David Starr Jordan High School Focus On Learning SelfStudy Report March 2007
Prepared for Western Association of Schools and Colleges California State Department of Education Kelly Hurley, CoPrincipal Rosalind Morgan, CoPrincipal Melissa Brookman, SelfStudy Coordinator David Starr Jordan High School 6500 Atlantic Avenue Long Beach, CA 90805 562.423.1471 www.lbusd.k12.ca.us/jordan
2
The Visiting Committee Representing the Western Association of Schools and Colleges And the California Department of Education Chair Mr. Ben Furuta Consultant Members Mrs. Bijou Sandra Beltran Pacifica High School, Assistant Principal Dr. Moohay Ahn Choe Los Angeles Senior High School, Assistant Principal Mr. Michael Ruele Buena Park High School, Teacher/SLC Coordinator Mrs. Diana Spragg High School Teacher Ms. Linda Van Kirk High School Counselor
3
LBUSD Administration Long Beach Unified School District 1515 Hughes Way, Long Beach, California 90810 BOARD OF EDUCATION Jon Meyer, President Felton Williams, Vice President Mary Stanton, Member David Barton, Member Michael Ellis, Member DISTRICT ADMINISTRATION Christopher Steinhauser Superintendent of Schools Jill Baker Maggie Webster Assistant Superintendent Assistant Superintendent Elementary Schools High Schools Christine Dominguez Deputy Superintendent Curriculum & Instruction
Gwen Matthews Assistant Superintendent Middle and K8 Schools
James Gulek Assistant Superintendent Research, Planning, & Evaluation
Judy Elliott Ruth Ashley Assistant Superintendent Assistant Superintendent School Support Services Human Resource Services DAVID STARR JORDAN HIGH SCHOOL 6500 Atlantic Avenue, Long Beach, California 90805 ADMINISTRATIVE STAFF Kelly Hurley, CoPrincipal Rosalind Morgan, CoPrincipal Rosalinda Cervantes, Assistant Principal Veronica Coleman, Assistant Principal Cathy French, Assistant Principal Gordon Gibbings, Assistant Principal Alan Miles, Dean of Students William Salas, Assistant Principal Howard Hodges, Activities Director Steve Rockenbach, Head Counselor
4
Focus on Learning SelfStudy Leadership Team SelfStudy Coordinator
Melissa Brookman
CoPrincipal
Kelly Hurley
CoPrincipal
Rosalind Morgan
Administrator Jordan Freshman Academy Classified Representative Counseling Representative Site Council Representative JPAC AND ELAC Representative
Cathy French Julie Strickland Steve Rockenbach Barry Welsch Elizabeth
Solano Student Representative, ASB President
Eric Bennett
Student Representative, Senior Class President
Tracie Serssion
Student Representative, Commissioner of Activities
Mildred Cabrera
Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
Georgia Stuart
Standardsbased Student Learning: Curriculum
Lisa Ulmer
Standardsbased Student Learning: Instruction
Sashya Waterman
Standardsbased Student Learning: Assessment and Accountability
Patricia Hinkson
School Culture and Support for Student Personal and Academic Growth
Howard Hodges
5
DAVID STARR JORDAN HIGH SCHOOL 200607 Certificated Staff ADMINSTRATORS
TEACHERS
TEACHERS
TEACHERS
Kelly Hurley CoPrincipal
Ahmadi, Shan – Sp. Ed.
Gonzalez, Ofelia – Math
Miller, Christopher – Music DH
Rosalind Morgan CoPrincipal
Arney, Sabrina – Eng/Psych
Graham, Damian Music
Miller, Sondra English 11/12
Veronica Coleman Gr. 9/10 AL
Baligad, Ed –History
Grisolia, Yolanda – Special Ed
Minnis, Jackie History
William SalasGr.11 AZ
Ball, Donna – English
Guillermo, Sylvia – RSP 50%
MoorePulsifer, Sharon – PE DH
Rosalinda CervantesGr.12 AZ
Barrett, Steve – Special Ed DH
Guzman, Fred ROP
Morgan, Linda –Perf Art
Gordon GibbingsGr.9/10 MZ
Bartell, Gilda – Math
Hartstein, Scott – Foreign Lang DH
Morris, Michael English
Baskin, Tabitha – ROP
Hatfield, Sharon – Science/PE
Moses, Nancy – English DH
ACTIVITIES SPECIALIST
Beck, Angela Math
Hedley, Matt – Art
Murphy, Dennis – History
Howard Hodges
Berry, Valerie – Art
Hennessy, Mary – Sp. Ed.
Nachlis, Marvin – Math
Bobo, Patricia – ELD DH
HernandezCano, Sylvia – Spanish
Newidouski, Adara – Health DH
EL FACILITATOR
Bockman, Carrie – Sp. Ed.
Hibma, Clarence – History
Neely, Hershell Reading
Elizabeth Solano
Bos, Michael – Spanish
Hodel, Gregory – Math
Oberjuerge, Mark – Soc.Sci./Hist DH
Bradshaw, Brian Science
Hoyos, Gerald – Science
Pak, Susan – Social Sci/History
LIBRARIAN
Brookman, Melissa – Dance
Huffman, Mark – Science
Prager, Mark – General Studies
Barbara Duffy
Brown, Lori – Sp. Ed.
Hunt, Susan Science
Price, Carolyn – Bus/Comp Ed DH
Bruna, John – History
Hurt, Veronica – SpecEd/Voc Ed
Ramirez, Sgt. Maj. Antonio ROTC
COUNSELORS
Butler, Thomas – Eng/Stylus
Irish, Jodi – Spanish
Reyes, Renzzo Spanish
Steve RockenbachHead Counselor
Cahn, Larry – Gen Studies
Jacobsen, Svetlana Science
Richardson, Bill – Science
Carissa Cueva Gr. 12, AL, AIMS 9/10
Chang, Peggy Math Coach
Jasinska, Alicja Science
Rice, Patrice English
Teresa Reteguin Gr. 12, MZ, AIMS 9/10
Clancy, Summer – English
Jordan, Judy English
Rodriquez, Rosalia – Fg Lang
Candyce SimpsonAIMS 11/12, IB 912
Clark, Jerry – RSP
Kane, John – Special Ed
Sandoval, Jesus – Science
Chandra SalaamGibson Gr. 11 AL
Clifton, Andrew Photo.
Kelsey, Tom – Science
Sansberry, Alex Math
John Tran Gr. 11 MZ
Coar, Holly – Art DH
Knowles, Curt – Elective PE
Schoose, Keith – History
Steve Duanes Gr. 9.10 AL
Condoretti, Robert – Math
Kuoy – Imatori, Somaly Science
Shawver, Matt – Spec. Ed.
Garry MillerGr. 9/10 MZ
Conte, Craig – English
Lanaghan, Sharon Math
Skidmore, Tom – Science
Stephanie BilvadoGEAR UP
Coop, David – History
Lindholm, Mark – Special Ed
Sourbeer, Tom Transition
Cooper, Carlos ELD
Lobedecis, Romeo – Sp. Ed.
Sunderman, Robert English
PSYCHOLOGIST
Coussell, Lisa English
Lofstrom, Craig ROP
Townsend, Christina – Bus. Ed
Rentie Baker
Cucaj, Steve – Math DH
Luekoff, Diedre Math
Tucciarone, Joe – Math
Del Cid, Sandra English
Luna, Vira – ELD
Ulmer, Lisa – PE /Girls A.D.
SPEECH THERAPIST
DeGreif, Tim – Art
Lundquist, Lori – History
Van Tress, John – Social Science
Steve Glance
DiMassa, Gennaro – Eng.
Ly, Peter – Math
Van Di Vort, Allen – Science
Dixon, Lottie SpecEd, MM
Ly, Steven Math
Vu, Tru – Math
SP ED FACILITATOR
Duffy, Tom – Science
Macon, Janice – Special Ed
WalkerSmith, April – Sp. Ed.
Char Bockholt
Eden, Fred – Bus/Comp Ed
Mason, Jennifer Math
Walsh, Laura Math
Ewing, Ray – Science
Mageean, Chuck – English
Waterman, Sashya English
NURSE
Feary, Michael History
Maldonado, Arturo – Fg Lang
Welsch, Barry – Social Science
Billie Ganong
Garcia, Jose – Social Sci
Markey, Pat – History/Social Sci
Welsch, Lucinda – Social Science
Gibson, Rebekah – Science
Massey, Ron – PE/ Boys A.D.
Whelan, Kristan Foreign Lang
Gibson, William Ind. Tech
McDaniel, Nichole Foreign Lang
Whiteleather, Taryn – English
Gilbert, Gina ROP
McMann, Julie History
Wise, Lynelle – Special Ed
Gleaton, Col. Cal – ROTC DH
Mendoza, Lizet Math
Wood, Joy – English
Gomes, Whitney History
Meyer, Scott Social Science/PE
Yang, Jane – Social Science Zizz, Anne – English 11/12
6
DAVID STARR JORDAN HIGH SCHOOL 200607 Classified Staff ACTIVITIES OFFICE ATTENDANCE BANKER BOOKROOM CAFETERIA CAREER CENTER COMMUNITY WORKER COMPUTER SPECIALIST COPY ROOM COUNSELING SECRETARY COUNSELING SECRETARY CUSTODIAN SUPERVISOR DATA PROCESSING HEAD GROUNDSKEEPER LOCKER ROOM MEDIA ASSISTANT NURSE NURSES CLERK OCAS OFFICE SUPERVISOR PARENT CENTER STUDENT STORE SUPPLIES SUPPORT SECRETARY SWITCHBOARD
Carol Garcia Julie Strickland Sammye Meyer Carlito De Los Reyes Lydia YoungDavis Loretta Clary Alma GomezCervantes Huok Lo Robbie Hudson Catalina Yang Erlinda Lao Eddie Johnson Maria Garcia Ramon Gonzalez Vaurice Scott, Michele Fraser Billie Ganong Karen Taylor Mike Stakias Theresa Boone Octavio Mojica James Armstrong Joanne Gunsaulus Judy Peale Mattye Steele
CUSTODIAL STAFF Donna Angel John Gibson Fred Harden Carol Hubbard Nate Legare Charles Lowe Theoum Lorn Sophea Oum James Reese Sinoun Sok
CAFETERIA Toni Collins Roberta Elias Shannon Moore Demetria Pryor Doris Rodriguez Joyce Saulsberry Sheri Slusser Allen Warren
GROUNDSKEEPERS Jeff Goddard Nick Cota Wally Roebuck
CAMPUS SECURITY Marvin Davis Tom Fitzpatrick Forrest Joiner Linda McKittrick Robert Jackson
INSTRUCTIONAL AIDES Steven Amado Yolanda Amar Teresita Benavente Martha Damian Elaine Duffy Erlinda Elamparo Sharon Fox Jean Hammond Sheryanna Lim Denell Joseph Sam May Angela Purifay Deborah Ramirez Brenda Taylor Donna Taylor
7
David Starr Jordan High School Freshman Academy 200607 Staff
TABLE OF CONTENTS ADMINISTRATOR Cathy French LIBRARIAN Nancy Rambo COUNSELORS Millie Ampudia MZ Karen Roubinov AL Teacher on Special Assignment Alan Miles Dean of Students NURSE Jaime Kerns SUPPORT SECRETARY Linda Alderson IOA Melissa RaymondFoy Chris Vaughn
TEACHERS Bryan Autz English Lamar Biffle Phys Ed Tiffany Brodowski English Nancy Brown Math Olivia Buell English Celia Cinco Science Jennifer Crockett English Stacey Dahlquist English Mary Delmonte Business Amy Dominetta Health Elena Domingo English William Ellis Math Stephanie Espeleta LMB Kenneth Filinuk Health Veronica Gallo English Mary Ann Gleason Eng/Govt/Econ Willie Guillory Phys Ed Patricia Hinkson Business Alison Jarnecke English
CUSTODIAL STAFF Jose Martinez Joe Perkins Mayra Trevizu
CAFETERIA Karen Anderson Martha Carter Jeannie DeanBrown Maria Salas Celena Turner
INSTRUCTIONAL AIDES Felicia Blakely Latasha Jones Mora Ward Evonne Winter
CAMPUS SECURITY Rita Lara Will Williams
TEACHERS Michael Kafka Spanish Tracy Kostenbader Science Andy Lane Math Sophia Lin RSP Jessie Martinez GOC Tiffany Moscary Art Emma Mora Math Rebekah Moule Math Darren Nichols Science Doug Noble Math Heather Olsen Science Christina Pina English Aarona Pollard Phys Ed David Royer RSP Dave Scott English Elizabeth Solsburg Phys Ed Georgia Stuart English Tina Tran Math Deborah Wilk Eng DH/Acad Coach Amy Zilk Science
8 Preface
Page 9
Chapter I: Student/Community Profile and Supporting Data and Findings
Page 12
Chapter II: Student/Community Profile – Overall Summary
Page 50
Analysis of Profile Data Chapter III: Progress Report
Page 58
Chapter IV: SelfStudy Finding A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
Page 65
B. Standardsbased Student Learning: Curriculum
Page 74
C. Standardsbased Student Learning: Instruction
Page 86
D. Standardsbased Student Learning: Assessment and Accountability
Page 94
E. School Culture and Support for Student Personal and Academic Growth
Page 102
Chapter V: Schoolwide Action Plan
Page 114
Glossary
Page 131
Appendix
Page 136
Preface
9 Jordan High School welcomes you to the “Home of the Panthers” and presents its Western Association of Schools and Colleges, California State Department of Education Focus on Learning SelfStudy. This document represents a thoughtful analysis and a thorough evaluation of our school’s instructional programs and efforts to improve student achievement. It serves as a motivation to measure achievement of the Graduation Outcomes, as well as academic and content standards. The SelfStudy process provided an opportunity for all shareholders to give input and own the work. The process began with a schoolwide review of the March 2001 WASC visit and a complete overview of the current requirements established by WASC and CDE. Beginning in the Spring 2005 and continuing throughout the Fall 2005, general information regarding the accreditation cycle was disseminated to all shareholders and a preliminary calendar of events and tasks were discussed. The staff was afforded the opportunity to rank order their preference for Focus Group selection. This resulted in five interdisciplinary groups, which addressed each of the WASC Criteria. Each team was created considering both the individual preference as well as maintaining a balance of stakeholder representation. The Home Groups comprised of preexisting department teams. Each group was made up of staff, administrators, and teachers. Every school employee was given the opportunity to participate in a Home Group, as well as a Focus Group. This collaborative and recursive process helped Jordan to clarify and measure what students should know. The Leadership Team met to provide direction regarding issues that emerged over time. Additionally, the Steering Committee met frequently to discuss the work and to resolve issues about the selfstudy process. Each group chose a facilitator and familiarized themselves with the selfstudy process. Throughout the rest of the school year, the Focus Groups met to examine data and student work provided by the Home Groups. Using a variety of data collection methods such as interviews, classroom observation, and surveys, student outcomes were examined based on the Graduation Outcomes and State content standards. At the same time, the Focus Groups began investigating school programs that were designed to address student needs. Each Focus Group guided its efforts by asking, “What are the implications for student learning?” The results of their investigations led to the identification of the areas needing improvement based on analysis of documents, interviews, WalkThroughs, and surveys. In the Spring 2005, Jordan began the initial Home Group and Focus Group meetings in which baseline data was gathered and basic perceptions were discussed for use at future meetings. As the 200506 school year began, meetings were held on inservice days, to motivate and inform the staff of our professional commitment to the SelfStudy process. All groups completed the necessary preliminary work by June 2005.
10 During the Fall 2005, WASC focus groups resumed and department meetings shifted to a concentration on writing home group reports that would be integrated into the report. The Graduation Outcomes were reviewed by the staff and parents to ensure appropriateness and to suggest refinement if needed. Unanimously, it was decided to keep them as they currently exist. The Leadership team held a oneday workshop to establish a timeline and plan the course of action, with monthly meetings to monitor progress. The Long Beach Unified School District provided quarterly training for each school coinciding with each Task of the SelfStudy process; Jordan’s designated group was the Steering Committee, which included the Coordinator, CoPrincipals, and Focus Group Leaders. Student, faculty, and parent surveys were administered during this time; however, the results were not available until Spring 2006. In the Spring 2006, the staff and students began the process of intense selfexamination using Home Groups and Focus Groups. Both groups analyzed student data by focusing on two critical questions: How are the students achieving? Is the school doing everything possible to support high achievement for all students? Discussion continued throughout the 200506 school year resulting in a draft form of the Student and Community Profile, completed Home Group reports, and a draft Focus Group report. It is standard practice for the Home Groups to examine disaggregated student data including student work monthly. Schoolwide data collection strategies stemmed from Baldrige in Education training, during which many of the staff members were trained. Home Groups have continued to collect and examine student work to enhance the picture of student achievement at Jordan High School. This year also resulted in identified Critical Academic Areas of Need, feedback regarding the Schoolwide Action Plan and further refinement of the Student and Community Profile. Fall 2006 brought forth the results of countless hours of stakeholder input, refinement, editing, and authentication of written reports. The Visiting Chairman, Ben Furuta, has offered assistance to these efforts since Summer 2006 and participated in the Long Beach Unified School District WASC WalkThrough at Jordan High School. To finalize the SelfStudy report, the Focus Group Leaders and the Professional Learning Community leaders reviewed and refined the report and solidified the Action Plan. One final round of editing prior to print was conducted by the WASC Coordinators from five high schools and the LBUSD WASC Coordinator. The SelfStudy was completed through the professional commitment and dedication of a great number of concerned shareholders representing many facets of the Jordan High School and the educational community. The collaborative process permitted communication across barriers which otherwise might not have taken place. The following document contains thoughtful reflections of those who toiled with commitment to the task of ensuring that students who attend Jordan High School will receive a relevant, high quality, and wellrounded educational experience.
11
II n nn tt e ee n nn tt ii o oo n nn a aa ll ll y LL e ee ff tt B B aa n nn k kk y L B ll a
Chapter I Student/Community Profile and Supporting Data and Findings
Chapter I: Student/Community Profile Data and Findings
13
Community David Starr Jordan High School (JHS), founded in 1933, is a comprehensive fouryear high school located in north Long Beach, California. Long Beach is a city of over 450,000 served by six comprehensive high schools, one alternative high school, and one adult education school. According to the 2000 census, approximately twenty percent of the population of Long Beach lives in the 90805 zip code in which JHS is located. Due to increased enrollment and the need to provide a suitable learning environment for all students, JHS currently has two campuses. The Jordan Freshman Academy (JFA) serves approximately 1,000 students. This facility allows staff to focus on the support and development of the ninth grade students and implement strategies to ensure a successful transition to high school. This centralized campus is designed to promote the academic, social, and emotional development of incoming ninth grade students and allows for closer supervision. Students are assigned to houses where a core set of teachers work collaboratively regarding academic and behavioral needs. JFA uses a block schedule in order to enhance the learning experience. The curriculum emphasizes support for literacy and numeracy because approximately twothirds of the JHS ninth grade students enter high school behind in reading and math skills. The ninth grade students also have the opportunity to participate in extracurricular activities on the main campus, including Intermediate Algebra for students who need academic enhancement or higherlevel courses. Transportation between the two campuses is provided which allows a smooth exchange between sites for those participating in higher level or elective courses during the final period of the day. City of Long Beach Ethnic Population 1%
Jordan High School Ethnic Population 3% 3% 5%
14% Am Ind
40%
11%
27%
Asian
Asian
Hispanic/Latino
Hispanic/Latino
6%
Pac Island White 2%
32%
Source: U.S. Census Bureau 2000
AfricanAmer.
AfricanAmer.
Pac Island White
56%
Undecided
Source: CDE 2006 *American Indian 0%
According to the 200506 API report, more than twothirds of the students tested were described as “socioeconomically disadvantaged.” Although the school is diverse, the school does not reflect the
14 ethnic distribution for the city of Long Beach. Fiftytwo percent of JHS students live below the federally defined poverty line, with many families headed by a single parent. JHS is a multicultural high school surrounded by a bluecollar community of singlefamily homes, multiunit apartment buildings, and small businesses. JHS is the largest employer in North Long Beach. The majority of families in the surrounding area earn low to moderate incomes, with over twentyseven percent of the parents lacking a high school diploma. It is important to be aware of this as we apply our continuous improvement process to developing channels of communication that establish solid relationships between the school community and the adult shareholders.
WASC History Past WASC reviews show that JHS has a tradition and history of success with students. The successful reviews reinforce that JHS has the desire and capacity for change to meet the needs of the current learning community. Six years ago, JHS earned a sixyear accreditation with a third year oneday review. The March 2004 midterm review proved to be reassuring, as the team recommended continued accreditation. The committee further stated that the school provides ”a wide variety of programs for students (e.g. International Baccalaureate, academies, magnets, ROTC, ROP) that provide a connection to student future goals in the world of work and post secondary pursuits.” Jordan High’s commitment does not waver as all shareholders strive to continue to implement our schoolwide action plan.
School Purpose The Jordan mantra: “Take Care of This Place, Take Care of Each Other, and Take Care of Yourself,” has become the standard by which all shareholders conduct and evaluate themselves. These principles have become embedded into the culture of Jordan High School. They are also the philosophical supports through which we prepare all students to choose college or to enter the workforce after graduation. The staff and students of JHS work together so that JHS graduates have the skills and strengths needed to accomplish their personal and career goals. The school’s mission and vision statements are reviewed each year by the Professional Learning Community (PLC) to ensure the realization of the Graduation Outcomes. The PLC is a schoolwide instructional leadership team of department heads, lead teachers, counselors, academic coaches, and administrators. The PLC examines school and department data, makes efforts to close the achievement gap for all students, and unifies high academic standards for all departments, in order to establish goals and write the schoolwide action plan. These efforts are being integrated schoolwide into pedagogy and curriculum by teachers through curriculum maps, student portfolios, common assessments, department action plans, and district level EndofCourse (EOC) exams. Jordan’s vision to become a California Distinguished School by 2010 is supported by the mission statement, which emphasizes that JHS prepares our students to be the following: Lifelong Learners,
Critical Thinkers and Problem Solvers, Proficient Communicators and Responsible Members of Society.
15
The JHS Graduation Outcomes reflect the needs of the community through curriculum, instruction and the overall school experience. Faculty members analyze content and academic standards using the Graduation Outcomes as a support in providing the structure and rationale for content instruction and planning. Students and parents receive this information at the beginning of each school year. Graduation Outcomes provide the rationale and continuity for subject matter taught in all courses at JHS. David Starr Jordan High School Graduation Outcomes A Jordan Graduate will be a: Lifelong Learner · Set goals · Demonstrate ability to handle change successfully · Apply knowledge and skills Critical Thinker and Problem Solver · Organize, analyze, and evaluate ideas and information · Consider other ideas and points of view · Work collaboratively toward a common goal Proficient Communicator · Speak clearly and listen actively · Read, write and compute accurately · Use technology efficiently Responsible Member of Society · Understand the rights and responsibilities of life in a democracy · Develop a strong work ethic · Respect individual and cultural diversity · Express feelings and opinions appropriately · Accept individual responsibility JHS is a learning community where success and effort are rewarded with public announcement, personal affirmation, and small rewards. According to staff, students and administration, there is a belief that Jordan High School is a great place to be.
Programs
16 All students have full access to the core curriculum, as well as opportunities to participate in advanced classes. To meet the needs of the total learning community, JHS has a number of specialized programs including Special Education, Honors, Advanced Placement (AP) courses, Aspirations In Medical Services (AIMS), International Baccalaureate (IB), and the new Small Learning Communities (SLCs). Jordan meets the needs of thirtytwo Gifted and Talented Education (GATE) students through the AIMS and IB magnets. The ultimate goal of these programs is to close the achievement gap and enable all our students to be successful.
Magnets and Small Learning Communities: Aspirations in Medical Services (AIMS) is a college preparatory program that allows students to explore careers in medicine and other health related fields. It is a challenging fouryear academic program with field experiences at local hospitals and medical facilities. This program is designed to be accessible to both the advanced student and the student that needs the proper stimulation to excel academically. International Baccalaureate (IB) is a program that gives students a wellrounded academic curriculum leading to advanced college placement. The rigorous IB program consists of coursework completed in the junior and senior years consisting of six focus areas, a 4,000word essay, and a 150hour community service requirement. IB prepares students for the challenges of university level coursework by exposing them to advanced level classes in all University of California (UC)/ag subject areas. Colleges and universities throughout the United States recognize IB as one of the most distinguished collegepreparatory curriculums offered to high school students. Business and Entertainment School of Trade and Travel (BESTT) Academy – This small learning community provides students with rigorous core content and elective course experiences to improve their academic and technical skills in the areas of Computer Literacy, Finance, Accounting, Sales/Marketing and Tourism, and Hospitality and Tourism. BESTT students learn the technical aspect of business operations, the functions of the entrepreneur, the role of international trade, the impact of personal, social, and financial decisions, and the interrelationships of business and economic functions. Students are prepared for both college and international commerce.
Excellence Through the Arts (ETA) – This small learning community focuses on supporting creative and artistic students academically and socially. A primary focus, nurtured by teachers and
mentors, is to prepare them for a postsecondary future. This arts infused academy is designed for students who enjoy being creative and desire to enrich their academic studies through cooperative, projectbased learning. The core classes adhere to California State standards and LBUSD requirements, while providing enhanced curriculum and instruction tailored to meet the unique learning styles of artistic students.
17
Jordan Freshman Academy (JFA) This academy is designed to focus on the support and development of ninth grade students, using specific strategies to ease the transition from middle to high school. This unique campus offers innovative programs such as, Achievement Via Individual Determination (AVID), Literacy Workshop, Winners Reaching Amazing Potential (WRAP), and Project Connect. These programs focus on the academic, social, and emotional development of students. The design of the physical plant allows continuous, noncontingent interaction between students and staff. Students also benefit from smaller class size in the intervention classes, block scheduling, and other academic support systems that meet student needs. Jordan MultiMedia and Communications (JMAC) This small learning community is designed to prepare students with the technical and academic skills required for postsecondary interests. In addition to collegepreparatory courses, students receive instruction in current technology through graphic design, publishing, and video production. JMAC students learn to create individual curriculumbased projects and produce Jordan’s literary and art magazine, Stylus and the school’s news and broadcasting system, JNET. Panther Academy – This small learning community is a fouryear program that provides structured support through a pyramid sequence of courses. The structure provides a common cohort of teachers and students while maintaining flexibility and variety of courses that meet graduation requirements. Students begin the program with four identified Panther courses in ninth grade, three in tenth, two in eleventh, and one in twelfth. Students receive continuous support through AVID at each level. Through an environment of collaboration and trust, students develop a personal connection with the school and others. Student progress and conduct are monitored by program teachers to create a consistent environment through common expectations, integrated curriculum, and program events.
Interventions:
Several intervention programs are in direct response to our last full WASC visitation and are intended to address the two critical areas of need, reading and math (more specifically, algebra). Students identified as needing intensive or additional support, receive this support during the regular school day.
18
Primary Language Support (PLS) students are enrolled in an intensive English Language Development (ELD) and Reading program and are provided content area courses with primary language support. The ELD class is cored with a reading class and is funded through Title V for classsize reduction to 20:1. The goal of this intensive program is to facilitate language acquisition as quickly as possible so that these students can successfully participate in the wide variety of programs and magnets at JHS. Evening High School (EHS) offers a variety of core classes each semester, which meet district and UC/ag requirements. Students, who have failed a required course, are given the opportunity to retake a class for credit. EHS is intended to support credit deficient students, and/or those who have earned a D grade while working toward UC/ag requirements. Reading Interventions: LindamoodBell (LMB) – Utilizing the clinical model of the LindamoodBell reading program, fully certified teachers and trained instructional aides work daily with students on identified reading skills for a double block. Students in LMB are typically those that score between zero and ten percent on reading assessments. Language! – This researchbased program is provided to students who typically score between the tenth and twentyfifth percentile and is taught as a doubleblock class. Students placed into Language! classes have identified needs in the areas of comprehension and vocabulary development. Literacy Workshop – This blocked English and reading class is offered to students who, although not low enough to need LMB or Language!, still need assistance with comprehension and accessing high school texts. This program, developed by a team of LBUSD literacy experts, helps students develop efficient and useful literacy strategies to utilize with the reading and comprehension of all content.
Math Interventions:
DoubleBlock (ABCD) – Students who score basic or below on their CST scores in middle
19
school are placed into this course. This provides them with an additional period each day in order to meet the rigorous demands of the pacing schedule. This course is intended to ensure the success of students struggling with Algebra by offering additional time for reteaching and remediation. Carnegie – All students in Algebra 12 and Algebra ABCD at JFA and a small percentage of Geometry students at the Jordan Main Campus (JMC) are provided a supplemental computer based course that emphasizes solving wordproblems. This program is provided 23 times per week in a classroom or lab setting. California High School Exit Exam Interventions: California High School Exit Exam (CAHSEE) English and Math courses have been designed to assist students who need to pass CAHSEE. These courses focus on the skills and information tested on the CAHSEE exam. Through a proactive approach, JHS administers the Mock CAHSEE exam to all ninth grade students to help identify individual strengths and areas of need. Skills analysis datasheets for each class are distributed to teachers to assist in instructional planning. The results are used in the tenth grade to identify students who need intensive, after school tutoring before taking the exam for the first time. In an effort to close the achievement gap for tenth grade subgroups, JHS offers additional computer lab based interventions that provide individual support in identified areas of need. JHS has integrated CAHSEE prep into most English and math courses on campus. The English department has CAHSEE Tuesdays when CAHSEE course teachers spend time teaching CAHSEE specific skills and content. The math department uses weekly Continuous Improvement quizzes that incorporate instructional review and EL students receive CAHSEE question stems daily. In order to support juniors and seniors who have yet to pass the CAHSEE, afterschool Test Prep with Princeton Review and oneonone meetings with Project Team are offered. English 7/8 and CAHSEE Math are two courses that teach specific CAHSEE content and skills for seniors who have not yet met the graduation requirement.
Status of School Regarding Student Performance
20 For the last three years, Jordan has exceeded its Annual Yearly Progress (AYP) and has improved from a decile one in 2003 and 2004 to a decile two in 2005. Due to the ranking score of one, JHS became eligible for improvement funds through the High Priorities School Grant. The funding provided for the hiring of a consultant who worked with our school focusing on instruction, and the use of data to drive instructional decisions. Jordan is not a Title I school nor has it been a Program Improvement school. While Jordan annually reviews and revises its internal action plans, there are no imposed corrective action plans or federally mandated requirements to show improvement or evidence of growth.
Enrollment JHS currently serves 4,082 students in grades nine through twelve, which is approximately a five percent increase in the number of students since the last visitation in 2001. The ratio of male to female students at the school is relatively equal at each grade level, with slightly more females in grades nine and twelve and slightly more males in grades ten and eleven. Number of Students Enrolled 4400
4340
4300 4200
4135
4100
4082
4055
4000 200304
200405
200304 Number Enrolled 4135 Source: JHSLBUSD
200506
200607
200405
200506
200607
4340
4055
4082
*All schoolyear charts are colorcoded as follows: 2003 – 04 green, 2004 05 yellow, 2005 06 blue, and 2006 07 pink.
Enrollment by Grade
21 1400 1200 1000
200304
800
200405
600
200506
400 200 0 9
10
11
12
Ninth
Tenth
Eleventh
Twelfth
200304
1184
1249
1019
888
200405
1226
1170
1080
907
200506 1148 Source: CA Dept of Education (CDE)
1044
929
771
The majority of students attending JHS are from the local neighborhood, although the AIMS and IB programs draw a small percentage of students from other attendance areas. This trend continued for the 200506 school year, in spite of the District discontinuing transportation for students who choose programs at schools outside of their attendance area. Number and Percent of Enrollment by Ethnicity African
Amer.
Hispanic/
Pacific
White not
Mult./No
American
Indian
Asian
Filipino
Latino
Islander
Hispanic
Response
200304
1269 29%
16 0%
314 7%
68 2%
2300 53%
213 5%
160 4%
0 0
200405
1248 29%
12 0%
315 7%
63 1%
2367 54%
237 5%
141 3%
0 0
200506
1175 28%
7 0%
290 7%
71 2%
2353 55%
235 6%
148 4%
0 0
200607 1115 27% Source: CDE
10 0%
245 6%
75 2%
2325 56%
214 5%
120 3%
0 0
Special Needs and Other Programs
22
Special Education
The Special Education program remains strong at Jordan High School, serving a significant number of students who have learning disabilities. Students are provided full access to the core curriculum according to their Individual Educational Plan (IEP). As a result, these students have the classroom teacher and an instructional assistant to assist them with academic and social development. Resource Specialist Program (RSP) students take a support class called Strategies for Success, which provides specific and direct instruction in appropriate classroom behavior, and organizational and study skills. RSP and core teachers collaborate regularly to modify curriculum and instruction as needed, and help student’s complete assignments, monitor progress, and meet graduation requirements. Number and Percent of Special Education Programs RSP Number Percent
200304 123 200405 122 200506 164 Source: JHS – LBUSD
46% 51% 53%
MM Number
99 82 148
MS
Percent Number
37% 34% 31%
12 14 22
ED
OI
Percent
Number
Percent
Number
Percent
5% 6% 7%
14 10 15
5% 4% 5%
18 13 14
7% 5% 4%
The number of students receiving designated Special Education services remains constant for Moderate/Severe Disabilities (MS), Emotional Disabled (ED), and Orthopedically Impaired (OI). In 200506, the data reveals a significant increase in the number of RSP and Mild/Moderate Disabilities (MM) students. These include 164 RSP students and 199 Special Day Class (SDC) students. AVID The AVID program helps students in grades nine through twelve prepare for and succeed in four year colleges and universities. Often, students with the potential to succeed in postsecondary education need extra academic assistance and encouragement. AVID motivates and prepares the students for higherlevel education and exploration of career options. AVID focuses on many activities such as college and cultural field trips, team building, Scholastic Aptitude Test (SAT) preparation, and group discussions and debates. Students participate in study groups led by trained college tutors during the regular school day. Students who complete the four year program will have the academic tools necessary to succeed in college.
AVID ENROLLMENT
23 200304
Number 154
Percent 3%
200405
117
3%
200506 200607
114 205
3% 5%
th
th
th
200304 200405 200506
9 N/A N/A 59
10 N/A N/A 6
11 N/A N/A 7
12th N/A N/A 23
200607
107
46
29
33
Source: JHSLBUSD In 200405, JMC changed from block to traditional schedule, which resulted in moving AVID outside the school day. A high number of AVID students were unable to remain in the program due to scheduling conflicts although the rate remained constant during this time. The decrease in enrollment continued as the program remained outside of the school day and student interest declined. After reviewing academic data and informal surveys, AVID is currently part of the regular school day in 200607 and enrollment is increasing. The program has experienced significant changes in trained AVID teachers since 200304, as teachers transferred to different schools, left the school district, or returned to teaching their credentialed subject matter. The curriculum components of certification remained stagnant for a brief time due to a lack of trained, experienced AVID teachers. The District supports AVID through resources to integrate AVID into the regular school day, train teachers and expands the program for a twoyear period. After a period of decreasing enrollment, student enrollment in AVID has increased thirtythree percent since 200304. Language Proficiency Prior to enrollment in the school, new Limited English Proficient (LEP), and Fluent English Proficient (FEP) students test at the District’s Assessment Center to ensure proper program placement. The R30 Language Census report identifies the level of a LEP student enrolling into the LBUSD. According to the 2005 R30 report, approximately fiftythree percent of JHS students speak languages other than English. Spanish is the home language of eightyone percent of the students. Other languages significantly represented include Khmer, Samoan, and Tagalog. Number of English Learners 2000 1548 1500 Number of 1000 Students
1177
1580
1258 1038
867
200304 200405 200506
500 0 English Learners
Fluent English Proficient
24 English Learners (EL) 1177 1038 867
200304 200405 200506
Fluent English Proficient (FEP) 1258 1548 1580
Source: CDE
Although the English Language (EL) population at JHS has decreased, the FEP population continues to increase. Students who require assistance in academic courses and language acquisition are supported throughout their course of study. JHS offers academic courses with PLS to level one and level two English learners; and sheltered academic (SA) courses to level two through level seven English learners. The EL program also offers tutoring outside of the school day, Princeton Review for CAHSEE, and an EL computer lab to enhance language acquisition and academic achievement. The numbers of students who are excelling on the California English Language Development Test (CELDT) and CAHSEE indicate the program’s success. EL students receive academic assistance and encouragement to excel beyond graduation. Percent of English learners by Proficiency Level 46 44
50 40
34
31
28 29
30 20 10
200304
23 7
200405
12 10
6
6
200506
8 10
7
0 Advanced
Early Adv.
Advanced 200304 200405 200506
7 12 10
Early Advanced 31 46 44
Int.
Early Int.
Beg.
Early Intermediate Intermediate 23 28 29
6 6 7
Beginning 34 8 10
Source: CELDT
Migrant Education Program As of September 2006, thirty JHS students qualified for the Migrant Education Program. Qualifications for this program state that within the last three years, any family member must have worked in agriculture, canneries/ food processing, horticulture, forestry, nurseries, and/ or livestock. The District provides health and social service referrals, tutoring, Saturday classes, computer training, and parenting and family workshops for eligible students.
25
AP and Honors For the past two years, the District has administered the Preliminary Scholastic Aptitude Test (PSAT) to all tenth grade students. The results help to identify students who have AP potential and the experience helps familiarize students with the rigor of college level exams. Number and Percent of Honors/AP Students Honors Number Percent 200304 240 8% 200405 320 11% 200506 263 9% Source: CDE /JHS
AP Number Percent 160 5% 238 8% 270 9%
Since our last WASC visit, JHS has expanded AP offerings to increase access to highlevel courses available to all students. Additions include three AP and IB courses, ten sections of AP and IB, eight Honors sections, and twelve Accelerated ninth and tenth grade courses.
Attendance Data RATE OF ATTENDANCE JMC
JFA
200304
93.60
95.14
200405
93.14
94.33
200506 Source: LBUSD
93.96
93.53
The Average Daily Attendance (ADA) averages ninetythree percent on any given day. Teachers and administrators report that students are frequently out of class, several of which are in Students Who Are Tardy (SWAT) for one or more periods per day. On average 1,050 students per week are in SWAT instead of class. This total represents about five percent of the student population at the main campus. Within this five percent, one and onehalf percent represents individual students who occasionally have an issue of punctuality and three and onehalf percent have a chronic issue. In Spring 2006, the school leadership instituted a new OnCampus policy for tardy students. This progressive policy has significantly reduced the numbers of students who are tardy to class; however, the number is still too large and continues to be addressed.
26
Number and Rate of Suspensions and Expulsions 200304 School District Suspensions (Number) Suspensions (Rate) Expulsions (Number) Expulsions (Rate) Source: LBUSD
200405 School District
200506 School District
496
4761
974
5583
1083
6289
12%
5%
22%
6%
25%
7%
13
67
9
114
6
88
.3%
.1%
.2%
.1%
.1%
.1%
While the District reports a slight increase in the number of suspensions, the number and rate of suspensions for JHS has more than doubled in the last three years. The data reflects all home and campus suspensions as well as student sent to the LBUSD Truancy Center. The expulsion rates for JHS have slightly declined. Jordan’s suspension and expulsion rates are more than double that of the District rates except for the expulsion rate in 200506, which is equal at onetenth of a percent. Suspensions/Expulsions by Ethnicity
Susp.
200405 Exp.
Susp.
200506 Exp.
Enroll.
Enroll.
AfricanAmerican
488
6
1242
557
3
1169
Amer. Indian
5
N/A
12
2
N/A
7
Asian
25
0
315
25
0
290
Filipino
3
0
63
5
1
70
Hispanic
358
3
2359
435
1
2343
Pacific Islander
67
0
237
39
1
235
White
28
0
136
20
0
146
TOTAL
975
9
4364
1083
6
4260
Source: LBUSD
It is evidenced that despite a decrease in enrollment for 200506, the number of suspensions increased by eleven percent from 200405. In 200405, eightyseven percent of the suspensions were either AfricanAmerican or Hispanic. The same subgroup had ninetyone percent of the suspensions in 200506.
Socioeconomic Status Number and Percent of Students Receiving Free/Reduced Lunch Number
Percent of Enrollment
27 200304
2040
49%
200405
2090
48%
200506
2124
52%
Source: LBUSD
There has been a significant change in the California Work Opportunity and Responsibility to Kids (Cal WORKS) population, formerly Aide to Families with Dependant Children (AFDC), from thirty one percent in 2000 to sixteen percent in 2006. The change is due to a change in the qualifications. In 2000, seventyone percent of Jordan students qualified for the free or reduced lunch program, however by 2005, the percentage has decreased to fiftytwo percent.
Parent Education Levels PARENT EDUCATION LEVEL 2005 (56% Responding) 20% 27% Not a HS Grad HS Grad Some College Undecided
20%
33%
Source: API
According to the 200506 API Report, the majority of families in the area have low to moderate incomes, with over twentyseven percent of the parents never graduating from high school. With a declining mobility rate, the community is stabilizing and students are attending their home school. It is important to be aware of this so that we can develop the best channels of communication that will establish a solid relationship between the school community and the parent/guardians of our students.
Safety/Cleanliness/Adequate Facilities The main campus, originally constructed in 1933, is comprised of twentyseven acres and is maintained by four groundskeepers, two fulltime daytime custodians and an evening staff of nine. In 2001, the JFA opened and rests on nine acres and is cared for by a custodial staff of three. Both campuses are clean and well maintained. The main campus has been renovated by expanded walkways, replaced roofs, covered lunch tables and other projects to accommodate needed repairs and enrollment growth. The District maintenance staff ensures that the school remains in good repair and working order and requests are completed in a timely manner. An emergency work order
process or routine repair request (3R Ticket) is used to ensure efficient service and that emergency repairs are given the highest priority.
28
JHS adopted the Safe and Productive (S&P) system in an effort to improve the climate and culture on campus. The S&P system is a process through which the school community learns and utilizes proper manners and appropriate behavior through daily activities. The following measures are currently in place to keep Jordan a safe place: ¨ A member of our security personnel greets visitors who come to the campus ¨ All visitors are required to sign in and state their business at the front gate prior to obtaining a visitor’s badge ¨ Students are required to wear their photo ID’s around their necks at all times while on school property ¨ JHS has eight Campus Security Officers (CSOs) that monitor the main campus, and two CSOs at JFA ¨ JHS has a probation officer and a Long Beach Police Department (LBPD) officer assigned to the campus. ¨ The LBPD officer is called a School Resource Officer (SRO) and is supported by a partnership between the school district and the police department. ¨ WRAP is a program that helps students with raising academic grades, classroom achievement, and providing an after school enrichment program in a safe environment
Teachers, administrators, and support personnel work cooperatively to establish high behavioral and academic expectations for student performance to ensure proper conduct on campus by everyone. Major disruptions to the educational environment continue to be the catalyst for change in our safety measures on campus. The significant increase in infractions during 200405 was the result of using a more defined discipline plan and increased consistency in implementation. Jordan’s detailed safety plan is updated and submitted to the district by March 1 each year. Since 200304, there has been an increase in the number of suspensions levied by school administrators. The pattern of increase lead to district supported training in the Baldrige Process
and the S&P systems. These systems help improve student and staff relationships, increase accurate and consistent disciplinary action, and address appropriate behavior issues.
29
During the 200506 school year the staff, students, and community expressed a desire for a safer campus according to classroom observations and informal staff interviews. The staff is especially concerned about the security and monitoring of the entire campus. In the past, the students felt that the hallways and other common areas needed increased supervision. This continues to be addressed by all administrators having a designated building to monitor during each passing period. Teachers also participate by standing at the door and “Meet and Greet” students as they arrive to class. They also believe that there has been an increase in verbal and physical altercations on campus and within the community. The community echoes this sentiment and fears that most of the violence is racially and gang motivated. These concerns are being addressed during Jordan Parent Action Committee (JPAC) meetings by administrators, District representatives and the LBPD. Students who have been identified as gang members and/or who have affiliation with a specific gang are noted in our schools gang profile book along with their gang moniker. These students conference with JHS administrators, the SRO, the schoolbased probation officer, and the district gangsuppression task force. There was a dramatic decrease in the reporting of crimes by students on campus in 200506. This was also true in the boys’ locker rooms in the PE area as there were multiple locker breakins. The PE staff, including the locker room attendant, worked diligently to monitor student presence in the locker room. JHS believes that the decrease is due to interventions that are in place by staff and administration.
The National Conference for Community and Justice (NCCJ) continues to work with atrisk students on campus. The staff recommends key students on campus for diversity training workshops conducted by the NCCJ, entitled Talking in Class (TIC). The mission of the TIC program is to empower a diverse group of students with the awareness, knowledge, and skills needed to promote respect and improve human relations among students and create a safer school community. Additionally, TIC students often join the student club PEACE 90805 and others attend a diversity camp through NCCJ, called Building Bridges Camp. The following interventions or programs are the vehicles by which Jordan High School is “Taking Care of This Place and Each Other.”
30 Conflict resolution: Students who have conflicts on campus are directed to their alpha administrator and counselor, who provide guidance and leadership in resolving conflicts. On campus programs such as TIC directed by NCCJ, and Peace 90805 are also available to assist students in resolving conflict. Probation and law enforcement support: The school is supported by the county probation department and the LBPD. Both agencies work with JHS administrators to prevent acts of violence or crime on and off campus and counsel students regarding attendance and behavior. Anger management: The LBSUD school psychologist collaborates with outside agencies including Sunbridge, Harborview, Starview, and Child Net, to provide our students skills to help them cope with academic stress and personal problems. Atlantic Recovery, a county counseling agency, is on campus to help the students cope with the pressures of life.
Staff The number of fully credentialed teachers has remained constant at about eightytwo percent. Presently, all teachers hold a clear credential or are in the process of becoming fully credentialed, and assigned within their subject area. While a full ninetythree percent of our classes are NCLB compliant, Jordan’s goal is for all teachers to be highly qualified. Fiftyfive teachers are currently engaged in professional development to reach this goal. Five teachers at Jordan are National Board Certified. The District continues to support the school’s search for fully credentialed, qualified teachers.
Certificated and Classified Staff
Number of Certificated
Number of Classified
200304
192
99
200405
197
126
200506 185 Source: JHS – LBUSD
114
200506 Support Staff Counselors Psychologist Library Media teacher Other Library Staff Work Experience Coordinator Regional Occupation Advisor Nurse Speech/Lg/Hearing Specialist Career Advisor Instructional Assistants
Number 10 1 1 2 1 1 1 1 1 6
31 Education levels of certificated staff indicate an emphasis on education and an understanding of the importance of continuing education. Six of JHS’s staff members hold a doctorate degree indicating the dedication to lifelong learning. Staff members model the importance of education to the students of JHS. Teacher Credential Status and Years in Teaching 200304
200405
200506
Fully Credentialed Emergency Credentialed Pre/Interns
137
138
144
8
11
8
17
4
0
Waivers
0
1
0
169
170
152
13
12
13
10
10
10
9
12
9
Total Teachers Average years Teaching Average Years in District First Year Teachers Source: CDE
The highly qualified staff at JHS is relatively balanced in both age and teaching experience. We struggle with attracting and retaining teachers who represent the diversity of the student body. While this is a concern, our first concern is always to hire the most qualified applicant.
200506 Education Level and Years of Service for Certificated Staff
Doctorate Male Female
4 2 Total Staff 6 Source: CDE 200506
Master’s
Bachelor
Ave. Yrs. Education Service
27 24 51
54 51 105
14 12 13
Ave. Yrs. LBUSD Service
Total Staff
9 11 10
85 77 162
New teacher support is provided through a twoyear district induction program, Beginning Teachers Support Assessment (BTSA), which links new teachers with onsite mentor teachers in their area.
32 Additional support includes curriculum coaches and a new staff Meet & Greet. This helps to build trust and camaraderie and opens discussion around issues within the teaching community. 2005 06 Number of Staff by Gender Male 93 46
Certificated Staff Classified Staff
Female 92 68
Total 185 114
Source: CDE
Number of Certificated Staff by Ethnicity
200304 200405 200506
Amer. Ind. Alaska Nat.
African American
2 1 0
29 28 25
Asian Filipino Hispanic/ Latino 10 13 11
2 5 5
23 23 22
White Pacific Not Islander Hispanic 0 0 0
120 120 117
Multiple
Total
6 7 5
192 197 185
Multiple
Total
0 0 0
99 126 114
Number of Classified Staff by Ethnicity Amer. Ind. Alaska Nat. 200304 0 200405 0 200506 0 Source: CDE
African American 33 46 38
Asian Filipino Hispanic/ Latino 11 4 26 14 5 28 10 5 27
White Pacific Not Islander Hispanic 2 23 3 30 2 32
Overall, the teaching staff does not reflect the same diversity as our student population. For this reason, there has been an administrative focus on recruiting, hiring, and retaining a more diverse teaching population at JHS.
Staff Development Every school year, there are many opportunities for staff to participate in specialized training programs including two voluntary staff development days built into the annual school calendar by the District. With an average attendance of seventyfive percent for the last two years, the current focus for these staff development days is on instructional change, literacy, and school culture. There are five areas for instructional change being considered: differentiation, academic vocabulary, essential learning, real life connections, and use of formative assessments.
33 Departments concentrate on Essential Elements of Effective Instruction (EEEI) training, instructional strategies for English Language Learners, curriculum maps, reading across the curriculum, numeracy strategies, standardsbased instruction, the development of pacing charts and common assessments, and differentiated instruction. During monthly Looking At Student Work (LASW) meetings, departments informally measure student achievement and help improve classroom instruction. The District provides funding and content resources to each department as support. Outside of the traditional school day, teachers have multiple opportunities to attend conferences, district supported workshops and department trainings. All teachers new to the district participate in standardsbased training. Onsite literacy and math coaches work with teachers to analyze data and improve classroom instruction. In addition, the district curriculum leaders provide trainings for department heads and veteran teachers in most content areas. Classified staff members are encouraged to take advantage of district trainings for conflict management, cultural diversity, and team leadership. A variety of district programs provide training for student support staff such as counselors, nurses, campus supervisors, food services workers and library media staff . Additional training outside of the district includes CASBO for Attendance Services, which is a State seminar for attendance accounting, customer service seminars, and a variety of computer classes to increase technological literacy. The counselors attend Record and Special Education workshops to enhance the quality of services available to parents and students. Recently, representatives from both content and support areas formed the PLC. This team meets monthly and in the summer to discuss and revise the Schoolwide Action Plan. Additionally, the PLC participates in schoolwide and district Key Results WalkThroughs with JHS teachers, and site and district leadership. Focus questions guide classroom visitations that provide a snapshot of current progress in the classroom. Through the debriefing process, participants discuss the evidence gathered during the WalkThroughs and suggest next steps to enhance student achievement.
Student Activities Cocurricular activities are important to Jordan High School. Student leadership is responsible for the various activities on campus. There are approximately 500 participants in the 40 clubs offered to our diverse student body. All Jordan students are exposed to a wide variety of multicultural and ethnically diverse activities that include cultural experience, campus fairs, and other activities. In an effort to make the transition from middle school to high school smooth, the Link Crew program paired 102 upper classmen with approximately eightyfive percent of the freshman and eighty
34 percent of the sophomore class. With its motto, “Students Helping Students Succeed,” Link Week gives students a chance to get to know the staff and upper classmen before they begin high school. Through Link Crew training, upperclassmen develop leadership skills and a sense of responsibility for the school community. Freshman registration takes place during Link Week, where incoming ninth grade students are able to familiarize themselves with their schedules, classrooms and interact with classmates. Students are “linked” to activities at JHS including: Science Expo, Drama productions, and Business Education job shadow. While our focus remains on improved academic success, JHS offers a variety of sports for all students through the California Interscholastic Federation (CIF). In the school year 200506, approximately sixty percent of the JHS students participated in athletics and cocurricular/extra curricular activities. With a threetime CIF title bearing Boys Basketball team leading the way, Jordan also offers twelve other CIF sanctioned sports for boys and eleven sports for girls. Wrestling and football do allow females to participate, but traditionally, these sports are male dominated. Currently there are approximately 200 participants in Visual and Performing Arts activities. Students perform in dance, drama, and band concerts, community, and athletic performances. The Visual Arts department highlights student work around the campus, and enters competitions. Jordan’s awardwinning Stylus magazine continues to reflect the school’s diverse culture through studentcreated works of literature and art. JHS offers academic activities such as Academic Decathlon, the Science Faire, and Math, Engineering, and Science Advancement (MESA). WRAP, which is funded through the 21 st century Community Learning Center and CDE offers an after school tutorial program open to all students. The program provides academic and social assistance, academic tutoring, and a wide variety of social activities to enable students to make a personal connection with the school. WRAP has grown in size from 100 student participants in 200304 to over 1,200 participants in 200607. Students also enjoy traditional student body activities such as dances, pep rallies, and service projects for the community such as Food Drive, Sock Drive, Pennies 4 Patients to support the Leukemia and Lymphoma society, and a clothing drive for the neighborhood community.
District Policies/School Financial Support The District distributes virtually all State of California funding. District policy governs staffing and allocation of funds. At present, the teacher quota is based on a ratio of one teacher for every 31 students. Based upon enrollment, JHS receives discretionary funds for textbooks, supplies, miscellaneous office expenses, extracurricular and athletic transportation, and custodial supplies. In 200304, the District received approximately $6,949 per student; unfortunately, in 200405 the allocation was reduced to $4,824 per student due to a decrease in State funding. Costs per ADA
35 do not include Special Education. The schoolsite council, Jordan Action Committee (JAC), expends various discretionary funds to support achievement of school and District goals. The JAC reviews staff requests and approves expenditures that align with and support school wide goals. 200607 Budget
General JHS Instruction/NonInstructional Transportation Lottery General JHS Custodial MediCal
$245,000 $ 36,000 $ 31,000 $ 26,000 $ 17,000 $325,000
200607 Categorical Budgets HPSG EIALEP 21 st Century Grant Small Learning Communities Perkins Grant AIMS AVID CAPP Digital High School IB GearUp
$312,000 $300,000 $ 95,000 $ 88,000 $ 73,000 $ 70,000 $ 25,000 $ 50,000 $ 18,000 $ 23,000 $130,000 $1,184,000
200607 Supplemental Funds Art, Music, & PE Equipment/Supplies OneTime Discretionary Block Grant Instructional MaterialsEd Tech Art & Music Block Grant School & Library Improvement Block Grant
$289,000 $231,000 $ 62,000 $ 54,000 $ 4,000 $640,000
Source: JHS LBUSD
Student Performance Data JHS is committed to a rigorous academic program for all students. Many students are achieving at high academic levels. There are others, however, who are not making the academic strides that are expected for all students. Using disaggregated data and teacher recommendations, Jordan has implemented tutoring programs to help these students equip themselves with the academic tools necessary for them to achieve success in school and beyond.
36
Academic Performance Index (API) The Academic Performance Index (API) provides one measure of student performance, ranking schools within the State and measuring actual growth and growth in relationship to State targets. Source: CDE
After reviewing the data, JHS noted that most subgroups continue to exceed growth targets, yet show a declining growth rate. Further, it is noted that all subgroups in 200506, except the AfricanAmerican exceeded growth targets. Significant gains were made in API growth rates since 20032005 as Jordan’s API score grew 30 points. This reflects a greater increase than either the District or State growth rates in 2005. Although JHS has consistently exceeded the target rate, the school continues to rank far below District and State levels. 200304 Base Growth Met Target Schoolwide
+/
200405 Base Growth Met Target
+/
200506 Base Growth Met Target
+/
528 559 Yes
+31
562 592 Yes
+30
592 608 Yes
+16
518 536 Yes
+18
536
564 Yes
+25
564 567 No
+3
618 645 Yes
+27
652 666 Yes
+14
666 696 Yes
+30
Hispanic/Latino
520 555 Yes
+35
557 589 Yes
+32
589 609
Yes
+20
Pacific Islander
492 552 Yes
+60
555 601 Yes
+46
601 614 Yes
+13
SES
526 564 Yes
+38
564 594 Yes
+30
594 606 Yes
+12
EL
Not Available
Not Available
577 588 Yes
+11
SPED
Not Available
Nor Available
368 411 Yes
+43
African American Asian
7Year API Growth Year Target Score 1999 472 2000 16 484 2001 16 485 2002 15 497 2003 6 543 2004 14 559 2005 12 592 2006 10 608 Source: CDE/LBUSD
Notes Base year Grew 12 Grew 1 Grew 1 Grew 38 Grew 31 Grew 30 Grew 16
LBUSD Comparison API Data Cabrillo High School Jordan High School Lakewood High School Millikan High School Poly High School Wilson High School
2005 Base 617 592 731 683 714 734
LBUSD California
713 671
2006 Growth +5 622 +16 608 +5 736 2 681 +6 720 7 727 724 679
+11 +8
California Standards Tests (CSTs) The CSTs further assess student performance in core curricular areas. The following table summarizes the performance of Jordan students on tests designed to assess understanding of standardsbased curriculum by students throughout California.
37 For more than ten years, the District has been working on aligning course outlines to the content standards. Teachers have been fully trained in these standards as well as effective instructional strategies to help students learn the required information. The utilization of common assessments and analyzed data enable departments to refine instruction, curriculum, and assessment tools to improve student achievement. 200506 California State Standards Test EnglishLanguage Arts
50
40
35
35 31
30
Proficiency Percentage
20
24
27
29 25
25
22
16
9th Grade
15 14
10th Grade 11th Grade
10
0 %FBB
%BB
%Basic
% Prof/Adv
Proficiency Level
9 th Grade 10 th Grade 11 th Grade
Far Below Basic 16 24 35
Below Basic 27 31 25
Basic 35 29 25
Source: CDE
200506 California State Standards Test Algebra I
Proficient/Advanced 22 15 14
38 50
47 48 45 39
40
33 30
25
Proficiency Percentage
9th Grade 10th Grade 11th Grade
21 20
14 13 7
10
5
2
0 %FBB
%BB
%Basic
% Prof/Adv
Proficiency Level
Far Below Basic 21 33 39
9 th Grade 10 th Grade 11 th Grade
Below Basic 47 48 45
Basic 25 14 13
Proficient/Advanced 7 5 2
Source: CDE
200506 California State Standards Test Geometry 60
54 49 48
50
40
30
Proficiency 30 Percentage
9th Grade 10th Grade 11th Grade
28
24
21
20
17
12 6 6 4
10
0 %FBB
%BB
%Basic
% Prof/Adv
Proficiency Level th
9 Grade 10 th Grade th 11 Grade
Far Below Basic 12 24 30
Below Basic 54 49 48
Basic 28 21 17
Source: CDE
200506 California State Standards Test Algebra II
Proficient/Advanced 6 6 4
39 50
44
40
34 28
30
26
23
Proficiency Percentage
33 9th Grade 10th Grade 11th Grade
20
10
7
4
0 %FBB
%BB
%Basic
% Prof/Adv
Proficiency Level
Far Below Basic * 4 23
th
9 Grade 10 th Grade th 11 Grade Source: CDE
Below Basic * 28 44
Basic * 34 26
Proficient/Advanced * 33 7
The ninth grade students outperformed the other students in English Language Arts (Eng/LA), Algebra I, and Geometry. The largest percent proficient represents the tenth grade Geometry results showing thirtythree percent proficient or advanced. On the other hand, the tenth grade Eng/LA results show an eightyfive percent below proficient rate.
CAHSEE Results The Class of 2006 became the first group of students required to pass the CAHSEE as a condition for graduation. At Jordan, student performance on the CAHSEE is below the District and State averages. Significant increases are noted in the Redesignated Fluent English Proficient (RFEP) population for Eng/LA and Math and for the EL population for Math. This is attributed to the extensive tutoring by staff and Princeton Review. Number and Percent of Tenth Grade Students Passing CAHSEE English/Language Arts
Math
200304
Number Tested 1109
200405
1016
558
55%
1016
558
55%
200506
1067
680
64%
1055
619
59%
Source: CDE
Number Percent Passed Passed 629 57%
Number Tested 1103
Number Percent Passed Passed 563 51%
40 The data reveals an increase in the rate of tenth grade students taking and passing CAHSEE the first attempt, this is true for both Eng/LA and math. The students consistently performed higher in Eng/LA than in math.
Adequate Yearly Progress (AYP) All schools are expected to demonstrate AYP as described in the federal ESEA Reauthorization of 2001, No Child Left Behind (NCLB). AYP requires schools to meet all criteria for all numerically significant subgroups. The AYP combines various assessment data to determine an overall AYP score. AYP Results Graduation Rate
Eng/LA Proficient
Math Proficient
API
Yes Yes Yes
Yes No Yes
Yes No Yes
Yes Yes Yes
2003 04 2004 05 2005 06 Source: CDE
Jordan High School has met or exceeded the AYP in Eng/LA and math every year except 200405 for the AfricanAmerican subgroup of students in both Eng/LA and math and EL in Eng/LA. 2006 AYP Percent Proficient and Above JORDAN
DISTRICT
STATE
School/LEA wide
ELA 30
Math 28
ELA 43
Math 48
ELA 45
Math 48
AfricanAmerican
24
9
34
34
32
30
Asian
51
50
59
62
68
76
Hispanic/Latino
29
29
34
42
30
36
Pacific Islander
29
21
38
44
43
46
SES
28
27
34
41
29
36
English Learners
23
25
28
39
25
35
Source: CDE *LEALocal Educational Agency
The number and percent of students proficient or advanced is higher in Eng/LA than math for all subgroups except English Learners. JHS scores are significantly lower than District and State levels.
41
Annual Measurable Achievement Objectives (AMAOs) AMAOs are the way in which the State monitors each district’s progress toward increasing the percentage of EL students’ developing and attaining English proficiency. Jordan has exceeded, both AMAOs I and II for all grade levels. AMAOs Results AMAO I
AMAO II
Target
Result
Target
Result
200304
52
64
31
38
200405
52
58
31
36
51
55
30
32
200506 Source: JHS/LBUSD
EL students have annually exceeded all three of the AMAOs, which indicate success in the EL program. AMAO I calculates the percentage of ELs making annual progress on the CELDT. AMAO II measures the percent of ELs attaining English proficiency on CELDT. AMAO III shows whether subgroups have scored at or higher than growth target on the CST and CAHSEE.
CELDT CELDT is California’s state test of English language proficiency and is administered to all EL students each fall by the District. The test measures listening, speaking, reading, and writing skills of English Language Learners to assess student progress toward becoming fluent English proficient (FEP). Students are proficient if they score Early Advance or Advanced overall and at the Intermediate level or above in all skill areas. To reclassify a student, Early Advance or above on the CELDT and basic on CST exams must be achieved, teacher recommendation must be received and parental consent must be given.
42
Percent Proficient for English Language Proficiency 80 60 60
52
52
58
55
40
61
200304
43
40 33
40
60
52 200405 200506
20 0 9th
Advanced Early Advanced Intermediate Early Intermediate Beginning
10th
200304 1,460 Students 7 31 23 6 34
11th
200405 1,215 Students 12 46 28 6 8
12th
200506 933 Students 10 44 29 7 10
Source: CDE
There was a significant increase in proficiency levels in 200405 with a slight decrease in 200506. According to the data, the twelfth grade students consistently scored higher than other grades for all three years.
LOCAL ASSESSMENTS Local assessments provide valuable feedback for teachers and departments regarding mastery levels in academic content areas. Common assessments are administered at all grade levels throughout the district. The measurement of mastery levels of school, District, and State academic content standards provides supportive data to assess instructional effectiveness and provides consistency in pacing and curriculum among classes and teachers. LBUSD EOC Exams The HOLT diagnostic test is intended for students in grades nine through eleven. As an entrylevel assessment tool, teachers use the results to tailor instruction to meet the specific needs of an individual or class. By using a Scantron test format, the results are readily available and are discussed at LASW meetings to provide immediate feedback for students and teachers. The test is repeated quarterly and is given again at the end of the year.
The District administers EOC exams at the end of each semester in math, History and Science, while the English department uses the HOLT diagnostic assessment at the end of the year. The Mock CAHSEE is administered to all ninth grade students as an end of course exam as well. Curriculum leaders are currently developing exams for the twelfth grade.
43
SAT and American College Testing (ACT) Exams College Entrance Exams SAT Test # JHS Test Takers
200304 197 200405 191 200506 212 Source: CDE
Average Verbal Score JHS LBUSD
Average Math Score JHS LBUSD
406 394 406
429 498 492
472 476 477
499 498 492
ACT Test JHS
LBUSD
# JHS Test Takers
835 796 817
971 974 969
37 58 64
Average Total Score
Average Composite Score JHS LBUSD
17 17 17
21 21 N/A
Although there has been a slight increase in the number of SAT test takers, the average total score has decreased since 200304. In the 200405 and 200506 school years, JHS increased to match the District scores for SAT math. The data shows an increase in the number of ACT test takers yet the average composite score remains the same. The result of concerted efforts to increase the number of students taking the ACT is evident. Jordan scores for both tests are significantly lower than District and State scores.
Advanced Placement/IB Exams AP AND IB Exam Completion and Pass Rates
200304 200405 200506
Number of Test Takers AP IB Total 122 43 165 182 48 230 207 67 274
Number of Exams Taken AP IB Total 178 169 347 256 158 414 305 216 521
Number of Exams Pass Rate Passed AP IB Total AP IB Total 51 73 124 29% 43% 36% 44 61 105 17% 39% 25% 56 88 144 18% 41% 28%
The data reveals an increase in the number of AP and IB test takers, the number of exams taken and passed each year since 200304. It also shows an eleven percent decline in the pass rate for AP, a two percent decline for IB, resulting in an eight percent decline overall. The AP decline rate is attributed to a change in the number of IB students taking both exams in Spanish because the UC system now honors SL Spanish for college credit. As a result, the IB Spanish students who formerly had a ninety percent pass rate on the AP Spanish exam, no longer take the exam. JHS continually makes a conscious effort to recruit students into advanced level courses and complete the exam.
44
UC/ag Requirements Number and Percent of Graduates Completing UC/ ag Requirements 200304 Number Percent 27 14% 0 0% 22 37% 3 18% 50 16% 4 12% 4 15% 110 18% 1,609 34% 115,680 34%
AfricanAmerican Amer. Indian Asian Filipino Hispanic Pacific Islander White Jordan Total LBUSD Total State Total Source: CDE
200405 Number Percent 30 15% 0 0% 20 41% 4 57% 48 14% 5 15% 1 14% 108 17% 1,747 35% 129,984 35%
200506 Number Percent 33 19% 0 0% 31 57% 5 45% 57 18% 6 15% 3 14% 135 22% N/A N/A N/A N/A
The number of graduates completing the UC/ag requirements has remained relatively constant. Since 200304, the data shows a significant increase in the Filipino completion rates by twenty seven percent and a twenty percent increase for the Asian population. Although the rates for JHS are significantly lower than District and State levels, the number and percentage of students, completing the UC/ag requirements has increased each year since 200304.
Algebra Enrollment Number of Students Enrolled In Algebra I
200304 200405 200506 Source: JHS
Grade 9
Grade 10
Grade 11
Grade 12
Total
1014
757
400
112
1428
907 872
461 525
252 206
144 75
981 938
According to the data, most students pass Algebra I in the ninth grade. A variety of factors attribute to the increase of students passing Algebra I in the ninth grade such as: the Carnegie program used in Algebra ABCD, increased collaboration, and increased intervention strategies. A significant number of students in grades ten through twelve remain who require remediation and intervention strategies. Currently, there are no students enrolled below the Algebra I level. The decrease in the number of students enrolled in Algebra I is attributed to an increase in ninth grade students enrolling into Geometry.
45
Percentage of D’s and F’s Percentage D’s and F’s Main Campus 70 60 50 40 30 20 10 0
61 57 56
57
42 44
43 39
39 40 34
31
S2 0405
31 32 31
S1 0506
tic s th le
ie nc e
A
So
Sc
c S
ci
M at h
En
gl is
h
S2 0506
English
Math
Soc Sci
Science
Athletics
Electives
Spec Ed
% Total
D F
D F
D F
D F
D F
D F
D F
D F
Sem 2 0405
40 17
28 29
22 9
18 16
10 21
14 13
18 12
18 19
Sem 1 0506
21 22
25 31
22 20
20 19
14 18
13 14
16 17
19 21
Sem 2 0506
19 20
24 37
22 22
21 19
13 20
14 17
17 17
12 11
Source: CDE/JHS
Percentage D’s and F’s Jordan Freshman Academy
43 40
38
Sc ie n
Math D F
Soc Sci D F
Sem 2 0405
18 24
23 30
8
Sem 1 0506
20 18
Sem 2 0506
26 31
30
S1 0506
22
S2 00506
et ic s
26
ce
at h
English D F
Source: CDE/JHS
S2 0405
32
En
gl is h
42
62 53 55
A th l
57
M
70 60 50 40 30 20 10 0
Science D F
Athletics D F
Electives D F
Spec Ed D F
% Total D F
13
16 16
11 15
22 18
9
5
18 21
28 27
13 10
19 24
11 11
18 18
20 11
19 19
22 40
14 11
18 22
16 14
20 24
19 5
20 24
46 Over the last three semesters, the percentage of D’s and F’s has decreased from thirtyseven percent in second semester in 200405 to twentythree percent in the same semester 200506. The combined percentage of D’s and F’s at JFA continues to increase, which currently is almost double that of the main campus. Athletics and Electives have the lowest percent of D’s and F’s, and the athletics category includes all Physical Education classes as well.
Completion Rates Graduation Rates
2003
Jordan 2004
2003
District 2004
2005
2005
Enrollment (912) Number of Dropouts Dropout Rate (1year)
4085 46 1%
4135 52 1%
4340 67 2%
26790 771 3%
27489 856 3%
28140 1005 4%
Graduation Rate Source: LBUSD/SARC
91%
91%
86%
85%
85%
83%
2003
State 2004
2005
17772417 1830903 1876927 47871 58189 61253 3% 3% 3% 87%
87%
87%
The graduation rate at JHS averages eightynine percent and is higher than District and State averages. Dropout rates are below the District and State averages at one percent compared to three percent for District and State.
PostEnrollment Data JHS is in the interim stage of implementing a webbased postenrollment tracking program through an outside source. Unfortunately, the reunion service does not receive survey responses from alumnae. Efforts are being made to make the high school exit survey more comprehensive and accurate to include college and present status information for academic tracking. The method of contact is in transition from postcard to email and/or a combination of the two.
Physical Fitness Performance The California Physical Fitnessgram is a State required fitness test for all ninth grade students that reveals the physical fitness levels of Jordan’s students. Students are tested in a variety of areas: aerobic capacity, body composition, muscular strength (curlup and trunk lift), upper body strength, and flexibility. The combined scores for the boys and girls in the number of fitness standards achieved are as follows:
The Number and Percent of Fitness Standards Achieved by Ninth Grade Students
6 of 6 5 of 6 4 of 6 3 of 6 2 of 6 1 of 6 Total Tested Source: CDE
47
200405 200506 Number Percent Number Percent 166 15% 136 13% 340 30% 313 30% 297 26% 291 28% 209 19% 184 18% 77 7% 69 7% 33 3% 28 3% 1,129 100% 1,031 100%
After reviewing the data, eightyone percent of the students achieved four of six fitness standards in 200405 and there was a ten percent decrease in 200506. While there is a slight decrease in the number of students achieving six of six fitness standards, the number of students achieving four of six standards and higher has remained constant at seventyone percent.
Process and Perception Data Jordan’s school climate is driven by academics and enhanced with social activities. JHS is determined to involve students in a rigorous daily instructional program directed by a leadership team that has made our students’ developmental progress the school’s number one priority. There is a firm belief that the students’ increasing level of achievement is based on the high expectations that are set by the faculty, administration, and the District. Jordan enjoys broad support from the surrounding community. Individuals, businesses, colleges, and foundations, provide goods, services, and money to support the learning community. Parents are involved in the JPAC and English Learners Action Committee (ELAC), to plan parent events, participate in workshops, provide volunteer supervision opportunities, and help staff the parent center. Despite many attempts to elicit parental feedback, Jordan received a low number of parent responses on several surveys conducted by the school and the District. Surveys are distributed several times during the school year and are available daily at the attendance counter. In 2004, the S&P schools team administered a satisfaction survey focusing on campus climate and safety to students, parents, and staff. The student survey revealed that eightyseven percent of students felt safe in classrooms, however, only sixtytwo percent felt safe in the common areas. The same survey also resulted in reassurance that the work that students do is important and students know the rules and expectations for the classroom.
48 Respect among students and staff remains an issue of concern as seventyone percent of the students surveyed expressed a lack of respect among peers, in common areas, and with staff. The same survey was administered again in 2005 with improved satisfaction among staff and students. The data shows progress in the area of respect among the students and staff as only fiftyfive percent of students said that this was an issue and sixtynine percent feel safe in the common areas. In the Spring 2006, Jordan administered a districtlevel survey that was distributed schoolwide. The Office of Research, Statistics, and Evaluation processed the surveys and returned disaggregated data to the high schools in September. The teachers completed a corresponding survey in June and parents received surveys with registration materials in the summer. Out of 4,000 student surveys, 1,213 student surveys were returned. Seventy percent of the student body enjoys being at Jordan High School. SixtyFive percent of the students believe that Jordan’s administration promote and encourage a positive learning environment and eighty percent of the students believe that Jordan provides a safe environment for its students. Of the teachers who responded, eighty percent believe that teachers have opportunities to collaborate on decisions about student achievement, systems and processes, and professional development. More than seventy percent feels that the curriculum is rigorous and challenges each student. According to the survey, eighty percent of the teachers stated that lessons are designed and conducted so students engage in problem solving, inquiry, and critical thinking. Results show that eightyfive percent of the teachers believe that the parents are aware of their child’s progress. Many teachers want to improve respectful relationships between students and staff, build a climate of trust, and establish SLCs schoolwide. There were very few discrepancies between the staff and student viewpoints about student and parental involvement. Both groups stated that the afterschool tutorials are very helpful and attendance is adequate. Further, teachers (seventy percent) and students (sixty percent) concur that parental involvement is an important aspect of student success. JHS students indicate that there is a concern with safety issues inside and outside the school. It is also stated that the number of fights have diminished considerably, and there is a desire to have more programs of inclusion within the school and the community. Students also requested more school activities that address interracial communication and increase interaction among students. The data also stated that students are better informed about the possibilities to better themselves academically because we are working jointly with the Adult School office, Regional Occupational Program (ROP) office, and Long Beach City College (LBCC) so that we can offer more academic choices and greater opportunities to fulfill the graduation requirements.
49 According to the parent survey, JHS parents feel that the faculty and administration are doing a better job at communicating with parents and informing them about our academic strategic plan. The Jordan staff values parent’s contribution to the schoolwide educational plan and they are seen as educational partners. The administrators remind school personnel about the importance of greeting parents warmly and courteously when they visit the school. More parents know where to go when they have questions or concerns and materials, invitations, and flyers are provided to parents in a language they understand. In addition, bilingual personnel are always available throughout the school to assist parents in communicating with the staff and faculty. Parents are invited to visit the school and encouraged to serve on important committees such as the School Site Council, the JPAC, and ELAC. Parents are more extensively informed about their child’s academic progress and the academic standards students are expected to meet via informational meetings designed to assist parents and students with procedures and protocols. The faculty and staff feel that they are an integral part of our school with ownership in what takes place. Staff also feels that they are treated with respect by their colleagues and administration while their ideas, including school improvement, are taken into consideration. Fiftysix percent of the staff believes that the administration facilitates communication effectively and offers support regarding student affairs and assistance with becoming instructional leaders. It is also recognized that the administration is open to suggestions in reaching our school vision. It is a mutual belief among staff members that Jordan High School has the potential to develop an internal plan to achieve effective professional development, infuse varied technologies within each curriculum and instruction, communicate often with parents, and improve students achievement based on analysis of data.
50
CHApter II Student/Community Profile Overall Summary from Analysis of Profile Data
51
CH II: Student/Community Profile Overall Summary from Analysis of Profile Data The Jordan learning community has determined from the data the importance of increasing the number and quality of student support programs. Such programs as AVID, smaller learning communities, and JFA can support student success in a rigorous, standardsbased curriculum. With the changing population, support is crucial to the achievement of students as well as a continual use of data to drive instructional decisions. DEMOGRAPHICS – The Hispanic/Latino population and socioeconomically disadvantaged student population continue to rise. Increased effort has been made over the last four years to hire a staff reflective of the ethnicity of our student body. ¨ Student enrollment has slightly increased from 3900 in 2001 to 4082 in 2006 ¨ The Jordan Freshman Academy opened in September 2001, and houses approximately 1,000 ninth grade students. ¨ Both the AfricanAmerican and Asian populations have decreased by four percent, and the Hispanic population has grown by eight percent since 2000 ¨ Approximately twentythree percent of the student body is ELs, and over thirtynine percent is FEP and Spanish is the home language of eightyone percent of the students TITLE ONE/PROGRAM IMPROVEMENT–JHS is not a Title I school nor has it been a Program Improvement school. SPECIAL PROGRAMS – Special Programs are available to all students based on teacher recommendation, parent request and student interest ¨ Significant support for academically challenged students is provided through mentoring and tutorial programs, intense CAHSEE support, extensive reading programs, doubleblock math classes, the JFA and Princeton Review ¨ JHS has a number of specialized programs including SDC, RSP, Honors, AP, and SLCs ATTENDANCE – JHS consistently averages a ninetythree percent rate of attendance. Attendance rates for the Main campus have slightly increased; however, the opposite is true for the JFA. Tardiness and attendance issues are a continuing focus for both campuses ¨ The number and percent of students receiving free/reduced lunch has slightly increased to sixtysix percent since last year, and the rate has dropped from seventyone percent in 2000 ¨ Parent education levels have increased five percent since our last full WASC visit in 2001 ¨
SUSPENSION/EXPULSION – Suspensions and expulsions have increased each year due
52
varying factors. Expulsion is considered an extreme penalty and is used only when absolutely, necessary. Many interventions are in place to help avoid the penalty of expulsion. ¨ Both suspension and expulsion rates are significantly higher than both the District and State averages and the largest percentages are among the AfricanAmerican and Hispanic populations ¨ The expulsion rates for JHS have slightly declined. Jordan’s suspension and expulsion rates are more than double the District rates except for the expulsion rate in 200506, which is equal at onetenth percent CST – Jordan has exceeded its AYP and has improved from a decile one in 2003 and 2004 to a decile two in 2005. ¨ JHS has exceeded the API growth target every year since 2000. The changes in the formula calculations, made the score go from 472, in the base year 2000, to 592 in 2005 and increase to 608 in 2006 ¨ The number of students in Basic and Far Below Basic (FBB) categories has decreased since 200304 ¨ A focus on standards, differentiated instruction, curriculum mapping, common assessments, and benchmark assessments have improved overall academic performance on the CSTs in and in Algebra I for some subgroups CAHSEE –Support classes are available at convenient times for students to sharpen testing skills and practice exam content. CAHSEE preparation is integrated into curriculum schoolwide. ¨ Student performance on the CAHSEE is below the District average. Recently, Jordan added extensive support to ensure opportunity for all students to pass the exam ¨ The data reveals an increase in the rate of tenth grade students taking and passing CAHSEE the first attempt SAT/ACT – The data reveals concerted efforts have been made to increase the number of students taking the ACT. ¨ Approximately ten percent more students took the SAT and ACT exams over the last year, however the scores remain below the District and State averages ¨ There has been a slight increase in the number of test takers, the average score has decreased since 200304
AP AND IB TESTING – There has been a significant increase in the number of AP and IB
53
sections added to the master schedule, three new AP and IB courses, ten sections of AP and IB, and twelve ninth/tenth grade Accelerated sections, and the honors offerings remains the same. ¨ The data reveals an increase in the number of AP and IB test takers, exams taken and passed each year since 200304 ¨ Enrollment in AP courses slightly increased since 200304, the number of test takers increased by 123, and the number of IB exams passed with a score of three or higher increased by fifteen ¨ The pass rate for AP declined eleven percent and two percent for IB, resulting in an eight percent decline overall GRADUATION – The JHS graduation rate is above the district average. While student enrollment overall has decreased since 2003, the graduation rate has also decreased from ninetyone percent to eightysix percent in 200506 ¨ The data shows a four percent increase in the number of graduates who have met UC/ag requirements DROPOUT RATE – Jordan’s dropout rate is well below the District and State averages. FAILING GRADES – Grades are addressed during ILP meetings with parents and counselors. ¨ Over the last three semesters, the percentage of D’s and F’s has decreased from thirtyseven percent in second semester in 200405 to twentythree percent in the same semester 200506 ¨ The combined percentage of D’s and F’s at JFA continues to increase, which currently is almost double that of the main campus SHAREHOLDERS – A conscious effort is made to include all shareholders in the decisionmaking ¨
process and involvement in campus events. ¨ Opportunities abound for involvement in student activities through clubs and athletics ¨ The staff is highly qualified according to NCLB ¨ Community involvement and support for JHS has recently expanded with the opening of our Parent Center and department specific business partners JHS recognizes the need for more emphasis on reading in all content areas. In reviewing the Eng/LA CST scores, the percentage of student achieving advanced and proficient was less than onequarter of the population. In order for JHS to continue to make its API growth target, it is essential that reading skills become a priority not for just the English department, but for all content areas. Common assessments are in place or being developed to supplement the CST and CAHSEE information and provide teachers with immediate feedback regarding the skills that still need mastery. The lack of grade level reading proficiency contributes to D and F grades in academic classes. Without the ability to read at grade level, students are unable to effectively read and comprehend the subject matter in textbooks. To address reading differences of students, JHS has integrated reading intervention courses into the curriculum. All core content area teachers are trained in a variety of reading strategies.
54 Critical Academic Need #1: Develop a comprehensive Eng/LA system that has structures in place to help students learn to read and achieve grade level Eng/LA standards. Students must receive support in developing improved reading skills as JHS is making efforts to a culture of reading. SelfStudy findings indicate a need to improve student achievement in English Language Arts and Reading for all student groups. Other indicators include student D and F rates, EOC exams, English course grade distribution, review of student work, and teacher observation. Graduation Outcome: Lifelong Learner, Critical Thinker, and Problem Solver Evidence: ¨ Ninth grade: seventyeight percent of students scored below proficient on the Eng/LA CST: thirtyfive percent Basic, twentyseven percent BB and sixteen percent FBB ¨ Ninetyeight percent of EL student scored below proficient on the Eng/LA CST and eighty seven percent of Economically Disadvantaged ¨ Tenth grade: eightyfive percent of student scored below proficient on the Eng/LA CST: thirtyone percent Basic, twentyfour percent BB and thirty percent FBB ¨ Tenth grade CAHSEE: sixtyfour percent of first time test takers passed the Eng/LA CAHSEE, twentyseven percent EL and fortyeight percent Economically Disadvantaged Important Questions: What options for schoolwide reading programs exist to help foster a culture of reading? ¨ Are the standards being taught effectively schoolwide? ¨ Will grades improve with increased reading skills? ¨ Will standardsbased common assessments increase academic grades and proficiency levels? ¨
The JHS mathematics department has worked to develop a number of strategies to improve proficiency scores on assessments. The department created midterm and final common assessments and lessons by course which are posted online for teachers to share. In addition, the department also uses the district created EOC exams, instruction through the math centers, and technology to enhance instruction. Department members meet regularly to discuss and reflect upon the results of these practices and student work. From the data provided by these assessments, teachers share best practices for teaching the standards. These discussions stem from their acknowledgment that a higher number of students must meet advanced and proficient levels in their math courses.
Critical Academic Need #2: Develop a comprehensive math system that has structures in place to help students achieve numeracy and achieve grade level Math standards.
55
Students must receive support in developing improved math skills in order to improve performance on assessment tests. SelfStudy findings indicate a need to improve student achievement in passing Algebra for all student groups. Other indicators include student D and F rates, EOC exams, Algebra course grade distribution, review of student work, and teacher observation. Graduation Outcome: Lifelong Learner, Critical Thinker, and Problem Solver Evidence: Ninth grade: ninetythree percent of students scored below proficient on the Algebra I CST ¨ Tenth grade: ninetyfive percent of students scored below proficient on the Algebra I CST ¨ Tenth grade: fiftynine percent of first time test takers passed the Math CAHSEE ¨ All Math Students: sixtytwo percent of all math students earned a D or F second semester in 200506 ¨
Important Questions: How will JHS ensure that students are properly placed in classes that are appropriate to their current ability while moving them through a rigorous curriculum to levels of proficiency? ¨ Will math proficiency levels increase with the utilization of technology and emphasis on word problems? ¨ Will increased reading skills increase math proficiency levels? ¨ Will standardsbased common assessments and lessons increase academic grades, proficiency levels and improve instruction? ¨
In an effort to close the achievement gap, JHS offers CAHSEE support classes, Mock CAHSEE exams, computer labbased interventions focusing on the improvement for tenth grade subgroups, ELD, and AfricanAmerican students. JHS has integrated CAHSEE prep into most English and math courses on campus. The English department has CAHSEE Tuesdays when teachers spend time teaching CAHSEE specific skills and content. The math department uses weekly Continuous Improvement quizzes that incorporate instructional review. In addition, the EL students receive CAHSEE question stems that are incorporated into instruction. In order to support juniors and seniors who have yet to pass the CAHSEE, afterschool Test Prep with Princeton Review and one onone meetings with Project Team, and for seniors only English 7/8 and CAHSEE Math are two courses that teach specific CAHSEE content and skills.
Critical Academic Need #3: Close the achievement gap among subgroups of students.
56
Students must receive support to master academic content standards as defined by passing CAHSEE. SelfStudy findings indicate a need to improve student achievement for all student groups. Other indicators include student D and F rates, EOC exams, English course grade distribution, review of student work, and teacher observation. Graduation Outcome: Lifelong Learner, Responsible Member of Society, Proficient Communicator Evidence: ¨ CAHSEE math: thirtyeight percent of AfricanAmerican students passed the exam and fortyseven percent Hispanic, and thirtythree percent EL students ¨
CAHSEE Eng/LA: fortyseven percent of AfricanAmerican students passed the exam and fortyseven percent Hispanic, and nineteen percent EL students
Important Questions: ¨ How will JHS ensure that students are properly placed in classes that are appropriate to their current ability while moving them through a rigorous curriculum to levels of proficiency? ¨ Where can the staff incorporate the study skills, testtaking strategies, organizational skills, and time management skills that students need without losing the rigor of the classes? ¨ Will standardsbased common assessments increase academic grades and proficiency levels? The JHS staff developed the Graduation Outcomes while preparing for the 2001 visit. In the Spring 2005, the staff examined them and decided not to make any changes at this time. The Graduation Outcomes provide the rationale for “why we teach and what we teach.” They are embedded in the curriculum and individualized by each teacher as written in their syllabi or included in their daily plans. The Graduation Outcomes are described as follows:
David Starr Jordan High School Graduation Outcomes A Jordan Graduate will be a: Be a Lifelong Learner ·
Set goals
·
Demonstrate ability to handle change successfully
·
Apply knowledge and skills
Be a Critical Thinker and Problem Solver ·
Organize, analyze, and evaluate ideas and information
·
Consider other ideas and points of view
·
Work collaboratively toward a common goal
Be a Proficient Communicator ·
Speak clearly and listen actively
·
Read, write and compute accurately
·
Use technology efficiently
Be a Responsible Member of Society ·
Understand the rights and responsibilities of life in a democracy
·
Develop a strong work ethic
·
Respect individual and cultural diversity
·
Express feelings and opinions appropriately
·
Accept individual responsibility
57
58
CHAPTER III Progress Report
59
CH III: Progress Report A. Significant Developments since the Last SelfStudy Since the last WASC full visit, the most significant change has been the emphasis on datadriven school improvement and standardsbased instruction. Evidence of this change includes staff development programs focusing improved academic performance, the development and annual revision of department and school wide Action Plan, the implementation of Curriculum Guides, common assessments, benchmark exams and EOC exams. With declining test scores, intervention courses and programs have been added to provide additional support for CAHSEE Eng/LA and math. JHS has also developed student portfolios and LASW meetings to direct instruction and modify curriculum. Although the existing CoPrincipals have been in their positions for four and five years respectively, Jordan has endured multiple administrative changes in the past six years. It is difficult to establish longterm policy and procedures as well as relationships when the leadership is constantly changing. In addition, a significant change in teachers yearly has not contributed to a stable environment. Curriculum coaches were introduced in 200102, which offer practical assistance for core teachers. Jordan hires approximately fifteen to eighteen new teachers each yea, which is approximately ten percent of the credentialed staff. This number tends to be on average with the district. Modernization of older buildings began in 2001. This included upgraded electrical and lighting systems, new roofing, fencing, windows, covered lunch areas, painting and flooring in the gymnasium and multiple classroom buildings. In 2001, JHS created a Digital High School (DHS) Committee, which consisted of staff, students, and parents. The committee created a fouryear plan to increase the use of technology in the classroom, enhance instruction, and increase student learning. The plan was funded by a fouryear grant that provided required software, hardware, and support for the infrastructure. In addition, staff development and training, onsite computer technicians and computer upgrades were provided. Despite determined efforts to improve instruction and student achievement, JHS did not meet the targeted growth indicator and dropped to the first decile in the State’s API rankings. Due to the ranking, we qualified for a HPSG. One of the requirements of the grant was to hire a consultant to work with our school focusing on curriculum, instruction, and the use of data to make instructional decisions. The systemic changes and academic focus provide the framework for the schoolwide Action Plan and improved academic achievement.
B. Implementation and Monitoring Process of the Schoolwide Action Plan
60
Six years ago, the WASC Action Plan focused on seven Critical Areas for FollowUp identified by the Visiting Committee. Over the last six years these areas of concern have been reevaluated annually as the School Wide Action Plan is currently developed and implemented through the JAC and PLC. Each recommendation was assigned to a member of the JAC with specific tasks to monitor and provide a summary at the end of the year. In 200405, the PLC assumed the responsibility of developing and revising the Schoolwide Action Plan. Through JAC minutes, JPAC and ELAC meetings, and Faculty meetings, progress reports were communicated with all shareholders on a regular basis. C. Progress on School Wide Action Plan 1. The need for ALL stake holders to become involved in the action plan and be held accountable for ongoing participation in efforts that improve instructional strategies, thus improving student academic abilities. ·
GEARUP Parent Institute is a program that focuses on working with parents on positive communication with their children, and high school personnel
·
Student Planners are used at JFA to communicate with parents and students about assignments and due dates and to record daily assignments
·
AVID provides students and their family with extra academic assistance and encouragement using academic elective classes and tutorials
·
SB813 provides individual counseling for atrisk tenth grade students and their parents
·
Title III and EIALEP provide similar individual counseling for ninth grade EL seven students and their parents.
·
Parent Advisory is a way of empowering parent groups at JHS to participate in the decisionmaking process
·
Baldrige training allows the staff to use data as the basis of decisionmaking
·
Beginning in 200203, all teachers and administrators have been trained in EEEI strategies and is a requirement for all new teachers to the district
·
The BTSA program is required for all new teachers
·
Dean of Attendance monitors attendance, issues student attendance contracts, and counsels students regarding the negative impact poor attendance has on academic performance
·
Double block reading and math – Students who are BB and FBB on the CST are scheduled into reading and math intervention
·
Currently English teachers are utilizing the HOLT textbook series and matriculated materials to monitor student progress and adjust instruction
2. The need for a school wide, systematic approach for the analyzing of data and other evidence to promote curricular change
61
·
LASW occurs at both JFA and the main campus on a monthly basis to make instructional decisions
·
A large percentage of teachers and administrators have been trained in using Baldrige techniques for the systematic improvement of communication and decisionmaking both among the staff and within the classroom
·
Results from EOC exams and common assessments are discussed during monthly department meetings regarding student progress
·
Adjustments in curriculum and instruction are made in response to analyzed data
·
The PLC uses data to make decisions to improve academic achievement and revise the schoolwide Action Plan
·
LBUSD Research provides staff development on the use of data
·
SB813 counseling sessions and the EL Coordinator help parents interpret test data
3. The development of strategies that will attract greater input from ALL shareholders in the decisionmaking process, thus enhancing buyin on the part of the entire school community. ·
JPAC and ELAC meetings are avenues for parents to participate in the school’s decisionmaking process
·
The JPAC and ELAC phone trees allow immediate communication with parents regarding campus events
·
In 200506, the Jordan staff retreat provides staff members with SLC information, schoolwide data, motivation, and the opportunity to bond as a staff
·
To improve communication with parents, schoolwide newsletters are distributed by specific groups such as AIMS, IB, AVIS and ELD
·
GEARUP and AVID information are provided school wide
·
Parent information nights are held by the counselors and magnets
·
Parent Institutes sponsored by the District and GEARUP provide seminars on various parent/child/school issues
·
To encourage participation by all shareholders in school activities, the NCCJ helps organize Parent Institute and facilitate annual retreats
·
The TIC program promotes understanding and respect among students of all races, religions, and cultures
4. The need for community, parents, students and staff to feel comfortable in knowing that their opinions and input are important and valued ·
The community worker facilitates dialogue between the community and school regarding improving student achievement
·
GEARUP parent institute help provide parents with the skills to work in the educational arena
·
JPAC and ELAC parent information meetings provide information and help develop leadership skills
·
The establishment of the Parent Center on campus allows parents and community members to be actively involved during school
·
Participation in Booster clubs gives parents and the community a chance to be supportive of extracurricular school activities
·
IB and AIMS parent nights provide magnet and college information to parents and students
·
PLC gives staff the opportunity to take leadership roles in decisionmaking
62
5. The need for ALL student to accept the challenge of a rigorous and meaningful curriculum ·
The increased enrollment in AIMS and IB reflects student participation in higherlevel courses
·
Changes in instructional delivery methods support students in achieving at higher levels
·
There has been an increase in the number of students visiting colleges through GEARUP to help increase interest in attending college
·
California Admission Testing Preparation (CATP) provides PSAT and SAT test preparation and academic counseling
·
The Career Center is an information hub providing all students with information about lifelong learning and career options
·
SLCs provides rigorous educational opportunities for students with common interests
6. The need for a staff development plan that identifies opportunities for shareholders to address the school’s plan and comments of the WASC Accreditation Visiting Committee
63
·
The Schoolwide Action Plan and department action plans address the staff development needs of the school
·
The staff meets regularly to discuss student progress, department information, LASW, and participate in professional development seminars
·
Teachers receive timely feedback about effective instructional delivery and classroom expectations after individual and team administrative WalkThroughs
·
Jordan uses the PLC framework to guide the staff development
64
CHAPTER IV CRITERIA: SELFSTUDY
65
Category A: Organization: vision and purpose, Governance, leadership, and staff, And resources
66
A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. To what extent 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? To what extent is the school’s purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards? JHS has a clearly stated vision based on student needs, current educational research, and the belief that all students can achieve at higher levels. The vision was developed with input from all shareholders originally in 1995 and was renamed Graduation Outcomes in 1999. The Outcomes were revisited in the spring of 2005 in preparation for the selfstudy, at which time the staff agreed to continue to monitor and make no changes. JHS’s Graduation Outcomes is in concert with the district’s vision and supported by the governing board and central administration. It is further defined by academic standards and is consistent with the Local, State and National requirements including NCLB. The school’s mission and vision statements are reviewed each year by the PLC to ensure the realization of the Graduation Outcomes then submitted to the JAC for adoption. The PLC is a team of department heads, lead teachers, counselors, academic coaches, and administrators that examine school and department data make efforts to close the achievement gap for all students, and unify high academic standards for all departments. Although parents and students are invited to participate in the PLC meetings, irregular attendance limits dissemination of information. Utilizing analyzed data, the PLC establishes goals and writes the schoolwide action plan. These pillars are being integrated into pedagogy and curriculum schoolwide by teachers through curriculum maps, student portfolios, common assessments, department action plans, and District level EOC exams. Jordan’s vision to become a California Distinguished School by 2010 is supported by the mission statement, which emphasizes that JHS prepare our students to be the following: Lifelong Learners, Critical Thinkers and Problem Solvers, Proficient Communicators and Responsible Members of Society. In order for all shareholders to contribute to the success of becoming a California Distinguished School, roles and responsibilities must be defined. The JHS Graduation Outcomes reflect the needs of the community through curriculum, instruction and the overall school experience. Faculty members analyze content and academic standards using the Graduation Outcomes as a guide to provide the structure and rationale for content instruction and planning. Students and parents receive this information at the beginning of each school year. The Graduation Outcomes provide the rationale and continuity for all subject matter taught in all courses at JHS.
67 A2. To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on datadriven instructional decisions for the school? To what extent does the governing board delegate implementation of these policies to the professional staff? To what extent does the governing board regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan? The mission of the LBUSD is to support the personal and intellectual success of every student, every day. The pursuit of this mission is accomplished through the following shared values and beliefs of all members of the LBUSD community: ¨ Success for all students ¨ High expectations ¨ Respect and integrity ¨ Teamwork ¨ Safety ¨ Effectiveness and efficiency ¨ Continuous improvement The Board of Education meets bimonthly, with additional twoday community Board Workshops three times a year. Theses meetings are open to the public, and recently have been televised on local cable television. School Board meeting minutes are available on the district’s website. Under the bold leadership of the Board of Education, LBUSD high schools developed a High School Initiative in 2004 with the following four goals: ¨ Increase achievement of all student in the academics content areas ¨ Close the achievement gap by accelerating the learning of the lowest performing students ¨ Improve high school climate and culture among students and staff to support improved achievement ¨ Build high school leadership capacity to design, implement, and sustain reform and improvement efforts The district’s mission, values, and high school goals have been the guiding force behind all board policies that affect high schools. The Board Policies are available on the district’s Intranet, as well as in published materials. The district’s mission, values, and goals have been placed on posters and distributed to most LBUSD employees.
68 Under the direction of the site administration, each high school has developed an action plan that is aligned with the district’s goals. These sitebased action plans address the school’s approach to attain their schoolwide Vision, Mission, and Graduation Outcomes. These school site action plans are presented to the Assistant Superintendent for High Schools, and shared with the Board of Education on an annual basis. The WASC SelfStudy is also distributed to all Board of Education members for review. Parents and the community are invited to participate in Board of Education, District, and Sitebased meetings. Opportunities are also available for all shareholders to receive information through written documentation, local cable television, and the Internet. There is a standardized complaint procedure, which can be utilized by all members of the LBUSD community. A3. To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all student’s achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? Student achievement data is the basis for decisions regarding classroom instruction and activities to achieve the Graduation Outcomes and academic standards. School administrative team meets weekly to focus on curriculum and instruction in each curricular area. They work closely with department heads to ensure that appropriate training and resources are obtained and allocated in a manner that supports academic achievement for all students. The PLC meets monthly and in the summer to analyze student achievement data and refine the schoolwide Action Plan. Data on student achievement drives most decisions about the master schedule and school calendar. The staff monitors student achievement, mastery, and areas of improvement throughout the course of the year to modify the direction of the instruction. Schoolwide interventions, developed based upon data analysis, exist to support student achievement of the Graduation Outcomes and academic standards. Personnel and financial resources are allocated to support lowachieving subgroups. New courses and intervention classes are resulting in increased passing rates on CAHSEE, while AP and IB course expansion efforts have paved the way for more students to accelerate their learning.
A4. To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?
69
JHS employs a highly qualified staff holding various degrees. Presently, all teachers hold a clear credential or are in the process of meeting the requirements to become fully credentialed and are assigned within their subject area. All staff is required to participate in EEEI training. Several are trained in Baldrige, which is process of organizational techniques and classroom management. Teachers, who are currently involved in a small learning community, are provided additional training to meet the high expectations of the SLC contracts. New teachers attend BTSA workshops to collaborate with experienced teachers to meet the academic needs of the classroom. All first and second year core subject teachers are required to attend district supported standardsbased trainings. Onsite literacy and math coaches have worked with teachers to analyze data and offer strategies and resources to improve classroom instruction. In addition, district curriculum leaders provide trainings for both department heads and veteran teachers in most content areas. Staff has the opportunity to participate in professional development institutes during the summer, which focus on department curricula and action plans for teachers on a voluntary basis. In previous years, there were academic coaches for Science, English, Social Studies, and Math. The school maintains coaches for English and math to work with the teachers in the classroom to overcome the challenges that restrict student achievement. The role of the coaches is to assess proper placement of students needing intervention programs. Academic coaches provide the teachers with data necessary to make informed decisions to achieve higher student achievement. JHS administration provides all staff with a professional notebook containing site and district policies and procedures including job descriptions and professional expectations, sexual harassment, and discipline policies and procedures. Decisions pertaining to staff and contract issues are made and executed through JAC and Academy Committee for Excellence (ACE). In an effort to improve staff relations, all staff was invited to participate in a retreat at the UCLA Conference Center in Lake Arrowhead in June 2006. The focus of the retreat was professional development, collaboration and the formation of SLCs.
70 In a continuing effort to increase schoolwide learning, the leadership and staff frequently measure the effectiveness of current practices. These practices include consistent means of communication to all staff members through the District, Principals’, and student bulletins, email and department flyers. Through interpretation of survey data, a percentage of staff is concerned with the ability to discuss issues adequately among staff and administration. To maintain a professional environment, Curriculum Leaders provide mentoring and mediation when requested. When additional staff involvement is necessary to assist outside of the classroom, effective processes and procedures are in place. To monitor student learning, administrators frequently visit classrooms and provide feedback to the teachers. The school leadership regularly reviews existing processes to determine the effectiveness of the leadership and staff regarding student learning. A5. To what extent are leadership and staff involved in ongoing research or databased correlated professional development that focuses on identified student learning needs? Faculty meetings, department meetings, and inservice days are planned to allow teachers the time to determine what the most effective way to help improve student achievement at JHS. Administrators and staff analyze the results of standardized tests and district EOC exams to determine areas of focus for student improvement. The results are also considered when determining professional development necessary to meet students learning needs. Most departments use common assessments to assess individual student progress. The results of these assessments help individual teachers focus classroom instruction by identifying areas for student improvement. Professional development training is designed to meet student needs based upon current data from Lesson Study and current pedagogical methods. Release time is provided for teachers to gather this data from classroom observations, workshops, and trainings. A6. To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school wide learning results? Assessment of data from various sources drives the allocation of resources. Several programs such as AVID, EL, and CAHSEE Intervention must meet eligibility requirements in order to receive ongoing funding. Through the general budget, classroom supplies and instructional materials are maintained for compliance with State and Federal mandates. The district maintains and upgrades site facilities in order to provide a safe and productive environment. However, with increased enrollment, overpopulation continues to be a challenge.
71 Allocations of instructional materials and equipment are based on teacher request and student needs. The computerized textbook checkout system ensures efficient and accurate inventory control and accountability. Various department materials required for Science, Math and Technology courses use a variety of procedures to ensure student access to necessary resources. Each department has access to shared resources and a unique procedure to utilize common teaching tools. The district supports the hiring and nurturing of a wellqualified staff and encourages professional development through district workshops and campus inservices. Staff is given various incentives for participation including stipends, resources, materials, releasetime, and salary credit. JHS regularly examines various funding sources and modifies longrange plans for programs that relate to student achievement, academic standards, and Graduation Outcomes. Through JAC and ACE regular administrative duties, program coordinators and grant recipients, shareholder needs are systematically reviewed and allocations are aligned with funding source requirements.
Areas of Strength:
72
¨ JHS has a clearly stated mission and vision based upon its belief, student needs, current educational research and supported by the governing board ¨ JHS’s staff uses the Graduation Outcomes as a guide for developing standardsbased curricula in accordance with District and State standards and an aid for maintaining focus in instructional planning ¨ The teachers and staff continue to demonstrate leadership for innovation in both teaching and learning methodology by providing students of all learning modalities and ability levels with numerous opportunities for academic growth and achievement ¨ The BTSA program clearly delineates a support system for first year teachers and LBUSD for second year teachers as well ¨ Resources are available and utilized to increase student achievement Key Issues: ¨ Although parents and students are invited to participate in the PLC meetings, irregular attendance limits dissemination of information ¨ In order for all shareholders to contribute to the success of becoming a California Distinguished School, roles and responsibilities must be defined ¨ Although funds have been allocated to staff the JFA library, there is continued concern regarding the availability of personnel to provide library services for students ¨ The district maintains and upgrades site facilities in order to provide a safe and productive environment. However, with increased enrollment, overpopulation continues to be a challenge ¨ Continue to focus on improving academic performance of subgroup students scoring BB level on the CSTs to the level of proficient
A: Organization: Vision and Purpose, Governance, Leadership and staff, and Resources
73 Activity/Key Findings The mission and vision of both the LBUSD and JHS are aligned, clearly articulated to all shareholders, and fully supported by our governing board and district administration
Evidence sLBUSD web site; school board meeting minutes; sJHS web site; Student Handbook sJHS vision and mission posters sStudent planners at JFA; “Got College?” Tshirts
The Action Plan is regularly updated and revised through careful analysis of student needs by instructional leadership team (PLC) and faculty and approved by the JAC/ACE.
sStaff meeting agendas sPLC monthly meeting agendas sSchoolwide and Department Action Plans
LBUSD policies and bylaws align with the school’s purpose and support the achievement of Graduation Outcomes and academic standards. The PLC has been delegated by the board to implement plans that achieve the desired outcomes for student achievement. The PLC meets regularly to make datadriven instructional decisions for our school.
sLBUSD policies and bylaws sSite and district level PLC meeting agendas/ minutes sPLC Professional Development Records sPLC Newsletter
Schoolwide interventions, supported by data sMaster schedule/course outlines/data reports for: analysis, exist to give struggling student support ~LindamoodBell, Language! Literacy Workshop to achieve Graduation Outcomes and academic ~Strategies for Success standards. Students who have not passed the ~CAHSEE English and Math classes CAHSEE are given additional opportunities to ~ELD and SDAIE classes receive additional assistance. ~Algebra ABCD ~Evening High School ~Summer School sMock CAHSEE given to all freshman sPrinceton Review for CAHSEE sIEPs for SDC and RSP students and 504 plans for students needing additional modifications New contract teachers are supported for two years through the BTSA Program
sBTSA records
A comprehensive schedule of Professional Development is implemented to ensure that our staff is qualified to help all students achieve academic standards and Graduation Outcomes.
sDistrict Professional Development catalog (LBUSD web site); online registration Site trainings: technology, safety sAVID, SDAIE, and EEEI training records sLiteracy training and support via inservices and literacy coachesagendas/logs
74
Category B: Standardsbased Student Learning: Curriculum
75
B. Standardsbased Student Learning: Curriculum B1: 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 school wide learning results? All students participate in a rigorous, relevant, and coherent standardsbased curriculum that supports achievement of the academic standards and the Graduation Outcomes. High expectations and curricular rigor is evident schoolwide in daily objectives and agendas, curriculum maps, common assessments, posted rubrics, and course outlines. Data on increased numbers of students challenging themselves to enroll in higherlevel classes show that students are setting high expectations for themselves. Students follow an Individual Learning Plan (ILP), which maps out course sequence, and is reviewed yearly with the counselor. Upon completion of the ILP, students will be eligible to enter a fouryear college, a community college, a technical program, armed services, or go directly into the workforce following graduation. All ninth grade students are programmed into a college preparatory course of study unless they have an IEP or EL designation that identifies and alternative course of study. Students who score a one or two on the CST Eng/LA are programmed into a doubleblock language instruction using the State adopted intervention program, Language!. Teachers are trained in the instructional strategies and student activities that are used in this program. EL students receive language instruction depending on their English proficiency. Special education students are placed in classes according to their IEP. These students are mainstreamed into regular courses as appropriate and provided with resources from the special education department to help them succeed. For students whose academic knowledge and skills are ready for a more challenging curriculum, AP and IB classes are available. Students have the opportunity to earn college credit while still in high school if they pass the final AP and IB exams and assessments. In addition, students who have an interest in the medical community can become a part of the AIMS Magnet, which allows them to build knowledge, practical skills, and community and career connections in the medical field before graduating from high school. SLC curriculum offers students the opportunity to work with subjects that will help them build knowledge for practical skill and community/career connections before graduating high school.
76 Beginning with the Class of 2006, the requirements for graduation included completion of 220 credits, and pass both the Eng/LA and math sections of the CAHSEE. The course catalog provides a comprehensive description of programs, courses, and prerequisites for all courses offered at JHS. All courses follow a standardbased curriculum and textbooks and resource materials clearly identify and align with the State standards. All students have access to the textbooks in all core classes. All teachers provide a course syllabus that address standards as they relate to the Graduation Outcomes, class expectations, grading policy and behavior standards. Art The curriculum for all art courses integrates math concepts such as measuring, percentages, and basic computations. In addition, literacy skills are enriched as students read nonfiction text, interpret, and analyze artwork, vocabulary building, and expository writing. The Art department is linked to California State University at Long Beach (CSULB) through the Arts Bridge program. JHS students work alongside CSULB Art majors in the production and evaluation of their art. JHS also offers two SLCs within the Art Department. ETA and JMAC offer the students a rigorous art curriculum along with individual mentoring. The SLC mentor/teachers mentor students and monitor student progress in all classes and offer tutoring. Business/Computer ED Students experience the practical application of technology as it affects their current academic endeavors and future career goals with the integration of realworld application of math and English skills. Technology is woven into the educational experience through computer labs and individual skills such as Excel, Power Point, and Word. These practical skills and programs are directly linked to future careers. Guest speakers and Bridges help students plan for post secondary interests and encourage lifelong learning. Student portfolios contain practical coursework that focuses on communication skills through written professional letters and memos, and Cornell notes using tables. English The District curriculum guide supports standardsbased textbooks that are aligned with curriculum maps for each grade level and for many of the elective English classes. In addition, the curriculum guides require a writing folder to be kept for each student in every English classroom. Quarterly, every student has the opportunity to complete a process paper written in on of the four genres studied each year. These folders can be used to track individual student progress and improvement and should follow the student through graduation.
77 Each class is supported by the HOLT series, which offers a variety of instructional strategies and monitors student progress through quarterly assessments that are used to compare actual performance with expected results. The staff participates in grade level LASW meetings to collect data, to drive the department action plan, develop grade and course curriculum and curriculum maps. Students are placed in the appropriate English classes based on a number of factors, including but not limited to EOC exam scores, CST data, CAHSEE data, Holt Assessments, student or parent interest and teacher recommendations. For students who have not passed CAHSEE, Language!, Literacy Workshop, and LMB are programs offered to meet targeted student needs. For students that require a more rigorous course of study, the English department offers a variety of Accelerated, Honors, and AP AND IB level courses. ELD Students are offered sheltered classes that provide support for students who are still acquiring English before moving on to higher level courses. EL teachers use the districtadopted High Point curriculum for ELD 1 ELD 3 for instruction in reading and language arts. The program is carefully designed for EL students and low performing readers to accelerate growth in language and literacy. The regular course of study for English 12, which is supported by the HOLT curriculum, is followed by ELD 4 students.
Foreign Language The curriculum is studentcentered with an emphasis on improving fundamental communication skills reading, writing, listening, and speaking. Student performance is based on EOC exams, which drives instruction and identifies student needs. The department uses curriculum maps and department goals are supported by continuous professional development designed to improve literacy skills. The Graduation Outcomes are integrated into the curriculum as students learn new languages and cultures to improve communication. Two sections of Spanish are offered due to increased interest and for a more advanced course of study Spanish Literature and Spanish Language, IB Spanish SL, and IB Spanish HL are offered to students seeking an IB diploma or certificate.
78 Health Students receive a curriculum based on the National Standards for Health Education and the California State Frameworks for Health Education, which is designed to assist students in obtaining accurate information, develop lifelong attitudes and behaviors, and make informed decisions related to their health. Student progress is monitored through common assessments, LASW meetings, and EOC exams. Students set personal, lifelong goals for better health, and work on problem solving and critical thinking skills through nutritional analysis of food intake. History/Social Science To support student success, objectives and standards are directly linked to daily instruction. Teachers use LASW meetings to drive curriculum development and instructional decisionmaking. Using the data gathered at LASW meetings, professional development is used to modify curriculum and instruction. The district curriculum guides and pacing charts for each course provide Pre and Post tests for each unit in all courses so that expectations and actual results for student learning can be assessed. Test taking, critical thinking, and reading comprehension skills are enhanced through the interpretation and use of graphics and word problems. The eleventh grade research project, integrates both traditional and technological research skills, and passage is required by the district for course completion. A project requirement is preparation of a PowerPoint presentation that integrates web research. The department shares a Best Practices folder online, which is available to all teachers on both campuses. Students identified as high achievers, are recruited into the IB program and AP classes are open to all students who wish the academic challenge, or selected by counselors, based upon grades and testing information. The PSAT is useful in identifying students with potential to succeed in an AP class. There has been growth, from five sections of AP and IB to nine sections, in the past two years. JROTC The Junior Reserve Officers’ Training Corps (JROTC) department provides a rigorous curriculum for students that are interested in the Armed Forces. The primary focus of JROTC is to motivate young people to be better citizens. The department’s curriculum is based on seven units of instruction, ranging from physical fitness to geography and map skills. JROTC is not a required course, but all students can take JROTC instead of Physical Education for graduation requirements. Through the implementation of the curriculum, JROTC implements the graduation outcomes by increasing leadership and communication skills, developing cohesion among group members, and improving decisionmaking and problem solving skills.
79 Math Each student is required to complete two years of math including Algebra to meet graduation requirements. Students electing to meet the ag requirements need three years of math that includes both Algebra and Geometry course. Efforts are made to place students into appropriate skill level courses based on grades, State and District test scores, and performance in prerequisite courses. Scheduling continues to be a challenge when placing students in appropriate courses, because scheduling is completed prior to receiving current test scores from the State. The math department participates in LASW meetings by course teams to modify instruction and analyze student progress including quarterly exams. The staff conducts an error analysis of the EOC exams and the Mock CAHSEE to determine instructional modifications and revisions of the department Action Plan. Currently, JHS offers various levels of Algebra and Geometry, and math electives for interested students. For students who have not passed the math section of the CAHSEE, tutoring and intervention course are required. To meet the needs of students that require advanced level math, PreCalculus, AP Calculus, AP Statistics, IB Math Studies, and IB Mathematics standard level (SL) are offered. For JMC students who need additional assistance in Geometry, a double block class is available. In general, the doubleblock classes use a centers approach where students receive large group instruction, Carnegie Learning, and a small group tutorial. Music and Theater Arts The goals and objectives of the department are aligned with the California Visual and Performing Arts Content Standards. All courses include an individual pacing component where students are encouraged to progress at a personal best pace. A variety of specialized courses is offered, including IB Drama to prepare artistic students for career and postsecondary interests. Kinesiology/Physical Education All students must complete the Introduction to Kinesiology/Physical Education (KPE) course that focuses on the motor skill development of team sports, aquatics, and dance. The second year course requirement is Advanced KPE, where students engage in individual and dual sports. With data showing that fortyone percent of our ninth grade students are either overweight or obese and only twentyone percent of the same group of students can pass the minimum standards on the State Fitnessgram test, physical fitness is emphasized throughout both courses.
80 Social behavior is another integral part of the department’s curriculum. The KPE curriculum is aligned with the newly developed California State Standards. The KPE curriculum emphasizes the importance of our school’s Graduation Outcomes. Throughout the curriculum, students are provided opportunities to develop skills to apply over a lifetime and to critically analyze and evaluate their levels of fitness. Students also learn how to work effectively with others from different backgrounds and abilities. The KPE curriculum also requires students to be able to read, write, speak, and compute effectively. Technology is also incorporated into fitness activities using pedometers and heart rate monitors. All students are required to keep a portfolio to monitor their fitness. By setting personal fitness goals and keeping track of their results throughout the year, students develop a strong work ethic and accept personal responsibility for their successes and shortcomings. Staff members meet once each month to review student work and to collaborate on developing new ideas to teach concepts. Ninth grade students are given pre and post tests for the State Physical Fitness Exam. Teachers evaluate individual and overall students’ fitness results and use the data to modify instruction. Science The department is divided into three subject areas: Biological Sciences, Physical Sciences, and Earth Sciences. Within each subject area, various levels of courses are offered. Once the minimum requirements are attained, a variety of science classes, both physical and lab based are available so that students can pursue their own interests and needs. MESA, Marine Biology, Anatomy, and Physiology are elective courses that strengthen student’s ability to think critically. In addition, the department offers courses that are sequenced for IB, AIMS or SLCs for students electing to work within a specific course sequence. Guest speakers representing various sciencebased careers visit classrooms. The department has a unique relationship with the S.S. Jordan, a research vessel, which marine biology students visit every year. Rigor in the curriculum is brought to all subjects. It is a constant focus in district and department walkthrough visits, and it is revisited in the collegial LASW meetings. The department continually challenges the students in their work and holds high expectations through standardsbased lessons.
81 Special Education All students in the Special Education department have IEPs that include input from all shareholders in the student’s learning process. The IEPs are revised annually to monitor academic and behavioral progress. Throughout the year, modifications are made on an individual student basis using supplemental material and Specially Designed Academic Instruction in English (SDAIE) strategies to lower the affective filter that impedes student progress. Student progress in writing and math standards is monitored through portfolios. Students improve academic and communication skills while acquiring practical knowledge and behavioral skills necessary to function outside of a controlled setting. Many classrooms are set up so students work collaboratively to achieve a common goal. Moderate/severe special education students study an alternate functional, community based curriculum in a selfcontained class. RSP students are enrolled in mainstream or general education classes including, Strategies for Success class. This curriculum is designed to teach and prepare each student with the study skills to enable them to succeed in all academic areas. Moderate/severe students study a modified curriculum in a selfcontained class for all or part of the day. Emotionally disturbed students’ curriculum emphasizes behavior management and support through group and individual counseling. B2: To what extent do all the 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 schooltocareer goals? All students explore career and educational plans on a yearly basis working with counselors to develop an ILP, develop workplace competencies, and practice skills necessary for success in higher education. Students are offered rigorous college prep classes that incorporate real life skills, have the opportunity to accelerate learning by taking honors or AP AND IB classes, and can select from a variety of electives in computer technology, the visual and performing arts, and vocational education classes. Counselors present college/career modules in grades nine and eleven to expose students to postsecondary options. In the students’ eleventh and twelfth grade, parents are invited in to discuss their child’s progress with their counselor with atrisk students being targeted specifically. Parent nights are held to inform ninth and tenth grade parents about postsecondary education options, college entrance testing, and ag requirements. College information nights are held for eleventh and twelfth grade parents and students with college admission representatives.
82 Academic Students follow an ILP which maps out course sequence, and is reviewed yearly with the counselor. Upon completion of the ILP, students will be eligible to enter a fouryear college, a community college, a technical program, armed services, or go directly into the workforce following graduation. All ninth grade students are programmed into a college preparatory course of study unless they have an IEP or EL designation that identifies and alternative course of study. Students who score a one or two on the CST Eng/LA are programmed into a doubleblock language instruction using the State adopted intervention program, Language!. Teachers are trained in the instructional strategies and student activities that are used in this program. EL students receive language instruction depending on their English proficiency. Special education student are placed in classes according to their IEP. These students are mainstreamed into regular courses as appropriate and provided with resources from the special education department to help them succeed. A wide range of courses is offered to prepare students for graduation and postsecondary interests including IB, AP, Honors, accelerated doubleblock intervention and sheltered classes, depending on the students’ needs. Academic Decathlon, mock trial, and history through dance are activities to support and encourage academic growth outside the classroom. EL and Special Education students receive additional support to achieve academic goals. EL students have their progress monitored regularly and students are placed appropriately based on individual growth and development on a semester basis. Special education students are assessed and evaluated through the Student Success Team (SST) that helps ensure that students are properly placed and supported. RSP students receive support through the SFS classes that are designed to allow students and teachers to work together on focused academic goals. The Special Education teachers work closely with the Career Transition Specialist (CTS) on campus. The CTS supports students that plan to attend college or work after high school. All seniors in the MM department are given career assessment tests in order to support them in finding their career interest. Guest speakers from a variety of vocations visit the special education classes and share about their professions. LBCC visits once each year to speak to eleventh and twelfth graders about student disability services on their campus.
83 Personal During the ILP meeting, students are encouraged to explore and set personal goals for the future. Counselors help make the connection between the curricular and cocurricular programs in helping the student achieve these set goals. Many students choose to participate in activities that support goals such as performance groups, ASB, and athletics. In courses such as KPE, students create and implement a twoweek fitness plan based on health related fitness concepts and set personal goals. Exploring teaching is a course, which provides teaching experience for students who desire to pursue a career in education, and the SLCs are specifically designed to meet student interests and goals. School to Career During the ILP conference, students are aided in determining possible career paths to explore. Computer Applications and courses offered through ROP, prepare students for school to career transitions. Students are taught practical skills and computerbased programs to enable students to apply problemsolving strategies to real life situations. Working in conjunction with the efforts of the counseling staff, the career center uses Bridges Career units, to help students explore career options. Career specific information, speakers, and guidance are available to all students. SLCs allow students to explore their interests in various career paths including business, medicine, travel, entertainment, performing and visual arts, and production. Students have opportunities to participate in job shadows, internships with various community businesses and volunteering in a variety of work environments through the SLCs, as well as the opportunity to earn credit for working while in high school through ROP. Students have the opportunity to work on campus in the student store or in the cafeteria. Students in Special Education have the additional resource of a CTS and a Job Vocational Education Specialist. B3: To what extent are students able to meet all the requirements of graduation upon completion of the high school program? All JHS students are provided with a wide variety of ways to meet the requirements of graduation in both traditional and nontraditional classroom settings. All students are placed in appropriate programs in consultation with counselors, allowing them to meet the basic district and State of California graduation requirements. The progress of each student is carefully monitored by the counselors to ensure satisfactory progress towards graduation. Students are prepared in all core curricular areas for the CAHSEE. Students who have difficulty in passing the CST or CAHSEE exams are provided opportunities to improve their skills and knowledge.
84 Students who fail to pass any required course in grades nine through twelve are assigned Summer School and Evening High School for remediation when needed. Alternatives for students whose needs are not met by traditional school schedule include Long Beach School for Adults (LBSA), Educational Partnership High School (EPHS), and R 3 /Transition School. The Service Learning graduation requirement is supported on campus from a variety of teachers and staff. Students get regular information about volunteer opportunities off campus through the bulletin and the Service Learning coordinator. Many teachersponsored clubs on campus also allow students to earn service hours for the graduation requirement. Areas of Strength: ·
All core subject areas are focused on California State standards and are using standards to build curriculum and guide instruction
·
All students have ILPs and participate in annual meetings to revise goals and monitor progress
·
Curriculum development and instruction is being driven by multiple tools, including Department walkthroughs, LASW meetings, and Action Plans
·
The variety of academic options available to students across the curriculum including SLCs, magnets, AP and Honors courses has increased
·
Multiple opportunities and interventions are provided to meet graduation requirements for all students
Key Issues: ·
Focus staff development on improving crosscurricular strategies and develop a more regular, systematic, schoolwide support for subgroup populations
·
Improve interdisciplinary communication outside of SLCs
·
Increase the graduation rate of atrisk students by increasing parental involvement and studying ways to improve attendance and raise awareness of serious consequences for nonattendance
·
Continue to create career development and practical life skills courses bridging the gap between college requirements and graduation requirements
·
Expand course offerings for students who are not college bound by expanding vocational education curriculum and courses
85 b: studentbased learning: curriculum Activity/Key Findings All students participate in a rigorous, relevant, and coherent standards based curriculum that supports achievement of the academic standards and the Graduation Outcomes.
Every student has an Individualized Learning Plan, which is reviewed annually each year by the student, counselor and parent or guardian. Counselors present college/career modules in grades 9 and 11 and develop fouryear plans. Counselors meet individually with all students each year to review transcripts and support students in academic and career goals. Parent Nights are held to inform ninth and tenth grade parents about postsecondary education options, college entrance testing, and ag requirements. College information nights are held for eleventh and twelfth grade parents and students with college admission representatives. Students still learning English are enrolled in ELD and SDAIE classes with trained teachers. In addition, the majority of content area teachers are CLAD and/or SDAIE trained and employ sheltered instructional strategies to assist students in accessing content. Students who need to pass CAHSEE are offered review courses, test taking and study skills, tutoring, and Princeton Review. Students who fail to pass any required course in grades 912 are assigned Summer School and Evening High School for remediation when needed. Students are provided a myriad of opportunities to explore their career interests and investigate careers.
· Evidence sMaster Schedule sCourse Outline and Class Syllabus sEOC Exams sPortfolios/Assessment Data sDept. curriculum maps and pacing guides sEnrollment in Honors/AP Course sILP sCounselor appointment schedules sStudent fouryear plans sILPs sCourse selection sheets sTranscripts sBulletins sAgendas sMaster Activity Calendar
sSample Lesson Plans sMaster Schedule sWalkThrough Feedback sMaster Schedule sCBEDS sMaster Schedule sILPs sPrinceton Review Attendance Sheets sRecommendations on ILPs sSummer School and EHS records sD’s and F’s report sCareer modulescounselor records sCareer Center schedules: college and military speakers; Career Day sGuest Speakers in classroomslesson plans sField trips to universitiesattendance rosters sJob shadowing and internships sROP classes – enrollment records sService Learning Logs
86
Category c: Standardsbased Student learning: instruction
87
C. Standardsbased Student Learning: Instruction C1. To what extent are all student involved in challenging learning experience to achieve the academic standards and the expected schoolwide learning results? Jordan High School students experience a variety of instructional strategies throughout the course of the academic year. Common schoolwide student involvement includes but is not limited to comprehensible input, differentiation, standards, assessment, modified/specialized programs, and cocurricular and extracurricular activities creating a community of learners within the classroom. These strategies emphasize high expectations, and consequently, enable students to achieve at high levels. Teachers select instructional strategies based on student needs and learning styles. The staff has worked on creating interactive classrooms where all students are actively engaged in the learning. All classrooms post essential questions, agendas, objectives, standards, and dates on a daily basis. The learning objective serves as an anchor point for students. Students know what they will be learning and how to prove they have learned it. State Curriculum frameworks, and national standards, serve as the foundation for instruction. Content benchmarks found on curriculum guides provided by the district help teachers pace instruction and common assessments allow for analysis of student progress, redesign, and /or modification of instruction to increase student proficiency. The Graduation Outcomes influence instruction and are woven into daily instructional practices. Teachers differentiate instruction through modifications to provide students full access to the curriculum. Modifications include use of accommodations and supplemental materials, SDAIE strategies, manipulatives, realia, and visuals. Recognizing that over fifty percent of Jordan students were not reading at grade level, the staff began to use literacy strategies to help students have equal access to the core curriculum, and to improve overall student performance. Teachers use specific vocabulary development, anticipation guides, and prereading strategies to assist students with accessing texts. During district and department meetings, curriculum leaders and teachers create learning experiences that actively engage all students in lessons. All students experience a wide variety of instructional strategies on a regular basis include, thinkpairshare, cooperative grouping, and multimedia projects to stimulate academic achievement. A variety of strategies and resources actively engage students and help them succeed at high levels. Strategic lesson designs embed research, technology critical thinking skills into daily lessons while encouraging students to solve reallife problems. Learning is not confined to the classroom. Effective instructional strategies are found in the experiences that teachers consistently provide students.
88 Schoolwide professional development activities have focused on incorporating innovative instructional strategies into a standardsbased classroom. These activities focus on instructional change including differentiation, academic vocabulary, essential learning, real life connections, and use of formative assessments. Departments concentrate on EEEI training, instructional strategies for EL students, curriculum maps, reading across the curriculum, numeracy strategies, standardsbased instruction, the development of pacing charts and common assessments. During monthly LASW meetings, departments informally measure student achievement and help improve classroom instruction. The District provides funding and content resources to each department as support. All teachers new to the district participate in standardsbased training. Onsite literacy and math coaches work with teachers to analyze data and improve classroom instruction. JHS offers academic courses with PLS to level one and level two English learners; and SA courses to level two through level seven English learners. Instruction includes the use of SDAIE strategies schoolwide to engage the active involvement of English learners. The EL program also offers tutoring outside of the school day, Princeton Review for CAHSEE, and an EL computer lab to enhance language acquisition and academic achievement. There has been a significant increase in the number of AP and IB sections added to the master schedule, three new AP and IB courses, twelve new ninth/tenth Accelerated sections, and the honors offerings remains the same. Special Education students are provided full access to the core curriculum according to their IEP. As a result, these students have the classroom teacher and an instructional assistant to assist them with academic and social development. RSP students take a support class called Strategies for Success, which provides specific and direct instruction in appropriate classroom behavior, and organizational and study skills. RSP and core teachers collaborate regularly to modify curriculum and instruction as needed, and help student’s complete assignments, monitor progress, and meet graduation requirements. The AVID program helps students in grades nine through twelve are motivated and prepared for higherlevel education and exploration of career options. AVID focuses on study skills including Cornell notes, Socratic Seminar, organized tutorials, and cooperative learning activities. Students participate in study groups led by trained college tutors during the regular school day. Schoolwide, AVID strategies such as Cornell notes and Socratic techniques assist students in guiding their own instruction by organizing thoughts and content, and discovering the answers for themselves.
89 Several intervention programs such as JMAC and Panther Academy are an indirect response to our last full WASC visitation and are intended to address the two critical areas of need – reading and math, algebra specifically. Students identified as needing intensive or additional support, receive this support during their normal school day through Literacy Workshop, LMB, and Language!. C2: 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? In many classrooms, teachers function as coaches and facilitators of learning by utilizing a variety of instructional strategies, such as problemsolving, critical thinking, inquiry, cooperative learning, and selfdirected, reflective learning. However, other teachers are traditional “stand and deliver” instructors who utilize a limited skill set of strategies. Through professional development, such as, new teacher institute, Baldrige, Cornell Notes, BTSA, foreign language training, summer institutes for most departments and the work of academic coaches, these teachers have begun to change their instructional delivery. All departments at JHS address the various learning styles of students through a variety of innovative methods. Instructional planning goes beyond the textbook. The staff uses thematic instructional units to plan lessons that involve the use of multimedia techniques, various levels of instruction, use of realia and research to enhance learning. These occur at varying degrees of complexity depending on the content and the students. The use of technology enables teachers to develop lessons that actively engage students in mastering the content standards and challenges students to use higher order thinking skills by evaluating, analyzing, and critiquing information acquired through internet research along with information obtained through class work and teacherdirected instruction. All classrooms are connected to the Internet, which allows students access to the internet as integrated within lesson plans. Some teachers use multimedia presentations, DVDs, LCD projectors, PowerPoint presentations, and other computer programs such as word processing as instructional tools and required student activities. Through videoproduction, students create the school bulletin and broadcast schoolwide events. The computer lab in the library/media center, as well as student computers in every classroom facilitates the incorporation of technology as a method of instruction and authentic assessment of student achievement. SLCs and selected departments have computer labs for research, create projects, practice new concepts and to process papers.
90 The BESTT SLC provides students with rigorous core content and elective course experiences to improve their academic and technical skills in the areas of Computer Literacy, Finance, Accounting, Sales/Marketing and Tourism, and Hospitality and Tourism. BESTT students learn the technical aspect of business operations, the functions of the entrepreneur, the role of international trade, the impact of personal, social, and financial decisions, and the interrelationships of business and economic functions. Students are prepared for both college and international commerce. Technology is the focal point of our JMAC academy. This SLC is designed to prepare students with the technical and academic skills required for postsecondary interests. In addition to collegepreparatory courses, students receive instruction in current technology through graphic design, publishing, and video production. JMAC students learn to create individual curriculum based projects and produce Jordan’s literary and art magazine, Stylus and the school’s news and broadcasting system, JNET. Teachers incorporate varied reading and writing strategies through: · Vocabulary and reading development · Research projects · Reading strategies · Senior project · Utilize academic vocabulary · Resumes · Graphic organizers · Cornell Notes · Common writing assessments, essays · Word wall · Functional text · Anticipation guides · The writing process and portfolios · Vertical teaming · Group/Team projects · Horizontal teaming · Daily oral language exercises · Response boards · SDAIE strategies Teachers facilitate collaborative strategies to become more productive members of our community: · Senior Poll workers · Registering to vote · Community services · School clubs · Student council · Project portfolios · School organic garden projects · Essays · Internships · Reciprocal teaching Technology and multimedia methods are utilized to support and to increase technological literacy: · Carnegie Computer Learning System · Programs for CAHSEE practice. · Word processing, · Spreadsheets · Computer graphing · Students have access to library/media center · Webquest · PowerPoint lessons and instruction · Math computer lab · Computer projects · Published grades · Digital Video
91 Effective communication is facilitated through speaking and listening activities: · Student visual and performance · Socratic seminars presentations · Debates and speeches · Cooperative group work · Mock trial Students organize, assess, and apply knowledge acquired in the classroom through the use of: · Reading advertisements · Cornell Notes · Agendas/Notebooks · Fact and fiction in Rhetoric and Composition classes · Writing to publish in Stylus Students are given the opportunity to think, reason, and problem solve during: · District exams · Projects · Selfevaluation · Work in teams · Communicate about what they are doing · Working toward mastery of standards · Selfreflection assessments · Labs and projects in science · Portfolios · CAHSEE workshops and tutorials Students utilize emerging technologies to improve their technological proficiency and complete classroom assignments through: · Computer labs · Maintain individualized folders on school network · Microsoft Word/PowerPoint/Excel · Digital imaging · Digital video editing Opportunities that enable students to connect learning to the community include: · Academic Decathlon · Resumes · Letter of intent · Internships · Service Learning · ROP · Vocational training · Career Center · Mentoring projects · AIMS working in local medical facilities · Strategies for Success Other resources to which students have equal access are: · Library Media Center · Student work examples · Teachers · Counselors · Staff · Career center · Administration · Internet/Online · LB WRAP · Tutorials
92 Areas of Strength: ·
Instruction is diverse and lessons are engaging due to collaborative planning of lessons, activities, and assessments
·
Programs such as IB tutorial, AVID, and CAHSEE tutorials and workshops offer extra academic support for students
·
Learning is not confined to the classroom and textbooks; experiential learning is becoming more integrated throughout the curriculum
·
Technology is readily available to help students improve their skills, apply knowledge research information, and work on projects
·
Ongoing staff development for literacy strategies and differentiation of instruction is schoolwide
Key Issues: ·
Continue to develop instruction to strengthen and develop students’ logic and higher order thinking skills
·
Continue to provide professional development opportunities to improve classroom instruction and focus instruction on narrowing the gap between subgroups and the average student.
·
Address the participation of atrisk students in offered tutorials
·
Additional professional development needed in use of active participation strategies and ways to check for understanding
·
Improve student and teacher use of technology such as accessing grades and attendance online and student research and word processing
93 C: Standardsbased Student learning: Instruction Activity/Key Findings Course outlines for every class are based on rigorous State standards. Instruction is supported by textbooks, and textbooks are aligned with the standards.
Evidence sLesson plans incorporating standards sEEEI sStandardsbased objectives posted sStandards aligned textbooks for every student (Textbook Check Out records) sCourse outlines, curriculum maps sAssessments
Teachers meet with a supervising administrator to establish goals that incorporate instructional strategies that are detailed in the CA State standards for the Teaching Profession, which are designed to help all students achieve academic standards. All new core content teachers receive standardsbased instruction at district New Teach Institutes. Students are offered opportunities to retake courses to meet the standards at EHS, summer school. Teachers create differentiated study guides and review sessions for both accelerated and challenged students to assess understanding of concepts that will be on scored exams. When appropriate, special education students are mainstreamed into regular ed classrooms for all or part of the day. SDC courses are also aligned to grade level content standards. Counselors use information from the College Board’s AP Potential Report to encourage students to achieve at higher levels by enrolling in Honors or AP courses.
sStull evaluations sBTSA coach records sFirst and Second Year Teacher Institute Records sEEEI Training records sELL Training records
sEHS master schedule sSummer school master schedule sLesson plans sStudy guides in most subjects sAP AND IB summer reading assignments sEnrollment data sIEP records sSDC course outlines
sAP Potential Report sHonors/AP class enrollment support sIB magnet enrollment sMaster schedule sSAT/ACT reports Lessons reflect a high degree of planning for active sReports, portfolios, grades, and other artifacts participation in all subject areas. Twiceyearly all showing evidence of handson labs and school Key Results WalkThroughs focus on projects schoolwide. instructional strategies that achieve active sChecking for understanding via: response participation from all students. boards, “thumbs up/down,” choral response, reflective response sKey Results WalkThroughs observation sheets and findings Cooperative learning, differentiated instruction, and sLesson plans reflect varied groupings peer teaching can be seen in many classrooms. sGroup work evaluations
94
Category d: Assessment and accountability
D. Standardsbased Student Learning: Assessment and Accountability
95 D1. To what extent does the school use a professional assessment process to collect, disaggregate, analyze, and report student performance data to the parents and other shareholders of the community? The staff and administration have an effective assessment process to collect, disaggregate, analyze, and report student performance data to all shareholders. JHS and the District use the analysis of assessment data to modify the school program and monitor schoolwide Action Plan progress. Students are assessed in a variety of ways to ensure that progress toward achieving the standards and the Graduation Outcomes is continuous and appropriate. Common assessments that reflect knowledge of standards measured by CAHSEE and CST have been developed by district and site level faculty teams, and are used by core content and some elective departments either quarterly or by semester. Results for core department assessments are collected by department chairs and analyzed at department and PLC meetings. Student achievement, as measured by California Standardized Test CST and CAHSEE, PSAT, SAT, AP and CELDT, is reviewed regularly to analyze the school program and identify areas of improvement. Data are analyzed schoolwide, departmentwide and by subgroups to determine areas of needed support or intensive intervention. Common assessments linked to State subject area standards are used at regularly scheduled intervals in all core subject and some elective departments. Student performance on assessments is reported to parents and the community through several communication vehicles such as grade reports, CAHSEE and STAR reports mailed home, Parent Institutes, the JHS website, Parent Nights, the School Accountability Report Card, and community newspapers. Teachers, counselors, and administrators have access to data through the district research website, LROIX, which gives a comprehensive view into each student’s performance in various subjects. Departments use analyzed data from District benchmark tests, EOC exams, and LASW meeting results to revise goals and monitor student progress. Teachers receive CELDT scores for EL students annually, and updates on special education students in their classrooms through IEPs at a glance.
D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify
96 the teaching/learning process for the enhancement of the educational progress of every student? Teachers use a wide variety of assessment strategies to evaluate student learning and monitor student progress. Assessment tools include standardized tests, benchmark assessments, common assessments, EOC exams, and teacher prepared objective tests. Authentic assessments include student portfolios, performances and presentations, projects, PowerPoint presentations, research papers and writing samples. Skills based mastery in performancebased classes such as physical education, drama, band and courses based upon computer applications is used as the method of assessment for both independent and group work. Teachers meet in collaboration meetings to share best practices and effective assessments and to discuss additional ways to evaluate student progress. Common assessments and EOC exams help teachers adjust instruction and refocus guided practice where needed. ParScores, Smart Scantrons are used by some departments to provide immediate feedback regarding student progress. The reports are distributed to teachers and shared with students by teachers and counselors. Strategies for reteaching, retesting, and using SDAIE strategies are discussed in department meetings. Students who wish to improve their grades use grade reports and test results as tools to monitor progress. Tutoring is offered on an informal basis by individual teachers and formally, through SLCs, Princeton Review and CAHSEE prep. Tutoring and interventions are strongly recommended to students who are having difficulties in their courses. Special education students’ progress is assessed annually to determine goals and objectives to facilitate appropriate placement within the core curriculum and modified instruction. Assessment tools include Briggance Inventory, the District CBM, and department created tests. IEPs are developed annually to identify and/or modify students’ individual needs. Special education teachers also use curriculumbased assessments, which are processed for each student and communicated to other teachers in an effort to facilitate accommodation of all special needs. English, math, social studies, and science teachers study CAHSEE and CST reports showing high and low performance areas for current students and those from the previous year. Since teachers in these core departments follow the same general curriculum maps and pacing charts, they are able to discuss the evidence, set target areas for improvement and work to redesign instructional practices. Each of the core teachers uses rubrics to determine whether skills and content knowledge have been mastered. The rubrics help demonstrate more clearly what students need to do to improve specific skills. Models of proficient and advanced work with rubrics attached are displayed in many classrooms, showing all students what proficiency actually looks like. In English, the High School Reading and Writing Handbook is given to every ninth grade student. The Handbook contains explanations, models, and rubrics for many language arts requirements and it is relevant for all subjects and describes expected skills. Student artwork is evaluated by
97 visual art rubrics. Student work is displayed around the school and in the campus art gallery. Teachers also use data gathered during Key Results WalkThroughs and peer observations. This data allows teachers more opportunities to share knowledge of best teaching practices, which leads to improved student achievement.
COURSE
98 Visual Presentations/ Projects ENGISH HISTORY LANGUAGE! SCIENCE SDC SCIENCE FOREIGN LANGUAGE BUSINESS
Oral Presentations ENGLISH HISTORY LANGUAGE! BUSINESS FOREIGN LANGUAGE
PrePlacement Exams LANGUAGE! MATH
Lab WriteUps SCIENCE
Continuous Improvement MATH ENGLISH LANGUAGE! BUSINESS FOREIGN LANGUAGE
Junior Research Reports ENGLISH HISTORY
RESPONSE BOARDS HISTORY MATH SCIENCE ENGLISH FOREIGN LANGUAGE
results on file with counselors, ParScore information
individual student assignments
use of portfolios and student notebooks, wall charts, class discussions
individual student writing portfolios, student reports, rubrics
sample questions from white board, warm up questions
PHYSICAL EDUCATION
EVIDENCE
PHYSICAL EDUCATION
Power Point Presentation Printouts Posters Scientific tables Video Recordings Posting student work Boards/Posters
EVIDENCE
COURSE
CST
ENGLISH MATH SCIENCE HISTORY BUSINESS
CAHSEE
ENGLISH MATH BUSINESS
rubrics, peer evaluations, self evaluations, group discussion log.
COMMON ASSESSMENT PRE/POST
HISTORY SCIENCE ENGLISH MATH SDC SCIENCE BUSINESS PHYS. ED.
Results are forwarded to the counselors Teachers analysis results
“Smart Scantron” End of Chapter Exam
OBJ. TESTS/ QUIZZES
Document based questions
ENGLISH MATH SCIENCE HISTORY LANGUAGE! BUSINESS PHYS. ED.
HISTORY FOREIGN LG
Scantron graded
BEHER Comprehension steps, (Questions about Reading) charts, graphs, maps, etc. short responses, essay, incorporating documents, rubric.
EOC Endof Course Exams
Journal Writing
HISTORY ENGLISH MATH SCIENCE LANGUAGE! BUSINESS FOREIGN LANGUAGE
ENGLISH HISTORY
Analyze Results from Counselors
Evidence.: Comp. books Journal response
PHYS. ED.
Writing Assessment
ENGLISH HISTORY LANGUAGE! SCIENCE
Interactive Notebook
HISTORY ENG FOR READING
SDC SCIENCE
FOREIGN LANGUAGE PHYSICAL EDUCATION
Writing folders/portfolios Essays Short responses
Student notebooks
99 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? JHS, with the cooperation of the district, school staff, administration, PLC, JAC and ACE, and support from the community, has developed a system for monitoring student progress toward achievement of the standards and the Graduation Outcomes. The District has a comprehensive system that assesses student progress through standardsbased course outlines and instructional materials, curriculum leaders to provide teachers with continuous feedback and inservices, onsite curriculum coaches, and curriculum institutes. Common assessments, data reporting, and district mandated Key Results WalkThroughs are vehicles to communicate student achievement. The District provides disaggregated assessment reports by subject, teacher, and student and reports all data to parents and community through the SARC report. The disaggregated data provided by the District allows the staff and administration at JHS to identify concerns and formulate strategies to address areas of concern schoolwide. Teachers can develop or modify lessons to address needs of specific students, departments can use data to review written curriculum and assessments when appropriate, and teaching assignments and student scheduling can be adjusted based on data analysis and student needs. 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? JHS continuously uses assessment data to develop and modify the school program based on the evaluation of student achievement in relation to content standards and Graduation Outcomes. Teacher lesson plans and scheduling are designed to align with content standards and Graduation Outcomes. Schoolwide and department Action Plans are modified based on student performance data. Resources are allocated based upon perceived needs and student progress in relation to assessment data. Teachers improve each year in the use of multiple assessment tools to improve instruction and curricula revisions are made yearly in response to current achievement data. ¨ Analyzed data of the CSTs, CAHSEE, and EOC exams supports ILPs, appropriate student placement in courses and intensive tutoring ¨ Schoolwide goals are crafted from disaggregated assessment data reviewed by departments. Resources are allocated to achieve the goals ¨ Doubleblock classes have been created to accommodate Language!, Literacy Workshop, and Algebra ABCD courses for students who need academic interventions ¨ The addition of AP, IB and Honors courses was a result of the AP Potential Report as the number of eligible students increased
100 ¨ CAHSEE data drove establishment of CAHSEE math and CAHSEE English courses into the master schedule and summer school offerings to facilitate improved pass rates ¨ SAT prep classes are offered afterschool and Saturdays following assessment of student need to improve SAT scores and college acceptance ¨ Student demographic and achievement data was used to establish and grow the AVID program ¨ EL student placement tests, CELDT tests, the Highpoint program embedded assessments and CAHSEE tests drive decisions about ELD and SDAIE course offerings and literacy support classes ¨ In the classroom, CAHSEE and EOC results refocus guided practice, modify teacher’s lessons, and adjust curriculum ¨ Grade Reports, student data trackers, student portfolios, tests and quizzes provide immediate feedback for students and parents to identify current academic status Areas of Strength: ¨ Assessment data is shared with all shareholders via multiple forms and languages of communication ¨ The development and use of common assessments and benchmark tests within departments are aligned with the standards to increase student achievement ¨ Data is used to continuously modify the instructional program and for student placement in intervention and accelerated classes ¨ There is excellent district and community support for standardsbased assessment and accountability ¨ Assessment data is used to make changes to school programs and drive decisionmaking
Key Issues: ¨ Increase timely feedback on Key Results WalkThroughs and schedule followup meetings to discuss findings ¨ Continue to explore ways to increase parent attendance at various Parent Nights and involvement in student’s education ¨ Continue to improve interventions for students not meeting standards as revealed by assessments ¨ Increase effective translation of data gained from common assessments into practical instructional tools and modified instruction ¨ Complete EOC exams and common assessments in all departments
101 d: standardsbased student learning: assessment and accountability Activity/Key Findings Evidence JHS uses common assessments that reflect sEnglish, math, social science, and science knowledge of standards measured by CAHSEE common assessments and CST in core and some elective courses. sLanguage!, LindamoodBell, Mock CAHSEE, have common assessments sAssessment schedules and pacing charts sData reports sLASW, Analysis/planning meeting schedules and minutes. JHS uses standardized assessment tools like sTesting schedule CST, PSAT, SAT, AP, CELDT, and CAHSEE to sScore Reports disaggregated, by student, provide evidence of student achievement. teacher, subject, and/or department. Analyzed data is used to ID subgroups in need sDepartment meeting minutes of interventions and the results are studied sPLC meeting minutes monthly by PLC to revise Action Plans. sSARC sSchoolwide/Department Action Plans Student performance results are reported to all sCAHSEE/STAR reports shareholders through several vehicles of sSARC communication such as grade reports in sParent Institute/Parent Night agendas/minutes Spanish and English, CAHSEE/STAR reports, sProgress reports Parent Institutes, ELAC/JPAC, SARC, staff sProgress reports meetings, and LROIX. sLROIX A variety of evaluation tools including authentic sStudent portfolios assessments and traditional evaluation sPerformance rubrics methods like teachermade quizzes and tests sProjects are used for a balanced approach to evaluation. sTeachermade tests and quizzes sLearning logs Models of proficient and advanced work with sPosted student work with attached rubrics rubrics attached are displayed in many sHigh School Reading and Writing Handbook classrooms along with the High School Reading and Writing Handbook, containing explanations, models, and rubrics for Eng/LA requirements. Student performance data is presented to sKey Results WalkThroughs schedules school and district leadership at twiceyearly sWalkThroughs reports of strength and growth Key Results WalkThroughs that provide the areas opportunity to observe teaching practices and sDepartment observation reports look for evidence that supports focus questions. LBUSD has a comprehensive system of support sCourse outlines and instructional materials list for student achievement through standards sCurriculum Institutes agendas based course outlines and instructional sDistrict common assessments materials, curriculum leaders, curriculum sContent standards institutes, pacing charts, common assessments, sCST, CAHSEE, PSAT data reports and item and data reporting. analyses
102
Category e: School Culture and Support For Student Personal and Academic Growth
103
E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH E1. 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? Parental and community involvement is strongly encouraged at JHS. Regular parent involvement is encouraged through participation in JPAC that meets the second Wednesday of each month at 6:00 p.m. in the library and ELAC that meets every other month. The purposes of JPAC and ELAC are to advise the parents, Coprincipals, and school staff on programs and services for students. Other opportunities for parent participation are JAC, a site decisionmaking body that meets on an as needed basis and the Safe Passage Program, which allows authorized parent volunteers to supervise students entering and leaving campus at nutrition and lunch. Additionally, the JHS Parent Center is staffed with bilingual personnel who provide assistance and services related to student achievement. The Parent Center hosts Parent Institute classes that inform parents about academics and student achievement. Academically, parents participate in ILP meetings with counselors and students to monitor academic progress and achieve personal student goals. Special education parents are directly involved through IEP meetings and other Parent Night events. Parents are contacted regarding attendance, completion of college applications, and participation in IB, AVID, and AIMS programs. The parents of English learners are contacted on a regular basis to inform them of upcoming tutorials and tutorial attendance. Additionally, our athletic directors are very adamant in making sure students meet academic requirements prior to participating in sporting events. Coaches contact teachers and parents to encourage student academic success. Students are supported by community resources through guest speakers, oneonone tutoring in our SLCs, the CSULB Scholarship Program, and visitations by representatives from colleges, universities, vocational programs, and military branches hosted by the Career Center. Students in various programs job shadow or intern in areas of interest such as visitations to local schools by our Exploring Teaching class members and the participation of AIMS students in local hospitals. The oncampus community resource WRAP program offers tutoring and enrichment classes for all interested students after school. The IB students participate in Charity Checks Program, which is an outreach program to local elementary schools to promote service and financial support of community organizations. IB students also host the annual IB AwakeAThon to raise money for nonprofit groups and local scholarship programs.
104 JHS makes every effort possible to communicate with students and parents about the importance of the curricular/cocurricular programs of the school and their importance to the student’s academic achievement. Students are reminded of their academic requirements by the Graduation Outcomes posted in all classrooms. Teachers create a course syllabus, have each student take it home for parents to sign, and then keep it on file in the classroom. JHS also makes it quite clear that academics are first and foremost in every student’s mind by having clearly defined eligibility requirements for sports, AVID, IB, AIMS, SLC, and all events sponsored by the Activities Office. Without meeting these academic standards, students are not qualified to participate in special events. Additionally this year, the new Student / Parent / Teacher Contract was instituted to assist in the promotion of academic excellence at Jordan. Clearly communicated expectations and standards exist for academic achievement, behavior, and dress, all of which support our school’s mission, vision, and Graduation Outcomes. Parents are informed of schoolwide activities through the electronic message board, the school bulletin, which is posted on the website, letters sent home in Spanish and English regarding BackToSchoolNight, Open House, and Informational Nights sponsored by the Career Center and counselors. The community liaison is actively involved in student affairs, academic intervention, and communication between school and home. Parents and staff are informed through a monthly calendar that is posted on the website, emailed to all staff, and distributed to parents at JPAC and ELAC meetings. Additionally our award winning Support Personnel Accountability Report Card (SPARC) report, is produced yearly and disseminated to all parents by mail and staff by posting. E2. To what extent is the school a safe, clean, and orderly place that nurtures learning? 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? Jordan is usually a safe, clean, and orderly place. The entire staff is involved in maintaining a culture of safety and cleanliness. During the 200506 school year the staff, students, and community expressed a desire for a safer campus according to classroom observations and informal staff interviews. The staff is especially concerned about the security and monitoring of the entire campus. In the past, the students felt that the hallways and other common areas needed increased supervision. This continues to be addressed by all administrators having a designated building to monitor during each passing period. Teachers also participate by standing at the door and “Meet and Greet” students as they arrive to class. They also believe that there has been an increase in verbal and physical altercations on campus and within the community.
105 The community echoes this sentiment and fears that most of the violence is racially and gang motivated. These concerns are being addressed during Jordan Parent Action Committee (JPAC) meetings by administrators, District representatives and the LBPD. The campus is secured with monitored gates during the school day to prevent outside intrusion, and all visitors must sign in at the gate and wear visitor passes. Campus safety is a priority and is supported by emergency preparedness through fire drills, earthquake evacuation drills, staff safety training, random classroom searches and LBPD SROs and CSOs patrol the campus. The wearing of IDs by all students and staff and the SWAT policy helps to maintain order at JHS. Students who are late to class, that is, who arrive after the bell has rung, are sent to SWAT. Staff receives an electronic roster from SWAT each day, and students with multiple infractions are addressed by administration. SWAT provides a place for tardy students in order to minimize classroom interruptions and OnCampus Supervision (OCS) provides an alternative classroom for students with discipline problems and/or who need to serve detention. R 3 /Transition School provides atrisk students with a history of significant behavior, attendance and/or academic deficiencies, an opportunity to correct and practice academic skills. R 3 /TS provides an alternative setting for students who need a highly structured individual program where behavior and academic progress is closely monitored. Students earn their way back into the regular school program after one or two quarters depending upon progress made in the program as evaluated by the teacher and administrator. Schoolwide, the S&P system, which has been emphasized by the administration the last two years, is an important aspect of our efforts. “Meet and Greet,” is one example of a technique staff uses to increase the ratio of positive interactions with students and decrease opportunities for inappropriate behavior. Teachers stand at their doorways during passing periods, check students’ identification cards, welcome students by name as they enter and make a pleasant comment to students as they enter their classroom. JPAC has addressed safety issues by instituting the Safe Passage program. Parent volunteers assist in directing students to and from school and helping to supervise the campus at nutrition and lunch. NCCJ works with a limited number of student leaders to foster trust between racial groups and to open lines of communication through on campus workshops and offcampus retreats. These student leaders are encouraged to bring the skills they learn to the campus and into their classrooms. Phat Habitat is an organization at Jordan that endeavors to maintain the cleanliness of the school and to add beauty as well. The organization hosts servicelearning opportunities for students to learn about gardening and related topics or ideas at its weekend gatherings.
106 Trust, professionalism, and high expectations have been addressed by the culture committee and staff retreat that focused on school improvement in these areas. Enabling staff to meet and discuss these issues proves to be beneficial. With several staff trained in Baldrige, effective methods of problem solving and communication, progress is being made to improve staff relations and measure performance. The relationships developed between students and teachers promote a sense of trust, respect, and high expectations for our students. These relationships developed in SLCs and programs promote a sense of ethics, values, and mutual respect. Students responded through the student survey that they feel comfortable in approaching and confiding in their teachers when they have personal and academic problems. All administrators have an open door policy that encourages trust and openness with the campus staff and the student population. Additionally, staff members are encouraged to stay current in their profession and to expect students to work and respond at their best. Rigor is continually addressed at department meetings and in the review of course contents. Opportunities exist for direct parent and teacher communication with the Superintendent via monthly informal meetings. To inform the school community about Jordan’s progress in all areas including academic achievement, safety, student demographics, graduation rates and more, the SARC and SPARC reports are posted on the web page. Student participation in a myriad of clubs and activities creates some parent participation but does not always involve the parents of students who struggle to succeed. E3. To what extent do all students receive appropriate support with an individualized plan to help ensure academic success? Upon evaluating our school program, there are several support systems in place for our students, including counselors, teachers, and school administrative staff. Each has various essential roles to help ensure academic success. Students follow an ILP, which maps out course sequence, and is reviewed yearly with parents and counselor. Upon completion of the ILP, students will be eligible to enter a fouryear college, a community college, a technical program, armed services, or go directly into the workforce following graduation. To aid students in their completion of district graduation requirements, folders with a graduation checklist printed on the back were given to all students at the main campus this year. The checklist gives students an additional method to track their journey through high school. Planners with the same checklist were given to all students at the JFA. Students who score a one or two on the CST Eng/LA are programmed into a doubleblock language instruction using the State adopted intervention program, Language! All ninth grade students are programmed into a college preparatory course of study unless they have an IEP or EL designation that identifies and alternative course of study.
107 All Special Education students attend an IEP meeting at least once a year. An administrator, special education teacher, parent(s)/guardian(s), counselor and at least one general education teacher, and if necessary the district social worker, speech therapist, and psychologist are present. During an IEP meeting, student progress is evaluated, goals are set, accommodations are suggested, and academic support and postsecondary plans are discussed. These students are mainstreamed into regular courses as appropriate and are provided with resources from the special education department to help them succeed. EL students receive language instruction depending on their English proficiency. English Language Learners are given support in core academic subjects. Teachers have been trained in SDAIE, CrossCultural Language and Academic Development (CLAD), and various English language instructional strategies. Sheltered classes are offered in core academic subjects to ensure that all students have access to the curriculum. Three specialized programs at JHS are AVID, AIMS, and IB. The AVID Program provides weekly inclass tutorials; college tutors; weekly binder checks; biannual field trips to colleges and museums, and motivational career and universitybased guest speakers. AIMS and IB are magnet programs available to provide specialized instruction to interested and qualified students. Each of these programs has a counselor who meets with each student five to six times per year. All programs contact parents through mailings, phone calls, parent conferences, and large group meetings. SLC curriculum offers students the opportunity to work in content areas that will help build knowledge, practical skill and make community/career connections before graduating high school. Counselors set up parent conferences after school for students who lack credits or have not been attending classes. Contract logs and parent/student/counselor contracts are maintained in the counseling office as evidence of parent conferences. Based upon parent conferences, counselors assess what interventions are necessary to ensure success. Interventions include tutoring, program changes, referral to evening high school, summer school, and/or adult school with concurrent enrollment. A new program implemented this year is Project Connect whereby teachers mentor selected students on a regular basis. It is the goal of the project to support students so that they can successfully complete their high school career. Students who consistently fail classes and make behavioral choices that impede their success are referred to a SST meeting. An administrator, school psychologist, parent(s)/guardian(s), counselor and all general education teachers, and if necessary the district social worker, school nurse, and speech therapist, must attend. The team identifies factors that may be causing the student’s low academic and behavioral performance and suggests appropriate interventions/accommodations. If necessary, psychological tests are administered. The SST designs goals to be reviewed in a follow up SST meeting scheduled at least three months later.
108 CAHSEE English and Math courses have been designed to assist students who need to pass CAHSEE. These courses focus on the skills and information tested on the CAHSEE exam. Through a proactive approach, JHS administers the Mock CAHSEE exam to all ninth grade students to help identify individual strengths and areas of need. Skills analysis datasheets for each class are distributed to teachers to assist in instructional planning. The results are used in the tenth grade to identify students who need intensive, afterschool tutoring before taking the exam for the first time. In an effort to close the achievement gap for tenth grade subgroups, JHS offers additional computer lab based interventions that provide individual support in identified areas of need. JHS has integrated CAHSEE prep into most English and math courses on campus. The English department has CAHSEE Tuesdays when CAHSEE course teachers spend time teaching CAHSEE specific skills and content. The math department uses weekly Continuous Improvement quizzes that incorporate instructional review and EL students receive CAHSEE question stems. In order to support juniors and seniors who have yet to pass the CAHSEE, afterschool Test Prep with Princeton Review and oneonone meetings with Project Team. English 7/8 and CAHSEE Math are two courses that teach specific CAHSEE content and skills for seniors who have not yet met the graduation requirement. 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 on our campus have access to a challenging, relevant and coherent, standardsbased curriculum. Evidence of this is documented in monthly walkthroughs, department meetings, looking at student work meetings, and through attention to dailyposted objectives tied to the State standards. There are four SLCs and two secondary specialized programs that allow students to focus their educational experiences around a theme or career path. Some of these programs have been in existence since 1990 and revised over the past six years based on data collected from a variety of sources. All students have access to courses that meet the graduation requirements and a wide variety of elective classes is evident in our master schedule.
All students at Jordan have access to a multitude of personal support services. Counselors meet with students to update their ILP and monitor progress toward graduation, meeting career goals, and completing the ag requirements. During the ninth and eleventh grade, students work on a series of career modules with their counselors to ensure that they have individual career goals set and that they recognize the pathway necessary for achieving their goals. Students who are not on track for graduation receive additional individualized attention. An annual IEP meeting for students with special needs is held to create or update plans. Individualized goals and objectives are written, and accommodations and modifications are determined.
109 Parent meetings are ongoing as needed throughout the year, but with special funding, additional meetings have been available to navigate parents through the maze of high school exit requirements. The parents of our ninth grade students are invited to meet with counselors oneon one at least once in the students’ first year. At these meetings, counselors provide an indepth review of the high school requirements, service learning opportunities, and suggestions to help with the difficult transition to high school.
EL parents also have this type of oneonone counseling service available. In the evenings, appointments are scheduled so that the parents of our EL student have the opportunity to discuss their child’s education with a counselor and their child’s progress toward redesignation. Due to these increased support services and personnel, seventeen percent of the EL student’s progress is greater than the District’s average of fourteen percent.
The use of technology enables teachers to develop lessons that actively engage students in mastering the content standards and challenges students to use higher order thinking skills. The computer lab in the library/media center, as well as student computers in every classroom facilitates the incorporation of technology as a method of instruction and authentic assessment of student achievement. Most classrooms are connected to the Internet, which allows students access to the internet as integrated within lesson plans. The librarian/media specialists assist teachers and students in accessing information and completing assignments and projects. Some teachers use multimedia presentations, DVDs, LCD projectors, PowerPoint presentations, and other computer programs such as word processing as instructional tools and required student activities. Through videoproduction, students create the school bulletin and broadcast schoolwide events. Additional computer labs have been created to support selected departments and SLCs. Teachers take student to the labs to do research, create projects, and practice new concepts and to process papers.
Students at JHS who are looking for rigorous and academically demanding course work may choose to enroll in a number of AP courses in the tenth through twelfth grades, which offer challenging academic study and the opportunity to earn college credits. Jordan offers AP study in all the core curriculums and maintains an open access policy in terms of enrollment. As a result, our AP population has grown considerably, evidenced by an increase in the number of exams completed.
110 The AIMS program allows students to explore careers in medicine and other healthrelated fields. This challenging fouryear academic program is accessible to all students and is designed to provide field experience at local hospitals and medical facilities in preparation for future careers.
IB is another program, which gives students a wellrounded academic curriculum leading to advanced college placement. The rigorous IB program consists of coursework completed in the junior and senior years consisting of six focus areas, a 4,000word essay, and a 150hour community service requirement. IB prepares students for the challenges of university level coursework by exposing them to advanced level classes in all UC/ag subject areas. Colleges and universities throughout the United States recognize IB as one of the most distinguished college preparatory curriculums offered to high school students.
For students whose transition between school and career requires a different approach, the district, and the California Department of Rehabilitation offer Transition Partnership Program (TPP). This program provides vocational education, work site experience, job training, and job placement for eligible students in our Special Education program. Eleventh and twelfth grade students who participate in the TPP program continue to receive support after graduation to help them become more independent and selfsupporting. The purpose of the program is to help identify individuals with physical, emotional, or learning problems and then work on developing their ability to get jobs through specialized vocational counseling, job training, work experience, and related services including job placement assistance. Services may include vocational planning, assistance with acquiring books and supplies, and transportation allowance.
Service learning, a graduation requirement, is a direct link between students and their community. It is an opportunity for students to learn skills and knowledge through service projects. The Career Center monitors and records the 40hours that each student is required to complete. The Daily Bulletin continually lists possible service learning opportunities including beach clean up, the Long Beach Grand Prix, the Long Beach Marathon, volunteering at child development centers, and staffing polling sites during elections.
Cocurricular activities are important to Jordan High School. Student leadership is responsible for the various activities on campus. There are approximately 500 participants in the 39 clubs offered to our diverse student body. All Jordan students are exposed to a wide variety of multicultural and ethnically diverse activities that include cultural experience, campus fairs, and other activities.
111 In an effort to make the transition from middle school to high school smooth, the Link Crew program paired 102 upper classmen with approximately eightyfive percent of the freshman and eighty percent of the sophomore class. With its motto, “Students Helping Students Succeed,” Link Week gives students a chance to get to know the staff and upper classmen before they begin high school. Through Link Crew training, upperclassmen develop leadership skills and a sense of responsibility for the school community. Freshman registration takes place during Link Week, where incoming ninth grade students are able to familiarize themselves with their schedules, classrooms and interact with classmates. Further, students are “linked” to activities of Jordan High School including: WRAP, 21 st Century after school program, Science Expo, Drama productions, and Business Education job shadow. While our focus remains on improved academic success, JHS offers a variety of sports for all students through the CIF. In the school year 200506, approximately sixty percent of the JHS students participated in athletics and cocurricular/extracurricular activities. With a threetime CIF title bearing Boys Basketball team leading the way, Jordan also offers twelve other CIF sanctioned sports for boys and eleven sports for girls. Wrestling and football do allow females to participate, but traditionally, these sports are male dominated. Currently there are approximately 200 participants in Visual and Performing Arts activities. Students perform in dance, drama, and band concerts, community, and athletic performances. The Visual Arts department highlights student work around the campus, and enters competitions. Jordan’s awardwinning Stylus magazine continues to reflect the school’s diverse culture through studentcreated works of literature and art. JHS offers academic activities such as Academic Decathlon, the Science Faire, and MESA. WRAP offers an after school tutorial program open to all students, which provides academic and social assistance to students who are interested. The WRAP program offers academic tutoring and a wide variety of social activities to enable students to make a personal connection with the school. Students also enjoy traditional student body activities such as dances, pep rallies, and service projects for the community such as Food Drive, Sock Drive, Pennies 4 Patients to support the Leukemia and Lymphoma society, and a clothing drive for the neighborhood community. Beyond classroom activities and graduation requirements, on campus clubs give students a place to gather based on a variety of common interests, such as athletic endeavors, foreign languages, performing arts, ethnic or cultural awareness, religious groups, academic interests, social groups, and even hobby and gaming pursuits. Group members participate in activities both during and after school hours. Common activities include attending meetings and structuring club calendars and events, planning and holding fundraisers, contributing to school activities such as lunchtime competitions with prizes and/or setting up booths at the homecoming fair, participating in athletic events as team members, performing in dramatic or cultural events, and going on field trips.
112 Areas of Strength: ¨ Parent involvement encouraged through JPAC and ELAC, Safe Passage Program, Academic Parent Nights and Parent Institutes hosted by the Parent Center ¨ Availability of extracurricular activities such as sports, clubs/organizations, academic programs, service groups that build character ¨ Safe and Productive schools program (meet and greet, checking for IDs) and the Jordan Mantra ¨ Increasing course offerings and scores on AP and IB exams and number of students taking AP and IB classes and exams ¨ “Open door” policy so parents and students can meet with counselors and administrators Key Issues: ¨ Continue to expand the information posted to the website including course syllabi, academic resources, and published grades ¨ Continue to build cultural awareness through the NCCJ camps and TIC programs. ¨ Increase student motivation and attendance for academic tutoring ¨ Increase student involvement in extracurricular activities and school spirit ¨ Continue efforts to involve parents and community members in student achievement and school events
113 e. school culture and support for student Personal and Academic growth
Activity/Key Findings Evidence Individualized Learning Plans for each student is sILPs signed by parent and returned to school. Parents receive a copy of the summary. Progress reports are mailed home six times per sProgress report schedule in registration packet year and grades are posted online for many and posted online courses. sJHS Website – many staff are currently posting grades and updating regularly. All staff can be readily contacted by parents via sPhone lists/web page voicemail or email. sGroupwise address book JHS’s Web site provides current information for sWeb site parents and students regarding academic sSite links to additional resources and sites of programs, graduation requirements, and personal interest. growth opportunities. Community liaison for Hispanic families and sELAC ELAC help parents support students sCommunity Liaison on campus full time academically and personally. sTranslator at JPAC meetings Back to School Night and Open House; invite sFlyers/School Bulletins parents to meet teachers and staff. sWeb site sEvent attendance sheets All graduates must complete 40 hours of sService learning logs community service learning. Parent education workshops and information sParent Night meeting Agendas nights are offered throughout the year such as 8 th sFinancial Aid seminar attendance sheets grade Parent Orientation, 9 th 12 th grade Parent sGuest speakers at monthly JPAC AND ELAC Nights sharing academic progress, graduation meetings requirements, and college entrance. Parents and teachers have the opportunity to sCoffee with Superintendent monthly meetings communicate directly with the Superintendent via monthly informal meetings. All students are introduced to the school rules sStudent Handbook and dress code via a ParentStudent agreement sSummer mailings that must be signed and returned. sNew student Parent Orientation agenda The campus is secure. Locked gates during the school day prevent outside intrusion. Visitors must sign in at the gate and wear visitor passes and the school ID’s are worn by students and staff. Campus safety is a priority and is supported by emergency preparedness through scheduled fire drills, earthquake/evacuation drills, staff safety training, random classroom searches, LBPD SRO and LBUSD CSOs patrol the campus.
sPosted signage sVisitor passes, sign in sheets sIDs and Lanyards
sEmergency drill schedules and reports sRandom search plans/record of results sSafety training modules and attendance sheets sSchool Safety Plan sClassroom emergency kits
114
Chapter V School Wide Action Plan
115 Chapter V: School Wide Action Plan Goal 1 (Area of Improvement):
Develop a comprehensive English Language Arts and math system that has structures in place to help students learn to read and achieve grade level ELA standards
Rationale: Critical need: SelfStudy findings indicate a need to improve student achievement in English Language Arts/Reading and math for all student groups. State assessments data (CSTs & CAHSEE), student D/F rates, discussions & recommendations from all focus groups & departments, and review of student work support this need
Supporting 2006 Data: ¨ 9 th Grade: 78% of students scored below proficient on the ELA CST: 35% Basic; 27% BB and 16% FBB ¨ 98% of EL students scored below proficient on the ELA CST and 87% of Economically Disadvantaged ¨ 10 th Grade: 85% of students scored below proficient on the ELA CST: 31% Basic; 24% BB and 30% FBB ¨ 10 th Grade CAHSEE: 64% of first time test takers passed the ELA CAHSEE ¨ 10 th Grade CAHSEE: 39% of first time test takers passed the MATH CAHSEE ¨ ¨ ¨ ¨
9 th Grade: 68% of students scored below proficient on the ALG 1 CST: 47% BB and 21% FBB 10 th Grade 81% of students scored below proficient on the ALG 1: 48% BB & 33% FBB 9 th Grade: 66% of students scored below proficient on the GEOM CST: 54% BB and 12% FBB 10 th Grade: 73% of students scored below proficient on the GOEM CST: 49% BB and 24% FBB
Growth Targets:
th
th
200607: 5% more 9 & 10 grade students will pass CAHSEE and score proficient or above on the CSTs · Within this 5% increase, there will be a 10% increase for Economically Disadvantaged & 10% increase for EL students. 200708: Additional 5% 9 th & 10 th grade students will pass CAHSEE and score proficient or above on the CSTs · Within this 5% increase, there will be a 10% increase for Economically Disadvantaged 10% increase for EL students. 200809:
Additional 5% 9 th & 10 th grade students will pass CAHSEE and score proficient or above on the CSTs · Within this 5% increase, there will be a 10% increase for Economically Disadvantaged and 10% increase for EL students.
Graduation Outcomes Addressed: Lifelong Learner Critical Thinker and Problem Solver Proficient Communicator
Impact on student learning of academic standards & Graduation Outcomes: A direct positive impact with steady progress on student learning of academic standards & Graduation Outcomes, which are as reading is, fundamental to success in all disciplines.
Monitor Progress Tool: ¨ ¨ ¨ ¨ ¨
California Standards Test (CST) data – English Language Arts: All students, Economically Disadvantaged & EL students CAHSEE 10 th proficiency – All students, Economically Disadvantaged & EL students EOC Exams – ninth and tenth grade English students Number of English Language Arts strategic and intervention sections in the master schedule Enrollment in CAHSEE remediation classes (during & outside of the school day)
Report Progress: ¨ Data Reporting: State, LBUSD, and Master Schedule allotments: September & February; LBUSD EOC Exams; CAHSEE support enrollments: at quarters & semester ¨ Action Plan Progress: Administrators and Focus Group Leaders will report progress to Professional Learning Communities committee (PLC), parents, staff and students (including advisory committees) annually in January and with annual reporting/approval of Schoolwide Goals and Professional Development Action Plan, to staff at monthly faculty meetings. Action Plan modified, when necessary, at least annually.
116 Goal
1. Improve student achievement in each content area. a. Continuous improvement and Mastery of California Content as measured by quantitative and qualitative data
Task
Professional Development Activities
Resources Person (s) Involved
Timeline
Each department develops an assessment system to monitor student progress toward improved performance on the CST and endof course exams.
See individual department professional development/action plans
The system includes periodic (unit) common assessments and processes for using the assessment results to drive instructional planning
Daily, Sept Administrators, June 2005 Weekly informal teachers, 06 administrative WalkThroughs Department Chairs, with feedback on EEEI and Academic Coaches standardsbased instruction Weekly, SeptJune Monthly walkthroughs on 200506 teaching and learning using Department chairs, the dept. professional Coaches, Teachers development plans Administrators, Collegial WalkThroughs Teachers, Monthly, Department Chairs, SeptJune Key results WalkThrough Academic Coaches 200506 two times per year
Daily instruction in all classes follow EEEI model Daily instruction is standards based and the proving behavior is congruent with the level of cognition identified in the standard
See individual June 2005 department professional development/action plans
Means to Assess Improvement CST Proficiency Levels
Posted student friendly objectives
Department professional development/action plans use quantitative and qualitative data to measure student progress
Veteran teachers
SeptJune 200607
Monthly Walkthrough Feedback Key Results Walkthrough Feedback
Teachers, Department Chairs, Academic Coaches
Dec 2005 & May 2006
Quarterly, SeptJune 200506
Administrators & FG Leaders will report progress to PLC, parents, staff and students
EOC Pass Rates EOC Proficiency Rates
Ongoing inservice: BTSA Cornell notes, EEEI objective writing
Reporting
Increase student performance on CST and EndofYear Exit Exams
Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings Action Plan modified, as needed, at least annually
117 Goal
1. Improve student achievement in each content area. b. Increase the number of students passing the CAHSEE math and English by 5% on the first attempt
Task
Math and English department professional development plans include strategies, activities, interventions, and assessments to assist students in meeting performance targets All department professional development plans include ways to integrate numeracy and literacy strategies into daily instruction in order to support CAHSEE performance targets
Professional Development Activities
See individual department professional development/action plans
Resources Person (s) Involved See individual department professional development/action plans
June 2005
Means to Assess Improvement
WalkThrough feedback Mock CAHSEE Results Mock CAHSEE Intervention CAHSEE results Student surveys after mock CAHSEE
Mock CAHSEE administered three times a year to 912 graders
Teachers, Counselors May 2005 Informational session
Mock CAHSEE used to monitor progress and identify students who need interventions. English/Math dept heads analyze and present mock CAHSEE data English & math to facility to identify areas of departments, need to support students Testing Coord. Department analysis of mock CAHSEE results and revision of pacing charts. Analyze and present 11 th & 12 th grade CAHSEE Intervention Senior English/Math th 10 grade CAHSEE Preparation
Teachers, Dept. Heads, Coaches, Testing Coord. CAHSEE Subcommittee
Continuous improvement quizzes around CAHSEE in all Algebra & CAHSEE Geometry classes Subcommittee Schoolwide Cornell Notes
Timeline
sUse of mock CAHSEE as instructional aide in grades 912 sEnglish classes 912 th graders
Student surveys after interventions
June 2005
MayJune 2005
OctNov 2006 Jan – Mar 2006
Math Department All grades English Teachers
SeptJune 200506 Sept.June 200506 Monthly, Sept. June 200506
Reporting
Administrators & FG Leaders will report progress to PLC, parents, staff and students Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings. Action Plan modified, as needed, at least annually
118 Goal
Task
Professional Development Activities
Resources Person (s) Involved
Timeline
1. Improve student achievement in each content area.
sAdministrators responsible for the English and Math department meet with dept. chairs and coaches using the CAHSEE template
Administrator, Department Chairs, Coaches
June 200506
Inform students of results on mock CAHSEE and how the results will be used
Teachers, Dept. Heads, Coaches, Counselor, Administrators
Oct 2005
Continued b. Increase the number of students passing the CAHSEE math and English by 5% on the first attempt
Develop warmups around CAHSEE strands
Teachers, Dept. heads, Coaches
Summer, 2005
Weekly informal administrative walkthroughs on the use of CAHSEE preparation activities
Administrators, Teachers
Weekly, SeptJune 200506
Means to Assess Improvement
Reporting
119 Goal
1. Improve student achievement in each content area. c. Deepen student knowledge of core curriculum content as measured by standards based performance assessments within each department
Task
Examine factors contributing to student GPA including:
Professional Development Activities
By 3 rd week of Nov., Dept. Chair meets with District Curriculum Leader to design process for dept. to reach consensus on a departmentwide grading policy In Dec., Dept. Chair presents process to department.
Reaching consensus on department wide grading policies that reflect student knowledge of standards
Resources Person(s) Involved Dept. Heads, Coaches, District Curriculum Leader
Timeline
Sept – Nov 2005
Dept. Heads
Dec 2005
Dept. Heads, Teachers
JanMay 2006
Tech Coord, Teachers
Back to School Night, Parent Training, web grades
Tech Coord.
Biweekly posting of students’ grades in every classroom
Teachers
Administrators meet with teachers who have high numbers of D’s and F’s, using the GPA template
Administrators, Teachers
NovJune 200506
Common alternate assessments (projects, OEM, OES, portfolios, etc.) within a department
Dept. Heads, Coaches, District Curriculum Leader, Teachers
NovJune 200506
SeptMay 200506
May 2006
Use of LASW Protocol Lesson Study Pilot
Administrators & FG Leaders will report progress to PLC, parents, staff and students
100% of teachers will be trained in using online grading
Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings.
Grade distribution report by course and by teacher
Action Plan modified, as needed, at least annually
Percent proficient on dept. alternative assessments Data from LASW meetings
LASW meetings Common grading rubric/scoring guides for common units within a department
Percent proficient within grading categories
Reporting
Student grade reports
Professional Development for Making the Grade and Online Grading
Team meetings
Means to Assess Improvement
Coaches, Dept. Chairs, Teachers Teams/Administrators Monthly, SeptJune 200506
120 Goal
1. Improve student achievement in each content area. d. Reduce the number of students in need of literacy interventions in grades 1012 by 25% in June 2006
Task
Monitor current efforts to reduce the need for interventions
Increase monitoring of students able to transition from intervention programs Increase number of literacy strategies used school wide: (pre reading, anticipation guides, word walls, vocab. Frayer model, graphic organizers) Establish outreach activities to implement parental involvement in literacy and numeracy
Professional Development Activities
Create T9 monitoring system to follow students in interventions
Resources Person(s) Involved English & Math depts., Academic Coaches
Timeline
SeptDec 2005
Results of benchmarks Increase in the number of students moving out of reading interventions from grade 9 to grade 10
Sept.June 200506
Number of F students moving out of reading interventions mid year Results of Holt exam
9 th grade reading students will be benchmarked
JFA Teachers, Administrators, English Coach
Administration of Holt exam
JFA Teachers, Administrators, English Coach
Letter home to improve parental involvement in literacy and numeracy
Means to Assess Improvement
Quarterly, SeptJune 200506
Quarterly, SeptJune 200506
Coaches, Dept. Chairs, teachers Quarterly, SeptJune 200506
Reporting
Administrators & FG Leaders will report progress to PLC, parents, staff and students Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings. Action Plan modified, as needed, at least annually
121 Goal
1. Improve student achievement in each content area. e. Continuous improvement in attendance rates per class period
Task
Develop an attendance data system that yields accurate data
Develop a system of rewards for good attendance and improved attendance. Reduce the number of students in SWAT Develop a plan with interventions for dealing with students that have chronic attendance issues
Professional Development Activities
Resources Person(s) Involved
Timeline
By the end of the first quarter, establish an accurate baseline for average daily attendance and classbyclass attendance using squareroot method.
Administrators Math Coach
Gather baseline data based on average daily attendance per period
Administrator Counselors
Quarterly, OctJune 2005
Recognize student attendance (individual and cohorts/classes) with Panther coupons, McDonald’s, Carl’s Jr. coupons
Teachers, Administrators & Counselors PLC
Monthly, SeptJune 200506
Reevaluate SWAT Create/enforce consequences/flow chart for truancies/unexcused absences (ex. Admin. Rec. procedure, 5 day letter, etc.)
Nov 2005
Means to Assess Improvement Baseline data gleaned from SASI
Daily, SeptJune 200506
Conduct parent meetings Counselors & (individual and/or group). “Require” Administrators parent to attend attendance workshops and/or Parent Institute
Quarterly, SeptJune 200506
Phone calls home from individual teachers.
Teachers
Weekly, SepJune 200506
Meet & Greet
Teachers
Daily, SeptJune 200506
Survey students about their perspectives on attendance.
Administrators Head Counselor
Oct & May
Use auto dialer more effectively
Attendance Office Daily, Counselor SeptJune Parent Center Coord., 200506 Community Worker, Data Coord.
Administrators & FG Leaders will report progress to PLC, parents, staff and students Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings.
Teacher survey on effectiveness of incentive coupons.
Nov 2005 Administrators & PLC sub committee
Reporting
Improved school wide attendance based on comparison data from 200405
Action Plan modified, as needed, at least annually
122 Goal
1. Improve student achievement in each content area f. Increase the number of students completing AP Science and Math Courses and exams by 25% g. Increase the number of students enrolled in IB classes by 25% h. Increase the number students who graduate completing ag requirements by 5%
Task
Inform students and parents about the opportunities to access AP courses and expectations Inform students, parents, and teachers about IB curriculum and program expectations Inform students, parents, and teachers about UC/CSU entrance requirements, tests, and financial assistance
Professional Development Activities
Develop student profiles
Resources Person(s) Involved Counselors
Timeline
Monthly, SeptJune 200506
Conduct student surveys
Teachers
Quarterly, SepJune 200506
Conduct awareness and motivation presentations
Counselors
Quarterly, SeptJune 20052006
Develop proactive interventions to support students enrolled in AP AND IB classes
Dept. Chairs, teachers, counselors, AVID, Project TEAM, GET SMART
Monthly, SeptJune 200506
Counselors, GET SMART Program, magnet coordinator
Quarterly, SeptJune 200506
Market programs in brochures, ads, announcements, Saturday programs Recruit business support Conduct parent information meetings starting freshman year regarding AG requirements, commitments, and support
Ongoing, SeptJune 200506 Counselors
Quarterly, SeptJune 200506
Counselors
Quarterly, SeptJune 200506
Present Career Modules to all freshmen at JFA
Longitudinal Data 05 – Dist # School # 06 – Dist # School #
AVID GEARUP GETSMART Project TEAM SB813 – 10 th Gr. Counseling ELAC Comm. JPAC Parent Center WRAP
Means to Assess Improvement
Number of students who remain in AP AND IB courses and take exams in spring semester CBEDS End of year Data on ag requirements Completed ag with grade of C Completed ag attempted Completed ag not attempted
Reporting
Administrators & FG Leaders will report progress to PLC, parents, staff and students Annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings Action Plan modified, as needed, at least annually
123 of Improvement): Develop a comprehensive English Language Arts system that has structures in place
Goal 2 (Area of Improvement): Close the achievement gap among subgroups of students Rationale: Critical need: SelfStudy findings indicate a need to improve student achievement for all student groups. State assessments data (CAHSEE), student D/F rates, discussions & recommendations from all focus groups & departments, and review of student work support this need
Supporting 2006 Data: ¨ CAHSEE math: 38% of AfricanAmerican students, 47% Latinos and 33% EL passed the CAHSEE on the first attempt ¨ CAHSEE English/Language Arts: 47% of AfricanAmerican, 47% Latinos and 19% EL passed the CAHSEE on the first attempt Growth Targets: 200607: 5% more students will pass the CAHSEE on the first attempt · Within this 5% increase, there will be a 31% increase in math & 24% increase in English for AfricanAmerican students · Within this 5% increase, there will be a 25% increase in math and 21% increase in English for Latino students · Within this 5% increase, there will be a 25% increase in math and 24% increase in English for EL students 200708: Additional 5% more students will pass the CAHSEE on the first attempt · Within this 5% increase, there will be a 10% increase in math & 10% increase in English for all students, AfricanAmerican, Latino, and EL students 200809: Additional 5% more students will pass the CAHSEE on the first attempt · Within this 5% increase, there will be a 10% increase in math & 10% increase in English for all students, AfricanAmerican, Latino, and EL students
Graduation Outcomes Addressed: Lifelong Learner Critical Thinker and Problem Solver Proficient Communicator
Impact on student learning of academic standards & Graduation Outcomes: A direct positive impact with steady progress on student learning of academic standards & Graduation Outcomes, which are fundamental to success in all disciplines
Monitor Progress Tool: ¨ ¨ ¨ ¨ ¨ ¨
CAHSEE proficiency – All students, AfricanAmerican, Latino, & EL students Mock CAHSEE results Number of 11 th grade students retaking CAHSEE Comparison of Princeton Review to CAHSEE interventions Number of CAHSEE workshop sections in the master schedule Enrollment in CAHSEE remediation classes (during & outside of the school day)
Report Progress: ¨ Data Reporting: State, LBUSD, and Master Schedule allotments: September & February; CAHSEE support enrollments: at quarters & semester; Mock CAHSEE results, Princeton Review enrollment ¨ Action Plan Progress: Administrators and Focus Group Leaders will report progress to Professional Learning Communities committee (PLC), parents, staff and students (including advisory committees) annually in January and with annual reporting/approval of Schoolwide Goals and Professional Development Action Plan, to staff at monthly faculty meetings. Action Plan modified, when necessary, at least annually
124 Goal
2. Close the Achievement gap among subgroups of students. a. Accelerate the achievement of African American students as measured by CAHSEE by 31% in math and by 24% in English. b. Accelerate the achievement of Latino students as measured by CAHSEE by 25% in math and by 21% in English c. Accelerate the achievement of EL students as measured by CAHSEE by 25% in math and 24% in English
Longitudinal Data – 0506 CAHSEE Results category
Task
Professional Development Activities
Resources Person(s) Involved
Timeline
Means to Assess Improvement
Mock CAHSEE data workshops
English & math depts., Academic Coaches
June & Oct 2005
Mock CAHSEE Mandatory homework policy
Teachers
Sept., 2005
Princeton Reviews
Data/Testing Coordinator, Counselors
Oct.Mar. 200506
Mock CAHSEE Results CAHSEE Results th Number of 11 graders retaking CAHSEE Comparison of Princeton Review to CAHSEE Interventions
SDAIE strategies schoolwide
Tag students enrolled in Princeton Review or CAHSEE Intervention on SASI Test Prep (CAHSEE Warmups) Differentiated Instruction
Professional Development provided Dept. Chairs, to teacher around SDAIE teachers, district Strategies support
SeptNov. 2005
Professional Development provided Dept. Chairs, to teachers around Differentiated teachers, district Instruction support
Sept.Nov. 2005
Analysis of th mock CAHSEE Tag 12 grade students who have data not yet passed the CAHSEE on SASI
Data/Testing Coordinator, Counselors
Sept. 2005
Reporting
125 Goal 3 (Area of Improvement): Build a positive culture of trust and collaboration to improve student achievement. Rationale: Critical need: SelfStudy findings indicate a need to continue to build a positive culture of trust and collaboration to improve student achievement. LBUSD/JHS surveys, classroom observations, WalkThrough visits, and student interviews.
Supporting 2006 Survey Data: ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨ ¨
LBUSD WASC Survey: 45% of students feel school is unsafe LBUSD WASC Survey: 51% of students feel that class disruptions interrupt the learning process LBUSD WASC Survey: 71% of students feel that students treat each other with disrespect LBUSD WASC Survey: 47% of students feel that the discipline policy is not applied equally to all students LBUSD WASC Survey: 37% of staff feel they are not informed on decisions made at school LBUSD WASC Survey: 51% of teachers feel that students and teachers treat each other disrespectfully LBUSD WASC Survey: 60% of teachers feel there is no climate of trust on campus LBUSD WASC Survey: 27% of parents feel their child is unsafe at school Safe and Civil Schools Staff Data (2004): 48% of JFA staff and 68% of JMC staff perceive that students feel unsafe in the bathrooms Safe and Civil Schools Staff Data (2004): 67% of JFA staff and 75% of JMC staff perceive that students feel unsafe when walking to/from school Safe and Civil Schools Staff Data (2004): 57% of staff at JFA feel that the school does a poor job of communicating with parents/families Safe and Civil Schools Staff Data (2004): 58% of JFA staff and 41% of JMC staff feel that teachers do a poor job of communicating with each other
Growth Targets: 200607: 5% increase in the ‘agree’ and ‘strongly agree’ categories on any surveys taken 200708: Additional 5% increase in the ‘agree’ and ‘strongly agree’ categories on any surveys taken 200809: Additional 5% increase in the ‘agree’ and ‘strongly agree’ categories on any surveys taken.
Graduation Outcomes Addressed: Critical Thinker and Problem Solver Proficient Communicator Responsible members of society
Impact on student learning of academic standards & Graduation Outcomes: A Direct positive impact with steady progress on improving a positive climate and culture that is fundamental to academic achievement and attainment of Graduation Outcomes.
Monitor Progress Tool: ¨ ¨ ¨ ¨ ¨ ¨
Safe and Civil School survey results LBUSD survey results Parent survey results WalkThrough visits Student interviews Classroom observations
Report Progress: ¨ Data Reporting: LBUSD and JHS survey results, WalkThrough summary data, JPAC and ELAC meeting summaries, student interview results ¨ Action Plan Progress: Administrators and Focus Group Leaders will report progress to Professional Learning Communities committee (PLC), parents, staff and students (including advisory committees) annually in January and with annual reporting/approval of Schoolwide Goals and Professional Development Action Plan to staff at monthly faculty meetings. Action Plan modified, when necessary, at least annually.
126 Goal
3. Build a positive culture of trust and collaboration to improve student achievement.
Task
Provide regular written updates on school activities, successes and events.
a. Increase and improve internal communication . Provide timely feedback to teachers on classroom visits (e.g. key results Walk Through, individual and team Walk Throughs)
Professional Development Activities
Resources Person(s) Involved
Principals’ weekly electronic newsletter
CoPrincipals
Notes from committees
Committee leaders
Use one feedback form Provide teachers with focus areas before WalkThroughs so they are more comfortable
Administration
How are we doing? Surveys of teachers
LBUSD Safe & Civil Team
Television production and broadcasting class, closecircuit broadcasting of bulletin, school events, pledge of allegiance, principals’ message, celebrations, emergency procedures, and community events
Classroom televisions, video production lab, television production and broadcasting classes (i.e. teachers and students)
Assess faculty attitudes about ways to improve Jordan’s culture to support increasing student achievement Build the capacity of all staff to use email as a primary means of communi cation Increase access of classified staff to Information about school events
Teachers are encouraged to check emails daily Survey classified staff about the use of the bulletin and accessing information about school events Activities Office Create a notebook of school events Activities Office Monthly meetings of clerical staff Administration Weekly meetings for security staff
Timeline
Sept – June 2006
Means to Assess Improvement
Reporting
Surveys on staff satisfaction. School newsletters JPAC and ELAC meetings Faculty meetings School Bulletins Principal’s bulletin PLC action plan progress report Increased faculty participation in school functions
Increased student participation, career center visits, activity participation, and club membership, meeting deadlines, increased school attendance, and increased feeling of community, teacher/student survey
127 Goal
3. Build a positive culture of trust and collaboration to improve student achievement. b. By June 2005, the JHS PLC and departments are moving toward the advanced level as measured by the PLC framework
Task
Use the Long Beach HS professional learning community framework to guide the process used by the school wide leadership team, departments, magnets and houses PLC begins planning to lead the WASC accreditation process
Professional Development Activities
Use the PLC framework rubric to self assess the PLC and departments three times a year
Overview presentation of the WASC process in December
Resources Person(s) Involved
Timeline
Means to Assess Improvement
Reporting
128 Goal
3. Build a positive culture of trust and collaboration to improve student achievement c. Use school and department professional development plans to guide improvements in teaching and learning
Task
Assistant principals, department heads and coaches implement, examine, reflect on and refine department professional development plans
Professional Development Activities
Assistant principals attend department and looking at student work Communicate expectations for assistant principals and coaches to teachers Departments create focus questions for monthly Walk Throughs PLC creates focus questions for the Key Results Walk Throughs
Resources Person(s) Involved
Timeline
Means to Assess Improvement
Department professional development plans guide monthly department Walk Throughs, PLC meetings and subcommittee work, and Key Results Walk Throughs
Reporting
129 Goal
3. Build a positive culture of trust and collaboration to improve student achievement. d. Improve public/comm unity perceptions of Jordan High School
Task
Design an external communication s plan with measurable objectives Increase parent support by aggressively building parent coalitions through JPAC Increase parent support by aggressively building parent coalitions through JPAC (continued)
Professional Development Activities
Resources Person(s) Involved
Parent survey for backtoschool night – 20% return rate. Parent Career Day. Gearup Parent Kickoff with SB 813 Focus th on 10 grade parents. Panther Pride Day. Homecoming Fair and/or Spring Fling
IB/AIMS Coord. Activities Office
Parent outreach meetings (topics – parental infant/toddler, defiance, truancy, technology) Add parents/community to JAC. Parent education and faculty literacy Create Parent Center Expand community presentations Expand JHS website, brochures, banners, shirts Develop power point presentations on school accomplishments
Panther Academy Link Crew Focus on 10 th grade
Parent Center
JPAC
Timeline
Means to Assess Improvement
Reporting
130 Goal
3. Build a positive culture of trust and collaboration to improve student achievement.
Task
Maximize the use of existing opportunities to build community outreach
Outreach to feeder schools d. Improve more public/commu aggressively nity before perceptions of recruitment Jordan High School (Continued)
Professional Development Activities
Use homecoming fair and Spring Fling as part of BacktoSchool and Open House (by topic e.g. IB, performing arts) Provide pizza for parents IB/AIMS Parent night (magnet parent night) to impress parents Department demonstrations of student work Have students communicate with JAC Create registration packet/JPAC membership drive Student/parent/teacher backto school night Provide feeder honor roll students with free passes to a Jordan event
Campus beautification Make Jordan a userfriendly place
Continue to provide outstanding presentations of Jordan’s magnet programs at the recruitment fair Provide tutor/mentors from within our student body to our feeder schools
Greeter/adult and students, better signage, positive external image (piece of character development) campus beautification, campus tours
Resources Person(s) Involved
Timeline
Means to Assess Improvement
Reporting
131
glossary
132
Glossary of Terms ACE
Academy Committee for Excellence
ACT
American College Testing
ADA
Average Daily Attendance
AFDC
Aide to Families with Dependant Children
AIMS
Aspirations in Medical Services
AMAOs
Annual Measurable Achievement Objectives
AP
Advanced Placement
API
Academic Performance Index
AVID
Achievement Via Individual Determination
AYP
Adequate Yearly Progress
BB
Below Basic
BESTT
Business and Entertainment School of Trade and Travel Academy
BTSA
Beginning Teachers Support Assessment
CLAD
CrossCultural Language and Academic Development
CSU
California State University
CAHSEE
California High School Exit Exam
CATP
California Admission Testing Program
Cal WORKS
California Work Opportunity and Responsibility to Kids
CDE
California Department of Education
CELDT
California English Language Development Test
CIF
California Interscholastic Federation
CSOs
Campus Safety Officers
CSULB
California State University, Long Beach
CSTs
California Standards Tests
CTS
Career Transitional Specialist
DHS
Digital High School
133
Glossary of Terms ED
Emotional Disability
EEEI
Essential Elements of Effective Instruction
EHS
Evening High School
EIALEP
Economic Impact Aid Limited English Proficient
ELs
English Learners
ELD
English Language Development
Eng/LA
EnglishLanguage Arts
ELAC
English Learners Action Committee
ELD
English Language Development
EPHS
Educational Partnership High School
EOCs
EndofCourse Exams
ETA
Excellence Through the Arts
FBB
Far Below Basic
FEP
Fluent English Proficient
FOL
Focus On Learning
GATE
Gifted And Talented Education
HPSG
High Priorities School Grant
IB
International Baccalaureate
IEP
Individual Educational Plan
ILP
Individualized Learning Plan
JAC
Jordan Action Committee
JFA
Jordan Freshman Academy
JHS
Jordan High School
JMC
Jordan Main Campus
JMAC
Jordan MultiMedia and Communications
JPAC
Jordan Parent Action Committee
JROTC
Junior Reserve Officers’ Training Corps
K/PE
Kinesiology and Physical Education
134
Glossary of Terms LASW
Looking At Student Work
LBCC
Long Beach City College
LBPD
Long Beach Police Department
LBSA
Long Beach School for Adults
LBUSD
Long Beach Unified School District
LEP
Limited English Proficient
LMB
LindamoodBell
MESA
Mathematics, Engineering, and Science Advancement
MM
Mild/Moderate Disabilities
MS
Moderate/Severe Disabilities
NCCJ
National Conference for Community and Justice
NCLB
No Child Left Behind
OCS
OnCampus Suspension
OI
Orthopedically Impaired
PE
Physical Education
PLC
Professional Learning Communities
PLS
Primary Language Support
PSAT
PreScholastic Aptitude Test
R 3 /TS
Relief, Redemption, and Reconnection/Transition School
RFEP
Reclassified Fluent English Proficient
RIAs
Referral for Immediate Action
ROP
Regional Occupational Program
RSP
Resource Specialist Program
S&P
Safe & Productive Team
SA
Sheltered Academic
135 Glossary of Terms
SAT
Scholastic Aptitude Test
SDAIE
Specially Designed Academic Instruction in English
SDC
Special Day Class
SES
SocioEconomic Status
SL
Standard Level
SLCs
Small Learning Communities
SPARC
Support Personnel Accountability Report Card
SRO
School Resource Officer
STAR
Standardized Testing and Reporting
SST
Student Success Team
SWAT
Students Who Are Tardy
TPP
Transition Partnership Program
TIC
Talking In Class
UC
University of California
WASC
Western Association of Schools and Colleges
WRAP
Winners Reaching Amazing Potential
136
Appendix
137 Western Accreditation of Colleges and Schools Visitation Schedule March 25 – March 28, 2007 (Tentative)
March 25, 2007 Sunday 12:00PM – 1:30PM
Visiting Committee members meet at Doubletree Hotel
2:00PM – 3:00PM
Meet Leadership Team at Jordan High School Media Center
3:00PM – 3:45PM
Reception and Official welcome – Media Center Light hors oeuvres and drinks
4:00PM – 5:00PM
Parent Meeting – Media Center
March 26, 2007 Monday 7:00AM – 7:40AM
Meet and greet Leadership team members – Media Center Coffee, juice, pastries
7:55AM – 8:50AM
1 st Period Classroom Visitations
9:00AM – 9:57AM
2 nd Period Classroom Visitations
9:57AM – 10:07AM
Nutrition Break
10:14AM – 11:09AM
3 rd Period Classroom Visitations
11:16AM – 12:11PM
4 th Period Classroom Visitations
12:11PM – 12:43PM
Lunch with ASB Activities Office
12:50PM – 1:45PM
Student Meeting – Media Center
1:52PM – 2:47PM
6 th Period Classroom Visitations
3:00PM – 4:00PM
Focus Group Meetings Curriculum – Media Center Instruction – Cafeteria Assessment and Accountabiltiy – Science Lounge
138 Western Accreditation of Colleges and Schools Visitation Schedule March 25 – March 28, 2007 (Tentative) March 27, 2007 Tuesday 7:00AM – 7:40AM
Meet and greet Leadership team members – Media Center Coffee, juice, pastries
7:55AM – 8:50AM
1 st Period Classroom Visitations
9:00AM – 9:57AM
2 nd Period Classroom Visitations
9:57AM – 10:07AM
Nutrition Break
10:14AM – 11:09AM
3 rd Period Classroom Visitations
11:16AM – 12:11PM
4 th Period Classroom Visitations
12:11PM – 12:43PM
Lunch provided in WASC workroom
12:50PM – 1:45PM
District Meeting – 1515 Hughes Way, Room AB413
1:52PM – 2:47PM
6 th Period Classroom Visitations
3:00PM – 4:00PM
Focus Group Meetings Culture and Support – Media Center Organization and Leadership – Science Lounge
March 28, 2007 Wednesday 7:00AM – 7:40AM
Meet and greet Leadership team members – Media Center Coffee, juice, pastries
7:55AM – 8:50AM
1 st Period Classroom Visitations
9:00AM – 9:57AM
2 nd Period Classroom Visitations
9:57AM – 10:07AM
Nutrition Break
10:14AM – 11:09AM
3 rd Period Classroom Visitations
11:16AM – 12:11PM
4 th Period Classroom Visitations
12:11PM – 12:43PM
Lunch with Leadership Team – Media Center
12:50PM – 1:45PM
Preliminary Report Reading to Leadership Team – Media Center
1:52PM – 2:47PM
WASC Visiting Team complete report
3:00PM – 4:00PM
WASC Visiting Team Report Reading to Staff – Media Center
139 David Starr Jordan High School 6500 Atlantic Avenue Long Beach, CA 90805 (562) 4231471 FAX (562) 4229091
Bell Schedule 20062007 REGULAR SCHEDULE
MINIMUM DAY SCHEDULE
0
6:55 – 7:45 (50)
1
7:55 – 8:50 (55)
1
7:55 – 8:36 (41)
2
8:57 – 9:57 (60)
2
8:43 – 9:24 (41)
N
9:57 – 10:07 (10)
3
9:31 – 10:12 (41)
3
10:14 – 11:09 (55)
N
10:12 – 10:22 (10)
4
11:16 – 12:11 (55)
4
10:29 – 11:10 (41)
L
12:11 – 12:43 (32)
5
11:17 – 11:58 (41)
5
12:50 – 1:45 (55)
6
12:05 – 12:46 (41)
6
1:52 – 2:47 (55)
L
12:46 – 1:15 (29)
7
2:54 – 3:44 (50)
140
141 Long Beach Unified School District Jordan High School Freshman Academy 171 West Bort Street Long Beach, CA 90805 (562) 9843710 FAX (562) 4230781 Bell Schedule 20062007 Blue Day/Odd White Day/Even Tuesday – Friday Schedule
Monday Schedule Breakfast
7:20 – 7:40
Breakfast
7:20 – 7:40
Warning Bell
7:40
Warning Bell
7:40
7:45 – 8:32
Period 1/2
7:45 – 9:25
Period 2
8:38 – 9:25
Nutrition
9:25 9:35
Nutrition
9:25 – 9:35
Period 3/4
9:40– 11:20
Period 3
9:40 – 10:27
Lunch
11: 20– 11:50
Period 4
10:33 – 11:20
Period 5/6
11:55 – 1:35
Lunch
11:20 – 11:50
Period 7
1:40 – 2:40
Period 1
11:55 – 12:42 Period 5 Period 6
12:48 – 1:35
Period 7
1:41 – 2:40
142
143
Long Beach Unified School District
David Starr Jordan High School 6500 Atlantic Ave., Long Beach, CA 90805 (562) 4231471 FAX (562) 4229091 Accredited by the Western Association of Schools and Colleges through June 30, 2007
Mission We exist to prepare our students to be: · Lifelong learners · Critical thinkers and problem solvers and · Proficient communicators So that they can become responsible members of society
Vision To become a California Distinguished School by 2010
Shared Values Take Care of this Place All members of the Jordan community will take ownership of the school by dedicating efforts toward creating a clear, safe, and civil learning environment Take Care of Each Other All member of the Jordan community act in a way that demonstrates/promotes respect, acceptance, and appreciation of each other in our daily interactions Take Care of Yourself All members of the Jordan community are focused on student achievement with a positive, professional attitude and a focus on healthy choices so that all may succeed
144
WASC Timeline Date Mar/Apr 05 Mar/Apr 05 Mar/Apr 05 Mar/Apr 05 April 05 April 05 April 05
April 05 April 05 April 05
April 05
May 05 May 05 May 05 Sept 05 Sept 05
Sept 05
Oct 05 Nov 05
Nov 05
Activity WASC Coord. Assigned Finalize Task #1 Intro WASC PP Est. Home/Focus Groups Est. Home/Focus Group Leaders Draft Task #2Summary of progress since full selfstudy WASC Home/Focus Group Mtg Begin Task #4 – Develop/clarify/refine GO, ID GOs that address the ID critical academic needs Review GO & refine if needed Select GO that correspond to critical academic needs Select State academic standard that corresponds to critical academic needs and GOs Bring evidence of high, middle and low student work that addresses critical academic needs Finalize Task #2 – Progress Summary Finalize Task #3 – ID critical academic needs Refine and revise student/community profile WASC Home/Focus Group Mtg Review selected critical academic needs based on school data/Single Action Plan Begin the collection of student work and/or evidence for critical academic needs Finalize Task #4 GOs WASC Home/Focus Group Mtg Begin Task #5 analyze student work to assess how well students are performing in relation to the selected GO and academic standards Prepare draft for summary of findings in graphic organizer format
Participants CoPrincipals/Melissa Brookman Melissa Brookman/Staff Members CoPrincipals/Melissa Brookman CoPrincipals/Melissa Brookman Leadership/All Shareholders Leadership/Home/Focus/Parents/ Students
Leadership/Home/Focus/Parents/ Students Leadership/Home/Focus/Parents/ Students Leadership/Home/Focus/Parents/ Students Leadership/Home/Focus/Parents/ Students Leadership/All Shareholders Leadership/Student Profile Comm./ Focus Groups Leadership/Melissa Brookman Leadership/Home/Focus Leadershp/Home/Focus
Leadership/Home/Focus
Leadership/All Shareholders Leadership/Home/Focus Leadership/Home
Leadership/Home
145 Jan 06
Jan 06
Jan 06 Jan 06 Jan 06 Jan 06 Jan 06 Jan 06 Jan 06 Jan 06
Mar 06 Mar 06 Mar 06 Mar 06 Apr 06 Apr 06 Apr 06 Feb 07 Apr 06 Jan 07 Jan 07
Finalize Task #5student work assessment in relation to selected GO/Standards Begin Task #6 Analyze the quality of school program w/ WASC/CDE Criteria Determine growth needs/potential AC steps ID major areas of strength ID and prioritize growth areas WASC Home/Focus Group Mtg. Begin Task #7 – School Action Plan ID areas for improvement w/ suggested timeline Prepare Action Plan draft Define schoolwide growth targets Est. ongoing followup process to implement the accomplishment of action plan Prepare draft of Task #6 – WASC Criteria Finalize major areas of strength and prioritize growth areas Provide evidence for strengths and growth areas Finish and complete Task #7 Schoolwide Action Plan WASC Home/Focus Mtg. Review and finalize Self Study Report Repeat/Review/Refine process and est. yearly cycle w/diff. focus points Review and finalize Self Study Report LBUSD Board Approval Send final document to printers
Leadership/Home
Leadership/Home/Focus
Home/Focus Home/Focus Home/Focus Home/Focus Home/Focus Home/Focus Home/Focus
Home/Focus Home/Focus Home/Focus Leadership/SHvia Home/Focus Leadership/Home/Focus Leadership/Melissa Brookman Leadership/Home/Focus Leadership/Melissa Brookman LBUSD/Melissa Brookman Melissa Brookman
146 STAR Results (CST) Grade 9 Disaggregated/CST Achievement Level ENG/LA # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic AfricanAmerican Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 1116 99% 1150 97% 18 25 36 35 27 30 18 11 % Proficient & Above 15 23 35 42 17 23 19 23 18 24 3 6
200506 1056 91% 22 35 27 16 17 40 23 14 22 3
Grade 10 Disaggregated/CST Achievement Level ENG/LA # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 1065 97% 966 93% 14 14 35 31 29 30 22 25 % Proficient & Above 11 10 22 29 12 13 11 12 13 16 1 3
200506 991 92% 15 29 31 24 13 27 15 11 14 2
Grade 11 Disaggregated/CST Achievement Level ENG/LA # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 843 94% 854 92% 10 16 33 29 29 24 28 31 % Proficient & Above 10 12 16 26 11 15 3 15 12 16 1 1
200506 800 91% 14 25 25 35 9 21 13 15 13 0
147 Grade 9 Disaggregated/CST Achievement Level ALG I # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 654 58% 669 56% 2 6 22 32 62 45 14 16 % Proficient & Above 2 5 2 12 3 7 0 0 3 7 1 4
200506 661 57% 7 25 47 21 3 15 8 6 7 4
Grade 10 Disaggregated/CST Achievement Level ALG I # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 654 58% 669 56% 2 6 22 32 62 45 14 16 % Proficient & Above 2 5 2 12 3 7 0 0 3 7 1 4
200506 490 46% 5 14 48 33 2 21 5 4 5 5
Grade 11 Disaggregated/CST Achievement Level ALG I
200304
200405
200506
Proficiency Rate # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
361 40% 531 51% 0 2 13 13 62 54 25 30 % Proficient & Above 0 1 0 6 0 2 0 5 1 3 1 1
207 24% 2 13 45 39 2 * 3 * 4 3
148 Grade 9 Disaggregated/CST Achievement Level GEOM # Students Tested % Proficient/Adv % Basic % Below Basic % Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency Rate 89 8% 105 9% 8 23 45 39 46 31 1 7 % Proficient & Above 8 14 13 42 6 19 * * 8 27 * *
200506 115
10% 6 28 54 12 5 * 7 * 6 *
Grade 10 Disaggregated/CST Achievement Level GEOM # Students Tested Proficient/Adv Basic Below Basic Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency 234 21% 326 31% 2 8 27 15 56 59 16 18 % Proficient & Above 0 4 3 14 1 9 0 5 2 9 0 0
200506 386 36% 6 21 49 24 2 7 5 9 7 6
Grade 11 Disaggregated/CST Achievement Level GEOM
200304
200405
200506
Proficiency # Students Tested Proficient/Adv Basic Below Basic Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
229 26% 295 32% 1 5 14 12 62 48 24 35 % Proficient & Above 0 0 0 8 2 6 0 0 1 3 2 10
239 26% 4 17 48 30 0 0 6 12 5 7
149
Grade 9 Disaggregated/CST Achievement Level ALG II # Students Tested Proficient/Adv Basic Below Basic Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency N/A 2 0% N/A * N/A * N/A * N/A * % Proficient & Above 22 * N/A N/A 15 * * N/A N/A * N/A N/A
200506 5 0% * * * * * * * * * *
Grade 10 Disaggregated/CST Achievement Level ALG II # Students Tested Proficient/Adv Basic Below Basic Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency 73 7% 68 7 % 18 35 25 35 39 19 18 10 % Proficient & Above 5 * 31 36 3 29 * * 17 36 * *
200506 67 6% 33 34 28 4 * 44 22 * 38 N/A
Grade 11 Disaggregated/CST Achievement Level ALG II # Students Tested Proficient/Adv Basic Below Basic Far Below Basic African American Asian Hispanic/Latino Pacific Islander SES Eng Learners
200304 200405 Proficiency 129 14% 141 15% 3 4 22 30 50 43 24 23 % Proficient & Above 10 0 0 0 8 8 * 0 2 1 * *
200506 151 17% 7 26 44 23 3 11 9 0 9 0
150
Graduation Requirements Students must successfully complete at least 220 credits which must include the minimum number of credits specified for each of the courses in the prescribed course of study. In addition students must pass district/statemandated proficiency exams.
Coursework Requirements Every student is required to earn credit as indicated in the following courses grades 912.
·
English: 40 credits Required courses in English 12, 34, 56 and 10 senior elective credits. Juniors who have not met the district writing requirement must to take College Composition/Senior Portfolio in grade 12, in lieu of an English elective.
·
History/Social Science: 30 credits Required courses include Modern World History, United States History, United States Government and Economics.
·
Mathematics: 20 credits Satisfactory completion of Algebra (either Algebra A/B & C/D or Algebra 12) required if student has not successfully met this requirement by the end of grade 8.
·
Science: 20 credits Required courses in Integrated Science or one course in biological/life science and one course in a physical/earth science.
·
Physical Education: 20 credits Required in grades 9 and 10.
·
Visual/Performing Arts or Foreign Language: 10 credits
·
Health Education: 5 credits
·
Computer Education
·
Electives: 70 credits
* 5 credits are equal to one semester. ** Students that earn 250 credits or more and maintain a 2.0 GPA will qualify for the Medallion Award.
Additional Requirements a.
Satisfactory completion of 40 Service Learning hours
b.
Satisfactory completion of the High School Exit Exam
151 LONG BEACH UNIFIED SCHOOL DISTRICT DAVID STARR JORDAN HIGH SCHOOL INDIVIDUAL LEARNING PLAN—GRADE 10 NAMES:___________________________________________ M/F BIRTHDATE:_______________________ ADDRESS:____________________________________________ TELEPHONE:_______________________
REQUIRED:
MODERN WORLD HISTORY ENGLISH 34
___Honors/AP
SCIENCE LEVEL: BIO 2/ CHEMISTRY 12/___________
ELD___ OI ___
Special Programs RSP___ ED ___
MM___ MS ___
MATH LEVEL: AB / CD / GEOMETRY/ INT. ALGEBRA READING: REQUIRED: __________/ NOT REQUIRES
·
ELECTIVE CHOICES 1 PE/DANCE/ROTC/ SPORTS 5.__________________________
·
2. ___________________________
6.__________________________
·
3.___________________________
7.__________________________
·
4. ___________________________
8. __________________________
Number of credits completed: _____ Summer School Recommendations: Jordan Summer School _____ ROP _____ EPHS* _____ Opportunities for Learning* _____
Student Career Survey ___ I plan to go to a 2 year college after high school (ex. LBCC). ___ I plan to go straight to a 4 year university (ex. CSULB, UCLA). ___ I plan to go into the military (Army, Navy, Air Force, Marines). ___ I want to work full time.
I would like my career to be:__________ _________________________________
Any course that is failed in June will also need to be made up in summer school
*Please meet with your Counselor for a referral, your parent will need to attend the conference. I have received and discussed with my counselor the following: · High School Graduation Requirements · Four Year Plan · College Entrance Requirements · Career/Vocational Plans · Summer School Recommendations · 10th grade course selection · District Class Drop Policy Student Initials______ LBUSD Class Drop Policy Any Student who drops a class after the six (6) week drop period will receive a “F” on his/her semester report card for that class. A student may drop a class in the first four (4) weeks of a se mester by bringing a note signed by the parent requesting a program change to his/her counselor. Any class dropped after the fourth week of a semester requires the approval of a student’s parent and counselor. I understand that these are the classes I have chosen for my 10th grade year and the only way that I can adjust them is by making changes during grade level Adjustment Days in August. No request for changes will be made after this time. I understand that I am not guaranteed the elective courses that I have requested. Student Signature:_______________________________________ Date:_____________________
152 DAVID STARR JORDAN HIGH SCHOOL
4 YEAR PLAN WORKSHEET Last Name First Name
DOB
Today’s Date
Student’s goal(s) and post high school plans: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________
Graduation Requirements: 220 Credits English 40 Math(must include Alg 12)20 Physical Education 20 Health Education 5 Technology 5
History/Social Sciences Science (Physical/Chem and Bio/Life) Visual/Performing Arts or Foreign Language Electives st
2 nd sem.
Credits earned by: 1
Additional Requirements: A. Satisfactory Completion of the High School Exit Exam B. Completion of 40 Hours of Service Learning
9 th Grade Classes
Courses Taken
10 th Grade Fall
Spring
English 12
30 20 10 70
sem. 9 th grade 30 credits 60 credits 10 th grade 90 credits 120 credits 11 th grade 150 180 credits credits 12 th grade 180200 220 credits
Classes
credits
Courses Taken
Fall
Spring
English 34 (5)
(5)
Math
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
Math (5)
(5)
PE
PE (5)
(5)
Science
Science (5)
(5)
Elective (5)
(5)
(5)
(5)
Elective
Modern World History Elective
153 Elective
Elective (5)
(5)
(5)
Summer
Summer
11 th Grade Classes
(5)
Courses Fall Taken
12 th Grade
Spring
English 56
Classes
Courses Taken
Fall
Spring
Sr. English (5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
US History
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
(5)
Economics
Elective
US Government
Elective
Elective
Elective
Elective
Summer
_______________________ Student Signature Approved: Rosalind Morgan, Principal
Summer
________________________ Parent Signature
_____________ Counselor Signature
154
155
156
157
158
159
160
161
162
163
164
HOLT Midyear Test Reading and Literary Analysis
Item Number
HLLA Link
Skills
1 2
California Standard LRA 9.3.2 LRA 9.3.7
HLLA C 4 HLLA C 6
3
LRA 9.3.6
HLLA C 1
4
LRA 9.3.3
HLLA C 2
5 6 7
V 9.1.2 LRA 9.3.4 LRA 9.3.8
HLLA C 1,4,6 HLLA C 2 HLLA C 5
8 9 10 11
V 9.1.1 LRA 9.3.2 LRA 9.3.5 LRA 9.3.8
HLLA C 4 HLLA C 4 HLLA C 4 HLLA C 5
12
RC 9.2.4
HLLA C 3,4,6
13
RC 9.2.3
HLLA C 1
14
RC 9.2.5
HLLA C 2
15
RC 9.2.4
HLLA C 3,4,6
16
RC 9.2.8
HLLA C 5
17
RC 9.2.8
HLLA C 5
18
RC 9.2.4
HLLA C 3,4,5
19
RC 9.2.8
HLLA C 5
Compare & Contrast similar themes/topics across genres [2] Recognize & Understand literary devices: figurative language, imagery, allegory, symbolism & explain their appeal [1] Author’s development of time & sequence Complex literary devices [1] Main & Subordinate Characters, Internal & External conflict and how they affect plot [1] Vocabulary Denotative and Connotative Meaning [1] Character Traits [1] Interpret & Evaluate impact of ambiguities, subtleties, contradictions, ironies incongruities in a text [2] Literal and Figurative Meanings and word derivations [2] Compare & Contrast similar themes/topics across genres [2] Compare works that express universal themes [1] Interpret & Evaluate impact of ambiguities, subtleties, contradictions, ironies incongruities in a text [2] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Generate relevant questions about reading on issues that can be researched [1] Extend ideas presented in primary or secondary source through original analysis, evaluation, elaboration [2] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Evaluate the credibility of an author’s argument of defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text [4] Evaluate the credibility of an author’s argument of defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text [4] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Evaluate the credibility of an author’s argument of defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text [4]
165 20 21
V 9.1.1 RC 9.2.4
HLLA C 16 HLLA C 3,4,6
22
RC 9.2.4
HLLA C 3,4,6
23
RC 9.2.4
HLLA C 3,4,6
24
RC 9.2.5
HLLA C 2
25
RC 9.2.8
HLLA C 5
Literal and Figurative Meanings and word derivations [2] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Synthesize content from several sources or works by a single author dealing with a single issue; paraphrase ideas and connect them to other related sources [6] Extend ideas presented in primary or secondary source through original analysis, evaluation, elaboration [2] Evaluate the credibility of an author’s argument of defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text [4]
HOLT – Language Conventions Item Number
HLLA Link
Skills
26
California Standard ELC 9.1.3
HH 5
27
ELC 9.1.3
HH 8
28
ELC 9.1.3
HH 7
29
ELC 9.1.2
HH 8
30
ELC 9.1.1
HH 4
31
ELC 9.1.1
HH 3
32
ELC 9.1.3
HH 2
33
ELC 9.1.3
HH 1
34
ELC 9.1.3
HH 6
Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Understand sentence construction (eg. Parallel structure, subordination, proper placement of modifiers) and proper English usage (eg. Consistency of verb tenses) [2] Identify and correctly use clauses (eg. Main and subordinate), phrases (eg Gerund, infinitive, and participial), and mechanics of punctuation (eg. Semicolons, colons, ellipses, hyphens) [2] Identify and correctly use clauses (eg. Main and subordinate), phrases (eg Gerund, infinitive, and participial), and mechanics of punctuation (eg. Semicolons, colons, ellipses, hyphens) [2] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10]
166 35
ELC 9.1.3
HH 8
36
ELC 9.1,2, 9.1,3
HH 6,8,9
37
ELC 9.1.0
HH 10
38
ELC 9,1,3
HH 7
39
ELC 9.1.3
HH 6
40
ELC 9.1.0
HH 10
Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Understand sentence construction (eg. Parallel structure, subordination, proper placement of modifiers) and proper English usage (eg. Consistency of verb tenses) [2] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Students write and speak with a command of standard English conventions [2] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax [10] Students write and speak with a command of standard English conventions [2]
HOLT – Writing Item Number 41
California Standard WS 9.1.0
HLLA Link
Skills
HLLA C 5
42
WA 9.2.4b
HLLA C 5
43
WS 9.1.1
HLLA C 5
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing [1]
44
WA 9.2.4d
HLLA C 5
Write persuasive compositions: address readers’ concerns, counterclaims, biases, and expectations [2]
45
WA 9,2.4b
HLLA C 5
Write persuasive compositions: Use specific rhetorical devices to support assertions (eg. Appeal to logic through reasoning; appeal to emotion or ethical belief; relate personal anecdote, case study, or analogy) [2]
46
WA 9.2.4c
HLLA C 5
Write persuasive compositions: clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning [2]
Students write coherent and focused essays that convey a welldefined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Student’s progress through the stages of the writing process as needed [1] Write persuasive compositions: Use specific rhetorical devices to support assertions (eg. Appeal to logic through reasoning; appeal to emotion or ethical belief; relate personal anecdote, case study, or analogy) [2]
167 47
WA 9.2.4c, WS 9.1.9
HLLA C 5
Write persuasive compositions: clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning [2] Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context [2]
48
WA 9.2.4a
HLLA C 5
49
WS 9.1.9
HLLA C 5
50
WA 9.2.4d
HLLA C 5
Write persuasive compositions: Structure ideas and arguments in a sustained and logical fashion [1] Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context [2] Write persuasive compositions: address readers’ concerns, counterclaims, biases, and expectations.[2]
Abbreviations Standards: V = Vocabulary RC = Reading Comprehension LRA = Literary Response and Analysis WS = Writing Strategies WA = Writing Applications ELC = English Language Conventions HLLA C = Pupil’s Edition Chapter HH = Holt Handbook
168
Math Courses Taken at Jordan AP Statistics 1% AP Calculus AB 1% Pre Calculus 3% Intermediate Algebra 14%
Geometry 33%
Math Studies 1% Algebra AB 2% Algebra CD 23%
Algebra 12 22%
169
TRUANCIES/TARDIES FLOW CHART Truancies
Tardies
Directly to OCS
1 st , 2 nd Tardy to class with Tardy Slip
3 Truancies
3 rd , 4 th , 5 th Tardy
Late after 30 minutes = Truant
TCC or Suspension
6 Truancies Citation
Administrative Detention
6 th Tardy TCC or Suspension
RC to Attendance Services for PreSarb
Missed Detention Detention Doubled Missed 2 nd Detention TCC or Suspension
170
171
172
173
174
175
176
177
178
179
180
181
182
183
Support Personnel Accountability Report Card 200506 “A continuous improvement document sponsored by the California Department of Education and the Los Angeles County Office of Education”
David Starr Jordan High School 6500 Atlantic Ave, Long Beach, CA 90805 Grade Levels: 912 Enrollment:: 4088 School Year: Traditional
The Student Support Team at Jordan High School plays a vital role as we focus on our students’ aca demic success and school safety by providing a safe and caring environment where each student is ex pected to meet high academic and social standards. Our Support Team is an essential component in the development and implementation of enrichment pro grams that align themselves with the ASCA National Standards for School Counseling. Team members contribute to the positive campus climate and security through activities such as sponsoring clubs and pro moting understanding and diversity through participa tion in Human Relations Camps. With the addition of our award winning SPARC, we are able to show our community how our Support Team uses various re sources to meet the needs of our students. The SPARC has proven to be a valuable tool, so we have included it in our School Improvement Plan. The Sup port Team encourages and teaches students to become lifelong learners, problem solvers, critical thinkers and productive members of the school and extended community.
Jordan’s Support Team collaborates in ensuring stu dent success in 3 areas of development : a) academic, b) career c) personal and social, through Counseling, Curriculum Design and Evaluation, Career Guidance, Case Management and Community/District Coordina tion and Consultation. Our team members are : Department Education Years Experience 2 Principals
Masters Degree
23
5 Asst. Principals
Masters Degree
51
10 Counselors
Masters Degree/PPS
105
2 Psychologists
Masters Degree
14
1 School Nurse
Masters Degree
11
1 Career Specialist
Masters Degree/PPS
8
7 Clerks/Secretaries
AA, BS, BA Degree
97
1 Police Officer
BS Degree
11
1 EL Coordinator
BA Degree
10
2 Community Worker/ Parent Liaisions
AA Degree
6
The Counselors, Head Counselor, AVID/GearUp, IB/AIMS and Career counselors ensure that ALL students including those who are “at risk” and with special needs are provided specific interventions to prepare them for college admission and schoolto career transitions. Eighty percent of counselors’ time is spent in direct contact with students. Team members regularly attend professional development conferences to keep abreast with the latest trends in the Education and Counseling fields.
Students require a safe and stable learning environment in order to achieve academically. Our students have demonstrated an ability and willing ness to take on increasing responsibility for this school’s environment by embracing our mantra: “Take care of this place, Take care of each other, and Take care of yourself.” To ensure a safe environment, all students and staff who enter our campus must wear identification. We were the first in the district to make this a mandatory policy for students. On a daily basis, ninetysix percent of our students wear a school ID. Our school is safer because we are able to easily identify our students. Percentage of S tudents with ID'S Temporary ID 4%
ID 96%
We believe that “school connectedness” is key in ensuring safety on our campus. We promote this by encouraging students to get involved in the follow ing programs: · NCCJ National Conference for Community and Justice “Talking in Class” Program and Hu man Relations Camp · Link crew school orientation program for in coming 9 th and 10 th graders · Clubs AfricanAmerican, Asian American, Pacific Islander and Latino · Newly Opened Parent Center · Peace 90805 Parent volunteers visit campus daily to interact with the students during lunch
184
Our Counselors also provide early intervention of discipline problems by being first in line to receive (academic and behavioral) referrals from teachers. We are able to counsel, mediate, develop behavior contracts, refer to mental health programs, collabo rate with teachers, and arrange parent conferences. Our counseling team’s proactive approach has sig nificantly contributed to the decline in suspensions.
Total Number of Referrals and Suspensions 1200 1000
Jordan’s Support Team is focused on results! We util ize the lessons learned from the data to drive our efforts in developing and improving support programs that help students meet the ASCA National Standards for Academic, Career and Personal/Social Development. Academic Development Academic Performance Index (API): Through class room presentations, individual counseling, and active parent outreach (through English Learners Action Committee, SB813, Jordan Parent Action Committee), families and students were provided encouragement and made aware of student incentives and good test taking practices. The result—Jordan High School exceeded its API growth target! Every ethnic group recorded significant improvement!
800
API Growth Chart
Sep '03Jan '04
400 200
Sep '04Jan '05
580
Sep "05Jan '06
560
ns # of su sp en sio
# of re fe rr
al s
0
592
600
API Mark
600
562
20002001
540
20012002
528
520
20022003
505 496
500
20032004 20042005
480 460 440
School Year
Jordan’s Support Team works proactively each and everyday to make sure that our students have a safe and welcoming environment. We hope that this climate encourages the students of Jordan High to achieve greatness in their academic lives as well as their personal lives.
Career Development Taking International Baccalaureate & Advanced Placement Exams: Classroom presentations and indi vidual counseling was provided to increase student awareness of benefits of taking the exams, to increase participation in AVID and IB/AP tutorial programs and to decrease student anxiety. Additionally parent nights were held to help families provide support for their students. The following chart shows the number of students who completed the course and took the exam. IB/AP Exams Taken 600 IB/AP Exams Taken
Our School Board approved Safety Plan has been designed to incorporate team members in key roles during a natural or manmade disaster. The Support Team developed the Safety Plan to ensure that all students and staff would be prepared in case of an emergency. We held a school wide disaster drill in which district personnel evaluated our procedures. We plan to use the results of that evaluation to im prove our plan to ensure safety for all. This is an example of how our support team is continuously looking at ways to improve our campus climate and safety.
503
500 352
400 300
20012002
419 267 283
20022003 20032004
200
20042005
100
20052006 Proj.
0 School Ye ar
185
Social/Personal Counseling Counselors provided individual sessions to students who were experiencing problems within their personal lives that were impact ing their academic performance. Our data shows that we were able to support students in improving or maintaining their GPA over the course of the school year. Impact on GPA after Personal/Social Intervention 46
50 40
39 40 32
30 20
12
9
10 0 Improved
Dec lined
Nex t Grading Period
No Change
Final Grading Period
The Jordan High School Counseling Department is proud of its achievements including: · Jordan High School Support Team was recog nized by Harvard University’s Civil Rights Pro ject as a school that was “Beating the Odds” re lated to High School Graduation rates. · The Support Team was able to meet one of our 20042005 goals by having students complete a four year graduation plan in the 9th grade. We will continue to work towards our other goal to improve GPA for students between a 1.0 and 2.0. · Jordan High School students, with assistance from the Student Support Team, earned a total of $1,500,000 in scholarships in the 20042005 school year. This included 232 grants and schol arships, many of which are renewable. · Our Support Team, along with the National Con ference for Community and Justice, coordinated a campus wide activity to discuss race relations and to brainstorm positive solutions to end campus tensions. This led to an action plan created by students to improve campus relations. · All 9 th and 11 th graders had lessons by counselors on academic, social, and career development as a step in implementing a comprehensive counseling program at Jordan High School. · Support Team Implemented the AVID program and coordinated the GEARUP grant. · College Field Trips, Career/College Night, Finan cial Aide Parent Night, and the Parent Institute. · Increased numbers in the college application and financial aide applications.
·
Counselors implemented the Get Smart pro gram to meet with all 9th grade students and their parents. They discuss school policies, California Standards test results, high school graduation requirements, and post secondary options available.
The Support Personnel Team utilizes the following assessments to plan, develop and implement inter ventions based on student needs in all three do mains. Academic Califo rnia High School Exit ExamCounselors provide in class informational sessions to provide vital information and motivation to students prior to the test dates. Statewide STAR Testing– The results of these ex ams help counselors to identify students that need additional academic interventions in order to be suc cessful in their coursework. Califo rnia English Language Test– The CELDT is given to all Limited English Proficient students in order to monitor their progress while engaged in ELD and SDAIE coursework. Career PSATAll 10th grade students are given the exam to help identify potential students for AP courses. Counselors meet individually with each student to interpret the PSAT scores. SAT/ACT– Counselors encourage students to take SAT Prep offered at Jordan High School. Advanced Placement/Inte rnational Baccalaure ate Exams– Students that are enrolled in AP and IB courses are strongly encouraged to take the corre sponding exam in order to strengthen their chances for entering the college of their choice. Personal Health Vision, Hearing, Dental Exams– We pro vide these assessments to determine if physical con ditions may be limiting academic progress. Psychoeducational Assessments—These services are conducted on a regular basis for students receiv ing special education services and when necessary for students who are experiencing academic diffi culty due to a suspected learning disability. Mental Health Assessments If students are strug gling academically due to a mental health issue, they are referred for counseling. By incorporating these measurements into our guid ance program, we are able to make informed deci sions that will benefit our students and capitalize on all of the available resources within our community. This provides our clients with the optimum opportu nities to be successful in all of their academic, career and personal endeavors.
186
The Guidance Program at Jordan High School collabo rates with over 50 community partnerships to provide academic, career, and personal assistance to all stu dents. Community Partners provide counseling, tutor ing, scholarships and internships to our students. The following are examples of the Support Team’s efforts to bring community resources to the Jordan campus: Academic · Representatives visit from LBCC, Cerritos, Compton, DeVry, UCI, CSU Dominguez Hills, CSU Long Beach, and other UC, CSU and private colleges. · Individual Student Services provided by the fol lowing: EIS Program (Educational Information Services); CSULB, EAOP (Early Academic Out reach Program); UCI, Upward Bound, CSULB; EOP (Educational Opportunity Program) CSULB; WRAP After School Program, Cal. Student Op portunity and Access Program (CALSOAP). · Scholarship Sponsors include but not limited to: Long Beach City College Foundation, Long Beach Rotary Club, Long Beach Soroptimists, City of Long Beach Black Managers, and KAGRO(Korean Association of Grocers) Career · ASVAB (Armed Services Vocational Aptitude Battery) multiaptitude career assessment · Bridges Career Exploration Program (www. access.bridges.com) internetbased program · City of Long Beach Industry Education Council, Youth Opportunity Center, LBUSDROP, and Boeing Aircraft Internships Personal · Atlantic Recovery, WRAP Family Services, Harborview Family Services, Childnet Family Services, National Conference for Community and Justice (NCCJ), and the Probation Department
Our Support Team is strongly committed to continu ous improvement. Therefore based on feedback from surveys completed by the community, Jordan Panther Advisory Council (JPAC) and English Language Ad visory Council (ELAC), data collected from quarterly grade reports and self evaluation within the Support Team, we have decided to prioritize the following goals as those which we will focus on for 20062007. 1. Increase the awareness of teachers, students and par ents that all students have a Individual Learning plan that is reviewed and updated on a biannual basis. 2. Implement a mobile information center for students related to guidance issues, “Express Guidance”, so that more students will have access to relevant in formation on college admissions, financial aid, ca reer opportunities and mental health resources. Our goals align with school wide goals of improving student achievement and are part of the school wide action plan.
We believe that parent volunteers are important in our students’ success. To increase parent and vol unteer involvement, we recently opened a parent center on campus, and hired a fulltime parent coor dinator. The center is a venue for parents to coordi nate with fellow parents and staff for programs/ activities such as : · “Safe Passage” a parent patrol team that super vises areas near Jordan before and after school. · Self Esteem Workshops · Assisting the Support Team by proctoring ex ams and other clerical duties. · Parent Support Groups Parents and community members who would like to become involved are urged to contact Octavio Mojica, Parent Coordinator, at 562) 4231471, ext. 2422.
The Student Support Team uses multiple avenues to keep the lines of communication open with students, parents and the school board. We provide most of our outreach materials in other languages such as Spanish and Khmer. Below are the various methods we utilize to promote resources at JHS: Personal Contact · Open House is conducted twice a year. Parent conferences are available when necessary, often conducted in the parents’ primary language. SST and IEP meetings can also be conducted in our three primary languages: English, Spanish, and Khmer. · Informational parent meetings such as Financial Aid Night are held in English and Spanish. · School of Choice Fair and Middle School visits are outreach activities our school participates in to inform our community about our school pro grams. We also participate in community or ganizations such as Academic UpRise and church organizations. Electronic · Phone calls and email are used by our staff in an effort to keep parents informed about their child’s education. · Our interactive website is also available online at www.lbusd.k12.ca.us/jordan · Student grades are available on the Internet. · The electronic school marquee displays school information such as test dates, school events, and school holidays on an every day basis. Print · Announcements are made in the Daily Bulletin and it is also available in video and print form. · The Panther Newsletter/Flyers/School Letters are also sent home in three languages: English/ Spanish/Khmer · This SPARC Report will be distributed to Par ents, Faculty, District Personnel, and the Long Beach Unified School Board.
187 JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM #
PER. 0
PER. 1
PER. 2
PER. 3
English 1 English 56 2 Acc
English 12 Acc
Lead Teacher
Conf
Intro to Med Occ
Intro to Med Occ
Hospital Health Occ
Arney
English
1201 English 56
Baskin
ROP
801
Bradshaw
Science
1207 Anat/Phys
Anat/Phys
Cahn
Health
902
AIMS Health
AIMS Health
DiMassa
English
14
Rhetoric and Comp
Rhetoric and Comp
English 3 4
English 34
Ewing
Science
1204
Bio 12
Bio 12
Bio 2
Hunt
Science
1304
Markey
Social Science
1107 World History
World History
Oberjuerge
Social Science
1108 US History
US History Adv Expos Text Grouped with Adv Expos English 12 Period 1 Text
Rice
English
1106
Richardson
Science
1202
PER. 4
PER. 5
PER. 6
PER. 7
Hopital Health Occ
Conf
Gov/Econ
Adv Expos Text
Conf
Chem 10th
Chem 11th
Gov/Econ
Conf
Community Service
Psychology
Conf Bio 2
188
MASTER SCHEDULE 200607 TEACHER
DEPT
RM #
PER. 0
PER. 1
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
Eden
Business
953
Comp Apps 1/ Fin. Plan
Price
Business
956
Computer Computer Apps 12 Apps 12
Computer Computer Computer Apps 12 Apps 34 Apps 12
Townsend
Business
960
Computer Computer Apps 1 Apps 1
Computer Computer Accounting Apps 1 Apps 1 12/34 Conference
Computer Apps 12
Computer Computer Apps 12 Apps 12 Conference TrackGirls Conference
PER. 7
189
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM #
PER. 0 PER. 1
PER. 2
Baligad
Social Studies
910
US Hist SDA
Bartell
Math
39
Conf
Bobo
ELD
208
Conf
Condoretti
Math
903
Cooper
ELD
310
ELD III
Gonzalez
Math
904
Alg AB SDA/PLS
Hoyos
Science
1206
Bio 12 SDA
Huffman
Science
1302
LTS
ELD
TBA
ELD IV
Lit Wrk 1 2
Luna
ELD
951
ELD II
RDG II
Newidouski
Health
38
Schoose
Social Studies
16
Conf
ELD I
RDG III
PER. 3 US Hist SDA/PLS
ELD III
ELD III
PER. 4 Econ/ Govt SDA
PER. 6
Econ/ Govt SDA
US Hist SDA
Alg AB SDA
Alg AB SDA
RDG III
ELD Rdg I
Eng 78
Conf
Algebra CD SDA
Algebra CD SDA
RDG III
Alg AB SDA/PLS Conf
PER. 5
ELD IV* Conf Life SDA/PLS
Conf
Life SDA Lab Earth SDA
Lab Earth SDA
Lab Earth SDA
Conf
ELD II
RDG II
ELD IV*
Conf
Health SDA Mod Wrld Pls
Life SDA
Conf Mod Wrld Hist SDA
PER. 7
190
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 RM TEACHER DEPT #
PER. 0
PER. 1
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
Arney
English English 1201 56
English 56 Accl 12
Accl 12
Conf.
AIMs Lead
OFF
Ball
English
852
Rhetoric
Accl 34
Conf
Accl 34
Accl 34
Accl 34
Butler
English
911
Stylus
Eng. 34
Eng 34
Conf.
Stylus Prep
Creative Writing
Clancy
English 1105
ETA Eng 34
Multi Lit
Multi Lit
Multi Lit
Multi Lit
Conf.
Conte
English
855
English 56 Conf.
Coussell
English
857
Multi Lit
Del Cid
English
853
TOK
English 56 English 34 JMAC English 34 Conf.
DiMassa
English
14
Rhetoric
Rhetoric
English 34 English 34 AdvExpTxt Conf.
Jordan
English
854
Panther 5 6
Panther 5 6
ETA Eng 34
English 5 English 56 6 ETA Eng 56
Conf.
Eng 56
English 7 8
English 5 6 English 56 Conf. English 56 English 5 6 JMAC OFF OFF
English 7 8 English 78
PER. 7
191 JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 Mageean
English
1102
English 5 Conf 6
English 56
English 56
English 34
English 34
Miller
English
856
English 7 English 78 8
AVID SR. SEM
Conf.
Rhetoric
Rhetoric
Morris
English
305
Reading LitWrkshp XXXXXXXXX English 34
Conf.
Reading LitWrkshp
XXXXXXXXX
Moses
English
1101
Panther 34
Panther 34
Conf
56 Honors
56 Honors
56 Honors
Neely
English
TBA
Conf
Reading LitWrkshp
Readin XXXXXXXXX LitWrkshop
XXXXXXXXX
English 34
Rice
English
1106
AIMS Eng LitWrkshop 12
AdvExpTxt
English 34
English 34
Conf.
304
English 3 Conf 4
English 34
English 34
English 56
English 56
Sunderman
English
Vacant
English
Waterman
English
302
Conf.
Language II
XXXXXXXXX English 34
Reading LitWrkshp
XXXXXXXXX
Whiteleather English
22
AP Eng Reading
AP Eng
Conf
Multi Lit
Multi Lit
Multi Lit
Wood
English
859
LitWrkshp XXXXXXXXX Conf
English 56
English 56
English 56
Zizz
English IB
12
IB Eng. 2
IB Essay
IB Eng. 2
IB Prep
Journalism Class Closed No Teacher
IB Eng 1
IB Eng. 1
Conf
192
JORDAN HIGH SCHOOL MASTER SCHEDULE 20062007 TEACHER DEPT
RM #
Bos
Foreign Lang
959
Hartstein
Foreign Lang
858
Hernandez
Foreign Lang
851
Irish
Foreign Lang
955
Maldonado
Foreign Lang
McDaniel
PER. 0
PER. 1 Sp 34
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
Sp 34
Sp 12
Sp 12
Conf
Sp 12
Conf
French 1 2
French 34/56
French 34
French 12
Conf
AP Span AP Span Sp for Sp Language Lit 34
Sp 12
Sp 34
31
Sp 12 Sp for Sp 12
Sp for Sp 12
AP Span Language Conf
Sp for Sp 12
Sp for Sp 12
Foreign Lang
37
Conf
AVID 910
AVID 9 10
Sp 34
Sp 34
AVID Coord
Reyes
Foreign Lang
957
Sp 56
SSS 56/ AP Sp Lit
Conf
Sp 56
Sp for Sp 12
Rodriguez
Foreign Lang
908
Conf
Sp for Sp 12
Sp for Sp 34
Sp 56 Sp for Sp 34
Sp for Sp 12
Sp for Sp 34
Whelan
Foreign Lang
13
Sp 12
Sp 12
Conf
Sp 12
Sp 12
Sp 12
French 12 Sp for Sp 34
Conf
OFF
Video Video Prod/Stage Prod/Stage
PER. 7
193
JORDAN HIGH SCHOOL MASTER SCHEDULE 20062007 TEACHER
DEPT
RM #
Cahn
Health
902
Newidouski
Health
Prager
Health
PER. 0 PER. 1 AIMS Health
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
AIMS Health
Health
Conf
Expl Teaching
Expl Teaching
OFF
38
Health
Health
Health
Health SDA
Conf
Basketball
36
Health
Health
Health
Health
Conf
Baseball
PER. 7
194 JORDAN HIGH SCHOOL
MASTER SCHEDULE 200607 RM TEACHER DEPT #
PER. 0
PER. 1
PER. 2
Bartell
Math
1104
Geometry 12
Conf
Beck
Math
309
Conf
Condoretti
Math
903
Cucaj
Math
Gonzalez
PER. 3
PER. 4
PER. 5
PER. 6
Geometry 12
Alg AB SDA
Algebra 12 Int. Alg
Int. Alg
Algebra 1 Algebra 1 2 2
Geometry 12
Geometry 12
Geometry 12
Conf
Algebra CD SDA
Algebra CD SDA
33
Geometry 12 ACC
Math Stud
Conf
Geometry 12 ACC
Geometry 12
Math
904
Alg AB SDA (D)
Int Alg 12
Alg AB SDA (D)
Int Alg H
Conf
Geometry 12 ACC Algebra Interm 12 H
Hodel
Math
355
Pre Cal
AP Calculus
PreCal
PreCal
PreCal
Conf
Lanaghan
Math
19
Conf
AP Stats
Geom ABCD
Geom ABCD
Geom ABCD
Geom ABCD
Lukoff
Math
39
Alg 12 (12)
Conf
AVID
Alg 12 (12)
Alg 12 (12)
Alg 12 (12)
Ly, P.
Math
1103
Algebra CD
Algebra CD Algebra CD
Conf
Algebra CD
Algebra CD
Ly, S.
Math
358
Conf
Geometry 12
Geometry 12
CAHSEE
CAHSEE
Alg AB
Geometry 12
Alg AB SDA
PER. 7
195 JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 Int. Algebra
Int. Algebra
Geometry Geometry Geometry 12 12 12 Conf
Alg CD
Alg CD
24
Geometry 12 Conf
Algebra CD
Algebra CD
Algebra CD
Algebra CD
Math
307
CAHSEE
Conf
CAREER
CAREER
CAREER
CAHSEE
Tucciarone
Math
34
Conf
Geometry Geometry Geometry Geometry Geometry 12 12 12 12 ETA 12
Vu, T.
Math
906
Algebra 12
Conf
Alg AB
Alg AB
Algebra 12
Algebra 12
Walsh, L.
Math
35
Int Alg H
Int Alg H
Conf
Int Alg
Int Alg
CAHSEE
Mason
Math
32
CAHSEE
Mendoza
Math
25
Nachlis
Math
Sansberry
CAHSEE
Conf
Int. Algebra
196
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 RM TEACHER DEPT # Brookman
PE
PER. 0
602
PER. 1 Conf
PER. 2 WASC
PER. 3
PER. 4
PER. 5
Dance 1 Dance 12 2 and 34 and 34 WASC
PER. 6 Dance Team
Clifton
Vollyball B/G
Dominetta
Soccer G
Eden
Cross TrackG/Soft
Hatfield
PE
600
ADV KPE
ADV KPE
ADV KPE
ADV KPE
ADV KPE
Knowles
PE
600
ADV KPE
ADV KPE
ADV KPE
ADV KPE
Conf
Massey
PE
600
ADV KPE
ADV KPE
ADV KPE
Athletic Director
Conf
Minnis Moore
Welsch, B
Polo/Swim Boy/Girls Basketball V/JV Boys/ Soccer B Golf
PE
600
ADV KPE
Intro KPE9 Intro KPE9
Conf
Intro KPE9
Intro KPE9
OFF Basketball G
Newidowski Ulmer
Conf
PE
600
AKPE/Pers Fitness ADV KPE9
ADV KPE
ADV KPE
ADV KPE
Conf Cross/ Track
PER. 7
197
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM PER. PER. # 0 1
Graham
Performing Arts 701
Miller, C.
Performing Arts 503
PER. 2 Conf
Guitar 12 Guitar 12 38 38
PER. PER. PER. 3 4 PER. 5 6 Instrum 14 Piano 1 2 38
Jazz Band 18 Piano 12 38
Music Band Exploring 38
Conf
Int. Choir
PER. 7 Orchestra/ Perf Conn
198
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 RM PER. TEACHER DEPT # 0
PER. 1
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
Gleaton
ROTC
502
Militry Sci 34
Conf
Militry Sci 56
Militry Sci 78
Militry Sci 56
Militry Sci 78
Ramirez
ROTC
502
Conf
Militry Sci 12
Militry Sci 12
Militry Sci 12
Militry Sci 34
Militry Sci 12
PER. 7
199
MASTER SCHEDULE 200607 RM TEACHER DEPT #
PER. 0
PER. 1
PER. 2
PER. 3
PER. 4
PER. 5
PER. PER. 6 7
Bradshaw
AIMS AIMS Science 1207 Ant/Phys Ant/Phys
Marine Bio
Marine Bio
Marine Bio
Conf
OFF
Duffy
Science 1305 Science
Chem H
Chem H
IB Chem I
IB Chem II
Physics
Conf
Ewing
Science 1204 Science
AIMS Bio 12
AIMS Bio 12
AIMS Bio 1
AP Bio
Bio 12
Conf
Gibson
Science 1208 Science
Conf
Life Sci
Life Sci
Life Sci
Life Sci
Life Sci
Hoyos
Science 1206 Science
Bio 12 SDA
Conf
Life SDA
Life SDA
Life SDA/PLS
Huffman
Science 1307 Science
Lab Earth
Lab Earth
Conf
Lab Earth Lab Earth SDA SDA
Bio 2 Lab Earth SDA
Hunt
Science 1304 Science
Chem 12
Chem 12
AIMS Chem
Chem 12 AIMS Chem
Conf
Jacobsen
Science 1309 Science
Lab Earth
Lab Earth
Lab Earth
Lab Earth Lab Earth
Lab Earth
Jasinska
Science 1205 Science
Bio 2
Bio 2
Conf
Bio 2
Bio 2
Bio 12
200
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 Kelsey
Science
1308
Science
Conf
Bio 12
Bio 2
Bio 2
Bio 2
Bio 12
KuoyImatori Science
1306
Science
Earth
Earth
Earth
Earth
Earth
Earth
Richardson
Science
1207
Science
Bio 2
Ant/Phys H
AIMS Anat/Phys Bio 2
Conf
Bio 2
Sandoval
Science
1302
Science
Chem 1 2
Chem 1 2
Conf
Chem 1 2
Panther Panther Chemistry Chemistry MESA
Skidmore
Science
1303
Science
Chem 1 2
Chem 1 2
Chem H
Conf
Chem H
Chem 12
Van di Vort
Science
1203
Science
IB Bio I
Conf
IB Bio I
IB Bio II
IB Coord
Life Sci
201
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM #
PER. 0
PER. 1
Baligad
Social Studies
Bruna
Social Studies
Coop
Social Studies
42
Feary
Social Studies
40
Garica
Social Studies
15
Gomes
Social Studies
1301
Econ/Govt Econ/Govt
Hibma
Social Studies
313
Mod Wrld Hist ETA
Lindholm
Social Studies
910
US Hist SDA
PER. 2 Conf
Mod Wrld Mod Wrld HistJMAC HistJMAC Acad IB History Decath of Europe
PER. PER. 3 4 Econ/ US Hist Govt SDA/PLS SDA US History JMAC Conf
PER. 5 Econ/ Govt SDA
PER. 6 US Hist SDA
US History JMAC Yearbook
US Hist AP
US Hist AP
Conf
IB History of Europe
US Hist H
US Hist
US Hist
Conf
US Hist
US Hist
US Hist
Econ/ Govt
Conf
Econ/ Govt
Econ/ Govt
IB Econ/ Philosophy Govt
Conf Mod Wrld Hist
US Hist Mod Wrld Hist
Mod Wrld Hist ETA
US Hist
Econ/Govt
Mod Wrld Hist
Conf
AP Psych
PER. 7
202 JORDAN HIGH SCHOOL MASTER SCHEDULE 200607
Conf
IB MWH Acc
OFF
Conf
MWH
MWH
MWH
Econ/Gov
Econ/Gov
Econ/Gov Conf
Football
US Hist
US Hist
US Hist
US Hist ETA
Golf
Conf
Mod Wrld Hist
Mod Wrld Hist
Conf Mod Mod Wrld Wrld Hist Hist
AIMS US Hist
Conf
AP Govt/Econ
Intro US Hist H Psych
1109
Mod Wrld Hist
Conf
AP World History
Social Studies
16
Mod Wrld Hist
Mod Wrld Hist
Van Tress
Social Studies
20
Conf
Welsch, B.
Social Studies
41
US Hist
Welsch, L.
Social Studies
21
Yang
Social Studies
23
Markey
Social Studies
1107
McMann
Social Studies
Meyer
AIMS MWH
AIMS MWH
AIMS Aims Govt/Econ Govt/Econ
311
Panther MWH
Panther MWH
Social Studies
1110
Econ/Gov
Minnis
Social Studies
804
Murphy
Social Studies
308
Oberjuerge
Social Studies
1108
Pak
Social Studies
Schoose
AIMS US Hist
Mod Wrld Hist OFF
Conf
IB MWH Mod Wld Hist SDA/PLS
IB MWH IB MWH Mod Wrld Crim/Civ Hist SDA Law
Govt/ Econ
Govt/ Econ
Govt/ Econ
Govt/ Econ
Govt/ Econ
US Hist
US Hist
US Hist
Conf
Cross/ Track B
Panther Govt/Econ Govt/Econ Conf
Panther US Hist
Mod Wrld Hist
Conf
Panther US Hist Mod Wrld Hist
Mod Wrld Hist
AP US Hist
US Hist Mod Wrld Hist
203
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607
Group
ED
TEACHER
PER. 1
PER. 2
29
Language! II #5768
English #5415-19-21-22
AlgebraAB/CD #5741/5742
Life/ PhysicalScience #5000/5012
Conference
Social Studies #5511/5717
2730
30
English 7-8 #5422
English 7-8 #5422
English 5-6 #5421
Conference
English 5-6 #5421
Lit. Workshop
2167
351
Language! I #5768
Language! I #5768
Language! I #5768
Language! I #5768
Conference
Health #
358
CAHSEE Math
Conference
Language! I #5768
Language! I #5768
US History #5717
U.S. History #5717
2273
360
English 1-2 #5415
English 1-2 #5415
Conference
Lit. Workshop
English 3-4 #5419
English 3-4 #5419
2728
28
Conference
PTS 1-2 #5344
Earth Science #5012
Earth Science #5012
Life Science #5000
Life Science #5000
2403
907
Algebra CD #5741
Conference
Algebra AB #5741
Algebra AB/CD #5741/2
Algebra AB/CD #5741/2
CAHSEE Math 5314
Modern World History #5511
Conference
Health #
Government/Econ #5005/5006
Government/Econ #5005/5006
Mobility & Transportation#5557
Voc .Ed.#5003
Conference
Functional Academics ELA #5430
Mobility & Transportation#5557
Conference
Functional Academics ELA #5430
Functional Academics Math #5336 Functional Academics Math #5336
Extension
ROOM
2729 Kane
MM Barrett MM Bockman MM Brown MM Dixon MM Grisolia MM Lobedecis
306
Walker MM Smith 2256
206
2252
204
MS Hennessy MS Shawver
PER. 0
Modern World History #5511 Practical Living Skills #5554 Practical Living Skills #5554
PER. PER. 4 PER. 5 PER. 6 3
Voc. Ed #5003
204
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607
2258 209 OI
Wise 2436 806
RSP
Ahmadi 11 2436 806
RSP
Clark 12
RSP
Guillermo 10 2743 43 11 2743 43
RSP
Lindholm 10
2297 860 RSP
PreAlgebra
Macon 1012
SFS 11th #5036 SFS 12th #5038 SFS 10th #5034 SFS 10th #5034 Lm-B Read #1578
English 1-8 #5412-19-2122
US & World Hist/Gov-Econ #5511/50055006
Conference
PTS 1-2 #5344
Life Science #5000
SFS 11th #5036
SFS 11th #5036
SFS 11th #5036
Conference
SFS 11th #5036
Conference
SFS 12th #5038
SFS 12th #5038
SFS 12th #5038
SFS 12th #5038
SFS 10th #5034
Unscheduled
Unscheduled
Unscheduled
Unscheduled
SFS 10th #5034
SFS 10th #5034
SFS 10th #5034
AP Psychology #2225 (B?)
SFS 10th #5034
Lm-B Read/SFS #1578
Lm-B Read #1578
Lm-B Read/SFS #1578
Conference
SFS 12th
#5038
205
JORDAN HIGH SCHOOL MASTER SCHEDULE 20062007 RM TEACHER DEPT # Castillo
Tech
PER. 0 PER. 1 Conf
PER. 2 Auto 12
PER. 3 PER. 4 PER. 5 Auto 12
PER. 6
Auto 12 Auto 34 Auto 12/ 56
PER. 7
206
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 DEPT
RM #
Morgan
Theater Arts
802
Barclift/Irish
Theater Arts
Stage
TEACHER
PER. 0
PER. 1 OFF
PER. 2 Intro Th. Arts
PER. 3 PER. 4 Intro Th. Arts
Conf
PER. 5
PER. 6
Int/ Adv Th. Arts IB Drama Stage Craft
Stage Crew
PER. 7 Play Prod.
207
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM PER. # 0
PER. 1
PER. 2
PER. 3
PER. 4
PER. 5
PER. 6
Berry
Visual Arts
803
Conference Draw/Paint Draw/Paint
Coar
Visual Arts
554
3D Art 12
3D Art 12
Degrief
Visual Arts
555
Draw/Paint
Draw/Paint Conference Draw/Paint
Hedley
Visual Arts
553
Draw/Paint
Draw/Paint Draw/Paint
Conference Digital Art (SLC)
Digital Art (SLC)
Clifton
Visuals Arts
552
Photo 12
Photo 12
Photo 1 2&34
Volleyball
Ceramics 12
Photo 12
Draw/Paint
IB Studio Art
Conference Ceramics 12 Draw/Paint 34 & AP
Conference
Draw/Paint Ceramics 34 3D Art 34 Airbrush
PER. 7
208
JORDAN HIGH SCHOOL MASTER SCHEDULE 200607 TEACHER
DEPT
RM #
PER. PER. 0 1 Mod Wrld Hist
PER. 2
PER. PER. 3 4 PER. 5
PER. PER. 6 7
Mod Wrld Hist
McMann
Panther 10
Jordan
Panther 11
854
Eng 5 6 Eng 56
Moses
Panther 10
1101
Eng 3 4 Eng 34
Welsch, L.
Panther 12
21
Sandoval
Panther 10/11
1302
Gomes
Panther 11
311
Eng 34
Govt/Econ Chemistry Chemistry US Hist
US Hist
209 Jordan Freshman Academcy Master Schedule 200607
English Department Rm
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
302
Autz
Eng 12 {Acc}
IB Adv Exp
Eng Acc
IB Exp
Conf
Conf
Eng Acc
308
Buell
Eng 12 P
Eng 12
Conf
Eng 12
102
Crockett
Eng 12
Conf
110
Dahlquist
Eng/Rdg Combo
Eng/Rdg Combo
208
Espeleta
LMB
LMB
106
Gallo
Eng 12
Eng 12
Eng 12
Conf
Eng 12
AVID
Conf
708
Gleason
Conf
Conf
Gov/Econ
Gov/Econ
Gov/Econ
IB Exp
Gov/Econ
304
Pina
Lang !
Lang !
Conf
Eng 12
Conf
702
Scott
Eng/Rdg Combo
Eng/Rdg Combo
Conf
Conf
Tennis
306
Stuart
Eng/Rdg Combo
706
Domingo
Eng/Rdg Combo
IB ENG/RDG
704
Brodowski
Lang !
108
Jarnecke
104
Vacancy
Eng/Rdg Combo
Eng 12
Eng/Rdg Combo (P)
Conf
Eng/Rdg Combo
Conf
Eng 12
Conf LMB
Conf
Conf Conf
Eng/Rdg Combo
Conf
Eng 12
Conf
Conf
Lang !
Conf
Eng 12
Conf
Lang !
Lang !
Conf
Eng 12
Conf
Eng/Rdg
Eng/Rdg
Conf
Eng 12
Conf
210
Jordan Freshman Academcy Master Schedule 200607
Math Department ROOM
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Geom
Geom
Geom
Geo
Geo
Alg 12
Conf
504
Brown
506
Moule
Alg ABCD
Alg ABCD
Conf
Conf
Alg 12 IB
501
Ellis
Alg ABCD
Alg ABCD
Alg 12
Conf
Tennis
610
Noble
Alg 12
Alg 12
Alg 12
Conf
Conf
206
Mora
Conf
Alg 12
503
Lane
Alg ABCD
505
Shantharan
Alg ABCD
502
Tran
Alg 12 P
Alg 12
Alg 12
Alg ABCD
Alg ABCD
Algebra ABCD
AVID
Alg 12
Conf
Conf
Alg 12
Alg 12
Conf Conf
Alg ABCD Alg 12
Alg 12 P
Conf Conf Conf
211
Jordan Freshman Academcy Master Schedule 200607
Science Department Rm
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Bio 1
Bio 1
Bio 1
Bio 1
Conf
Conf
Bio 1
Bio 1
Bio 1
Bio 1
Conf
703
Cinco
Bio 1
707
Nichols
Bio 1
605
Olsen
Conf
Bio 12
Bio 12
Bio 12
Bio 12
Bio 12
Conf
701
Williams
Bio 12
Bio 12 P
Conf
Bio 12 P
Bio 12
Bio 12
Conf
609
Zilk
Bio 1
Bio 1
Bio 1
AVID
Conf
Bio 1
Conf
Conf
212
Jordan Freshman Academcy Master Schedule 200607
Special Education Department Rm
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
604
Lin
SFS
Conf
SFS
SFS
Conf
SFS
SFS
607
Royer
Conf
SFS
SFS
SFS
SFS
Conf
SFS
213
Jordan Freshman Academcy Master Schedule 200607
Health/Computer Apps/Electives Rm
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
608
Delmonte
Computers
Computers
Conf
Computers
Computers
Computers
Conf
114
Dominetta
Health
Conf
Health
Health
Conf
Health
Soccer
112
Filinuk
Health
Health
Conf
Health
Health
Health
Conf
606
Kafka
Span Spk
Span 12
Conf
Span 12
Span Spk
Span Spk
Conf
602
Mocsary
Draw/Pt
Draw/Pt
Draw/Pt (P)
Conf
Draw/Pt (P)
Draw/Pt
Conf
601
Hinkson
Computers
Computers
Computers
Computers
Conf
Computers
Conf
214
Jordan Freshman Academcy Master Schedule 200607
Physical Education Department Rm
Teacher
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Conf
PE
PE
PE
PE
PE
Conf
200
Biffle
200
Guillory
PE
PE
Conf
PE
PE
PE
Conf
200
Pollard
Conf
PE
PE
PE
PE
PE
Conf
200
Solsburg
PE
Conf
PE
PE
PE
PE
Conf
WASC 2007
