and
to present them with various scholarships and awards.
Community members are invited to be a part of the program
and to present awards in person. JROTC honors exemplary
students/cadets at a program each year and invites military
personnel to participate. A Fine Arts Night is held once a year
to showcase students’ skills in the Visual and Performing
Arts.
Sign-in sheets
Programs for various awards
nights
JROTC invitation list
Teachers in most departments (English, ELD, Mathematics,
Social Sciences, Sciences, World Languages – French 1, 2
and Spanish 1, 2 only) use District created benchmarks once a
quarter to monitor and assess student learning based on the
District created pacing guides. As a result of benchmark
results, teachers disaggregate the test data and use this
information to modify instruction to better serve the needs of
students. The Physical Education Department utilizes physical
fitness testing to monitor and assess student progress in
Physical Education classes.
Benchmark assessments
Benchmark results
Physical fitness test results
Department Collaboration signin sheets
The majority of teachers across the curriculum utilize
informal assessment strategies including white boards, tickets
out the door, interactive notebooks, Socratic Seminars,
journaling, and closure activities to continually monitor
student learning. As a result of these checks for
understanding, teachers can quickly determine what
modifications need to be made to lessons in order to continue
to support student learning.
Informal observation notes from
Administration
learning information sheets
Student work
All departments incorporate various rubrics to assess student
performance and progress. The English Department uses
District writing rubric
1-9 AP writing rubric
90
several different rubrics, ranging from the 1-4 CAHSEE
rubric as approved by the District to the 1-9 AP writing rubric
to assess various levels of student writing. Social Sciences
teachers use a self-created rubric for analyzing primary source
materials. Teachers in Career/Technical Education use rubrics
for research papers. Students in the Visual and Performing
Arts Departments are assessed using rubrics on art projects,
presentations, and performances. Many teachers create
different rubrics for projects, ranging from presentations to
extended learning opportunities.
Teacher created rubrics in all
departments
Several departments have created common lessons and
assessments for course-alike classes. This allows teachers to
teach lessons, then to meet to evaluate the lessons and
determine what needs to be re-taught. Teachers also assign
similar projects so they can assess progress across coursealikes. There is a common agreement on grading by coursealikes in the Math, Science, and World Language
Departments.
Common lesson
plans/assessments
Assignment handouts
Within the English Department, writing portfolios are used in Student writing portfolios
each grade level to monitor and assess student progress.
Student reflections
Colored folders are used to distinguish the graduation year of
the student. The portfolios follow the student from teacher to
teacher. Both teachers and students assess each student’s
progress in writing by periodically reviewing the portfolio and
completing a self-reflection. The reflections help students
focus on things they are doing well and areas that need
improvement.
All ELA teachers administer the District writing assessment in District writing assessments
February to evaluate writing progress in each individual
District writing rubrics
student. At each grade level, students are asked to write to a
CELDT results
th
specific genre of writing: 9 graders write an autobiographical
narrative, 10th graders compose a persuasive essay, 11th
graders pen a response to literature, and 12th graders compile a
reflective essay. Once the assessments are completed by
students, all faculty members, including teachers in all
departments, administrators and guidance counselors, are
given a brief training in preparation to grade approximately 20
– 25 essays. The schoolwide grading process allows teachers
in various departments to see the levels of writing of students
and encourages teachers to incorporate writing into their
curriculum. Students that score a 3 or higher on the District
Writing Assessment, are at least an Early Advanced on the
CELDT assessment, and score 325 or higher on the ELA CST
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are eligible to be Reclassified Fluent English Proficient
(RFEP).
Selected students who need additional assistance in preparing
for the CAHSEE can be enrolled in a CAHSEE English
Intervention course. The Boys and Girls Club on campus also
offers a computer program to prepare students for important
assessments.
CAHSEE intervention class
roster
Boys and Girls Club sign-in
sheets
Within the AVID Department, teachers help students monitor
their progress in all of their courses of study. Bimonthly grade
printouts help students and teachers maintain open discussions
about continual progress in each and every class. Students
have individual grade conferences with their teachers to
discuss successes and failures, as well as to create plans of
action to ensure continuous progress and success. Students
also set goals and write grade reflections to analyze where
they are in their classes, where they have been, and where
they need to be going.
Aeries Parent Portal printouts
with parent signatures
AVID goal-setting sheets
Notes from grade conferences
TeleParent results
92
D3 and D4.
Assessment and Accountability Criterion
D3. To what extent does the school with the support of the district and community have an
assessment and monitoring system to determine student progress toward achievement of the
academic standards and the expected schoolwide learning results?
D4. To what extent does the assessment of student achievement in relation to the academic
standards and the expected schoolwide learning results drive the school's program, its regular
evaluation and improvement and usage of resources?
Findings
Supporting Evidence
Professional development opportunities are abundant in the
Garden Grove Unified School District and at Santiago High
School, including dedicated collaboration time among
departments on a monthly basis. Departments also work
together to create common lessons and rubrics. When the
interpretation of assessment data recently demonstrated that
writing across the curriculum needed improvement, several
departments started working together to develop and
implement writing strategies across the curriculum.
agendas/sign-ins at school site
and 7-12 Office of Instruction
CST, CAHSEE, CELDT,
District benchmark assessment
data, District writing assessment
data
Teachers on Special Assignment from the District Office
work on site at least once a week with staff members, as well
as in District trainings, to reinforce effective instructional
strategies, such as Constructing Meaning, Systematic ELD,
and Gradual Release of Responsibility.
TOSA schedules
agendas/sign-ins
Teachers use standards-based assessments and are able to
access information about student scores on District
benchmarks relatively quickly after assessments have been
submitted to the District Office for scoring.
District benchmarks (English,
ELD, Math, Social Sciences,
Sciences, World Languages –
French 1,2/Spanish 1,2)
Student progress is communicated to our stakeholders, most
notably parents and community members, using various
methods, including report cards, progress reports, grade
checks, a quarterly newsletter, the TeleParent system, parent
events at least once per academic quarter, Student Study Team
meetings, IEP meetings, SARC (School Accountability
Report Card) posted on the school website, and the Aeries
Parent Portal. The recent implementation of the Aeries student
information system for teachers, parents and students is
providing a crucial link between teachers and
parents/students. There have been multiple trainings offered to
parents this year focusing on how to use the Aeries Parent
Portal, and an instruction guide in how to access this resource
is available in print and online.
Data Director reports
School calendar
Newsletter
School Accountability Report
Card
School Web site
Parent Night agendas/sign-ins
93
Student progress is celebrated and publicized throughout the
school year. Parents and community members are invited to
numerous events on campus, including Back to School Night,
Open House, Parent Nights, and Awards Nights. Awards
Night celebrates the achievements of all students, grades 9-12,
focusing on outstanding academic achievements and
involvement by parents and students in programs on campus,
including parent trainings and after-school tutoring. Senior
Awards Night celebrates the outstanding achievements of our
seniors toward the end of the school year, and many
scholarships are awarded at this event as well.
Parent Night/Awards Nights
programs/
sign-ins
Quarterly Newsletter
The usage of common instructional practices and assessments
by staff members includes posting standards and measurable
learning objectives in the classroom every day, and a variety
of common lessons and assessments have been implemented
across course-alike groups in different departments. These
lessons and formative assessments include: oral presentations,
debates, Socratic seminars, group work, hands-on projects,
and interactive notebooks.
Department Meeting
Agendas/Minutes
Course Syllabi/Lesson Plans
Displays of Student Work
Rubrics
Assessment data is examined and used to guide program
development, as well as appropriate placement of students, at
Santiago High School. The counselors and staff members
review CST and CAHSEE scores, District Benchmark scores,
as well as CELDT scores, if applicable, to inform placement
of students in appropriate and rigorous courses of study. The
increase in the number of Advanced Placement classes over
the past few years is an example of how the right amount of
rigor drives our programs. Students are also placed into
remedial courses, such as the CAHSEE English and/or Math
classes, if they have not passed the CAHSEE by their junior
year.
CST/CAHSEE/District
Benchmark/CELDT results
Data Director
Department Meeting
Agendas/Minutes
Appropriate interventions have been developed during the
past two years in response to assessment results, as well as
grades in classes. Homework Central, an after-school
tutoring/study program, is available to students five days a
week, in the Library, for two hours after school. At least one
credentialed teacher, a math credentialed Boys and Girls Club
staff member, and one to three National Honor Society peer
tutors assist at Homework Central, where students may
request homework help, use computers for research or to
complete assignments, or study.
Homework Central sign-ins
94
The allocation of resources throughout Santiago High School
is mostly advised by the School Site Council, in which
recommendations are made on the expenditure of funds in
various areas of the school.
School Site Council
Agendas/Minutes
95
WASC Category D. Standards-based Student Learning: Assessment
and Accountability: Strengths and Growth Needs
category.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Strength
More opportunities for parents to monitor student progress through TeleParent, Aeries Parent
Portal, and district/school websites
The implementation and growth of technology usage is helping to keep parents and the
community informed and involved at our school site.
Teacher training in strategies such as Co-plan/Co-teach, GRR, Constructing Meaning, and
Thinking Maps
Many teachers use informal monitoring practices to check for understanding.
More teachers are using collaboration time to create common lessons and assessments.
Most departments use assessment data to drive and modify instruction.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Growth
Additional time for collaboration both departmental and cross-curricular to focus on data and
curricular alignment
Continue to use technology in the examination of student progress and assessment results( Data
Director for teachers and the Aeries Parent/Student Portal for parents/students)
Offer additional and advanced training in Aeries to teachers
Continue to train parents in the use of Aeries Parent Portal and the school website
Continue department and course-alike collaboration to calibrate assessments departmentally in
order to develop lessons and future assessments
Continue to promote to students the utilization of opportunities for support available to them,
including Homework Central and Boys and Girls Club
Allow for more trainings for elective teachers in areas such as GRR and AVID strategies
96
Category E: School Culture and Support for Student Personal and
Academic Growth
Cathy Adams
Cheryl Garcia
Counselor
Science
Certificated Staff
David Allen
David Andrzejewski
Shannon Bennett
Kelsi Black
Grace Cao
Veronica Carbajal
Ralph Draeger
Erica DuFault
Wendy Hartman
Mizrraim Lara
Huascar Matias
Oscar Mora
Barbara O'Reilly
Jessie Pawling
Blair Sakai
Nancy Vasquez
Ellen Wong
Social Science
Math
ELD & Sci.
Science
Math
Counselor
SCI & PE
AVID
Counselor
Math
JROTC
Cul. Arts - ROP
Business
Counselor
Math
World Language
Psychologist
Classified Staff
Virginia Gonzalez
Lupe Mantle
Debbie Martinez
Dorothy Parks
Office Staff
Office Staff
Office Staff
Student Services
Students
Parents
Cervantes, Jenny
Hernandez, Kevin
Roman, Yesenia
Salgado, Juan
Solorio, Tanya
Avila, Rosa
Cervantes, Norma
Espinoza, Maria
Gomez, Magdalena
Guzman, Patricia
Melendez, Griselda
Morelos, Felipa
Morelos, Isidro
Quintero, Enrique
Terrazas, Libertad
Valencia, Patricia
Zamora, Martha
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E1.
School Culture and Student Support Criterion
To what extent does the school leadership employ a wide range of strategies to encourage
parental and community involvement, especially with the teaching/learning process?
Findings
Supporting Evidence
Santiago High School has a wide variety of programs and
support processes to involve parents in their children’s
learning. Programs that inform parents about graduation and
college requirements, such as 10 Commandments of
Education and programs to empower parents to be advocates
for their children, such as the 40 Developmental Assets (Clay
Roberts) are offered in three languages; Spanish, Vietnamese
and English, on many dates throughout the school year.
Scheduled dates and attendance
rosters
Parents are welcome to tour the campus with an administrator
and visit their students’ classes with clearance from an
administrator.
AVID BBQ’s, Starbuck’s Parent Nights, Back to School
Night, and Open House are offered to welcome parents into
the school and to showcase the types of courses, activities and
support programs that are available at the school. All parents
of incoming 8th graders are invited to a parent information
night in February. Introductory meetings in the gym are
delivered in English and Spanish, with translation devices
available for Vietnamese-speaking parents. Many smaller
meetings are presented entirely in the home language with the
assistance of our community liaisons.
Parents have access to their students’ grades and school data
via the parent portal for Aeries. The school provided parent
portal training at Back to School Night in October and is
advertising the portal through TeleParent messages, the
marquee, Starbuck’s Parent Nights, and parent contacts with
teaches, attendance secretaries, guidance counselors, and
school administrators. Currently more than 500 parents have
picked up their individualized account information for Aeries.
Scheduled dates and sign-in
sheets.
TeleParent records, school
website, Aeries Parent Portal,
School survey, mailings
Calendar of events
General information about school events is shown daily on the
electronic marquee, sent via TeleParent in the home language,
and can also be viewed on the school website. The website
school website, parent survey
contains links to teachers’ pages that inform parents of syllabi, results, TeleParent records.
homework assignments, and other information as posted by
individual teachers. There are e-mail links for parents to
communicate directly with teachers. Parents are invited to
attend IEP and SST meetings with translators available as
needed. Parents receive report cards and progress reports
through the mail.
98
According to the parent survey, more than 50% of the parents
have indicated attendance at some school functions.
Student Data Reports are made available to parents at
Starbucks Parent Nights. These data sheets contain
information on the students’ CST, CAHSEE, and benchmark
scores. The principal provides interpretation of the results.
Reclassification and re-designation are also explained at these
events. Student CST and CAHSEE data is available to parents
on the Aeries parent portal.
Parents are members of the School Site Council (SSC) and
assist the school in making important decisions regarding the
distribution of school monies. Parents are also important
members of the English Learner Advisory Committee
(ELAC), the District Parent Task Force, and the AVID Parent
Boosters who raise thousands of dollars each year for college
scholarships and make important decisions regarding the
selection of the scholarship recipients.
Individual teachers schedule parent conferences with
available translators for both Spanish-speaking parents and
Vietnamese-speaking parents. Initial contacts may be made
with the assistance of adult interpreters.
Many sports teams and programs conduct pre-season parent
meetings to inform parents of grade expectations, practice
schedules and other important information. The parents of
cheerleaders, softball players and some other sports actively
support their children’s participation in these activities
through their work in the snack bar. Parents are also invited to
attend post-season banquets to honor the athletes.
survey results.
Parent Night records
SSC, ELAC, Task Force and
AVID Parent meeting minutes.
teacher records.
meeting minutes.
The school employs several Community Liaisons and one
Community Outreach Specialist to assist with making parent
contacts in the home language and home visits.
A school newsletter is published on the school website three
times each year in three languages. The District publishes, at
the district website, the School Accountability Report Card
annually, which details year to year school-wide performance
data on the API, AYP, CST, SAT and AP. More detailed
information is also available through the State Department of
Education website. The API and AYP data is published by
local news agencies.
Community liaison and
Outreach Specialist records.
newsletter copies, websites
99
Santiago is in close partnership with the local Boys and Girls
Club, which provides after school enrichment activities in
addition to academic support, through the Power Hour (after
school tutoring). There are currently 2109 students registered
with the B/G Club with 150 students regularly attending.
They provide counseling services for students through their
GOALS program. A mental health specialist is available
Thursdays and Fridays from 1:30 pm to 5:30 pm.
Boys and Girls Club attendance
Other community partnerships exist with Simon Scholars,
McKinney Vento, H.O.P.E., Clay Roberts, Hispanic Chamber
of Commerce, Schools First Federal Credit Union, Starbucks,
the Tiger Woods Foundation, and numerous organizations
that advertise their businesses along the baseball fields. Deck
N Shoes sponsors a monthly “Student of the Month” program
and provides free shoes to the selected student.
monetary awards and
scholarships, classroom
makeovers, parent programs
and refreshments for parent
support events.
Various guest speakers are invited to speak during special
assemblies (inspirational) and for evening programs
(informative). Speakers are also invited by individual
teachers to address their classes.
assembly speakers, Princeton
Review – PSAT night, A – G
Night, Financial Aid &
Scholarship Program
A very active Alumni Association provides support to school
programs and raises thousands of dollars each year for
scholarships and other school needs. They also organize a
yearly All-Alumni Picnic on campus in June that is attended
by many alumni from the 60’s and 70’s. The Alumni
Association is currently planning a variety of special activities
to celebrate the school’s upcoming 50th Anniversary, starting
with a kick-off Alumni Picnic in June of 2011.
alumni meeting minutes.
100
E2.
a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To
what extent is the culture of the school characterized by trust, professionalism, high expectations
for all students, and a focus on continuous school improvement?
Findings
Supporting Evidence
Santiago has many avenues to ensure a safe, clean and orderly
environment beyond the duties of the custodial and
maintenance staff. There are recycling bins in use in various
classrooms for paper, and bins for bottles/cans in the outdoor
areas where students gather. These are collected by the
Environmental Club for recycling. The Environmental Club
also recycles dead batteries and has sponsored “E-Waste”
drives on campus.
recycling containers and
revenue from recycling
Security cameras are in place throughout the school that
security cameras and police
monitor the campus day and night and act as a deterrent.
presence, staff on-hand
When graffiti and/or vandalism occur, the information
recorded has been useful to the school and police in
identifying the people involved. There is a policeman
assigned to Santiago from the Garden Grove Police
Department, and there are CSA’s (Campus Safety Assistants)
who are employed throughout the day to promote a safe
environment and encourage students to arrive on time to class.
The school administrators and counselors also provide
supervision during break, passing periods, lunch, before and
after school. Their high visibility around campus supports a
safe environment.
There are tardy and dress code policies that are discussed and policies and consequences in
monitored, with changes made to better serve the school.
place.
These policies were created by a committee of students,
parents and staff members. Tardy sweeps occur each period,
with late students sent to get an admission slip before they can
enter class. Consequences for being tardy are issued in
increasing levels of intervention from lunchtime detention,
after school detention to Saturday school and suspension. For
chronic offenders, the Student Attendance Review Board
(SARB) process may be initiated.
Disaster Plans are comprehensive and renewed annually with
specific duties assigned to all staff. Red disaster backpacks
containing first aid and emergency equipment are in all
classrooms. Santiago participates in the statewide “Shakeout”
drill, in addition to scheduled fire drills and lockdown drills.
The Safety Committee meets after each drill to discuss what
school-wide disaster plan and
schedule of drills
101
worked and what needs to be adjusted to assure the most
efficient and appropriate response in the case of a real
emergency.
There are many ways in which the staff models high
expectations, care and concern for students. For example, the
administration, counselors and the school psychologist
maintain an open door policy allowing students to drop-in
with questions and concerns. Teachers are available to help
students outside of the classroom periods. There are 57
diverse clubs on campus connected to educational goals and
celebrating the rich cultures and backgrounds of our students.
The Girls’ League provides food baskets for needy families
during the holidays. Teachers and counselors chaperone and
donate to Cinderella’s for Life allowing approximately 100
girls to receive prom dresses, accessories and etiquette
education.
observation of number of
classrooms that are open at
lunch, Girls’ League and ASB
information on food baskets/
drives, Cinderellas for Life
participation
Rigor is an important component of all classrooms from
Special Education to Advanced Placement and each
department has developed a clear definition of rigor for the
subject area. Teachers set high expectations for their students
in all courses and employ a variety of teaching techniques
including AVID strategies, Constructing Meaning, direct
instruction, etc. to keep students engaged and learning. The
curriculum has changed so that all academic classes are
college preparatory. AVID has been an integral part of
supporting students on their path to four-year colleges. The AG completion rate has improved from 21% in 2005 to 47% in
2010.
Success on the CST Tests and
increased participation and
passing rate for AP tests,
increased # of AP classes,
survey
The entire staff met in 2009 and created the Cavalier Code, a
document to guide professional interactions. A group of
teachers set up class challenges to motivate students for the
CST testing. These competitions were held during lunch for
the two weeks preceding the CST. School spirit is at an alltime high with students proudly wearing the school colors and
various clubs promoting the school with purple sweatshirts
and t-shirts. More than 50 students applied for positions in
ASB and 34 students were selected. In February 50 students,
representing most of the student clubs on campus, took part in
a Student Senate to elicit student input for the WASC report.
Cavalier Code, ASB data,
minutes of Student Senate
meeting.
102
Santiago has a professional and caring faculty who are
respectful of students and each other. The staff is especially
concerned with one result from the Student Survey which
suggests that 33% of the students do not feel safe, or do not
feel good about being at this school. The staff would like to
open a discussion with the students in a Student Senate format
to further discuss this issue and better understand where these
feelings originate so that we can begin to address this issue.
Cavalier Code, Clay Roberts
Asset Building, student survey
results
103
E3 and E4.
E3. To what extent do all students receive appropriate support along with an individualized
learning plan to help ensure academic success?
E4. To what extent do students have access to a system of personal support services, activities
and opportunities at the school and within the community?
Findings
Supporting Evidence
The school employs a school nurse who divides her time
between our school and several others. In her absence, a
health assistant provides care. The nurse carefully monitors
students with medical conditions and notifies the teachers and
staff of any condition that might require special attention.
school payroll records, health
notification lists
The counselors advise students regarding academic and
personal concerns. They refer students to services and special
counseling provided by outside agencies. The school
psychologist is available to meet with students regarding
personal concerns and also makes referrals for further
counseling services. An additional supplemental counselor
focuses on at-risk students.
referral requests, counseling
records
The counselors meet individually with all students once or
twice each year. These meetings focus on completing the
student’s four-year plan, goal setting, academic and career
requirements, and class selections. The counselors do a
number of classroom/group activities for each grade such as,
computer labs, A-G presentations, college admissions
assistance, after school help with the FAFSA and college
applications, and motivational information for freshmen.
Sophomores and juniors are given the PSAT at no cost.
Teachers notify the respective counselor when a child is in
need of assistance. The counselors then make the appropriate
referral. There is a relationship of mutual respect and a high
level of confidence between all parties involved in the referral
process. Parents directly contact counselors regarding both
personal and academic concerns.
focus group discussions,
computer lab calendar, school
calendar
The school administration and counseling staff organize AB
540 workshops for undocumented students to help them in
receiving assistance. The school also provides scholarships to
assist these students.
minutes of meetings and
scholarship records, senior
newsletter
At District English Language Advisory Committee (DELAC)
meetings, parents bring in support information for
opportunities that exist in the community for assistance with a
variety of issues. A Parent Drug Prevention Awareness Night
participation records for
DELAC meetings, attendance at
Parent Drug Prevention
Awareness Night.
104
was co-sponsored by the school and GGPD. High school and
junior high students also attended and met in small groups
with counselors, teachers and B/G Club staff members.
The B/G Club provides resources for career counseling. The
Career Center is open all day and provides resources and
references. The ROP Clerk is available to assist students with
their ROP classes.
Career Center and B/G Club
records
The computer lab and library computers are available during
lunch and before and after school for individual career/college
exploration.
The administration and teaching staff utilize TeleParent in the HC attendance records, B/G
home language to notify parents of student progress and
Club attendance records. parent
increase communication. When students need additional help contacts, TeleParent records
with homework, parents may be notified and they are referred
to Homework Central or the B/G Club tutoring. Peer tutors
from NHS are available as well as teachers and B/G Club
Staff.
The library provides Homework Central everyday from 3-5
to provide students with a place to study and complete
homework. On average 50 to 100 students are attending every
day. It is staffed with qualified teachers, NHS student tutors,
and B/G Club staff. B/G Club “Power Hour” is held from 3-6
everyday offering tutoring, activities, and a quiet place to do
homework. There are 150 students regularly using this
valuable resource. Computers are available at both locations.
attendance records for
Homework Central and
Boys/Girls Club
AVID methodologies, including WICR and Cornell note
taking are used in many classrooms. Teachers use a variety of
teaching techniques to help students with different learning
styles.
teacher lesson plans
The school provides a variety of class offerings which are
available to all students. All students are encouraged to take
rigorous courses including 12 AP and 9 honors classes. The
master schedule is constructed based on the students’ course
requests each year to allow students access to their desired
courses. Aeries, the new computer software scheduler assigns
students to classes while balancing for gender.
master schedule, Aeries, data
on number of students with AP
and honors courses
Zero period classes have been expanded to include physical
education, chemistry, history, and credit recovery to allow
additional access to all students. On-line classes have been
offered in Civics, Economics and Health. ROP is available to
master schedule, credit recovery
offerings, ROP, summer school
records
105
all students with after school and evening programs. Summer
school offerings are provided for students who need to repeat
courses.
The district has placement guidelines based on CST and
benchmark exams. Students meet individually with their
counselors to select classes. While teacher recommendations
are requested, they are not mandatory.
district placement charts
SPED students are mainstreamed into core classes via
inclusion classes with highly trained team teachers.
master schedule
The school offers a variety of courses to meet the needs of
diverse learners including EL, GATE, Honors, AP, SPED and
Inclusion.
master schedule
All 9th grade Honors English students and all 10th graders
with the exception of SDC and ELD Basic and A students
take the PSAT. All juniors who have the possibility of
completing the A-G requirements are given the PSAT with
the Site Council providing the funding. The counseling team
provides a special PSAT Parent Night where families receive
and can review their individual results. The counselors offer
college application workshops and FAFSA workshops to
assist the students in applying for financial aid for college.
meeting agendas, scheduled
workshops, Site Council
records, PSAT records
AVID students attend college field trips. AP Biology, Art
Appreciation, Army JROTC, French Club, Glee Club and
history students attend field trips. The B/G Club recently
received a grant which has allowed them to take a diverse
group of students on college field trips. (Summer/Fall 2010)
field trip records.
There is a strong emphasis in the co-curricular program on
building responsible citizens and self-disciplined individuals.
Many clubs focus on community service and the students of
SHS have provided hundreds of hours of service to the
community.
community service records for
ASB, NHS, Key Club, Career
Explorers, B/G Club, Army
JROTC, Red Cross Club
The goals of other clubs include developing critical thinkers
and effective communicators. The Historical Movie Club, for
example, challenges students to view classic historical films
and then discuss the relevance of the events in the film. Other
clubs extend the education of students by allowing them to
sample diverse foods, or travel to unique destinations. The
Boys and Girls Club sponsored Keystone Club took students
to Pennsylvania in the spring of 2010.
club minutes and agendas.
106
The primary goal of the co-curricular program is to develop
responsible citizens who respect individual differences and
cultural diversity. There are currently 57 clubs on campus
with active charters. A majority of students participate in one
or more clubs and/or are a member of an athletic team. Club
offerings include goal oriented clubs like Career Explorers,
academic clubs like French Club, student support clubs like
the Gay and Straight Alliance, and service oriented clubs like
National Honor Society.
club and team enrollment data.
The primary goal of the competitive athletic program is to
build self-disciplined individuals and responsible citizens
through hard work and determination toward achievement of
common team goals. Santiago offers 15 different sports team
opportunities with varsity and junior varsity levels for all and
soph/frosh levels for several sports.
team practice schedules and
attendance/participation records
There is evidence of a wide variety of available services, class
offerings, activities, and clubs to meet the needs of a diverse
student population.
student survey
Creating individualized learning plans and providing services
and referrals that support students personally as well as
academically will inherently help our students meet their
current academic and future career goals.
counseling records, testaments
of graduates
107
WASC Category E. School Culture and Support for Student Personal
and Academic Growth: Strengths and Growth Needs
category.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength
The care and concern of the staff toward the students
Faculty commitment to sponsoring clubs and coaching athletic teams
A dedicated counseling team who meet with all students to plan an individualized academic
program
A strong activities program which includes a diverse offering of clubs and athletic teams
Strong support personnel and our partnership with Boys and Girls Club
A diverse offering of courses and the creative scheduling of classes
Increase in parent involvement and community support
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth
Provide more opportunities to involve parents and the community beyond the programs already
offered.
Investigate further the reasons that 33% of students do not feel safe or good about being at this
school and develop opportunities for students to feel connected to the school.
108
Prioritized Areas of Growth Needs from
Categories A through E
Prioritize the growth areas from the five categories.
•
•
•
•
Increase both departmental and cross-departmental collaboration to achieve such goals
as: calibration of assessments in order to plan future lessons, assessments, and standards
based grading; to develop and share strategies for improving students’ reading and
writing; to examine data and note trends that can be addressed departmentally or schoolwide.
Improve student performance by continuing to utilize programs in place, such as Library
Tutoring, Boys and Girls Club, and individual teacher tutoring. The focus now should be
to expand these programs by ensuring that parents and students are aware of them, and
students are being encouraged or required to use them.
Continue to use the technology we have to collect and analyze data for the purpose of
improving lessons and assessments and improve parent communication and awareness of
school programs to assist both the student and the parent.
Explore opportunities (grants, sponsors, etc.) to fund professional development outside
the district.
109
Chapter V: Schoolwide Action Plan
Santiago High School 7-12 Single Plan for Student Achievement Data Analysis
Data element
1. Attendance/
Truancies
2. CAHSEE
3. English
Learner
Proficiency
(Goal 2)
Goal/Ideal
5% increase in attendance (e.g. Cumulative
Actual Attendance Rate from 96% to 98% in
December) Minimal truancies
10% increase in passing rate from 76.6% 10th
grade (ELA) to 86.6% 80.1% 10th grade
(Math) to 90.1% AND 10% increase in
proficient scores ELA-41% to 46% Math-48.9
to 58.9%
10% increase in Goal 2 met for all EL students
from 64% to 74%
Current Data
Attendance
reports from
Business Office
PENDING
ATTENDANCE
IN DECEMBER
CAHSEE reports
RESULTS: ELA
75% PASSED
ELA Proficient
40.9% Math
84.6% PASSED
Math Proficient
43%
Contributory
elements
Policy/Accountability
for truancies
Desired outcomes to meet goals
Objectives to meet
outcomes and goals
Address climate and culture through
policies practices and expectations.
Incorporate practices and
protocol that increase
attendance
Provide early intervention for excessive
truancies
See above
Conduct parent/student education
regarding attendance policies
See above
Early intervention
CAHSEE tutoring
Incorporate programs and
practices that support and
promote student
achievement
ELD support &
strategies
Provide strategic ELD to ALL English
Learners
Incorporate strategies
that promote acquisition
of English in ELD
classrooms and gains on
the CELDT
CM training
Content support &
strategies
Provide SDAIE scaffolds for students
across content classes.
Integrate Constructing Meaning strategies
in all ELA, Science, and Social Science
classes, and Systematic ELD in all ELD
classes. Use base program in ELD
program, including Inside and ELD
Milestone with fidelity.
Incorporate strategies
that promote acquisition
of English in content
classrooms and gains on
the CELDT
Post-failing support
Goal 2 report
110
Data element
4. Goal 1
Achievement
Goal/Ideal
10% increase in Goal 1 met for all students in
every content area (e.g., in ELA from 49% to
59%)
Increase parent and community involvement
and attendance at school events
Current Data
Goal 1 report
Value added
Opportunity gap
Proficiency gap
Results: ELA
increased to 52%,
+3% MATH
increased to 31%,
+1%
Increase use of Parent Portal
Objectives to meet
outcomes and goals
Adherence to
curricular materials
Use base program, including Universal
Access components, with fidelity.
Incorporate strategies and
practices that promote
student gains in all
content areas as
measured by CST results
Effective
instructional
strategies
Implement Gradual Release of
Responsibility with scaffolding and
differentiation
See above
Academic
interventions
Regular assessment
& monitoring of
student progress
Identify and plan for proficiency and
opportunity gap students.
See above
Use of data director
Make data based decisions to modify
instruction
See above
Common Grading
Guidelines
Every department will use the district
Grading Guidelines. Course alike groups
will integrate common grading guidelines.
Incorporate standard
grading practices to
measure student growth
Peer Support
Build capacity in area of campus and
district collegial support through Peer
Support Team, site TOSA and district
TOSAS and via collaboration in co-plan
co-teach departmental opportunities
Teachers will have
opportunities to work with
colleagues to share
instructional planning and
instructional delivery
practices to address the
needs of all students
Parent awareness
Inform parents regarding important topics
such as AVID Parent Night, CAHSEE,
benchmark results, CSTs,
Reclassification, CELDT, PSAT
individual results, College Information
Night, College Fair, FAFSA and
scholarship opportunities.
Incorporate practices and
opportunities that
increase parent and
community involvement
Communication with
Home and
Community
Conduct parent/community meetings
regarding opportunities for involvement
See above
Collaboration with
District
Make Santiago a host school for parent
meetings district wide
Facilitate parent
involvement at a district
level on campus
Parent Training
Integrate Parent Portal trainings into the
40 Developmental Assets training.
Training and
communication will
increase
Title I Report
5. Parent &
Community
Engagement
Increase parent and community involvement
via district events on campus
Contributory
elements
Sign in sheets
111
Data element
6. A-G
Requirements and
College Going
Culture
7. Cultural
Awareness and
Safety
Goal/Ideal
Current Data
5% increase in A-G results from 36.6% to
41.6%
A-G Report
RESULTS:14.8%
increase in school
wide total: 51.4%
50% decrease in # of suspension days from
214 to 107 from (September to December)
Increase student awareness of cultural
diversity, and promote a safe and effective
learning environment.
Number of students
in student clubs that
promote cultural
awareness
Number of
Suspensions
PENDING
SUSPENSIONS IN
FALL
Contributory
elements
Objectives to meet
outcomes and goals
A-G courses and
instructional support
An increase in the number of students in
every subgroup meeting A-G
requirements with a “C” grade or better.
All students meeting A-G requirements
will apply to a university in their senior
year or pursue higher education.
Incorporate strategies and
practices that promote
student comprehension
and support (rigorous
curriculum with WICR)
in all content areas
Student Awareness
Students demonstrating understanding and
tolerance for other cultures, and following
safe and effective school practices.
Support practices that
promote student
awareness for diverse
cultures and safety
8. Writing Across
the Content Areas
All students will increase proficiency scores in
writing by at least 1 point, including students
with special needs
District Writing
Assessment
CAHSEE
Integrate Writing
Across the
Curriculum
9. Technology
Supplemental materials including technology
will be provided to deliver instruction
Technology in
inventory
Site Council Minutes
All ELA teachers will teach students to
write a basic 5 paragraph essay.
All Social Science and Spanish for
Spanish Speakers teachers will
incorporate a writing assignment per
quarter in collaboration with the ELA
department.
All core teachers trained in CM will
integrate strategies into lesson planning.
All other teachers will integrate writing in
some format (e.g., summary paragraph
form, Cornell Note Summaries, etc.)
All teachers will have access to
supplemental materials and technology
which will be used during instruction.
112
All teachers will
integrate writing
activities across the
content areas with an
emphasis on basic essay
writing in ELA classes
2010-2011 Single Plan for Student Achievement Action Steps: Santiago High School
Data Element
Please
number
1a, 1b,
2a, 2b,
etc.*
Action Steps
Evidence of
Completion
Timeline/ Target
Date
Monitoring
Responsibility
Funding
Source
Student who have habitual
tardies and/or truancies will be
referred to SARB/TRC
SARB letters
District Attorney
calendar
Ongoing
Teachers, Attendance
Office &
Administration
Daily Tardy Detentions will be
issued
Tardy Database
Ongoing
Attendance Office &
Administration
Early intervention for all
students will be offered via
CAHSEE reviews in class for
ELA, Geometry, and Resource
Center.
Class attendance
CAHSEE
pass/fail rates
Math and ELA
lessons
integrating
CAHSEE
concepts
Ongoing
Teachers &
Administration
Title 1
Implement
departmental
intervention plans and
next steps in reflection
data
AVID tutorials
Content area Tutoring
Parent contact
Early intervention for
sophomores and post
intervention for juniors and
seniors as referred by
administration
After school
programs
Attendance
CAHSEE
pass/fail rates
BrainX
(software)-10
week session
prior to March
CAHSEE in
room 218
Summer
After school
tutoring
Boys and Girls Club
& Administration
Boys & Girls
Club
Students will
participate in
CAHSEE prep
program during the
year and/or during
summer
Title 1
1a
1. Attendance/
Truancies
1b
2a
2. CAHSEE
2b
Monitoring
Comments
TeleParent
Parent conferences &
Home visits Referral
to counseling
Progressive
consequences for
tardies and truancies
See above
113
Data Element
Action Steps
Evidence of
Completion
Timeline/ Target
Date
Monitoring
Responsibility
Funding
Source
Monitoring
Comments
Teachers will receive training
on the reclassification process
and the district writing rubric
Sign in sheets
Each fall during
collaboration or
staff development
Teachers &
Administration
ELD teachers will assess
student CELDT scores to
modify instruction and provide
student engagement
opportunities using SDAIE,
Inside, and Milestone training
strategies.
Sign in sheets
from trainings
Classroom
observations
CELDT scores
Daily
Teachers &
Administration
Teachers will use
CELDT data to modify
instruction and engage
students in learning
ELA, Science, AVID and
Social Science teachers will be
trained in Constructing
Meaning strategies.
Lists of teachers
for 2010-11
trainings
Daily
Teachers &
Administration
Teachers in ELA,
Science, and Social
Science will integrate
CM strategies in their
lessons.
Lesson plans and
Essays
District Writing
Samples
Ongoing
collaboration
ELA/ELD and WL
teachers
N/A
3d
ELD/ELA and WL teachers
will align instruction to focus
on essay writing
Teachers will place an
emphasis on paragraph
and/or essay writing
throughout the year
Student results
via printout
Ongoing as
students enroll
ELD teachers
Title 1
3e
ELD teachers will focus on
improving reading
comprehension through
Reading Counts software.
All ELD teachers will
participate in the Reading
Counts program to
formally assess reading
comprehension on a
regular basis
Lesson plans and
co/plan co/teach
schedule
Ongoing
throughout the
year
ELD teachers
N/A
3f
ELD teachers will align
teaching strategies and
implement writing and
Systematic ELD curriculum
All ELD teachers will
participate in at least
one co/plan co/teach
each quarter
Lesson plans
Ongoing as
students enroll
Special Ed ELA
Teachers
N/A
3g
Special Ed ELA Teachers will
focus on improving reading
comprehension through the
Inside Curriculum.
3a
3b
3c
3. English Learner
Proficiency
(Goal 2)
N/A
114
All English teachers
provide training for
staff
All teachers participate
in scoring
Data Element
Action Steps
Monitoring
Responsibility
Funding
Source
Monitoring
Comments
Standards-based
instruction
Benchmark
results
Walkthrough tally
totals
CST scores
Ongoing
Core content area
teachers
General fund
AVID strategies will
be integrated
All teachers will follow a
school wide intervention plan
Phone logs
Tutoring Sign-ins
Student/parent
contracts
ongoing
All teachers
Title 1
TeleParent
All teachers will work together
by department to analyze data
and determine next steps;
Course-alike groups will do the
same.
Data Sheet
Quarterly
All teachers
N/A
See department
notebook
Teachers will participate in coplanning and co-teaching
opportunities
Agenda with
schedule listed
Ongoing
Teachers trained in
Constructing
Meaning, Gradual
Release of
Responsibility, etc.
Title 1
Teachers will
collaborate and
implement researchbased instructional
practices.
All teachers will utilize district
grading guidelines
Aeries Gradebook
Ongoing
All teachers
Title 1
District Grading
Guidelines will be
used by all course
alike groups
4b
4c
Timeline/ Target
Date
All teachers will align
instruction to state standards
and implement engaging
learning strategies
4a
4. Goal 1
Achievement
Evidence of
Completion
4d
4e
115
Data Element
Action Steps
Evidence of
Completion
Timeline/ Target
Date
Monitoring
Responsibility
Funding
Source
Monitoring
Comments
Sign in sheets
Monthly
Administration
Teachers
Liaisons
Parents
Title 1
Ongoing parent
contacts
5a
Designated staff will provide
informational meetings in
English, Spanish, and
Vietnamese
TeleParent logs,
newsletters
Ongoing
Administration
Teachers
Boys & Girls Club
Title 1 &
Boys & Girls
Club
Ongoing parent
contacts
5b
Designated staff will use
TeleParent, school newsletter,
and Boys & Girls Club to
inform parents of school
activities, academics, etc.
Counselors will use district
placement recommendations
A-G rates
Quarterly checks
of transcripts
Counselors and
Administration
Title 1
Counselors and
Administrators will
review transcripts
Staff will promote fieldtrips to
universities
Field trip
approval forms
Ongoing
Faculty and
Administration
Title 1
Student Clubs are
encouraged to
fundraise for fieldtrips
Counselors will increase the
number of students with special
needs who are placed in A-G
courses based on academic
strength and district placement
matrix
Master scheduleinclusion courses
Ongoing
Counselors,
Administration,
Special Education
Team
General Fund
The IEP process will
be used to assess
progress and provide
intervention
Boys and Girls Club and AVID
will promote college going
culture by sponsoring
university field trips and
mentoring student through the
university application process
Field trip
approval forms
Student workshop
sign in forms
pictures
Ongoing
Boys and Girls Club
Boys and
Girls Club
Boys and Girls Club
sponsors similar
college going events
throughout the year
Guest speakers will be
welcomed to promote college
going opportunities through
yearly assemblies/meetings
Agendas for
Senior
symposium,
AVID Night,
College
Information
Night,
Scholarship Info.
Night
Ongoing
Counselors,
Administration,
AVID teachers
Title 1
Guest speakers will be
listed on agendas
5. Parent &
Community
Engagement
6a
6b
6c
6. A-G
Requirements and
College Going
Culture
6d
6e
116
Data Element
Action Steps
6f
6. A-G
Requirements and
College Going
Culture (cont)
7. Cultural
Awareness and
Safety
8. Writing
Across the
Content Areas
9. Technology
6g
7a
Evidence of
Completion
Timeline/ Target
Date
Monitoring
Responsibility
Funding
Source
Monitoring
Comments
All middle school College
Success Path 7-8 students will
transition into AVID 9
Placement matrix
Student
Schedules
Fall
Counselors, AVID
Coordinator
General
Supported by district
Staff will continue to maintain
AVID National Demonstration
site status
Master schedule
WICR strategies
used in class
lessons, class
visits, lesson
plans.
Ongoing
AVID Coordinator,
All staff members
General
Supported by district
& AVID Center
Student opportunities which
involve building awareness for
cultural diversity and
promoting a safe and effective
learning environment will be
encouraged and supported.
Field trip
approval forms
Number of
Suspensions
Ongoing
ASB, Club Advisors,
and Administration
Title 1
Students will
participate in field
trips and become more
culturally aware of
diverse communities
Writing will be integrated
across the content areas
Lesson plans
Students work
Ongoing
Teachers
Department chairs
Administration
General fund
Department meeting
agendas will also
reflect focus on
writing
Technology will be used to
deliver instruction
Lesson plans
Ongoing
Teachers
Title 1
Site Council minutes
will reflect decisions
regarding purchases.
8a
9a
117
Appendix
Acronyms
ACT
AMO
AP
American College Testing
Annual Measurable Objectives
Advanced Placement
GATE
GGPD
GGUSD
API
ASB
Academic Performance Index
Associated Student Body
Advancement Via Individual
Determination
Adequate Yearly Progress
Boys and Girls Club
Beginning Teacher Support and
Assessment
California High School Exit Exam
California Basic Educational Data
System
California English Language
Development Test
Children's Hospital of Orange County
Cross-Cultural Language and
Academic Development
California Modified Assessment
Campus Safety Assistant
College Success Path
California Standards Test
California State University Expository
Reading and Writing
California State University, Fullerton
District English Learner Advisory
Committee
District Writing Assessment
Early Assessment Program
English Learner
English Learner Advisory Committee
GOALS
GRR
Gifted and Talented Education
Garden Grove Police Department
Garden Grove Unified School District
Game plan for Outstanding Academic & Life
Skills
Gradual Release of Responsibility
IEP
IFEP
JROTC
Individual Education Program
Initially Fluent English Placement
Junior Reserve Officer Training Corp
LEA
NCLB
Local Education Agency
No Child Left Behind
NHS
National Honors Society
NSF
OCDE
National Science Foundation
Orange County Department of Education
PSAT
RFEP
ROP
SARB
SAT
Preliminary Scholastic Aptitude Test
Redesignated as Fluent English Placement
Regional Occupation Program
School Attendance Review Board
Scholastic Aptitude Test
Specially Designed Academic Instruction in
English
Special Day Class
English Language Development
English Only
Expected School wide Learning
Results
Faculty Advisory Committee
Free Application for Federal Student
Aid
Focus Group
Facilities Inspection Tool
TASEL-M
TOSA
AVID
AYP
B/G
BTSA
CAHSEE
CBEDS
CELDT
CHOC
CLAD
CMA
CSA
CSP
CST
CSU
ERWC
CSUF
DELAC
DWA
EAP
EL
ELA
ELAC
ELD
EO
ESLR
FAC
FAFSA
FG
FIT
SDAIE
SDC
SED
SHS
SI
SSC
SST
STAR
UC/CSU
VAPA
Socio-Economically Disadvantaged
School Improvement
School Site Council
Student Study Team
State Testing and Reporting
Teachers Assisting Students to Excel in
Mathematics
Teacher on Special Assignment
University of California/California State
University
Visual and Performing Arts
WASC
WICR
Western Association of Schools and Colleges
Writing - Inquiry - Collaboration - Reading
118

WASC Report - Santiago High School

Transcription

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