WASC Focus on Learning 2014 - Duarte Unified School District

Transcription

[Year]
Focus On Learning
2014
WASC
Self-Study
March 23-26, 2014
TABLE OF CONTENTS
Preface
Pg. 2
Vision and Mission
Pg. 3
WASC Groups
Pg. 7
Chapter I
Pg. 18
Student/Community Profile- Data and Findings
Chapter II
Pg. 62
Progress Report
Chapter III
Pg. 84
Student/Community ProfileOverall Summary from Analysis of Profile Data and Progress
Chapter IV
Pg. 91
A. Organization
B. Curriculum
C. Instruction
D. Assessment and Accountability
E. School Culture and Support
Pg.
Pg.
Pg.
Pg.
Pg.
92
122
147
160
177
Chapter V
Schoolwide Action Plan
Pg. 198
Appendices
Focus on Learning 2014- Duarte High School
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Duarte Unified School District
Board of Education
Pam Kawasaki, President
Douglas Edwards, Vice President
Reyna Diaz, Board Member
Ken Bell, Board Member
Tom Reyes, Board Member
District Administration
Dr. Terry Nichols, Superintendent of Schools
Miriam Fox, Assistant Superintendent, Personnel Services and Student Services
Jim Bauler, Assistant Superintendent of Business
Kaye Ekstrand, Assistant Superintendent, Educational Services
Brad Patterson, Senior Director of Facilities and Construction
Brian Volz, Director of Food Services
Sheri Callen, Director of Technology
Mercedes Ruiz, Administrative Assistant
Joilyn Campitiello, EDLeader21 Coordinator
Duarte High School Administration
Robin Nelson, Principal
Luis Haro, Assistant Principal
Michelle Randall, Assistant Principal
WASC Self-Study Coordinator
Korie Beth Brown, Ph.D.
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Duarte Unified School District Vision, Mission and Beliefs:
VISION:
The Duarte Unified School District is committed to providing a quality
education exemplified by high performing schools that equip our students with
21st Century skills for an ever-changing global economy.
MISSION:
The mission of the Duarte Unified School District is to provide the knowledge,
skills and inspiration for each student to be successful in career and life.
Beliefs
We believe that all children are capable learners. Our staff focus on helping
each youngster reach his/her personal best. Our goal is to graduate students
who are well-prepared for living, working and learning in a challenging world.
There are four main goals that guide all that we do in the Duarte Unified
School District. They are:
-
Success for All Students
Quality Service and Quality Staff
21st Century Learning Environment
Parent/Community Support
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Duarte High School
Vision & Mission Statement
Vision:
The vision of Duarte High School is to provide a learning environment that
fosters in students the ability to make informed choices; to develop the ability
to respond and adapt to change; to acquire an appreciation for learning as a
life-long process and to develop the skills and knowledge necessary to form
their own vision for a life in a diverse and changing world.
Mission:
We will provide a caring and respectful environment that assures high student
achievement in all subject areas.
Motto:
Creating Shoulder-Tapped Graduates
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School Learning Outcomes (SLOs) for Duarte High School
Duarte High School Shoulder-Tapped graduates will be:
S
ocially Responsible Citizens who will:


P
demonstrate integrity, respect for others, and conflict resolution skills
when working with diverse groups
make decisions that promote non-violence, ecological engagement
and healthy life choices
roblem Solvers who will:


work effectively as an individual and/or on a team to complete
complex tasks
think creatively and apply acquired skills and knowledge to new
situations
A
nalytical Thinkers who will:


R
eflective Communicators who will:


K
analyze, synthesize, and evaluate data to develop hypotheses, predict
outcomes, and draw conclusions based on evidence
develop creative, informed, and objective opinions by contrasting a
variety of sources regarding an issue
read and listen using critical reasoning and clear logic using a
reflective lens
write and speak using formal language, concise and articulate
phrasing, and correct grammar
nowledgeable 21st century learners who will:


use technology and the Internet to acquire, organize, manipulate,
interpret, and communicate information
adapt, integrate and utilize various emerging technologies in order to
compete in the workplace and connect with their passion
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WASC Leadership Team
Kim Alshoushi, Parent
Korie Beth Brown, Ph.D., English
John Cantrell, Security Aide
Corrine DeJong, Physical Education Department Chair
Noemi Gutierrez, Student
Renee Houlemard, Counselor
Erika Martinez, Parent
Natasha Martinez, Student
Carla Mejia, Student
Stacy Nunez, Special Education Department Co-Chair
Swadha Sharma, Math Department Chair
Kathy Salas, Instructional Aide
Matthew Sangalang, Student
Michelle Trail, Career Center Paraprofessional
Kim Valdez, Parent
Deborah Vincent, Parent
Misi Ward, Library Technician
Blanca Zalamea, Bilingual Aide
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WASC Parent Group
ALBA, SUZETTE
ALSHOUSHI, KIMBERLY
ARTEAGA, SULEMA
BALDERRAMA, MARIO
BLANCHARD, BRYAN
BRICENO, BRIANNA
BUSTOS-HERNANDEZ, MONIQUE
CAMARENA, DAVID & BRIGITTE
CLARK, THOMAS & DEANNA
COOK, BRIAN
ERHARDT, MARK & MARIA
GUZMAN, DIANNA
HIPOLITO, ANN & JOSE
HOWARD, EDDIE
KNIHGT, KATHRYN
LEON, BEATRICE
MAGNUSSON, KATHLEEN
MALONE, SHANNON
MICHELS, JESSICA & JERAMEY
MIXON, OTIS & STEPHANIE
MORRIS, KEVIN
NOONAN, ALISA
OSEGUERA, VICTOR
RASHEED, IMAD & DEBBIE
SANTELLAN, PAUL
SCHOLTZ, LUKAS
SNEDAKER, TINA & RICHARD
TALAVERA, GERARDO
THOMPSON, NINA
VALDEZ, KIM
VINCENT, PETER & DEBORAH
YOKOYAMA, IRENE
YRIGOYEN, DAN & NANONG, KIM
ZIGIC, JASMINA & NIKOLA
LUNA, JESSICA & EMILIO
STARR, STELLA
CALDERON, REBECCA & ARMANDO
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WASC Student Group
Emilie Alba
Jose Almarza
Zayd Alshoushi
Garrett Amaro
Rossemary Archila
Deanna Armstead
Jazmine Bang
Mackenzie Barnes
Taylor Bean
Alejandra Becerril
Karen Bosco
Jose Cendejas
Shelby Cerda
Leslie Cisneros
Rodney Collier
Pamela Cornejo
Monzerrat Espinoza
Leonard Gamboa
Andrew Garcia
Melanie Guardado
Noemi Gutierrez
Lizeth Gutierrez
Yoseline Hernandez
Nathaniel Jole
Nicholas Leon
Julianna Lopez
Martisa Lopez
Jessica Luna
Sam Magnusson
Natasha Martinez
Carla Mejia
Gabriela Melendez
Isaiah Mendoza
Ayaz Merhant
Shawn Michels
Kyle Morris
Yasmine Nuraldeen
Cesar Perez
Evelyn Ranjel
Silvia Ray
Gina Reyes
Jada Richards
Joanna Rodriguez
Isabel Salazar
Jacob Sanchez
Matthew Sangalang
Christopher Santellan
Anne Star
Jacqueline Stumbaugh
Drew Valdez
Cesia Velasco
Angel Villanueva
Etienne Vincent
Kamar Watson
Daniel Zamora
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DUARTE HIGH SCHOOL DEPARTMENT CHAIRS
Linda Alfred, English
Lisa Bowdoin, Science
Korie Beth Brown, Ph.D., WASC Chair
Corrine DeJong, Physical Education
Dwight Cooper, Social Science
Stacy Nunez, Special Education Co-Chair
Swadha Sharma, Math
Lisa Smith, Special Education Co-Chair
Irene Sunabe, Foreign Language
Rich Torres, Visual and Performing Arts
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FOCUS GROUP A: ORGANIZATION, VISION, AND
PURPOSE: GOVERNANCE, LEADERSHIP, STAFF, AND
RESOURCES
Focus Group Chair:
Lisa Bowdoin, Science
Certificated Staff:
Norman Anderson, Counselor
Amy Bustos, ROP
Peter Castillon, Counselor
Robyn Garcia, Activities/Athletics
Jay Ho, VAPA
Claire Hsu, VAPA
Josh Johnson, Science
Joe Kenney, Social Science
Kathrine Mason. Mathematics
Seema Singhal, Science
Irene Sunabe, Foreign Language
Chrissy Yochum, English
Classified Staff:
Janis Allen, Food Services Manager
Marilyn Bradley, Secretary
Javier Gil, Head Custodian
Jorge Ledesma, Custodian
Steve Lucero, Custodian
Rosalia Palacios, Student Body Account Assistant
Misi Ward, Library Technician
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FOCUS GROUP B. STANDARDS-BASED LEARNING:
CURRICULUM
Focus Chair:
Swadha Sharma, Math
Certificated Staff:
Mark Anderson, Math
Cesar Castellanos, English
Jennifer Pulido-Elrod, Foreign Language
Eric Jenkins, English
Lisa Moore, Science
Robert Sauceda, ROP
James Thomas, RSP
Levon Yotnakhparian, ROP
Rod Richardson, ROP
Korie Beth Brown, Ph.D, English
Classified Staff:
Paola Barrera, Secretary
Martha Chavez, Textbook Clerk
Ana Sanchez, Clerk Typist
Michelle Trail, Career Center
Joanne Roswell, Instructional Aide, Special Education
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FOCUS GROUP C. Standards-Based Learning:
Instruction
Focus Chair:
Stacy Nunez, Special Education
Certificated Staff:
Linda Alfred, English
Joel Jimenez, Art
Joel Marion, Social Science
Luis Martinez, English
Jessica Martinez, Math
Jeff Radsick, Science
Ryan Marcos, Physical Education
Paul Shen-Brown, Science
Lisa Smith, Special Education
Jessie Wang, Foreign Language
Classified Staff:
Karen Cuellar, Instructional Aide, Special Education
Jason Martine, Instructional Aide, Special Education
Raquel Vasquez, Instructional Aide, Special Education
Kathy Salas, Instructional Aide, Special Education
Blanca Zalamea, ELD Aide
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FOCUS GROUP D. Assessment and Accountability
Focus Chair:
Corrine de Jong, Physical Education
Certificated Staff:
John Albright, English
Dwight Cooper, Social Science
Margarita Franco, ROP
Kennard Kapono, Physical Education
Steve Maloney, Science
Claudia Olivas, Special Education
Sean Siks, VAPA
Keith Theimer, Math
Robert MacLean, ROP
Classified Staff:
Adrienne Green, Instructional Aide, Special Education
Wendy Moreno, Secretary
Caroline Rhodes, Locker Room Attendant
Robert Rivera, Instructional Aide, Special Education
Emilia Salazar, Attendance Technician
Timi Sneddon, School Health Aide
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FOCUS GROUP E. School Culture and Support
Focus Chair:
Renee Houlemard, Couselor
Certificated Staff:
Wardell Crutchfield, Special Education
Tamra Santos-Goto, Special Education
Bob Leach, Social Science
Jim Lynch, Social Science
Sitlaly Martinez, Foreign Language
Thomas Reck, English
Dominick Olivas, Math
Rich Torres, VAPA
Ernest Foster, ROP
Classified Staff:
Bernadine Adams, Security Aide
John Cantrell, Security Aide
Carlos Maynez, Grounds/Utility
Darnell Prothro, Custodian
Raquel Morales, Security Aide
Pat Yamauchi, Secretary
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Preface to Focus on Learning Self-Study
AUGUST 2012-AUGUST 2013
In August 2012, the staff of Duarte High met to begin the self-study process,
one that would take two years to complete. The purpose of this self-study was
two-fold; while the stakeholders of Duarte High School intended to protect and
maintain the accreditation status of the school, the process was seen as more
than simply a means to that end. By going through the Focus on Learning
(FOL) process, Duarte High School sought to complete a thorough and
meaningful needs assessment of the school’s program and identify the areas of
strength and those in need of improvement. The next step was to craft an
action plan that would allow the school to move boldly toward powerful
improvement, one that would give students access to the upcoming common
core standards as well as college and career readiness and the ability to meet
the challenges of twenty-first century learning.
In order for this procedure to produce the desired result, all stakeholders
would need to be involved. Certificated and classified staff began the year with
an overview of the process, and the staff began to work on reviewing the data
available for the school. At the same time, a WASC Leadership Team,
composed of Department Chairs, Administration, Counselors, Classified Staff,
parents, and students was developed. The staff met regularly from August
2012 on, and the Leadership Team was conceived not long after – the format
was that the staff would rough out each section of the self-study, and the
Leadership Team would then be able to comment on the work that had been
done and add any necessary changes.
At the same time, the coordinator and school administration attended three
WASC trainings in order to understand the changes to the FOL process and to
ensure that procedures were being correctly followed. In addition, three
administrators served on visitation committees. Information gathered in this
training and on visits was then shared with the staff.
By June of 2013, the self-study process was according to timeline. The staff
reviewed the data, clarified and rewrote the Expected School-wide Learning
Results (ESLRs) so that they became the School-wide Learning Outcomes
(SLOs), known also to the staff as the acronym SPARK. In addition, the staff
reviewed what had been done over the past six years, chose three critical
learner needs, and divided into groups in order to discuss the self-study
prompts and commit the findings to paper. The staff conducted itself with good
humor and with an interest in using the process to create a school wide
journey of continuous improvement.
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AUGUST 2013 – MARCH 2014
In the fall of 2013, the self-study was reviewed by the staff, by the Department
Chairs, and by the WASC Leadership Team. Larger groups of parents and
learners were convened for the Student Home Group and Parent Home Group;
the self-study was shared with these individuals. Each stakeholder group met
monthly to discuss the process, the findings, and the action plan. At the same
time, the Visiting Committee chair and the self-study coordinator were in
regular contact regarding the self-study, with ideas and suggestions being
discussed and implemented.
The document was finalized in February 2014, which is to say that the text was
sent to the printer for publication. The document itself is intended as a living
entity, with changes expected and welcomed as the measures of the action plan
are carried out and reviewed.
The spring of 2014 will continue this process of improvement, with the initial
parts of the school’s action plan put into practice. In addition, each department
has developed policies and procedures that will serve as ‘micro’ action plans in
order to support the school’s overarching goals. Review and discussion among
all stakeholders have ensured that the tenets of the plan remain the boldest
and most effective ways of creating change and improving the programs and
procedures of Duarte High School.
By working through this self-study process, Duarte High School has been able
to successfully meet the intended outcomes of the FOL process. All staff
members and stakeholders have been included in the process and given the
chance to contribute. The SLOs and academic standards have been clarified,
measured, and shared with the student body; data about students and student
achievement has been discussed in detail. The entire school program has been
assessed and aligned to a long-range action plan created in tandem with a
procedure that will ensure that Duarte High School can in and of itself
implement and monitor the accomplishment of the plan.
In summary, the FOL process has been a difficult but necessary one which has
allowed Duarte High School to build on its dynamic past and ensure that the
transition to the twenty-first century and its demands on learners will be a
successful one. As Duarte High School is committed to student success, it has
been committed to the FOL process, and the results of this will be obvious to
all stakeholders, visitors, and to the Western Association of Schools and
Colleges. It has been a demanding but meaningful process, and ultimately
students are better for it.
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I. General Background and History
Introduction
Duarte High School is an exemplary learning environment comprised of
talented teachers, committed support staff, dedicated administrators, loyal
parents, a generous community, and Fabulous Falcon learners. All
stakeholders (students, parents, faculty, classified staff, administration, and
community) strive to provide Duarte High School with the resources, strength
and opportunities necessary to create “Shoulder-Tapped Graduates”. DHS’ goal
is for each senior to be recruited after his or her graduation; whether it be to a
four-year college, a culinary arts program, a vocational/trade school, the armed
services, or an art or fashion institute, DHS expect its graduates to be
marketable. Connecting learners with their passion is the driving force of our
school.
In addition to the core curriculum, Duarte High School offers the Advanced
Placement Program (AP), Advancement Via Individual Determination (AVID)
and Regional Occupational Program (ROP). The Early College Program with
Citrus Community College creates a unique opportunity for students. The
program blends high school and college in a rigorous, yet supportive cohort
program, enabling a student to complete a high school diploma and up to 37
college credits simultaneously. Currently, Duarte High School boasts two
cohorts, with the eponymous names of “14” and “15.” This one-of-a-kind
collaboration is a clear example of the vision of the Duarte Unified School
District.
Duarte High School believes in equipping learners with the 21st century
learning skills: collaboration, creativity, communication and critical thinking.
Offering a rigorous curriculum, establishing high expectations, and providing
real-world experiences create an environment that challenges students to reach
their full potential. Through partnerships with the City of Hope, the California
Institute of Technology (Cal Tech) and the Jet Propulsion Laboratory (JPL) in
nearby Pasadena, we offer our students experiential opportunities from worldrenowned organizations. In accordance with the Duarte Unified School District
vision, the school strives to prepare graduates for the ever-changing global
economy.
Every member of the school community, from our office staff, custodians,
administrators, cafeteria staff, teachers, instructional aides, health clerk,
librarian, textbook clerk, security, ROP staff, to counselors, develops and
nurtures relationships with students. The school realizes that the diversity of
the community is foundational to continued achievement. The entire district,
from Pre-K to 12th grades, takes seriously the responsibility to provide to
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students the essential skills, knowledge and inspiration for success in career
and life.
Community
A. Brief description of the community served by the school
Nestled in the foothills of the San Gabriel Valley, Duarte High School offers the
comprehensive high school experience to students from ninth through twelfth
grade. As part of the Duarte Unified School District, it serves the cities of
Duarte, Irwindale, Bradbury, and an unincorporated area of Los Angeles
County. Five elementary schools, one middle school, and an alternative high
school support the high school in its implementation of the district vision:
“providing a quality education exemplified by high performing schools that
equip our students with twenty-first century skills for an ever-changing global
economy.”
In 1954, Duarte Unified School District separated from what was then “MAD”:
Monrovia-Arcadia-Duarte School District. After three years of planning and
construction, the high school opened its doors in 1957. Thirty years later, in
1987, the intermediate school moved to an adjoining campus to create the
district’s “Educational Park’ concept. Today, Duarte High School and Northview
Intermediate School share some facilities, and performing arts programs share
learners from both schools. Learners from the intermediate school also take
advanced classes at the high school.
In 1998, the citizens of Duarte passed a General Obligation Bond of $44 million
dollars; proceeds from this and from the $62 million Prop 39 School Facilities
Bond (measure E) in 2010 have gone to major modernization efforts which
continue to this day. Current facilities encompass an administrative center, a
library/media center, a career center, a performing arts center, a gymnasium,
two locker rooms, a new synthetic track and field as part of our athletic
stadium, a wrestling room and separate weight room, specialized biology labs,
a black-box classroom-theatre, a video production room, upgraded and
modernized music/art centers, and fifty-four regular classrooms. In addition,
our CBI classroom offers a hands-on living skills environment, including a
kitchen and laundry.
There are six computer labs located throughout the school; all classrooms are
networked to the district and have district-wide Wi-Fi. Each classroom boasts
a SMART Board, document camera, surround-sound and supporting
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technology. The Measure E money additionally has provided funds for a
technology endowment and expansion of the ROP/Career Center
pathway/STEM technology program across campus, along with facility
upgrades and repair. Currently, construction on campus will result in a new
culinary arts classroom & bistro, as well as upgraded woodshop facilities.
It bears repeating: Duarte High School is a community that takes great pride in
its rich cultural heritage and dynamic ethnic diversity, which mirrors the
changing population of Southern California. The student population boasts 33
languages, including Spanish, Mandarin Chinese, Tagalog, Armenian, Hindi,
Punjabi, Urdu, and Bosnian. With 55% of learners classified as bilingual and
approximately 11% Limited English Proficient, the school provides a wide
variety of programs and services that support the 1111 learners in their
educational pursuits.
Many qualities set Duarte High School apart from other schools. In order to
meet the needs of the ever-changing population and rich diversity, the school
has continued to expand and change our course offerings even in the face of
the recent economic downturn; programs such as ROP Culinary Arts, ROP
Business Technology, ROP Digital Photography, ROP Virtual Enterprise, ROP
Drama, ROP Information Technology Academy, Debate, Mandarin, AVID,
Biotechnology, Early College classes (through Citrus College), our CBI program,
and an ever-increasing expansion of the AP program allow students to
customize their education to fit their personal needs and passions.
For the 2013-2014 school year, a new program called “Freshman Success” was
added to the master schedule. Two historically established classes for
freshmen, Computer Basics and Life Management, were dropped from the
schedule to make room for this year-long course, which combines the best
parts of its predecessors, computer basics and health management, and adds a
transition-to-high-school and study skills component. As part of this class,
students will for the first time at Duarte High School complete an online
component, Microsoft Information Technology Academy; if students wish, they
will be able to follow up the class unit with the other modules needed to earn a
certificate of skills from Microsoft. This is an exciting new development for the
school, and stakeholders are eagerly looking forward to learning from this in
order to be able to judiciously add other internet options for students. In
addition, this class will join the AVID program as a method of front-loading
skills such as outlining, Cornell Notes, and how to study for a test so that
students are able to keep up with the increased rigors of the Common Core
Standards and the preparation for such requirements as Senior Project.
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Never satisfied with the status quo, the staff of Duarte High School works
together to push the school forward, improving both its programs and its
practices. Rigorous, standards-based education, closely coordinated with our
mission statement and Student Learning Outcomes, has enabled the staff to
raise the API over 200 points since the inception of “No Child Left Behind”; it
has led to the creation of course-level pacing charts and benchmark
assessments in core courses. Duarte High School’s Advanced Placement (AP)
program has expanded over the years; at least two AP courses in each of the
core subject areas (English, Mathematics, Social Science, and Science) are
offered, as well as in foreign languages and in the arts. The Advancement Via
Individual Determination (AVID) program was started in 2003, and has
resulted in many middle-of-the-road students finding their way to four-year
college matriculation. Finally, a variety of co-curricular programs provide
scaffolding for students, helping them to pass the CAHSEE, achieve rigorous
standards in A-G classes, and pursue excellence in the areas of academics,
athletics, arts, and community service.
DHS’ Early College program, begun in 2009, has expanded over the years, from
a small cohort to a current size of 80. Students are able to complete up to 37
college units simultaneously with their high school graduation requirements.
Graduates of this program may then either enter a four year college as a
transfer student or attend community college as a sophomore. In addition, the
City of Hope’s commitment to the learners of Duarte High School has allowed
ongoing opportunities for students to work closely with and be involved in
world-class scientific research. Three separate opportunities give students of
all levels the ability to make contacts, learn, and, above all, develop a passion
for science, technology, engineering, and mathematics. (STEM).
Within the school district, Duarte High School was the first to organize the
teaching schedule so as to provide time during the school day for staff
development and collaboration. The development of Professional Learning
Communities has been strengthened by the introduction of common prep
periods, which allow for further ease in meeting and reviewing data. This
teamwork allows certificated staff to meet the challenge of the shift towards the
Common Core Standards.
B. Family and Community Trends
Duarte is a suburban community, where residents commute to many different
work locations throughout Los Angeles and the surrounding communities.
Housing ranges from apartment complexes to large hillside estates. As a result
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of increased housing prices, the shift towards senior (rather than single-family)
housing, and the current national economic issues, there has been a reduction
in the population of families with school-aged children. This declining
enrollment has just begun to affect the high school, with the number of
students dropping below 1200 for the first time in many years.
Over the last quarter of a century, the city has sustained many independent
businesses and has grown in the health care sector. Today, the worldrenowned City of Hope offers remarkable opportunities for the children of our
school district. In addition, the number of small businesses allows for
increased prospects for interaction between students and the wider
community.
Many families in Duarte are multi-generational, and many veteran educators
on the campus can refer to themselves as ‘grand-teachers”. The sense of family
is demonstrated by the large number of alumni working in our school district.
To quote the superintendent, Dr. Terry Nichols, “Duarte’s commitment and
devotion to the students in our schools is why I am able to say that there is not
a better place to raise your children than Duarte, California.”
C. State/federal program mandates
Duarte High School’s commitment to providing students with a rigorous and
powerful education has resulted in a continuous cycle of inquiry and
improvement regarding our curricula and practice. The core departments have
worked hard to create benchmark assessments that accurately measure
progress towards mastery of specific skills and SLOs, as well as inform
instruction. With the advent of the Common Core, these assessments have
changed in kind but still reflect the school’s desire to graduate shoulder-tapped
students.
As of last July, the LCFF (Local Control Funding Formula) became the law of
the California land. In order to provide accountability for districts, the state
devised the LCAP (Local Control Accountability Plan) to ensure that funding is
targeted to meet the needs of students. The California Department of Education
developed eight priorities that will be used to develop the educational
opportunities that Duarte students receive. Because these will heretofore be
driving the budget and programs of Duarte High School, the institution is
happy to have this opportunity to ensure that all stakeholders will be involved
in the decision-making, planning, and development of specific criteria to
measure success. These are exciting opportunities to prepare students to be
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shoulder-tapped graduates, and the staff at Duarte High School is pleased to
stand at this crossroad of educational history.
DHS’ assessment system has grown over the years, and this has allowed
teachers to try a variety of new strategies. Teachers use planned and
systematic assessments that have evolved with the times. The staff has
developed a standards-aligned assessment system linking state, district,
school, grade level, and classroom assessments. State assessments, including
California Standards Test (CST), California High School Exit Exam (CAHSEE),
and the Physical Performance Test have been administered and analyzed
yearly, and this practice will continue amidst the shift to the Common Core
standards. Through an analysis of the data, stakeholders have been able to
determine the needs of individual students and specific sub groups.
Over the last twenty years, the Advanced Placement program has been
developed, improved and expanded. Today, DHS offers classes and tests in
fourteen subject areas (an increase in the number of courses approved by the
College Board); the number of students participating in the Advanced
Placement Program has also increased. There is an ‘open enrollment’ policy for
Advanced Placement classes.
Since 2004, the percentage of first-time students passing the California High
School Exit Exam has improved. In English/Language Arts, the percentage of
first-time students passing the test has increased from 80% (2004) to 86%
(2013). In mathematics, the percentage of first-time students passing the test
increased from 75% (2004) to 85% (2013). Within our subgroups, the
percentage of ELL students passing has increased, from 23% (2010) to 52%
(2013) in Language Arts and from 44% (2009) to 50% (2013) in mathematics.
Special Ed students unfortunately have not fared as well on the CAHSEE; data
show declining percentages (from 56% to 30%) in English/Language Arts
(albeit an increase from 28% to 43% in Mathematics.)
During the past six years, our graduation rate has remained between 99% and
100%. During this same period of time, the number of students meeting the
University of California A-G requirements has increased from 15 (2000) to 95
(2012).
D. Parent-Community Organizations
Duarte is a community which believes in the adage “it takes a village to raise a
child.” Accordingly, the high school benefits from the support of many active
parent groups. These include a Parent-Teacher-Student Association (PTSA), a
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panoply of active athletic parent groups, and a Band Booster Club. In addition,
the school boasts a School Site Council (SSC), an English Language Advisory
Committee (ELAC) and its partner at the district level, the District Language
Advisory Committee (DELAC), the District Advisory Committee (DAC), and the
Community Education Committee (CEC).
In June of each year, stakeholders gather for the Senior Breakfast, an awards
ceremony which truly demonstrates the enduring power of community bonds.
Over seventy scholarships are given to graduates, many by former Falcons
wishing to ‘pay it forward’, from feeder schools proud of what their alumni have
become, and from community partners wishing to help educate a workforce
which will return to Duarte and further the cycle. In June of 2013, over 44,000
dollars were given to graduating seniors, all of it supported by private
community donations.
The Duarte Education Foundation is an excellent example of how parents and
community members work together to benefit the students of Duarte High
School. During the year, the “Ed Foundation” hosts fund-raisers, including
community dinners. This money is then used to benefit different grants given
to staff and teachers as well as scholarships given at the Senior Breakfast.
Recently, the DEF has mounted a ‘Music Matters’ campaign to build and
sustain a comprehensive, K-12, music education program for all students in
the Duarte Unified School District.
Learners, parents, staff, and the community have formed an educational
community that supports the school’s motto, “Creating Shoulder Tapped
Graduates.” In summary, Duarte High School is a small institution meeting
and exceeding the demands and the challenges facing education. The staff
works together as a team to ensure continuous improvement and increased
learner achievement. Throughout all of the changes, the concepts of family
and community remain important touchstones, and the community continues
to enjoy a sense of connection between itself and the various parts of the school
district.
Duarte High School is also tied to the city and to the wider Duarte community
through a network of programs and services that benefit students. The Teen
Center, Duarte Library, the City of Hope, and the City of Duarte work closely
with the school in creating such programs as the Foothill Cities College Fair,
Career Expo, Job Shadow Day, and Senior Conferences. The co/extracurricular activities programs are tied to all school programs including the
achievement of some of our school-wide Student Learning Outcomes.
The Duarte High School Key Club is sponsored by the Kiwanis International
family of service leadership programs. In the spring of 2014, the Duarte
Kiwanis Club introduced the school to the Green Heart Project, which has as
25
its goal to inspire people to share positivity with the rest of the world, and, as
the website states, to ‘increase peace on the planet, one step at a time.” The
tagline for this project is ‘What is in your heart? ... The world is listening.” The
Duarte High School SPEAK club led the charge to create an art installation in
the school office, where students share posts about their thoughts and beliefs.
The Duarte High School Interact Club is sponsored by the Rotary International
Duarte chapter. Duarte High School students work closely with the local club
to conduct volunteer projects. In addition, the club fundraises for Rotary’s
third-world projects.
Beginning in February of 2011, the community banded together to create an
annual event at Duarte High School, the Martin Luther King, Jr. Remembrance
Assembly. Community members come to the school to sing, to speak, and to
educate students on the contributions of Martin Luther King, Jr., and other
important African-American inspirations. Although the subject matter directly
reflects the African-American history, the assembly itself is inclusive and
inspirational; the local NAACP has taken part. Dr. Terence Roberts, civil rights
pioneer and a member of the “Little Rock Nine,” spoke at this event in 2013.
What makes this a moving experience is the fact that parents, uncles and
aunts, and neighbors are on the stage sharing their talents with the students.
It is truly a time for students to reflect on what the previous generation has
done for them and the ways in which they can continue the legacy – a prime
belief of the community at large.
E. Community Foundation programs
Duarte High School enjoys many partnerships with the community. The Duarte
High School Solar Boat Team, which is made possible by a partnership with
the Los Angeles County Parks and Upper San Gabriel Valley Water District,
encourages the team members to apply for Los Angeles County park jobs. The
Duarte High School Senior Project, administered through the senior English
classes, offers students the opportunity to seek out and receive mentoring from
community professionals.
In 2009, Duarte High School and Citrus College began a new partnership,
creating the Early College program. Forty junior and senior students take
college classes on the Duarte High School campus and receive credit for both
high school graduation and college credits. Through the two year program,
students can earn thirty-seven Citrus College credits, enabling them to enter
college as sophomores upon high school graduation. Partnerships with the
California Institute of Technology (CalTech) and with the Jet Propulsion
Laboratory (JPL) offer many opportunities: Duarte High School learners have
the chance to work with graduate students from CalTech on a weekly basis, to
tour the facilities of these two prestigious institutions, and to participate in a
26
Groundhog Job Shadow Day as well as a summer program through ROP.
These cutting edge programs serve to prepare our learners for college and
career pathways.
The school’s ability to better serve the needs of all students is enhanced greatly
by the extensive work undertaken by our Career Center and ROP program.
Through partnerships with the Los Angeles County Regional Occupational
Program, Citrus College, and Duarte’s Promise, the school hosts a College Fair,
Career Expo, and Job Shadowing Day.
Articulation between Citrus College and Duarte High School created the
opportunity for all Duarte seniors to participate in the Citrus College Early
Decision programs, which gives students priority registration. Students are
taken by bus to Citrus College and are given help with the application process.
This personal touch, a hallmark of the Duarte experience, is truly appreciated
by graduates.
The Duarte High School summer program is co-sponsored and funded by
Opportunities for Learning and by Citrus College. With the support of these
two groups, the school is able to offer credit recovery and enrichment programs
for over five hundred students. In addition, the school is able to allow selected
groups of students the opportunity to take classes during the summer so as to
be able to take electives such as AVID, Leadership, and Band during the
following school year.
In 2011, Duarte High School established the CBI, or Community Based
Instruction program, for SDC students needing to learn skills to navigate daily
life. The aim of this course is for learners to be able to accomplish personal
autonomy relative to their abilities, with a positive quality of life. The
curriculum is personalized and based on individual student needs. Domestic,
recreational, and vocational skills are all covered, as are functional academics.
Among other activities, students have volunteered at the Dollar Tree on
Huntington Boulevard to gain work experience. Currently, they volunteer at the
local Fresh and Easy Supermarket and at Max’s restaurant.
The City of Duarte’s Youth and Family Master Plan is a community vision that
is committed to meeting the changing needs of the youth and families in the
city. Duarte High School students play an instrumental role. Activities include
the Monrovia/Duarte Youth Summit, the Mayor’s Youth Council, the Youth
Prayer Breakfast, and a Youth Health and Wellness Committee. The Duarte
Area Resource Team (DART) is collaborative effort between students and
various public safety organizations.
27
F. School/business relationships
Based on the recommendations in our last WASC, the school joined a career
service organization named Skills USA. This organization provides competitions
with other schools that have Video Production programs. Our program has
won the Regional Championship for the last two years in a row. In 2012, our
Silver Medal enabled the ‘team’ to participate in the State competition. In
2013, our Gold Medal enabled us to participate in the National Competition.
To further work with our Special Education students, the Community Based
Instruction class has formed a partnership with a local business, the Dollar
Tree. SDC students volunteer there each week, learning the basics of working
with the public and keeping a store stocked and clean. In this way, students
who face intense challenges become employable; their futures brighten
concurrently.
As Duarte High School is nearly adjacent to the City of Hope, partnerships with
this noble entity are important to the school. We have three such
partnerships. The first was created by the recent award of a 1.3 million dollar
SEPA grant. This allows selected juniors to work four hours a day on Tuesdays
and Thursdays during the summer for a stipend of four hundred and sixty
dollars. A select few of these students continue on a volunteer basis during
their senior year, in effect participating in a research fellowship with the
scientists at the City of Hope.
We are also honored to have the City of Hope Summer ROP Internship, which
allows students to be at the City of Hope from 10a to 4p on Tuesdays,
Wednesdays, and Thursdays during the summer. For two of those days, they
work with a department at the City of Hope; on the third day, they receive
instruction from an ROP teacher on various medical occupations and careers.
For this, they earn five credits.
Our learners also have the opportunity to participate in the highly competitive
Eugene and Ruth Roberts Summer Learning Academy at the City of Hope.
Learners receive a stipend of $4000 for their work and have the opportunity to
participate in cancer research. Some students then use this work as the basis
for their Senior Project work the following year.
The Duarte High School SPEAK (Sharing Poetic Expression and Knowledge)
poetry club is a dream come true for advisors Linda Alfred and Lisa Smith. The
poetry club offers our students the opportunity to share their experiences
through stories of joy, sorrow, struggles and triumphs. The SPEAK poets study
the classics and then write original response material. GETLIT (Get Literacy), a
leading non-profit presenter of literary performance, education and teen poetry
programs, has trained our teachers in poetry curriculum empowering them to
28
address the common core standards using literary devices, figurative language
and critical thinking.
For the 2012-2013 school year, a formal Chamber of Commerce Education
Committee was established. Community business leaders and high school staff
gather to discuss ways of bringing the business community closer to the
students of Duarte High School. Because of the nature of Senior Project, each
senior English teacher attends at least one meeting yearly; in addition, the
principal attends monthly.
29
WASC accreditation history
The school, the district, and the community take the Focus on Learning
process very seriously, using it as a program of continuous improvement. It
has always been an opportunity to examine all programs and services and then
determine how the school can improve what it offers to its learners. The last
full self-study was completed in 2008. At that time, the Visiting Team awarded
the school a six year accreditation term with a three year revisit.
With the advent of the current WASC cycle, the school has worked to correlate
the WASC with the school plan. Beginning with the 2013-2014 school year, the
goals and objectives from the Action Plan have formed the basis of the yearly
Single Plan for Student Achievement (SPSA). Stakeholders have found this
process to be useful in ensuring that recommendations of the self-study are
addressed on a yearly basis. Stakeholders also believe that this process has
been a major factor in the sustained improvement experienced in learner
achievement.
School Purpose and Mission Statement
Duarte High School is a comprehensive high school offering curricular and
extra-curricular programs and services to meet the needs of learners. The
mission statement is thus: “We provide a caring and respectful environment
that assures high learner achievement in all subject areas”, and this mandate
drives our entire program. This mission statement was developed in response
to the WASC self-study in 2002, reviewed by the staff in 2008, included in that
WASC document, and revisited again in 2012 as the staff began the WASC
process. It is communicated to staff, parents, learners, and the community
through the Student Handbook, on the DHS website and the School
Accountability Report Card, through local newspapers, and during
presentations to the Board of Education. In making decisions, the staff
employs the mission as both a direction and as a standard for excellence.
When the staff, parents, learners, and community groups discuss the mission’s
‘high learner achievement’ they are referencing the five School-wide Learning
Objectives, which were derived from the ESLRs used in previous self-studies.
At the beginning of the 2012-2013 school year, the staff reviewed the ESLRs
and found them to be still useful. However, wanting to update them for the
21st century and make them more memorable, the staff changed them in
accordance with the updated WASC nomenclature and re-organized them into
mnemonic form. Members of the DHS community know them as the acronym
SPARK: Socially Responsible Community Members, Problem Solvers, Analytical
Thinkers, Reflective Communicators, and Knowledgeable 21st Century
Learners.
30
Duarte High School’s vision, mission, and SLOs frame an organized schoolwide curriculum designed around the changing state standards. They
establish clear expectations and reflect the challenges of all learners meeting or
exceeding proficiency levels. They are both foundation and capstone, providing
a basis and a goal for all stakeholders.
School Program Data
Duarte High School boasts many specialized programs that impact student
learning; the oldest of these is the school’s Regional Occupational Program
(ROP)/Career Technical Education (CTE) program. Begun in the 1990’s, the
program is connected to the larger Los Angeles County ROP curriculum.
 Currently, Duarte High School has many ROP classes offered both on
campus and in the field, in areas such as computer information systems
and medical technician careers. Courses are held both within the normal
school day and during the late afternoon and evenings.
 Courses are taught by professionals in their respective field who then are
certified as ROP teachers. Some teach part-time, and some teach fulltime at Duarte High School.
 The curricula for ROP courses are as varied as the courses themselves.
All ROP courses stress on-the-job skills and qualifications that will allow
students to access entry-level jobs in the field. In accordance, courses
are assessed in a variety of ways. Students and teachers may find
themselves engaging in a traditional lecture/notes format, but more often
the student will act as an entry-level worker, gaining on-the-job
experience.
 ROP courses are supported by ROP counselors and our Career Center
Paraprofessional, all of whom ensure that students are oriented to
specific courses, know the expectations of an ROP course, and complete
the course in a meaningful manner.
Our Advancement Via Individual Determination (AVID) program was begun in
2003, when ten teachers and school administrators went to San Diego for the
AVID Summer Institute to begin the implementation of the AVID program
within the school. The middle school followed suit in 2005. After ten years, the
program boasts four sections and a four-year college acceptance rate of one
hundred percent for those students who have been enrolled for four or more
years.


The AVID Site Team is composed of the AVID section teachers, the AVID
counselor, and representative teachers from different core A-G
departments. The only specific requirement for participation in the AVID
program is the willingness to do so.
The curriculum for the AVID elective is taken directly from AVID Central,
and the class is composed of a combination of tutorials in core subjects,
31

rigorous reading and writing support, and direction through the college
application process.
In addition to the AVID elective class, AVID strategies such as Cornell
Notes are used throughout Duarte High School. The program supports
“middle-of-the-road” students who are interested in attending a four-year
college program; however, it also supports other students who benefit
from the use of AVID strategies within the core curricula of Duarte High
School.
Begun in 2009, the Duarte High School Early College program is collaboration
between the high school and neighboring Citrus College. Students apply for the
program in their sophomore year to begin as juniors.
 Instruction is given by Citrus College instructors who come to Duarte
High School and teach regular college classes, to high school juniors and
seniors. All Early College instructors are certified to teach at a
community college.
 The curricula offerings are drawn from the Citrus College program.
Students receive both high school and college credit for the courses, and
complete eleven classes during the program. By graduation, these
students will have taken a year of college courses, and are thus eligible
to enter community college as a sophomore, or to apply to a four-year
college as a transfer student.
 Students involved in the Early College system go through an application
and orientation process that involves interviews and meetings to ensure
that students understand that they will be treated as college students in
their Early College classes and that, as such, the expectations will be
particularly rigorous. Classes are taught in a traditional college lecture
format, with assessments such as essays, midterms, and finals again
drawn from college practice.
The CSU Expository Research and Writing Curriculum (ERWC), in conjunction
with the Duarte High School Senior Project, was begun in 2012. Teachers from
Duarte High School were invited to participate in CSU Pomona’s Reading
Institute for Academic Preparation (RIAP). During this time, the ERWC
curriculum was reviewed with the English teacher participants.
 The curriculum was created by the California State University
(CSU) system and replicates a freshman English college course in
order to prepare students for the reading and writing they will do
at the CSU. It is a paper and pencil curriculum, with articles that
students analyze before writing responses.
 Teachers must be trained in ERWC techniques in order to teach an
ERWC course. Currently, three English teachers have gone
through both basic and advanced training; two more have been
trained in the basic techniques.
32


Assessments and longer papers (3-4 pages) are intended to
replicate the experience of the CSU English placement test and of
traditional freshman paper requirements. They are graded using
rubrics provided by ERWC.
Students and teachers spend their time learning techniques for
reading and analyzing articles, and drafting written responses. The
course is very demanding in terms of written expectations.
Students are oriented to the course during the first week of school.
Duarte High School’s Community Based Instruction (CBI) program was begun
in response to the number of Special Education students needing specific
training so as to be able to live as independently as possible.
 The curriculum is created by the teacher in response to the needs to the
enrolled students; as such, it changes yearly.
 The CBI teacher has a Special Education credential.
 Assessments are predicated on individual goals; students are expected to
show progress in such skills as taking the bus and making change.
 Depending on the needs of the students, a normal school day may
involve functional academics and living skills. Field trips give learners
practice in day-to-day activities.
Duarte High School’s Band and Choir programs have been in place for many
years, but received ‘shots in the arm’ from the arrival of their respective
leaders, teachers Rich Torres and Claire Hsu, when each arrived on the
campus. Both programs have grown significantly over the last half decade: in
2012-2013, the High School Band consists of 75 musicians and a 15 person
Color Guard Complement, split into a Freshman-Sophomore and a JuniorSenior program with a specialized Drum Line and advanced Jazz Band. The
Choir program added a Show Choir program in 2011-12. Both programs have
received many recent honors: the Color Guard has placed first in various field
tournaments, the Band has placed first and second in various field
tournaments and the Choir recently performed at the Walt Disney Concert
Hall. In 2013, the renovation of the new field In 2013, the band was awarded a
$97,000 “Mr. Holland’s Opus” grant, divided between Northview Middle School
and Duarte High, to purchase instruments.
With the completion of the state-of-the-art field and track, the band was able to
host the Duarte High School Inaugural Field Tournament, showcasing eight
local high schools.
 Curriculum is set by both the tournament schedule and by the
teachers in response to the needs of the students.
 Both teachers are credentialed in their fields.
 Assessments are real-life based, both in terms of teacher-created
tests and challenges such as tournaments or performances.
 Daily work consists of lecture and practice.
33
34
DEMOGRAPHIC DATA
1. Status of the School in terms of student performance
During the 2006-2007 school year, Duarte High School was recognized as a
Title I Academic Achievement School and as a California Distinguished High
School. However, since that year, Duarte High School has not been identified
as a Title I school.
Because the school has met or exceeded Academic Performance Index and
Annual Yearly Progress targets, it has not been identified as a Program
Improvement School, nor has it been identified as needing any kind of state or
federally imposed guidelines or programs. There are no outside providers nor
has the school participated in any audit process. As a result, the school has no
corrective action plan or intervention agreement.
During a seven year period, the Academic Performance Index (API) improved
from 530 (2000) to 759 (2013). This is a 229 point increase. The school is
currently recovering from a dip in scores that occurred in 2011, similar to one
experienced in 2007; in both cases (2008 and 2013) the school rebounded to
once again make its growth target for both the school and for subgroups. The
significant annual growth above target has been achieved eleven times since
2000; this is twelve out of fourteen years. During this same time period, the
school’s state ranking has peaked at six (as of 2013, it is at 7); the school’s
ranking compared to similar schools reached its highest point at 10 in 2006
and at 9 in 2010.
2. Enrollment
Year
2008-09
2009-10
2010-11
2011-12
2012-13
Enrollment Data
1226
1169
1155
1200
1108
Over the past five years, Duarte High School’s enrollment has declined from 1,226 to 1,108 (CBEDS).
This is in line with the declining enrollment seen at the other schools in the district and parallels that
seen in other schools in the San Gabriel Valley.
35
a. Enrollment by Grade Level
Year
2008-09
2009-10
2010-11
2011-12
2012-13
Freshmen
338
305
317
316
261
Sophomores
295
326
300
318
300
Juniors
310
258
307
271
283
Seniors
286
280
231
295
264
b. Enrollment by Gender
Year
2008-09
2009-10
2010-11
2011-12
2012-13
Grades
9
10
11
12
TOTAL
9
10
11
12
TOTAL
9
10
11
12
TOTAL
9
10
11
12
TOTAL
9
10
11
12
TOTAL
Female
185
161
136
139
621
153
175
146
130
604
156
152
169
138
615
167
154
138
166
625
134
160
141
138
573
Male
153
134
174
144
605
152
151
112
150
565
161
148
138
93
540
149
164
133
129
575
127
140
142
126
535
36
Total
338
295
310
283
1226
305
326
258
280
1169
317
300
307
231
1155
316
318
271
295
1200
261
300
283
264
1108
c. Enrollment by Ethnicity
2008-09
Ethnicity
Hispanic/Latino
68%
American Indian
0%**
Asian
3%
Pacific Islander
0%
Filipino
4%
African American
8%
White
10%
2 or more; N/A
7%
Total
100
2009-10
2010-11
2011-12
2012-13
72%
0%**
4%
0%
4%
6%
11%
3%
72%
0% **
4%
0%
4%
7%
11%
2%
73%
0%**
4%
0%
4%
7%
10%
2%
73%
0%
4%
0%
5%
7%
10%
1%
100
100
100
100
** Less than 1%
d. Enrollment by predominant home languages other than English 2012
Home Language
Number of students who speak language
Spanish
English
Tagalog
Armenian
Arabic
Urdu
Punjabi
Cantonese
Korean
Cambodian
Hindi
Mandarin
Gujarati
Vietnamese
Farsi
Italian
Thai
Lahu
Other non-English
619
512
20
8
6
3
1
3
1
1
2
7
4
2
1
1
1
1
6
37
E and F Enrollment by special needs and other programs
Program
2008-09
2009-10
GATE
Special
Education
Speech and
Language
Title VII/LEP
Title I
Migrant
Education
Regional
Occupational
Program
AVID
Early College
86
87
92
86
2010-11
101
99
2011-12
97
118
2012-13
74
123
12
13
21
76
54
52
N/A
34
67
N/A
7
91
N/A
8
158
N/A
27
108
N/A
22
652
671
652
749
689
100
N/A
86
N/A
45
72
44
34
91
40
3. Language Proficiency data
a., b., and c. LEP, R-FEP, R-IEP, and EO data
Year
2008-09
2009-10
2010-11
2011-12
2012-13
EL
52
78
88
95
107
I-FEP
180
171
179
179
144
R-FEP
487
436
413
418
369
EO
510
484
482
512
491
4. Attendance
a. Mobility or Transience Rate
Year
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Enrollment
1254
1229
1169
1165
1200
1111
Transient Students
233
219
222
274
263
275
38
b. and c. Average Daily Rate of Attendance/Truancy Rate
Year
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Average Students Present
96.42
96.22
96.20
99.73
99.88
98.12
d. Average Period Tardiness per Student per Year
Year
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Enrollment
1254
1229
1162
1169
1204
1111
Tardies per Students
12.0
14.8
14.3
14.9
14.4
12.5
5. Discipline Referrals, Suspension and Expulsion Rates
(disaggregated) and Crime Statistics
Ethnic Designation
African American
2010-2011
18
2011-2012
19
2012-2013
4
American Indian
0
1
0
Asian
0
0
0
Asian Indian
0
2
1
Caucasian
23
11
2
Filipino
0
1
2
Hispanic
120
60
10
Pacific Islander
0
0
0
Other
0
0
1
Total:
161
94
20
39
Suspensions
Total by grade:
2010-2011
2011-2012
2012-2013
9th
35
27
4
10th
69
36
6
11th
27
23
4
12th
30
8
6
Total:
161
94
20
Referrals
Year
2009-2010
2010-2011
2011-2012
2012-2013
Number of referrals
1259
1066
1085
1021
The staff and the administration work hard at monitoring the total number of suspensions and
the reasons for those suspensions.
Expulsions
Expulsions 2008-09
TOTALS
1
2009-10
2010-11
2011-12
2012-13
4
1
1
1
40
6. Socioeconomic Status – Free and Reduced Lunch Program
a. Free and Reduced Lunch Status
As of
Percentage
6/30/08
48%
6/30/09
49%
6/30/10
50%
6/30/11
50%
6/30/12
60%
6/30/13
65%
The increase in participation is partially based on new accounting protocols; we now have a computerized
system in food service to track participation and point of sale. In addition, Cal works is automatically
transmitted to our system demonstrating an increase.
b. CalWORKS status (formerly AFDC)
Year
2008-09
2009-10
2010-11
2011-12
2012-13
% of students
Detailed data not kept
Detailed data not kept
15.44%
20.38%
23.04%
The district believes that the apparent increase in students receiving aid from the government
is due to better samplings and better record-keeping rather than from increased poverty in the
city of Duarte.
c. Parent Education Level 2012
Highest Education Level
Non High School Graduate
High School Graduate
Some College
College Graduate
Advanced Degree
Declined to State
Percentage
28%
33%
21%
12%
5%
4%
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7. Description of the safety conditions, cleanliness, and
adequacy of school facilities
The Comprehensive Safe School Plan includes data regarding school crime,
safe school procedures, and compliance with laws including: Child abuse
reporting, disaster response, suspension and expulsion policies, notification to
staff of dangerous students, sexual harassment, school-wide dress code
policies, procedures for safe ingress and egress from school, procedures to
ensure a safe and orderly campus, and rules/procedures on school discipline.
The plan was last updated and reviewed with the staff in September 2012.
Once a month, a Safety Committee meeting convenes at the district office.
School administrators, law enforcement, city representatives, and the
superintendent discuss, brainstorm, and problem-solve issues involving the
schools and the community. This is done as a proactive measure.
The District has a resource officer assigned to DHS, Deputy MacLean. He acts
as a liaison between the community and the district, providing information that
goes out to the community and relays the community information to the
district. He also provides a visual safety component at each school which he
visits regularly in the pursuit of making connections with students through
interaction, proactive conversations, and mentoring. In addition, he also
teaches a Criminal Justice class first period. The school also has access to the
LACOE probation department on an as-needed basis.
If there is an emergency incident in the community, a regular patrol officer will
report it to the Sheriff’s substation who will report it to the resource officer who
will report it to the administrator on site who will relay it to security and
counselors. Any additional information is relayed to staff by email or memo or
meeting by administrators.
Three security officers work for the high school to provide an additional eye
towards the safety of students. In accordance with Ed Code 830, all district
security officers have been trained in search and seizure, rights of the
students, the difference between peace officers and school officials, first aid,
CPR, and disaster training. They begin work an hour before school starts and
work until an hour after students leave on a regular school day; they work
extended hours to cover after school events including home athletic games and
other events such as prom and winter concert.
School security officers provide an additional service to the students at Duarte
High School. Because they work with the students and staff on a daily basis,
they know individuals and are able to counsel and identify potential problems
before they occur. They observe the campus and provide an additional
community connection for all stakeholders. All three have been here for over
eighteen years and as such are integral parts of Duarte High School daily life.
42
A school-wide discipline plan ensures an orderly school environment. The
discipline and attendance policies are printed in the students’ agenda books,
reviewed at student and parent orientations, and posted in all classrooms.
Duarte High School has undergone major renovations since its first
construction in 1957. In order to keep the facilities safe and clean, the school
employs four full-time custodians, one part-time custodian, and a full-time
grounds person. Maintenance staff from the district also supports staff on site
as needed.
The district’s governing board has adopted cleaning standards for all schools.
District maintenance staff ensures that the repairs necessary to keep the
school in good repair are completed in a timely manner. A computerized work
order process is used to ensure efficient service, prioritization of all work
orders, and timely feedback to the school. The principal ensures that these
standards are met by working daily with the head custodian and district’s
custodial supervisor. The staff and the administration make a conscientious
effort to provide a clean and attractive learning environment for students. The
students are also encouraged to take pride in their school and keep the
campus clean. Student safety guidelines mandate that policies and rules are
followed before, during, and after school as well as at all school events.
8. Staff
The certificated staff at Duarte High School is a blend of new and experienced
teachers. Years of service range from first year teachers to those with over
thirty years of experience. In 2012-2013, Duarte High School employed 45
classroom teachers (including Special Education), plus eight Regional
Occupation Program teachers with vocational credentials. The school also
employs a principal, two assistant principals, an activities/athletics director,
three counselors (with 1882 funding), an educational support specialist, a
library Technician, a Regional Occupation Program Technician, a Regional
Occupation Program counselor, a variety of instructional aides, and a
complement of clerks and secretaries to support students.
Duarte High School has always been proud of the talent and diversity of its
staff. All teachers are assigned within their credential authorizations and are
designated as highly qualified under No Child Left Behind (NCLB). Many on
the teaching staff also have advanced degrees. The staff is characterized by its
deeply held commitment to educational excellence and support for student
achievement.
43
A. Number of Certificated and Classified Staff
Staff
Certificated (Teachers)
Certificated (Counselors)
Certificated (Administration)
Substitute Teachers
Classified Staff
Number
45
3
3
39
38
B. Percentage of Teachers who have met the highly qualified teachers’
requirements of the Elementary and Secondary Education Act (ESEA),
2012-2013
Total Teachers
45
Gender
Male:
Female:
Highly Qualified
25
20
Intern Program
0
0
C. National Board Certified Teachers – 0
D. Teachers Instructing Outside their Credential Areas – 0
E. Provisional and short-term Interns – 0
44
Totals
25
20
F. Advanced Degrees of Teachers and Administrators, 2012-2013
BA
Administrators
Teachers
Counseling
12
MA
3
32
3
Doctorate
0
1
0
G. Years of experience within and without the district, 2012-2013
Administrators
Teachers
Counseling
Years in District*
12.3
13.6
12.3
Total Years*
16
10.9
20
* Average
H. and I. Specialized training/intern programs, 2012-2013
Program
Cross-Cultural
Language and
Academic Development
(CLAD)
Beginning Teacher
Support and
Assessment – Provider
Beginning Teacher
Support and
Assessment - Inductee
Other Teacher
Induction Programs
Number of
Experienced
Teachers
45
Number of Beginning
Teachers
N/A
2
0
0
2
0
0
J. Certificated Staff Gender, 2013-2014
Administration
Counselors
Teachers
Male
1
2
25
Female
2
1
20
45
K. Certificated Staff Ethnicity, 2013-14
Asian Hispanic
Administrators
Teachers
Counseling
African
American
1
12
1
5
6
1
White not
Hispanic
2
21
1
Totals
3
45
3
L. Attendance rates of Teachers, 2012-13
8.5 days average absence
9. Professional Development Programs and number participating, 20122013
BTSA
2
10 Content of Staff Development and number participating, 2012-13
Staff Development
Content
AVID Training
Expository Reading
and Writing
Curriculum
AP Summer Institute
WASC Training
College Board
Workshop
CSU/UC Counselor
Conferences
Eagle Software Aeries
Conference
CADA Training
Joy of Singing Music
Reading
FOL process
SMART Board
“Non-negotiables”
training
Mind Maps
Date
Number Participating
August 2012
July 2012
8
1
July 2012
School year 2012-2013
(3 dates)
Fall 2012
1
4
Fall 2012
3
Fall 2012
2
Fall 2012
Fall 2012
1
1
School year 2012-2013
Weekends over the
school year
January 2013
Full Staff
Various per weekend
Full Certificated Staff
February 2013
Full Certificated Staff
3
46
History of Staff Development
Since the advent of standards-based education and the implementation of No
Child Left Behind, increasing student achievement has been the focus of
professional development at Duarte High School. Activities are researchedbased and part of an ongoing process of school improvement aligned with the
California State Standards and the assessment program. In reviewing data, the
staff determines the current needs of students; the Leadership Team then
develops activities that will help the staff in achieving these goals. Currently,
the staff is beginning to work on aligning our professional development to fit
the needs of students working on the upcoming Common Core Standards.
In January of 2013, the Leadership Team met for a day to discuss school-wide
foci for the upcoming six years. After looking at the student achievement data,
the team developed curricular ‘non-negotiables’ that it believes will positively
impact the learning of students. The ‘non-negotiables’ are as follows: Bell to
Bell Teaching, Meaningful Homework, Common Assessments, Blackboard
Connect School Communication, the use of Edline to communicate with
parents, and Literacy/Writing in every class. The latter non-negotiable includes
not only essay writing but also an emphasis on educational practices such as
the pro-active and intensive use of Cornell Notes and Mind Maps. Meetings
were then scheduled to both re-acquaint teachers with the proper use of these
in a classroom and to discuss ways in which they could be creatively integrated
into the curriculum of each department.
The current Professional Development Plan contains activities chosen through
discussions with the Leadership Team. Activities and in-services are focused on
the improvement goals outlined in the School Improvement Plan, which is
revised and updated with input from staff and the School Site Council. The
emphasis of professional development continues to be focused on implementing
“best practices” into all classroom instruction. During the past six years,
professional development activities have included in-services on the
implementation of pacing charts to ensure that all of the standards are met in
all of the classrooms, Cornell Notes, Costa’s levels of questioning and inquiry
strategies, Thinking Maps, Socratic Questioning, the APEE writing strategy,
collaborative learning and testing, reciprocal teaching methods, analysis of
student work samples, and the use of disaggregated data to drive instruction.
Specific trainings/in-services included but were not limited to TESS (Total
Educational Systems Support), EDI (Explicit Direct Instruction), Making
Standards Work, CRA, AVID, AP Training, and the implementation of the
Physical Education Standards. Individual staff members also attend
conferences such as the California Association of Teachers of English and the
California Reading Association. Training in the area of Technology has focused
on Edline, video conferencing, School City, Blackboard Connect and the use of
SMART Boards.
47
In the past, the staff at Duarte High School had developed and sustained
Professional Learning Communities. With the return of common department
preparation periods, the staff has the opportunity to meet by departments for
planning and coordinating the curriculum, by grade levels to ensure smooth
transitions, and with the staff at the intermediate school (Special Education,
AVID, the 8th grade assembly) to ensure alignment of programs. Teachers have
the opportunity to share new strategies and practices, discuss issues, analyze
test data, coordinate instruction, discuss school policy, and ensure that the
instruction is aligned both horizontally and vertically. The staff uses this time
to focus on continuing professional growth and improved student achievement.
All learning is shared and much discussion ensures that staff members work
as a team to improve instruction and raise student achievement. The
development of our Advancement Via Individual Determination (AVID) program
is one example of the success of the professional development program.
Duarte High School counselors annually attend the Fall College Board
Workshop as well as the CSU and UC Counselor Conferences. In this way,
they keep up-to-date on opportunities and mandates for A-G students. In
addition, many faculty members have attended professional development
conferences: AVID teachers, for example, attend AVID training on a yearly
basis, while the Activities Director is active with both the California Athletic
Association Conference for athletic directors and California Activities Directors
Association for activities directors. SARB training is also available for
counselors. The classified staff is also involved in professional development
such as AERIES training.
As a result of the 2012-2013 work on the Focus on Learning process, the staff
at DHS has decided that upcoming professional development needs to be
aligned to the advancing technology required for teaching in a 21st century
environment. In addition, there is a need for increased collaboration in the
staff development process, with a focus on best practices, further development
of PLCs, and articulation across subjects in addition to between grade levels.
11. Student Participation in co-curricular activities and extracurricular activities
Duarte High School has a long tradition of excellence in athletics, awardwinning performance groups, and co-curricular activities. In addition to our
academic programs, the school offers a full range of athletic activities and
incentive programs. It fields competitive teams in sports from baseball to
basketball, football to golf, soccer to swim, tennis to track, and volleyball to
wrestling. In the spring of 2013, the following sports were Montview League
Champions: Softball, Swim, Girl’s Track, and Boy’s Tennis. Coaches work with
the rest of the staff to provide ‘scholar-athlete’ opportunities for students;
48
individuals work hard to ensure that athletes do not neglect academics. The
athletic program provides a ‘safe haven’ for those students who excel there, and
a chance for other students to expand their horizons.
Outside of athletics, Duarte High boasts an impressive number of clubs and
performing groups, including the Ambassadors, the Chamber Ensemble, the
Marching Band, Jazz Band, and the drama program. We also field a Solar Boat
Team. Students interested in community service may achieve their goals
through Key Club, Interact Club, Happy Feet, and the Gay-Straight Alliance.
Students interested in communications may accomplish their goals through
Yearbook, Journalism, Debate, or through our award winning ROP Video
Production Program. Students interested in leadership may accomplish their
goals through the Associated Student Body (ASB), the Youth to Youth (Y2Y)
program, or through leadership positions in ASB interest-based clubs, such as
the Black Student Union. The co-curricular program also offers incentive
programs to encourage excellence both inside and outside the classroom: these
include Renaissance assemblies, Academic Awards Nights, class competitions,
Montview League Outstanding Student banquets, and our Senior Scholarship
Breakfast.
12. District policies/school financial support
2013-2014
Program
Economic Impact Aide EIA
Professional Development Block Grant
EIA-LEP
General Fund
Los Angeles County ROP
Line Item Budgets
76,514
24,000
30,580
119,029
240,282
49
STUDENT PERFORMANCE DATA
1. Academic Performance Index (API)
Year
2009
2010
2011
2012
2013
Number of
students
tested
864
835
882
836
788
Base
Growth
Target
Target for Following
Year
711
749
729
747
759
5
5
5
5
5
716
754
735
752
764
API Significant subgroups
Group
2011
School-wide
Hispanic/Latino
SED
ELL
African American
729
717
709
640
652
Met
Target
N
N
N
Y
*
2012
746
738
729
656
688
Met
Target
Y
Y
Y
Y
Y
2013
759
746
742
665
738
Met
Target
Y
Y
Y
Y
*
* Not a numerically significant sub-group
b. State/Similar School Rankings
School Year
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
State Rank
5
4
4
5
6
4
5
Similar School Rank
10
8
7
7
9
5
7
50
2. California Standards Test (CST)
CST:
Multi-year scores by proficiency levels percentages
9th Grade English
FBB
2009
8
2010
7
2011
6
2012
4
2013
2
BB
13
9
14
11
10
Basic
28
26
28
33
24
Prof
30
37
30
30
40
Adv
21
21
21
23
25
10th Grade English
FBB
2009
17
2010
8
2011
6
2012
4
2013
5
BB
16
12
16
15
11
Basic
25
35
32
33
37
Prof
27
25
28
28
33
Adv
15
19
19
19
15
11th Grade English
FBB
2009
12
2010
10
2011
9
2012
4
2013
5
BB
15
14
9
13
10
Basic
33
25
34
33
38
Prof
27
28
32
32
32
Adv
14
23
16
18
15
Algebra 1
2009
2010
2011
2012
2013
FBB
28
19
23
23
16
BB
38
40
34
32
36
Basic
19
25
25
24
24
Prof
12
14
14
18
21
51
Adv
3
3
4
4
3
Algebra 2
2009
2010
2011
2012
2013
FBB
15
19
27
18
15
BB
29
34
33
33
29
Basic
37
25
24
30
33
Prof
17
14
13
16
16
Adv
2
7
2
3
7
Geometry
2009
2010
2011
2012
2013
FBB
18
15
14
15
14
BB
47
41
43
32
47
Summative High School Math
FBB
BB
2009
11
41
2010
8
39
2011
8
33
2012
4
22
2013
9
32
Basic
19
23
27
28
22
Basic
31
28
26
36
28
Prof
11
12
13
15
13
Prof
12
20
19
26
24
Adv
5
9
4
10
4
Adv
5
6
14
12
7
Biology
2009
2010
2011
2012
2013
FBB
17
17
7
14
5
BB
16
15
14
20
10
Basic
36
31
33
36
38
Prof
22
21
25
17
32
Adv
9
16
20
13
16
Chemistry
2009
2010
2011
2012
2013
FBB
15
12
10
6
5
BB
18
13
25
8
13
Basic
34
36
49
45
45
Prof
21
24
11
28
20
52
Adv
12
16
5
13
16
Earth Science
FBB
2009
17
2010
11
2011
21
2012
8
2013
15
BB
19
16
17
14
16
Basic
39
34
39
42
39
Prof
19
28
12
25
24
Adv
5
11
10
11
5
10th Grade Life Science
FBB
2009
18
2010
9
2011
16
2012
13
2013
8
BB
14
14
11
12
11
Basic
30
35
24
30
33
Prof
20
21
27
25
27
Adv
17
20
22
19
21
FBB
14
12
9
8
8
BB
9
13
9
8
13
Basic
21
20
30
32
27
Prof
34
29
31
25
26
Adv
22
25
21
27
27
World History
FBB
2009
30
2010
12
2011
20
2012
18
2013
16
BB
15
8
19
9
15
Basic
25
28
24
32
36
Prof
18
28
16
26
18
Adv
11
24
20
15
16
US History
2009
2010
2011
2012
2013
53
California High School Exit Exam (CAHSEE)
Duarte High School prepares all students to pass the California High School
Exit Exam by offering intervention classes (scheduled after school) and tutorial
programs after school and during the summer. The English and mathematics
teachers have identified the essential standards and focus their instruction on
those standards.
a. English/Language Arts 10th grade initial testing
Year
2010
2011
2012
2013
Year
Schoolwide
Asian
Filipino
Hispanic
Afr American
White
2 or more
#
Tested
317
288
285
288
2011
82
77
100
79
79
96
*
Year
2011
Schoolwide
82
Special Ed
31
EL
36
R-FEP
83
SED
79
Female
Male
85%
85%
91%
89%
78%
79%
73%
84%
2012
82
69
92
84
67
84
*
2012
82
32
56
91
80
2013
86
100
93
85
95
81
*
2013
86
43
52
96
85
54
b. Math 10th grade initial testing
Year
2010
2011
2012
2013
Year
Schoolwide
Asian
Filipino
Hispanic
Afr American
White
2 or more
#
Tested
318
282
285
288
2011
83
100
100
81
67
88
*
Year
2011
Schoolwide
83
Special Ed
30
EL
33
R-FEP
90
SED
80
Female
Male
82%
85%
89%
89%
87%
80%
83%
81%
2012
86
85
100
86
71
84
*
2012
86
35
59
91
84
2013
85
100
86
84
86
89
*
2013
85
30
50
94
82
55
4. Annual Yearly Progress (AYP)
CST: English / Language Arts
Met AYP Proficient & above criteria
Numerically Significant Sub Groups
Groups
School Wide
SED
Hispanic
ELL
Caucasian
African American
Filipino
Special Ed
2009
51.3
40.7
42.5
19.6
79.4
50
91.7
16
2010
54.1
52.3
51
19
66.7
56.2
81.8
5.6
2011
59.8
52.5
54.6
28.9
80
42.9
90.9
13.3
2012
52.8
43.8
52.2
20.5
60.8
35
61.5
17.4
2013
50.4
48.6
47.1
19.3
65.5
59.1
57.1
8.3
CST: Mathematics
Met AYP Proficient & above criteria
Numerically Significant Sub Groups
Groups
School Wide
SED
Hispanic
ELL
Caucasian
African American
Filipino
Special Education
2009
53.9
44.8
47.6
31.1
73.5
36.9
91.7
8.0
2010
51.4
47.4
48.4
10.5
75
35.3
81.8
5.6
2011
55.3
49.2
49.2
35.4
79.2
46.7
81.6
6.5
2012
55.2
52.2
54.5
36.1
60
18.2
92.3
19.4
2013
55.6
53.2
51
26.2
65.5
59.1
71
11.5
5. CELDT Test
Proficiency Level
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
# Students
2010-11
12%
12%
45%
26%
5%
95
2011-12
7%
6%
20%
48%
20%
122
56
2012-13
12%
9%
28%
34%
17%
131
8. Scholastic Aptitude Test (SAT)
SAT Mean Scores
School Year Number Tested
2008-2009
2009-2010
2010-2011
2011-2012
96
106
116
141
Critical
Reading
Average
454
463
469
458
Math
Average
Writing Average
465
465
466
460
446
443
467
456
9. Advanced Placement Program (AP) General Data
The Advanced Placement program has been developed, improved and expanded
over the last 20 years. Students are offered Advanced Placement classes and
tests in fourteen subject areas. Enrollment has grown steadily, doubling in
some classes. A school-wide goal is to increase the number of students
passing the Advanced Placement exams.
School Year
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Total Exams Taken
168
251
193
167
265
Total Passing Scores
47
78
92
84
68
57
Students Enrolled in Selected AP Courses 2012-2013
Course
Tests Taken Tests Passed Passing
Biology
28
8
Calculus AB
11
2
Calculus BC
8
3
Chinese
1
1
Eng. Language
33
8
Eng. Literature
9
5
Government
21
4
Physics
3
3
Psychology
1
0
Spanish Language
24
17
Statistics
6
1
Studio Art
3
3
US History
11
9
World History
51
6
Rate
29%
18%
38%
100%
24%
56%
19%
100%
0%
71%
17%
100%
82%
12%
10. Number of students meeting A-G requirements and number
enrolled in UC approved courses
Year
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Number of students
256
259
268
229
283
250
Percentage
43
29
41
52
38
45
58
11. Algebra Enrollment
Students enrolled in Algebra 1
2011-12
2012-13
2013-14
9th
208
154
186
10th
56
50
39
11th
6
12
10
12th
0
4
5
For the past nine years, ninth grade students have taken Algebra 1 or a higher mathematics class. The
high school does not offer mathematics class below the Algebra 1 level.
12. Report card Analysis
Semester
Fall 2008-2009
Spring 2008-2009
Fall 2009-2010
Spring 2009-2010
Fall 2010-2011
Spring 2010-11
Fall 2011-2012
Spring 2011-2012
Fall 2012-2013
Spring 2012-2013
Percentage of D’s
14.1%
13.3%
12.8%
10.6%
11.8%
12.4%
11.2%
10.2%
11.9%
11.6%
Percentage of F’s
12.6%
12.7%
8.9%
9.0%
8.7%
10.1%
8%
8.6%
8.5%
9.2%
a. Graduation rates
COHORT GRADUATION RATE
Cohort
2009
2010
2011
2012
2013
Graduation Rate
96.24
95.57
95.67
96.40
97.20
59
c. COHORT DROPOUT RATES
When a student departs school and does not request his/her transcripts be
sent to another school, the school must classify him/her as a dropout.
Information from Los Angeles County Office of Education indicates that the
dropout rate has improved from 48% in 1984 to less than 1% in 2013.
School Year
2009-2010
2010-2011
2011-2012
2012-2013
Cohort Dropout Percentage
2.9%
3.1%
0.7%
0.6%
d. Post-enrollment data
Duarte High School has maintained an informal system of collecting postgraduation data on many students. The counseling staff coordinates these
efforts, and keeps track of all college enrollments. As students receive their
college acceptance letters, the staff honors them with posters in the main
office. The guidance secretary keeps a record of all acceptance letters. As
transcripts are sent, we document where each student is attending. In
addition, veteran staff members regularly keep in contact with students who
have previously graduated from Duarte High School. Students return to the
school to talk with selected staff members and update them on what is
happening in their lives and the lives of other graduates. Since the Leadership
Team has recognized the importance of post-graduate data, the administration
is investigating the possibility of implementing a more formal system of followup success and challenges for our graduates.
60
Class of 2012 Post-Secondary Data
284 seniors
227 entering post-secondary education – 80%
95 entering four year college – 42%
30 students entering UC
35 CSU
31 Private or out of state
119 entering Community college – 53%
13 entering other post-secondary fields (Marines, Le Cordon Bleu, Art
Institute) – 5%
Class of 2013 Post-Secondary Data
258 seniors
207 entering post-secondary education – 80%
78 entering four year college – 30%
123 entering Community college – 48%
6 entering other post-secondary fields (US Navy, LA Trade Tech, Musicians
Institute) – 5%
61
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1. Significant Developments
Perhaps the most significant development since the last Duarte High School
Focus on Learning Process has been the change in the global economy. High
school and college graduates both face challenges in finding decent jobs, and
the skill set required to become a positive force in society today has expanded
drastically. This shift mandates a huge responsibility for educators; it is
imperative that the public schools prepare students who are not just eligible to
enter the work force or the university system, but are competitive as well.
Equally important is the mandate to ensure that students have the skills to
stay employed or matriculated; K-12 schools can no longer be simply about
admission or employment, but must focus on converting passive students to
lifelong learners who can adapt and thrive in an uncertain environment.
There have been many changes at Duarte High School over the past six years.
The first and most obvious are perhaps the changes in administration. In
2008, after the visiting team completed its visit, the principal retired and the
assistant principals each moved on to different schools. Thus, 2008 was the
year for an entirely new administration that stayed together until 2012.
Currently, Principal Nelson has been with the district for eighteen years, while
Vice-Principal Randall has been with the district for twelve and Vice-Principal
Haro for six.
The District office administration has likewise changed. The current
superintendent, formerly the principal of Duarte High School, has brought a
new vision to the district, and the high school is pleased to fulfill the idea of
‘shoulder-tapped graduates.’ Duarte High is fortunate to have a
superintendent with deep ties to the campus, and the school has benefited
from his return.
During the 2010-2011 school year, Duarte High School began the
implementation of Career Academies. During this time, the agendas for Early
Release Days (ERD) rotated between department and academies.
Unfortunately, the academy idea, which seemed great for DHS in theory,
proved to be extremely challenging in practice. With the exception of freshman
classes (where every student was in the same academy), the size of the master
schedule and of the staff made it very difficult to keep core classes ‘pure’ to one
academy or another. Thus, the cohesion of academies never really took off. In
the 2011-2012 school year, the academies were disbanded.
Construction and improvement on the physical campus has been a part of
campus life over the last six years. Continuous construction is a mixed
blessing; the staff looks forward to the new buildings but must live with the
challenges during the construction itself. The track/field and stadium have
been updated, and a new wrestling room/weightlifting gym has been built.
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Technologically, the school has been equipped with Smart Boards, expanded
Wi-Fi capabilities, teacher laptops, surround sound, and document cameras.
In addition, the 2013-2014 school year began with a Biotechnology lab and a
refurbished woodshop; by the second semester, the school also boasted a new
Culinary Arts teaching kitchen and bistro.
2. School wide Critical Areas for Follow-up 2008
a. Formally address the achievement gap among the learners.
b. Expand the use of data to drive instruction and professional
development.
c. Refine the professional learning communities and collaboration
process to focus on best practices for classroom instruction.
d. Create and implement a proactive, systemic intervention
program that mandates learners to receive assistance.
e. Formalize the learner mentoring program.
A. Formally address the achievement gap among the learners.
The current data show that these efforts have been largely successful. CAHSEE
scores have risen to 86% of all students passing the English section and 85%
of all students passing Math section on the first attempt. Male students in
2013 scored at 84% on English; female, 89%. African American students
scored 95% in 2013; Hispanics, 85%, Asian, 100%. Ironically, students
identifying as White scored the lowest, at 81%. In Math, this dynamic is
repeated: with a school wide passing rate of 85% in 2013, Asians scored 100%
and all other socio-economic groups between 84 and 89%, with females scoring
89% and males 81%. It would seem that the achievement gap has been erased
to a great extent.
AYP data also bears out the contention that the achievement gaps have been
largely overcome. The school-wide average of students meeting the proficient
and above criteria was 50% in English-Language Arts. Of the numerically
significant subgroups, only EL and Special Education students deviated from
this number in any great way (19.3% and 8.3% respectively.) African
Americans scored 59.1%, Caucasians scored 65.3%, and Filipinos scored
57%.Hispanics and socio-economically disadvantaged students scored
somewhat lower, at 47.1% and 48.6% respectively. Math AYP scores tell a
similar tale, with the school-wide average for proficient and higher to be 55.6%.
While Caucasian students scored 65.5% here, all other groups scored close to
the average with the exception of ELL (26.2%) and Special Education (11.5%).
When reviewing the past six years, this achievement appears to be connected
to the many different programs upon which the high school has chosen to
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focus. Immediately after the 2008 visit, the Freshman Academy was created as
part of the Academies plan in order to ensure a successful transition for all
students from intermediate school to high school. Although the academies are
no longer extant, several ideas that were introduced in that area are now being
used school-wide. Among them is the concept of teachers tailoring the support
mechanisms in courses to meet the unique needs of certain groups of students.
To the extent that Duarte High School has worked with mandated
interventions, the following are stellar examples.
The LTEL, or Long-Term English Learner group, is one such area that has
received specific attention within the master schedule and within the
classroom. In the English department, EL students who score a 1 (Beginning),
2 (Early Intermediate) or 3 (Intermediate) on the CELDT test are grouped
together within an appropriate ELD class to receive targeted instruction in the
English language; this is standard operating procedure for schools. However,
DHS has taken this concept one step further and has also grouped them
together within their English classes so that teachers can scaffold instruction
and use EL techniques to help students achieve within the traditional English
curriculum as well. Rather than isolate them until they learn enough English
to appear similar to their peers, these students participate and work with
students who are fluent in English, thereby becoming part of the school in a
way that does not happen in a traditional isolated program; at the same time,
however, they receive comprehensible input and scaffolding that allows them to
work with their peers without feeling overwhelmed by the curriculum. Since the
2011-2012 school year, the master schedule has boasted SEI classes, providing
the support that the Duarte High School staff is committed to giving its English
Language Learners.
Duarte High School’s AVID program continues to revitalize and grow. In the fall
of 2012, the AVID program was recognized as a prime method of addressing
the achievement gap, and changes were made to strengthen the program. In
2013-2014, the AVID Site Team added a dedicated counselor. The site team,
consisting of administrators, teachers, and counselors, attended the week-long
Summer Institute training. As of this last fall, four AVID classes are in the
master schedule. Within the AVID elective, students are given direct
instruction in study techniques and organizational skills that will help them
with their studies. AVID students are required to take a minimum of one
honors or AP class each year, and the majority of students do far more than
this. Continued emphasis on AVID training for core class teachers has
resulted in the use of AVID techniques such as interactive notebooks, Cornell
Notes, and Socratic Seminars across the DHS campus; teachers will continue
to be trained over the coming years. In short, the staff at Duarte High School
recognizes the importance of the AVID program and AVID teaching strategies,
and is committed to using AVID as a primary force for addressing the
achievement gap.
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In the 2011 midterm Focus on Learning Self-Study, the high school recognized
the importance of passing the CAHSEE during the census administration,
noting that ‘students who do not pass…struggle through their high school
experience. Their self-esteem is damaged; they tend to struggle to pass courses
and to shy away from taking A-G classes. For this reason the school has
implemented a strategic CAHSEE pre-intervention module for our students.’
This model continues with purposeful CAHSEE intervention. The interventions
include in-class CAHSEE test taking strategies by all 10th grade teachers and
after-school CAHSEE intervention classes for Language Arts and math that
focus on the specific skills needed to pass the CAHSEE. In the master
schedule, two classes are offered to students who may encounter difficulties
with the CAHSEE; one of these is a Special Education CAHSEE math prep
class. The other is a reading class aimed at students with low lexile levels and
poor performance on the CST English Language Arts test, both of which have
historically indicated trouble with passing the CAHSEE; this latter class uses
the Read 180 program. In addition, after-school CAHSEE ‘boot camps’ are
offered approximately two weeks before each CAHSEE is offered. Previously,
CST scores have been used to determine those needing intervention prior to the
census test; in the 2014 school year, the census CAHSEE boot camp will
include a pre-test that will tell the school who to put into boot camp. Lastly,
vertical articulation is taking place with the middle school, which will allow the
pre-test to be given to incoming 9th grade students in time to allow for a
summer school CAHSEE program.
In 2012, Duarte High School recognized the need for a formalized tutoring
program for the entire school. Thus, the “Kiosk” peer tutoring program was
born. Students were invited to apply to be tutors in specific subjects; their
applications were reviewed by core subject teachers. Approved tutors were
trained in the use of AVID tutorial methodologies and were hired, on a paid
basis, to provide tutoring after school. Kiosk tutoring transpired on Mondays,
Tuesdays, and Wednesdays during the Spring 2013 semester, and was proven
to be well-attended and successful. Duarte High School continues to dedicate
financial and human resources towards “Kiosk” tutoring.
To the extent that an achievement gap exists, it appears to be a gap between
minimal accomplishment and the achievement of proficiency or advanced
abilities. Caucasian students still lead others, and the haves outpace the havenots. This gap suggests that there is a difference between what is currently
attained by all students and what is needed for success after high school
graduation. Currently, close to half of Duarte High School students achieve AG status, which is an indicator of future success in career and technical
education as well as in traditional college studies. This last fact, coupled with
the fact that only half of Duarte High students score proficient or advanced on
the AYP scale in contrast to over eighty percent of students passing the census
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CAHSEE, tells the staff that Duarte High School is currently a place where
students achieve minimum proficiencies but where there is still work needing
to be done in the area of academic achievement. This thus has become our
current focus, leading to the goals of our action plan.
B. Expand the use of data to drive instruction and professional
development.
As is true with any group of professionals, there are those at Duarte High
School who have truly embraced the use of data to drive instruction, as well as
those who are less comfortable with the idea. Fortunately for all staff members,
the use of Professional Learning Communities and selected data programs have
made it possible for everyone on campus to access and discuss data. Over the
past six years, Intel-Assess and School City have been used to access school
data and information. Intel-Assess offered a bank of questions aligned to the
California State Standards. Teachers used Intel-Assess to develop assessments
to determine learners’ mastery of specific standards. School City manages data
from multiple sources that teachers can use to compare, view, collate, and
analyze data in order to improve teaching practices, strengthen programs, and
increase learner achievement. Data contained in School City includes results
from CELDT, CST, CAHSEE, and school generated assessments. In an effort to
streamline services, the district is no longer using Intel-Assess and has
replaced the test bank generator with that offered by School City.
In addition to the use of quantitative data, the advent of the Common Core
Standards has created an interest in other kinds of information. The school’s
action plan for the current FOL process includes mini-action plans from each
department, with one of the overarching school goals being the art of writing
across the curriculum. The challenge is to integrate writing as an intrinsic part
of each discipline rather than as an overlay onto the curriculum.
That said, the school is committed to understanding and using the hard
numerical data to which it has access. Quantitative data are acquired from a
number of sources. CST and CAHSEE test data have been useful in
determining the extent to which students are succeeding; in the future, the
CST data will be replaced with the Common Core test data. Specific groups
such as ELD and SpEd students generate additional test data such as that
derived from the CELDT, the CMA, the Woodcock-Johnson, or the CAPA. The
SRI (Scholastic Reading Inventory) is used by the Special Education
department in addition to the English Department. In addition, data is derived
from teacher-created assessments such as essays, tests, performance
evaluations such as speeches, oral reports, and, in the VAPA area, actual
performances in front of a larger audience, than is generally found in the
classroom.
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In addition to school-wide practices, each department uses myriad data in a
manner consistent with its curricula. The goal of the English Department is to
meet as a department once a month to discuss and review a variety of topics.
Grade level PLCs, held every other week, create quarterly benchmark exams,
review data, assess the need for re-teaching, and brainstorm the best
instructional approach. Grade level leads are responsible for emailing a copy of
PLC notes as they are completed. In addition, student portfolios are used to
keep student samples that reflect the four-year writing plan.
The Physical Education department uses the results of the California Physical
Fitness test to develop specific unit plans related to the health and fitness of
the students. Specific exercises are chosen and practiced based on the needs
of each group. In this way, the department takes the California State Standards
and personalizes them to meet the needs of Duarte High students.
Within the Foreign Language department, the use of data is very critical
because it allows teachers to understand what students comprehend and what
they might not fully understand, allowing the department to develop lessons
and re-teaching opportunities that will assist all students. The department
uses Professional Learning Communities to see what works for each class level
and how individual teachers might be able to adapt that particular strategy to
his/her own class. PLCs are used as an ongoing process to establish
collaboration therefore supporting learners with the acquisition of a second
language. In this way, best practices are shared.
The mathematics department uses common assessment as benchmark twice
every quarter. Teachers prepare these assessments in collaboration. After the
assessments are graded, teachers generate analysis of data to analyze student
performance in these benchmarks. Teachers then discuss the analysis with
each other as a PLC. Teachers discuss best teaching practices, common
mistakes made by students and strategies intervention for the future.
The mathematics department collaborates in their PLC and with the math
department at Northview, prior to each school year to identify at-risk and
advanced students. Teachers make sure each group receives needed
instruction and required intervention. These decisions are made using both
quantitative and qualitative data. The variables taken into consideration are
grades in previous year, CST performance, and teacher recommendations.
The social science department uses data from School City to generate
benchmark testing; teacher-created assessments are created on an as-needed
basis. The Social science department discusses benchmark and teacher
generated assessment data and how to modify the curriculum to meet specific
needs of the students during department meetings and PLC time once a month.
Using the ideas generated from these PLCs and department meetings, teachers
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impart the modified curriculum. Afterwards, they re-assess, based on what
happened in class, modifying curriculum and accommodations as needed.
Within the Visual and Performing Arts department, data is also used to
enhance instruction. Because achievement statistics look different than they do
in more standardized areas, each class puts together its own statistics. The
Duarte Falcon Band and Color Guard competes at Field Show competitions
where they are adjudicated and scored on their performance on a plethora of
criterion. The numbers that are given to the group in their scores are reviewed
in class, as well as the scores from other groups, and are used to influence
instruction of the music. Similarly, the Choral department uses data from their
adjudicated performances to also adjust and enhance the instruction in the
classroom. The Visual Arts classes use data from analyzing artwork from
various artists. They analyze various artwork for size and shape sizes, sale
prices for sold artwork, and art history data to enhance various instructional
concepts. Concurrently, data is used throughout the Woodworking classes to
track various statistics. They track various student work, measurements for
each work, time to completion of a project and test scores.
The SPED department uses data from annual testing; teacher-created
assessments are generated on an as-needed basis. Throughout other
departments, the use of interactive notebooks and activities such as mock
elections are other examples of classroom lesson plans that generate qualitative
data that can be used to assess student learning.
Data obtained from all of these sources have been used to prepare professional
development as well as instruction. Through our PLCs, common assessments
are discussed during common prep periods as well as during early release
hours which allow for extended conversations to analyze results and drive
instructional methodology. Teachers use data and professional development
discussion to plan instruction and re-teach standards that learners have not
yet mastered.
C. Refine the professional learning communities and collaboration
processes to focus on best practices for classroom instruction.
Professional learning communities have become of paramount importance to
the development of new ideas and the continued implementation of ‘golden
oldies’ within the DHS curriculum. Best practices learned in the academies
have been kept and new practices gleaned from AVID and other trainings. The
continuation of Early Release days ensures that time is set aside specifically for
regular teacher collaborations beyond department meetings. The hour and a
half-length of Early Release days allows for meetings of optimum length as well
as more time during the school year to delineate changes in practice.
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When departments meet, they review current data and determine the extent of
review or re-teaching needed for learners to master the standards. This PLC
time is used differently per department. The English department meets as a
whole monthly to discuss progress on the four-year writing plan; it also meets
weekly by grade level to discuss progress on the curriculum. At these weekly
meetings, student progress is evaluated based on teacher observation and on
data gathered from teacher assessments; deadlines are then adjusted to allow
for re-teaching.
The SPED department uses data from annual testing; teacher-created
assessments are generated on an as-needed basis. Once the data is collected,
the SPED department discusses accommodations and how to modify the
curriculum to meet specific needs of the students. Using the ideas generated
from these PLCs, teachers impart the modified curriculum. Afterwards, they reassess based on what happened in class modifying curriculum and
accommodations as needed.
Along with the rest of the Duarte Unified School District, Duarte High School is
gifted with three Staff Development Days during the school year. These days,
frontloaded in the school year, are used for professional development; topics
and agendas have ranged from WASC preparation, APEE writing strategies, the
use of technology such as Edmodo, Mind Maps, AVID best practices, Common
Core Standards, Senior Project information, Smartboard training and review,
specialty classes within the Science department such as the Solar Boat project
and the City of Hope internships, and English Language Learner Strategies.
Information gleaned from these in-services is then taken back to departments
and further discussed in common prep periods.
Collaboration between programs such as Special Ed, ELD, AVID, and regular
education help to ensure that learners are not lost ‘in the gaps’ and that
interventions are timely and useful.
D. Create and implement a proactive, systemic intervention program that
mandates learners to receive assistance.
Mandated intervention programs are difficult to put in place, as they require
shifts in the school schedule. During the past six years, the district has been
focused on making sure that changes to the school day have resulted in
building in time for professional learning communities and other meetings to
allow for collaboration focused on instructional practice. At the same time,
however, various programs for the school day have attempted to mandate
assistance for learners. Unfortunately, the academy program, which was seen
as a way to engage learners and provide a safety net, did not work. Because of
the limitations of a small master schedule, it has been easier to focus on
specific populations with specific needs. One example of this was started in
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the 2012-2013 school year; a mandated reading intervention program was
begun within the English department, set up as a credit class during the
school day. In its second year, using Read 180, the program gives extra
support to students whose test scores indicate that they will have trouble
reading well enough to pass the CAHSEE. This experimental opportunity has
the potential to improve student achievement and will be assessed through
upcoming data collection.
There is ongoing discussion about other ways in which Duarte High School can
mandate intervention to its students. While this goes on, the school has
continued to build upon the intervention programs begun during this WASC
cycle as a way for all students to assume ownership of their own learning. The
Math department has been especially pro-active in developing interventions for
regular education students. Tutoring for math has traditionally been available
daily M-Th after school, with each member of the department taking a day to
stay and tutor; students have been able to work with any teacher they chose by
attending tutoring on a particular day.
Because tutoring proved to be successful in helping students to succeed, the
school instituted ‘Kiosk tutoring’ in the fall semester of 2011, rolling tutoring
from individual departments into a single program. Paid student tutors, who
apply for this job and are hired only after a review of teacher recommendations,
are available to work with students in specific areas on Monday, Tuesday, and
Wednesday from 3:15 until 4:30 in the library.
In the past, all 9th graders who scored ‘basic’ on the CST were placed in
CAHSEE after-school intervention programs when they become 10th graders.
As of 2014, all 9th and 10th grade students in the areas of math and language
arts will take a pretest to determine whether or not they need this intervention.
All 11th and 12th grade learners who have not yet passed the CAHSEE, as well
as the LTEL population regardless of grade level, receive after school CAHSEE
intervention as well. Coupled with the previously described Special Education
CAHSEE math class and Read 180 class, these after-school interventions
provide extra support for at-risk students before they take the CAHSEE.
Students are enrolled in these classes, and attendance is taken when the
classes meet. In addition, 11th and 12th grade students are given up to seven
opportunities within two years to re-take the test, and are enrolled in afterschool intervention classes to ‘fill in the gaps.’
On a personal level, every learner and his/her parents attend an AB 1802
meeting once a year. Topics covered during this meeting include the learner’s
CAHSEE status, graduation and A-G status, attendance, PSAT/SAT scores,
and information specific to that learner. Based on the findings gathered during
the AB 1802 meetings, learners in need are then referred over to the SST
process. Interventions, including but not limited to classes, are then assigned
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and learner progress is monitored. These interventions may take the form of
after-school classes to prepare for the CAHSEE, credit retrieval classes given
through the PLATO program, or mandated KIOSK tutoring. In the past,
compliance was monitored through the Outreach Consultant; now that this
position has been eliminated, the counselors have picked up this monitoring.
Grade level parent meetings are offered by the counselors in the evenings at the
beginning of every school year. These meetings are designed to inform parents
of specific grade level programs and requirements, A-G status updates, college
readiness, and financial aid information. Counselors also answer any
questions that come up in the course of the meeting. In addition, AVID parent
meetings are given on a yearly basis, as are senior parent meetings specifically
related to the college admissions and financial aid process.
Attendance issues are monitored specifically through a mandated SART
contract issued by administrators and counselors to learners who have
problems with attendance. Learners with continuing attendance problems are
then cited by the School Resource Officer. Further consequences follow.
Directed Studies is an avenue that allows learners to achieve credit retrieval
through the use of computer-assisted instruction. The program is restricted to
those who need to make up 100 credits or less; this allows learners who are
not too far behind to stay at Duarte High School and graduate. Students
enrolled in this program are given a semester to get caught up on credits; those
who do not meet this deadline are transferred to Mt. Olive High School so that
they may receive even more specific, individual attention.
At this stage of evolution, Duarte High School’s mandated interventions are
admittedly piecemeal; however, those pieces which have been in place for a
period of time are working. It remains for this WASC cycle to pull these
together and make the leap to a unified system of intervention.
E. Formalize the learner mentoring program.
DHS has long recognized that the ability to interact with upperclassmen and
with adults is vital to the success of students. Fortunately, there are many
different ways that the DHS student can access mentoring within the campus.
The Falcon Mentoring Program, which pairs seniors with freshmen on campus
to mentor throughout their tenure at DHS, is now in its fourth year. Seniors
who were mentored as freshman are eager to ‘pay it forward’ and continue the
tradition of giving to freshmen what they were given. This program is
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administered through the DHS Freshman Success class during a mentee’s
freshman year and continues unofficially throughout a student’s life at DHS.
The Duarte Unified School District has launched S.T.E.P., the Shoulder-Tapped
Empowered Protégé, mentoring program. The goal of the program is to match
students with mentors in an effort to build rapport and long lasting
relationships between the students of DUSD and the community. The program
is made available to our students in hopes of guiding them to take the proper
steps towards emotional success, academic success and career exploration.
Caring adult mentors are matched with students ages 14 to 22. Students meet
one-on-one with their mentors on school grounds during academic hours at
least once a month and one hour a week E-mentoring.
Academically, continuing programs such as SPED and ELD pair specific
learners with a teacher who stays with them for multiple years. In this way,
students are able to grow with a mentor who has knowledge of their struggles
and needs. In addition, AVID teachers work closely together to ensure that
mentorship occurs in the program; as field trips are often for grades 9-12 or
11-12, students have the opportunity for continued interaction with teachers.
Within the core curriculum, different departments work to provide mentorships
to learners. The Science department allows those who are interested in
scientific research to work with a teacher through the Solar Boat program; in
addition, the City of Hope has paired with our Science department to provide
mentoring and summer internships to students. In addition, the Cal Tech
Shark program pairs students with postgraduates from Cal Tech, allowing
Duarte High School learners to interact with academics.
The Senior Project, orchestrated through the English department, allows
students to develop professional ties with others in their field of interest. This
year, the senior English teachers, DHS administration, and the City of Duarte
Chamber of Commerce have begun a collaboration process that will allow DHS
to create more formal opportunities for student to pair with those in the
community who can assist them professionally. Mentorships in this area are of
varying time lengths.
Within the extracurricular program, many mentorships have been developed.
Clubs such as La Vida Nueva, Black Student Union, Youth to Youth, the
Fellowship of Christian Athletes, and the Gay-Straight Alliance allow students
to group themselves in ways that matter to them; organizations such as Happy
Feet, Key Club, and Interact allow them to work with adults in activities that
benefit the community and the wider world. Participation in these clubs takes
place over multiple years, allowing students to build relationships with
students of varying ages and with adults with similar interests.
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Finally, the sports program allows for development of learner mentorships. In
the Duarte High School community, team sports are an integral part of the
high school experience, and most of students play a sport for multiple years.
Programs such as grade monitoring and team tutoring create bonds between
the coaches and the athletes. In addition, participation in a sport creates
working relationships between the student, the coach, and the classroom
teachers. When a teacher is able to watch student games or converse with a
coach about the student’s work in class, the student is able to see how many
adults appreciate and are willing to work with him or her.
3. Ongoing Follow-Up Process
The staff at Duarte High School takes an active role in ensuring that the WASC
document is a living guide to school improvement. At the end of the last
visitation, discussions among faculty members made it clear that the staff was
interested in making sure that the various parts of the action plan be
addressed. All stakeholders have worked together to ensure that the programs
at DHS remain those of a quality school with an attitude of continuous growth
and improvement and an abiding passion for students. It seems fair to say
that every member of the campus has a stake in some part of the ongoing
improvement process. This current WASC document has been written to
ensure that specific areas are well-delineated and that every member of
campus can say with authority how he or she is responsible for improving the
lives of learners.
There have been two changes in administration since the 2008 visit. During the
first administration, the three-year review ensured that movement was made
on the critical areas for follow-up. In particular, the development of
Professional Learning Communities with common prep periods as well as time
to meet on Early Release Days became an integral part of the Duarte High
School way. The rise and fall of the academies also was a primary focus during
this time, as was the revitalization of the DHS AVID program, the inception of
the Early College Program, and the continuation of CAHSEE interventions.
Our latest administrative team has been together since the 2012-2013 school
year, and has integrated the Single Plan for Student Achievement with the
WASC action plan. The new accreditation cycle was obviously a catalyst;
however, with the staff in agreement, the administration has focused on
formalizing continued review and monitoring of achievement addressed in the
WASC/SPSA goals.
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The administration and the entire staff is committed to ensuring that the
WASC process be used authentically as a positive platform for growth. The
Focus on Learning document is intended as a living tool for implementation of
new programs and new practices. The community continues to work together
to ensure that the school remain a vital institution, providing up-to-date,
quality twenty-first century learning for all students.
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Progress, Evidence, and Impact on Student Learning
Component 1: Professional Development
Goal: Improve learner achievement through a systemic long-range professional
development plan focusing on ESLRs, standards, and learner support.
This component relates to all of the critical areas, but most specifically to
addressing the achievement gap among learners, to refining professional
learning communities and collaboration, and to the implementation of
intervention programs. Determined during the interim self-study in 2011
because of an identified need for additional and ongoing training focusing on
the (then-titled) ESLRs, state content standards, and support for learners, this
goal has been used extensively by the staff at Duarte High School in order to
improve learner achievement. Regular meetings among grade level teachers
and departments have resulted in collaboration and the sharing of best
practices. Cornell Notes workshops have been held with the entire staff. The
site Leadership Team discussed and decided to adopt the practice of
Vocabulary World Walls, and many teacher continue to offer this resource for
students. When the school received Smart Boards, training was divided by
levels of familiarity with technology. Many departments worked additional
hours in their PLCs to learn the Smartboard system; the district set up extra
workshops, some on Saturdays.
Professional Learning Communities (PLCs) continue to be a vital part of the
DHS instructional plan. Within these, data are analyzed and teaching
strategies are discussed. The English department has used this format to revamp its writing program, to bring Senior Project to all seniors, and to
implement the ERWC program within the senior classes in 2012-13. The DHS
commitment to the incoming common core standards also drives the need for
PLCs. Common prep periods make meetings much easier; in addition, our
Early Release schedule provides time to meet. During the 2012-2013 school
year, department meetings have remained a focus for meeting time; the
administration and leadership team have been pro-active in ensuring that this
time remain ‘sacred.’
Data, especially CAHSEE and A-G completion rates, have shown that this
collaboration is working. With the advent of the Common Core standards, the
need for collaboration and professional development remains critical.
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Component 2: Career Pathways (Career Technical Education)
Goal: Improve learner achievement through a systematic long-range plan of
career technical education.
This relates especially to the Duarte High School critical need to address the
learning gap, as well as to the need for systematic intervention. Because of the
discontinuance of the academies, more emphasis has been placed on career
pathways through the CTE program, through the diverse ROP program, and
through specific enhancements to the traditional educational program.
Within the English department, the evolution of a school-wide Senior Project
and the adoption of the CSU Expository Reading and Writing Course have
allowed students to pursue a specialty passion and to demonstrate reading and
writing readiness for higher education. Beginning with the 2012-2013 school
year, the English Department and administration have met with the City of
Duarte Chamber of Commerce in an effort to connect the students of Duarte
with job and career mentors in the greater community through the Senior
Project. During these meetings, Senior Project topic choices have been shared
with community members and contacts created for students to pursue. The
expectation is that students will enjoy mentoring from professionals in various
areas and develop contacts that may lead to career networking either upon
graduation from Duarte High School or after graduation from further
educational opportunities.
The Science department has long enjoyed a relationship with the City of Hope,
and for the last few years an internship program has been initiated and
widened. Every summer, students work at the City of Hope in various medical
fields; these students are given the opportunity to do scientific research
alongside PhDs and post-doctorate scientists and to make professional
contacts that will guarantee recommendations for further educational
programs (at the City of Hope and for traditional college admissions) as well as
further opportunities for work later on down the line.
The Citrus Community College Career Technical Education Department
partners with the Duarte High School Guidance Team to fund counselors to
meet with each incoming 9th grade learner and parent/guardian to develop a
four year plan which includes a career pathway. Learners then follow up with
a yearly meeting with a counselor to adjust their four year plan and/or their
career pathway.
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Component 3: Curriculum, Instruction, and Assessment
Goal: Improve learner achievement through a systemic long-range curriculum,
instruction, and assessment plan. This plan addresses the continuing
implementation of the state standards, CTE, and ESLRs with an emphasis on
instructional strategies, analysis of data, and the development of needed support
systems to ensure that all learners succeed.
This goal relates to the Duarte High need to formally address the learning gap,
as well as to the need for a systematic intervention plan. In the light of the
changed economy, the Duarte High School staff saw a need to review the
curriculum and instructional programs. With the advent of the Common Core
Standards, there exists a continued need to examine the curricular offerings
and ensure that students are supported in their path to becoming ‘shouldertapped graduates.’
To this end, alternative assessments such as an articulated writing curriculum
backed with writing assessments shared in PLCs and used to drive curriculum
are now becoming more common within the English department and other core
classes. Writing across the curriculum is being used in all core departments as
both an assessment tool and as a teaching strategy. The regeneration of
Duarte High School’s AVID program has allowed other best practices such as
interactive notebooks to be used as both teaching strategy and assessment
tool. In this way, the entire staff at Duarte High School continues to integrate
assessment with teaching, ensuring that re-teaching remains a driving force
within classrooms.
Duarte High School stakeholders have reframed the ESLRs and Student
Learning Outcomes (SLOs) and have continued to align the SLOs to
instructional and co-curricular programs. The staff also continues to align the
Core Curricular Standards in tandem with the SLOs and incorporate the four
twenty-first century learning: collaboration, communication, critical thinking,
and creativity. Finally, Duarte High School is beginning the alignment of SLOs
and the Common Core Standards to the curriculum, anticipating this to be a
‘nice fit’.
The SLOs remain the focus of instructional and co-curricular strategies, and
the school maintains a direct tie between these goals and the day-to-day
workings of the campus. For example, the technology SLO has given the
impetus to implement the use of SMART boards across the campus. The SLO
on Social Responsibility has caused new clubs such as Happy Feet and the
Gay-Straight Alliance to become part of the ASB offerings. Established clubs
such as Youth To Youth, Interact, and Key Club continue to operate with vigor,
giving students hands-on experience in volunteer work. In addition,
continuing programs such as Senior Project create Socially Responsible
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learners through their emphasis on project-based learning. Finally, the
increase in the number of students enrolled in AP classes, the Star Test
results, the CAHSEE pass rates, the City of Hope partnership programs, and
opportunities such as the Duarte High School Solar Boat team all point to the
success of the Critical Thinking ESLR.
Duarte High School has maintained after school CAHSEE interventions twice a
year. For clarification, the interventions are offered in two separate sessions
that are six weeks long. Math teachers have long offered tutoring after school
Monday through Thursday on a weekly voluntarily basis. In 2012-2013, all
after-school tutoring was consolidated into a peer and teacher tutoring effort
called “Kiosk” tutoring, which is offered in the library three times a week.
Administration staff, including the principal vice principals, actively support
the various tutoring opportunities.
Because the problems faced by English Language Learners (ELLs) and LongTerm English Learners (LTELs ) go far beyond learning English, the school has
developed interventions specifically targeted to their needs. For example, ELs
and LTELS from the 9th grade up have been invited to attend CAHSEE
interventions after school until they pass each section of the test. In addition,
the high school has now begun to group LTELs within various core courses, in
effect offering targeted SEI practices in addition to the core content. Finally,
special counseling meetings (in addition to those given for every student) are
held for EL and LTEL learners and their families. This allows the students to
review information about graduation requirements (often very different from
those in the student’s home country) and other information that may not be
touched on in the regular counselor meetings.
The re-growth of the AVID program gives selected students additional
mentoring and tutorial help in classes, teaching them critical thinking and
problem-solving skills. College-age and cross-age tutors work with students
twice a week to help them work their way through problems and learn to solve
them independently.
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Component 4: Communication and Parent Involvement
Goal: Increase learner achievement through a systemic long-range plan to
improve communication between classified, certificated, and administrative staff;
between staff and parents, and between the school and the community. A major
component of this plan will be to increase the involvement of all stakeholders in
shared decision making.
This goal relates especially to the Duarte High need to address the achievement
gap. The 2011 interim self-study identified a need to improve communication
and increase the involvement of all stakeholders. The use of technology has
proven very helpful in this quest. EDLINE has been used more and more
extensively as more and more families have been able to access this data in the
home; however, the school has also seen a concurrent growth in the separation
of the ‘haves’ and ‘have-nots’ in terms of computer availability.
In addition to EDLINE, teachers and staff utilize the Blackboard Teacher
Connect auto-dialer (now available from every laptop computer) to
communicate with parents, the telephone, and the plethora of meetings held to
ensure that parents are aware of the policies and procedures of the school in
addition to how their children are progressing academically.
Parent meetings have been increased substantially as a result of this
component. There are now parent meetings for each grade level as well as
individual conferences between counselor, student, and family. In addition,
specialized programs such as AVID also offer parent meetings.
Classified, certificated, and administrative staff have worked to improve
communication between stakeholder groups. The administration publishes a
weekly flyer giving their schedules so as to allow the rest of the staff to find
them; ERD days allow regular meetings twice a month for the entire staff. In
addition, during the 2013-2014 school year, specific classified meetings have
been held and representatives from that group have been selected to ensure
that information is communicated between all stakeholders and interested
parties.
This goal, and the work done on its behalf, has had some impact on student
learning. In particular, it has been helpful in ensuring the rise of students
meeting the A-G requirements for the CSU and the UC systems. It has also
made it possible for the expansion of the Senior Project across the entire
twelfth grade.
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Component 5: A Positive, Sate, and Effective Learning
Environment
Goal: Improve learner achievement through a systemic long-range plan providing
learners with interventions, incentives, policies, and procedures that enhance the
learning environment and support learner achievement of the ESLRs and the
state content standards.
This relates to the Duarte High need to formally address the achievement gap,
but also to the use of data (to track the results), and to the need to implement
systemic intervention. The use of data has become a familiar tool used by
teachers; it is collected on a regular basis and reviewed to assist in teacher
planning and in instruction. Data gathered from the CAHSEE has led to the
school wide CAHSEE interventions prior to testing. Learners who have not yet
passed the CAHSEE as juniors and seniors attend the after school intervention
program up to twice a year. Learners scoring Below Basic or Far Below Basic
as sophomores in math receive services during school hours in the CAHSEE
intervention class as an additional elective. All 10th grade learners receive
CAHSEE prep instruction in math and English Language Arts classes. Duarte
High School assists the LTEL population; beginning the year, all freshman and
sophomore LTELs with attend CAHSEE after school interventions normally
provided for juniors and seniors with additional support.
The advent of Kiosk tutoring has provided support for struggling learners after
school. The use of paid peer tutors has allowed students to collaborate. There
is addition tutoring by teachers in various subject areas to further support
students.
Peer mentoring has recently been reintroduced to DHS learners. Peer
mentoring is offered primarily in the classroom setting during instructional
hours rather than after school. This is done through the Falcon Mentor
Program where junior and senior learners mentor ninth grade learners enrolled
in the Freshman Success class
Duarte High School has a plethora of ROP classes offered to students, such as
the new Professional Acting, IT Microsoft Academy, and Digital Photography
classes. Beloved electives such as Journalism have been re-introduced into the
master schedule, and the size of such programs as AVID has increased. The
school continues to be successful in offering students more elective
opportunities within a chosen field; examples include the Early College
offerings, the Emergency Response program, the Graphic Design sequence, the
woodshop offerings, and the Culinary Arts program. Due to the size of the
master schedule, DHS continues to struggle with the conflict created by sports,
AP classes, and electives being offered at the same time.
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Duarte High School has continued to align the Student Learning Outcomes
with curriculum, instruction, and co-curricular programs. The success of this
idea has been visible in many areas. The increased emphasis on creative
thinking has also been noticeable. The AVID program is enjoying a
renaissance, and the program has doubled over the past three years. In
English, all seniors are now required to complete a Senior Project and study
either the CSU Expository Reading and Writing Course program or the AP
requirements. Students have the opportunity to enroll in the Early College
Program, which leads to students graduating with a year of college completed.
The City of Hope programs have allowed students to work with professionals in
the field. All of these and many other Duarte High School programs have led to
a resultant increase in test scores.
Senior Project, while centered on analytical thinking, also reflects the school’s
focus on other SLOs. Students are required to work collaboratively with their
teacher, with community mentors, and with other students. They analyze data
as a result of their surveys and interviews. They use technology in preparing
and giving their final presentation. They communicate reflectively through the
use of reading, writing, and public speaking skills. In addition, they
demonstrate social responsibility in their volunteer work; their choice of topic
itself can be seen as a call to action (each student is encouraged to choose a
topic that reflects their passion and vision for making the world a better place.)
An increase in the use of technology within the classrooms has been very
distinct over the past few years. Due to the addition of SMART boards and
SMART board training, all teachers are able to set up hands-on lessons for
students, access the Internet, and integrate new technology such as Prezzi into
the classroom. In addition, there are several teachers on campus who have
classroom sets of laptops for daily instruction.
Social responsibility is taught through the curriculum in areas such as English
and Social Studies, where the material lends itself to this kind of discussion.
In the area of PE, an increased emphasis on the physical education tests has
led to better fitness on campus. Within the Freshman Success class, healthy
life choices are taught through lessons about alcohol, drugs, sex education,
and the baby project. The Academic Awards ceremony and Renaissance Rally
are both designed to reward students for social responsibility as well as for
academic achievement.
The Career Center and ROP programs provide different avenues for students to
acquire practice and implement technology, communication, collaboration, and
social responsibility skills that will prepare them for their futures.
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4. Critical Areas for Follow-up Not Currently in the Action
Plan
Duarte High has long been aware of the importance of post-secondary
education, and the last six years have been increasingly focused on making
sure that all students are prepared to meet the demands of whatever faces
them in the future. Whether a student takes many AP classes in pursuit of UC
matriculation, Early College in pursuit of a swifter transfer from junior college
to a four-year program, or a traditional junior-senior load, it is important that
the courses are taught with rigor and with support. Within the Science
department, this has meant the expansion of the programs associated with the
City of Hope. Within the English Department, this has meant the advent of the
Senior Project for all students, not just self-selecting ones; for both the English
and Math departments, this has meant participation in the RIAP program
through Cal Poly Pomona and articulation with the CSU systems to ensure that
the senior year is a time of preparation rather than a time of play. In
accordance with this, the number of AP classes offered to students in all
departments has grown, and the number of juniors and seniors taking them
has risen. Duarte High School intends that as many students as possible are
able to begin college without having to spend time and money taking remedial
classes.
The school is currently working on articulation and on ‘pre-AP’ or ‘pre-early
college’ preparation in the 9th and 10th grades. The aim is to make sure that 9th
and 10th grade classes are rigorous enough to guarantee that students are able
to access Early College, Advanced Placement classes, and the ROP classes
needed to ensure a smooth transition to post-secondary education.
With the advent of the Common Core standards, it is critical that attention be
paid to the changes in testing and the extent to which the differences in data
will affect the ways in which the school understands the abilities and successes
of learners. Accordingly, the 2012-2014 WASC review shows a focus on this
issue, and its inclusion into the Action Plan.
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I. Implications of the Profile with respect to student
performance since our prior self-study
Over the last six years, the world and job market has changed immeasurably.
Even for entry level positions, requirements have become steeper and the
competition more fierce. At Duarte High School, the staff recognizes that, while
the demographic data has remained largely the same, graduates will be facing
the challenges of the 21st century. The mission of the school is to ensure that
our graduates are ‘shoulder-tapped’; in other words, the school is committed to
graduating learners capable of rising to the demands of the 21st century, with
the skills necessary to be competitive rather than merely eligible for college
entry and the work force.
Over the last six years, the DHS community has experienced the effects of the
economic recession and other factors contributing to declining enrollment.
These include the rise of housing prices within the city, (contributing to a
smaller number of families with school-age children living within the school
district boundaries) and a rise in the number of students eligible for free and
reduced lunch (resulting in a concurrent rise in transience.) The community
has thus been less stable than it has been in the past, and the high school has
experienced a net loss of 150 students. The ethnic makeup remains what it has
been: a school district composed of many ethnicities, reflecting the cultural
makeup of the Greater Los Angeles area.
Because of the economic realities of the last few years, there has existed the
potential for yearly reduction in forces. The school has been lucky in that all
those who have been pink-slipped have been offered the opportunity to return
to work in the district. While the staff at DHS has remained stable over the
years, retirements have allowed for a few younger faces to grace our staff
meetings. However, this stability of employment has been accompanied with
the turbulence caused by the presence of pink slips and the uncertainty that
accompanies them. In the past year, program changes have caused more
changes in personnel. In all ways, it has become a challenging time to work in
education.
Multiple changes in administration, budget cutbacks, and proposed changes in
state testing have added to the tumult. With almost two complete changes in
administration since the last full self-study, there have been the resultant
changes in foci and in procedures. With the rise of the Common Core
Standards and change in the CST format, more uncertainty has been added to
the mix. While the staff has become expert in making do with less, it hopes
that this self-study will allow the staff of Duarte High School to return to the
basics of our much-beloved craft: teaching well, counseling wisely, working
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with students in and out of the classroom, and preparing them to take their
rightful place in an ever-competitive world.
Because of the continuous global focus on data and on student achievement,
professional learning communities and professional development opportunities
have focused on analysis of data and classroom techniques based on improving
student achievement. Our students have improved slowly but steadily, with
occasional dips in performance that are followed by continued growth. Duarte
High School is aware of the low numbers of proficient and advanced students
on our campus, and is committed to using the FOL process to improve these
numbers. In addition, the school has strengthened the core curricula through
the use of PLCs, examination of data, and a focus on best practices and ‘nonnegotiables.’
Since 1998, Duarte High has been on a path of continuous improvement.
Factors contributing to this include but are not limited to instruction focused
on the diversity inherent in the student body (including targeted interventions,
expanded AP and AVID programs, and the Early College initiative); the Early
Release Program (which allows the staff time to collaborate, analyze, and share
strategies, best practices, and test data); and the implementation of common
conference periods in all core departments (which will promote continued
professional development, which will lead to further improvements in our
programs/strategies and increases in student achievement). In the last few
years, the staff has shifted its focus to a data-driven analysis of what students
are able to do and how to improve instruction.
Targeted intervention programs have also played a key role in the school’s
path. After-school peer interventions in core classes (“Kiosk” tutoring) and in
test preparations (such as CAHSEE classes) have made a difference in the
ability of students to access curricula. Tutoring is available to all students after
school three days a week, and this helps the rising number of students who
take AP classes. In addition, many teachers are available every day for afterschool tutoring. Multiple levels of AVID have increased the number of students
involved in honors and AP classes as well. Finally, a partnership with Citrus
College has resulted in both an Early College and preferred enrollment program
being instituted on campus, with significant benefits to students.
The Falcon Mentor Program is another support, this one targeted to freshmen.
Trained seniors mentor three to five freshmen each and support them
throughout the year. Seniors help with tutoring and encourage the freshmen
to get involved in clubs and sports. In addition, they are there to give advice
and share their experience, strength, and hope. Some seniors, although not
mentors themselves, get involved in the mentor program through their Senior
Project topic, giving students support in a specific area such as coping with
divorce.
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Due to community financial support, the school has been able to upgrade both
our physical facilities and the availability of technology to both staff and
students. As this is drafted, improvements to the football field, biotech lab,
refinished woodshop, weight room, and wrestling room have been finished, and
a new Culinary Arts teaching kitchen and bistro is in use. Smartboards have
been installed in all classrooms, and laptop carts are increasingly available.
The campus currently boasts six computer labs, four for specific classes and
two of which are available to students who need computer access for their core
classes. Many English and math classrooms are graced with computer carts.
Senior Project presentations are slowly shifting from a reliance on PowerPoint
to cloud-based presentation programs such as Prezzi.
Statistical data across the nation shows that usually the best indicator of
student achievement is parental education. This is not the case at Duarte High
School, and data show that the various intervention programs, coupled with
the strong family feeling and support on campus, have made a difference in the
lives of students. It is encouraging to see that, while 61% of Duarte High
School parents have not completed education past high school, the A-G
completion rate is near 50%. Nearly 80% of Duarte High School students
indicate a desire to continue their education past their high school years. This
is an encouraging trend.
During the past twelve years (a period of time covering the last two WASC
cycles), student performance indicators have significantly increased. This
includes, but is not limited to increases in Academic Performance Index (API),
which has risen from 538 to 759. State rankings have fluctuated between a 4
and 6; in 2013, the school ranked 5. Similar school rankings have fluctuated
between 5 and 9; in 2013, the school was ranked a 7. California High School
Exit Exam test scores-improved in English from 60% passing to 86% and in
mathematics scores improved from 36% passing to 85%. The number of
graduates completing the A-G requirements has improved steadily as well,
reaching an all-time high in 2013. The number of students taking Advanced
Placement exams has similarly risen over the years, with the number of tests
taking settling into the 250’s. Finally, the Duarte High School graduation rate
continues to stay above 99%.
Special Education students have not fared as well on the CAHSEE; data show
declining percentages (from 56% to 32%) in English/Language Arts (albeit an
increase from 28% to 33% in Mathematics.) Similarly, the disaggregated data
demonstrates a small gap in the AYPs of Hispanics and socio-economically
disadvantage students. All other data-driven measures, however, demonstrate
that the ‘achievement gap’ has largely been addressed. The current
achievement gap is not between different ethnic or socio-economic groups, but
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rather between the numbers of students who excel in various measure and
those who achieve only the basics. Certainly, Duarte High School has
graduated to a ‘better set of problems’; the current issues of the school resolve
around the continuation and deepening of an academic, post-high-schooleducation-required climate (whether that education is specific career technical
training or traditional college), and the requirements of a student body getting
ready to address the changing economic needs of our time.
Over the past twelve years, there has been a large growth in the numbers of
English Language Learners attending Duarte High School. In particular,
changes in how students are designated and re-designated have led to a growth
in the program and to recognition of the differences between the needs of newly
immigrating ELLs and students who have been in the United States for longer
than five years, or Long-Term English Learners (LTELs). The core program has
been adjusted to further address the needs of English Language Learners, with
specific SDAIE periods in English and Math being targeted to these students.
Standards for re-designation have become more difficult; currently, a student
needs to not only score well on the California English Language Development
Test but also score basic or higher on two consecutive CST tests. Because of
the revamped ELL curriculum, the focus on these students within their core
classes, and the targeting of interventions such as CAHSEE classes, more of
these students have been re-designated over the last few years.
Specific data has driven the development of our critical learner needs. Many
DHS students have scored in the Basic, Below Basic, or Far Below Basic range;
less than half the student body has scored in the proficient or advanced bands.
While ELL students appear to move through the levels of the CELDT, there are
far too many LTELs at the Intermediate and Early Advanced levels; those that
do score out of the ELD program never seem to regain ground on other
standardized test scores. In addition, although 90% of students are able to
earn grades of A, B, and C, far too many students have woefully low SAT test
scores.
Numerical data is an important part of Duarte High School planning and
discussions, but it is not the only form of data used. Upcoming business
trends, in connection with the advent of the Common Core standards, have
shown that students need to be able to do more than just fill in the bubble on a
standardized test. In particular, there is concern over the shift to a testing
format that requires students to be able to analyze information, create a
solution to a problem, and then communicate this solution effectively.
Duarte High School’s partnership with the California State University system,
demonstrated by the school’s participation in the Reading Initiative for
Advanced Preparation program and the resultant adoption of the Expository
Reading and Writing Curriculum, has opened a further area of importance to
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students and to the school. DHS personnel are concerned about the CSU
placement data, which show that far too many DHS students are required to
take remedial writing classes before being able to access traditional freshman
classes. Research has shown that writing requirements are different from
department to department, and that the English department cannot be
expected to generally ‘teach students to write.’ The requirements of such
various writing projects as lab reports, analysis of original texts, and other
kinds of written communication require a thorough re-analysis of what the
school is doing as a whole to teach writing in all of its various incarnations to
the students of Duarte High School.
While the school has seen periodic dips in achievement levels (the most recent
being in 2011), data indicate that these declines are followed by increases that
are caused by the response of the staff to these scores. Analysis of both
qualitative and quantitative data is followed by interventions targeted to the
problems that we discover. The school has experimented with programs, has
abandoned the ones that do not appear to bear fruit, and are continuing to
look at the critical needs of our students.
The recent fluctuation in achievement numbers reminds the school of the
importance of varying the delivery of lessons. Students learn in multiple ways,
and a focus on instruction remains critical to the continued improvement of
student learning at Duarte High School. In addition, the school must maintain
its focus on multiple ways to support achievement, including looking at the
whole child and continuing our counseling and emotional support programs. AG awareness assemblies, individualized connections between students and
staff, family outreach such as grade level parent meetings, A-G and AP
informational meetings, and individual parent/counselor/teacher meetings all
add to the way in which the community works together to support the learner.
Increasing active participation on the part of all stakeholders continues to be a
focal point of the DHS experience.
In summary, the data indicate that there are areas to be justly proud of (the AG completion rate and the statistics on post-high school continuance), and that
there are areas which are concerning (the variation in disaggregated data, the
mediocre performance of students on the CSU placement tests). These data
have informed the critical learner needs for the WASC self-study.
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II. Critical Learner Needs
1) Duarte High School must increase student achievement for all students,
closing the gap between those that graduate at a ‘basic’ level’ and those
that achievement some degree of proficiency. All students must be
prepared for the rigors of some form of post-graduate education.
2) Duarte High School must improve student mastery of 21st learning skills
and ability to use the ‘4 C’s’: creativity, critical thinking, communication,
and collaboration. This is based on data acquired from staff
conversations and from knowledge of upcoming business trends. The use
of such learning strategies as Cornell Notes and Thinking Maps will
prove valuable. In order for this to happen, the staff must learn with its
learners, in many ways leaping rather than stepping into the future.
3) Duarte High School students must be prepared to write across the
curriculum, working both within and beyond traditional curricular
boundaries. They must be able to analyze complex texts, demonstrate
depth of knowledge in core subjects, integrate math skills and math
practices, be able to scaffold their own learning, and exhibit college and
career readiness. Only in this way will they be prepared to take on their
increasingly complex roles in the ever-changing and developing economic
system of the twenty-first century.
III. Important Questions Raised by the Data:
A. What can the staff at Duarte High School do to ensure that all students
graduate with ‘shoulder-tapped’ status, i.e. ready to exhibit the skills
provided by the student learning outcomes?
B. How can the staff of Duarte High School continue to update its
knowledge so as to be able to more successfully work with the demands
of the 21st century and significant subgroups of students?
C. How can the staff of Duarte High School better communicate and
collaborate in pursuit of its noble goals?
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Category A: Organization
Vision and Purpose, Governance, Leadership and Staff, and Resources
A1. Organization Criterion
Evaluate the degree to which the development of the school’s statements
has been impacted by pertinent study/community profile data, identified
future global competencies, and current educational research.
Findings
This criterion has been fully
addressed by the school. DHS’s
mission and the school wide
learner outcomes were developed
by the staff after review of the data.
They were then reviewed by the
stakeholder groups, school board,
and the district. The mission
statement, ‘we provide a caring and
respectful environment that
assures high learner achievement
in all subject areas’, an outgrowth
of our 2002 slogan “WeCAN” (“We
[meet] Children’s Academic Needs”),
was revised in response to the data
and to current educational
research.
Supporting Evidence
*Posted mission statement in many
areas:
district and school websites
main office
classrooms
*In the fall of 2013, students were
taught the new acronym.
*SPARK displayed in many areas:
district and school websites, all
classrooms, and throughout the
entire campus.
Since the last WASC visit in 2008,
DHS changed the terminology of
“ESLR” to that of “SLO” in
accordance with the 2013 WASC
guidelines. In addition, the SLO’s
were revised to make them more
concise and in the form of an
acronym (“SPARK”) that would also
serve as a mnemonic. In the spring
of 2013, the staff agreed on the
SLOs in response to identified
global competencies and an
analysis of the current DHS data.
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Evaluate the effectiveness of the development/refinement process.
Findings
The effectiveness has been
demonstrated by a clear, concise,
effective, and coherent mission
statement and SLO’s. They are
inclusive of what the school is and
what it does. To share these with
all stakeholders, DHS began by
bringing them to the WASC
leadership team (composed of
parents, students, classified, and
certificated staff) and to the PTSA.
Next, they were shared with
partners in learning programs such
as Citrus College and the City of
Hope. Publication in places such
as the Duarte View and the
school/district website further
popularized them. Finally, WASC
meetings throughout the 20132014 school year have made them
known to all stakeholders.
Supporting Evidence
*
*
*
*
*
*
Mission statement
SLOs
School and district websites
Incoming 9th grade orientation
at the end of the 8th grade year.
Grade level orientations at the
beginning of each school year.
Parent/guardian meetings for
each grade level (held at a time
convenient for parents).
Evaluate the degree to which the school ensures that students, parents,
and other members of the school’s community understand and are
committed to the school’s vision, mission, and schoolwide learner
outcomes.
Findings
The school ensures that all
stakeholders understand the
vision, mission, and SLOs by
reviewing them at all stakeholder
meetings. The commitment to
them is made clear.
Supporting Evidence
*
*
*
*
All teachers have SLOs posted in
their classrooms
Meeting minutes from:
*Other parent meetings, such as
PTSA, Parent Athletic Clubs,
Back to School Night, AP
Orientation, Open House, and
School Site Council.
SLOs introduced to students in
the fall of 2013
93
Evaluate the effectiveness of the process for revising these statements
with wide involvement.
Findings
The DHS staff has met, reviewed,
and then openly and freely
discussed the profile data. The
research and demographics were
critical to develop the mission,
vision, and SLOs, which were
aligned with the reality of
continuing globalization and the
need to prepare students for a
changing world. In addition, the
staff ensured that the four “C’s
(collaboration, critical thinking,
communication, and creativity)
were included in SPARK. During
2013-2014, the new SLOs are
being comprehensively taught and
reviewed by all parties.
Supporting Evidence
*ERD meetings 2012-2013 and
2013-2014
*Parent Meetings
*Department meetings
The incoming Common Core
Standards are being discussed and
reviewed during the 2013-2014
school year. As the needs of
learners change, this reflection will
enable the staff to make the needed
changes to core curriculum and
practice.
CONCLUSIONS: comment on the degree to which this criterion is being
addressed. Comment on the degree to which this criterion impacts the
school’s ability to address one or more of the identified critical learner
needs.
Findings
These criteria are being addressed
comprehensively. The continual
cycle of reflection and revision has
given the DHS staff the ability to
address the changing needs of
students created by changes in the
Supporting Evidence
*Meeting minutes
*District and school websites
*Classroom posters
94
global economy and resultant new
standards. By acquainting
community members with our
mission, vision, and SLOs, the staff
expects to be able to foreground the
need for students to be able to
read, write, and reason across the
curriculum, working both within
and beyond traditional curricular
boundaries (the third identified
critical learner need). In addition,
the SLOs directly address the need
for 21st century skills.
A2. Governance Criterion
Provide evidence that the policies and procedures regarding the selection,
composition, and specific duties of the governing board, including the
frequency and regularity of board meetings, are clear.
Findings
There is a plethora of evidence that
the policies and procedures of the
governing board are clear. The
governing board of the Duarte
Unified School District is
composed of five elected members
that represent the diversity of the
community. Board members are
elected for a four year term, with
elections held every two years; as
different board members enter and
exit the board at different times,
the School Board is constantly
changing and evolving. The school
board is committed to the
proposition that all students will
have the opportunity to be
successful in academic
achievement and to achieve their
full potential as “Shoulder Tapped
Graduates.” As such, these
individuals create, support, and
monitor the policies of DUSD.
Supporting Evidence
*School Board meeting minutes
*Sample school board agendas
*School board meeting calendar
*Board policy binder
*School board mission statement
*School Board vision statement
*School board beliefs
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The school board communicates
with the staff of each school via the
agenda for upcoming board
meetings and the minutes of each
meeting, which are disseminated to
each school site. Board meetings
are calendared at the beginning of
each school year and made known
to all staff via email and the DUSD
web site. Board policy is kept in a
yellow binder at each site. Any
individual is free to address the
board at any public meeting, which
are held approximately twice a
month.
At the beginning of each board
meeting, the board’s mission
statement, vision, and beliefs are
read. This ensures that they are
remembered and used.
Evaluate the adequacy of the policies to support the school’s vision,
mission, and schoolwide learner outcomes through its programs and
operations.
Findings
The Duarte Unified School District
Board of Education has a proven
track record of support for Duarte
High School. The board has clear
goals and beliefs for all learners.
They approve new programs and
curriculum, field trips, fundraising,
and professional development.
Board members are highly visible
during the school year, attending
such events as Awards Night, Back
to School Night, and Open House.
Each member visits school sites on
both a formal and informal basis,
conducting walk-throughs of each
Supporting Evidence
*Approval forms for events
*School board mission statement
*School board vision statement
*DHS mission statement
*DHS vision statement
*DHS SLOs
96
classroom and also stopping to
chat with various staff members.
The tenets of the school board are
similar to the mission, vision, and
SLOs of Duarte High School, which
are in turn aligned with the values
of the school board. The open
communication ensures that these
are discussed both formally and
informally.
Evaluate the ways the school community and parents are informed as to
how they can participate in the school’s governance.
Findings
Supporting Evidence
* *Board meeting calendar
Board meetings are open to the
public, and the dates are well
* *Board meeting minutes
publicized. Operations are
* *Board meeting request to
conducted in an atmosphere of
address
total transparency. A bilingual
* *PTA membership form
format for communications ensures
* Blackboard Teacher Connect
that the large Spanish contingent
auto-dialer
of the community can participate,
and several board members are
bilingual as well.
All stakeholders can address the
board by arriving at a board
meeting early and filling out a card
indicating a desire to publicly
speak to the board as a united
whole. In addition, board members
are visible at events and on
campus, and are easy to find and
chat with at those times.
Parents and community members
are free to join the Parent-Teacher
Student Association and to become
part of the School Site Council. In
addition, there are a number of
booster organizations that welcome
parent involvement. While some
parents are very active, more
should be encouraged to become
involved.
97
Evaluate the processes for involving the governing board in the regular
review and refinement of the school’s vision, mission, and schoolwide
learner outcomes.
Findings
Supporting Evidence
The School Board regularly
*Board meeting minutes
interacts with the administration
*New curriculum approved by the
regarding the school’s vision,
board
mission, and SLOs. The Single Plan *Student performance data
for Student Achievement, the State gathered by the district office
of the School Address, and the
School Accountability Report Card
are all shared with the school
board. The board also approves
new curriculum and the guiding
tenets as expressed in the vision,
mission, and SLOs.
The district office personnel
supports the high school by
gathering and analyzing student
performance data, which serves as
a significant reference point for
planning and implementing
instruction. Based on the data at
the beginning of the year, which
includes CST data, AP scores, and
CAHSEE information, faculty and
staff review both summative and
formative data. At the beginning of
each year, teachers analyze student
scores in School City to assist them
with planning goals for the
upcoming school year.
Determine whether there is clear understanding about the relationship
between the governing board and the responsibilities of the professional
staff and how that understanding is developed and maintained.
Findings
The High School staff is
knowledgeable about the ‘chain of
command’ and how to
appropriately contact different
members of the District office and
the Board of Education. Both
district office personnel and board
Supporting Evidence
*Chain of command chart
*Phone lists for district office
*School Board meeting minutes
*Principal’s meeting minutes
*Email announcements
*ERD announcements
98
members regularly participate in
high school functions. It is easy to
address the Board during meetings
or to contact district office
personnel via email.
Principals meet regularly with the
district office personnel to discuss
the needs of the school.
Administrators convey information
to department chairs, who then
inform department members.
Information is also communicated
via email and during Early Release
Days.
Determine the degree to which there is clarity of the evaluation and
monitoring procedures carried out by the governing board.
Findings
The evaluation and monitoring
procedures carried out by the
School Board are clear to the
stakeholders of Duarte High
School. The Board reviews overall
student performance and
operations of each site and
maintains close communication
with administrators. A presentation
is made at board meetings for the
individual sites; in addition, Board
members ‘lead by walking around’
and are often present on campus
and at events. Throughout the
year, Duarte High School students
are recognized for academics,
athletics, and community service.
At each meeting, the
superintendent reports the state of
each school to the Board. In these
ways, the Board monitors and
evaluates the performance of each
site.
Supporting Evidence
*Notes from board presentation
*School board meeting minutes
99
Comment on the effectiveness of the established governing
board/school’s complaint and conflict resolution procedures.
Findings
Supporting Evidence
The school board is open to hearing *Card used to address board
complaints. Any member of the
*District complaint procedures
community is free to address the
members of the Board of Education
during bi-monthly meetings, which
are taped and televised on local
channels. In addition, members of
the Board of Education are
approachable, and parents feel
quite comfortable in speaking to
individual members. As a political
body, the Board is thus
accountable to those who have
elected the individuals; however,
the Board also works hard to work
with district personnel to resolve
conflicts to the betterment of all
parties. Every effort is made to
ensure that parties speak to each
other directly when appropriate,
and that issues are resolved on a
‘win-win’ basis whenever possible.
The District has established
uniform complaint procedures in
situations regarding alleged acts of
discrimination, harassment,
violence, intimidation, and
bullying, as well as with situations
involving federal or state law, such
as the Williams Act, and in regards
to categorical and migrant
programs as well as with career
technical education. A complaint
must be filed no later than six
months from the first incident.
100
Conclusion: Comment on the degree to which this criterion is being
needs.
Findings
Supporting Evidence
This criterion is addressed at
*Board Meeting Minutes
Duarte High School.
Communication between the
Board, the District Office, and the
school sites are strengths of the
Duarte Unified School District.
While the chain of command is
used appropriately, there is an
informality that allows
stakeholders to converse freely with
the Board and with the District
Administration. As students
frequently attend Board Meetings
for a number of reasons, students
are able to practice social
responsibility and effective spoken
conversation at these meetings.
101
A3. LEADERSHIP AND STAFF CRITERION
Comment on the effectiveness of the school planning process to ensure
that it is broad-based, collaborative, and fosters the commitment of the
stakeholders, including the staff, students, and parents.
FINDINGS
The school planning process has
always been broad-based,
collaborative, and used to foster the
commitment of stakeholders, but
this has been ramped up for this
WASC cycle and for the coming
years in many ways:
SUPPORTING EVIDENCE
*Single Plan for Student Achievement
*Leadership Team meeting agendas
*WASC Action Team formation and
membership
A) The Single Plan for Student
Achievement is a
collaborative process led by
the administrative team.
Traditionally, the
administration had prepared
the plan. With the recent
change in leadership, last
year the plan was shared and
discussed with the staff and
the leadership team in
particular. The leadership
team reviewed the plan and
looked at goals and the
action plan with the goal of
connecting it with the WASC
action plan. The School Site
Council was included in the
development of the goals and
goes through with the
approval process. The goal is
for the SPSA and the WASC
action plan will work together
as guiding documents.
B) The Duarte High School
Leadership Team meets twice
a month to determine school
policy on educational issues.
This interdepartmental,
102
cross-stakeholder composed
group collaborates to bring
information back and forth
between stakeholders, to
represent their ‘constituents’,
and to create action for the
school. As a result of the
2012-2014 WASC process,
this group has become even
more focused on educational
issues.
C) This collaboration will be
institutionalized with the
creation of a WASC
Implementation Team,
composed of administration,
parents, students, classified
staff, and teachers. The
leadership team will gather
data regarding the
implementation of the WASC
process and report to the
Implementation Team on a
quarterly basis.
How do staff ensure that the analysis of student achievement of the
critical learner needs, school wide learner outcomes, and academic
standards are incorporated into the plan and impact the development,
implementation, and monitoring of the plan?
Findings
Supporting Evidence
The entire staff discusses the
*ERD meeting minutes
critical learner needs, and has
*Single Plan for School Achievement
collaborated on the SLOs and their
relation to academic standards.
The staff is aware of the goals for
state test results and have input
into the school’s plan to improve
student achievement. The staff has
the opportunity to provide feedback
and input into the school plan to
ensure that goals are reached. As a
united group, the staff will monitor
the WASC self-study and SPSA
goals and objectives during year.
103
Evaluate the degree to which the allocation of all resources supports the
implementation, monitoring, and accomplishment of the Single Plan for
Student Achievement.
Findings
The allocation of DHS resources
mostly supports the implementation,
monitoring, and accomplishment of
the Single Plan, which has been
subsumed into the WASC Action Plan.
Resources are designated for specific
student needs such as monies for
aides to assist EL and SpEd students.
The school invests in all extracurricular activities; in addition, the
school continues to invest in such
programs as AVID, Solar Boat, and
Early College, which attempt to meet
the needs of various groups of
students. The counseling department
works throughout the summer with
incoming 9th grade students and
parents to create a four-year plan.
Supporting Evidence
*Budget
*Educational Support Specialist job
description
*Master schedule
In the past, the school has had an
Educational Support Specialist
supporting low and struggling
students; however, the ESS position
has been eliminated for the 20132014 school year. The ESS duties
have been divided between office
personnel; this change will be
monitored and evaluated in the years
to come.
As the school faces continued budget
crises, it has so far been able to
protect class size and continue to offer
AP classes, electives, athletics, and
extra-curricular programs. As cuts
have been mandatory, every effort has
been made to maintain support to
student achievement.
104
needs.
Findings
This criterion is being addressed at
Duarte High School; limitations
due to lack of funding are of course
an issue. Allocated funds support
many of the identified groups on
campus. Communication of this is
an issue for the high school, and
this may have an impact on
student achievement of the critical
learner needs.
Supporting Evidence
*Single Plan for School Achievement
*Budget
105
A4. Leadership and Staff Criterion
Evaluate the clarity of employment policies and practices related to
qualifications/statutory requirements of current and potential staff for all
programs, including all types of online instruction and specialized
programs such as college/career preparation.
Findings
These are made clear by job flyers
containing requirements for
positions. All Duarte High School
teachers are fully credentialed and
highly qualified in terms of No
Child Left Behind. All teachers
have CLAD certification. New
teachers are required to participate
in the BTSA program. We are in the
early stages of looking into on-line
instruction. We currently use Plato
for credit recovery.
Supporting Evidence
*Samples of CLAD certification
from teachers
*BTSA Participation records
*Job flyers
Evaluate the procedures to ensure all staff members in all programs,
including online instruction, based on staff background, training, and
preparation, are qualified for their responsibilities within any type of
instruction to ensure quality student learning.
Findings
There are procedures that ensure
that all staff members are trained,
prepared, and qualified for their
responsibilities within instruction.
Initially, the staff is screened
through the hiring process to
ensure that every new hire is highly
qualified. The BTSA induction
program is required for every new
teacher. Training and workshops
are available based on teacher
needs. In the area of technology in
particular, there has been much
outreach to ensure that all teachers
are able to use the equipment in
Supporting Evidence
*Information about the DUSD
hiring process
*BTSA participation records
*Record of trainings for 2013-2014
106
the classrooms such as Smart
Boards. Three SDD days each year
can be used in this area; in
addition, ERD days are available
for training as well.
Evaluate the process to assign staff members and provide an appropriate
orientation process to ensure all staff are qualified and prepared for their
responsibilities, including any kind of online instruction.
Findings
The hiring process assigns staff
members according to their
qualifications, credentials, and
areas of expertise. It further
provides an appropriate orientation
process to ensure that all staff are
qualified and prepared for their
responsibilities. Initial and ongoing
trainings are offered for AVID
teachers, AP teachers, all staff in
order to further the use of
technology within the classroom.
Supporting Evidence
*Master schedule with staff
assignments
*Record of AVID/AP trainings
*Record of SDD trainings for 20132014
Evaluate the administrator and faculty written policies, charts, pacing
guides, and handbooks that define responsibilities, operational practices,
decision-making processes, and relationships of leadership and staff.
Determine the degree of clarity and understanding of these by
administration and faculty.
Findings
Written policies, charts, pacing
guides, and handbooks are clear,
and policies within them are clearly
communicated. There is ample
opportunity for involvement in
district-level committees.
Supporting Evidence
*Copies of emails inviting staff to
join district-wide committees such
as CCSS, EL, and SPED
*Teacher Handbook
*Department pacing charts
107
How effective are the existing structures for internal communication,
planning, and resolving differences?
Findings
While every effort is made to create
existing structures for
communication, there are always
glitches in the system. There is
built-in redundancy to ensure that
information is publicized in various
ways. The school uses the Daily
Bulletin to inform students and
staff members of activities on
campus. As senior year involves
many deadlines, the daily bulletin
has a separate section for seniors.
This bulletin is read to the entire
community at the beginning of 2nd
period; it is delivered either over
the intercom or through the
school’s closed-circuit television.
Supporting Evidence
*Copies of Daily Bulletin
*Copies of administrative bulletin
*Copies of Staff Meeting Agendas
*Copies of Department Chair
agendas
*Department meeting notes
The administration maintains a
separate bulletin, circulated
weekly, for administration to
communicate with staff. Other
venues for communication involve
staff meetings, Department Chair
meetings (the department chairs
act as liaisons between the
administration and the members of
their department), and weekly DHS
cabinet meetings.
Ongoing collaboration and
communication is, as always, a
work in progress. While much has
been improved, there is still much
to be done. Staff members need to
be made more aware of such
avenues for planning such as the
Single Plan for Student
Achievement. Duarte High School
is hoping that the development of
the WASC action plan will bring
108
many separate planning situations
into a single venue, and that
communication will improve as the
staff works ever more closely
together throughout the next few
years.
How effective are the processes and procedures for involving staff in
shared responsibility, actions, and accountability to support student
learning throughout all programs? Provide representative examples and
data regarding impact on student learning.
Findings
The processes and procedures for
involving staff are clear. Department
Chair meetings are used as a venue
for shared decision making. Elected
by their department, chair people act
as liaisons between individual
teachers and administration, and
represent the needs of their
department in group planning. With
the turning of the current WASC
cycle, the action plan will focus on
the continuing development of
shared responsibility and
accountability for all members of the
DHS community – students, parents,
staff, and community.
Supporting Evidence
*Department Chair agendas
*Department meeting minutes
*PLC meeting minutes
*FOL Action Plan
*FOL department Action Plans
In a similar vein, other stakeholders
help to communicate and plan for
the good of the school.
Administrators meet in cabinet
meetings once a week, as do the
members of the guidance
department. Leadership meets
roughly twice a month. Department
meetings occur in two forms:
complete department meetings,
where all teachers in a particular
department meet to discuss policy,
and grade-level or class-specific.
109
To what degree does the school leadership regularly review the existing
processes to determine the degree to which actions of the leadership and
staff focus on successful student learning?
Findings
Duarte High School takes student
learning very seriously, and the daily
business of school is reviewed quite
often. The school leadership,
composed of administration,
counselors, and the Department
Chairs, meets a minimum of once a
month. During these meetings,
programs, policies, procedures, are
discussed. Data is also noted and
shared at these meetings. Successful
student learning is a focus at these
meetings, and discussions range from
‘school-wide non-negotiables’ to
specific practices that would benefit
students if done by all staff members.
In addition, the administrative team
meets on a weekly basis to do the
same thing.
Supporting Evidence
*Leadership meeting calendar and
agenda
*Administrative team agenda
There is a chain of command which
ensures representation of the staff in
these meetings. Department chairs
act as conduits to pass information
back and forth between staff and
administration.
Conclusions: Comment on the degree to which this criterion is being
school’s ability to address one of more of the identified critical learner
needs.
Findings
This criterion is being addressed at
a high level at Duarte High School.
The staff is made up of highly
qualified individuals, and the
school does a good job of making
sure that policy, procedures, and
Supporting Evidence
*Meeting minutes
*Bulletins
110
administrative contacts are well
known. The leadership groups
(Administrative and Leadership
Team) meet regularly to discuss the
effectiveness of these policies. As
such, they are in a position to
ensure that critical learner needs
are met.
While communication is always an
issue, a plethora of methods are
used to make sure that important
information is shared throughout
the campus.
A5. Leadership and Staff Criterion
How effective is the support of professional development/learning?
Provide evidence and examples. How effective are the school’s supervision
and evaluation procedures?
Findings
The school’s supervision and
evaluation procedures are effective.
Agreed upon by the union as well
as by administration, they meet
specific deadlines for each step of
the process. Classroom walkthroughs, informal and formal
observations all take place on a
regular basis. Timelines and
deadlines are shared with those
being evaluated at the beginning of
the year, and meetings take place
on a regular basis.
Supporting Evidence
*Anonymous evaluation documents
111
Comment on the effectiveness of the processes in determining the
measureable effect of professional development, coaching, and mentoring
on student performance. Provide evident about whether the professional
development/learning has had a positive impact of student learning.
Findings
While school data is reviewed and
shared, improving scores suggest
that the learning in staff
development is helping to improve
student performance. However,
there exists a need for feedback
forms and consistent staff shareout, and consistency of feedback is
needed at the end of each SDD.
Because of the diverse needs of the
staff and students, it is important
that staff development be more
focused on areas specifically
related to the use of technology,
specific teaching practices, and
articulation between departments
and grade levels.
Supporting Evidence
Agendas for staff development
112
needs.
Findings
Supporting Evidence
Duarte High School has always had *SDD Agendas
opportunities for staff development,
and has done a great job of carving
out time for meetings, discussion,
and trainings. Greater staff input is
needed, as is consistent follow-up
to ensure the relationship between
teacher training and student
improvement. Professional
development to specifically address
the needs of the upcoming
Common Core Implementation is a
priority for the staff.
A6. Resources Criterion
To what extent are resources allocated to meet the school’s vision,
mission and student achievement of the critical learner needs, the
schoolwide learner outcomes, and the academic standards? Additionally,
comment on the extent to which leadership and staff are involved in the
resource allocation decisions. What impact has the process for the
allocation of resources made on student learning?
Findings
The budget is developed in a
collaborative manner. The
administration meets with the
leadership team and school site
council to ensure that resources
are available to support the vision
and mission of the school. Budgets
for each department and wish lists
for both departments and teachers
are used to allocate resources
needed.
Supporting Evidence
*Department budgets
*Department wish lists
*Supply requisition forms
113
Evaluate the effectiveness of the school’s processes in relationship to
district practices for developing an annual budget, conducting an annual
audit, and at all times conducting quality business and accounting
practices, including protection against mishandling of institutional funds.
Findings
Supporting Evidence
Effective practices are in place for
*Annual Budget
an annual budget at the school
*Examples of audits
site. Annual audits are conducted,
and accounting practices are in
place both at the district and at the
site. The principal meets with the
business office to discuss the needs
of the sites and with the human
resource department to discuss
staffing needs.
Specifically, to what extent do the facilities support the school’s vision,
mission, school-wide learner outcomes, the educational program, and the
health and safety needs of students?
Findings
Supporting Evidence
Facilities support the vision and
mission of the district and campus.
They are maintained efficiently and
effectively. Safety is the first
priority for facilities and
maintenance. Staff communicates
needs immediately, allowing for
corrections and repairs. The
Measure E school bond supported
the building of a Biotechnology
Lab, Culinary Arts Classroom and
Bistro in addition to the new
stadium, weight room and
wrestling/team room.
Facilities – maintenance and aesthetic
value of all district facilities
114
Evaluate the effectiveness of the policies and procedures for acquiring
and maintaining adequate instructional materials and equipment, such
as technology tools and software, the support systems for technology,
software, textbooks, other printed materials, manipulatives, and
laboratory materials for instruction, including online. Evaluate the
effectiveness of the policies and procedures for acquiring and maintaining
adequate technology and software for all instruction, including online.
Findings
Working and effective policies and
procedures allow for the acquisition
and maintenance of technology
tools and software, as well as for
training of staff in their
implementation. As technology is a
focus for our school, SMART
boards, laptops, responders, iPads, and mini-computer carts are
available to many teachers.
Teachers have participated in a
team of research and development
teams to pilot technology.
Instructional materials are
available and appropriate to
instruction.
Supporting Evidence
*Smart Boards in rooms
*Laptop carts in rooms
*Computer labs
*Textbooks
There are, however, curricular
areas which need updated
textbooks at specific levels. With
the shift to the CCCS, time will be
invested in selecting and piloting
new materials to support the
standards. 21st Century Learning
skills will drive the selection
process.
115
Determine if the resources are available to hire, nurture, and provide
ongoing professional development for a well-qualified staff. Include
specifics of online, IB, and/or college and career preparation programs
that are in place.
Findings
Supporting Evidence
Duarte High School is composed of
a highly qualified staff. The district
has made a tremendous effort to
keep budget cuts away from
students, and this is seen in the
hiring and orientation of new staff.
Department chairs, counselors,
principals, and district office
personnel gather for interviews
after candidates have been
screened. Once hired, the District
provides an orientation for new
teachers, which is then continued
at the school site by written
communications, presentations by
administration during the school
year, and the BTSA program.
*Hiring practices for the district
*New teacher orientation
SDD agendas
*Examples of off-site trainings
*Examples of on-site trainings
during 2013-2014: Common Core
on 11-14-13 and others in the
spring.
All teachers benefit from the three
Staff Development Days that occur
during the school year. Outside
trainers or expert teachers provide
the training. Opportunities are
available for staff to attend
conferences and trainings so as to
support life-long learning.
Practices such as Thinking Maps,
Cornell Notes, AVID strategies, and
classroom management have been
covered in the past, but it is
important for future trainings to
bring new hires up to speed and to
refresh veterans.
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Evaluate the effectiveness of the districts’ and school’s long-range
planning.
Findings
Supporting Evidence
The long-range planning of Duarte
*Single Plan for School
High School and the district is
Achievement
effective. The Single Plan for School
*WASC action plan
Achievement has been merged with the *School Accountability Report Card
WASC action plan. They have been
*SSC meeting minutes
communicated with all stakeholders.
*WASC meeting minutes
This can only help further improve
*District Strategic Plan
student achievement.
The Duarte Unified School District has
a long-term strategic plan for the
future of the district and for its
students. In addition, there is a master
plan for English Language Learners
that was developed to ensure that the
district is giving focused and
supportive intervention that allows
these students to not only merge into
the general population but to also
achieve similar success.
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needs.
Findings
Supporting Evidence
As technology has been a part of
*Smartboards
the long-term plan of the District
*Laptop carts
for many years, it is becoming more
and more a part of the
instructional materials available to
the staff. A more specific staff
development schedule and time to
debrief would allow the staff to
tailor resources specifically to
addressing the critical learner
needs.
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LIST OF STRENGTHS FOR CRITERION A: VISION AND PURPOSE,
GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES
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The entire staff was involved in the creation and modernization of the
mission, vision, and SLOs.
The Duarte Unified School District Board of Education and
Superintendent proactively lend support to the goals and vision for all
Duarte High School learners and staff.
The mission, vision, and SLOS are communicated in a variety of
venues - DHS website, DUSD website, parent handbook, posters in
classrooms.
The staff at Duarte High School is being trained in the needs of the
Common Core standards, and is transitioning to implementation for
the 2014-2015 school year.
Duarte Unified School District is actively creating accountability
measures to ensure that the new LCFF funding provides the greatest
opportunities for Duarte students.
The staff of Duarte High School is in a continual cycle of reflection
and revision. Participation is expected by all, and communication of
this cycle is maintained with every group of stakeholders.
Meeting time for these processes is allocated on a regular basis.
Time is available for staff development on campus during Early
Release Days, during Professional Learning Community meetings,
during Common Conference periods, and during Staff Development
Days.
Data is used to determine general staff development needs.
The school follows the policies and procedures set forth for
supervision and evaluation.
Annual audits are conducted, and accounting practices are in place
both at the district and at the site.
Maintenance of facilities is prompt and effective.
There is a great deal of technology available to staff.
Instructional materials are available and appropriate.
The hiring practices are tailored to support new teachers as they
acclimate to the school culture.
The staff is highly qualified and well oriented.
Duarte High School meets state requirements in the staffing of the
school.
Meetings occur regularly to discuss the ways in which the school is
staffed and review of the existing processes is common.
Technology training has been a focus of the District for the last
several years.
Opportunities exist for group decision making at the district level.
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Written communications given out at the beginning of the year are
clear.
Duarte High School ensures that staff members are assigned to
appropriate positions and oriented to the needs of the students.
The Single Plan addresses identified groups on campus by financially
supporting programs
The plan is connected to the SLOs, the CAHSEE goals, and the CST
objectives.
The school has assigned goals regarding improvement in each core
area. The school has also discussed the need for folding the Single
Plan goals into the WASC action plan so as to create one united
improvement plan for the school.
Areas such as ELL and SPED are allocated resources as is discussed
in the district budget and Single Plan.
Open communication exists between School Board and school sites.
Communication between the School Board and Duarte High School is
open and collaborative.
There is transparent operations and easy communication with Board
members.
There is regular interaction between the governing board and the high
school.
The ‘chain of command’ is well understood and used appropriately.
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LIST OF PRIORITIZED GROWTH AREAS
1. Staff Development needs to be more focused on diverse specific areas in
order to meet the differing needs of the staff and benefit learners in a
more focused way. This staff development needs to allow staff to develop
at individual paces, and the staff must have input on what is needed. As
such, a wide variety of trainings must be developed and more clearly
communicated to the staff. Trainings and staff development need a more
specific and focused schedule. Time must be given for the staff to review,
share ideas, debrief, and reflect on staff development.
2. There is a continued need for greater communication in regards to the
policies and procedures at Duarte High School. In particular, the staff
needs to become more familiar with the format of the Single Plan for
School Achievement and its goals, financial aspects, and details. As this
plan needs to dovetail with the action plan of the WASC self-study, the
staff needs to give input into its makeup. In addition, the staff must
continue to make every effort to include all stakeholders, including
classified, parents, and students. The SLO’s, which are new, must be
communicated early and often during the 2013-2014 school year and
then reviewed regularly thereafter. Finally, the staff must use this cycle
of reflection and revision to align our current system of curriculum and
practice with the incoming Common Core Standards.
3. Collaboration is needed between staff, faculty, and administration in
order to create better structures for communication, planning, and
resolving differences. The staff needs to be made more aware of what is
available to it in terms of collaboration at the district level.
4. Resources such as textbooks and software need updates.
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B. Standards-based Student Learning: Curriculum
B1. Curriculum Criterion
Comment on the effective use of current educational research related to
the curricular areas to maintain a viable, meaningful instructional
program for students. Examine the effectiveness of how the school staff
stay current and relevant and revise the curriculum appropriately within
the curricular review cycle.
Findings
The vast majority of the staff uses
current educational research to
plan classroom instruction:
A) Over the last two years,
math, history, and English
teachers have worked with
Cal Poly Pomona’s RIAP
(Reading Institute for
Academic Preparation) to
improve learner ability to
think through problems and
develop college readiness
skills.
B) The science department has
similarly partnered with the
City of Hope in order to
develop classroom practices
that allow student to ‘do
science’ rather than to
passively acquire
information.
C) The Special Education
Department has undergone
Autism Training and CPI,
nonviolent crisis
intervention, in order to work
more effectively with our
diverse population.
Supporting Evidence
*RIAP materials
*City of Hope materials
*Autism training materials
*ERD meeting minutes
*AVID lesson plans
*Student work using Cornell Notes
and Thinking Maps
*AVID training materials
*Other training materials (will vary
by teacher)
*SDD agendas
The DHS staff stays current and
relevant using Professional
Learning Communities which meet
during common conference periods.
Teachers discuss effective teaching
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methods and plan lessons and
assessments. Data gathered is
then used to determine what needs
to be re-taught.
The staff also keeps current on
schoolwide strategies that help
students learn to think. Research
based practices such as Cornell
Notes and Thinking Maps are used
across the curriculum so that
students share a common ‘study
language’ and learn how to access
materials on their own.
Programs such as AVID bring new
researched based methods to our
campus, and individual
participation at trainings are
shared with the rest of the staff.
LACOE, NCTM, and CMC are other
places where individual staff
members have gone for training on
current research and then returned
to share information with the rest
of the staff.
During Staff Development, staff has
covered and implemented best
practices like vocabulary word
walls, check for comprehension
strategies, and non-negotiable as
part of a meaningful instructional
program.
Furthermore, staff has received
training on effective strategies for
comprehension using the text
“Teach Like A Champion,” during
Staff Development. Also, staff at
Duarte High School is receiving
training on the implementation of
123
Evaluate to what extent there are defined academic standards for each
subject area, course, and/or program (e.g., college/career) that meet state
or national/international standards, and where applicable, expectations
within courses that meet the UC ‘a-g’ requirements.
Findings
Every department has defined
academic standards based on the
California State Standards, the
Advanced Placement requirements,
or specific requirements for that
subject (e.g., AVID standards,
CAHSEE requirements). In PLC
meetings, teachers review the
standards, share ideas for practice,
and review data. Pacing charts
enable teachers to cover standards
in a timely manner and allow for
collaboration of teachers among the
same content area. All departments
on campus are moving to
implementation of the Common
Core Standards.
Supporting Evidence
*Examples of department
standards
*Program standards
*Department pacing charts
*Common core standards
*College Board approval for A-G
courses
Each core class at Duarte High
School meets the A-G standards. In
addition, fine arts classes,
including some ROP offerings, and
foreign languages courses also
meet A-G standards.
Evaluate the extent to which there is congruence between the actual
concepts and skills taught, the academic standards, and the school wide
learner objectives.
Findings
There is much congruence between
what is taught, the academic
standards, and the SLOs. In the
past, the California State
Standards have guided the
curricula, whereas the ELSRs have
guided practice. In order to access
the material, teachers have used
Supporting Evidence
*California State Standards
*Copy of old ESLRs
*SLO framed posters
*Student work on PowerPoint and
Prezzi
*Evidence of development of lesson
plans using Common Core
standards
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projects, research papers, and
student presentations in order to
promote effective communication
and analytical thinking. Mixed
group activities have allowed
students to practice responsible
citizenship as well as to solve
interpersonal problems. The use of
PowerPoint and Prezzi in
presentations is widespread, and
students routinely demonstrate
that they can use technology.
Teachers have worked well
individually, but are adopting a
more collaborative model,
especially with the transition to
In 2012-2013, the ESLRs were
transformed into the SLOs. While
the change has mainly simplified
and codified our extant
expectations, the introduction of
SPARK in 2013-2014 will promote
more discussion of what students
will be expected to do in the future
and the kinds of skills needed to be
successful.
In moving towards the Common
Core Standards, the emphasis on
the SLOs will become even more
important.
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Evaluate to what extent the examination of representative samples of
student work and snapshots of student engagement in learning determine
the implementation of a standards-based curriculum and the addressing
of the school wide learner outcomes.
Findings
Most teachers examine student
work and use their findings to
determine consequent practice
within the classroom. Within PLCs,
teachers collaborate to review
assessment data and work samples
in order to plan standards based
lessons, future assessments, and
interventions. The use of data
enables teachers to re-teach what
students have not yet learned. With
the advent of the new Common
Core Standards, training will be
continued to integrate the SLOs
into the classroom at an even
greater level.
Supporting Evidence
*Student data used by teachers
*Teacher lesson plans
*Student work
Evaluate students’ access to a rigorous, relevant, and coherent curriculum
across all programs. How do school staff define rigor, relevance, and
coherence? To what extent do the instructional practices of teachers and
other activities facilitate access and success for special needs students?
Findings
Students have access to rigor,
relevance, and coherence in all
programs. Rigor is defined by
departments in their PLCs. Sharing
of teaching strategies and
interventions for struggling
students ensures that all learners
have access to the core curriculum.
The analysis of data from common
assessments helps teachers to
strategically plan further
instruction and interventions.
Supporting Evidence
*Data from common assessments
*Examples of homework policies
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Common policies in the areas of
homework and grading help to keep
rigor consistent between teachers
and grade levels. Uniform
expectations are being developed as
well. There is some concern with
the continued use of worksheets
and overdependence on textbooks
(as opposed to these being
resources available to students in
the midst of projects and papers
requiring students to use the SLO
skills.
Evaluate to what extent is there integration among disciplines and, where
applicable, integration of outsourced curriculum into the program so that
curricular integrity, reliability, and security are maintained.
Findings
There is a great deal of integration
among disciplines. Each
department uses common pacing
charts and assessments. There is a
limited amount of collaboration
between disciplines, mostly in
areas that are naturally interdisciplinary, i.e. the collaboration
between core teachers and the
AVID program. Early Release Days
give the staff time for collaboration,
but it has been largely used to
focus on core standards.
Supporting Evidence
*Pacing charts
*Common assessments
*AVID meeting minutes
*Information on Microsoft
certificate
*Job description for City of Hope
interns
Video conferencing in Mr. Kenney’s
room
With the proliferation of technology
in use at Duarte High School and
the growing number of
collaborations between the high
school and the community,
programs are being developed that
allow students to integrate
knowledge from different
disciplines as they experience reallife learning applications.
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The various internships available
through the City of Hope are
examples of this; in addition,
within certain classes, video
conferencing is used to connect
student learning to a wider world
than can be seen within a
classroom.
Comment on the effectiveness of the school’s curriculum review,
evaluation, and review processes to ensure student needs are being met
through the curriculum; include the extent to which there is involvement
of key stakeholders.
Findings
In the past, departments reviewed
the curricula and pacing guides as
they progressed through them.
Grading and homework policies
were discussed in departments,
and common expectations were
established. The yearly review of
CST data ensured that teachers
look at what they have been doing
and revise their practice where
appropriate.
Supporting Evidence
*Evidence of Common Core
planning
*Department meeting minutes
*Counseling meetings logged on
AERIES
With the revitalization of the AVID
program and the change to the
Common Core standards, there is a
great deal of curricula review and
evaluation. Departments will be
revising curricula, grading policies,
homework policies, and pacing
guides. There is room for
improvement, however, in
collaboration between departments.
Counselors and administration are
responsible for ensuring that
students meet graduation and
credit requirements.
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Determine the extent to which key stakeholders are involved in the
selection and evaluation of the curriculum to ensure it matches the
school’s mission and school-wide learner outcomes. Particularly evaluate
the strategies used to solicit teacher input into the design of the
curriculum and the use of technology within the curriculum.
Findings
In past years, curriculum was
dictated by CA state standards,
textbooks and CSTs. Now that
Common Core has arrived at DHS,
the textbooks will be used along
with an integration of primary
sources and expository pieces.
Designing common core curriculum
is now solely in the hands of the
teachers. Teachers must create
Depth of Knowledge questions that
match common core standards.
Teachers will no longer teach test
taking strategies and power
standards; teachers will now teach
how to think and why.
Supporting Evidence
*Curriculum pacing charts for
departments
*Teacher planning for Common
Core
Departments in PLCs, meet to
discuss what must be taught
according to standards, review
student needs/abilities, plan
information to be covered,
assessments to be used,
appropriate strategies to be used,
and technology that needs to be
integrated.
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Share examples of articulation with feeder schools and local colleges and
universities, including comments on the regularity and effectiveness of
these effects. What has been revealed through the follow-up students of
graduates and others regarding the effectiveness of the curricular
program?
Findings
The data show that for the past two
years, approximately 80% of
graduates are entering postsecondary institutions of higher
learning. Prior to graduation,
senior students are interviewed by
administration to determine their
post-secondary goals and how
students felt about their
preparedness for college or the
work force.
The most common area of
collaboration between the junior
high and the high school is in the
area of student placement and
specialized programs such as
Special Education, AVID, and
certain math classes. The Special
Education departments from both
schools meet monthly to discuss
students, transitions, and goals
and objectives. However, staffs
from both school sites have met,
during a Staff Development Day to
discuss the alignment of
curriculum and to enhance the
transition process for our students.
Aside from that, there have been
very limited opportunities for
collaboration in the area of
curricular alignment 7-12. This is
an area where we can use some
growth.
Supporting Evidence
Data on graduates
Evidence of recruiting for programs
such as AVID
Evidence of articulation meetings
Master Schedule
RIAP Training
Information on Citrus College Early
Decision Day field trip
Citrus College report on high
school graduates
In terms of college readiness,
Duarte High School has been
proactive in articulating with both
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Citrus College (our local
community college) and with the
CSU and UC systems. Our core
class offerings meet UC guidelines,
and our AP program prepares
students for matriculation at the
University of California. RIAP
training, attended by teachers from
a variety of core disciplines, has
allowed us to bring new techniques
to the classroom to prepare
students for college readiness. In
English, the adoption of the
Expository Reading and Writing
Curriculum (developed by the
CSUs), allows us to give seniors a
taste of what they will need to be
able to do in college, to teach
specific skills that will enable them
to be successful, and to assess
their current work based on reallife needs (i.e., where they need to
improve to pass the college
placement tests) In addition, the
school offers elective courses that
are approved by a local community
college as part of our articulation
agreement. Duarte High School
offers an Early Admission Day, in
conjunction with Citrus College,
where students can take placement
exams, meet with college
counselors to pick their college
courses, and receive orientation.
Science students are also able to
attend and participate in labs on
the Citrus College campus.
Furthermore, Citrus College has
provided the Duarte High School
science department with equipment
to prepare our students for college.
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The number of Duarte High School
graduates needing to take
remediation classes upon
beginning college matriculation is
an area of concern for the entire
staff.
CONCLUSIONS: Comment on the degree to which this criterion is being
school’s ability to address one or more of the critical learner needs.
Findings
This criterion is being addressed by
departments. In each department,
curricula are rigorous, relevant,
and based on standards.
Departments collaborate at grade
and course levels to ensure that
these standards being taught
across the department. The school
could use inter-departmental
collaboration to further tighten the
link between curricula and student
achievement.
Supporting Evidence
* *Examples of common
assessments and
grading/homework policies
* *Pacing charts
* *Teacher lesson plans
showing the use of Cornell
Notes and Thinking Maps
* 4 year writing plan
Limitations are due to many
factors: lack of funding,
professional development, and time
limitations impact the school’s
ability to address the critical
learner needs.
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B2. Curriculum Criterion
How effective are the processes to allow all students to make
appropriate choices and pursue a full range of realistic college/career
and/or other educational options? Discuss how the school ensures
effective opportunities for career exploration, preparation for
postsecondary education, and pre-technical training for all students.
Findings
Duarte High School is
committed to providing an
education that will allow our
learners to pursue appropriate
choices after high school. There
are a myriad activities and
opportunities for career
exploration and pre-technical
training. Job Shadow Day in
February puts interested
students in the field, shadowing
professionals. Career Day in
March allows students to hear
speakers from a variety of career
fields. These speakers are
professionals who donate their
time to the school. Students can
ask questions, get information
about how to get involved in a
particular field, and begin to
make local contacts. Finally,
our connections with the City of
Hope allow for a plethora of job
shadowing and internship
opportunities. There are a
plentitude of ROP courses
offered on campus for students
to enroll in for elective credit as
well as receive career training.
Supporting Evidence
*Early College Program
*Early Admission Day
*FAFSA meetings
*Personal statements written by
students
*Agendas for Job Shadow Day
*Agendas for Career Day
*City of Hope information
*Evidence of counseling
appointments
*Evidence of field trips
Preparation for post-secondary
education is begun when the
student and his/her parents or
guardians meet with a counselor
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at the beginning of the learner’s
tenure at DHS. At this time, a
plan is drawn up to ensure that
students take the classes they
need to be eligible for their
college dreams. Students meet
at least annually with their
counselor to adapt or modify
their plan as needed. College
representatives give talks in the
Career Center on a regular
basis; in addition, there is an
annual College Fair on the
Duarte High School Campus.
Clubs such as La Vida Nueva
and the BSU promote field trips
to different colleges.
There are many ways in which
the school works with individual
students to explore the full
range of appropriate and
realistic college and career
choices. Within the senior
English classrooms, time is
taken to work on personal
statements for college admission
and local scholarship
applications. These statements
are edited by both teachers and
by counselors, and students
may elect to pursue more
specialized and personal help for
these essays. Citrus College
works with Duarte High School
with a competitive Early College
program that allows selected
students to complete a year of
community college during their
junior and senior high school
years; in addition, selected
students from Duarte High
School are given preferred
registration at Citrus when they
matriculate there. The
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counselors spend a great deal of
time with seniors giving
instruction and help with both
college applications and with
arranging for appropriate
instruction and help for the
FAFSA.
Evaluate to what extent parents, students, and staff collaborate in
developing and monitoring a student’s personal learning plan, based upon
a student’s learning style and college/career and/or other educational
goals.
Findings
Parents, students, and staff
collaborate to develop and monitor
a student’s progress at DHS:
A) Every year students, parents,
and staff meet to develop four
year plans, a road map of
courses the student will take
throughout their high school
career based on graduation
requirements, college and
career goals, and interests.
B) The ROP program has an
interest survey which once
completed will match a
students’ interest with a
career or educational goal.
Supporting Evidence
*Student 4-year plans
*Evidence of counselor meetings
with students and parents from
Aeries
*ROP interest survey
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Evaluate the effectiveness of the ways the school ensures that
processes are utilized for monitoring and making appropriate changes
in students’ personal learning plans (e.g., classes and programs)
Findings
The school has effective processes
for monitoring and making
changes in the personal learning
plans of the students, although
some students naturally get more
attention than others:
A) Each Duarte High School
learner, together with his/her
parents or guardians, creates a
‘personal learning plan’ with
his or her counselor at the
beginning of his or her tenure
at the high school. This is
called the ‘Four Year Plan’, as
students meet with their
counselors each year to make
sure that they are on track and
to modify the plan if necessary.
B) If the student is involved in a
special program such as
Special Education or AVID,
that student will be closely
monitored and assisted
throughout their high school
education.
Supporting Evidence
*Four Year Plans
*Roll sheets for Special *Education
and AVID
Counseling appointments in Aeries
Evaluate the effectiveness of the strategies and programs to facilitate
transitions to post high school options
Findings
There are many effective programs
that facilitate transitions to posthigh school options:
A) The Citrus College Early College
program begins in the eleventh
grade. Students involved in
their program take Citrus
College classes on the Duarte
Supporting Evidence
* Early College program
information
* *AP class rubrics
* *AVID information
* *Citrus College Early
Admission Day information
* *Senior Project information
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High School campus and begin
to earn units towards their
Associate of Arts degree. When
an Early College student
graduates from Duarte High
School, s/he has completed a
year of college courses and can
matriculate at Citrus College as
a second-year student. Many of
our Early College students have
used this program to facilitate
their enrollment at such
prestigious universities as
UCLA.
B) For those students who prefer a
more traditional approach to
college, Duarte High School
offers a full complement of
Advanced Placement classes.
Students can take one or more
of these courses starting in their
sophomore years. Many
students take advantage of
these courses, and thus have
more competitive college
applications. The number of
students passing these courses
and earning college credit is not
as high as we would like.
C) The AVID program exists to help
students who are new to the
college application process. It is
a six-year program, articulated
with our junior high school.
Students review and practice
techniques that will help them
achieve higher grades; they also
utilize study groups in order to
access rigorous and difficult
classes. Our AVID program is
being re-vitalized and growing
apace.
D) The Citrus College Early
Decision Program supports
students wishing to begin at a
*
*
*ERWC information
4 year writing plan
137
community college. Duarte High
School recognizes that not all
students are focused on a fouryear education, or ready to
access advanced options
immediately after high school.
In addition, there are those who
prefer to complete their general
education requirements before
transferring to a four-year
university. The Early Decision
Program gives learners preferred
enrollment and the assurance of
a complete class load.
E) Duarte High School ROP
programs ensure that students
who prefer to enter the world of
work after high school have
initial job skills, via different
ROP course electives. The
Career Technical Education
pathways allow students realworld experience, connection
them to their passion and
allowing them entrance into
specialized fields.
F) Seniors are able to get help with
application essays and forms
from both senior teachers and
from counselors. Programs
such as Senior Project and
ERWC ensure that students are
not just eligible for college, but
also prepared. Articulation
between grade levels and the
school wide use of such
techniques as Cornell Notes and
scaffolded writing plans ensure
that students are being
prepared from the ninth grade
on for the rigorous demands of
senior year and beyond.
138
Findings
The variety of activities and
programs available to all students
ensures that this criterion is met
by Duarte High School. Students
and parents are co-creators of a
four-year learning plan which
addresses the student’s academic
needs, opportunities to connect
with his or her passion, and which
will ensure eligibility for post-high
school endeavors. The school
recognizes that there are
innumerable paths to success, and
that a “one size fits all” approach
does not serve the individuals that
matriculate at Duarte High School.
Thus, there are various support
programs, co-curricular clubs and
teams, and other areas which allow
each student to customize his or
her education.
Supporting Evidence
Course offerings
Four Year Plan
College acceptances
Rosters for clubs, teams, and
performance groups
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B3 – Curriculum Criterion
Evaluate ways the school ensures that all students have access to real
world applications of their educational interests in relationship to a
rigorous, standards-based curriculum.
Findings
Duarte High School is committed to
real world applications of
educational interests and to
student mastery of the SLOs:
A) As the City of Hope is in the
school’s back yard, so to
speak, there are a number of
programs connecting our
students with that august
institution. The ability to
enjoy walk-throughs and job
shadows, work with
professional scientists, and
contribute to scientific
discovery gives students a
very exciting opportunity to
explore the ‘real world.’
B) The Senior Project, as the
culminating experience of the
students’ four years at
Duarte High School, is
focused on taking the skills
learned in their tenure at
Duarte High School and
applying them to a real-life
situation connected to the
students’ passions. Many of
our students choose to study
and work with a specific
population such as Down’s
Syndrome or autistic
students. Others investigate
career options such as police
work or engineering. Still
others focus on a specific
problem that ties a passion
to an analytical research
project. As the Senior Project
Supporting Evidence
*Club constitutions
*Career Center information
*Job Shadow Day information
*Career Day information
*City of Hope programs
*Senior Project requirements
*Field trip information
140
requires a ten-page paper, a
minimum of twenty-four
hours of fieldwork, a
professional quality portfolio
and a 10-minute
presentation to a panel of
teachers, counselors,
administrators, and
community members, it is
truly a means of proving that
individual students have
indeed developed mastery of
the SLOs.
C) The school’s co-curricular
program, which boasts a
number of service groups
such as Youth To Youth, Key
Club, Interact Club, and
Happy Feet.
D) In addition to service clubs,
opportunities for involvement
are available in other kinds
of clubs, in sports, and in
student government. By
participating in our cocurricular program, students
complete service projects that
enable them to work with the
greater community of Duarte
and beyond, using the
leadership, communication,
and analytical skills that they
have developed in the
classroom. The co-curricular
program is one way that they
are able to see the fruits of
their labors in action.
E) The Career Center provides a
range of workshops and
presentations that give
students a chance to ‘test
their wings’ in the real world.
Activities such as Job
Shadow Day, Career Day,
college presentations, and
141
interactive activities with
Citrus College (Early College,
preferred registration) allow
students to ‘visit the future’
and rehearse safely.
F) In addition, a number of
classes and clubs promote
field trips to colleges,
museums, and other venues
so that students will have
continued opportunity to be
‘out in the world.’
Comment on the effectiveness of the academic support programs to
ensure students are meeting all requirements, including the CAHSEE.
Findings
There are a plethora of effective
academic support programs at
DHS. During one’s tenure at DHS,
most students will utilize at least
one of the following:
A) The ELD program provides
academic support for
students who need extra help
with study skills and with
English fluency. Students are
enrolled in one specific ELD
class, in an “SEI” (Sheltered
English Instruction) English
class, and have access to an
ELD aide who works with
students one-on-one. This
program has worked well
enough that staff members
are beginning to discuss
extending this model to SpEd
students as well.
B) Other programs that provide
study skills and academic
support include our
Freshmen Success/Falcon
Mentoring program and our
Supporting Evidence
*Master Schedule
*Freshman Mentor information
*AVID information
*SEI class information
*Kiosk tutoring information
*CAHSEE intervention information
*Directed Studies information
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AVID program.
C) In 2012-2013, all afterschool tutoring programs
were rolled into one master
program named ‘Kiosk
tutoring.’ Kiosk tutoring is
done primarily by peer tutors
who are recommended by
staff and paid for their time.
Thus, the tutors are expected
to approach tutoring
professionally. Although this
program is new, it is wellused; we will be gathering
data during the 2013-2014
school year to judge its
effectiveness in raising
grades and test scores.
D) In addition to Kiosk tutoring,
many teachers stay after
school on selected days to
work with students requiring
more time. Most teachers are
also available at lunch and
before school.
E) For a period of time before
the CAHSEE is given,
students who have either not
passed the CAHSEE
previously or who are chosen
because of low CST scores,
receive Special Education
services, or are English
Language Learners are
enrolled in an after-school
program and given specific
tutoring on one or more of
the areas covered by the
CAHSEE. Small class sizes
and the strict focus on
trouble areas have made this
intervention a success –
coupled with the CAHSEE
reviews in the 10th grade
classes, they have made a
143
difference. The census
CAHSEE pass rate
percentage is consistently in
the eighties or above; ninetynine percent of our students
(or higher, depending on the
year) have passed the
CAHSEE by the time they
graduate.
F) Students who struggle with
credits and graduation
requirements are enrolled in
the Directed Study program,
which is a credit retrieval
program using computerized
learning. Students attend for
an hour or two a day and
may access the computer
work from home.
Findings
Supporting Evidence
This is another area where Duarte
High School can be justly proud of
the work that it has done over the
last few years. The graduation rate
remains above 99%; students begin
with a four-year plan and are given
support throughout to ensure that
they succeed. Moreover, the school
works hard to connect with student
passions. Critical learner needs
such as effective communication
are addressed in core classes and
then re-addressed in specialized
programs and in support systems.
Four Year Plan
A-G completion rate
Graduation rate
CAHSEE interventions
144
AREAS OF STRENGTH FOR CRITERION B: STANDARDS-BASED
LEARNING: CURRICULUM
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Students are given ample opportunity to connect classroom learning
with their passions and the needs of higher education and the
working world.
Many academic support programs exist to ensure that students are
successful in their work at Duarte High School.
Programs such as AVID bring new research based ideas to DHS.
Standards based instruction, common pacing guides, and common
standards based assessments keep courses coherent.
The SLOs are promoted in a variety of assignments.
Common prep periods and the use of Early Release Days allow for
discussion, and for meaningful change based on student data.
After school interventions allow struggling students extra time to
catch up.
More students are enrolled in AP courses.
Staff members are trained in programs such as RIAP and ERWC to
promote college readiness.
All classrooms are outfitted with Smart Boards and document
cameras to enhance lessons and engage learners.
Duarte High School offers appropriate intervention courses that focus
on reading through Read 180.
There are a variety of activities and opportunities for career
exploration and pre-technical training.
Programs such as Early College, AP, AVID, and preferential
enrollment at Citrus allow students to transition easily to postsecondary education. Programs such as Senior Project and ERWC
allow all students to enter post-secondary education prepared rather
than simply meeting entrance requirements.
Four year plans are developed with student, parent, and counselor.
145
List of Prioritized Growth Areas:
1. The move to the Common Core Standards requires continuing
discussion and specific, diversified staff development specifically
focused on instructional practices to move teachers away from the use
of worksheets and dependency on textbooks and towards project- and
essay- based learning.
2. The need for interdisciplinary collaboration and articulation with our
feeder school is becoming paramount.
3. Transitional courses/electives for Special Education students for
post-secondary goals.
4. Four year plans need more frequent re-visitation; the counseling staff
is creating a plan to ensure better follow-through.
146
C: Standards-based Student Learning: Instruction
C1.
Comment on the degree to which all students are involved in
challenging learning to achieve the academic standards and the schoolwide learner outcomes. Include how observing students working and
examining student work has informed this understanding.
Findings
Rigor exists in each discipline,
and the majority of teachers
assign work that challenges
students to learn and achieve.
Within each department,
observation of students and of
student work informs
subsequent assignments, which
are then tailored to the needs of
the students. Many courses,
such as AP offerings, advanced
subjects, and Senior Project, are
intrinsically challenging; in
addition, however, DHS teachers
recognize that students with
special needs have special
challenges, and care is taken to
provide these students with
what they need. ELD, SEI,
SpEd, CBI, and AVID classes
are all examples of this kind of
scaffolding.
Supporting Evidence
*Lesson plans from each
department showing rigor
*student work
*master schedule showing specific
programs
*student schedules
Examine and evaluate the extent to which students know the
standards/expected performance levels before beginning a new area of
study.
Findings
The DHS staff has worked hard
to create performance and
grading standards, and to share
them with students:
A) The majority of courses begin
with an analysis of student
knowledge and previously
learned skill sets.
Supporting Evidence
* Initial assessments
* Class syllabi
* Pacing guides
* PLC meeting notes
* Benchmark assessments
* Objectives in classrooms
* Senior Project packets
147
B) In core curricula, teachers
use pacing guides in order to
ensure that all common core
standards will be addressed
during the school year.
Teachers provide a class
syllabus/outline of the
course in order to orient
students to the information
covered in the course as well
as the expectations of the
students.
C) Most departments on
campus have common prep
periods in order to work
together to develop curricula,
common assessments, and
benchmarks. Teachers
either post objectives for the
day’s lesson, either on the
white board or on the
Smartboards, or start the
lesson with a verbal reminder
of the objectives, thus
keeping students focused on
the point of the learning.
D) Students’ knowledge of the
standards is assessed by
reviewing the results of
common benchmarks and
assessments. If a student is
having trouble mastering a
given standard, Kiosk
tutoring is available.
Individual teachers also
provide assistance before and
after school as well as during
lunch and break.
*
ERWC modules
148
How effectively do instructional staff members differentiate
instruction, such as integrating multimedia and technology? Evaluate
the impact of this on student learning.
Findings
Supporting Evidence
The majority of the DHS staff
*Teacher lesson plans
differentiates instruction in order
*Classroom observations
to meet the needs of their students, *Smartboards in rooms
although some teachers are far
*Student Work
more advanced than others in the
*Cornell Notes
use of technology and multi-media. *SDAIE strategies
Technology is incorporated by staff *think/pair/share
into various lessons in order to
*cloze tests
impact student learning. The
*cooperative learning
majority of classrooms were fitted
*laptop carts
out with SMART Boards in 2010,
*graphing calculators
and they are used in a variety of
*realia
ways. There are pioneering
*visual aids
teachers using new technologies;
*audio versions of texts
these teachers share their
*Laboratory tools in Science
discoveries with other teachers,
*Edmodo
who integrate the use of such
*Prezzi
technologies to varying extents.
*video presentations
*YouTube and Schooltube
*video conferencing
Using interviews and dialogue with students, evaluate the extent to
which students understand the expected level of performance based on
the standards and the school wide learner outcomes. Evaluate the
effectiveness of the student-teacher interaction based on student
feedback.
Findings
Supporting Evidence
As the rigor and expectations rise
*Data from exit interviews
on students for college readiness, it *Senior Project samples
is understandable that students
*Graduation check samples
will be nervous about the need for
*Checking for understanding
more work. Exit interviews indicate *Think/Pair/Share
that, once finished, students
*Music and PE briefings
understand the need for rigor in
*Rubric grading
the classroom and appreciate its
use.
149
The use of rubric grading and
performance assessments allows
students to gain experience and to
develop a realistic appraisal of
what they need to succeed. As a
result, students are working more
closely with teachers to achieve
mastery of the standards.
Findings
This criterion is being addressed;
as rigor becomes more a part of
Duarte High School courses, the
culture of the school is changing
apace. Students are provided with
challenging experiences and with
the expectation that they will be
able to meet the technological
requirements of the 21st century,
Teachers are beginning training to
link the familiar California State
Standards with the upcoming
Supporting Evidence
*Student work samples using
PowerPoint, Prezzi, Finale (musical
notation), and Protocols (recording
software)
*Senior Project papers
*technology used within the
classrooms
*Common Core assessments
*Edline
Training is needed to continue to
increase staff comfort with the
mounting demands of technology
within the classroom. The use of
such technology as Edline is
becoming routine
150
C2. Instruction Criterion
Evaluate the extent to which teachers effectively use multimedia and
other technology in the delivery of the curriculum.
Findings
While all teachers use technology
to some extent, the degree to which
this is effective varies from teacher
to teacher. Some ‘early adopters’
are very comfortable and use such
elements as video-conferencing,
MOOCs, and other cutting-edge
forms of multimedia and
Internet/Cloud-based technology.
Other teachers are just learning
how to incorporate technology and
are working to better utilize the
SMART board.
Teachers collaborate in this area,
interestingly enough often through
the use of technology. Shared
folders on the server allow teachers
to share lesson plans, and there is
much communication that occurs
through email. During PLC
meetings, teachers discuss ideas
and effective techniques for the use
of technology, but the ability to do
so is hampered by the very wide
range of technological skills present
in the staff.
Duarte High School teachers are
blessed with a wide variety of
technology to use. Most
classrooms are equipped with
SMART boards and a document
camera, and all stakeholders of the
school have access to Edline. More
and more teachers are learning
how to use Prezzi for presentations,
as are many of the students. What
is needed is more in-depth training
on these technologies as well as an
introduction to other cloud
technology
Supporting Evidence
Evidence of the work of early
adopters
Lesson Plans using technology
151
Evaluate and comment on the extent to which teachers work as coaches
to facilitate learning for all students.
Findings
As is true with technology, the shift
from ‘the sage on the stage’ to ‘the
guide on the side’ is occurring in
differentiating levels across the
faculty. While there are some
lessons best taught through a
lecture format, there are many
others that benefit from greater
student involvement; knowing
when to step forward and when to
retreat is a tricky lesson. Several
teachers have come into the
coaching role more naturally. Ideas
and materials are shared during
PLCs, in ERDs, and at all staff
meetings. Athletic coaches of
course provide a model, but so do
our Poetry coaches, AVID teachers,
those who use technology fluidly,
and those who are proficient in
leading Socratic Inquiry and
Seminars.
Supporting Evidence
Lesson Plans
Meeting agendas for clubs
Our students are taking more
responsibility for their own learning
due to good coaches. This shift is in
alignment with that in education,
where common core standards
mandate a movement towards
student ownership of learning and
teachers serving as
coaches/facilitators within the
classroom.
152
Evaluate and comment on the ways in which student work demonstrates
a) structured learning so that students organize, access, and apply
knowledge they have already acquired; b) that students have the tools to
gather and create knowledge and have opportunities to use these tools to
research, inquire, father, discover, and invent knowledge on their own
and communicate this.
Findings
In this area, Duarte High School
teachers are a work in progress.
Access to technology and other
such tools has made this easier,
but there is a need for training on
using these tools. Ideas are shared
between departments, particularly
between programs such as Special
Education and AVID on one hand
and the General Education
teachers on the other.
The school has seen some intraand inter-departmental
collaboration, but more is needed.
In October of 2013, the staff was
trained in the initial use of
Edmodo, and staff members are
beginning to use this site in the
classroom. The ability to set up
interdisciplinary lessons through
Edmodo is intriguing; the staff will
be experimenting with this over the
2013-2014 school year
Supporting Evidence
Examples of collaboration between
Special Education teachers and
general education teachers
Examples of collaboration between
AVID teachers and general
education teachers
Agenda for the October SDD
meeting
Edmodo work done by students at
Duarte HS
Student work from Senior Project,
AVID, Solar Boat and Video
Productions
Senior Project, Interactive and
Writer’s Notebooks, AVID binders,
Solar Boat, Performance
Collaborations, Socratic Seminars,
and Video Yearbook are all
examples of how student work
demonstrates this criterion.
153
Evaluate and comment on how well the representative samples of student
work demonstrate that students are able to think, reason, and problem
solve in group and individual activities, projects, discussions, and
debates, and inquiries related to investigations.
Findings
The Senior Project shows the
student capacity for research in
addition to analytical thinking,
reasoning, and problem solving.
Research papers and projects in
different classes are also examples
of this criterion in action. The use
of the APEE strategy to structure
writing, Cornell Notes, Lab reports,
Science Notebooks, and student
presentations are other ways in
which students demonstrate their
abilities.
Supporting Evidence
Senior Project student work
APEE student work across
disciplines
Student notes on Socratic
Seminars
At the October, 2013 Staff
Development Day, a training on the
use of the APEE strategy was held
for the entire teaching staff.
Teachers will be experimenting
with this strategy over the 20132014 school year.
The use of Socratic Seminars is
another example of how students
are expected to think, reason, and
problem solve. Work done on the
subject of the Socratic Seminar is
geared to these expectations, but
the format of the Socratic Seminar
also has its expectations. Rules
regarding participation, listening to
others, making sure that everyone
has a chance to speak, and writing
afterwards about the experience all
demonstrate SLOs in action.
154
Evaluate the extent to which representative samples of student work
demonstrate that students use technology to assist them in achieving the
academic standards and the school-wide learner outcomes.
Findings
Most of our students create at least
one PowerPoint or Prezzi over the
course of the school year. Some
teachers also use laptop carts to
allow students to create documents
in class. A few teachers also use
websites/media such as Edmodo,
Video Production, and Yearbook to
encourage student involvement in
online learning. Again, there is a
spectrum regarding the use of
technology by students; in some
classes the majority of student
work is done with the aid of
technology, while in other classes
technology is used by students
once a month or once a semester.
Supporting Evidence
Student work samples
Certain classes are particularly
technology based, such as IT
Microsoft Academy, Freshman
Success, Senior Project, Computer
Assisted Drawing, ROP Design for
Web, and ROP Business
Technology.
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Evaluate the extent to which representative samples of student work
demonstrate student use of materials and resources beyond the textbook;
availability of opportunities to access data-based, primary source
documents and computer information networks; and experiences,
activities, and resources which link students to the real world.
Findings
All students do this to some extent,
with some teachers requiring more
of this than others. Within the core
classes, there is an effort to
connect factual data with current
events and with real-world
happenings. The staff needs to
continue sharing ideas in PLCs,
and interdepartmental sharing
needs to increase.
Supporting Evidence
Rosters of student participants in
these programs:
*Solar Boat in Science,
*California Math and Science Day
at Magic Mountain,
*VAPA professional performances
*Science laboratory work,
*Senior Project in English,
*Choir pop concerts,
*Foreign language trips to Europe
*Social Science field trips to the
Federal Reserve Bank,
*Jr Olympics/Special Olympics in
the PE department.
How effective for students are their opportunities for shadowing,
apprenticeship, community projects, and other real world experiences and
applications available to all students? Evaluate the degree to which these
are readily available.
Findings
Many of the students participate in
diverse opportunities. Innumerable
prospects allow for students to
observe in the field, to volunteer
their time, and to submit their
work for the perusal of a larger
audience. All students complete a
Senior Project for graduation, and
the vast majority of these involve
job shadowing and volunteer work.
This is discussed in detail in
section “B” of this report.
Supporting Evidence
Rosters of participating students in
*City of Hope internships,
*Junior Special Olympics,
*Field Show Competitions,
*Show Choir concerts,
*Los Angeles County Fair visual art
submissions,
*Job Shadow Day,
*community service projects
through the co-curricular program,
*AVID service projects,
*Senior Project portfolios
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Findings
Students are given myriad
opportunities for active involvement
within the classroom, and to the
greater world beyond. Duarte High
School is committed to making
sure that students meet the
California State Standards and
show that they are able to problem
solve and effectively communicate.
The shift from California State
Standards to Common Core
Standards and the ever-growing
demands of technology within the
classroom demand concurrent staff
training targeted to each person’s
specific area of need.
Supporting Evidence
Student work
Lesson Plans
Rosters of participating students in
*City of Hope internships,
*Junior Special Olympics,
*Field Show Competitions,
*Show Choir concerts,
*Los Angeles County Fair visual art
submissions,
*Job Shadow Day
*community service projects
through the co-curricular program,
*AVID service projects,
*Senior Project portfolios
157
LIST OF STRENGTHS FOR CRITERION C: STANDARDS-BASED STUDENT
LEARNING: INSTRUCTION
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Teachers use a variety of strategies and technological innovations to
meet the needs of students.
There are a plethora of programs specifically targeting groups of
students who might otherwise ‘fall through the cracks’.
Interventions such as AVID, PE makeups, and KIOSK tutoring are
available.
Innumerable opportunities exist for participation in activities beyond
the textbook and co-sponsored by the greater community.
Students are actively engaged when given the opportunity to jobshadow, to volunteer, and to observe real-world applications of what
they study within the classroom.
Many teachers lead the way in terms of technology, the rigorous
teaching of writing, and project-based learning.
Coaching is available in all areas of the curriculum.
Student samples that demonstrate the use of technology by students
across the curriculum.
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List of Prioritized Growth Areas:
1. Continued staff development is needed to increase the teacher ‘tool bag’
and to provide staff with the ability to access innovative technology.
Training must be specific, focused, and based on individual needs and
expertise. In particular, continued development and training is needed
in the gradual release of responsibility model.
2. Further incorporation of skill-based practice in grades 9-11 is needed as
a precursor to Senior Project in the 12th.
3. The school will benefit as the “1 to 1” initiative in the lower grades
reaches the high school and resources can be diverted to technology for
specialty groups.
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Category D: Standards-based Student Learning: Assessment and
Accountability
D1 and D2. Assessment and Accountability Criterion
Evaluate the effectiveness of the assessment process.
Findings
With the shift to Common Core,
assessment methods are being
developed to accurately assess
mastery of new standards. The
Smarter Balance field test will be
given to all eleventh graders. In
addition, all ninth and tenth grade
students will take the practice test
in order to become acquainted with
the way in which the test is
organized.
The assessment process at DHS is
teacher driven and student
focused. Teachers meet during
common prep periods and create
benchmarks to address the
standards and student learning
outcomes, prior to teaching the
topic. All core subjects and most
other departments use shared
benchmarks generated on School
City by the teachers. The result
data is analyzed by the PLCs to
assess student learning. This
technology allows the staff to look
at individual questions to
determine where students need
review and/or re-teaching of the
topic. Instruction is modified as
necessary. These assessments are
also used for placement in
upcoming classes when needed.
Supporting Evidence
Smarter Balance field test
Copies of benchmarks
Edline
CST results
Agendas from parent grade level
meetings
School Site Council meeting
minutes
PTSA meeting minutes
Edline printouts
minutes
Project driven, hands-on
assessments are also used,
extensively in PE, career tech, and
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in the arts because these are more
effective in determining the
student’s ability and creating an
environment where students can
demonstrate all of the SLOs in
action.
Assessments are the base of the
discussion for both instructional
practice and curricula. Teachers
apply data to determine the
adjustment in instruction and to
explore best teaching practices.
Common prep periods allow for
weekly or biweekly grade level or
course level meetings to discuss
the data.
Student performance is reported to
all stakeholders using different
platforms such as Edline, parent
grade level meeting, school site
council and PTSA. The data is also
used in student placement as they
enter high school and their
progressive classes during high
school.
Evaluate the impact and effectiveness of the basis for which students’
grades, their growth, and performance levels are determined.
Findings
Supporting Evidence
The impact and effectiveness of the Common grading scales
assessment process is instrumental
to monitor student growth and
PLC meeting minutes
performance.
AP scores
Departments evaluate student
work throughout the year to
determine growth. The school
takes a building block approach to
development of skills and
assessment. CST and AP scores
have continued to improve; our
open-door policy for AP enrollment
161
has proven to enrich the classroom
setting and student achievement.
Each department uses a common
grading scale in an effort to make
sure that an A is an A across
teachers. The Early College
program allows students to earn
college credit while on a high
school campus.
Data are also used to determine
articulation with feeder schools,
particularly in the English and
math departments. In addition, the
math department works closely
with Northview math teachers in
the areas of student placement,
curriculum alignment, and most
recently transition in the common
core standards. Teachers from both
schools work together to decide on
the common core standards
mathematics pathway. The
different options have been
extensively discussed, and the
teams have agreed on integrated
math.
Data is the foundation of these
communications. The English
department in the future will work
with Northview English teachers in
transitioning into common core
standards by streamlining the
reading and writing strategies.
162
Evaluate the appropriateness of assessment strategies used by teachers to
measure student progress toward acquiring a specific body of knowledge
or skills. Evaluate the effectiveness and appropriateness of the
assessment strategies selected based on the programmatic goals and
standards to determine student achievement. Evaluate the selection of
and the use of proctors, the security systems for test documents, and the
means to maintain the integrity of the assessments.
Findings
In PLCs teachers develop and use
assessment strategies with
programmatic goals and student
growth in the center.
Supporting Evidence
PLC meeting minutes
Examples of benchmarks
Memoranda describing test security
features
Within the departments,
assessment strategies such as
benchmarks are used to measure
Examples of alternative
student progress. Technology
assessments
helps to disaggregate the data and
allow teachers to determine
rubrics
whether or not students are
mastering specific standards.
Alternative assessments, such as
lab journals, posters, interactive
projects, essays, portfolios, oral
presentations, research, DBQ
analysis and response are all being
used, and will prove extremely
useful as the school moves towards
the Common Core Standards. The
ROP classes, Early college classes,
and the senior projects are
examples of students applying their
skills and knowledge in real life
scenarios.
The core subject PLCs work
together in sharing best teaching
practices based on the assessment
data from current and the previous
years. The strategies are discussed
and adopted to address the
programmatic goals of each PLC.
Strategies such as those found in
the AVID program (Cornell Notes,
163
Socratic Seminars) are graded and
used as a form of assessment. The
Duarte High School Senior Project
helps students work across the
curriculum and provides structure
for them to become “shoulder
tapped graduates”. The current
transition into common core brings
the teachers together in their PLC
to prepare students for life after
high school. Each and every person
closely or remotely related to the
testing process goes through the
state mandated training on testing
fairly and with integrity. The
security affidavits are signed by
everyone. The protocol and
procedures are in place. Over and
above that, the DHS staff has
formulated strategies to address
the possible misuse of technology
during the test.
Evaluate how student work and other assessments demonstrate student
achievement of the academic standards and the school- wide learner
outcomes.
Findings
Supporting Evidence
Formative and summative
assessments are used to ensure
that each DHS student
Student work displayed
demonstrate the mastery of both
academic standards and SLOs. In
order to ensure that students are
meeting both the academic
standards and the SLOs, teachers
focus on variety of assessments
such as benchmarks, labs, group
work, senior projects,
presentations, work quality, and
the appearance of work are all used
to determine whether or not
students are developing
academically and socially.
164
In order to become problem-solvers
and critical thinkers, students
work both individually and in
groups to create solutions that
demonstrate the ability to answer
with precision. Analytical thinking
is determined by the student’s
ability to take part in discussions,
read primary sources, and
complete labs, tests, and projects.
Reflective communication is seen in
presentations, essays, debates, and
discussions. Finally, twenty-first
century learning is seen in online
research and the ability to use
software to complete tasks.
Various projects such as Prezzi
presentations, interactive
notebooks, electronic or cloudbased creation of interactive
posters and timelines, Edmodo
communication forum, and subject
binders/notebooks are all ways in
which students can demonstrate
mastery of the SLOs in addition to
the academic standards. This
student work is displayed in
classrooms and more publically in
venues such as Open House in the
gym, the District Office lobby, the
library, and the Los Angeles County
Fair.
165
How effective are the standards-based curriculum-embedded assessments
in English language and math and across other curricular areas as
students apply their knowledge?
Findings
The DHS staff works together to
address the standards for learning
across the curriculum. The use of
PLCs is the cornerstone of our work
as departments. Common prep
periods allow the core subject
teachers to share best practices,
and adopt instructional strategies
that are effective across the
curriculum. Students gain
knowledge in all their classes that
is applied through four years of
high school. Most classes have
adopted specific AVID strategies.
Supporting Evidence
PLC meeting minutes
Lesson plans using AVID strategies
in core classes (Cornell Notes,
Thinking Maps)
CELDT scores
Lesson plans for SDAIE classes
Primary source materials
Non-fiction reading and research
PE writing alternatives
Students read and analyze primary
sources in science, social sciences,
and language arts. Non-fiction
reading and research is adopted by
many departments. The PE
department has implemented
writing alternatives for class
participation credit. Students read,
analyze, and write opinion based
essays on articles from various
genres. Students formulate and
write procedures, solutions, and
reflective summaries in math and
Science.
The Visual and Performing Arts
(VAPA) department collaborates
with ROP classes to put on a yearly
production in order to give
students the opportunity for reallife application of the skills learned
in the classes. The foreign language
department uses writing in
response to literature in higher
level classes. In foreign language
Opinion based essays
Procedures, solutions, and
reflective summaries in math and
science
VAPA production ephemera
Foreign language writing in
response to literature
Student portfolios
Student writing from the ELA fouryear plan
CELDT information and student
placement
Special Education assessments and
student placement
166
department as in many other
departments, the student portfolio
as assessment of their growth
through the academic year. A four
year writing plan has been
developed and adopted by ELA to
prepare students for writing
research paper for their senior
project. These cross-curricular
practices are instrumental to
implementation of common core
standards.
The CELDT test is given and
analyzed annually to all English
learners. This data is used to place
students to appropriate section.
Teachers use either specialized
training to provide access to
curriculum and support second
language learners through SDAIE
strategies. Special Ed assessments
are used to support students in the
special ed classroom and RSP
students.
How effective is student feedback in monitoring student progress over
time based on the academic standards and the school wide learner
outcomes?
Findings
On an informal basis, teachers
attempt to stay connected to
students and their needs. Formally,
student feedback is acquired via
yearly meetings with the counselor to
evaluate course offering, four year
plan, college fair, student surveys,
and career day. The DHS career
center gets students feedback on
yearly basis to drive the course
offerings. In the 2012-2014 school
years, the following classes were
added to the master schedule based
on student feedback: Debate, Digital
Supporting Evidence
Counselor meetings logged on
AERIES
Master Schedule
Examples of exit interviews
167
Photography, Mandarin, and the
return of Journalism.
Every senior meets with an
administrator for a video-taped exit
interview, this helps with reviewing
our programs and structure. In
individual classes strategies such as
entry/exit slips, journal, and
summaries are used to receive
student feedback.
This is an area where a systematic
plan would be useful.
Evaluate the effectiveness of how assessment data is collected, analyzed,
and used as the basis to make decisions and changes in the curricular and
instructional approaches.
Findings
Department PLCs meet on a regular
basis to analyze assessment data as a
team to adjust instruction, curriculum,
and form of assessments. Benchmark
tests are used extensively across the
school, and teachers with common
conference periods find them to be very
beneficial to work collaboratively into
determining what is taught, how it is
taught, and when it needs to be
retaught. Teachers also evaluate and
adjust pacing charts as needed. The
introduction of a school-wide Senior
Project for all students will be
instrumental in looking at the 9-11
curricula that supports the students in
their senior year.
Supporting Evidence
PLC meeting minutes
Examples of benchmark
assessments
Writing plans for departments
168
Evaluate the system used to monitor the progress of all students toward
meeting the academic standards and school wide learner outcomes.
Findings
Student progress is monitored by
collaboration between all
stakeholders. There are many
indicators of student success that
are monitored, such as CST, A-G
requirements, CAHSEE, college
placements, honors/AP coursework,
senior projects etc. Student choices
are enriched by many programs
such as extracurricular activities.
Supporting Evidence
CST scores
Roster of students that are A-G
CAHSEE test scores
Rosters of students participating in
City of Hope programs
Rosters from:
*Athletic teams,
*Solar Boat project,
*Caltech and City of Hope
collaborations,
*Clubs
With a 99% graduation rate and
close to fifty percent of our students
meeting the A-G requirements,
Duarte High School can be justly
proud of the way in which it
monitors progress at the macro level. Attendance sheets for clubs
Specific assessment tools are more
problematic, and training is needed
to make better use of such
technologies as School City.
Conclusion—comment on the degree to which this criterion is being
needs.
Findings
Duarte High School uses a
professionally acceptable
assessment process to collect,
disaggregate, analyze, and report
student performance data. While
all departments use a variety of
appropriate assessment strategies,
the movement to the Common Core
standards mandates that these
assessments focus more on student
thinking and creation rather than
the memorization of facts. With
Supporting Evidence
Student work
Rubrics for grading
Results of benchmark and other
computer-devised assessments
169
that said, more training in the use
of such technologies as School City
and Smart Boards are needed to
maximize their use. In addition,
the use of data to develop
articulation between grade levels
and across the curriculum is still
in its early stages and needs to be
nurtured.
Staff development in the
Implementation of the Common
Core standards and the use of
assessments to guide teaching are
definitely indicated.
D3 and D4. Assessment and Accountability Criterion
Evaluate the impact of stakeholder involvement in assessing and
monitoring student progress. Include district, board, staff, students, and
parents.
Findings
All DHS stakeholders will have an
opportunity to take the Smarter
Balance practice test in order to
familiarize themselves with the
Common Core standards and the
online testing format. In addition
to teachers and students, there will
be a Parent Night given to acquaint
these stakeholders with the new
assessment.
All DHS stakeholders have impact
on assessing and monitoring
student progress. All stakeholders
work together to use this
information to develop and use
educational paths for students.
All teachers use common
standards, benchmarks, and
formative assessments.
Supporting Evidence
Smarter Balance practice test
Examples of common standards
Examples of benchmarks
Sign-in sheets from:
*Back to School Night
*Open House
Agendas for:
*grade level meetings,
*AP meetings,
*Early College meetings,
*AVID Parent nights
AERIES log of IEPs and SSTs
Evidence of communication via:
*email
*Edline
170
Stakeholders are informed through
variety of avenues and meetings.
Specific programs such as Special
Education, Student Success
Teams, and Long Term English
Learner participants use more
structured meetings to set goals
and determine progress.
Technology is becoming more
widely used to communicate with
parents.
*Blackboard Connect
Board minutes
The School Board monitors the
school’s achievement through the
School Plan. A yearly report to the
board is given, as are midterm
reviews.
Bilingual support for parents
continues to be a need.
Evaluate the effectiveness of the processes that inform appropriate
stakeholders (governing board members, teachers, students, and parents)
about student achievement of the academic standards and the schoolwide learner outcomes.
Findings
The school communicates in a
number of ways with its
stakeholders. reports to the board
of educations, Duarte chamber
article, DUSD chronicle, PTSA
meetings, SSC, staff development
with classified and certificated
staff, analyzing previous year data
with all staff and the presentation
of extracurricular activities.
Supporting Evidence
School Accountability Report Card
Duarte Chamber articles
DUSD chronicle articles
PTSA meeting agendas
School Site Council meetings
Staff Development Meeting agendas
The principal meets with Duarte
Chambers of Commerce to discuss
collaboration and support from
members of our local business
community. The chamber
education committee is committed
Meeting notes from DHS/Duarte
Chamber of Commerce meetings
Meeting notes from city programs or
rosters of participating students
171
to support our seniors through
senior project, job shadow day.
Some exceptional programs are in
the pipeline; for example,
scholarships and city wide antibullying campaigns, The Duarte
Ed Foundation, Duarte’s Promise,
Duarte Youth Mayor’s council,
Interact, Key club and PTSA
provide opportunities, support and
mentorship to DHS students.
The school continues to build
relationships and communication
with the larger community, both to
share success and to garner
support. In programs such as
Senior Project, community
members are essential in allowing
students to work with professionals
in the field. Duarte High School
also partners with the continuation
school to create ROP programs
teaching students business and
social responsibility.
Comment on the overall effectiveness of how assessment results have
caused changes in the school program, professional development
activities, and/or resource allocations, demonstrating a results-driven
continuous process. Examine examples and comment on the overall
effectiveness of changes in the online opportunities, professional
development of the staff, and the resource allocations to support student
achievements and their needs.
Findings
PLCs are the cornerstone of the
collaborative atmosphere at DHS.
Common prep periods allow staff
members to discuss data, the ways
in which it is obtained, and how to
use it to refine the teaching
strategies. When student work
indicates a need, classes are
created; the new Read 180 program
is an example of this. By looking at
Supporting Evidence
PLC meeting notes
Agendas from staff development
meetings
Class information for Read 180
172
benchmarks, the staff has been
able to be more specific in
identifying the degree of student
mastery of standards and the
resultant modification in
instruction within the classroom.
Continued staff development is
needed to ensure that new teachers
are brought on board. Professional
development is planned according
to teachers’ needs for instructional
support and to transition into
common core standards. Some
DHS teachers, particularly those in
ELA, math, and AVID, also receive
collaboration time with Northview
teachers.
Professional development will be
driven by teachers’ needs in
implementing Common Core
standards in core subject areas
along with inclusion of the
changing needs of other disciplines
such as PE, foreign language, ROP,
VAPA, and other electives.
needs.
Findings
Assessment and accountability is
addressed throughout the
structure of our academic and
extra-curricular system. The review
and analyzation of data is done by
staff and teachers. An effort is
made to share that information
with all stakeholders. Every effort
is made to involve all stakeholders
from back to school night through
graduation in success and progress
of individual students and the
Supporting Evidence
Benchmark assessments
Student work
Senior Project binders
Performance by various groups
Various avenues of communication
(electronic, parent meetings, staff
meetings) that allow for the
involvement of all stakeholders
173
school. Duarte High School
provides several forums like PTSA
and SSC that help to develop and
improve school-plan and goals.
The advent of the Smarter Balance
online testing program creates the
reality that students are no longer
taking multiple-choice tests.
Therefore, they must be trained in
how to succeed at this new
assessment.
A pro-active effort is made to use
assessment results to plan, develop
and train staff and students to
improve student achievement. With
the advent of Common Core
standards, there is movement away
from multiple-choice testing and
towards work that demonstrates
student thinking and the use of the
SLOs.
174
AREAS OF STRENGTH FOR CRITERION D: ASSESSMENT AND
ACCOUNTABILITY:









The school is developing new assessments to correlate with the
Common Core standards.
The use of benchmark assessments, data analysis, and discussion of
such in professional learning communities is routine across most
departments.
The introduction of Senior Project and transition to common core
standards has helped to shift assessment away from multiple choice
testing towards more comprehensive assessments that use the range
of the SLOs.
DHS has opportunities and the ability to communicate and
collaborate with our feeder school as part of the Duarte secondary
education complex.
The use of Professional Learning Communities and common prep
periods to share assessment results has become widespread.
The Duarte community has come forward as strength and support for
the school in various avenues. Strong communication exists between
the school and the community.
The administration has made available ample collaboration time via
common prep period for most departments.
There has been increased collaboration between Northview Middle
School, Duarte High School, and feeder schools such as Citrus
College.
Diverse avenues exist for students to try and present their skills.
175
PRIORITIZED LIST OF GROWTH AREAS:
1. Continued professional development in areas such as AVID strategies,
literacy development, and the use of technology to assess complex
formative and summative assessments is needed. The staff would also
benefit from training in how to disaggregate data in order to focus on
gaps of gender, race, ethnicity, and Special Education/ELL/other
statuses.
2. School assessments need to be brought into line with the format of the
Smarter Balance test in order to prepare students for assessments that
move beyond multiple-choice and into the realm of performance and
product.
3. Cross-curricular communication as well as articulation between grade
levels should be improved in order to encourage, facilitate, and improve
student learning. In particular, the development of a common core
standard project across the curriculum at grades 9-11 would be helpful
in preparing students for the demands of the Senior Project. The use of
data for articulation, as demonstrated between the senior English classes
and the CSU system, could also be used to determine articulation needs
between DHS and Northview Intermediate School.
4. Duarte High School is just beginning to discuss the need for interdepartmental work such as literacy development through writing,
reading comprehension, and vocabulary across the curriculum to
support the common core standards.
5. The school needs to continue its outreach to community members to
provide students with professional mentors.
176
Category E: School Culture and Support for Student Personal and
Academic Growth
E1. School Culture and Student Support Criterion
Evaluate the strategies and processes for the regular involvement of
parents and the community, including being active partners – comment
on the effectiveness of involving non-English speaking parents and/or
online parents.
Findings
Duarte High School has regular
opportunities for parents to become
involved in supporting school
programs in general and their own
learners specifically. The school
makes a concerted effort to provide
translation services for all parents
requesting such help; in addition,
the bilingual counselor, Mr.
Castillon, holds special meetings
specifically for Spanish-speaking
parents.
Through the School Site Council
and the PTSA, parents make
decisions that directly affect
program support. These decisions
involve student recipients of
scholarships, fundraising for
specials events, and much-needed
feedback on the implementation or
continuation of programs at the
school.
Supporting Evidence
PTSA meeting minutes
minutes
SST meeting minutes
Documentation of parent meetings
through AERIES
Electronic communication
evidence:
*email
*Edline
*Blackboard Connect
Parents are kept informed of their
students’ progress electronically.
Teachers are committed to
updating their Edline pages a
minimum of once a week; in reality,
the vast majority of core teachers
update more regularly than once a
week. In addition, parent
conferences are scheduled when
needed; these may be conducted
177
either live or via a telephone
conference call.
Student Support Team (SST)
meetings encourage parents to take
on the role of a much-valued
member of the team in offering
strategies to assist with supporting
their own children through difficult
school and/or personal issues.
Translation is available for parents
who need it or feel more
comfortable with discussions in
Spanish.
There is ongoing communication
between counselors, teachers, and
the parents of seniors who are in
danger of not meeting graduation
requirements. Ongoing parent
conferences begin at the beginning
of the school year and continue up
to the last day of the semester.
How effective is the school use of community resources to support
students, such as professional services, business partnerships, and
speakers?
Findings
Duarte High School recognizes that
even students from affluent
families can face crises that impede
learning. The school is grateful to
have the support of Pacific Clinics,
D’Veal Services, and Foothill
Family Services, who not only see
clients individually on our campus,
but also hold workshops through
our English and Social Studies
classes on topics such as dating
abuse and bullying.
Supporting Evidence
Calendars for Pacific Clinics,
Foothill Family Services, and
D’Veal workers
Career Center Schedule for:
*college presentations
*guest speakers
*special organized events
*presentations for specific
classrooms
Daily Bulletin
Information on Job Shadow Day
The Duarte High School Career
Center regularly schedules
City of Hope program information
178
community resources on the DHS
campus.
Hour logs from Senior Project
binders
For the past several years, Duarte
High School has enjoyed an
important relationship with the
City of Hope. Starting with a
career exploration course
sponsored by the Regional
Occupational Program (ROP),
students have gone on to do
volunteer work; some have earned
paid stipends for their work at the
hospital. DHS is extremely proud
and excited about the collaboration
of our science department with this
prestigious research institution, as
our students have had the
opportunity to conduct
experiments and do research with
world renowned scientists. One of
the outcomes of this experience has
been the formation of our new
Biotechnology course, which began
in the Fall of 2013.
The Duarte High School Senior
Project, administered through the
English classes, was created to
match students’ areas of passion
with community support and
experience. The Duarte Chamber
of Commerce has worked with the
principal and with the senior
English teachers to find mentors
for students.
179
Determine the adequacy and effectiveness of the school’s strategies to
ensure that parents and school community understand student
achievement of the academic standards/schoolwide learner outcomes
through the curricular/co-curricular program.
Findings
Incoming 9th grade students are
scheduled for one on one meetings
with their counselor in the summer
prior to beginning high school.
Four year plans are developed, and
information is shared regarding
high school graduation and college
entrance requirements, and clubs
and athletic opportunities available
to students. In addition,
counselors host evening grade level
meetings at the beginning of the
year for grades 9-11. During the
senior year, three evening meetings
are scheduled.
Supporting Evidence
Aeries log of meetings
Agendas from parent meetings
needs.
Findings
This criterion is being addressed to
a large extent. Parental and
community involvement create a
support network for the school.
Local businesses and programs
provide a wide range of strategies
to connect students and the greater
community. This ensures that
students are able to share their
socially responsible endeavors and
to use problem solving skills to
address their own needs.
Supporting Evidence
PTSA
School Site Council
Student Support Team meeting
minutes
Schedule for outside counseling
services available at Duarte High
School
Counseling meeting records
180
E2.
School Culture and Student Support Criterion:
Comment on the effectiveness of a) the existing policies and use of
resources to ensure a safe, clean, and orderly place that nurtures learning,
and b) all aspects of the school with respect to safety regulations
including effective operating procedures for internet safety.
Findings
The Duarte High School campus is
safe, clean, and orderly; there are
several procedures in place to
maintain this sense of peace and
well-being. There is a
comprehensive safety plan that is
reviewed yearly. Administration
and security are visible and
available before school, at break, at
lunch, and after school.
Duarte High School students are
given a Falcon Code of Conduct at
the beginning of the school year.
This Code of Conduct lists the
behaviors that are expected as well
as those that are not tolerated. In
the class orientations that occur at
the beginning of the year, these are
reviewed with students. Teachers
touch on them, albeit briefly, to
underscore the importance of
students being part of the solution.
Supporting Evidence
Falcon Code of Conduct
Visibility of security and
administrators
Emergency information folders
Student internet contracts
Senior project research over the
internet
Freshmen curriculum that covers
cyberspace bullying
General trend of referrals
decreasing and API going up – see
evidence in Chapter One
Comprehensive school safety plan
i-Safe Internet Safety curriculum
The Duarte High School custodial
staff is a group of hard-working
individuals who care deeply about
the school. Working in two shifts,
they maintain the appearance of
the facilities. In addition, they
sustain such important comfort
mechanisms as air conditioning
and heat, as well as making sure
that special events are set up and
broken down.
Duarte High School has three
181
trained security personnel who
patrol the school and help maintain
order. They are perhaps most
noted for their intense devotion to
the students; working as they do
with some of the more fragile
members of the student body, they
create connections and mentor
students who might otherwise fall
through the cracks.
At the beginning of each school
year, teachers are given a red folder
with directions for emergency
procedures. These procedures are
then reviewed in a staff meeting.
Fire and other drills allow the
entire campus to practice these
procedures to ensure that, should
they be needed, they are useful.
The Internet is available to
students and to faculty, and
guidelines for its use are shared at
the beginning of each year.
Students must sign an Internet
contract in order to have access at
school. Some content is filtered,
and only those with clearance may
access these sites. To ensure that
students understand the issues of
the Internet, the school uses the iSafe internet safety curriculum. In
this way, students are protected
from inappropriate aspects of the
World Wide Web.
182
Evaluate the school’s work to ensure the effectiveness of an atmosphere
of caring, concern, and high expectations for students in an environment
that honors individual differences and is conducive to learning.
Findings
The Duarte High School staff
recognizes that student
achievement is not always
academic. It can mean improving
attendance, or moving up a band
on the CST. These victories, in
addition to academic excellence are
celebrated and acknowledged
through Renaissance and the
Academic Awards Night.
Thus, the school atmosphere,
referenced in the mission and
vision statement, is a high priority
at Duarte High School. The
expectation is that students and
staff work in an atmosphere of
caring and respect, and the
community attempts to make this a
reality in large and small ways
every day.
Supporting Evidence
Mission statement
Vision statement
Renaissance information
Academic Award Night information
Rosters for:
*Advanced Placement
*music classes
*co-curricular clubs and teams
*sports
*AVID
*Freshman Mentor program
Pep Rally planning
*Journalism
*debate
Student service projects
Different co-curricular clubs and
teams exist so that students can
follow individual dreams and be
celebrated for what they are,
whether that be a basketball
player, a member of Key Club, or
both. The diversity of Duarte High
School is reflected in all aspects of
school events. The staff and
students take pride in homecoming
courts that reflect all members of
the student body. Student clubs
run the gamut of giving kids the
opportunity to give back to their
community to increasing students’
awareness and sensitivity to our
gay and transgender students.
Sports play a very important role at
DHS, and pep rallies highlight all
183
athletes, from swimmers to golfers
to football players.
Counselors work with individual
students by appointment and by
drop-in, and are there to ensure
that issues are resolved quickly
and appropriately. Programs work
with specific groups of students to
make sure that learners do not ‘fall
through the cracks.’ This is an
area where Duarte High School has
shone in the past and continues to
do so.
Duarte High School continues to
include a variety of academic
experiences and support for
students. This is evidenced by the
increase in the Advanced
Placement program, courses such
as Journalism, Debate, and music
courses in both vocal and
instrumental areas. With music in
particular, all students are
encouraged to participate, despite a
possible lack of prior musical
preparation. Both the band
director and the vocal instructor
work with students from beginning
to advanced levels and offer the
opportunity to become competitive
in their respective fields.
184
To what degree is there an atmosphere of trust, respect, and
professionalism?
Findings
Supporting Evidence
Duarte High School has always
enjoyed collegial relationships
between various members of the
staff, and prefers to refer to
colleagues as ‘the Falcon family.’
There are many structures in place
to make sure that this collegiality
continues. Common conference
periods allow faculty to collaborate.
Events such as evening grade level
meetings, AP and AVID Parent
Night, Back To School Night, and
Open House allow parents to
become part of the educational
process.
Master schedule
Agendas for AP and AVID Parent
Night meetings, BTSN, and Open
House
Common prep periods
Professional Development activities
Many teachers support students by
attending extra-curricular events
and by chaperoning school
functions.
The school can, however, benefit
from all faculty taking advantage of
these structures and working
collegially, particularly in the area
of the upcoming Common Core
Standards; professional
development in this area would be
helpful to increase student
achievement.
185
addressed. Comment upon the degree to which this criterion impacts the
needs.
Findings
The school is a safe and orderly
place that focuses on continual
improvement. The staff at Duarte
High School does an effective job of
working together to ensure the
safety and comfort of students, be
it in the areas of interventions,
strategies for academic success, or
school safety. These various
opportunities allow staff to share
ideas, and yes, sometimes debate
over issues and concerns.
While the DHS staff and leadership
team are quite diverse in subject
matter and individual talent, the
commonality is that all are invested
in the success of the students who
attend the school.
Supporting Evidence
Staff meeting minutes
Records of interventions (parent
conferences, SSTs)
School safety plan
BTSN agendas
Open House agendas
The school could benefit from
professional development that
highlights increased collegiality in
terms of classroom practices that
impact learner achievement,
particular with the upcoming shift
to the Common Core Standards.
186
E3 & E4 School Culture and Student Support Criterion
Evaluate the availability and the adequacy of services, including referral
services, to support students in such areas as health, career, and personal
counseling and academic assistance, including an individualized learning
plan.
Findings
Duarte High School recognizes that
students sometimes require more
help than it is possible to give in a
classroom. KIOSK student tutoring
is available for all students needing
assistance with academic related
issues. In addition, some teachers
are available before and after
school to help students. If these
resources are not enough, teachers
work collaboratively with the
counselors and with the school
psychologist to refer students for
SSTs or special education testing
as needed. The Duarte High School
counseling staff is also available by
appointment or walk in basis as
needed to assist students with
academic and personal counseling.
Supportive Evidence
Counseling staff schedules
School psychologist schedules
Examples of 504 plans
Schedule for onsite counseling
through Foothill Family Services,
Pacific Clinics, and D’Veal
Counseling
KIOSK tutoring schedule
The ROP Counseling and Career
Center is also available for students
with career questions. The staff
members who work there provide
assistance to students regarding
work permits, Job Shadow Day and
other observation opportunities, as
well as and college and career
planning.
The school psychologist provides
assistance with testing assessment
for individualized education plans
and other counseling for Special
Education students. In addition,
crisis intervention is provided as
needed. A health aide and nurse
187
are available to help meet specific
physical health needs.
If there are medical issues, or if a
student does not qualify for a full
Special Education Individual
Educational Plan, support for
students is provided through a 504
plan. When a situation is too great
to handle on-site, staff members
refer students to onsite counseling
services through Foothill Family,
Counseling Service.
Evaluate the ways that there are direct connections between academic
standards and school-wide learner outcomes and the allocation of
resources to students support services, such as counseling/ advisory
services, articulation services, and psychological and health services, or
referral services.
Findings
Teachers, counselors, and the
school psychologist all work
collaboratively to determine
stressors that exist for students
and find strategies to address
individual needs. Flexibility exists
within the team to assist students
in crisis. The Internal and External
counseling services work in
conjunction with one another to
refer students and their families to
various services such as
counseling, homelessness, and
medical related services.
Supportive Evidence
Email between teachers and
counselors
Counseling staff schedules
School Psychologist schedules
Schedule for onsite counseling
through Foothill Family Services,
Counseling
IEPs (service section)
Nurse log
188
Evaluate the effectiveness of the types of strategies used by the school
leadership and staff to develop personalized approaches to learning and
alternative instructional options which allow access to and progress in
the rigorous standards-based curriculum.
Findings
Many strategies are used
proactively by the Duarte High
School administration and staff in
order to personally address
learning and instruction as needed
by students. Individual students
may take advantage of KIOSK or
after-school tutoring; they may also
elect to meet with individual
teachers at a pre-arranged time.
Student Success Team meetings
allow for intense collaboration to
help those students who have
fallen behind in credits and to
brainstorm ideas for providing
ways to allow that student to catch
up. Similarly, intervention classes
and tutoring are used for students
who have not passed the California
High School Exit Exam.
Supporting Evidence
KIOSK tutoring schedule and log
SST forms documenting meetings
Rosters for intervention and
seminar classes
Schedules for intervention classes
IEPs
504 plans
Rosters for AVID and Early College
Individual plans such as IEPs and
504s are used for Special
Education students, who are also
given a seminar class where they
receive help with homework as well
as where they may choose to take
tests if the IEP so specifies.
Specific programs such as AVID
and Early College allow students to
receive community support with
others at specific levels of learning.
189
Evaluate the extent to which the school leadership and staff ensure that
the support services and related activities have a direct relationship to
student involvement in learning, e.g., within and outside the classroom.
Evaluate the processes that are used to identify under-performing or
struggling students and the interventions to address these identified
student learning needs.
Findings
Teachers work with students as an
entire class, individually, and in
small groups; tutorials are used
within the classroom to give
students ways in which to learn
how to solve their own academic
problems. Students who need more
help are encouraged to attend
KIOSK tutoring or to work
individually with teachers at a prearranged time.
Supporting Evidence
Small group/individualized
teaching within the classroom
Lesson plans
KIOSK tutoring information
SST schedules
Emails
Struggling learners are identified by
teachers, by coaches, or by
Blackboard Teacher Connect
significant adults involved in that
student’s life; information is shared Teacher phone logs
with parents and counselors.
Strategies such as SSTs and parent
conferences are used to figure out
ways for students to improve
grades and academic performance;
during these meetings, students
are reminded of the myriad ways in
which the school is here to help.
Student progress is monitored in
terms of grades and written or
verbal reports given by teachers.
Administration follows up on these
meetings if needed.
190
What have you learned about the accessibility of a challenging, relevant,
and coherent curriculum to all students? What have you learned from
examining the demographics and distribution of students throughout the
class offerings (e.g., master class schedule and class enrollments)?
Evaluate the impact of the types of alternative schedules available for
repeat or accelerated classes (e.g., summer, class periods beyond the
traditional school day) on student achievement.
Findings
Innumerable avenues exit for
students to achieve mastery of the
curriculum and to succeed at
Duarte High School. Although the
school’s size hampers the
development of a big master
schedule, the administration has
been extremely resourceful in
making sure that opportunities are
available for students who need or
desire them. While the normal
class schedule goes from Period 1
to Period 6, the master schedule
itself contains periods 0 (for classes
which meet at 7 am) and 7 (for
classes that meet after school). In
this way, students can take up to
eight classes if necessary, or can
set up their days for early or late
start and finish.
Supporting Evidence
Master Schedule
Summer School Schedule
ROP offerings at DHS
PLATO
Early College
Summer School programs ensure
that students can make up classes
they have failed (or earned a D in);
however, summer school also
allows students in programs such
as Leadership and AVID to make
room in their schedule for their
passion. The availability of ROP
classes also allows students to
connect with their own interests.
Students wanting to move at an
accelerated pace may choose to be
a part of the Early College program
or take AP classes; conversely,
students may also take part in the
191
Read 180 program to improve their
reading skills.
Specific populations, such as those
found in ELD, Sports PE, or AVID
classes have specific elements built
into their schedules so as to be
able to take all necessary classes
and still graduate (or graduate A-G
if that is the goal.) Similarly,
Special Education Students also
have access to rigorous curriculum
through IEPs and seminar classes.
Evaluate the extent of the availability and link of curricular and cocurricular activities for all students to the academic standards and
schoolwide learner outcomes. How effective are these efforts?
Findings
It is safe to say that the cocurricular and athletic programs
are areas in which Duarte High
School shines. Sports teams,
clubs, and elective courses can all
be related to a student’s planned
career – or may be used to develop
social responsibility and mastery of
the other SLOs. Students use cocurricular activities as ways to
develop their passion for a
particular area, or to develop an
area of strength from an area
needing growth.
Supporting Evidence
There are many clubs at Duarte
High School. In addition, students
may choose to become involved in
student government, either by
becoming a leader of the student
body or an officer for their class.
Most clubs meet once a week at
lunch, with opportunities for
further involvement after school or
Student government opportunities
Athletic teams
Arts classes
List of co-curricular clubs
Rosters for sports teams
Master schedule for VAPA offerings
Trophies
Awards and ribbons
Playbills
List of clubs at DHS
192
at events on weekends.
Beyond clubs, Duarte High School
has a full slate of athletic teams,
based on the interests of the
students. While some teams, such
as Golf or Football, are potentially
co-ed, many sports have separate
boys’ and girls’ teams. Many of the
Duarte High School teams have
gone on to play in CIF finals, and
many of our students are
recognized at the league level.
Finally, the Duarte Educational
Foundation and the Board of
Education school have partnered to
bring choral and vocal music to our
elementary schools. In a time
when fine arts programs are being
cut, the Duarte Unified School
District is committed to bringing
music to its students.
Visual, musical, and dramatic arts
all have classes on campus; in
keeping with the interests of the
students, the musical and visual
offerings are particularly extensive.
The Duarte High School band has
won many competitions recently;
the Choir was selected to perform
with the Los Angeles Chorale at the
Walt Disney Concert Hall; and
students are regularly recognized
for their artistic achievements at
the Los Angeles County Fair.
193
Evaluate the effectiveness of the school process for regularly evaluating
the level of student involvement in curricular/co-curricular activities and
student use of support services.
Findings
It is evident that students are
involved in the co-curricular and
curricular offerings of Duarte High
School. Three times a year,
teachers are given a list of student
athletes and the teams to which
they belong. The school bulletin
announces games on a weekly
basis, and the school community
attends them to lend support to the
athletes. In addition, the
Leadership class, which is
composed of students involved in
class and student body government
is, is so popular that students
must apply to become a part of it.
Clubs keep sign-in sheets and take
minutes at each meeting; these are
given to the Activities Office to
ensure that each club is extant.
Supporting Evidence
Co-curricular rosters
If a student has an interest that is
not met by the existing clubs on
campus, he or she is free to set up
a new one by gathering like-minded
individuals and finding an adult
advisor. Within the last few years,
clubs such as Happy Feet and
Anime Club have been organized or
re-energized.
194
Comment on the student view about the effectiveness of student support
services after interviewing and dialoguing with student representatives of
the school population.
Findings
There are a number of ways in
which students may make their
opinions known on the
effectiveness of student support
services. Students may become
part of the School Site Council and
give feedback there. The Inter-Club
Council meetings allow information
to flow in both directions; students
may start new clubs if they see a
need and can gather like-minded
people. Duarte High School would
benefit, however, from a formal
system of feedback from students
in this area.
Supporting Evidence
minutes
Inter-Club Council meeting
minutes
Conclusions
Comment on the degree to which this criterion is being addressed.
Comment on the degree to which this criterion impacts the school’s
ability to address one or more of the identified critical learner needs.
Findings
At Duarte High School, students
receive appropriate support along with
an individual learning plan. Myriad
opportunities exist for students to
become involved in communities that
will nurture and care for them. Care
for students is seen as a school-wide
responsibility, with every member of
the staff taking ownership of one or
more groups of students.
Supporting Evidence
Individual learning plans
Rosters for clubs, teams, and
performance groups
Counseling data
195
AREAS OF STRENGTH FOR CRITERION E: SCHOOL CULTURE AND SUPPORT
FOR STUDENT PERSONAL AND ACADEMIC GROWTH
Areas of Strength:















School Site Council
PTSA
Student Success Team
Language support provided at certain meetings
Mailed communication in English and Spanish
Individual Educational Plans (IEPs) for Special Education students
Business partnerships with the City of Hope and the Duarte Chamber of
Commerce
Many structures are in place to ensure that there is time and
organization to make collaboration possible.
The school is focused on creating a college going culture and has many
events in place to share that focus with the rest of the community.
There are myriad opportunities for involvement.
Specific instructional techniques such as Cornell Notes, APEE, and Bell
to Bell are taught across the campus.
Instructional platforms such as PLATO exist for students who are behind
in credits.
Parent involvement and communication between school and home is
used extensively.
A range of class options and a flexible master schedule allow students to
access what they need.
A range of co-curricular activities are available to benefit the diverse
population Amount/Diversity of clubs, available of clubs, Activities meet
the standards, Diverse Sport/Arts/Activities for student population
196
Prioritized areas of Growth areas:
1. There exists a need for professional development in collegial planning
and practice, particular in terms of the upcoming Common Core
Standards. The staff also needs further knowledge of existing programs
and the processes used with students in greater need of help.
2. Specialized support systems are limited to programs such as Special
Education and AVID.
3. A formal system of gauging student response to support services is
needed.
4. Duarte High School needs to broaden its network of parents to include
more than those who are fully engaged in the school vision.
5. A formalized system of student evaluation of the co-curricular offerings
would be helpful.
197
198
243
List of Appendices
Glossary
WASC Process/Work Calendar
Student Survey and results
Parent Survey and results
Master Schedule
AVID Site Plan
School quality snapshot
SARC
CBEDS information
Graduation Requirements
SPSA
Textbooks
244
Glossary of Acronyms used in the
WASC Document
ACRONYM
AFDC
AP
APEE
API
ASB
AVID
AYP
Blackboard
BSU
CALworks
CAHSEE
Cal Tech
CBI
CBEDS
SDC
CEC
CELDT
CLAD
CRA
CST
CSU
CTE
DAC
DART
DELAC
DHS
DUSD
Early College
EDI
Edline
ELAC
ELD
ELL
EO
ERD
Meaning
Aid to Families with Dependent Children
Advanced Placement
Answer/Prove/Explain/Expand (writing strategy used across
the curriculum)
Annual Performance Index
Associated Student Body
Advancement Via Individual Determination
Annual Yearly Progress
Autodialer for school-wide outreach and teacher phone calls
Black Student Union (School club)
Aid program to replace AFDC
California High School Exit Exam
California Institute of Technology (Pasadena, CA)
Community-Based Instruction (program for SDC students)
Special Day Class (program for severely handicapped
students)
Community Education Committee
California English Language Development Test
Cross-Cultural Language Acquisition Development
California Reading Association
California Standards Test
California State University
Career Technical Education
District Advisory Committee
Duarte Area Resource Team
District English Language Advisory Committee
Duarte High School
Duarte Unified School District
Duarte High School/Citrus College Early College Program
Explicit Direct Instruction
Campus online communications system used at DHS
English Language Advisory Committee
English Language Development
English Language Learner
English Only
Early Release Day
245
ERWC
ESEA
ESLR
FEP
GSA
JPL
KIOSK
LCFF
LCAP
LVN
LEP
LTEL
MAD
MIT
NEMO
PLC
PI
PTSA
R-FEP
ROP
RSP
SARC
SAT
SEI
SEPA Grant
SSC
SLOs
SMART Board
SPARK
SPSA
SRI
STEM
TESS
VAPA
Y2Y
Expository Reading and Writing Curriculum
Elementary and Secondary Education Act
Expected Schoolwide Learning Results (replaced by SLOs)
Fluent English Proficiency
Gay-Straight Alliance
Jet Propulsion Laboratory (Pasadena, California)
Comprehensive after school tutoring program established in
2012
Local Control Funding Formula
Local Control Accountability Plan
La Vida Nueva (school club)
Limited English Proficiency
Long Term English Learner
Monrovia-Arcadia-Duarte School District
Mount Olive Innovation and Technology High School
(alternative program)
No Excuses Math Opportunity (after-school tutoring
program)
Professional Learning Communities
Program Improvement
Parent Teacher Student Association
Redesignation Fluent English Proficiency
Regional Opportunity Program
Resource Specialist Program
Student Accountability Report Card
Scholastic Achievement Test
Specialized English Instruction
School Site Council
Student Learning Outcomes
Acronym used at DHS to remember the DHS SLOs
Single Plan for Student Achievement
Scholastic Reading Inventory
Science, Technology, Engineering, and Mathematics
Total Educational Systems Support
Visual And Performing Arts
Youth To Youth (school club)
246
WASC Process/Work Calendar
Date
Task
Product
September 2012 Faculty Meeting
Overview
Review Data
October 2012
October 2012
Faculty Meeting
Faculty Meeting
ESLRs/SLOs
Critical Needs
Assessment
November 2012
Faculty Meeting
December 2012
Home Groups
Review data and
critical
academic needs
Review data and
critical
academic areas
Understanding
of WASC Process
Data Analysis
for Chapter 1
Revised SLOs
2 or 3 areas of
critical academic
needs correlated
with SLOs
Any additional
information
December 2012
Coordinator,
Administration
Faculty Meeting
January 2013
Groups
Involved
February 2013
Faculty Meeting
in Focus Groups
February 2013
Leadership Team
March 2013
Coordinator,
Administration
Faculty Meeting
in Focus Groups
March2013
March 2013
Coordinator
Training
Review WASC
Progress and
discuss focus
groups
Review Chapters
2 and 3 –
Summary of
Follow-up from
last WASC visit
Review critical
academic areas
and Chapters 2
and 3
Coordinator
Training
Begin Chapter 4
WASC Leadership Review Chapter
Any additional
information or
concerns per
department
Revision of
Calendar
Add any
pertinent
information
Add any
pertinent
information
Finalize critical
academic needs
Revision of
Calendar
Document self
study info per
criterion
Add any
247
Meeting
One
April 2013
Home Groups
Chapter 4 data
gathering
April 2013
Faculty Meeting
in Focus Groups
Continue
Chapter 4
May 2013
Faculty Meeting
in Focus Groups
Continue
Chapter 4
June 2013
Department
Chair Meeting
June 2013
August 2013
August 2013
August 2013
Review Chapter
4 and begin
draft of Action
Plan
WASC Leadership Review Chapter
Meeting
2-3 with entire
leadership team
and share
beginning of
action plan
WASC Leadership Review of WASC
Meeting
Process
Faculty Meeting
Review of WASC
Process; review
of formatted
Chapter 1-3
Department
Chair Meeting
Review Chapter
4, continue
draft of Action
Plan
September 2013 WASC Leadership Review of
Meeting
formatted
Chapters 1-4
Review
formatted
Chapter 4
September 2013 Students Home
Convene
Group
student home
group and
review purpose
pertinent
information
Worksheet with
information to
bring to focus
groups
Document self
study info per
criterion
Document selfstudy info per
criterion
Add any
pertinent
information
Add any
pertinent
information
Calendar for
coming year
Calendar for
coming year;
make any
corrections
necessary
Draft of Action
Plan
Make any
corrections
necessary
Make any
corrections
necessary
Overview of
WASC process
248
September 2013 Parent Home
Group
September 2013 Department
Chair Meeting
September 2013 Coordinator,
Administration
October 2013
Faculty Meeting –
Focus Groups
October 2013
October 2013
October 2013
October 2013
November 2013
November 2013
November 2013
December 2013
January 2014
(2 meetings)
January 2014
January 2014
Convene parent
home group and
review purpose
Continue Action
Plan
Coordinator
Training
Discussion of
Action Plan
Overview of
WASC process
Draft of Action
Plan
Revise Calendar
Make any
needed
additions
Department
Finish Actions
Action Plan
Chair Meeting
Plan
update
WASC Leadership Review of Action Action Plan
Meeting
Plan
update
Student Home
Review Chapters Update as
Group
1-3
needed
Parent Home
Review Chapters Update as
Group
1-3
needed
Faculty Meeting
Review of Action Present updated
Plan
draft of Action
Plan
Student Home
Review Chapter Update as
Group
4
needed
Parent Home
Review Chapter Update as
Group
4
needed
Department
Discussion of
Revise and
Chair Meeting
progress
finish Action
Plan
Home Groups
Work on
Departments
Department
develop action
Action Plan
plan to support
DHS action plan
WASC Leadership Review WASC
Update as
Meeting
Action Plan
needed
Student Home
Review Action
Present Action
Group
Plan
Plan and review
WASC process
Parent Home
and what we
Group
have
accomplished
249
February 2014
Staff Meeting
Parent Home
Group
Student Home
Group
March 2014
WASC Leadership Present WASC
Team
document
March 2014
Student Home
Group
Parent Home
Group
Staff Meeting
March 2014
March 2014
March 2014
Present draft
document
Mock Run
Through
Mock Run
Through
Staff Mock Run
Through
Understanding
of WASC process
and
expectations of
visiting
committee
Review process
and
expectations of
visiting
committee
Visiting
Procedures
Visiting
Procedures
Visiting
Procedures
VISITING
COMMITTEE
ARRIVES
250

WASC Focus on Learning 2014 - Duarte Unified School District

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