Villa Park High School
VILLA PARK HIGH SCHOOL SELF-STUDY REPORT 18042 Taft Avenue Villa Park, CA 92861 Orange Unified School District February 26-29 2012 WASC/CDE Focus on Learning Accreditation Manual, 2012 Edition
Villa Park High School
VPHS Mission Statement Villa Park High School’s mission is to provide a learning environment where students are challenged to reach their individual potential in the acquisition of knowledge and development of personal, cultural and democratic values essential for future success. At the end of the day we want our Spartans to be prepared for what is next and have a worthwhile experience while they are here.
SPARTAN Way
SPIRITED: Pride in self, school and community
PREPARED: On time and ready to go ACHIEVE: Your best effort RESPECTFUL: Of self, staff, and peers TRUSTWORTHY: Reliable, honest ADAPTIVE: Handle change and diversity NOBLE: High intellect and moral level
Villa Park High School WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES ACCREDITING VISITING COMMITTEE FOR VILLA PARK HIGH SCHOOL FEBUARY 26-29, 2012
VC Members David Jaffe Principal
Villa Park High School
Orange Unified School District Board of Education Timothy Surridge President
Kathryn A. Moffat Member
Alexia Deligianni Vice President
John Ortega Member
Mark Wayland Board Clerk
Rick Ledesma Member Diane Singer Member District Administration Michael L. Christiansen, MBA Superintendent Gunn Marie Hansen, PhD. Assistant Superintendent Educational Services Ed Kissee Assistant Superintendent Human Resources Joe Sorrera Assistant Superintendent Business Services Aileen Sterling Executive Director, Secondary Education
Villa Park High School
Villa Park High School Administration Ed Howard Principal Tamette Rappa Assistant Principal Rebecca Roberts Ed.D. Assistant Principal Justin Stanfield Assistant Principal Jeff Morgan Activities Director Tom Fox Athletic Director-Truancy Intervention Pam Quiros Library Media Specialist Kathy Law School Nurse Laura Willis School Psychologist Mark Kammerlohr Jeremy Bulrice Jason Pham Christine Vasquez Kim Healy Counselors
Villa Park High School
VPHS Faculty Business: Theresa Hagelbarger English Department: Carol Mooney, Chair Angie Avita Ulises Garcia Natalie Bell Jennifer Hall Stacy Castiglione Dresden Hauck Andrew Castro Greg Hill Susan De Sio Cyndi Huffman Connie Deuning Tricia Melton
James Milne Christopher Nguyen Sarah Sarkissian Leonora Will
Fine Arts: Andy Edlund, Chair Ingred Shine Harry Davis Visual and Performing Arts: Chuck Jay, Chair Mary Ester Blakley Stacy Castiglione
Jennifer Howerton
Foreign Language: Elizabeth Strauss, Chair Sandra Benuzzi Darin Hurst Melanie Espinoza Jeff Morgan
Brenda Ochoa Fatima Pazargadi
History/ Social Science: Jamie Quiroz, Chair Sarah Atwood Bruce Hart Sonia Carlton Rob Hill Aaron Cross Zach Larkin Tom Gordon Dave Lawrence
Jennifer Pansini Scott Soukup Dave White Brad Willis
Home Economics: Shasta Jolly Mathematics: Robert Alessi, Chair Makram Gerges Cynthia Bea John Carcich Lawrence Hersey James Lynch Faustine Chien Sara Petrella Patrick Fitzsimons Physical Education: Audra Smith, Chair Mike Lee Steve Stewart
David Schorr Joshua Sherman Michelle Stewart
Villa Park High School Science/ Health Education: Judy Fusco, Chair Dusan Ancich Tamarra Cox Linda Bartrom Jessica Dutton Tom Cheuvront Jennifer Hunt Gwen Corbett Paul Hunt Special Education: John Erratt, Chair Todd Barber Joaquin Gonsalves Karen Beigle Arlene Highlen Catherine Bogues Sean McDermott Daniel Franklin Jackie Omeste
Mike McElroy Gregory Mitchell Malia Reynolds Jacqueline Walburn Chris Salio Sarah Schmitt
Villa Park High School
Classified Staff Principal’s Office Sheryl Ralston-Principals Secretary Debbie Cheuvront-Bookkeeper Maggie Arauz- Sr. Staff Clerk Counseling Office Sharon Reves-AP Secretary Kathy Shelton- AP Secretary Betty Pastore-Registrar Dolores Sannebeck- Sr. Staff Clerk Collette Leavelle – Sr. Staff Clerk Attendance Office Vicki Dawson- Sr. Staff Clerk Debbie Clark- Sr. Staff Clerk Health Office Kathy Law – School Nurse Kim Perronowski – Health Clerk ROP Gina Meissner Boy’s PE Attendant Juan Alatorre Girl’s PE Attendant Kathy Stevens Security Andrew Wetzler Drew Whyte George Trapp Activities and Athletics Yolanda Mitchell- Sr. Staff Clerk
Custodial Staff Fidel Alatorre- Plant Manager Ray Palomino- Night Leadsman John Billings-Custodian Eduardo Rodriquez-Custodian Enrique Salazar-Custodian Food Service Cindy Fawyer Hanh Ha Magda McClellan Lori Miura - Manager Doris Pritchard Victoria Urranaga Instructional Aides Blake Anderson-Oudrak Janet Arbuckle Manijeh Ardeshiri Andrew Carrillo Mary Cox Jessica Doughty Joshua Franco Kelly Garcia Nicole Garcia Shelby Hobson Megan Lara Lori McNair Renee Niday Asha Patel Kellie Redding Neelofer Saxena
Villa Park High School
WASC Leadership Team Stacy Castiglione & Cyndi Huffman Self-Study Coordinators Ed Howard Administrator Tom Fox Greg Hill & Jeff Morgan* Category A: Organization: Visions and Purpose, Governance, Leadership and Staff, and Resources Group Leaders Angie Avitia Sandra Benuzzi* Category B: Standards Based Learning: Curriculum Group Leaders Jennifer Hall Ulises Garcia* Category C: Standards-Based Student Learning: Instruction Group Leaders Connie Deuning* Category D: Standards-Based Student Learning: Assessment and Accountability Group Leaders Susan DeSio Judy Fusco* Category E: School Culture and Support for Student Personal and Academic Growth Group Leaders *-assistant chair
Villa Park High School
Classified
Certified
Category
Focus Group Assignments 2010-2011 Organization, Vision & Purpose, Governance, Leadership & Staff, & Resources
StandardsBased Learning: Curriculum
StandardsBased Student Learning : Instruction
StandardsBased Student Learning: Assessment& Accountability
School Culture & Support for Student Personal & Academic Growth
Fox, Tom (chair) Hill, Greg (cochair) Morgan, Jeff (cochair) Barber, Todd Bea, Cynthia Gonsalves, J Hart, Bruce Hersey, Larry Lynch, James Mitchell, Greg Omeste-Dorr, J Walsh, Ray Blakley, M Carcich, John Cram, Kim Fitzsimons, Pat Milne, James Salio, Chris Pham, Jason
Avitia, Angie (chair) Benuzzi, Sandra (co-chair) Cheuvront, Tom Citron, Nicole Cox, Tamarra Franklin, Daniel Hagelbarger, T Hunt, Jennifer Hurst Darin Pansini, Jennifer Schorr, David Dutton, Jessica Espinoza, Melanie Hunt, Paul Jolly, Shasta Sherman, Josh White, Dave Vasquez, C
Hall Jennifer (chair) Garcia, Ulises (co-chair) Alessi, Robert Chien, Faustine Davis, Harry Jay, Charles Melton, Tricia Mooney, Carol Bartrom, Linda Carlton, Sonia Corbett, Gwen Lee, Michael Quiroz, Jamie Reynolds, Malia Stewart, Michelle Koester, Abby
Le Pow, Jamie (chair) Deuning, Connie (co-chair) Ancich, Dusan Beigle, Karen Schmitt, Sarah Gerges, Makram Hoffman, Deena Iseli, Joy Lawrence, David Ochoa, Brenda Strauss, E Yabuki, Ray Atwood, Sarah Cross, Aaron Erratt, John Highlen, Arlene McDermott, Sean Quiros, Pam
DeSio, Susan (chair) Fusco, Judy (co-chair) Edlund, Andrew Garrahy, Steve Hill, Robert Howerton, Jen Larkin, Zachary McElroy Mike Pazargadi, Fatima Pearl, David Petrella, Sarah Sarkissian, S Shelton, David Stewart, Steven Walburn, Jackie Will Leonora Shine, Ingred Smith, Audra Healy, Kim
Alatorre, Juan Law, Kathy Meissner, Gina Pastore, Betty
Cheuvront, Deb Formanek, J Perranoski, Kim Trapp, George
Arauz, Maggie Reves , Sharon Stephens, Kathy Wetzler, Andrew
Alatorre, Fidel Dawson, Vicki Ralston, Sheryl Sannebeck, D
Clark, Debbie Mitchell, Yolanda Shelton, Kathy Whyte, Dave
Villa Park High School
Focus Group Assignments 2011-2012 1st period StandardsBased Student Learning: Assessment& Accountability
2nd period StandardsBased Learning: Curriculum
3rd period StandardsBased Student Learning : Instruction
4th period StandardsBased Learning: Curriculum
5th period StandardsBased Student Learning: Assessment& Accountability
6th period Culture & Support for Student Personal & Academic Growth
Ancich, Dusan Deuning, Connie Hoffman, Deena Castro, Andrew Hurst, Darin Jay, Chuck Ochoa, Brenda Omeste-Dorr, J Sarkissian, S Strauss, E
Avitia, Angie Bea, Cynthia Beigle, Karen Benuzzi, Sandra Citron, Nicole Cox, Tamarra Gonsalves, J Hagelbarger, T Hunt, Jennifer Lee, Mike Schmitt, Sarah
Alessi, Robert Davis, Harry Garcia, Ulises Gerges, M Hall, Jennifer Melton, Tricia Mooney, Carol Nguyen, Chris Quiros, P Pansini, Jenny Salio, Chris Healy, Kim
Barber, Todd Chien, Faustine Fox, Tom Hart, Bruce Hersey, Larry Highlen, Arlene Morgan, Jeff Schorr, Dave Will, Leonora Vasquez, C
Atwood, Sarah Blakley, M Carcich, John Carlton, Sonia Cross, Aaron Dutton, Jessica Erratt, John Fitzsimons, P Franklin, Daniel Hill, Greg Lynch, James McDermott, Sean Mitchell, Greg Quiroz, Jamie Reynolds, Malia Shine, Ingrid White, David
Bell, Natalie Castiglione, S Cheuvront, Tom Corbett, Gwen DeSio, Susan Edlund, Andy Fusco, Judy Gordon, Tom Hauck, Dresden Hill, Rob Howerton, J Huffman, Cyndi Larkin, Zach Lawrence, Dave Milne, James Pazargardi, F Petrella, Sarah Sherman, Josh Smith, Audra Soukup, Scott Stewart, Steve Walburn, J Willis, Brad Bulrice, Jeremy
Alatorre, Juan Law, Kathy Meissner, Gina Pastore, Betty
Cheuvront, Deb Leavelle, Collette Perranoski, Kim Trapp, George
Arauz, Maggie Reves , Sharon Stephens, Kathy Wetzler, Andrew
Kammerlohr, M Jolly, S McElroy, M Stewart, M
Alatorre, Fidel Dawson, Vicki Ralston, Sheryl Sannebeck, D
Pham, Jason Bartron, L Espinoza, M Hunt, P
Clark, Debbie Mitchell, Yolanda Shelton, Kathy Whyte, Dave
Villa Park High School
TABLE OF CONTENTS Chapter I:
Student/Community Profile and Supporting Data and Findings
1
Chapter II:
Student. Community Profile: Overall Summary from Analysis of Profile Data
23
Chapter III: Progress Report
28
Chapter IV: Self Study Findings
39
A: B: C: D: E:
Organization: Vision and Purpose, Governance, Leadership, and Staff Resources Standards-based Student Learning: Curriculum Standards-based Student Learning: Instruction Standards-based Student Learning: Assessment and Accountability School Culture and Support for Student Personal and Academic Growth
Prioritized Areas of Growth Needs from Categories A through E Chapter V:
Schoolwide Action Plan
40 70 83 94 104 118 114
Villa Park High School
Chapter I: Student/Community Profile and Supporting Data and Findings
Villa Park High School
OUSD I. Mission Statement The Orange Unified School District, being committed to planning for continual improvement, will offer a learning environment of excellence, with high expectations, to provide each student with the opportunity to be able to compete in the global economy. II. District Profile Orange Unified School District celebrates learning through the development of the whole child. Our commitment to excellence provides a quality education, in depth, for all students. Together with the Board of Education, we have developed our top six priority areas; 1) Student Achievement; 2) Student Engagement; 3) Safe, Welcoming Schools; 4) Parent and Community Partnerships; 5) Communications; and 6) Effective Use of Resources. Our goals as related to these top six priority areas are the following: 1) STUDENT ACHIEVEMENT Strategic Goal: Orange Unified School District students will meet or exceed proficiency in core content areas. 2) STUDENT ENGAGEMENT Strategic Goal: Students will be challenged with academic rigor, engaged with relevance, and provided opportunities to explore a variety of educational options. 3) SAFE, WELCOMING SCHOOLS Strategic Goal: Students will learn and staff will work in a safe, welcoming environment. 4) PARENT AND COMMUNITY PARTNERSHIPS Strategic Goal: Orange Unified School District will develop meaningful partnerships with parents and community, all contributing to the support of students in achieving success. 5) COMMUNICATIONS Strategic Goal: Orange Unified School District will be a transparent organization that is characterized by open, two-way, 21st century communication. 6) EFFECTIVE USE OF RESOURCES Orange Unified School District will use resources effectively within a culture of systemic practices that support priorities for teaching and learning. 1|Page
Villa Park High School
School/Community Profile I. Mission Statement Villa Park High School’s mission is to provide a learning environment where students are challenged to reach their individual potential in the acquisition of knowledge and development of personal, cultural and democratic values essential for future success. At the end of the day we want our Spartans to be prepared for what is next in their lives while having a worthwhile experience at VPHS. II. Community Villa Park High School is a four-year comprehensive high school established in 1964. The school is located in the city of Villa Park and is part of the Orange Unified School District. Villa Park serves students from Villa Park, Orange and sections of Anaheim. The school serves a predominantly suburban population, with students from a wide variety of socio-economic and ethnic backgrounds and diverse educational needs. One of the strengths of the school is its ability to offer quality programs in many areas of student needs. The school has experienced increased enrollment over the last several years. For the past two years, Villa Park has been selected as a “Choice School” under No Child Left Behind. Furthermore, because the school has developed a positive image within the community, it has become an open enrollment school of choice, maintaining excellent parental and community support. III. WASC Accreditation History In the spring of 2006 the Villa Park High School community was disappointed to receive a three year accreditation. Despite instability in the administration (including five principals during the year of the WASC visit) and rapidly changing demographics, most stakeholders felt that VPHS was still providing a quality educational opportunity. Test results were well above district and a state average, the API was rising, and our AP – Honors programs were very successful. On the surface VPHS was a very good school. The three year accreditation served us well because it forced us to take a hard look at our instructional program and how it served the needs of all our students. By the time the visiting team returned three years later the administrative merry-go-round had stopped and we had begun to embrace and integrate our changing demographics. The goal of making “those students” “our students” and looking at our resources and programs that service all of our students had been vetted, dissected, and implemented. During this transition we continued to grow our 2|Page
Villa Park High School successful Honors and AP programs while integrating more ROP options to better serve our students. In 2006 the Visiting Committee left us with nine key issues to be strengthened. Upon their return in February of 2009 the Visiting Committee concluded with this in their report: “The school has made varying degrees of progress on all the recommendations of the full visit VC. Changes in the areas of access to advanced programs, a beginning of infusion of rigor in all academic classes, the increase of communication among staff and from staff to community and students, the increase of early intervention for struggling students, the beginnings of the use of technology and data to differentiate instruction, and the attempts to increase access to families of second language students have shown varying degrees of success. It is evident that there has been a dramatic improvement in the willingness to adjust and address change since the full visit.” As a school community we have used the agreed upon recommendations as a driving force in all that we do. We have been able to incorporate these recommendations with our Single Plan/ WASC action plan, The SPARTAN way, and the OUSD Strategic Plan. IV. The SPARTAN Way Villa Park High School students will always exemplify the SPARTAN Way
Spirited • • • •
Skilled Communicators who speak with confidence within a group and to an audience Socially and personally responsible as one demonstrates respect and accountability as a member of the school community Socially and personally responsible as one can identify and evaluate appropriate life paths and career choices Socially and personally responsible as one understands the benefits of being physically fit
Prepared • • •
Academically proficient as one can read and comprehend information, functional, and literary texts Academically proficient as one can analyze problems and produce and evaluate viable solutions Skilled Communicators who can listen and comprehend information, take notes, and report accurately what was presented
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Villa Park High School
Achieve • • • • •
Academically proficient as one can develop the ability and confidence to learn independently Academically proficient as one can read and comprehend information, functional, and literary texts Academically proficient as one can analyze problems and produce and evaluate viable solutions Skilled Communicators who can listen and comprehend information, take notes, and report accurately what was presented Skilled Communicators who can write logically developed and mechanically proficient reports, letters, essays, and narratives
Respectful • •
Socially and personally responsible as one demonstrates respect and accountability as a member of the school community Socially and personally responsible as one can identify and evaluate appropriate life paths and career choices
Trustworthy • • •
Skilled communicators who can listen and comprehend information, take notes, and report accurately what was presented Socially and personally responsible as one demonstrates respect and accountability as a member of the school community Socially and personally responsible as one can identify and evaluate appropriate life paths and career choices
Adaptive • •
Academically proficient as one can develop the ability and confidence to learn independently Skilled communicator who stays abreast with the use of technology to communicate electronically and present information via document, graphs, and charts
Noble • •
Skilled communicator who speaks with confidence within a group and to an audience Socially and personally responsible as one demonstrates respect and accountability as a member of the school community
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Villa Park High School
Demographic Data I. Enrollment Data The 2011 - 2012 student population of 2491 reflects a small decline in enrollment from the previous school year. The school has grown by approximately 46 students since 2008 -2009, resulting from open enrollment requests. We have experienced growth despite decreasing enrollment of our feeder middle school, Cerro Villa, and the entire OUSD. Table 1. Enrollment Trends by Grades and Total Year
9th Grade
10th Grade
11th Grade
12th Grade
Total Enrollment
Growth
2011-2012 2010-2011 2009-2010 2008-2009
609 656 648 641
654 648 641 607
639 645 598 639
589 568 607 558
2491 2517 2494 2445
-26 23 49 56
II. Gender/Age Data Of the students enrolled in 2011-2012, the gender division is fairly equal - 1300 males (52% of the student population) and 1191 females (48% of the student population). This gender division has remained consistent over the last four years. III. Ethnicity Data Table 2. Ethnic Breakdown
Ethnicity African-American American Indian Asian Filipino Hispanic Pacific Islander Caucasian Other
Percent of Pop. 2011-12
Percent of Pop. 2010-11
Percent of Pop. 2009-10
Percent of Pop. 2008-09
1.6% 0.5% 10.9% 1.8% 36.7% 0.8% 46.5% 1.2%
1.6 % 0.6 % 11 % 1.5 % 35.2 % 0.8 % 48.2 % 1.1 %
1.4 % 0.7 % 10.5 % 1.8 % 30.9 % 0.6 % 53 % 1.1 %
1.1 % 0.9 % 10 % 1.6 % 29 % 0.7 % 53.3 % 3.4 %
The change in the ethnic make-up percentages of the student body has been fairly minor in most categories. The most significant change is a decrease in the 5|Page
Villa Park High School Caucasian population and an increase in the Hispanic population. The shift in ethnic demographics resulted from NCLB, open enrollment and changes in local demographics. III. Special Needs and Other Programs Data Villa Park’s limited-English proficient population currently compromises 7% of our student population. The school’s identified Gifted and Talented (GATE) student population is 773 (or 31% of the total student population) and has remained fairly consistent as a percentage of the student population. We also have 133 students enrolled in the Advancement Via Individual Determination (AVID) program. Villa Park serves 58 Special Day Class (SDC) students and 146 Resource Specialist Program (RSP) students including a program for students with multiple and moderate-to-severe disabilities (Autism program). The special education population comprises 8% of our total student population. IV. Language Proficiency Data Villa Park’s English language learner population has been increasing each year from 2008-09 to the present. Our English Language Development Program serves limited-English proficient students who speak 10 different languages and fluent-English proficient students who speak 25 different languages.
Table 3. Villa Park English Language Learner Student Population Year
Grade 9
Grade 10
Grade 11
Grade 12
LEP Total
% LEP
2011-2012 2010-2011 2009-2010 2008-2009
50 63 65 62
54 63 64 54
54 67 60 35
47 36 35 32
205 229 224 183
8.2% 9% 9% 7.5 %
6|Page
Villa Park High School V. Socioeconomic Data Villa Park’s free and reduced meal program has seen a marked increase from 2008 – 2009 to 2011 - 2012. Table 4. Numbers and Percentage of Students Receiving Free or Reduced Cost Meals School Year Numbers of Students % of Student Population 683 27.9% 2011-2012 658 26.9 % 2010-2011 546 21.9 % 2009-2010 395 16.2 % 2008-2009 VI. Attendance Data Table 5. Rate of Attendance Year
Average Daily Rate of Attendance
2010-2011 2009-2010 2008-2009
96.93 96.08 96.01
VPHS maintains a steady rate of attendance in the upper 90th percentile. Although this is a high number, attendance is still a focus. All stakeholders strive toward perfect attendance to ensure the best possible learning outcomes. VIII. Faculty/Staff Demographics The school leadership is composed of a principal, three assistant principals, and five counselors. School staff consists of eighty eight teachers, including ten special education teachers and one library media teacher. All teachers are highly qualified in the subject areas in which they teach. Table 6. Staffing/Credential Information Year
Number of Teachers
Temporary
Probationary
Avg. Years in Distric t
Waiver
Number in BTSA Year 1
Number in BTSA Year 2
2011-2012 2010-2011 2009-2010
88 88 85
20 14 12
1 3 3
9.2 10.8 10.4
1 1 2
5 2 2
2 2 4
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Villa Park High School
All teachers in special education are highly-qualified except for one teacher. Class size is staffed on the average of one teacher for every 38.5 students. Additionally, we have one long term substitute teacher in our Freshman Seminar course due to teacher medical leave. IX. Per Pupil Allocation The per pupil allocation for the district is $5,193, which includes funding from all sources of district monies including revenue limits, federal and state categorical budgets, lottery, and other local income. Our expenditures include staffing, instructional materials, equipment, health services, maintenance, and transportation.
Student Performance Data Villa Park High School’s curricular goals going into this self study were: 1) We will use data analysis to inform instruction so that all students below proficient will improve by one performance band; 2) We will use the SPARTAN Way to create a climate of excellence at Villa Park High School; and 3) We will succeed in our attempt to provide the highest customer service available. Teachers and administrators have formulated Individual Performance Goals (IPGs). These goals have narrowed in focus from school-wide to departmental to individual goals over the past few years. Each staff member revisits his/her goal constantly and there are periodic check points to ensure consistent progress is being achieved.
I. API and AYP Academic Performance Index (API) Data Sets Table 8. API scores for past three school years Year API
2011 815
2010 809
2009 776
Over the past three years Villa Park has experienced a steady and gradual API increase. The implementation of the SPARTAN Way and the staff’s narrowing of the focus on the essential standards and common assessments have led to this growth. 8|Page
Villa Park High School Table 9. API Growth scores for numerically significant subgroups Subgroup
2011
2010
2009
Asian Latino White Socio-Economically Disadvantaged English Learners Students with Disabilities
925 729 850 710
928 711 842 697
903 685 802 666
650 585
622 554
602 505
Over the past three years, Villa Park has experienced either a flat line or steady growth in numerically significant subgroup API. With a specific focus on meeting the needs of our increasing English Learner population, we have continued to see an increase in this subgroup’s API. This is a testament to the English learner staff members and program expansion on campus to serve the needs of our students. Table 10. School Ranking Ranking Similar Statewide
2011
2010
2009
6 8
3 8
With our school ranking improvement in 2010, Villa Park is still not satisfied. Although we rank as an “8” school, when compared to similar schools we perform at a “6”. We are continuing to work to improve our school ranking. Table 11. API Growth Targets API Target Growth Met Schoolwide Goal? Met Subgroup Goal?
2011 A 6 Yes
2010 5 29 Yes
2009 A -26 No
Yes
Yes
No
A- Scored at or above Statewide target of 800
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Villa Park High School Over the past two years, Villa Park has worked hard to meet the subgroup growth targets and to meet our schoolwide growth target. Table 12. Comparison of VPHS API scores with other OUSD High schools and California State High School Average from 2008-2011 Villa Park High School OUSD High School Avg. State High School Ave.
2011 815
2010 808
2009 776
797
786
770
742
729
714
Villa Park has made steady and gradual improvement in overall API even though there has been an increase in overall student population and subgroup population. We continue to be a school of choice for NCLB and open enrollment students in our district. Table 13: English-Language Arts Adequate Yearly Progress (AYP) ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL
All Students
White
African-American
Asian
2009
2010
2011
2009
2010
2011
2009
2010
2011
2009
2010
2011
Participation Rate
99
99
98
99
99
99
100
100
100
99
99
100
Number At or Above Proficient
388
374
443
236
212
265
--
--
--
50
62
52
Percent At or Above Proficient
68.2
62.1
72.6
76.9
73.1
81.3
--
--
--
84.7
87.3
91.2
AYP 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* Target 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** Met AYP Criteria
Yes
Yes
Yes
Yes
Yes
Yes
--
--
--
--
--
--
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL
Hispanic 2009
2010
English Learners 2011
2009
2010
2011
Socioeconomic Disadvantage 2009
2010
2011
Students w/Disabilities 2009
2010
2011
10 | P a g e
Villa Park High School
Participation Rate
98
98
96
98
98
92
98
98
95
99
98
85
Number At or Above Proficient
82
80
96
21
19
22
54
62
71
12
8
17
Percent At or Above Proficient
47.1
38.5
49.5
24.1
19.0
26.2
41.2
34.4
47.3
22.2
21.1
34.7
AYP 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* 46.0* 56.8* 67.6* Target 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** 44.5** 55.6** 66.7** Met AYP Criteria
Yes
No
Yes
No
No
--
Yes
No
Yes
--
--
--
* = AYP Target for Elementary/Middle Schools (2009=46.0%), (2010=56.8%), (2011=67.6%) ** = AYP Target for High Schools (2009=44.5%), (2010=55.6%), (2011=66.7%)
Conclusions based on data: During the 2010-2011 school year, VPHS met AYP targets for percent proficient or above for English Language Arts for all students and all significant subgroups. AYP is determined using only 10th grade, March 2011, CAHSEE results where proficient is a scaled score of 380 or above which is higher than the pass scaled score of 350. VPHS met AYP for our Hispanic and socioeconomically disadvantaged subgroups through Safe Harbor.
Table 14: Mathematics Adequate Yearly Progress (AYP) MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL
All Students
White
African-American
Asian
2009
2010
2011
2009
2010
2011
2009
2010
2011
2009
2010
2011
Participation Rate
98
99
98
99
100
98
100
100
100
99
99
100
Number At or Above Proficient
383
379
379
232
215
237
--
--
--
55
65
55
Percent At or Above Proficient
67.5
62.9
62.3
76.1
74.1
72.9
--
--
--
93.2
91.5
96.5
AYP 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* Target 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** Met AYP Criteria AYP PROFICIENCY LEVEL
Yes
Yes
No
Yes
Yes
Yes
--
--
--
--
--
--
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
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Villa Park High School
Hispanic
Socioeconomic Disadvantage
English Learners
Students w/Disabilities
2009
2010
2011
2009
2010
2011
2009
2010
2011
2009
2010
2011
Participation Rate
97
99
97
100
98
93
97
99
95
95
100
87
Number At or Above Proficient
75
79
63
26
22
20
50
67
51
14
5
15
Percent At or Above Proficient
43.1
37.8
32.6
29.2
22.0
23.8
38.5
37.0
34.2
26.9
13.2
30.6
AYP 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* 47.5* 58.0* 68.5* Target 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** 43.5** 54.8** 66.1** Met AYP Criteria
Yes
No
No
No
No
--
Yes
No
No
--
--
--
* = AYP Target for Elementary/Middle Schools (2009=47.5%), (2010=58.0%), (2011=68.5%) ** = AYP Target for High Schools (2009=43.5%), (2010=54.8%), (2011=66.1%)
Conclusions based on data: During the 2010-2011 school year, VPHS did not met AYP targets for percent proficient or above for Mathematics for all students and all significant subgroups except our White subgroup. AYP is determined using only 10th grade, March 2011, CAHSEE results where proficient is a scaled scores of 380 or above which is higher than the pass scaled score of 350. Table 15. California Standards Test (CST) in English Language Arts Distribution of Scores by Performance Bands
# Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
2011 605 41
Grade 9 2010 2009 612 624 33 35
2008 586 35
2011 594 30
Grade 10 2010 2009 633 574 30 25
2008 638 28
2011 575 31
Grade 11 2010 2009 553 604 30 25
2008 556 25
35
36
30
28
35
28
31
27
32
31
24
31
17 5
21 7
21 10
22 10
25 8
24 12
25 10
28 11
26 8
24 9
27 13
23 14
2
3
4
4
2
6
9
5
3
6
11
8
55
54
50
49
48
45
44
41
45
43
40
37
76
69
65
63
65
58
56
55
63
61
46
56
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Villa Park High School
Villa Park English Language Arts achievement, over the past four years, has seen gradual and steady improvement in terms of the percentage of students scoring proficient or advanced in grades 9, 10 and 11. Additionally, there has been a decrease in the percentage of students scoring far below basic and basic over all three grade levels. Table 16. California Standards Test (CST) in Mathematics Distribution of Scores by Performance Bands General Math # Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
Algebra I 2010 2009 518 601 5 3 26 18 29 26 31 37 8 16
2011 88 0 11 34 39 16
2010 112 4 8 39 31 18
2009 75 1 4 16 55 24
2008 180 4 19 26 38 12
2011 473 2 21 27 37 13
18
27
26
27
32
31
11
12
5
23
23
31
# Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
2011 594 11 27 28 27 7 31 38
Geometry 2010 2009 484 482 8 10 24 24 24 23 35 34 10 10 27 26 32
34
HS Math 2010 2009 206 175 26 26 38 35 25 26 10 12 1 1
2008 446 4 17 32 37 9
2011 243 26 42 22 9 1
28
25
55
36
50
47
21
21
68
64
61
53
2008 470 9 28 28 30 5 24
2011 389 17 23 22 24 13 33
2010 387 24 28 26 19 4 31
37
40
52
Algebra II 2009 424 16 26 21 26 11 28
2008 206 20 33 28 15 5
2008 389 16 20 27 23 14 27
42
Overall, math achievement at Villa Park High School continues to be an area of concern. We have continued to focus on improving math achievement through common unit assessments, a culture of collaboration, and common standardsbased pacing. This year we are focused on using the common assessment data to lead our collaborative discussions, as well as, to inform day-to-day instruction.
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36
Villa Park High School Table 17. California Standards Test (CST) in Social Science Distribution of Scores by Performance Bands
# Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
2011 642 20 24 31 11 14 44 44
Grade 10 2010 2009 635 575 16 14 32 25 31 32 9 13 14 16 42 38 48
39
2008 641 13 26 36 14 12 33
2011 603 27 33 22 7 10 48
39
60
Grade 11 2010 2009 550 608 32 26 31 26 23 26 7 10 7 13 45 44 63
52
2008 553 25 27 29 10 8 38 52
Tenth grade history teachers have worked to implement common standardsbased pacing, a culture of collaboration, and common standards-based assessments. Our eleventh grade teachers participated in the Teaching American History (TAH) grant last year through UCI and are implementing strategies learned. Additionally, they too are implementing a standards-based, common pacing guide and assessments. Table 18. California Standards Test (CST) in Science Distribution of Scores by Performance Bands
# Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
# Tested % advanced % proficient % basic % below basic % far below basic State Average
2011 279 8 20 41 15 16 35 28 2011 611 44 33 20 3 1 49
Earth Science 2010 2009 275 328 5 4 20 16 41 48 17 17 17 16 33 28 25
20
Biology 2010 2009 568 567 37 33 37 34 22 25 3 6 1 3 46 42
2008 452 10 24 41 14 12 29
2011 593 51 23 17 6 3 50
34
74
2008 575 32 41 23 2 2 42
2011 324 25 27 41 6 1 36
Life Science 2010 2009 609 579 39 37 25 24 26 22 7 9 3 8 46 44 64
61
2008 636 32 29 23 10 6 40 61
Chemistry 2010 2009 268 192 30 21 35 36 31 32 3 7 1 4 37 36
2008 322 16 23 44 10 7 32
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Villa Park High School % scoring proficient & above VPHS % proficient & advanced
# Tested % advanced % proficient % basic % below basic % far below basic State Average % scoring proficient & above VPHS % proficient & advanced
77
2011 358 17 33 38 10 2 52 50
74
67
Physics 2010 2009 376 320 11 11 26 19 46 44 14 21 4 5 49 46 47
30
73
52
65
57
49
2008 117 24 44 26 5 2 43 68
In all of our science courses, we have seen a consistent decrease in the percentage of students scoring far below basic and below basic. In 2009, we implemented a freshman, college-prep, lab science course, Conceptual Physics. The number of students taking the EOC Physics exam increased substantially. We are aware of the fact that this implementation lead to a decrease in overall student test scores. Our teachers strive to address this decrease. However, offering this course is in the best interest of our students and we have seen great improvement in overall student achievement since 2009. CAHSEE Testing Table 19. Comparison of CAHSEE Pass Rates for 10th different subgroups CAHSEE Pass Rates 2010-2011 Math Math ELA ELA Math Taken Passed Taken Passed Taken 10th Grade 630 540 627 558 620 (86%) (89%) ELL 58 19 56 22 69 (33%) (39%) Special 50 26 48 25 39 Education (52%) (52%) Socio. 158 108 157 115 192 Disadvantaged (68%) (73%) RFEP 74 67 72 69 73 (91%) (96%)
graders and by
2009-2010 Math ELA Passed Taken 536 624 (86%) 26 70 (38%) 16 39 (41%) 135 194 (70%) 65 74 (89%)
ELA Passed 551 (88%) 27 (39%) 14 (36%) 140 (72%) 70 (95%)
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Villa Park High School 2008-2009 Math Math ELA Taken Passed Taken 10th Grade 575 505 576 (88%) ELL 63 34 63 (54%) Special 47 18 49 Education (38%) Socio. 139 101 139 Disadvantaged (73%) RFEP 62 57 60 (92%)
ELA Passed 502 (87%) 25 (40%) 16 (33%) 102 (73%) 59 (93%)
2007-2008 Math Math ELA Taken Passed Taken 627 576 635 (92%) 50 31 49 (62%) 42 26 45 (62%) 115 91 116 (79%) 51 48 51 (94%)
ELA Passed 589 (93%) 28 (57%) 26 (58%) 90 (78%) 50 (98%)
Our CAHSEE pass rates have remained above the district and state averages over the past four years. We pride ourselves in our ability to ensure our students pass the CAHSEE by the time of graduation. The development of our CAHSEE prep classes have prepared students to pass. CEDLT Table 20. Comparison of CELDT Overall Performance Level Distributions by grade level Number Tested Beginning Early Intermediate Intermediate Early Advanced Advanced
9th 60
2010 - 2011 10th 11th 12th 61 65 38
9th 75
2009 - 2010 10th 11th 12th 72 64 38
9th 74
2008 - 2009 10th 11th 12th 70 51 45
0 7
3 6
2 7
0 2
5 10
5 7
2 2
3 3
5 12
3 7
5 2
2 1
19 28 6
23 22 7
14 26 16
7 20 9
21 32 7
25 26 9
20 25 15
6 14 12
26 27 4
29 23 8
15 19 10
12 22 8
Villa Park has seen an increase in its English learner population over the last four years. We have specifically focused on meeting their needs. Steady growth for our English learners is evident.
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Villa Park High School Scholastic Aptitude Test (SAT) Results Table 21. Comparison of SAT Results Year
Number Tested VPHS
Average Score Reading
Average Score Writing
Average Score Math
2011
256
541
537
563
2010 2009 2008
240 258 309
534 528 519
528 545 526
555 558 554
The number of VPHS students taking the SAT has decreased. This is due to the struggling economy and our change of demographics. More students are choosing to go to the local community colleges. Our students who take the SAT continue to do well and score above the district average. Despite our efforts to encourage our students, offering on site PSAT testing, and disseminating SAT registration information to parents, the number of students taking the SAT has continued to decline. AP Results Table 22. Advanced Placement Test Results Overall Year 2011 2010 2009 2008
Number of Tests Taken
Number of Students
1181 1117 1162 1100
493 464 486 490
Percent Students Scoring (number) 3 or More 77.3 (381) 73.5 (341) 72.8 (354) 75.1 (368)
Villa Park High is proud of our Advanced Placement program. Due to the open access policy, in conjunction with the encouragement and support we give students to take at least one AP class prior to graduation, we have seen a steady increase in the number of students taking an AP exam. The number of AP exams taken and the percentage of students scoring a 3 or higher have increased. Additionally, we have expanded our AP course offerings by adding AP Art History, AP Music Theory, AP Environmental Science, AP Spanish Literature, and AP Statistics.
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Villa Park High School Table 23. Advanced Placement Test Results by Subject # Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
2011 27 96.3
Art History 2010 2009 16 27 93.8 77.8
2008 8 100
2011 82 82.9
Biology 2010 2009 84 83 72.6 84.3
2008 87 86.2
2011 62 69.4
Calculus AB 2010 2009 56 42 57.1 61.9
2008 55 80
66
67
59
59.5
53.8
51.4
53.8
51
58.4
56.9
61
61
60.2
61.4
57
57
50.6
49.3
50.9
50.3
56.2
55.7
60
61
2011 42 92.9
Calculus BC 2010 2009 39 79 87 95
2008 47 97.9
2011 27 85
Chemistry 2010 2009 45 25 82.2 84
2008 32 84
2011 94 30
Economics 2010 2009 95 107 36.8 27
82.2
84.1
81.1
80
57.6
58.4
57.6
57
56.8
57.5
57
55
80.3
82.8
80.1
80.4
46.9
55
56.1
55.9
53.8
55.3
56.7
52.8
2008 108 45
English Lang/Comp 2011 2010 2009 2008 159 161 157 157 82 70.8 72 70.7
English Lit/Comp 2011 2010 2009 2008 148 134 144 133 70 74.6 70.1 78.9
Environmental Science 2011 2010 2009 2008 33 46 39 35 78.9 57.6 43.5 60
60.0
59.5
58.2
56.5
57.9
57.3
58.2
60.2
52.2
50.8
50.3
54.7
61.2
60.7
59.7
58.2
57.1
57.3
58.6
60.3
49.3
50.0
50.0
53.7
European History 2011 2010 2009 2008 58 35 68 71 60.3 62.9 73.5 60.6
Government & Politics 2011 2010 2009 2008 108 95 100 115 39.8 48.4 53 50.4
2011 22 27.3
58.0
60.2
63.2
55.3
50.7
50.5
53.7
48.9
62.9
63.5
61.4
66.3
64.9
65.5
67.0
61.3
51.6
51.4
55.3
50.5
59.4
60.6
60.5
66.7
Music Theory 2010 2009 2008 10 10 12 40 50 83.3
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Villa Park High School
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
# Tested % scoring 3 & above State % scoring 3 & above Global % scoring 3 & above
2011 44 43.2
Physics 2010 2009 20 36 90 50
2008 31 64.5
2011 96 79.2
Psychology 2010 2009 98 89 75.5 71.9
2008 68 60.3
2011 13 76.9
Spanish 2010 2009 17 15 88.2 66.7
2008 11 63.6
72.4
75.0
66.3
70.7
65.9
66.5
68.8
65.7
75.8
79.5
77.5
76.8
66.2
66.2
68.7
73.5
66.2
66.2
68.7
66.7
68.5
71.4
69.8
68.6
2011 38 31.6
Statistics 2010 2009 50 48 36 27.1
2008 31 38.7
2011 109 88.1
US History 2010 2009 98 85 88.8 83.5
2008 97 81.4
2011 493 77.3
75.8
79.5
77.5
76.8
55.0
55.0
54.1
49.1
63.7
64.2
64.4
62.8
68.5
71.4
69.8
68.6
52.8
52.6
52.5
48.2
60.2
60.2
61.1
60.1
French Language 2011 2010 2009 2008 6 3 4 2 33.3 33.3 0 100
German Language 2011 2010 2009 2008 6 3 1 6 0 0 0 0
55.2
53.4
52.1
56.7
62.3
65.5
64.7
75.2
57.8
55.0
55.7
58.0
66.3
67.6
68.8
69.0
VPHS overall 2010 2009 2008 464 486 490 73.5 72.8 75.1
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Villa Park High School 2011 2010 2009 2008 Tested Passed Tested Passed Tested Passed Tested Passed with 3 with 3 with 3 with 3 or or or or higher higher higher higher Art History Biology Calculus AB Calculus BC Chemistry Econ Macro English Lit. English Lang. Environmental Science European History Govt. US Music Theory Physics Psychology Spanish Statistics U.S History
27 82 62 42 27 94 148 159 33
26 68 43 39 23 28 103 130 19
16 82 56 39 44 94 133 159 46
15 59 32 34 36 34 99 113 20
27 83 41 79 25 107 144 157 39
21 70 25 75 21 29 101 113 14
8 87 55 47 32 108 132 157 NA
8 75 44 46 27 49 104 111 NA
58
35
35
22
68
50
NA
NA
108 22 44 96 13 38 109
43 6 19 76 10 12 96
94 10 21 98 14 49 98
45 4 19 74 12 17 87
100 10 36 89 14 48 85
53 5 18 64 9 13 71
115 11 31 67 11 25 97
58 9 20 40 7 7 79
Villa Park has recognized our AP program as an overall school strength and continues to support and grow our AP programs. We are extremely proud of the efforts of our AP teachers and their willingness to go above and beyond to prepare our students. Our AP teachers routinely attend AP professional development workshops and work collaboratively with AP teachers across the district, state, and nation. College Bound Graduates Table 24. Comparison of Graduates Attending 2 & 4 Year Colleges Class of: Percent Attending 4 year College
2011
2010
2009
2008
36
37
36
36
Percent Attending 2 year College
63
61
61
61
Percent Satisfying UC A-G Requirements
40
40
45
47
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Villa Park High School The number of students meeting A-G requirements has decreased over the last four years despite consistent efforts to improve this rate. The counseling department re-vamped the course offering sheets by grade level to focus on the A-G requirements. Additionally, the A-G requirements are discussed annually through grade level counseling assemblies. The percentage of students attending two-year colleges has increased due to the struggling economy and our changing demographics, as well as, decreased acceptance rates at California universities.
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Villa Park High School
Chapter II: Student/Community Profile – Overall Summary from Analysis of Profile Data
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Villa Park High School Changing Demographics Villa Park High School’s changing demographics have caused us to reexamine some of our programs, practices, course offerings, and policies. The ethnic and socioeconomic demographics are the most significant changes requiring examination. VPHS has always had a diverse ethnic population; however, it has seen a shift in the proportions. The Caucasian population has seen a decrease and the Hispanic population increased. All other ethnicities have remained fairly constant. There has also been a marked increase in the lower socioeconomic demographic. This increase can be attributed to the current economy and the change in ethnic demographics. Both of these demographic changes are likely to continue or remain constant due to the economy and open enrollment. Our EL and Special Education population has seen little growth in terms of percentage. However, both populations have grown at a similar rate with the school overall. VPHS has implemented changes in the master schedule to accommodate some of these changes. We have increased our ROP class options, access to AP/Honors classes, zero period classes, and online options. Due to an increase in our EL population additional Essential course offerings in Language Arts and Mathematics, as well as, SDAIE, Read 180, and Transitional courses during the school day were added to the master schedule. Multiple credit recovery options are available to struggling students. By offering a variety of class options, as well as times and means to obtain instruction, VPHS has sought to better serve its community. B. Student Performance I. API and AYP Scores VPHS has been a consistently strong performing school in terms of API and AYP, the one exception being the 2009-10 school year when the school experienced an unexpected dip in our scores. Significant time and resources were spent trying to determine why and preclude any further decline. As evidenced by the proceeding scores, VPHS was able to realign its students, instruction, and teaching to achieve above the 800 mark. II. CST Since the last WASC visit, Villa Park has seen a slight variation in our STAR testing results: English Language Arts VPHS has consistently performed above the state average on the ELA tests. During the 09-10 school year, the only group with a significant drop in scores 23 | P a g e
Villa Park High School was eleventh grade. This led to an increased focus on data-driven, standardsbased instruction, including, but not limited to, the ERWC program. Utilizing this university preparatory reading and writing program narrowed the focus of the eleventh grade curriculum and allowed students to demonstrate marked improvements. Mathematics VPHS has performed better on the higher level math tests. Due to the poorer performance at the lower levels, Fundamental classes have been formed to better serve these students. Modes of instruction in these courses, including the incorporation of technology and practical applications, are used to increase student performance. Social Science The tenth grade Social Science scores are on par with the state. VPHS believes that due to recent staffing changes in this area, realignment of the course with the standards, and standards-based instruction, improvement in the overall scores should be attained. The eleventh grade Social Science scores have been consistently high. This can be, in part, attributed to a successful AP US History program. Science Life Science, Biology, and Chemistry students consistently score well above state averages. In order to better serve all of our students, VPHS implemented a Conceptual Physics course. This course is offered primarily to freshman as an alternative to Honors Biology or Earth Science. This course meets A-G requirements. Although a rigorous course, it does not align perfectly with the CST Physics exam; therefore, students do not perform as well our physics students. VPHS views the addition of this course as an asset to our students despite the affect on the Physics CST scores. III. CAHSEE Test VPHS has performed well on the CAHSEE since its inception. However, our EL and Special Education population still does not perform as well as the overall population. We offer an Essentials course in both English and Mathematics to all students who do not pass the Exit Exam. To better serve the EL and Special Education populations, those Essential courses are now offered in ELD and RSP
24 | P a g e
Villa Park High School settings respectively, while still continuing to offer the courses in the regular program. IV. CELDT VPHS CELDT scores have demonstrated a strong ability to move students from Beginning and Early Intermediate to Intermediate and Early Advanced. Many programs are in place to support the students in these programs. Teachers collaborate to instill a sense of community and accountability which has led to higher student performance. Our biggest obstacle to reclassification has been the “C” in English. VPHS has made a concerted effort to inform all stakeholders of this impediment and the increased awareness has led to improvement. V. SAT Results VPHS has consistently performed well on the SAT exams. Fewer students have been taking the exam in recent years for two primary reasons: ACT and economics. Since more schools accept ACT results now, more students are availing themselves of that option. Due to the economy, many students are postponing attending 4-year schools and do not need to take the SAT exam. VI. Advanced Placement Results VPHS has always had an exemplary AP program. Currently there are 17 AP tests taken by VPHS students. In five of those courses: Art History, Biology, Calculus BC, Chemistry, and US History, 80% or more of those tested received a score of 3 or better on average over the previous four years. In seven of the courses: Calculus AB, English Lit, English Lang, European History, Physics, Psychology, and Spanish 65-79% of those tested received a score of 3 or better on average over the previous four years. Although a number of students have been successful in the other five programs, improvement could be made to increase scores. Some staffing changes have been implemented to facilitate this endeavor. The previous Visiting Committee recommended we increase access to the AP program. We implemented this recommendation while at the same time increasing our scores. VII. Common Formative Assessments Common formative assessments are administered in all core academic classes. These exams are standards-based and are an essential component in our datadriven instruction model. The exams are given each semester and in many cases, each quarter. The results are used to modify instruction and maintain consistency among teachers. Teachers can collaborate on making the exams 25 | P a g e
Villa Park High School from a database or writing their own questions for the quarterly assessments. Semester exams are given district-wide to ensure consistency across the district. During the 11-12 school year, VPHS began implementing quarterly common formative assessments in the RSP classes to maintain consistency within the Special Education program. The goal of the common formative assessments has been to maintain consistency and rigor for all students. It allows the staff to access additional data on each student and reflect upon teaching methodologies. Teachers use the specific data to re-teach, modify, and collaborate. Six years ago, these exams did not exist and the practice of using data concurrently within the school year with current students was not a schoolwide practice. Now, it is embedded in all of our academic classes and many teachers choose to use a similar model for all testing. The common formative assessments have allowed our staff to embrace and integrate the use of data with all students. C. Critical Academic Needs: VIII. • Villa Park High School students will demonstrate positive growth in all CORE areas toward proficiency as measured by CST, CAHSEE, and AP Test Results. • Villa Park High School English Language Learner Students, Socioeconomically Disadvantaged students and Students with Disabilities will demonstrate positive growth towards proficiency as measured by CST, CELDT, CAHSEE, AP test results. • The school environment at Villa Park High School will be inviting, safe, inclusive and supportive so that all stakeholders are engaged in the learning process.
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Villa Park High School
Chapter III: Progress Report
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Villa Park High School I. SIGNIFICANT DEVELOPMENTS Narrowing our Focus Since the year after Villa Park High School’s last WASC report, we have had a new and solid administration guiding the school. The stability in administration has given us an opportunity to create and narrow our focus on developing programs and improving student achievement. Moving from a school wide look at our practices to a more narrow and focused approach to student success, each teacher is setting personal goals to better student achievement. Promoting and encouraging a collaborative culture has been at the forefront of change. From identifying the essential standards, pacing courses, to common formative assessments we have made a concerted effort to use data to drive instruction. Each faculty member sets specific and measureable goals at the beginning of the school year, and uses collaboration and data to drive the results that they are anticipating. With relatively little change in staff we have enjoyed time as a group to set goals and execute a plan to meeting them. Although we are experiencing a change within the administrative and counseling teams, the changes that have been made since the previous WASC visit are solid, helping the new team members join the staff seamlessly. Entering the 2011-2012 school year VPHS has seen a big change in personnel, adding seven new teachers due to retirement and two new administrators due to advancement. The school has welcomed these new additions and will benefit from their new energy and commitment to the students. Through the work of our Leadership Team, Instructional Leadership Team, School Site Council, and Parent Faculty Student Organization (PFSO), we have set three school wide goals and have continued to work toward them for the past three years. The goals are: • •
•
Villa Park High School students will demonstrate positive growth in all CORE areas toward proficiency as measured by CST, CAHSEE, and AP Test Results. Villa Park High School English Language Learner Students, Socioeconomically Disadvantaged students and Students with Disabilities will demonstrate positive growth towards proficiency as measured by CST, CELDT, CAHSEE, AP test results. The school environment at Villa Park High School will be inviting, safe, inclusive and supportive so that all stakeholders are engaged in the learning process.
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Villa Park High School Demographics’ Steadily Changing The demographics have changed substantially since our last WASC visit. Our school has continued to grow in student numbers, becoming an open enrollment school of choice in the Orange Unified School District. Our population has grown from 2304 in the start of 2006 to 2525 in the start of 2011. Two of our sister schools within OUSD have experienced a fall in enrollment. The increase in students has been realized in all sub-groups, but most particularly the Hispanic population. The OUSD has also selected VPHS to be a choice school for NCLB students leaving a program improvement school. This increase in students has given us an opportunity to keep our staff and faculty intact through difficult economic times that may be affecting other area schools. Summary of Progress from Last Full Visit Receiving a three-year accreditation in 2006 left the Villa Park High School family with a feeling of urgency to address the action plan and critical areas pointed out by the visiting committee for follow up. By 2009, we had made substantial strides in addressing the agreed upon areas of need, and now in 2012 we are proud of the ground we have made in most areas. With the strength of the visiting team and the WASC process behind us we have been able to transform the culture on campus. The first four “action items” are what VPHS recognized as critical areas of follow up and the additional five are recommendations left for us from the visiting team. Action Item 1: Improve relationships between staff and administration. 1) Open-Door Policy-This was implemented shortly after the new administration took over, and is actively demonstrated by all administrators. Our faculty and staff knows that issues and concerns will be both heard and addressed in a professional atmosphere of trust, timeliness, and collegiality. The community has also realized that their voices and concerns will be addressed in the best interest of the students and community as a whole. 2) Unified Team- This is modeled by all four administrators when it comes to supporting each other and staff, reassuring all that Villa Park's administrative team is both stable and committed. Even with the changes made in the administration for the 2011-2012 school year, the emphasis is put on the idea of “administrative team” rather than the individual. 3) Positive Communication – Communication is shown via weekly e-mail "state of the school" reports by the principal, inviting commentary from all, as well as encouragement of text and cell phone contact when face-to-face is impossible by 29 | P a g e
Villa Park High School all four administrators. Weekly emails are sent to faculty and staff reflecting on the week and the great things that are happening at Villa Park High School, both with faculty, staff, students, programs, and events. Regular phone messages are sent to the entire Villa Park High School community, informing and reminding the community of important dates and events happening within the school. *Teacher appreciation lunches, gifts 4) Increased Visibility- With administrators circulating among students, in classrooms, and out on campus, students feel the presence of administration, faculty, and staff, ensuring them of the fact that their safety comes first. This has been especially effective in response to staff requests where trouble might be occurring on campus. 5) Team Approach to Problem-Solving -By soliciting input from the total staff, small groups, one-on-one, and through established groups, the input received has allowed all staff to have a clear voice in decision-making on campus. Action Item 2: Increase use and availability of technology by staff for instruction and information purposes. *SMART Boards *Responders Lap-tops Projectors *Elmo’s *Ed Connect Blackboard Computer Labs ARIES Grade book Library Parent/Student Portal Data Director *Online and Hybrid Classes in multiple subjects
SafeAssign.com *Listserve *Twitter Program Websites Orange-Live classes
*New since last visit 1) Technology is a fast growing medium for education purposes. VPHS administration encourages the use of technology. With the growing popularity of online and hybrid classes, the technologies that support these types of learning environments are essential in keeping up with the modern student. It is the focus of the Villa Park High School faculty and staff to remain competitive in this technological era. Six years ago, VPHS was the least active OUSD participant in all online based learning. Currently, VPHS students comprise over 40% of district online classes in addition to 2 site-based online offerings and 2 newly-introduced hybrid online classes.
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Villa Park High School In conjunction with the OC Sheriff’s office – we offer parent education in: social networking concerns, bullying/cyber-bullying, drug trends, gang trends, teen suicide- HOPE foundation, college recruitment, DUI court simulation. Action Item 3: Focus on implementing the Freshman Seminar Course 1) Improved Curriculum –a full curriculum has been created since the initial implementation of this program in 2006. 2) New Text – New texts and new ideas are always being entertained to make this course as relevant to the students as it needs to be. 3) Impact Has Not Been Significant – To date, the course has not had its intended impact. There has been unremarkable changes in freshman failure rates, CAHSEE pass rates, and overall student success. Regardless of staff efforts to improve the curriculum and texts, the impact of the course on the students and the school has not achieved the level expected. Continuing efforts in all aspects are on-going and slow to show growth. Action Item 4: Increase the number of students satisfying the University of California A-G requirements prior to graduation. Understanding that OUSD has not aligned graduation requirements with A-G, we are still struggling to show marked improvement in increasing the number of students completing A-G. Although there is conversation at the district level to alleviate this gap, VPHS is trying to improve overall student successful completion of the requirements. 1) Counselors meet individually with all 9th & 10th grade students at the beginning of each year to develop a graduation plan. 2) The A-G requirements are listed on all registration forms. 3) Counselors post requirements online in various sites to familiarize parents and students with the terminology and with what classes meet the requirements. 4) Staff meets with students every year in assemblies and individually to review requirements and transcripts including A-G eligibility and what students need to do in order to be A-G eligible.
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Villa Park High School 5) The counseling department provided teachers a poster listing the A-G requirements to be posted in classrooms. 6) Villa Park has opened up Conceptual Physics to freshmen which has enabled them to satisfy their Lab Science A-G requirement beginning in 9th grade, even if they are not ready to undertake Biology. 7) Additional course offerings in the business department which meet A-G requirements were added to the master schedule. 8) Despite these efforts, there has only been a slight gain in attainment of the completion of the A-G requirements by the graduates of VPHS. The district does not require students to fulfill A-G requirements to graduate from high school, and students tend to be confused as to what the requirements entail. Many students are not meeting the A-G requirement because they are not planning to attend a UC, this allows students to select courses that better fit their long term goals. Action Item 5: Formalize collaboration among departments to analyze data and use it to drive differentiated instruction for all students. 1) Home Groups - Every first and third Tuesday in home groups, the staff meets during his/her conference period to analyze school-wide data. This process began last year and has met with success. Classroom visitations, testing data, and anecdotal evidence is used to foster comprehensive, collaborative conversations and analysis. 2) Staff – Meetings are held once a month before school starts to discuss upcoming important dates and events. This meeting also gives all four administrators and opportunity to address a majority of the staff. The “apple award” is given out to the teacher that the previous recipient feels deserves it. Announcements by the faculty are also given at this meeting. With the increase in zero period class options, a number of staff members are unable to attend. To ensure clear communication, an agenda will be provided to all absent teachers. 3) Department – There is an expectation that each department hold meetings at least once a month. A Meeting Summary is provided to the administration. During the meetings, staff discusses best practices, department issues as needed, and ways to better service our students. 4) Collaboration time – Collaboration time is regularly purchased by the administration. This gives groups of teachers the opportunity to meet and share information, lessons, and best practices, as well as ensuring that the curriculum 32 | P a g e
Villa Park High School is properly aligned, standards and district pacing guides are being followed. A summary of the time is submitted to the administration detailing the outcomes. In an effort to meet for the purposes of completing our self study we instituted conference period home groups and began meeting twice a month. These meetings which were started to be WASC specific have moved in a direction of data and collaboration. 5) Pacing Guides – Departmentally, staff members plan to ensure that their own teaching and assessments are in line with the Orange Unified Pacing Guides set for the subject area. 6) Common Assessments – While common assessments are required for English and math on a semester basis by OUSD, VPHS requires science and history courses to administer semester common assessments as well. Many departments implemented quarterly common assessments, while Algebra I, Geometry, and Algebra II administer more frequent common assessments. This gives teachers the opportunity to evaluate student progress, assess their own teaching, as it aligns with their individual teaching goals, and adjust their practices accordingly in order to maintain the highest educational standards. 7)Data Chats or Analysis – Data programs such as Data Director, and the trainings that have been associated with it, have given the Villa Park High School teachers the opportunities to control their own assessments, and actively assess the data that is given as a result of student achievement. The availability and specificity of data provides teachers the ability to drive instruction based upon data. It focuses teaching and conversations on tangible information. 8) Best Practices – Strengthening the core through quality first instruction is a goal at VPHS. In Home Groups, Departments, and school-wide, conversations are focused on data-supported practices. Teachers regularly share successes and examine areas of weakness with colleagues in an effort to deliver the curriculum in the most effective means possible. Through events such as “Classroom Snapshot” and teacher-to-teacher observations, teachers get the opportunity to observe what teachers outside of their curricular areas are doing in their classrooms to actively engage students. It is these practices that allow teachers to implement good ideas in their own classes. Action Item 6: Provide professional development on academically rigorous, standards-based and sheltered strategies for rigorous teaching and learning for all students. 1) Over the course of the past four years, there has been negative district support for teacher release time because a premium was placed on classroom 33 | P a g e
Villa Park High School instructional time. Consequently, VPHS has had to be creative in its means and modes of creating opportunities for professional development. Grants, online, after school, off-track, and independent opportunities have been utilized to continue to offer professional development. 2) Teachers are afforded the opportunity to participate in on-campus (Blackboard, Streaming Video. Data Director) or district office trainings (Edmodo, Respondus, StudyMate, Twitter) during non-school hours. 3) AP summer trainings, ERWC, PBIS, and UCI Writing Project are on-going opportunities offered to VPHS staff. 4) Communication regarding opportunities and benefits of participation in professional development could still use improvement. Action Item 7: Increase access to Honors and Advanced Placement classes for all students. 1) More classes offered / Open access – Villa Park High School offers AP and Honors classes in all academic subject areas. Access to these programs is available to any student who is willing to face the challenge of a higher level course. Many teachers even enlist the help of regular level teachers to recommend students who may benefit from a higher challenge. Our equity and excellence continues to grow, which supports our focus on maintaining the rigor of the courses while simultaneously encouraging open access to all AP courses, including math. It is worth noting that Villa Park’s administration and staff focused on recommendations from the previous WASC visitation re: open access to courses; increasing the number of sections of existing courses; increasing the course offerings; and specifically encouraging both AVID and second-language learners to enroll in at least one advanced placement course. Villa Park AP teachers are working closely to examine data and how to revise teaching practices based on such factors as: class size and enrollments; numbers of AP classes taken by the students, and site mean score in correlation with state and global results. Summer institutes, online workshops, and College Board Saturday workshops are available for teachers and the administration makes this training a priority. 2) More students taking AP tests – We have seen the numbers of students taking AP exams increase each year since 2005. Mean scores have also continued to increase or have held steady despite increased enrollments.
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Villa Park High School 3) More students scoring 3 or higher on AP exams – The data clearly reveals that most of our classes are highly effective in preparing our students for the AP exam. 77% of our AP students scored a 3 or higher. Action Item 8: Increase access to all school communications for second language families. 1) Translators – Part time employees and other campus staff are consistently utilized to translate for second language families in IEP meetings, SST meetings (Student Success Team), Parent-Teacher Conferences, Disciplinary Hearings, and other meetings. 2) Community Aide – A categorically funded position who serves as a liason between VPHS and the EL community. VPHS has realized a significant increase in communication due to his efforts. 3) Ed Connect. – One of the options for the Connect Ed program is for the messages to be relayed in other languages. This program may be utilized by faculty, staff, and administration in order to get important information out to the Villa Park High School community. 4) School and District information in multiple languages - Information from the district, counseling, and health offices is available in no less than three languages. This is to ensure second language families of Villa Park High School can stay abreast to important school information. Action Item 9: Implement a systemic approach to early intervention for students struggling with academic and personal issues 1) RTI2 – All schools in the district are being challenged to strengthen core instructional practices, establish early interventions for struggling students, and properly diagnose learning disabilities as applicable. During our first year of education and training regarding RTI2, VPHS realized many on our staff already utilize these strategies. Teachers differentiate, modify, and collaborate for the benefit of students in an on-going effort to best meet each student’s needs. We have realized the need to strengthen the core content in some areas; therefore, we are working with departments and teachers as needed to improve. 2) Pyramid of Intervention – VPHS for the previous four years has used a Pyramid of Intervention model to ensure services for students, each year the Pyramid has been revised. Regrettably, more interventions have been removed from the Pyramid than added to, due to California’s current economic situation. 35 | P a g e
Villa Park High School Counselors, teachers, and administration have worked to provide the best level of interventions for our students. 3) SPARTAN Way – Funded through the Orange County Department of Health, this PBIS program, implemented by Villa Park High School in 2010, is instrumental in the effort of raising awareness of school spirit, school culture, diversity, pride, and effort within the school. The primary goal of the program is to shift the culture on the campus from reaction to pro-action, from positive to negative, and from discipline to incentive. Accomplishments We are Most Proud Of: For the past five years we have been doing more with less and for the past three years we have been doing more for less. We are proud of the relationships we have built and the climate we have created on campus. Our programs are stronger now than they were six years ago. From AVID to athletics, from the performing arts to the arts we have developed programs that our community can be proud of. Over the course of the last six years we have dealt with many crises on campus and done it in a professional way keeping our school and district from litigation. When servicing our changing demographic we are proud that we have been able to do this without sacrificing academic progress for all students. We have worked to make VPHS a student friendly school with tremendous programs as well as a quality place for learning.
List of Prioritized Growth Areas: • •
•
Villa Park High School students will demonstrate positive growth in all CORE areas toward proficiency as measured by CST, CAHSEE, and AP Test Results. Villa Park High School English Language Learner Students, Socioeconomically Disadvantaged students and Students with Disabilities will demonstrate positive growth towards proficiency as measured by CST, CELDT, CAHSEE, AP test results. The school environment at Villa Park High School will be inviting, safe, inclusive and supportive so that all stakeholders are engaged in the learning process.
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Chapter IV: Self-Study Findings
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Category A: Resources A1.
Organization: Vision and Purpose, Governance, Leadership and Staff, and
Organization Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected school-wide learning results and the academic standards? a) Villa Park High School has a clearly stated vision and purpose based on its students’ needs. Current education research (Best Practices) is used to inform the vision statement. All staff firmly believes students can achieve at high levels. b) Our vision and purpose is directly in line with the Orange Unified School District’s Strategic Plan. The SPARTAN Way (ESLRs) and academic standards are aligned with district expectations. CRITERION A1 INDICATORS AND PROMPTS Indicator: The school has established a clear, coherent vision (purpose) of what students should know and perform; it is based upon high quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn. Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision and the expected school-wide learning results.
Findings Villa Park High School’s vision and purpose is clearly stated and based solidly on student needs, supporting educational research and the belief that all students can achieve at high levels. We acknowledge the importance of all stakeholders in the process of education and welfare and achievement of our students. Our SPARTAN Way (ESLRs) and vision emphasize the same values equally for each student by promoting the realization of each child’s individual potential. School Site Council, ILT, and PFSO reflect participation from all stakeholders who review and have a voice in the implementation of the SPARTAN Way.
Supporting Evidence • Mission Statement • Implementation of the SPARTAN Way. • Staff stakeholders provide incentives to students that display the SPARTAN Way. • School wide Goals
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Development/Refinement of Vision/ESLR’s Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected school-wide learning results are effective. Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected school-wide learning results. Findings Our school’s purpose and vision is supported by the governing board and the central administration through constant communication between our district office and school administration to determine site based needs, school policy, safety concerns, student/school achievement, facility maintenance, professional development, and governance of the district and school budgets. It is further defined by the SPARTAN Way (ESLRs), academic standards, and establishing a community of lifelong learners who are prepared not only for a life of work, but a life of worth as well. Although the school makes every attempt to include all stakeholders in the formulation of its vision statement, we realize only a small percentage actually gets involved.
Supporting Evidence • Mission Statement • Instructional Leadership Team (ILT) meeting are held at the beginning of each month. • Parent Faculty Student Organization (PFSO) meeting is held at the beginning of each month. • Site Council meeting are held at the beginning of each month. • SPARTAN Way posting in every classroom. • School wide assemblies held several times a year. • Monthly staff meetings
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Understanding of Vision and ESLR’s Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision and the expected school-wide learning results. Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the purpose and expected school-wide learning results.
Findings Since the implementation of the SPARTAN Way, we have seen an increased understanding of our expectations. Each year grade-level assemblies seek to explicitly outline expectations for the students. Teachers have embraced the SPARTAN Way in their classrooms. It can be seen in daily lessons, posters, classroom management plans, and incentive programs. Leadership students, athletics, and visual/performing arts exhibit these expectations on-campus and in the community which aids in informing parents and community members. Ed Connect messages and the Spartan Spirit are utilized to deliver the message of our purpose and expectations.
Supporting Evidence • Mission Statement • Back to School and Open House Nights held each year. • Staff and department meetings. • School wide assemblies held several times a year. • Staff modeling of SPARTAN Way. • Open communication between all stakeholders. • Administration involvement in Community Orange Foundation and the Villa Park Rotary.
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Regular Review and Revision Indicator: The school is implementing an effective process for regular review/revision of the school purpose and the expected school-wide learning results based on student needs, global, national and local needs, and community conditions. Prompt: Examine the effectiveness of the process for regular review/revision of the school purpose and the expected school-wide learning results based on student needs, global, national and local needs, and community conditions. Findings Our mission statement and purpose is clearly stated and can be found in our student handbooks, school website, SPARTAN Way (posted in all classrooms), School Assemblies, Daily Bulletin, Back to School Night, Open House, PFSO meetings, Staff and Department meetings, California State Standards, and is further supported through teacher/student/parent efforts via faculty modeling, Special Education program, IEPs, 504 plans, EL, RSP, ROP, Guidance Counselors, and ongoing communication and teamwork between parents, faculty, and students regarding students needs, campus culture and climate, and ways to continually identify, determine, and meet the comprehensive needs of all students.
Supporting Evidence • School wide survey • Data Director driven instruction • Instructional Leadership Team (ILT) meeting are held at the beginning of each month. • Parent Faculty Student Organization (PFSO) meeting is held at the beginning of each month. • Site Council meeting are held at the beginning of each month. • Staff and department meetings. • Annual 504 and Individualized Education Plan (IEP) meetings • Open communication between all stakeholders.
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A1. Organization: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings At Villa Park High School we pride ourselves on having a consistent open-door policy. The ongoing process of data driven instruction paired with extensive communication between stakeholders allows for the optimum implementation of the vision and purpose statements. A2.
Supporting Evidence • Open Door Policy of the administration with all school and community stakeholders.
Governance Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected school-wide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single school-wide action plan and its relationship to the Local Educational Association (LEA) plan? a) Orange Unified School District’s policies and bylaws are aligned with Villa Park High School’s purpose and the SPARTAN Way. OUSD data-driven policies and bylaws are directly in line with the California state standards. b) Through a representational delegation which included members from all stakeholders at Villa Park High School, input was given regarding the Strategic Plan. c) Annually, the School Site Council votes and approves the Single Plan for Student Achievement and submits it to the LEA for approval. Both plans are aligned for optimal student achievement.
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CRITERION A2 INDICATORS AND PROMPTS Governing Board Indicator: There is clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Findings OUSD board meetings are held monthly. The agenda and minutes are available online or at the meeting. Our school board consists of seven area representatives who are elected during the general election. Although they are elected by area, they are ultimately responsible for the well-being of the entire district. The board follows the established guidelines set forth by the state of California. The Orange Unified School Board has policies and an approved curriculum in place which support standards-based instruction and are aligned with the state framework and standards as put forth by the state of California. VPHS sometimes struggles with the implementation of all OUSD initiatives and programs due to fit or need at the school.
Supporting Evidence • Orange Unified School Board Policies • California State Framework • California State Teaching Standards • Principal and Assistant Principal meeting conducted at the district office • WASC Report
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Relationship of Governance to Vision and ESLR’s Indicator: The governing board’s policies are directly connected to the school’s vision and purpose and expected school-wide learning results. Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Findings The Orange Unified School Board has policies and an approved curriculum in place that support standards-based instruction and are aligned with the state framework and standards as put forth by the state of California. The school board works with our administration to provide release time for professional development and collaboration within our relative departments, as well as budgeting for various conference opportunities to maintain and further implement the policies in place with our professional staff.
Supporting Evidence • Orange Unified School Board Policies • California State Framework • California State Teaching Standards • Principal and Assistant Principal meeting conducted at the district office
Understanding Role of Governing Board Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance. Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance? Findings Supporting Evidence To varying degrees, our community understands the • Orange Unified School governing board’s role. We have stakeholders who attend Board Policies every board meeting and are active participants in the process. • Principal and Assistant However, a large percentage of the community is not involved Principal meetings or aware of the governing board’s role. Despite efforts by the conducted at the district governing board and schools, this disconnect still exists. office • SPARTAN Way
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Governing Board’s Involvement in Review/Refinement Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose and expected school-wide learning results. Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected school-wide learning results? Findings The school board works with district and school administration to review revise and refine the school’s vision, purpose, and ESLR’s. Keeping the vision in line with the LEA strategic plan allows for continuity between all stakeholders.
Supporting Evidence • Orange Unified School Board Policies • Single Plan • Principal and Assistant Principal meetings • OUSD Strategic Plan • SARC
Professional Staff and Governing Board Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff. Prompt: To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff? Findings Supporting Evidence The school board is committed to school-based shared • Orange Unified School decision making. The governing board expects the Board Policies administration to promote the creation of its educational • California State program. The Superintendent provides the direction and Framework leadership for the policies. The Superintendent develops • California State decision making processes which are responsive to the school Teaching Standards community and the specific needs of individual students. The • Principal and Assistant governing board delegates implementation of board policy to Principal meetings the school site administration, who in turn, works with the conducted at the district school faculty; staff; School Site Council; the parent office organization (PFSO); and students. The Superintendent establishes procedures for the ongoing review, evaluation, and development of the district’s curriculum. The Superintendent administers the district educational program and reports to the board on the accomplishment of district goals and objectives through testing and other types of assessment.
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Board’s Evaluation/Monitoring Procedures Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Findings Supporting Evidence The school-wide action plan, developed and approved by site • Orange Unified School administration, faculty, staff, parents, students and school site Board Policies council, must be approved yearly by the governing board. The • SARC board recognizes that ongoing review and evaluation are • Formal and Informal necessary and publishes a School Accountability Report Card Evaluations (SARC). The Superintendent shall conduct annual evaluations to determine whether supplemental services provided by consolidated programs are effective and supportive of the core curriculum.
Complaint and Conflict Resolution Procedures Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s shareholders are effective. Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders. Findings Villa Park High School follows the guidelines set forth in the Williams Settlement. Due to an open-door policy, complaints can be brought to any administrator. Parents can also address concerns at PFSO meetings. On site staff attends monthly Superintendent forum where various topics are discussed. Both classified and certificated staff can address their contractual concerns to their corresponding employee organizations. The Orange Unified School District office is another avenue available to all stakeholders.
Supporting Evidence • PFSO meeting notes • District complaint procedure is available in the school/district office • District provided list of phone numbers to various help agencies
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A2. Governance: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings School board policy supports standards-based instruction and, as a result, all instruction follows the state framework and or the California state standards. The school board adopts a district curriculum which reflects district philosophy, responds to student needs and abilities, and is consistent with the requirements of law.
Supporting Evidence • Orange Unified School Board Policies • California State Framework • California State Teaching Standards • Principal and Assistant Principal meetings
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A3.
Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning results and academic standards? Villa Park High School focuses on data-driven instruction to ensure all students achieve the SPARTAN Way. Data is evaluated formally and informally. Common assessments are utilized to ameliorate discrepancies among teachers within the same course. Furthermore, the common assessments are utilized to identify areas in need of re-teaching. Staffing decisions are based on what is in the best interest of students. CRITERION A3 INDICATORS AND PROMPTS
Broad-Based and Collaborative Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Findings All stakeholders are involved in the planning process. Through a collaborative effort, informed by data and current research, a sincere effort is made to provide an optimum learning environment for all students. All stakeholders are encouraged to participate in the planning process; however, we have seen varying degrees of participation.
Supporting Evidence • Master Schedule • Staff Meetings • Single Plan for Student Achievement • School Site Council meeting minutes • Individual Education Plans • Data Director • Department administered benchmark exams
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School Plan Correlated to Student Learning Indicator: The school’s Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected school-wide learning results, and academic standards. Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards? Findings School leadership and staff annually monitor and refine the school-wide action plan based on data and student needs as observed and discussed through ILT meetings, Site Council, collaborative workshops, teacher/counselor/parent/student communication, PFSO, and site and district based self assessment.
Supporting Evidence • CST Scores • Common Assessments • Department Collaboration • ILT meeting minutes • Master Schedule • Staff Meetings • Single Plan for Student Achievement • School Site Council meeting minutes • Individual Education Plans • Data Director • Department administered benchmark exams
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Correlation between All Resources, ESLRs and Plan Indicator: There is correlation between allocation of time/fiscal/personnel/material resources, expected school-wide learning results, and the improvement school-wide action plan. Prompt: What evidence supports the correlation between allocations of time/fiscal/personnel/ material resources, expected school-wide learning results, and the improvement school-wide action plan? Findings The school board works with our administration to provide release time for professional development and collaboration within our relative departments as well budgeting for various conference opportunities to maintain and further implement the policies in place with our professional staff. The principal has also budgeted for release time for collaboration between departments and professional growth.
Supporting Evidence • School site budget • Department and schoolwide professional development • Board Policies • SPARTAN Way • Department Collaboration • ILT meeting minutes • Staff Meetings • School Site Council meeting minutes • Individual Education Plans • Data Director • Department administered benchmark exams • Website updates • Professional development
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A4.
Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and ongoing professional development? A majority of our staff is actively involved in the implementation of the academic standards. There has been growth in the number of staff members who are focused on the essential standards. The integration of pacing guides, common assessments, and available data has allowed for an increase in the staff’s ability to facilitate a greater correlation between academic standards and classroom instruction. This correlation has resulted in higher student achievement.
CRITERION A4 INDICATORS AND PROMPTS Employment Policies/Practices Indicator: The school has clear employment policies/practices related to qualification requirements of staff. Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff. Findings The Principal, in coordination with Human Resources at the district office, works extensively to hire highly qualified instructors in the classroom. Employment vacancies are posted on the district website and EdJoin. District and school employment policies are described in the District Policy Manual and VPHS Staff Handbook. Employment policies are specified in the District Policy Manual under Human Resources. A hiring committee is assembled. It consists of the principal, an assistant principal, department chair, and another staff member who has an administrative credential (to provide training in the hiring process). All interviewees are asked a pre-set list of questions and then a ranking is given by each member of the committee. Generally, the hiring decision is committee-based (there have only been a few exceptions). All teachers hired in OUSD are placed on temporary contracts. New hires to the profession participate in BTSA.
Supporting Evidence • District Policy Manual – Human Resources • VPHS Staff Handbook • Orange Unified Education Association (OUEA) • California School Employees Association (CSEA) and District Agreement
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Qualifications of Staff Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation. Prompt: Evaluate the procedures to ensure that staff is qualified based on staff background, training and preparation. Findings Background, training, and preparation are discussed during the interview process. All areas are further vetted once a position is offered, pending board approval. Teachers must be highly-qualified in their subject area. The Assistant Superintendent of Human Resources reviews all staff applications and qualifications prior to hiring. Staff evaluations are done based upon criteria set forth in employee contracts.
Supporting Evidence • Orange Unified Education Association (OUEA) • District Policy Manual • California School Employees Association (CSEA) and District Agreement
Maximum Use of Staff Expertise Indicator: The process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective. Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning? Findings The master schedule is made to accommodate student needs. The departments all have input on the master schedule. The Principal works in coordination with the district office in certifying that all instructional staff is highly qualified in the areas in which they teach. Through a system of preparation, induction, and ongoing professional development, our staff facilitates achievement of academic standards and the expected school-wide learning results by adopting and implementing various strategies, philosophies, and programs.
Supporting Evidence • District Policy Manual • Certificated staff evaluations • Classified staff evaluations
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Defining and Understanding Practices/Relationships Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty. Findings All faculty responsibilities and duties are specified in the District Policy Manual. The administration has devised a new flow chart of staff responsibilities, clarifying duties of staff members. Each teacher and counselor is provided with a faculty handbook, which is updated on a yearly basis. Students are given a planner, which includes all school regulations. District officials engage in going arbitration with the OUEA bargaining team.
Supporting Evidence • Orange Unified Education Association (OUEA) • District Policy Manual California School Employees Association (CSEA) and District Agreement
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Internal Communication and Planning Indicator: The school has effective existing structures for internal communication, planning, and resolving differences. Prompt: How effective are the existing structures for internal communication, planning, and resolving differences? Findings Supporting Evidence Departments meet on a regular basis to discuss concerns and • Department meeting achievements, and all department chairs participate monthly agendas and notes in a Leadership Team meeting. With the arrival of technology, • CST and STAR scores communication among staff has become more immediate and • DATA Director frequent. The school has a daily bulletin and email is used • Daily Bulletin routinely. Additionally, the principal sends a weekly email • Thrice weekly morning message to all staff and a phone message to all stakeholders announcements recapping the past week and previewing anything in the week • Weekly Administrative to come. Furthermore, weekly updates are provided on the Team calendar meeting counseling department Blackboard site. Administrative open• Instructional Leadership door policies allow for immediate remediation of any Team meeting (monthly) concerns. Differences are aired at the Leadership Team • PFSO meeting meeting. The staff has been meeting in cross-curricular groups (monthly) to collaborate on effective teaching strategies. After deciding • Villa Park Rotary on targeted activities, lesson plans are implemented, and results are discussed
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Staff Actions/Accountability to Support Learning Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, and group presentations. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, and group presentations? Findings Supporting Evidence Each year, the administrative leadership presents • Department Chairs help disaggregated CST, and STAR results to the staff, along with facilitate collegial staff an examination of what this data reveals about the learning of observations all students. Analysis of DATA director materials which is • Department meeting utilized to increase student academic success. These analyses agendas and notes are used to create plans to address identified areas of need. • CST and STAR scores Each department then meets to discuss and devise strategies to • DATA Director address student needs Evaluation of Existing Processes Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focuses on successful student learning. Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focuses on successful student learning? Findings Supporting Evidence The administration has a clear flow chart of staff • Administrative flow responsibilities, clarifying duties of staff members. Each chart of responsibilities teacher and counselor is provided with a faculty handbook, • Faculty handbook which is updated on a yearly basis. Additionally, the principal • Student/Parent planner sends a weekly email message to all staff and a phone message to all stakeholders recapping the past week and previewing anything in the week to come. Furthermore, weekly updates are provided on the counseling department Blackboard site. Administrative open-door policies allow for immediate remediation of any concerns. Students are given a planner, which includes all school regulations. Through clear guidelines and a regular review of the policies, school leadership sets forth policies to ensure success for all students. 55 | P a g e
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A4. Leadership and Staff: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings The administration actively partners with both internal and external stakeholders in building and fostering a studentbased, academically-focused community via the SPARTAN Way to increase higher academic success for all students.
Supporting Evidence • SPARTAN Way • ILT, PFSO, and staff meetings
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Focus on the SPARTAN Way helps identify means to reach • SPARTAN Way all students at every level. This attention which breaks campus components down to extrapolated sub groups help insure that every Villa Park student is being administered to. Staff is encouraged to build professional relationships with students and help us create a culture of caring and learning. A5.
Leadership and Staff Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs? Individual Performance Goals (IPGs) are developed by all leadership and staff members. These goals are based on data and current research. Professional development decisions are based upon these goals and student needs.
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CRITERION A5 INDICATORS AND PROMPTS Support of Professional Development Indicator: The school effectively supports professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected school-wide learning results. Prompt: How effective is the support of professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected school-wide learning results? Findings VPHS has struggled in the past to utilize professional development time and resources in the most effective manner. Due to fiscal changes, we have had to develop creative means to facilitate professional development. Surprisingly, the utilization of conference period collaborative groups has resulted in significantly greater participation and productivity than significantly larger blocks of time have yielded in the past. The school board works with our administration to provide release time for professional development and collaboration within our relative departments.
Supporting Evidence • Conference period PD meetings • Tutoring schedules • Credit Recovery • ABI • Blackboard • Pacing Guides • Counseling notations on student records
Supervision and Evaluation Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff? Findings Supporting Evidence Certificated staff is broken down into four classifications of • All new teachers employment that are monitored by the administration. Formal complete the BTSA and informal evaluations are conducted as prescribed by the program as part of their union contract. New teachers attend a new teacher’s workshop credentialing process. at the start of the year and departments assist on helping new • Evaluation schedule teachers get acclimated. First and second year teachers engage • Formal Evaluation in the district office ran BTSA program. The teaching staff is Procedures highly qualified with all teachers having a full credential • Teacher snapshots
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Measurable Effect of Professional Development Indicator: There are effective operating processes that determine the measurable effect of professional development on student performance. Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance. Findings Data is disaggregated by subgroups and examined to identify strengths and areas of growth. Departments evaluate and analyze scores closely to close any achievement gaps. Data is used to drive instruction. Professional development opportunities are made available to staff once areas of needed growth are identified. Data Director trainings have been offered to staff. AP teachers attend professional development on curriculum and instruction. At VPHS, we first look to utilize expertise which already exists on site before seeking outside sources. Our staff has a wealth of knowledge and expertise. With this being said we still struggle with making all PD opportunities everything for everybody.
Supporting Evidence • Attendance by certificated staff at workshops • BTSA program • Data Director initiative • SDAIE teaching strategies • Master schedule • Middle School visits by counselors • Special Education training • Staff collaboration • Technology support
A5. Leadership and Staff: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Early indicators suggest that the focus by instructional staff on • District and department Data Director is leading to higher student achievement. final exams Having data available on current students allows teachers to • STAR testing results modify on-going instruction, administration to respond to • 504’s current needs or areas requiring modifications, and • SST collaboration and professional development which can be • utilized immediately. Data allows for interventions to be made to facilitate the least restrictive learning environment for all students, i.e. class or schedule changes.
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A6.
Resources Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent is the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school-wide learning results? Villa Park High School makes every effort to support all students in accomplishing the academic standards and ESLRs. We are in the third year of “doing more for more with less and for less pay” regarding resources - human, material, physical, and financial. Amazingly, morale is still high among most stakeholders despite the shortfalls in resource availability. Funds are allocated following legal guidelines. CRITERION A6 INDICATORS AND PROMPTS Allocation Decisions Indicator: There is a relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected school-wide learning results and the academic standards. The school leadership and staff are involved in the resource allocation decisions. Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected school-wide learning results and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. Findings Supporting Evidence Due to our current statewide and subsequent district-wide • Budget approved by the budget issues, our human; material; physical; and financial district resources have been limited and reduced. Constant attempts • School Site Council to meet the needs of all students while increasing achievement meeting minutes and maintaining our academic standards and goals, we as a • Single Plan for Student staff, school, and district are required to improvise, adapt, and Achievement do more for more students with fewer resources for less remuneration on almost every level. The school informs stakeholders of goals, possible future steps, and finds available members to participate in the decision making process and ultimately approve the Single Plan for Student Achievement. Our volunteers have always been an essential part of the success at VPHS. The recent need to utilize these volunteers more extensively has increased our appreciation and gratitude to have some many willing to help our students. 59 | P a g e
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Practices Indicator: There are processes operating 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 protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Prompt: Evaluate 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 protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Findings OUSD produces and administers a budget annually. Despite the current fiscal shortfalls from state and federal funding, OUSD has maintained a fiscally responsible plan without “going in the red” or harming the academic programs. VPHS administration works collaboratively with the district to create a local budget which aligns with budgetary expenditure guidelines.
Supporting Evidence • Principal working with district officials in developing site budget • Principal working with district office to develop school calendar • PFSO meeting minutes
Facilities Indicator: The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained. Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well-maintained. Findings The Villa Park High School plant and facilities was initially designed to accommodate 1,800 students. The greater OUSD community has failed to ever pass a facilities bond that would address most facility issues. Due to our current statewide and subsequent district wide budget issues our human, material, physical and financial resources have been limited and reduced. However, in our constant attempt to meet the needs of all of our students and achieve and maintain our academic standards and goals we as a staff, school and district are improvising, adapting, and doing more with less on most every level. Some modernization grants have been utilized to install more economic efficient air conditioning units and lighting. Facilities issues are a concern and a negative aspect of VPHS.
Supporting Evidence • New bathroom installed in the four hundred building • New student eating area tables have been installed • New AC and lighting units campus wide • Student led graphic artistic murals displayed throughout the campus
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Instructional Materials and Equipment Indicator: The procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulative, and laboratory materials are effective. Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulative, and laboratory materials. Findings VPHS is in compliance with the Williams Settlement Act and has not had any facility or textbook complaints since our last self study, despite the growth of our student body and the decrease in available resources. Students and teachers are utilizing our library and computer labs with more frequency than ever. Students and teachers are adapting and altering lesson plans to accommodate and meet the needs of large class sizes via materials, style, and overall approach to the core curriculum. LCD projectors have been installed in several more classrooms. Staff is knowledgeable on how to acquire and maintain instructional materials. We are struggling financially with keeping up with the technological wants of our staff.
Supporting Evidence • Access to library and technology before, during and after school. • Library and ROP tech hours reflect the need of supporting students before and after school • Computers located in multiple locations on campus • LCD projectors • White Board technology
Well-Qualified Staff Indicator: Resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Findings VPHS has utilized district and site resources to hire highlyqualified staff. In conjunction with the OUSD BTSA program and other new teacher workshops, newly hired teachers are mentored and supported. Internally, our departments are highly-collaborative and supportive. Our staff embraces and supports one another. Collaboration with the district and school leadership examines staff, student, and parent surveys, state testing results, district testing results, and staff discussions to establish a plan focusing on student achievement. Release time allows departments to develop
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pathways for higher student achievement focusing on the SPARTAN Way. Curriculum is developed that provides depth of subject matter understanding that relates discipline and real world applications. Villa Park High School teacher’s expertise and abilities are utilized to support and foster student learning. The master schedule is student driven and is built with staff input to identify teaching strengths and experience. All educators are assigned classes appropriate to their certified credential.
SDAIE/CLAD trained and credentialed
Long-Range Planning Indicator: The district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected school-wide learning results are effective and are regularly evaluated. Prompt: Evaluate the district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected school-wide learning results. Findings The OUSD Strategic Plan and the VPHS Single Plan are aligned with our WASC Action plan. All goals are designed to maximize student achievement of the academic standards and SPARTAN Way. Available resources are allocated based on data and current research. Regular examination of all goals and plans occur formally every year; and informally throughout the year. VPHS Continues to work to include participation from all shareholders and recognizes that we have not captured all voices.
Supporting Evidence • District and Board Policy • Common Assessments • Bench Marks
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WASC Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength • Villa Park High School’s vision and purpose is clearly stated and based solidly on student needs, supporting educational research and the belief that all students can achieve at high levels. • Our mission statement and purpose is clearly stated and can be found in our student handbooks, school website, SPARTAN WAY(posted in all classrooms), • Villa Park High School’s purpose and vision is supported by the governing boards Strategic Plan through communication between our district office and school administration. • The Orange Unified School Board has policies and an approved curriculum in place that support standards based instruction and are aligned with the state framework and standards as put forth by the state of California. • The Orange Unified School Board works with our administration to provide release time for professional development and collaboration within our relative departments as well budgeting for various conference opportunities to maintain and further implement the policies in place with our professional staff. • The governing board regularly monitors our school’s progress and results. School leadership and staff make decisions and initiate activities based on student achievement. • School leadership and staff annually monitor and refine the school-wide action plan based on data and student needs as observed and discussed through ILT meetings, Site Council, collaborative workshops, teacher/counselor/parent/student communication, PFSO, and site and district based self assessment. • Leadership and staff are involved in ongoing research and data based correlated professional development that focuses on identified student learning needs.
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Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth • • • • •
Facilities concerns continue to be an issue. The failure to pass a facilities bond has placed us at a disadvantage when looking at neighboring districts. Continued development of Professional growth opportunities that are relevant to staff. Community involvement for all populations on campus. Implementing all district initiatives and programs. Keeping up with the technology desires of staff.
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Category B: B1.
Standards-based Student Learning: Curriculum
Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.]. All students have access to a rigorous, relevant, and coherent standards-based curriculum which supports student achievement of the academic content standards and expected learning outcomes. The latest data and educational research is utilized and implemented to modify and improve the instructional program to maintain viability and relevance for current students. Every subject area, course, and program has well-defined academic standards. Every effort is made to demonstrate congruence between concepts and skills taught in the classroom with academic standards, realworld applications, and expected schoolwide learning results. Most of the staff participates in articulation and integration among departments and grade levels. Curriculum development, evaluation, and revision take place on site and at the district level by a representative sample from each course. Input from others within the department and administration is utilized to facilitate the implementation of the most rigorous, relevant, and coherent curriculum. The master schedule has been modified to accommodate and improve the instructional program due to changing demographics, current educational research, and modern society. Evaluation of demographic data verifies VPHS’s efforts to encourage all students to participate in the least restrictive environment. Articulation with our feeder schools is on-going.
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CRITERION B1 INDICATORS AND PROMPTS Current Educational Research and Thinking Indicator: The school provides examples that document the use of current educational research
related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Findings
Supporting Evidence
Teachers are sent to professional development as often as possible. Due to financial constraints, utilization of on-site expertise and district preference for teachers to be in the classroom, conference attendance has declined. However, other means of professional development have been utilized. Online and off-track trainings have become more prevalent. All teachers utilize data to drive instruction. Regular evaluation of data, not just annually, occurs to drive instruction during the school year. The use of Data Director has impacted the teaching in all core classes. Teachers are able to evaluate how well students are mastering specific standards and re-teach or adjust as necessary. US History teachers were trained in TAH to improve student engagement and performance. English 11 teachers were trained in ERWC to improve student writing and reading. Multiple intervention strategies have been implemented to improve student achievement. VPHS has been moving from a reactionary discipline model to a positive incentive model (SPARTAN Way) because behavioral psychology research supports higher effectiveness with positive incentive.
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IPGs
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Best Practices i.e. Marzano
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TAH – Primary sources, guest speakers
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PLC – common assessments
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Data-driven instruction
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PBIS
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AVID
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READ 180
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RTI2
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Reading Counts
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MIND
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GLAD
Academic Standards for Each Area Indicator: The school has defined academic standards for each subject area, course, and/or program. Prompt: To what extent are there defined academic standards for each subject area, course, and/or
program? Findings
All courses are aligned with the California Content Standards and/or OUSD High School Course of Study.
Supporting Evidence
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http://www.orangeusd.org/ed_svcs/ secondary/high_school.asp
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Congruence
There is congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results. Indicator:
Prompt: To what extent is there congruence between the actual concepts and skills taught, the
academic standards and the expected schoolwide learning results? Findings
In every classroom at VPHS every effort is made to explicitly reveal relevance. In math and science, the link is linear in the congruence between standards and classroom teachings. All assessments administered are common assessments and every effort is made to remain consistent with the pacing guides. In social studies the link is linear; however, there were some areas where it did not translate to every classroom in practice. Due to recent retirements in this department, the congruence will improve. In language arts, the link is more theoretical due to the nature of the content standards. However, common assessments are administered quarterly at all grade levels.
Supporting Evidence
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Common assessments
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Senior Projects
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CST scores
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AP scores
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CAHSEE scores
Student Work — Engagement in Learning Indicator: The school’s examination of representative samples of student work and snapshots of
student engagement in learning demonstrates the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs). Prompt: How does the examination of representative samples of student work and snapshots of
student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs)? Findings
In Spring 2010, VPHS began organized schoolwide classroom snapshots. The SPARTAN way was specifically noted in Classroom Snapshots. Evidence was found in every classroom of students engaging in some aspect of the SPARTAN way. Further evidence was found regarding implementation of a standards-based curriculum. VPHS has won the Orange County Science Fair two years running demonstrating a clear grasp of the science standards. The entire senior class participates in Senior Projects, a year-long exploration of learning. Schoolwide adjudication of the final demonstration of the learning validates each student’s mastery. Continued Classroom Snapshots have revealed improved student engagement. Increased frequency of informal classroom visits by all administrators creates a sense of transparency on the campus.
Supporting Evidence
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Classroom Snapshots
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Science Fair
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Administrative Observations
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Senior Projects
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Taste of Villa Park
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Accessibility of All Students to Curriculum Indicator: A rigorous, relevant and coherent curriculum to all students is accessible to all students.
The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students. What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students? Prompt:
Findings
Although we’ve seen improvement since our previous WASC visit, we are addressing this as one of our critical needs. A primary focus of this year is being spent on aligning the curriculum in Special Education with the content standards and regular education courses. A similar effort was spent in the past three years with our EL classes. As evidenced by the significant increases in EL scores over the past two years, our efforts have been successful for many of our students. Upon examination, there were no significant “red-flags” regarding any demographic areas. Least restrictive environment is implemented for all students.
Supporting Evidence
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CELDT scores
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Reclassification of EL students
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CMA formatted common assessments piloted 09-10
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Alignment of RSP classes to state standards
Integration Among Disciplines Indicator: There is integration among disciplines at the school. Prompt: To what extent is there integration among disciplines? Findings
Every effort is made to support each student. Schoolwide data is used to improve instruction to support integration among different disciplines. Data reveals integration among disciplines regarding all demographics (gender, ethnicity, socio-economic). AERIES randomly assigns classes based upon graduation requirements and student course requests. Although we recognize gender discrepancies in classes such as Dance and Child Development, there are not any access barriers for any student who chooses to participate.
Supporting Evidence
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SDAIE social science and science concurrent with regular ed. sections
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SDAIE Algebra I is being added this school year
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Curricular Development, Evaluation, and Revisions Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area, including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Prompt: Comment on the curriculum review, evaluation, and review processes for your program
area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Findings
All courses have clearly defined standards and course outlines. The course outlines are written by a teaching representative from each of the comprehensive high schools within the district. The course outlines are regularly revisited to ensure all standards are being met and to evaluate the effectiveness of the course outline. Counselors ensure all students are successfully progressing toward meeting all graduation requirements as set forth by OUSD. Grading and homework policies are explicitly outlined by each teacher and provided to all stakeholders. Most teachers utilize the AERIES grading program, blackboard, and parent portal. This allows all stakeholders the ability to see current course grades by assignment in real-time. Through careful examination, this area is still deemed one of our critical needs. Providing a challenging, coherent, and relevant curriculum for all students is at the forefront of our mission. Data supports that our Honors/AP students and our EL students are appropriately challenged, however, our special needs students and those who are on the college-prep path are still a focus. We believe that the data will show with our focus on curriculum alignment our special needs student are now being appropriately challenged.
Supporting Evidence
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Course Outlines
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Counselor meetings
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AERIES
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Classroom Management Plans
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CMA formatted common assessments piloted 09-10
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Alignment of RSP classes to state standards
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Policies-Rigorous, Relevant, Coherent Curriculum
The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc.
Indicator:
Prompt: 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?
Findings
Upon examination of the master schedule and class enrollments, no significant demographic and/or distribution of students was evident. All students have access to a challenging, relevant, coherent curriculum. Students, counselors, parents, and teachers work together to form a plan of study in each student’s best interest.
Supporting Evidence
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Master schedule
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AERIES demographic data
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Registration forms
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4 year plan
Articulation and Follow-up Studies Indicator: The school articulates regularly with feeder schools and local colleges and universities.
The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Prompt: Share examples of articulation with feeder schools and local colleges and universities,
including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings
In 2010 Orange Unified School District established a Curriculum Council composed of 25 administrators and teachers from throughout the district. Villa Park High School is well represented on this committee with four members from the school. At the council’s first meeting in September, members identified “vertical teaming” as a significant curricular need in the district. The VPHS special education department chair, a member of the council, initiated a vertical teaming program with the special education department at our feeder middle schools, principally Cerro Villa Middle School. Although still in its development stages at this writing, our initiative will align the middle school and high school curricula in the core areas of English Language Arts, math, science, and social studies. Teachers from our schools will review standards, textbooks, learning objectives, and skill expectations to support student learning as students receiving special education services transition to high school.
Supporting Evidence
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Special Education vertical teaming
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Department articulation
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Regular Administrator meetings
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Counselor visits
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Leadership and performing arts visits
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Additionally, the department chairs and teachers from both schools will collaborate and meet to discuss specific student needs and supports after new case managers are selected prior to the end of school. This process will facilitate smooth transitions for students from middle school to high school. Most departments meet to ensure articulation. Department chairs meet at least annually and the entire departments meet every few years (due to the elimination of almost all professional development days due to furlough days, this has been more difficult to facilitate). Administrators meet monthly with feeder schools. Counselors meet regularly. Student leadership and performing arts meet at least annually. B1. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this
criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
VPHS’s curriculum is aligned with district and state standards. We work closely with the OUSD curriculum department to refine course outlines as needed. We examine data closely to ensure all standards are being met and all students are provided with the most rigorous and relevant standards-based curriculum in the least restrictive environment. However, this is one of our areas of critical need and will remain a focus for all stakeholders.
Supporting Evidence
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Course Outlines
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Counselor meetings
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AERIES
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Classroom Management Plans
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
This criterion impacts both Villa Park High School students will demonstrate positive growth in all CORE areas toward proficiency as measured by CST, CAHSEE, and AP Test Results and Villa Park High School English Language Learner Students, Socioeconomically Disadvantaged students and Students with Disabilities will demonstrate positive growth towards proficiency as measured by CST, CELDT, CAHSEE, AP test results.
Supporting Evidence
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Master Schedule
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Course Outlines
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Counselor meetings
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AERIES
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Classroom Management Plans
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B2.
Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals? All students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals. A myriad of opportunities are available to students to pursue a full range of realistic career and educational options. All stakeholders are involved in the development and monitoring of student’s personal learning plans. When appropriate, changes are implemented based upon student’s learning style, career and educational goals, and graduation requirements. Strategies and programs are in place to facilitate a smooth transition to post high school options. Relationships are fostered among staff and students to ensure personalization and optimum success. CRITERION B2 INDICATORS AND PROMPTS Variety of Programs — Full Range of Choices Indicator: All students have opportunities to make appropriate choices and pursue a full range of
realistic career and educational options. The school provides for career exploration, preparation for postsecondary education and pre-technical training for all students. Prompt: What have you learned regarding the extent to which all students have opportunities to
make appropriate choices and pursue a full range of realistic career and educational options? How does the school provide for career exploration, preparation for postsecondary education and pre-technical training for all students? Findings
VPHS offers a wide range of curricular choices. Our ROP programs have expanded to offer on-campus options in addition to off-campus offerings. Our business program has grown. AVID supports students in pursuing career and educational options. Career Pathways in Culinary, Business, Dance, Animation, TV Production, and Drama Production offer students exposure to introductory level courses through internship opportunities. Many of our Pathways are supported by ROP and CTE. Additional course offerings on campus exist in Photography, Graphic Design, Child Development, Athletic Training, Music, and Criminal Justice.
Supporting Evidence
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Master Schedule
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Pathways frameworks
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ROP standards
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Student-Parent-Staff Collaboration Indicator: Parents, students and staff collaborate in the development and monitoring of a student's
personal learning plan, based upon a student's learning style and career and educational goals. Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals? Findings
Meetings take place with every student to formulate a learning plan that meets each student’s needs. All stakeholders have input regarding personal learning plans. Additional meetings can be requested by any stakeholder if a concern arises. Students with identified special needs meet per IDEA guidelines. Teachers have expressed a concern that administrators and counselors are sometimes too accommodating to student and/or parent preferences.
Supporting Evidence
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CAST
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504
•
IEP
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4 year plan
Monitoring/Changing Student Plans Indicator: The school implements processes for monitoring and making appropriate changes in
students' personal learning plans (e.g., classes and programs) and regularly evaluates them. Prompt: What processes are utilized for monitoring and making appropriate changes in students'
personal learning plans (e.g., classes and programs)? How effective are these? Findings
Every effort is made to accommodate student’s choices regarding classes. Regular monitoring takes place by teachers and counselors. Parents and students also have access through AERIES to real-time grades. If a change is deemed necessary by any of the stakeholders, a meeting takes place to address the concern. Changes are made as necessary. Most changes are effective to address the concerns and needs of all stakeholders. Student Study Team can be initiated by teacher, parent, administrator, student, or counselor to determine if any changes are warranted to the student’s personal learning plans.
Supporting Evidence
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Master Schedule
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Coordinator assisted scheduling
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SST
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CAST
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Post High School Transitions Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness. Prompt: How effective are strategies and programs to facilitate transitions to post high school options? Findings
VPHS recognizes the single most important piece of data we could have regarding our students are their rates of success after matriculation. Despite efforts to create an alumni email database and gather pertinent data by other means, we still have only anecdotal evidence.
Supporting Evidence
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Sr. Surveys
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Returning Student interviews
B2. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
VPHS has made great strides in this area over the past six years. The additional ROP and elective offerings, Career Pathways, and increased access to Honors/AP positively impacts the degree of success in this area.
Supporting Evidence
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ROP
•
Career Pathways
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Increased access
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
This criterion strongly impacts all of our identified critical academic needs. VPHS’s ability to provide equal access is crucial and remains a primary focus.
Supporting Evidence
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Master Schedule
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Coordinator assisted scheduling
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SST
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CAST
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B3.
Curriculum Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent are students able to meet all the requirements of graduation upon completion of the high school program? Upon completion of the high school program all students are able to meet graduation requirements. Access is available for real world application of educational interests for all students in relationship to a rigorous, standards-based curriculum. Support programs and interventions are in place to ensure all students meet graduation requirements, including CAHSEE. VPHS modifies and accommodates for student needs by providing flexibility in course offerings, instruction delivery, time, location, and means to demonstrate proficiency to ensure students are meeting all requirements. CRITERION B3 INDICATORS AND PROMPTS Real World Applications — Curriculum
All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.
Indicator:
Prompt: To what extent do all students have access to real world applications of their educational
interests in relationship to a rigorous, standards-based curriculum? Findings
Access to all aspects of the course offerings is available to every student who meets necessary prerequisites. In the event a student does not meet the prerequisites but feels prepared a meeting occurs to determine the student’s placement. Students are encouraged to participate in the most rigorous program.
Supporting Evidence
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Master Schedule
•
CAHSEE
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Native American funding for tutors
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AVID
•
Transcripts
Meeting Graduation Requirements Indicator: The school implements academic support programs to ensure students are meeting all
requirements, including the CAHSEE. How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE? Prompt:
Findings
Academic support classes are offered and required for all students who do not pass the initial sitting of the CAHSEE.
Supporting Evidence
•
Master Schedule
•
CAHSEE Prep
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Tutoring
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B3. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt:
From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
Students report college acceptance at many prestigious schools, thereby demonstrating a confidence by wellrespected post secondary educational institutions in VPHS’s ability to prepare students for a rigorous college education. Returning alumni regularly report satisfaction with the preparation provided by their education at VPHS.
Supporting Evidence
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Master Schedule
•
CAHSEE
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Native American funding for tutors
•
AVID
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
This criterion strongly impacts all of our identified critical academic needs. VPHS’s ability to provide ample opportunities for every student to meet all graduation requirements is evident by our graduation rate which far exceeds national, state, and district averages.
Supporting Evidence
•
Master Schedule
•
CAHSEE
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Native American funding for tutors
•
AVID
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WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
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Real-world applications of curriculum integrated into most areas.
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ROP additions to the curriculum
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EL classes aligned to regular education classes
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VPHS modifies and accommodates for student needs by providing flexibility in course offerings, instruction delivery, time, location, and means to demonstrate proficiency to ensure students are meeting all requirements.
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
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Increase consistency in Rigor and relevance in all subject areas.
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More hands-on ROP options available on campus
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Continued alignment of Special Ed classes with core curriculum
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Category C: Standards-based Student Learning: Instruction C1.
Instruction Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? Observation of students and examination of student work confirms the extent to which all students are involved in challenging learning experiences to facilitate achievement. Teachers provide a classroom management plan (CMP) to all students at the beginning of the course which outlines standards and performance expectations. Differentiation occurs to varying degrees in all classrooms. Teachers realize what differentiation is, and most strive to scaffold learning. Teachers are clear as to their expectations of students in the class through syllabi, CMP, or daily goals and objectives. Many teachers employ rubrics to inform students of desired expectations. CRITERION C1: INDICATORS AND PROMPTS Results of Student Observations and Examining Work
The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings. Indicator:
Prompt: To what extent did the observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities. Findings
VPHS teachers recognize the importance of student engagement to ensure success in achieving the academic standards and the expected schoolwide learning results. While many classes are designed to promote student engagement, there was evidence showing more passive learning models and teaching strategies in some classes. ELD support classes employ collaborative group work. In math, modeling is the predominate strategy. Teachers are encouraged to utilize technology and presentational software to involve students with diverse backgrounds and abilities. ELD students work together in self-selected pairs/trios using content area text books (such as Science and Social Studies) to organize weekly work and break assignments down into smaller pieces for more detailed instruction. In Math Essentials courses,
Supporting Evidence
•
ELD students work together in learning groups.
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Technology is used in delivering instruction.
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Individual math packets
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interpretations based on previous knowledge and personal observation.
teachers model problems and solution processes on the front board. Students then repeat those processes in their own math packets. •
Students post their experiment results.
•
Student projects are stored on DVDs in the classroom.
Student Understanding of Performance Levels Indicator: The students know beforehand the standards/expected performance levels for each area
of study. Prompt: To what extent do students know beforehand the standards/expected performance levels
for each area of study? Findings
Students are informed beforehand regarding standards and performance expectations through a variety of means. Some teachers post the standards covered on a daily basis, while others post them by unit. Some teachers utilize calendars, Blackboard, and AERIES to inform students about upcoming units, exams, assignments, etc. Rubrics are used on larger assignments to clarify and delineate the teacher’s expectations.
Supporting Evidence
•
Posted standards and calendars
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Course overviews and pacing guides
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Data Director
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Portfolio reflections in some Language Arts classes + Metawriting
•
Rubrics
•
Peer Review
Differentiation of Instruction Indicator: The school’s instructional staff members differentiate instruction and evaluate its impact
on student learning. Prompt: To what extent is differentiation of instruction occurring and what is the impact on
student learning? Findings
Teachers are aware of the importance of differentiation and what it looks like in their classroom. A concerted effort was made by the administration to ensure all staff members were informed about the significance of differentiation and how to implement it in every classroom. Differentiation of instruction is commonplace at VPHS and has had a positive impact on student learning. This is especially evident in ELD. Since the
Supporting Evidence
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IPG (Individual Performance Goals)
•
Data Director
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Student rosters of ELD courses with CELDT score for each student 79 | P a g e
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emphasis on differentiation, our ELD department has seen the most positive impact on student learning. Additional AP courses have been added. Additional honors courses have been added, and course overviews have been revised in all core subjects. Release time is provided for teachers to collaborate on student achievement data goals. Students are often given choices within their assignments to accomplish the standards in an individualized manner. We continue to emphasize freshman seminar with its focus on success for students at all levels. The course overview for freshman seminar has been revised.
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After school tutoring sessions for EL students made available by individual teachers
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AP course audits
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Course overviews in Honors classes
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Teachers set IPGs based on data.
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Teachers in non-core areas set their IPG goals based on reading comprehension
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ELD courses have multiple performance levels in one class.
Student Perceptions Indicator: The students understand the expected level of performance based on the standards and
the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences. Prompt: Through interviews and dialogue with students that represent the school population,
comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences. Findings
Teachers make students aware of expectations via classroom management plans or syllabi. Students report most teachers provide rubrics which detail expected levels of performance. Students’ perceptions of their learning experience indicate relevance for most subject areas. Students in Special Education attend their IEP meetings and are involved in the development of academic goals. These students are made aware of their goals and the accommodations that assist them in achieving their goals.
Supporting Evidence
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Classroom Management Plans
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IEPs
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Rubrics are used in many core subject areas to outline expectations for assignments in advance.
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standardized testing. •
Portfolios and/or collection folders
C1. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
VPHS’s integration of differentiation into all classrooms has positively impacted our ability to ensure all students are involved in challenging learning experiences to achieve the academic standards and ESLRs.
Supporting Evidence
•
Previously provided above
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
This criterion strongly impacts all of our identified critical academic needs. The strongest correlation exists with our critical academic need “Continue to ensure consistency
Supporting Evidence
•
Previously provided above
(rigor, relevance, and expectations) within our core classes.” VPHS’s ability to ensure all students are involved
in challenging learning experiences to achieve the academic standards and ESLRs is of paramount importance to all stakeholders.
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C2.
Instruction Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? All teachers focus on total class, small group and one-on-one instruction to facilitate learning and move the students through the levels of the cognitive taxonomy. A variety of professional development has been made available to teachers regarding strategies and resources, including technology, to improve student engagement and emphasize higher order thinking skills. Field trips, simulations, internships, guest speakers, and virtual/cyber interactions are integrated into many classrooms to actively engage students, emphasize higher order thinking skills, and facilitate success at high levels. All teachers have the opportunity to participate in staff development on Data Director to analyze student results, plan common assessments, and discuss best practices needed to meet IPGs (individual professional goals). CRITERION C2: INDICATORS AND PROMPTS Current Knowledge Indicator: Teachers are current in the instructional content taught and research-based instructional
methodology. Prompt: Provide a range of examples that demonstrate teachers are current in the instructional
content taught and research-based instructional methodology. Findings
US History teachers participated in a series of TAH workshops through UCI that emphasized the use of best practices for the students, including integrated literacy skills and primary sources. Five of our language arts teachers are participating or have participated in the UCI Writing Project Fellows, which is a collaborative study of best practices in writing based on current research. Three language arts teachers were trained in ERWC – CSU’s Expository Reading and Writing Course. The curriculum units are implemented in the 11th and 12th grade English classes to best prepare students for college-level reading and writing. Mathematics instructors train on using the latest calculators. This helps them incorporate technology effectively in their classroom to enrich student learning. Special Education teachers who have Mild-Moderate credentials are currently completing Autism Authorization that enhances their skills to better serve our Special Education
Supporting Evidence
• • • • • • •
UCI Workshops UCI Writing Project Fellows ERWC TI-Inspire Workshops VPSS Additional Add-On Authorization for Autism Data Director Training
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population. Teachers have been trained in Data Director to enhance their knowledge of the program and to create and implement common assessments which are used to drive instruction. Teachers as Coaches Indicator: Teachers work as coaches to facilitate learning for all students. Prompt: To what extent do teachers work as coaches to facilitate learning for all students? Findings
VPHS teachers strive to form authentic relationships with students through coaching to facilitate learning content and real-life lessons. Enthusiastic and knowledgeable students and teachers provide additional support for struggling students after school twice a week. Our advance placement teachers offer review sessions for AP exams. In addition, many teachers are available for students on campus before and after school for additional help. English department teachers facilitate Socratic Seminar discussions in which they facilitate student driven discussions.
Supporting Evidence
• • •
Tutoring Support Review Sessions for AP Exams Socratic Seminar
Examination of Student Work
Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this. Indicator:
Prompt: To what extent do the representative samples of student work demonstrate: a) structured
learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this? Findings
All courses are structured to scaffold and build upon prior knowledge. Some courses are contingent upon successful completion of pre-requisites to facilitate successful transition to the next level. Students are endowed with the tools to gather and create knowledge in all subject areas. In English courses: process papers are developed from the pre-writing stages to standardbased published works in all four grade levels, basic levels of Bloom’s Taxonomy (e.g. identify and define) charge students
Supporting Evidence
• • • •
Process Papers Student-Lead Instruction Bag-of-Tricks Presentation Research Papers in English and Science
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with the task of developing a mini-lesson or strategy to convey the concept introduced by the teacher to their peers; AP Language and Composition uses a similar approach as Student-Lead Instruction requires students to gather, organize, and convey information about topics of their choice; and Senior Projects task all seniors to learn something new and demonstrate and present during an all-staff adjudication. Science Fair tasks students to form a hypothesis and conduct research over time. Students complete projects in a variety of subjects and present their findings to judges. Health classes utilize jigsaw strategies to promote student-led research and discussion. US History students create presidential portfolios which require extensive research and synthesis of information. Economics students complete personal budgets and stock market projects requiring integration of classroom concepts and real-world data. Special Education students are taken on multiple field trips to promote success in real-life situations (i.e. grocery store, restaurant, buses). Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation. Prompt: To what extent do the representative samples of student work demonstrate that students
are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation? Findings
Representative samples of student work display a high degree of students’ abilities to think, reason, and problem solve. Multiple group and individual activities, projects, discussions, and debates require extensive investigation.
Supporting Evidence
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Plays
•
Musicals
•
Science Fair
Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results. Prompt: To what extent do the representative samples of student work demonstrate that students
use technology to assist them in achieving the academic standards and the expected schoolwide learning results? Findings
Students utilize technology in a variety of modes to assist themselves in achieving the academic standards and ESLRs.
Supporting Evidence
•
Online portfolios
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Online course offerings have increased. Currently VPHS comprises 40% of the district’s virtual student population, the largest in the district. In Freshman Seminar class, students go to the library or computer room to research colleges or universities they are considering. In almost all the science classes, students do science projects on self-chosen topics. Topics must be approved by their science teacher. They keep logs and collect data to test their hypotheses. Science projects require much online research. Students are required to cite all of their sources. In higher level math courses, students utilize graphing calculators to assist in visualizing mathematical concepts.
•
Teacher Blackboard sites
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Safe Assign
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Posters of universities and colleges
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Science project was judged by parents and teachers in March. Winners of science project continued to compete at County and State levels.
•
Students demonstrate their use of graphing calculators in class.
Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Prompt: To what extent do the representative samples of student work demonstrate student use of
materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world? Findings
Student work demonstrates a comprehensive use of materials and resources beyond the textbook. Students’ learning is not restricted to the classroom or within the fifty-five minute class period. The resources on BlackBoard provide experiences, activities and resources which link to the real world beyond what they experience in the classroom. In Freshman Seminar students utilize library/multimedia resources and services to complete cost of living projects. To promote access, teachers post United Streaming videos based on original source documents on BlackBoard to promote students’ learning beyond the textbook.
Supporting Evidence
•
Students present their projects/findings in class
•
Some math classes post links to other useful math websites on BlackBoard.
Real World Experiences Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world
experiences and applications are available to all students. Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and
other real world experiences and applications available to all students? Findings
Supporting Evidence
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Opportunities are available in courses, Pathways, ROP, and clubs for all students to shadow, apprentice, intern, or participate in community projects. Senior projects encourage students to learn something new in their senior year. They can choose almost anything that interests them. Their mentor can be their parents, teachers, siblings, or professional trainers. In Future Business Leaders of America, students attend various meetings, conferences, and activities to learn about real world business situations and finances. Physiology has students shadowing people in the medical field. A job coach works with Special Education students off campus.
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Senior Projects are judged by teachers on senior project day in the spring
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FBLA
•
Physiology field trip
•
Pathways in Dance, Business, Culinary, TV, Video, and Music
C2. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
Evidence shows that all teachers focus on total class, small group and one-on-one instruction to facilitate learning and move the students through the levels of the cognitive taxonomy, including, but not limited to, technology.
Supporting Evidence
•
Service clubs
•
Competition between classes for various charitable causes
•
Co-curricular activities expose kids to diverse population on campus
•
Special Education student communitybased instruction
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
This criterion directly impacts VPHS’s need to address one of our critical academic needs: “Continue to ensure consistency (rigor, relevance, and expectations) within our core classes”. Students in
moderate/severe special education program engage in community-based instruction weekly to apply skills taught in classrooms in a natural environment. Skills include safety, money, mobility, communication, self-regulation of behavior, and time. Every senior (including special education and EL)
Supporting Evidence
•
Workability
•
ROP
•
FBLA
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Science Fair
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Teaching option
•
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has the opportunity to complete a senior project. All staff has the opportunity to mentor a senior student, allowing students to see administrators, teachers, and staff in different roles. All students present formally and are adjudicated at the end of the year, and the judges include parents and community members, as well as staff. The emphasis is on real life skills. Many ROP classes are available on campus. Courses emphasize “the world of work” and include but are not limited to child development, animation, criminal justice, business, video production, athletic training, and automotive. Students who opt for teaching as an alternative to a science fair project must write standards-based lessons with objectives that match the California state framework. They are evaluated by the students they teach. Students in moderate/severe special education classes participate weekly in Workability Program. A job coach accompanies students to community job sites (restaurants and retail establishments) for paid vocational training experiences FBLA and business courses emphasize total inclusion (eg EL, special education, college prep, and GATE students).
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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category C. Standards-based Student Learning: Instruction: Areas of Strength
•
ELD classes have multiple levels within one class to better address each students learning. Peer teaching and peer review are used to bridge these levels within the class.
•
In moderate-severe classrooms, students are taught functional skills and go on weekly community service outings in which they are able to apply those skills. This includes job training as well as life skills.
•
Additional AP courses have been added in the past six years to cover a greater range of disciplines, including art history, music, environmental science, etc.
•
In average level classes, teachers in non-core areas are encouraged to examine reading comprehension data on state tests. Teachers can utilize this information to bring additional reading comprehension activities into non-core classes as needed.
•
At all levels, teachers set individual performance goals based on data. Release time is provided for teachers to collaborate on these student achievement goals, data goals, etc.
•
All seniors have the opportunity to participate in a Senior Project in which they learn a new real-life skill. Seniors must formally present their skill and describe the learning process that they undertook. The judging of the projects includes parents and community members as well as staff.
•
Science Fair participation is encouraged/required in an increased number of science classes. The quality of student work has seen an increase over the years. This year our school achieved 1st place in the countywide science fair. We had several students compete at the state level.
•
FBLA and business courses emphasize total inclusion (e.g., EL, special education, college prep and GATE students) Students are given opportunities to teach other students and must write standards-based lessons with objectives that match the California State framework.
•
Category C. Standards-based Student Learning: Instruction: Areas of Growth
•
Continue to refine pacing guides and common formative assessments
•
Increase opportunities to collaborate and discuss best practices
•
Increase opportunities for students to show critical thinking in group or individual projects outside the classroom and problem solve in real world situations.
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Category D: Standards-based Student Learning: Assessment and Accountability D1 & D2.
Assessment and Accountability Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? D1) VPHS primarily utilizes AERIES to collect, disaggregate, analyze and report student performance data to the parents and other stakeholders. The systematic assessment process is effective in maintaining a clear picture of actual student progress. VPHS disseminates grade reports for all students every 4.5 weeks. To facilitate continuous access by all stakeholders, most teachers utilize AERIES to report all student assessment data (assignments, tests, projects). D2a) VPHS teachers utilize a variety of assessment strategies to evaluate student learning outcomes. D2b) Assessment findings are regularly analyzed and used to inform the teaching and learning process at VPHS. Common formative assessments in all core subjects are administered quarterly and the data is used to enhance the educational progress for all students. CRITERION D1 AND D2: INDICATORS AND PROMPTS Professionally Acceptable Assessment Process Indicator: The school uses effective assessment processes to collect, disaggregate, analyze and
report student performance data to the parents and other shareholders of the community. Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. Findings
The use of the student information tracking system AERIES has enabled communication between the teacher, student and guardian to be current and relevant. Teacher grades and student progress is posted in a timely fashion in a way that students and parents have instant access. We do have a few teachers that have opted to not use this program but in most cases they have established clear lines of communication.
Supporting Evidence
•
AERIES
•
DATA Director
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Common assessments
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State testing
•
SAT PSAT
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Basis for Determination of Performance Levels Indicator: The school has determined the basis upon which students’ grades and their growth and
performance levels are determined and uses that information to strengthen high achievement of all students. Prompt: Upon what basis are students’ grades, their growth and performance levels determined
and how is that information used? Findings
Student success is determined on his/her ability to show mastery of the content standards. In most classes, the information that is acquired from the assessments drives the curriculum. There has been a big push to use more formative assessments. Teachers are becoming accustomed to evaluating assessment data and using this information to plan and pace courses. This data is also used as one tool for student placement.
Supporting Evidence
•
Data Director
•
Recognition of essential standards
•
Differentiated instruction
•
Data Chats during meetings
Appropriate Assessment Strategies
Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc. Indicator:
Prompt: To what extent do teachers use appropriate assessment strategies to measure student
progress toward acquiring a specific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc. Findings
All students at VPHS are challenged to show mastery of the standards based instruction in a myriad of mediums. Specific evidence will be displayed in classrooms and in your work room.
Supporting Evidence
•
Group projects
•
Senior projects
•
Story boards
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Art projects
•
Demonstrations
•
Socratic Seminars
•
And many more
Demonstration of Student Achievement
A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs.
Indicator:
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Prompt: Provide a range of examples of how student work and other assessments demonstrate
student achievement of the academic standards and the expected schoolwide learning results, including those with special needs. Findings
All students at VPHS are challenged to show mastery of the standards based instruction in a myriad of mediums. Specific evidence will be displayed in classrooms and in your work room.
Supporting Evidence
•
Debates
•
On-line presentations
•
Blogs
•
Worksheets
•
Essays
•
And many more
Curriculum Embedded Assessments Indicator: The school regularly examines standards-based curriculum embedded assessments in
English Language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process. Provide examples of standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English.
Prompt:
Findings
English Language Arts and math administer common, standards-based assessments quarterly to all students, including those whose primary language is not English. Math administers all unit assessments in common as well.
Supporting Evidence
•
Teachers are SADIE trained
•
Common assessments
•
Collaboration
•
Student interactions
•
IPG’s
Student Feedback Indicator: Student feedback is an important part of monitoring student progress over time based on
the academic standards and the expected schoolwide learning results. Prompt: To what extent is student feedback an important part of monitoring student progress over
time based on the academic standards and the expected schoolwide learning results? Findings
Via frequent and multiple forms of assessment, student feedback is regular and relevant. Teachers regularly explicitly discuss lessons and assessments with students as one means to determine effectiveness. Counselors and administration
Supporting Evidence
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Common assessments
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Collaboration
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regularly discuss effectiveness and relevancy with students.
Modification of the Teaching/Learning Process Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and
changes in the curricular and instructional approaches. Prompt: 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
VPHS teachers collect, analyze and use data as one of the key factors in changing curricular and instructional practices. Many teachers report that this, along with collaboration, is what drives instruction for their learners. AERIES and Data Director allow teachers to have instant access to the student’s progress.
Supporting Evidence
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AERIES
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Data Director
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Trainings
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Collaboration
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Department meeting
Monitoring of Student Growth Indicator: The school has an effective system to monitor all students’ progress toward meeting the
academic standards and expected schoolwide learning results. Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored. Findings
All students are part of the VPHS student information system (AERIES). Teachers, counselors, administrators, parents, and students have the opportunity to actively monitor progress toward meeting student success. Teachers, counselors, and administrators have access to a deeper look at data and the ability to narrow the focus with each student through Data Director
Supporting Evidence
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AERIES
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Data Director
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Trainings
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Collaboration
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Staff Trainings
D1 and D2 Assessment and Accountability: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting these
criteria. Prompt:
From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings
The evidence shows that using multiple forms of assessment
Supporting Evidence
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is every bit as important as using multiple forms of instruction. Assessments that provide relevancy of the lesson tend to be the most successful in proving mastery.
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Performance based
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Group work
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Project based learning
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or
more of the identified critical academic needs. Findings
Looking at our list of prioritized growth areas these criteria impact both our goal to Continue to ensure consistency (rigor, relevance, and expectations) within our core classes and strengthen instructional practices and alignment between Special Education and regular education.
Supporting Evidence
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AERIES
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Data Director
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Trainings
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Collaboration
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Staff Trainings
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D3 and D4.
Assessment and Accountability Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? Villa Park High School, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results. Parents and students are presented with student grades eight times a year via progress reports and report cards and can view grades on Aeries throughout the school year. In most cases blackboard is available to parents and students to monitor upcoming assignments, due dates, and grades. Parents and students are familiar with performance and learning expectations for all students as exemplified in the SPARTAN way. Courses are aligned and designed to meet state standards. Villa Park High School with support from the district, provide the community with a school accountability report card (SARC). D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school's program, its regular evaluation and improvement and usage of resources? Villa Park High School programs and assessment of student achievement in relation to academic standards and expected school wide learning results are primarily based on data. The use and implementation of data director has enabled the school and teachers to evaluate data and adjust lessons and curriculum accordingly to ensure student achievement and improve instruction. Core subjects have also used common assessments and chapter assessments as a regular evaluation of student progress towards the standards. CRITERION D3 AND D4 INDICATORS AND PROMPTS Assessment and Monitoring Process Indicator: The following shareholders are involved in the assessment and monitoring process of
student progress: district, board, staff, students and parents. Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of student progress: district, board, staff, students and parents? Findings
The assessment and monitoring process is lead by the OUSD Board of Education, supported by the OUSD administration, and implemented by the VPHS staff with input by students and parents. At VPHS we are working on bettering our ability to track student’s academic progress, furthermore, we are now implementing a PBIS grant using the SWISS system to track behavior
Supporting Evidence
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AERIES grade book
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progress and grade reports four weeks
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SWISS
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Blackboard
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Email/Phone calls
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patterns to allow us to become even more proactive. Math students at the semester may be moved into an intervention class to repeat essential standards and concepts for immediate remediation.
• • • • •
Parents and students receive grade reports Student progress is shared at monthly PFSO meetings. Some teachers utilize Ed-Connect weekly to inform parents of student progress. IEP’s 504”s Parent teacher conferences Email and phone communication
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Assessments/data are used for course placement in a-g courses, intervention classes, EL/SDAIE, AP, and honors classes. • Teachers re-teach curriculum based on test score analysis for content standards not yet mastered. • Single Plan
Reporting Student Progress Indicator: There are effective processes to keep district, board and parents informed about student
progress toward achieving the academic standards and the expected schoolwide learning results. Prompt:
How effective are the processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results? Findings
VPHS is part of an effective process to keep district, school board, and parents involved regarding student progress. Daily communication (when needed), district access to AERIES and Data Director, monthly principal meetings, monthly AP meetings, curriculum council, DELAC meetings, among others keep a link between VPHS and OUSD. OUSD communicates at a minimum with the Board via a Friday letter and regular school board meetings. At a minimum, parents and students are presented with student grades eight times a year via progress reports and report cards. However, grades are accessible on AERIES throughout the school year for all stakeholders. ELAC, PFSO, SSC, as well as many booster and support groups, provide parents an opportunity
Supporting Evidence
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Progress reports
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Meeting agendas
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SACBE
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Friday letters
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AERIES
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Data Director
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and a voice in driving our instructional program. VPHS is also represented at all school board meetings by our student SACBE representative. Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional
development activities and resource allocations, demonstrating a results-driven continuous process. Prompt: Provide examples of how assessment results have caused changes in the school program,
professional development activities and resource allocations, demonstrating a results-driven continuous process. Findings
Supporting Evidence
VPHS is constantly adjusting the academic program to better serve the needs of our students. Data from assessments is used to drive the changes, such as, the classroom teacher reteaching a concept or the administration adding a class to the master schedule to meet the needs of students.
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Differentiation
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Re-teaching
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CAHSEE Support
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Advanced Reading
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AVID
D3 and D4. Assessment and Accountability: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this
criterion. Prompt:
From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings
VPHS uses state and local assessments to modify instruction, create classes, and identify students for interventions. When looking at assessment and accountability from large to small over the past five years we have set and established school goals which are in line with our OUSD core values and strategic plan. Our departments have established goals which are in line with our school goals and teachers have put into play IPGs (personal goals) to move each student forward. Our teachers have reviewed and identified essential standards for instruction. Assessments and the data from those assessments have been a key part of this process. Our transparent and non-threatening approach in sharing data has been a driving force. Staff development is centered on a school wide focus on results that is standards based and established from student achievement data. Use of Data
Supporting Evidence
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Schoolwide goals
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Department Goals
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IPG’s
• • • • • • •
Counselors After school tutoring Read 180\ CAHSEE Prep, ELD ELD Advanced Reading, Special Education Reading courses, AVID, and intervention Algebra/ELA courses. Pacing Guides
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Director for data analysis for on-going instructional assistance and support for teachers, as well as, bi-monthly conference period meetings, district in-services, BTSA, and articulation with feeder middle schools. Teacher collaboration occurs in both vertical and horizontal teams. VPHS uses common assessments in all core subject areas to monitor student progress and inform instruction. VPHS Special Education Department Chair identifies appropriate course placement for each Special Education student. Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings
Ensuring consistency, strengthening instructional practices, and expanding interventions are greatly impacted by assessment and accountability practices. Teachers are looking at multiple forms of formative assessment and work collaboratively to create common assessments. Our teachers also work at the district level to create district common assessments
Supporting Evidence
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Collaboration
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Formative assessments
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Summative assessments
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Common assessments
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Multiple forms of assessment
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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength
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Common assessments administered in most core classes throughout the year.
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Additional CAHSEE support classes added to ensure all students pass the exam Many staff members utilize data to modify and inform instruction throughout the school year. Many staff members give multiple forms of formative assessments to test student’s knowledge and gage student understanding. AP scores on average are high, even after expanding the program. Doing more with more.
• • •
Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth
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Improve and expand common assessments for all core classes.
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Improve lower level math scores by continuing to collaborate, use data to drive instruction, use best practices, and motivate the students to success.
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Improve AP scores in courses where the pass rate is lower than national average
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Continue to improve CST/CMA testing results and CAHSEE results for EL and Special Education student populations.
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Category E: School Culture and Support for Student Personal and Academic Growth E1.
School Culture and Student Support Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? Our principal attends the PFSO (Parent, Faculty, Student Organization) meetings, giving him the opportunity to involve the parents. Administrators also attend sporting events, concerts, plays and other activities involving Villa Park students. This offers them the chance to connect with parents and thus encourages these parents to be more involved with Villa Park High School. Also, a wide range of information is available to parents on the Villa Park website, Listserve, Twitter, Spartan Spirit, and Connect Ed. If at any time a parent has a concern about his/her child, they are encouraged to contact teachers via telephone or e-mail. The contact information is listed on Blackboard, the website and in each teacher’s management plan. Parents also have the option to use the Parent Portal website to monitor their child’s academic progress and attendance. Students can also monitor their own progress on the Student Portal. The school leadership employs an open door policy and is also very involved with the community. Our principal is an active member of the VP ROTARY club, a community advisor for the local community college, served as a board member of the Community Foundation of Orange, to name a few examples. CRITERION E1 INDICATORS AND PROMPTS Regular Parent Involvement
Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. The school involves non-English speaking parents. Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents. Findings
Last year VPHS hired a part time community aide to assist in building a better link between VPHS and the non-English speaking community. This proved to be very successful, the school administration reports the communication and involvement of this sector of our community has increased. VPHS enjoys a very open and productive relationship with the parents and community. The director of our EL department started to offer opportunities for cash prizes to parents as an incentive to attend ELAC meetings. As part of our goal to provide the highest level of customer service to our
Supporting Evidence
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ELAC
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PFSO
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Booster Clubs
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Student Service Clubs
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Oracle
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School News Roll Call
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Community Aide
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community we extend ourselves to involve all stakeholders. Our parents are very involved in booster organizations, through their efforts and the efforts of staff and administration we have built a very strong relationship with our community. This is demonstrated everyday on our campus in a number of ways. If we need a refrigerator for the broken down one in the health office one shows up. Our school needed new radios; our parents rallied and raised funds for 32. On the other hand with so much involvement there are many times we deal with very unrealistic expectations. It is a delicate balancing act that seems to work for our current administration. Use of Community Resources
Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers. Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers? Findings
From FBLA to our social studies with help from the TAH grant to law enforcement VPHS has embraced the culture of bringing the professionals into the classroom. Many of our programs and clubs have partnered up with local business and government. VPHS has developed and fostered a strong and productive relationship with the surrounding community. Working with the armed forces, local Sheriff, ROTARY, Red Cross, Youth Sports programs VPHS has become a hub for the community
Supporting Evidence
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Armed Forces
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OC Sheriff
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ROTARY / INTERACT
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Red Cross
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Local Churches
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Youth Sport Programs
Parent/Community and Student Achievement
Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program. Prompt: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program? Findings
The course overviews for every course are available on the school and district websites. The standards are outlined for each course. Communication of expectations also occurs at Back to School Night, on Blackboard, on the website, and through multiple other mediums (i.e. Listserve, ConnectEd,
Supporting Evidence
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List Serve
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Connect Ed
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Open House
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Student/Parent Portal, Twitter).
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Back to School Night
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Electronic Media
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Portal
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Spartan Spirit
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News Roll Call
E1. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this
criterion. Prompt:
From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
VPHS seeks to improve communication with all stakeholders by any means available. VPHS considers this a high priority. Every effort is made to create a climate of transparency with open lines of communication among all stakeholders.
Supporting Evidence
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List Serve
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Connect Ed
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Open House
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Back to School Night
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Electronic Media
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Portal
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Spartan Spirit
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News Roll Call
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or
more of the identified critical academic needs. Findings
Authentic communication greatly informs our ability to address all of our critical academic needs. From student achievement to a safe and secure environment for learning our ability to communicate is paramount. Our community does not hesitate to contact the school, and district when an issues arises.
Supporting Evidence
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List Serve
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Connect Ed
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Open House
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Back to School Night
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Electronic Media
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Portal
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Spartan Spirit
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News Roll Call
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E2.
School Culture and Student Support Criterion
Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? The number one priority of the Villa Park High School Safety Plan states: “Villa Park High School will provide a safe, orderly, and secure environment conducive to learning.” This is an area where we need improvement. There are safety concerns regarding aspects of facilities which have been exacerbated by budget constraints. The janitorial staff has been reduced, thereby, impacting the cleanliness level. The school safety is enhanced by the utilization of three security guards. The Orange County Sheriff’s Department provides a part time campus resource officer. They are always available and respond in a timely manner. Over the course of the past six years we have seen a dramatic shift in
the culture on this campus. With consistency in administration and the implementation of the SPARTAN way the culture of Villa Park High School is characterized by trust and professionalism. High academic expectations and continuous school improvement has always been a top priority at VPHS. CRITERION E2 INDICATORS AND PROMPTS Safe, Clean, and Orderly Environment
Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly place that nurtures learning. Prompt: Comment on your analysis 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. Findings
Villa Park High School was built for 1800 students, we currently have over 2500. Orange Unified School District has been unsuccessful in passing a bond measure with the citizens. The state of California has cut education budgets repeatedly. The VPHS staff feels as if they are not receiving the necessary productivity out of the reduced janitorial staff. One of the goals of this administration is to address this concern. On campus, we have three security guards who patrol the grounds and address student safety concerns. There is an extensive surveillance system which is monitored. We are in the process of updating the current system to further improve safety. These security guards work closely with the assistant principal in charge of discipline and the local sheriff’s department to address safety
Supporting Evidence
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School Resource Officer and security
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Video surveillance
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Drug Dogs
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Safe School Plan
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NHS cleans desks and does tutoring
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Saturday volunteer “clean campus day” (April 30, 2011)
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Administration/faculty/staff is approachable
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issues. The addition of a female security officer to enter female restrooms would enhance safety efforts; however, we currently have other female staff members who regularly assist in monitoring female locker and restrooms. We have high expectations for all students and are constantly working to improve the school both academically and aesthetically. Through established relationships, students feel that staff member can be trusted with any concern they may have, whether it be academic or personal. The teachers and staff act professionally toward the students and parents.
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Team effort between students, faculty, staff and community
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Staff empowered to make decisions
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AP of discipline’s newsletter
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Party for students who improved CST scores and reward system
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PBIS
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Conference period meetings
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Student of the Month
High Expectations/Concern for Students
Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning? Findings
Villa Park’s staff has made a conscience effort to provide excellent customer service to all students. Our staff shows care and concern for each individual while maintaining high expectations. We celebrate individual differences in the classroom and in our extra-curricular programs. Our ASB is charged every year to reach out and be inclusive. This is evident in Best Buddies, assemblies, orientation, and class rosters. VPHS encourages each student to participate in the least restrictive environment.
Supporting Evidence
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Freshman: Personal Learning Plans
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Credit recovery
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NHS offers tutoring
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Ed connect
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Student and Parent Portal
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FBLA
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ROP – career options
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Summer school
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AVID
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Freshman Seminar
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Library services
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EL Support classes
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Psychological support
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Spartan Spirit
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Review of CST test
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Medallion Banquet
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IEP’s, 504’s, Student Study Teams, CAST
Atmosphere of Trust, Respect and Professionalism
Indicator: The school has an atmosphere of trust, respect and professionalism. Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism? Findings
Through the SPARTAN way, an administrative open-door policy, and a focus on customer service, VPHS strives to create an atmosphere of trust, respect, and professionalism. Understanding the reality of 150 employees, 2500 students, and a community with high expectations, we find it impossible to please everyone every time. We are proud of the effort we put forth to maintain an atmosphere of trust, respect, and professionalism, while continuing to work with those where our efforts have fallen short. One area that continues to jeopardize trust is that some staff members feel discipline is inconsistent. For the past five years the disciplinary consequences have been provided by an assistant principal in charge of discipline and this policy will continue.
Supporting Evidence
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Lack of access to counselors for staff and students.
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Inconsistent counseling for students.
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Students moved without teacher consultation (level/teacher change).
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Inconsistent discipline
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Open door policy
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Spartan Way
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Emphasis on relationships
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Clear and honest communication
E2. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this
criterion. Prompt:
From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings
Providing a safe, clean, and orderly learning environment is a priority at VPHS. The safety of our facilities and the overall cleanliness are both concerns. Through a conscious effort to create authentic relationships, trust, respect, and
Supporting Evidence
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Open door policy
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professionalism are prevalent in the school culture. •
Clear and honest communication
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E3 and E4.
School Culture and Student Support Criterion
Respond to the criteria (shown as a guide question) by answering the prompts (findings and supporting evidence).
E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? Students work with counselors to map out their academic plans when they are freshman. The student and the counselor work together throughout the student’s time at Villa Park to make sure that the student’s academic needs are being met. Students also have the option to take more challenging classes or enroll in classes that are more suitable to their pace. Any student deemed eligible for special services receives those services here at Villa Park. All teachers are made aware of any special needs students who are in their classes and make required adjustments listed in their IEP’s. In addition we feel that we can improve in the following areas: Inconsistent counseling for students and students are moved from classes without teacher consultation (level/teacher change). E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community? All students are assigned counselors when they start here at Villa Park. They can schedule an appointment to talk to their counselors whenever they need to discuss academic or personal issues. If the student feels more comfortable talking to an administrator, he/she can make an appointment to have a conference with an administrator. All students are encouraged to participate in activities held at/by Villa Park. We offer a number of sports for both boys and girls, as well as numerous clubs. ASB also offers activities at lunch time, such as freestyle dancing, battle of the bands, and karaoke. Many of the school’s clubs also do charity work for various organizations in and out of the community. Students are also very generous during the blood drives held three times a year. CRITERION E3 AND E4 INDICATORS AND PROMPTS Adequate Personalized Support
Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance. Prompt: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? Findings
VPHS has extensive services available, including referral services, to support students in health, career, personal, and academic counseling. We employ a full-time health clerk, a part-time Registered Nurse, a full-time school psychologist, a full-time ROP/career clerk, five full-time counselors, a parttime OC Sheriff resource officer, a part-time Community Liaison, a part-time speech therapist, and the AVID program
Supporting Evidence
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SRO
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Mental Health Services
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Health Services
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Food Services
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on site to provide assistance to students as needed. •
Community Liaison
•
AVID
Direct Connections
Indicator: The school has direct connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services. Prompt: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Findings
There is a tangential connection between allocated resources for student support services and the academic standards and ESLRs. We realize students can only meet the standards and the ESLRs if they have access to all of the proper support services. Teachers and parents can refer students to special programs if there is a feeling that a student is struggling when he/she should not be. We are implementing a CAST process for early intervention we also do SST’s for Special Ed. Placement.
Supporting Evidence
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Counselors
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Psychologist
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Health office/nurse
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Speech therapy
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Tutoring
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Translation
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Nurse
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Villa Park High School Strategies Used for Student Growth/Development
Indicator: Strategies are 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. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Prompt: Evaluate 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. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Findings
VPHS employs a myriad of strategies to promote personalized relationships among staff and students. Open-door policies exist for all administrative and counseling personnel. Furthermore, most teachers have office hours and/or opendoor policies. There is open access to all AP classes. Counselors regularly review student profiles to promote access to and progress in the most rigorous standards-based curriculum. We realize improvement is still warranted in our processes and procedures for interventions regarding retention and redirection. This is one of our critical academic needs and a focus for our staff.
Supporting Evidence
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Counselors
•
Psychologist
•
Health office/nurse
•
Speech therapy
•
Tutoring
•
Translation
•
Nurse
Support Services and Learning
Indicator: 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, for all students, including the EL, GATE, special education and other programs. Prompt: To what extent does 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? Particularly, evaluate this with respect to the EL, GATE, special education and other programs. Findings
Students have the greatest opportunity for success if they are adequately supported and actively involved. The school leadership and staff ensure all students, including EL, GATE, and special education, are included in all activities. Support services are provided to all students as needed. Information
Supporting Evidence
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ASB focus on inclusion
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EIA/LEP Budget
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AP program
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regarding types of services is made available in multiple locations, (i.e. electronically, daily bulletin, posters, announcements…).
•
Best Buddies
Equal Access to Curriculum and Support
Indicator: All students have access to a challenging, relevant and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day). Prompt: 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)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)? Findings
VPHS has open access to the least restrictive environment for our students. We actively seek to meet the needs of all students. We offer online and zero period classes to accommodate daily schedule needs. We offer credit recovery (on-campus, electronically, and hybrid) and summer school opportunities for students to repeat a course. Students can avail themselves of accredited community college courses for accelerated classes. Upon examining the demographic distribution data, we did not see any significant discrepancies.
Supporting Evidence
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Online classes
•
Zero Period classes
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7 and 8 period days
•
Private study PE
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20 units from CC or outside sources
•
Independent study
•
Home Hospital
Co-Curricular Activities
Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results. Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results? Findings
The school leadership and staff seek to explicitly link curricular and co-curricular activities to the academic standards and ESLRs. Providing the “why” for students increases success and participation. All co-curricular have a service component to them. Many co-curricular clubs provide students with real-world experiences to apply their academic knowledge and SPARTAN way attitude. Multiple curricular
Supporting Evidence
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Clubs
•
Activities
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Athletics
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Performing Arts
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activities, (i.e. dance, art, drama, music, foreign language, field trips, science labs,…) highlight the link between the standards and ESLRs and activities.
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Pathways
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AVID
Student Involvement in Curricular/Co-Curricular Activities
Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Prompt: Comment on 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
The AERIES system allows for regular evaluation and monitoring of student involvement in curricular/co-curricular activities and use of support services. The leadership and counselors have access to extensive data at all times for all students. The teachers have access to data on their current students. There are sign-in logs for the counseling office, attendance is taken at club meetings, grades for curricular activities are posted in grade books, and verification lists for dances provide data to facilitate evaluation of participation levels. The activities director, athletic director and AP in charge of activities and athletics meet regularly to evaluate programs and effectiveness of support services. Fees are never a determining factor on the school side for participation in any activity of group.
Supporting Evidence
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Clubs
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Activities
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Athletics
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Performing Arts
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ROP courses
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Pathways
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AVID
Student Perceptions
Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population. Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Findings
Many students are not aware of the level of support we provide. Most are familiar with the services but are shocked by how much we do to assist when needed. Our counseling office had a developed a bad reputation for services but has come a long way in restoring that. Many students report quality services received. Students and parents that have had to use services have been very complimentary about the level and quality of service they have received.
Supporting Evidence
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Senior surveys
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Safe Schools Report
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Student and parent interactions
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Communication with students and families
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Villa Park High School E3 and E4. School Culture and Student Support: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting these
criteria. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings
Students receive appropriate support and individualized learning plans. We realize there is a need for consistency of counseling with individual students. We have two additions to our counseling staff this year and expect to see improvement in this area. There is open-access to support services and courses at VPHS. Every effort is made to ensure students are aware of support services and course availability.
Supporting Evidence
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Student Bulletin online
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Connect ed. Messages
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Spartan Spirit
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Spartan Way
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings
Support, individualization, and participation directly impact our ability to meet all of our critical academic needs.
Supporting Evidence
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Student Bulletin online
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Connect ed. Messages
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Spartan Spirit
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Spartan Way
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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength
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Limited racial tension despite significant demographic changes
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Variety of activities and extra-curricular activities to facilitate something for everyone
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A culture of caring about the needs of the individual student. The emphasis placed on student relationships to create a safe welcoming school.
Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth
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Improve tardy and truancy rates
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Improve freshman assimilation to high school
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Prioritized Areas of Growth Needs from Categories A through E School wide Areas of Strength: • •
Villa Park High School’s vision and purpose is clearly stated and based solidly on student needs, supporting educational research and the belief that all students can achieve at high levels. VPHS modifies and accommodates for student needs by providing flexibility in course offerings, instruction delivery, time, location, and means to demonstrate proficiency to ensure students are meeting all requirements.
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At all levels, teachers set individual performance goals based on data. Release time is provided for teachers to collaborate on these student achievement goals, data goals, etc.
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Common assessments administered in most core classes throughout the year.
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Additional CAHSEE support classes added to ensure all students pass the exam
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Many staff members utilize data to modify and inform instruction throughout the school year. A culture of caring about the needs of the individual student. The emphasis placed on student relationships to create a safe welcoming school. Many staff members give multiple forms of formative assessments to test student’s knowledge and gauge student understanding.
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School wide Areas for Follow-up: •
Improve tardy and truancy rates
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Improve freshman assimilation to high school
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Improve lower level math scores by continuing to collaborate, use data to drive instruction, use best practices, and motivate the students to success.
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Improve AP scores in courses where the pass rate is lower than national average
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Rigor and relevance in all subject areas is still inconsistent.
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More hands-on ROP options available on campus
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Continued alignment of Special Ed classes with core curriculum
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Facilities concerns continue to be an issue. The failure to pass a facilities bond has placed us at a disadvantage when looking at neighboring districts. Year four of doing more for more with less and for less. Community involvement for all populations on campus.
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Chapter V: Action Plan
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